The Butterfly Effect
The Butterfly Effect is a 2004 American psychological thriller film written and directed by Eric Bress and J. Mackye Gruber. The title refers to the butterfly effect, a popular metaphor for the principle in chaos theory that in any dynamic system, small initial differences may over time lead to large unforeseen consequences. The film draws heavily on flashbacks and presents several alternate present day outcomes as Evan attempts to change the past, before settling on a final outcome. It contains aspects of a romance, like I will use when i create my thriller.
The Number 23
The Number 23 is a 2007 American psychological thriller film directed by Joel Schumacher. The plot involves an obsession with the 23 enigma, an esoteric belief that all incidents and events are directly connected to the number 23. This may relate to my thriller, as I'm planning on having the main male character to go mad, like the character Walter Sparrow does in this film. I think it leads to good suspense because the audience doesn't trust the character, but we know what they're going through. This can lead to an unexpected plot ending. It also involves the colour red on an important object (the book) where as, in my thriller I am going to use the colour red on a different object, such as a coat so it stands out and represents danger.
Click the following link to watch the trailer for 'The Number 23':
http://www.youtube.com/watch?v=4ElUBr6-GLU
Wednesday, 5 January 2011
Saturday, 11 December 2010
Conventions of a thriller genre
Alfred Hitchcock is an English film maker/producer who uses these conventions for a thriller. He preferred to use the suspense technique (instead of surprise) in thriller genres. Hitchcock once said "It's not the bang that scares you, but the anticipation of it". The visual sequences he used enable his films to unfold fluently.
"Psycho" uses dark lighting apart from a centre key light that shines on the main character,Marion Norman Marion Marion Marion
Commonly, he uses a device whereby the audience knows something that the characters don't know. For example, people are sitting around a table, under which is a bomb ticking away, the people at the table don't know it's there, but the audience does. I will take this into account when creating my main task; the audience will know for definite that the ex-husband/father is stalking his daughter, when he thinks he's stalking his ex-wife. This creates suspense for the audience and eagerness to know what is going to happen next.
Alfred Hitchcock uses many of these conventions when making a thriller:
-Quick cuts/camera angle changes
-Tense music (often strings)
-Dark/dull lighting
-Use of shadows
-Sympathy towards victim
-Hand-held camera
-Characters may dress in dark colours
-Close-up of the characters face to show emotion of anger/revenge/fear
-Large, threatening weapons for props
-Colour effects (e.g. red indicates danger)
-Element of surprise, expected and unexpected
"Psycho" uses dark lighting apart from a centre key light that shines on the main character,
Commonly, he uses a device whereby the audience knows something that the characters don't know. For example, people are sitting around a table, under which is a bomb ticking away, the people at the table don't know it's there, but the audience does. I will take this into account when creating my main task; the audience will know for definite that the ex-husband/father is stalking his daughter, when he thinks he's stalking his ex-wife. This creates suspense for the audience and eagerness to know what is going to happen next.
Alfred Hitchcock uses many of these conventions when making a thriller:
-Quick cuts/camera angle changes
-Tense music (often strings)
-Dark/dull lighting
-Use of shadows
-Sympathy towards victim
-Hand-held camera
-Characters may dress in dark colours
-Close-up of the characters face to show emotion of anger/revenge/fear
-Large, threatening weapons for props
-Colour effects (e.g. red indicates danger)
-Element of surprise, expected and unexpected
Thursday, 2 December 2010
Todorov's Theory
Todorov's theory is the way we look at narrative and structures. Tzvetan Todorov devised a way of analysing narrative according to the way they move forward through different stages. He suggested that many narratives, regardless of their genre, could be broken into specific stages for analysis. I will use these stages when planning for the main task, so it has a set structure and this will make it easier to create the film.
Todorov's Narrative Stages
Equilibrium- the setting is established, key character(s) are introduced and the storyline is set up.
Disruption- oppositional character(s)- appear and the story takes a particular direction.
Recognition of disruption- the lives of characters and events are interwoven. Tension builds throughout this section, which is often the longest.
Attempt to repair disruption- the highest point of tension after which there is a change in dynamic.
Reinstatement of equilibrium- matters are sorted out, problems are solved and questions answered.
