Lesson 2: Preparation For Creative Task 3:

• Today in Media we started to plan for our next creative task: Remake an coming-of-age film opening. My group first had planned to start filming in this lesson since we had a double lesson. We initially planned to film a scene from Ferris Bueller where the teacher is calling out the register. We planned to do this by having our teacher as the teacher and the four people in my group (including me) being the students. However, we changed our mind and have decided to do mean girls. Right away we decided to film... But, we soon realised this was a terrible idea as none of us knew how the film started. So, we headed back to the classroom and started to plan. We watched the opening to the film and made notes. I designed a storyboard, Immy wrote down all the speech and Kieran and Mona made notes on props and ideas of how we could film the opening scene. Despite our enthusiasm for making this film opening, we quickly discovered our first problem. One of the scenes in the opening sequence shows the main protagonist in Africa. This was a major problem as we weren't going to consider flying to Africa to film a scene. So, Kieran suggested using a green screen. This was a great idea because we can test our skills at working with advanced movie techniques such as using a green screen and we can learn from our experience. We have a green screen readily available and I am able to edit green screen footage. We are now completely prepared to start filming in our next lesson.

Task 5: Director Case Study.

Introduction To John Hughes:

John Hughes' Biography Can Be Found Here:

• John Hughes' Biography

Introduction to Greg Mottola:

What have I learnt? 
From this research i have learnt a lot about directors. I have learnt that directors had a different role to producers in which directors are more involved in controlling actors and the set of the film. John Hughes has also inspired me to create a fourth wall break. I personally think this is really effective and entertaining. I also think that using well known and remember songs for films is very important. Sound can trigger memories and be a linked to a film. If i was a director I would want to create/use a memorable song so people can hear the song and link it to my film. Lastly, I have learnt that many narratives are repetitive. However, this is because most movie narratives follow Todorov's equilibrium. In a coming-of-age film, the main protagonist often ends up in trouble to to rebelling against a certain rule. This is what moves the plot along. I have learnt without a equilibrium break there is no reason for the film to happen.

Task 4: Producers and Distributers.

Film Producers and Distributors Stop Animation.

  

Film Producers and Distributors from Charlotte Bancroft on Vimeo.

What have I learnt?

• From this research I have learnt lots about producers and distributors. Firstly I have learnt that film producers have a large reputation to uphold. For example, when a new film's producer is revealed, the film will instantly be judged by its target audience. This is because if a producer has a bad reputation people will believe the film will be bad based on what the producer has produced in the past. I have also learnt that distributer companies are very important. Without a distributer the film will not be able to be distributed on a wide scale. This would cause box office to be a lot lower that it could be. From my research I have found most major producers and distributers are based in America. However, this is because Hollywood is in America and Hollywood is home to the US film industry. I have learned there are lots of distribution companies and this is not surprising because there are lots of films that need to be distributed around the world therefore there needs to be lots of companies. 

Creative Task:Match on Action Test:

Doors:

What went well?

• The editing is well done. It looks like one continuous shot, a good first attempt at match on action.
• Effects such as filter and music suit the short film.
• The ending shot has a nice close. It fades to white instead of just freezing on the final shot.

What didn't go so well?

• We forgot to film a important scene where the actor comes down one set of stairs, turns round the banister and continues down the stairs. This missing link makes it very confusing when the shot with the actor is walking down the stairs with the second set of stairs in the back.

What haveI learnt?

• From this task, I have learnt that match on action shots take time and precision. In order to film a good match on action shot the action must stop halfway through their action, change the placement of the camera, and then resume the action. Although match on action takes time and effort, it helps the film flow better and is used to show movement from one area to another. This makes is more clear how the actor got to one point from another without confusing the audience as they are trying to figure out the setting. One challenge was that my group had to go back a few times to re-film some shots. This was because we 'filmed" a scene but the camera wasn't actually recording or one shot wouldn't flow with another. If I were to do this task again, I would be more careful about filming so I don't miss out shots or forget to press record.

Creative Task:Preliminary Tasks

Get Nicked:
Get Nicked from Charlotte Bancroft on Vimeo.

Our Preliminary Task: 

• Our preliminary task was to combine match on action and shot-reverse-shot while keeping the 180-degree rule. This task was slightly harder than the other tasks as it required more planning and concentration while filming. My group decided to try out a different genre as we believe different effects, camera angles and lighting effect how good the film reflects the genre. We decided to go for an action/spy genre. We kept to Propp's character theory and we had two heroes and a villain. However, there was no prize or helper. 

What when well? 

• Our match on action shots flowed very well. It looked like one consistent shot and this makes the film look more processional and it stops the film from looking choppy or distorted. 
• Camera angling and shots were very varied as there was a range of different shot types, e.g close up, pan, wide shot etc. Varied camera angles help to show the setting and hint at any narrative events in the background. It also allows the audience to see what is happening from different view points and it helps the film to keep flowing and the audience doesn't get bored of focussing on one shot for too long. 
• Our narrative is clear as we followed Todorvo's equilibrium theory. We have a equilibrium, then equilibrium is then broken and then we have a realisation. However, we do not have the restoration of the equilibrium. This means our narrative is not fully complete.  
• Editing is okay. The editing is smooth and the music matches the film genre. 

What didn't go so well?

• Despite the editing being good, there was one section where the music doesn't flow from one track to another. This is because the two types of music are different genres, different speeds and have completely different tunes. This makes the change from one track to another distorted and it slightly takes away from the film and makes it seem less smooth and professional. I tried to fix this during editing unfortunately, i wasn't able to make it flow the way I would have liked it to.
• Some of the shots don't seem like they match. For example, there would be a scene of Mona traveling and it would suddenly switch to Kieran. These two clips flow well however, it may confuse the audience as it is a sudden change to a entirely different character and setting. Despite this, the film still flows. This is because we were able to continue match-on-action but it would start with one character opening a door and end with another character entering a different door. 
• Even though there is music on top of the film, some diabetic sounds such as background chatter can be heard. 
• Lastly, there is no proper ending. This may confuse the audience as it just ends. There is no chance scene or resolution and this slightly ruins the narrative. However, this sudden ending could also be considered a cliff hanger and it is up to the audience to decide how it ends. 
• We had to re-film this entire film. We started filming on my professional camera. However, the camera suddenly died before we are able to finish. This caused many problems as we had to change cameras and film on an iPhone. This meant the clarity of the video wasn't and clear as it would have been on my camera. Also, we wasted lots of time having go back and re-film everything. This time could have been spent on editing or preparing for other tasks. 

My view: 

• Overall, I enjoyed making this short film and for a beginners film I am quite impressed, despite there being a few errors. 

Do you like my glasses?

Primilary from Charlotte Bancroft on Vimeo.

Why the second attempt?
This is the second attempt of the preliminary task. Despite the first task having a small narrative, good editing and good camera work, it didn't completely cover the task. We had forgot one slight detail and that was the shot/reverse shot. We decided to refilm another short film. We decided this because overall, it is good for practice and we didn't want to risk losing marks.

What went well?

• This clip clearly demonstrates match on action, 180 degree rule and shot/reverse shot.
• The editing is good and makes the film look like on continuous shot.
• There are a variety of shots.

What didn't go so well? 

• Background sounds such as wind are too prominent and can be heard throughout.
• The first few seconds are in complete silence. This is because the wind was too strong and one of the actors made a loud sound that would have ruined the scene (we could of re-filmed but due to time limitations we were unable to do this.) 

What have I learnt?

From this task I have learnt multiple things. Firstly I am now aware that planning is very important. If there is no plan it is harder to come up with ideas and you must spend time testing out angles and re-filming scenes because they don't match properly. Secondly, I have learnt organisation is very important. If I was more organised and prepared and had my spare battery and fully charged my camera we wouldn't have had to re-film. In the future I will have to be more prepared. Another little mistake like this could set my group back a whole task. Next, I learned that editing requires patience and effort. In order to create a good film lots of effort must be put into editing. If a film is edited badly it makes the film less enjoyable. If time and effort is put into a film many errors can be solved and the quality improves. This makes the film so much more enjoyable. Lastly, I have learned filming can't be rushed. To film a scene you must have patience for the people acting in the film and you must also be prepared to re films a few shots if there are any problems e.g the camera being out of focus. 

Task 3: Conventions of an Opening Sequence.

Mean Creek:
Mean Creek from Charlotte Bancroft on Vimeo.


SuperBad:
Super Bad from Charlotte Bancroft on Vimeo.

Collaboration with Imogen Griffiths:

The perks of being a wallflower from Imogen Griffiths

What have a learnt?

• From this task I have learnt that there are multiple things in a scene that are important for example, lighting, sound, camera, mise en scene and the characters positioning are all very important as they show character relationships, setting and background info of the characters traits. All of these things combined make a well crafted and professional scene. 

Creative Task: 180 degree rule

Tanfastic Lunch:

                          Tanfastic Lunch from Charlotte Bancroft on Vimeo. 

These are the finished product of my groups first creative task. To be able to create these small scenes we had to do multiple things to prepare. First we sketched a small storyboard of our scene. We included camera angles and the storyline of the scene. Using my camera, we then went out and filmed our video. At first we did lots of test angles as the angles we drew on our story board didn't look correct when we filmed the scene. So, we played around with angles and shots until we were sure we had enough footage. We edited the footage by adding multiple video effects. We reduced motion, dulled any background sounds and tried to rearrange the footage so it  was one smooth video. 

What went well?

• The first noticeable thing about our video is the great quality. To be able to achieve this quality we used a proper camera and filmed the highest quality and didn't add any filters to the video. However, we didn't have a tripod so it was hard to film a scene without the camera slightly shaking. Although this was edited out by the motion stabiliser.  
• The angles used in our video all worked in different ways to set the setting. The first shot, a wide shot and a pan jump-cuts to a wide shot of the two girls entering the building. This jump is consistent as the two shots link together and the audience is still able to see a link between settings not a sudden jump to a new location. I also think the use of varied angles is very good. It makes the short film look more professional and realistic. Multiple angles were used through out. Some examples are: pan, side shot, wide shot, over the shoulder and a slight high shot. These shots all flow together and make the film more cinematic as the 180 degree rule is not broken and the audience is able to understand who is who and where the actors are. 
• The acting is believable. The conversation flows, despite being very short. This makes the film more realistic and more enjoyable for the audience. 

What could be improved?

• Sound was one of the downfalls of the video. Even though the voices can still be heard and are clear, there was problems with the background noises. Sound sounds such as the wind, cars and people in the background could be heard. This makes the video seem less professional and its is very annoying when trying to focus on the speech as the loud sounds block it out. During editing we tried to reduce these noises but it would effect the whole video's sound, meaning some of the actors voices would be distorted. From this my group have learned that filming a scene in a quite environment is better for sound quality. 
• Despite the majority of angles and jump cuts being great, there were a few that slightly brought the video's quality down. For example, the jump cut from the two girls walking into the door way to suddenly appearing outside. This is a bit jarring because the audience do not know the layout of the building and it may slightly confuses them as to where they are. This could have been fixed if we had a pan shot of the girls walking from the hallway into the courtyard. This also would have made the film flow slightly better. Another shot that doesn't seem to fit is a shot that had been taken from the side and its of the conversation at the table. This doesn't fit because we should have used an over the shoulder shot so we would be able to see who is talking. Another problem is some shots of footage were also out of focus. For example the last shot where the three actors are walking down the road is slightly out of focused. This could have been easily fixed if I focused the camera before we started filming.

The Shoe Shock:


What went well?

• The film is very high quality. We filmed using a high quality camera so it looked more professional.
• The film matches the genre. For this film we chose to do a short silent film. We added black and white effects and added a happy tune in the background. This is because short films were filmed while technology was less advanced. So there was no colour or sound unless it was added in editing. 
• The angling is good. The 180 degree rule was not broken. 