For example, the thriller "Phone Booth" has this narrative structure:
Equilibrium- We are introduced to the main character, Stuart (an arrogant publicist)
Disruption- He makes a call to a woman who he was been cheating on with his wife, so his wife can't trace the call. However, unlike any other day, the phone rings and Stuart picks it up.
Recognition of disruption- There is a dangerous yet intelligent psychopath with a sniper rifle on the phone, and threatens him to not hang up or he will kill his wife, who he has been cheating on. He tells him instructions on what to do, such as telling his wife the truth. If he doesn't follow these instructions, someone will be shot.
Attempt to repair disruption- The police come and Stuart confesses to his wife.
Reinstatement of equilibrium- The police search all the buildings that someone can look out of to watch the phone booth. The villain is caught and he ends it with his girlfriend so he can be with his wife.
Todorov's Narrative Stages
Equilibrium- the setting is established, key character(s) are introduced and the storyline is set up.
Disruption- oppositional character(s)- appear and the story takes a particular direction.
Recognition of disruption- the lives of characters and events are interwoven. Tension builds throughout this section, which is often the longest.
Attempt to repair disruption- the highest point of tension after which there is a change in dynamic.
Reinstatement of equilibrium- matters are sorted out, problems are solved and questions answered.
For example, the thriller "Phone Booth" has this narrative structure:
Equilibrium- We are introduced to the main character, Stuart (an arrogant publicist)
Disruption- He makes a call to a woman who he was been cheating on with his wife, so his wife can't trace the call. However, unlike any other day, the phone rings and Stuart picks it up.
Recognition of disruption- There is a dangerous yet intelligent psychopath with a sniper rifle on the phone, and threatens him to not hang up or he will kill his wife, who he has been cheating on. He tells him instructions on what to do, such as telling his wife the truth. If he doesn't follow these instructions, someone will be shot.
Attempt to repair disruption- The police come and Stuart confesses to his wife.
Reinstatement of equilibrium- The police search all the buildings that someone can look out of to watch the phone booth. The villain is caught and he ends it with his girlfriend so he can be with his wife.
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| This image is from http://asanda2mediastudies.blogspot.com/2007/11/todorovs-theory-of-narrative.html |
Thursday, 25 November 2010
Research on trailers
Today, we looked at a trailer promoting many films that will be coming out in the cinema. Here is what I have learnt today.
FDA is the organisation who represents all of the film distribution in the UK. This is done because the show reel wants to promote these films, so people will go and pay to watch them.
Although these clips have been selected to reflect the expectations of the summer season, some of the extracts from films do not include a summer aspect to it. However, it shows a range of fast moving and exciting films.
I would associate children's films with summer because children and parents are on a summer holiday off from school and work, therefore they will have time to watch the films.
An extract that made me particularly curious is a clip from an action/adventure film, where it includes a stunt and this makes it exciting and engaging to watch. Curiosity is also stimulated when seeing well-known actors, unusual settings and bold lines of dialogue that also links with the voice-over.
Two films that were in the show reel that I think could have a U or a PG certificate are Ice Age because it's a comedy cartoon, and Camp Rock because it includes children and young teenagers doing activities that children nowadays are interested in.
Two films that were in the show reel that I think could have a 15+ certificate are Bruno because it includes sexual references/scenes, violence and inappropriate behaviour, and, The Hangover because it contains adult humour.
We also watched trailers for Public Enemies and Armored and made notes on these films. For homework, we had to find conventions of a thriller genre. To help me, I found a prezi which I found very useful. Note: I do not own this.
Click here to view this prezi.
This prezi makes several interesting points, and I agree with the majority of these. "we are set up to realise that it is too late for Marion to 'repent' and we understand that her punishment is inevitable." This quote from the prezi relates to the plot of my main production. However, in my main production the victim doesn't need to repent; the killing is a mistake. The punishment of my main character, Sarah, is also inevitable but in a way that she is being punished by losing a loved relation. The audience doesn't know if this is the end of her punishment because it is only a 2 minute clip from the whole film (approximately).
FDA is the organisation who represents all of the film distribution in the UK. This is done because the show reel wants to promote these films, so people will go and pay to watch them.