What could be improved? 

• The film was short and this might make the narrative slightly hard to figure out. 

What have I learnt? 

• From this task I was able to understand that filming a scene is not as easy as it looks. Lots of planning has to go into the scene before the scene can even be filmed. I also learnt that factors such as sound, focus and angles play a very important part in filming. If either one of these things doesn't work or isn't the the quality it should be, it can effect the overall outcome of the film. Lastly, this task has also helped to improve my editing skills. I now feel slightly more confident with editing. 

Task 2: History of Coming of Age Films

The full timeline: http://www.timetoast.com/timelines/1341562

 What Have I Learnt? 

From this task I have learnt that over the decades coming of age films have improved in multiple areas. For example, editing, storyline and character development have all developed from better technology, better directors and actors. I have also learnt that the most popular time for coming of age films was roughly the 1980's to the 1990's. This could be because the drama in most teenagers lives was deemed entertaining to audiences as the genre appeals to everyone. For example, children lookup to coming of age films as they may think of the main protagonist as a role model and someone they aspire to be. Teenagers relate to the main protagonist in the film due to the fact that they are in the same age group as the protagonist and the viewer has most likely encountered the problem that is being addressed in the film. Lastly, adults and elders enjoy coming of age films as it brings back nostalgia and reminds them of a time when they were once young. Also, coming of age films have many uses and gratifications. They entertain the audience and make the audience want to escape to a reality where they can be Ferris Buller and skip a day of school. Coming of age films also help people (teens) identify with the film. They also help with social interactions and forming relationships as people go to see these movies together and talk between them about it later on. This could have caused the popularity of coming of age films. I have also discovered that most coming of age films are American.

Lesson Task 1

Creative task 1:

Today, in my media lesson we made a start on the first creative task. 

Firstly, we had to learn the basics of shooting a scene. So we learnt two things,  the reverse shot and the 180 degree rule. 

Reverse Shot:

The reverse shot is very important when filming conversations in movies. To be able to film a reverse shot you must either have two cameras or film the same scene twice but from two different angles. The group I was in only had one camera so we decided to film twice from two different angles. My group planned out a story board of what we were going to film and from what angles. Some the shots includes over the shoulder, long shots, pan and side shots. We thought these types of shots would be perfect for our mini-movie because it gives an audience a better grasp of the setting. The angles also help the movie to look more professional as different angles convey different atmospheres. For example, a high shot makes the actor below look weak and small. The reverse shot also shows how all the actors in the scene are reacting to the conversation that is taking place. 

180 Degree Rule:

By imagining a straight-line directly through the two people having a conversation you are able to see that there is a left and a right side of the line. When filming you are able to film from any angle on one side of the line. This is called the 180 degree rule. If you film one shot of the left side of the line then you film the next shot on the left side, this will leave the audience very confused as to where they are and which character is which. However, this rule can be broken. For example, in the shinning there is a shot which is taken from both angles, crossing the line in a 180 degree film. This creates a anxious atmosphere which is what the film was aiming to do. 

Diagram of the 180 Degree rule.

 

Task 1: Famous Opening Sequences.

Ferris Bueller: 
The first famous film opening scene I shall be researching is Ferris Bueller's Day Off (One of my all time favourites.) 



Target Audience: Teens
Demographic: C/D

Codes and Conventions:

1. Typography: 

• The first and most obvious code and convention shown is the opening credits. Firstly, the production company who produced and distributed the film is shown, in this case it is Paramount Pictures. Then, it slowly fades into 'A John Hughes Film' a direct credit to the director. The credits are placed in the centre of a black background and are coloured bright blue. The following credits are shown: 

1.  Paramount Pictures Presents 
2.  A John Hughes Film
3.  Matthew Broderick In
4.  Ferris Bueller's Day Off  

• The black background then fades away to show the film is starting. The following credits are placed either in the left or right corners in bright blue while the film is playing:

        5.   Starring Alan Ruck
        6.   Mia Sara
        7.   Jeffery Jones
        8.   Jennifer Grey
        9.   Co-starring Cindy Pickett - Lyman Ward - Edie Mcclurg
      10.   Music Score by Ira Newborn
      11.   Casting by Janet Hirshenson and Jane Jenkins
      12.   Costume Designer Marilyn Vance
      13.   Edited by Paul Hirsch
      14.   Production Designer John W.Corso
      15.   Director of Photography Tak Fujimoto
      16.   Executive Producer Michael Chinich
      17.   Produced by John Hughes and Tom Jacobson
      18.  Written and Directed by John Hughes

       2. Camera:

• The first camera is of darkness. The screen is completely black. This is so more attention is drawn to the credits before the film starts. 
• Next, the black fades to a wide shot of a house. This is so the audience is able to identify that the setting is in a family home/suburb. 
• The camera then cuts to a extreme close up of Ferris Bueller in bed. His face is shown to be pale and he looks like he is fixated on something out of the shot. This give the audience the impression he is unwell. 
• The camera then switches to a low angle shot of Ferris' parents. This is so that the audience feel that they are in Ferris' position and they are being looked down. This involves the audience in the film. 
• Next, the camera cuts to a close up of Ferris in bed again. This is so that the audience can examine Ferris' face and see that he is clearly faking an illness, hinting at the narrative. Then it quickly switches back to another low shot of his parents. 
• After this, the camera cuts to a wide shot of Ferris' room. This is so we are able to get a bit of background information on Ferris and we are able to see his too is decorated as a clique, teenage boy's room from the 1980's. 
• The next shot is a close up of feet and then a quick shot to a females waist with her hands on her hips. This is a example of the male gaze as the camera's focus is on the females body. 
• Close up of her face. The camera then begins to blur. This is the camera's way of showing us the world through Ferris' eyes while he is "sick". 
• Then the camera switches back and forth between close ups of different characters in the movie.  
• Wide shot of parents leaving the room
• The camera then quickly cuts to a close medium shot of Ferris as he sits up and talks to the camera (4th wall break.) This catches the audiences attention as this shot implies things are about to get interesting. 

       3. Sound:

• Starts with a radio broadcast (non-diegetic) . It instantly reveals the setting to be Chicago so the audience know where the film is set. Dog's barking and the thumping of feet can be heard (diegetic.) This is a smart way of indicating movement throughout the house without showing it. 
• Parents are discussing Ferris' health 
• Sniffs and deep breaths can be heard in Ferris' voice. This shows Ferris is sick.
• While the three characters talk, dog barks and birds can still be heard.
• Calm, soft and soothing music starts to play. This creates a soothing atmosphere. 
• Car can be heard driving off in the distance. 
• As Ferris sits up the music fades out. This suggests the calmness is over and the narrative is going to get a lot more exciting. 

       4. Personal Views

• I really enjoyed the opening for Ferris Bueller's Day Off. I think the opening is perfect for this film because the opening is slow paced to begin which is a contrast to the films action like pace when the narrative kicks in. I also feel like I am able to identify with Ferris because as a teen I constantly wish of being able to fake an illness to get out of school, and seeing Ferris do this is highly entertaining to watch because the way Ferris' character is presented in the opening is very accurate representation of teenagers today, despite the film being set in 1985. 

       

Clueless:

       

Target Audience: Female Teens  
Demographic: C/D 

Codes and Conventions:

1. Typography:

• Firstly, the production company, Paramount Pictures slides onto the middle of a bright blue screen and lands on a purple oval in big, bold yellow font. This makes the font seem childish as it is is bright, a smooth font. This makes the production company stand out against the blue and purple. 
• 'Paramount Pictures' slides off screen and the  purple oval flips over to reveal a green oval with large, purple and slightly unorganised font saying 'Clueless.' The use of font here is creative because it reflects the movie title. The letters are all on different levels and look slightly curvy/distorted. This gives the impression that the letters are 'clueless' and are unable to look presentable. It also looks childish, reflecting on the genre of the film. 
• After this, there are no more opening credits. This is a strange way of starting a movie because typography is the most common code and convention used in film openings. 

     2.  Camera:

• The first camera shot is a bird-seye view of a car as it drives past. As the car drives past the camera, the camera slowly follows it before quickly jumping to the next shot. 
•  The camera slowly follows a woman with a medium shot as she walks. 
• Another quick cut to a short shot of the same woman dancing. The camera is blurred and is in slow-mo. 
• A quick jump to a wide shot of someone jumping into water. 
• Sharp cut of a close up of a woman. The camera slowly moves to the left to show her laughing friend. 
• Another quick cut to a group of girls by a pool. The camera moves in a U like shape as it moves up the woman's body. This is for male gaze and to keep male viewers interested since this film is mainly aimed at female teenagers and not males.
• Camera then cuts to a medium shot of a group of girls laughing and zooms out to a wide shot. 
• Two quick shots of a girl where the camera swoops over her legs, up her chest and lands on her face. Another use of male gaze. 
• Camera jumps to a quick close up of a male. 
• Camera reverts back to the shot of the girls by the pool and sweeps over another girls body. More male gaze.
• A quick birds-eye view shot of a car is shown again. 
• The camera then goes back to the shot of the group of girls laughing but this time it zooms in to an extreme close up.
• Another shot of the car. The camera is noticeably shakeable. This could be because its trying to seem unprofessional, like it has been filmed by a teenager on a phone. 
• The camera jumps back to the group of girls by the pool and does another sweep of the girls. 
• Camera cuts to extreme close up of girls face and slowly zooms out into a medium shot as she spins to face mirror. As the girl runs over to the door, the camera follows her. 
• Camera is focused on a close-up computer screen. 
• Camera switches to a medium shot of the girl as she fiddles with the computer an slowly zooms in. 
• Camera goes back to close-up computer screen. 
• Close up of girl and slowly zooms in. 
• Over-the shoulder/back shot of man as he walks. The camera slowly starts to angle zoom out and is angled down at the man as he goes down the stairs. 
• Two shot of the girl and her father. Camera does a 180 turn as it follows them around the room. 
• Camera continues to turn and follow them around the room. 
• Close up of man.
• Close up of girl then jumps back to the close up of the man.
• Camera reverts back to the two shot.
• Low shot of the car approaching the camera. As the car approaches the camera changes to a high shot and films a birds-eye view of the car as it passes by. Once the car has passed, the camera moves back to the low shot and watches the car drive away. 
• Wide shot of the car. This brings attention to the girls terrible driving. 
• Close up of girl as she pulls a 'whoops' face. 
• Wide shot of a large house. Camera moves so it is completely facing the house frontwards. 
• Medium shot of girl in her car. 
• Over the shoulder shot as another girl gets in the car.
• Medium shot of both girls in the car.  

• The camera shots and editing in this opening are very quick and have sharp cuts to the next shot. This is because the camera is trying to show a teenagers life as fast paced, full of action and fun. This makes the film more interesting and keeps the audiences attention as they are not focused on one shot for too long.  

 
   3.  Sound:

• As soon as the opening logo for paramount pictures is shown, music instantly kicks in (non-diegetic). The song playing is 'Kids in America.' This song matches the genre and the opening sequence well because the music genre is punk rock and this is what teenagers, at the time of the film, listened too. The song is also about America's youth, which matches the protagonists in the film because they are 'kids' in America.  The song is also fast paced which matches the jump cuts and adds to the idea that teenagers life are full of action and fun. 
• Small swooshing sound effects are added as the production company's name is displayed. 
• Laughter and chatter can be heard (diegetic.) 
• Protagonist starts her narration. 
• Music slowly fades out as a  new, upbeat and bouncy song about fashion starts to play. This blends in well with the scene because the girl is choosing an outfit. 
• Few computer noises can be heard as it chooses her outfit.
• Doors opening (diegetic.) 
• Music slowly fades out. 
• Girl's narration is still going on. 
• Music slowly fades in. Still rock (has more guitar and drums.)
• Girl and father have a conversation about arrangements. 
• Music volume increases once the shot changes and the conversation between the girl and her dad is over (non-diegetic.) 
• Plant pot breaking sound as the car crashes into it (diegetic.) 
• Car engine revving. 
• Narration is still going.