Although these clips have been selected to reflect the expectations of the summer season, some of the extracts from films do not include a summer aspect to it. However, it shows a range of fast moving and exciting films.
I would associate children's films with summer because children and parents are on a summer holiday off from school and work, therefore they will have time to watch the films.
An extract that made me particularly curious is a clip from an action/adventure film, where it includes a stunt and this makes it exciting and engaging to watch. Curiosity is also stimulated when seeing well-known actors, unusual settings and bold lines of dialogue that also links with the voice-over.
Two films that were in the show reel that I think could have a U or a PG certificate are Ice Age because it's a comedy cartoon, and Camp Rock because it includes children and young teenagers doing activities that children nowadays are interested in.
Two films that were in the show reel that I think could have a 15+ certificate are Bruno because it includes sexual references/scenes, violence and inappropriate behaviour, and, The Hangover because it contains adult humour.
We also watched trailers for Public Enemies and Armored and made notes on these films. For homework, we had to find conventions of a thriller genre. To help me, I found a prezi which I found very useful. Note: I do not own this.
Click here to view this prezi.
This prezi makes several interesting points, and I agree with the majority of these. "we are set up to realise that it is too late for Marion to 'repent' and we understand that her punishment is inevitable." This quote from the prezi relates to the plot of my main production. However, in my main production the victim doesn't need to repent; the killing is a mistake. The punishment of my main character, Sarah, is also inevitable but in a way that she is being punished by losing a loved relation. The audience doesn't know if this is the end of her punishment because it is only a 2 minute clip from the whole film (approximately).
Thursday, 11 November 2010
Evaluation of the Preliminary Task
1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
The preliminary product would be a scene in a TV programme; the main aspect of the series would be drama. It contains typical conventions of a TV drama; including a close-up of the secretary's face to show emotion and a sinister facial expression. The camera shots/angles used clearly show an insight of the characters' personalities. I think it is a realistic representation of a typical modern working day. We achieved this by the office-like location, characters formal costume and props (such as a laptop and a whiteboard). One way of identifying markets is to use a system of grouping people according to their job. In the scene, they are office staff; therefore, they are in the grade C1.
2. How does your media product represent particular social groups?
My media product clearly represents a working class of the females; there are only women in this short office scene. This shows the dominance of women, and how society has changed so that women can have high-level jobs as well as men. In previous years this has not always been the case as men were controlling more power in the employment industry.
3. What kinds of media institution distribute your media product and why?
I think the media institution Channel 4/E4 would distribute this media product because they already show Drama series, and I think this product would fit their criteria with the other programmes and target the same audience. Millions of viewer's watch E4’s best programming whether it is on premiere, repeat or through their VOD service. They are very successful with the commissioned programmes such as, Skins, The Inbetweeners and Hollyoaks.
http://www.channel4.com/corporate/4producers/commissioning/e4.html
4. Who would be the audience for your media product?
E4 is the UK’s most-watched digital channel amongst 16-34 year olds, so we aim for this age group to watch our product on Channel 4. However, I believe the scene is quite formal, and maybe too complex or bromidic for younger viewers, so the audience might differ slightly to 18-40 year olds.
5. How did you attract/address your audience?
We want to keep the audience interested and attentive but we also want to keep it realistic. At the start of the scene, a woman is walking down the corridors, so this may build tension for the audience because they want to know where she's going and why etc. In addition, at the end of the scene there is a close-up shot of the woman's sinister facial expression. This makes it more interesting and intense for the audience. Also, it ends on a cliffhanger because the audience doesn't know what is going to happen next. This keeps them in suspension, and creates an attachment to the programme.
6. What have you learnt about technologies from the process of constructing this product?
By constructing this product, I have learnt how to use editing technology. This is called 'Windows Movie Maker'. I found by using this programme, I have learnt many different transitions and effects I can use in the piece. For example, I know how to adjust sound to make it louder and to change a short clip in the scene black and white. I have also learnt that camera angles can represent a character's mood. For example, a close-up will be used to show emotion on the character's face, and if the camera is at an high angle, looking down on the character, it may show that the character is feeling low or not very good about themselves.