       4. Personal Views:

• I like this movie opening because of how fast paced it is and how the music fits with the shot. I also like the fact that there are no opening credits because I am able to focus all my attention on the movie instead of being distracted by the credits as I am not interested in seeing them, likewise for other people my age. I also think the camera shots are very creative in the way they move. They move the opening along so it isn't slow and boring to watch. 

Scott Pilgrim Vs The World: 

Target Audience: Teenagers 
Demographic: C/D  

Codes and Conventions: 

1. Typography: 

• As the drummer shouts "one, two, three, four' the words 'one, two, three and four' appear in faint orange writing with rounded font. 
• The words 'Yeah, Yeah' appear in white text as they guy sings into the microphone. 
• The actual credits start. They are shown in this order in a bold and sharp font and they appear while the film opening is playing: 

1. Universal Pictures Presents
2. A Marc Platt Big Talk Films Closed On Mondays Production
3. Scott Pilgrim (In a jagged sharp font, coloured very pale peachy colour.) 
4. Vs The World (In a thick and bold font.) 

• The title screen quickly changes from a black coloured background to a brightly coloured and slightly animated screen. The background constantly changes colour as different designs are added.  This is where the actors names and producers e.c.t are shown: 

       5.  Michael Cera
       6.  Mary Elizabeth Winstead 
       7.  Kieran Culkin 
       8.  Chris Evans 
       9.  Anna Kendrick 
     10.  Brie Larson 
     11.  Alison Pill 
     12.  Aubrey Plaza
     13.  Brandon Routh 
     14.  Jason Schwarzman 
     15.  Johnny Simmonds 
     16.  Mark Webber
     17.  Mae Whitman 
     18.  Ellen Wong 
     19.  Satya Bhabha, Keita Saito, Shorta Saito
     20.  Casting by Allison Jones, Robin D. Cook c.s.a, Jennifer Euston c.s.a
     21.  Music Composed by Nigel Goodrich 
     22.  Music Supervisor Kathy Nelson 
     23.  Co-producers Joe Nosemack, Lisa Gitter, Steven V. Scavelli 
     24.  Costume Designer Laura Jean Shannon 
     25.  Visual Effects Supervisor Frazer Churchill 
     26.  Editors Jonathan Amos, Paul Machliss  
     27.  Production Designer Marcus Rowland 
     28.  Director of Photography Bill Pope A.S.C 
     29.  Executive Producers Ronaldo Vasconcellos, J. Miles Dales
     30.  Produced By Marc Platt, Eric Gitter
     31.  Produced By Nira Park, Edgar Wright 
     32.  Based On The ONI Press Graphic Novels By Bryan Lee O'Malley 
     33.  Screenplay by Michael Bacall & Edgar Wright
     34.   Directed by Edgar Wright 
                 
            
       2.  Camera: 

• Camera starts with a medium of shot of Scott then quickly turns left and focuses on his friend. 
• The camera then zooms in on the drummer each time she yells a number. 
• Close up shots of drums and guitar. 
•  Wide shot of two people on a sofa and slowly zooms in. 
• Jump cuts of multiple close ups of instruments. 
• Medium shot of girl on sofa and slowly zooms in.
• Close up of drums and extreme close up of the singers mouth as he sings into the microphone.
• Camera switches to wide shot of the band and drastically zooms out until it is a over the shoulder shot of the people sat on the sofa. Multiple lighting shots radiate from band. 
• Camera drops into darkness as credits start.
• Once credits end, the camera cuts to a close up of the girl sat on the sofa. 
• Quick, shake footage of Scott jamming out on the guitar.
• Camera reverts back to the close up of the girl on the sofa and continues to zoom in. 
• Multiple quick jump cuts of close ups of the band. 
• Over the shoulder shot from the drummers p.o.v
• Close up of girl sat on the sofa. 
• Jump cuts to extreme close up of same girl. 
• Sharp cut to wide shot of a room with all the teens sat, socialising. 
• Switches to a medium shot of Scott and his friend.  

• The camera shots in this opening sequence are very fast pace. They match the speed and genre. The fast jump cuts conveys a chaotic atmosphere. This links in well because the characters are all jumping around and playing instruments. However, the close ups of the girl pulls the audience out of the trace and they are able to relate to her as all the audience can do is sit and watch the hectic scene in front of them. This implies that teenagers are crazy and get lost in the moment. 

       3. Sound 

• The band can be heard talking about the song they are play. Microphone squeaks can be heard (diegetic.) 
• Sound of the drum sticks smashing together (diegetic.) 
• Band starts to play their song (diegetic.) The genre is punk rock which is a stereotype that all teenagers listen to punk rock. 
• Singer starts singing the lyrics. 
• Singer stops as instrumental bit starts for the credits. 
• Several 'woos' and 'yeahs' can be heard in the background. 
• Singer repeats the word 'yeah' a few times and the band stops playing. 
• Microphone squeak sounds can be heard while the girl on the sofa is talking. 
• Group having conversation and gossiping. 

       4. Personal Views 

• I loved this opening sequence. I really loved how to credits were presented. They were presented in a bright and colourful way and they had little animations/doodles to accompany them. This made the credits more enjoyable to watch and the text was in a childish font with reflects its genre of a coming of age film. However, I didn't really like the music. I believe more could have been added to it lyric wise instead of a few 'yeahs' in the background.  

Almost Famous: 

Target Audience: Teenagers
Demographic: C/D

Codes and Conventions:

1. Typography: 

• The credits in this opening sequence are written by hand. They are written in a messy font and are big and spaced apart. This is clearly identifiable as a teenagers handwriting as it not curly and neat but it is also not so messy it is unreadable. This is an unusual way of showing the opening credits as most film opening sequences have text that has been added during editing. The credits appear in this order: 

• Columbia Pictures and Dreamworks Pictures Present (White text on a black screen.) 
• A Vinyl Films Production of (Handwriting on a note pad.)
• A Cameron Crowe Film
• Untitled
• Billy Crudup
• Frances McDormand
• Kate Hudson 
• Jason Lee 
• Patrick Fuqit 
• Anna Paquin 
• Fairvza Balk
• Noah Taylor
• Zooey Deschanel, Jimmy Fallon, Bijou Phillips 
• And Phillip Seymour Hoffman 

     2. Camera: 

• Camara cuts from black screen to close up of notepad as credits start. 
• Camera follows draw as it is pulled open. 
• Cuts back to notepad credits.
• Close up of all the items in the draw. Bands, pictures and notepads can be seen.
• Jump back to notepad credits.
• Close up of concert tickets. The camera sides across them. 
• Cut back to notepad credits
• Close up or more items
• Back to notepad credits.
• Close up of more band logos and pens. 
• Jump cut to notepad credits.
• Wide shot of desk. Books, pens and paper with writing and scribbles are seen. The camera slowly moves to left. 
• Cut back to notepad credits.
• Close up or more concert tickets
• Cut back to notepad credits. 
• Extreme zoom in on a key.

• These camera shots break up the credits really well. The shots of the room give the audience a idea who the films protagonist is and what they like. It also hints that the narrative is going to be based around the idea of music and bands as there are lots of shots of band merchandise and concert tickets. 

     3. Sound: 

• A very bouncy song is playing. It creates a happy and calm atmosphere. 
• Scribbling sounds of pen on paper can be heard. 
• Very faint sounds of bird and voices can also be heard. 

     4. Personal Views: 

• Personally, I don't like this opening. The credits are creative however, paired with the music it makes the opening sequence drag and it feels longer than it actually is. The camera does a good job of breaking up the credits with multiple close ups of posters and concert tickets but it's not a interesting film opening. 

Stand By Me:

Target Audience: Teens and kids
Demographic: C/D

Codes and conventions:

1. Typography: 

• There is no opening credits shown for this film opening other than these two lines: 
• Columbia Pictures presents
• Stand By Me

• The font is in a sharp and curly font which doesn't look childish or messy, therefore it doesn't fit the film genre 100%. 

     2. Camera: 

• Camera cuts from black to a wide shot of a field and a car parked on a road. 
• Camera cuts to a shot of the car.
• Medium shot of a man sat at the steering wheel. 
• Camera jumps to a close up of a newspaper article. The article says "Attorney Christopher Champers Fatally Stabbed In Restaurant." 
• Camera returns to medium shot of man in the car.
• Camera switches to the mans point-of-view shot where a long road is shown with two boys cycling down it. 
• Camera jumps back to medium shot of man.
•  Camera slowly zooms in on mans face.
• Camera fades to a shot of a magazine being taken off a shelf and a close up of a boy reading it.
• Camera switches to a wide shot of a street and the boy walking out of a shop. The camera follows the boy as he walks along the street.

    3. Sound: 

• No sound as opening credits show.
• Birds chirping fades in. 
• Soft classical music slowly starts to play. The atmosphere is calm.
• Boys can be heard cycling past.
• Man's narration starts. 
• "I was 12 going on 13 the first time I saw a dead human being. It happened in the summer of 1959... A long time ago. But only if you measure it in terms of years" 
• Cashier cha-ching sound.
• "I was living on a small town in Oregon called Castle Rock. There were only 1,281 people, but to me it was the whole world. 
• Radio broadcast starts. 

     4. Personal Views: 

• I enjoyed this film opening because it is a different approach to all the other films i have looked at. The films I looked at are teens living their life in what they would call the present where as the protagonist in this film opening is a old man looking into his past and telling a story from his teens. I like this way of presenting a film because it gives it a feeling of nostalgia, despite the film being way older than me.  

The Breakfast Club: 

Target Audience: Teens and young adults
Demographic: C/D

Codes and conventions: 

1. Typography: 

• The credits in this film opening are written in a huge, bright, sharp orange font. It also has a slight red glow, making it look like an LED. The credits appear in this order: 

• Universal - An MCA Company 
• An A&M Films Channel Production
• A John Hughes Film
• The Breakfast Club
• Starring (in alphabetical order) Emilio Estevez
• Paul Gleason 
• Anthony Michael Hall
• John Kapelos
• Judd Nelson
• Molly Ringwald
• Ally Sheedy
• Casting By Jackie Burch
• Costume Designer Marilyn Vance
• Production Supervisor Richard Hashimoto 
• Executive Producers Gil Friesen and Andrew Meyer 
• Music Composed and Supervised by Keith Forsey 
• Edited by Dede Allen A.C.E
• Production Designer John W. Corso
• Director of Photography Thomas Del Ruth 
• Co-Produced by Michelle Manning 
• Produced by Ned Tanen and John Hughes
• Written and Directed by John Hughes 
• "... And these children that you spit on as they try to change their worlds are immune to your consultations they're quite aware of what they're going through..." - David Bowie 

     2. Camera:

• There are no camera shots while the credits play. 
• At the very end of the opening credits the screen smashes to reveal a school. 

     3. Sound: 

• As soon as the credits start, the famous song "Don't You (Forget About Me)" starts to play throughout the credits. 
• A smashing sound is played. 
• The music changed to a upbeat tune. 

     4. Personal Views: 

• As much as I adore The Breakfast Club, I don't like the film opening. I think it is very dull due to the two minutes of credits that play with no exciting visuals. Just a black screen however, the film was released in 1985 so this can be blamed on lack of technology. Although I think some camera shots could have been added so the audience isn't staring at a black screen with credits. 