7. What do you feel you have learnt in the progression from to the full product?
I haven't got a lot of previous media experience so I think I have learnt several aspects of the filming industry by doing this preliminary task. Firstly, working as a team was very useful because we all listened to each other's opinions and discussed ideas on the types of camera angles and dialogue, which I feel will help in later life. In addition, I think I am better at creating storyboards. Next time, I know to write the storyboard in much more detail and be as specific as I can with colours and images.
We also came across a fault in our scene. We didn't follow the task completely, as in our scene no one came into the office and sat down. I have learnt to read in depth and use more time for planning.
The preliminary product would be a scene in a TV programme; the main aspect of the series would be drama. It contains typical conventions of a TV drama; including a close-up of the secretary's face to show emotion and a sinister facial expression. The camera shots/angles used clearly show an insight of the characters' personalities. I think it is a realistic representation of a typical modern working day. We achieved this by the office-like location, characters formal costume and props (such as a laptop and a whiteboard). One way of identifying markets is to use a system of grouping people according to their job. In the scene, they are office staff; therefore, they are in the grade C1.
2. How does your media product represent particular social groups?
My media product clearly represents a working class of the females; there are only women in this short office scene. This shows the dominance of women, and how society has changed so that women can have high-level jobs as well as men. In previous years this has not always been the case as men were controlling more power in the employment industry.
3. What kinds of media institution distribute your media product and why?
I think the media institution Channel 4/E4 would distribute this media product because they already show Drama series, and I think this product would fit their criteria with the other programmes and target the same audience. Millions of viewer's watch E4’s best programming whether it is on premiere, repeat or through their VOD service. They are very successful with the commissioned programmes such as, Skins, The Inbetweeners and Hollyoaks.
http://www.channel4.com/corporate/4producers/commissioning/e4.html
4. Who would be the audience for your media product?
E4 is the UK’s most-watched digital channel amongst 16-34 year olds, so we aim for this age group to watch our product on Channel 4. However, I believe the scene is quite formal, and maybe too complex or bromidic for younger viewers, so the audience might differ slightly to 18-40 year olds.
5. How did you attract/address your audience?
We want to keep the audience interested and attentive but we also want to keep it realistic. At the start of the scene, a woman is walking down the corridors, so this may build tension for the audience because they want to know where she's going and why etc. In addition, at the end of the scene there is a close-up shot of the woman's sinister facial expression. This makes it more interesting and intense for the audience. Also, it ends on a cliffhanger because the audience doesn't know what is going to happen next. This keeps them in suspension, and creates an attachment to the programme.
6. What have you learnt about technologies from the process of constructing this product?
By constructing this product, I have learnt how to use editing technology. This is called 'Windows Movie Maker'. I found by using this programme, I have learnt many different transitions and effects I can use in the piece. For example, I know how to adjust sound to make it louder and to change a short clip in the scene black and white. I have also learnt that camera angles can represent a character's mood. For example, a close-up will be used to show emotion on the character's face, and if the camera is at an high angle, looking down on the character, it may show that the character is feeling low or not very good about themselves.
7. What do you feel you have learnt in the progression from to the full product?
I haven't got a lot of previous media experience so I think I have learnt several aspects of the filming industry by doing this preliminary task. Firstly, working as a team was very useful because we all listened to each other's opinions and discussed ideas on the types of camera angles and dialogue, which I feel will help in later life. In addition, I think I am better at creating storyboards. Next time, I know to write the storyboard in much more detail and be as specific as I can with colours and images.
We also came across a fault in our scene. We didn't follow the task completely, as in our scene no one came into the office and sat down. I have learnt to read in depth and use more time for planning.
Thursday, 4 November 2010
Practising with the camera
This is part of our preliminary practice. We included an establishing shot, tracking shot, mid-shot and cutting on action. When I edited it, I added in some effects such as, fade in (from black), an eye transition, grayscale and fade out (to black).
Preliminary Task
This is the finished preliminary video. This helped us, as a group, pratice camera shots and continuity. Some of these camera angles include, the 180 degree rule, cutting on action, mid-shot, tracking shot and close-up. I think the continuity in this task was good because you are not able to tell the scene was filmed at different times. We then, individually, edited the video. I did this by cutting out unwanted clips that I didn't want, adjusting the sound and adding transitions such as, ease in, slow down and fade out.
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