Dazed and Confused: 

Target Audience: Teenagers and Young Adults
Demographic: C/D

Codes and Conventions:

1. Typography: 

• The credits are written in a playful, curly white font which conveys childishness and purity. Certain words in the production companies credits are bold and bigger than the other credits. This is to highlight their importance. The credits are in this order: 

• Gramercy Pictures Presents
• An Alphaville Production In Association with Detour Filmproduction
• Dazed and Confused
• Casting by Don Philips 
• Costume Designer Katherine (K.D) Dover
• Editor Sandra Adair 
• Production Design John Frick
• Director of Photography Lee Daniel 
• Co-Producer Anne Walker-McBay
• Produced by James Jacks, Sean Daniel, Richard Linklater
• Written and Directed by Richard Linklater
• Last Day of School May 28 1976 1:05P.M

     2. Camera: 

• Fades from black into a wide short of a car park. Camera follows a yellow car and it drives out and around, toward the camera.
• Extreme close up of a girl licking a cigarette.
• Over the shoulder shot of the girl rolling the cigarette. 
• Shot of a large stone square with the schools name and sport team on the sides.
• Wide shot of a stairway outside the school. The camera follows a guy in a red shirt and he walks down the steps.
• Short of a set of lockers.
• Medium shot of a group of boys smoking.
• High angled shot of girls socialising on a car.
• Angled shot of two high-schoolers talking by some lockers.
• Mid shot of a guy in a woodworks class. A sign can be seen saying "Wear your goggles" and the guy isn't.
• Wide shot of friends eating lunch at a table.
• Shot of two people sat on a car
• Shot of a group of guys making bets.
• Close up of a handshake
• Wide shot of a busy hallway
• Wide shot of a stairway
• Jumps back to wide shot of hallway. This time it is empty and students are starting to filter out and go to class. 

     3. Sound: 

• Throughout the opening credits, the song "Sweet Emotion" is playing. 
• Light sounds of chatter can be heard. 
• School bell rings.

     4. Personal Views: 

•  I think this opening is really relevant to the genre of coming of age films. I believe this film opening really captures common behaviour of teenagers. For example the scene where the boy is in the woodworks class without his goggles on. This shows common teenage behaviour because he is ignoring/forgetting the rules. I also like the way the camera shots are shown. They show various shots of the school and from there the audience can create an imagine in their mind. 

17 Again: 

Audience: Teens
Demographic: C/D

Codes and Conventions:

1. Typography: 

• The text in this opening sequence is bright blue and bold. This is so the text blends in with the background and looks like it is writing in a yearbook. The credits are shown in this order:

• Directed by Burr Steers 
• Written by Jason Filardi 
• Produced by Adam Shankman
• Jennifer Gibgot
• Executive Producers Toby Emmerich, Mark Kaufman, Keith Goldberg, Jason Barrett 
• Co-Producer Dara Weintraub 
• Director of Photography Tim Suhrtedt, ASC
• Production Designer Garreth Stover
• Editor Padraic McKinley
• Costume Designer Pamela Withers Chilton
• Music Composed and Conducted by Rolfe Kent
• Music Supervisor Buck Damon 
• Casting by Lisa Beach C.S.A and Sarah Katzmann C.S.A
• Zac Efron 
•  Leslie Mann 
• Thomas Lennon 
• Michelle Trachtenburg 
• and Matthew Perry 
• 17Again
• Melora Hardin
• Sterling Knight, Hunter Parrish, Nichole Sullivan 

• The order of these credits is different to how all the other films have ordered them. For example, 17 Again orders the credits with all the producers, designers and composers before the main cast's names. Whereas all the other films have the main cast's names first. 

     2. Camera: 

• There are no camera shots in the opening scene. All that is shown is the flicking of pages as the credits change and pictures of the cast from teenage years are shown. 

     3. Sound: 

•  Naive by The Kooks plays throughout the opening scene

     4. Personal Views:

• I like this opening. I like how the credits are set out as a yearbook and how all the cast members photos of their younger years are also put in the book. 

Easy A: 

Target Audience: Teenagers and Young Adults.
Demographic: C/D

Codes and Conventions:

1. Typography: 

• The typography in this film opening is used creatively. The text is placed on signs, on the floor and on walls like the text is actually there. The text is bold, white and sharp. The text is shown in this order: 

•  Screen Gems Presents
• An Olive Bridge Entertainment Production 
• A Will Gluck Film
• Easy A
• Penn Badgley 
• Amanda Bynes 
• Dan Byrd 
• Thomas Haden Church
• Patricia Clarkson 
• Cam Gigandet
• Lisa Kudrow 
• Malcolm McDowell
• Aly Michalka
• Stanley Tucci
• Fred Armisen 
• Jake Sandvig 
• Juliette Goglia 
• and Emma Stone
• The shudder inducing and clichéd, however totally false account of how I lost my virginity to a guy at a community collage. (Written on a sign in scruffy writing that Emma holds up.) 
• Casting by Lisa Miller Katz C.S.A
• Costume Designer Mynka Draper 
• Music Supervisor Wende Crowley 
• Edited by Susan Littenberg
• Production Designer Marcia Hinds
• Director of Photography Michael Grady 
• Produced by Zanne Devine, Will Gluck
• Written by Bert V. Royal

     2. Camera: 

• Camera starts by being aimed at the sun. The camera level then lowers until it is focused on a street.
• Shot of a sign that shows the location of the film setting.
• A shot of two flags in the wind.
• Wide shot of an orange orchard. 
• Close up on an orange on a tree.
• Close up of a school sign.
• Shot of a pair of shoes hanging from a tree and blowing in the breeze. Camera lowers into a widest of the school courtyard. 
• The camera then moves forward with various students. 
• Skateborder skates past and camera follows them as they skate by. 
• Camera travels around school site.
• Camera is looking down at Emma from a high angle. This makes Emma look weak. 
• Camera jumps to mid shot of Emma talking to the camera (Implying its a webcam.) 
• Low shot of Emma picking stuff of the floor.
• Medium shot of Rhiannon  
• Camera lands on a foot and moved up to reveal who's foot it is.
• Medium shot of Emma and Rhiannon
• Close up of teacher
• Medium shot of Emma and Rhiannon
• Over the shoulder shot of teacher
• Shot of Emma and Rhiannon
• Close up of teacher
• Medium shot of Rhiannon and Emma
• Over the shoulder shot of teacher telling off student
• Camera follows Emma and Rhiannon as they walk down the street
• Wide shot of street and Emma and Rhiannon walk towards the camera.
• Wide shot of Emma and Rhiannon's family outside at night
• Close up of Emma as she eats
• Close up of Rhiannon's mother.
• Close up of Rhiannon's dad
• Medium shot of Rhiannon and Emma as Rhiannon's dad offers Emma drugs. 
• Close up of Emma as Rhiannon's mother reaches across. 
• Medium shot of Rhiannon and Emma as they walk. The camera moves backwards to keep them in shot. 

     3. Sound: 

• Chippy music starts to play
• Class bell rings
• Students talking and murmuring can be heard.
• Main protagonists narration starts.
• Loud thump as Emma falls to the floor
• Emma, Sam and the teacher have a conversation about something he overheard. 
• Emma carries on her narration.
• Teacher talks to group of drug takers about how drugs are bad.
• Sam and Emma talk about Emma's date.
• Emma has a conversation with Sam and her family.
• Emma and Sam go back to talking about "George"

     4. Personal Views: 

• I love the opening scene of easy A. It has so much going on and some of the camera shots capture a really nice view. I also like how the credits are spaced out and are put in creative places. 

Good Burger: 

Target Audience: Teens and children
Demographic:  C/D

Codes and conventions: 

1. Typography: 

• The typography in this opening is bright yellow and curly. This makes the font seem playful and childish. The colour yellow conveys happiness which suggests the film is going to be a happy and energetic film. The credits are shown in the following order: 

• Paramount Pictures Presents
• In Association With Nickelodeon Movies
• A Tollinl Robbins Production
• Good Burger
• Kenan Thompson 
• Kel Mitchell 
• Abe Vigoda  
•  Shan Jackson
• Jan Schweiztenman
• Linda Candellini 
• and Sinbad 
• Casting by Jaki Brown-Kanman and Robyn M. Mitchell 
• Co-Producers Diane Batson-Smith and Dan Schneiden 
• Music Score by Stewart Copeland

     2. Camera: 

• Stop-motion animation of burger being put together and messed around with as credits play.
• Screen fades from black to a close up of Ed
• Close up of woman 
• Medium shot of Ed preparing burger.
• Shot of Ed as he talks to a talking burger. 
• Medium shot of air as he is lifted into the air by the talking burgers.
• Shot of Ed as he falls down a large hole.
• Camera pans down and lands on Ed as he wakes up from a dream.
• Camera follows Ed as he wakes up and leaves his room.
• Medium shot of Ed as he showers with his work clothes on. Camera slowly zooms out.
• Wide shot of a burger place.
• Medium shot of man talking to one of the workers.
• Camera follows Ed and he roller-skates down the street.
• Close up of girl as she gets dragged along the road by Ed
• Slightly low angles shot of Ed as he skates away.
• Wide shot of Ed as he skates towards the camera.

     3. Sound: 

• Bubbling sounds and driving sounds as cup moves around.
• Music starts. It sounds rather clumsy and dopey as the tune have lots of high notes and a low drop every now and then. There are also a few sound effects as items are added onto the burger.
• Ed greets a customer "Welcome to good burger the home of the good burger can I take your order?"
• Customer replies with her order.
• Ed talks into the microphone.
• Twinkling sound effects 
• Burgers start talking to Ed with squeaky voices.
• Ed makes sounds of amusement as he is lifted into the air.
• Ed screams as he is dropped.
• Alarm clock sounds
• Music starts to play. It is twinkly and chorus like.
• Ed is surprised by the clock "Ah! A clock!"
• Water running as Ed gets in the shower.
• Ed sings in the shower "I'm a dude, he's a dude, she's a dude" 
• Music stops as the drive through guy has a conversation with a customer
• Another worker joins in the conversation. 
• More music starts to play this time is is more hip-hop 
• Ed makes grunting sounds as he skates.
• Ed greets a group of girls
• Thud as girl hits the ground
• Girl is making grinding/dragging sounds as she is pulled along the road.
• Ed apologises.  

      4. Personal Views: 

• I enjoyed this movie opening the most. Mainly because it make me laugh a lot because of how silly it is. I really liked the way stop animation is used at the start to prepare the burger it is a really creative thing to do. 

What I Learnt  From This Research: 

• I learnt that the order of the credits is very important because I now understand that the opening credits are also the list of the hierarchy. For example, the film's production company is usually the first credit to be shown. This is because the production company is at the top of the hierarchy as they produced the film. This is followed by the producers name as they are also on top of the hierarchy. Next, the main cast is shown. This is because the cast is next on the hierarchy due to the fact that they are the main stars of the film. The cast is also placed at the start so the audience who are watching the films can start to determine if the film is good or not based on their own knowledge of the actor. After the cast, the credits work their way through the designers, composers and producers until it reaches the director. The font of the credits is always big and bold so the names are clear and can be read from a distance so the credits are easy to view either in a cinema, at home or on small devices such as phones. The credits are also coloured (this can help to convey the narrative) so they stand out against the background, again this is so they are clear to see and don't blend into the background. I also learnt that breaking the credits up with interesting camera shots is very important. This is so the opening scene doesn't lose the audience's interest and it will hype them for the rest of the film. Finally, I have learnt that the opening scene to every movie is extremely important. The opening is what gives the audience their first impressions of the acting and story line. From this the audience will believe they are seeing a good movie and will enjoy it. However, if the audience makes a bad impression of the film they may criticise the rest of the film, based on their first impressions. Although some film openings can be very boring and leave a bad impression but the film itself can often fix that and the audience will enjoy it anyway.