Music.

Today i, Kirsten looks at several different dramatic drones and pulses for our thriller. I used the media studies CD and listened to the tracks to see which one i thought suited our thriller the best. I came up with Track 4, Track 12 - Horror Drone, and Track 20 - Chemodrone. I thought track 4 was an effective track, as it has a very strong beat, and also a clock ticking, which i thought would be effective because the hostage is held in a school, and it makes it sound like the school clock is ticking, and time is passing but no-one has found her yet. I thought track 12 was an effective track as it gets louder and louder, and is quite echoey. It feels like there is someone there but the hostage does not know this which fits well with our thriller. I thought track 20 was good because it sounds as if someone is screaming but its an echo, but it sounds like a girl, which we have the hostage being a girl.

Kirsten Toye

Editing Issues

When editing our first scene we discovered that we had a problem. The first time we shot the scene of walking across the car park, Charlotte and Kirsten were eating crisps. We shot them eating crisps three times. We later went to shoot the continuation of this scene and neither Charlotte or Kirsten were eating crisps. When editing we discovered that as the 2 scenes flow continuously, in half the shot we are eating, in the other half the crisps have disappeared. Unless we can find a way with editing to make it not look like it changes, we will be having to re-shoot one of these clips.

The Scenes We Shot On The First Shooting Lesson

The filming we completed today was of Charlotte and Kirsten walking across the college car park talking and stopping to talk to their friend Sam. We tried to make it as if it was from the eye of the kidnapper so it seems as though he is watching Charlotte before he takes her hostage.
When the 3 girls leave, Sam and Kirsten leave together and Charlotte leaves by herself, making her more vulnerable. The camera then follows her walking off, and you can see a bush close to the camera, giving the impression the kidnapper is hidden in the bush watching. We filmed a few versions so that we have plenty of footage for editing to see which one looks the best. We have uploaded this to Final Cut Express, and are editing to make our first scene flow well. We are also checking the sound is in sync with our images and that our clips follow on from one to the other.

Problems With First Shooting Lesson

Today we attempted to film some scenes of our opening. A lot of our opening was going to be filmed behind the back of the stage, as this is where we were going to have the hostage kept. However, we did not realise that going behind the stage is not allowed due to health and safety so we got stopped before any filming could take place here. Because of this we now have to re-plan where our thriller is going to be set and change the story line to fit the new location.

We have a possible new idea for filming, in the photography studio, but we will have to wait to ask for permission to see if that can be done.

In this we did manage to film 2 outside scenes of our kidnapper watching the girl before he takes her hostage. We may re-shoot these later depending on how they fit with the new location.

Shot List

This is a blog of what shots we will be using tomorrow.
We will be using an establishing shot to give the viewer an understanding of where our film is set.
We will use close up shots to show the emotions of the characters clearly.
We will be using a long shot of the hostage to create isolation.

Costumes and Setting

The Attacker will be wearing black to make him seem mysterious and dark/hidden.

Charlotte will be wearing her day to day clothes , as will Kirsten as they would be going about their day normally if this hadn't have happened.

planning

Tomorrow we are going to shoot our first scene within college , charlotte is playing the hostage , Ryan is the attacker and Kirsten Charlottes friend.

We are bringing in the appropriate props for tomorrow, such as fake blood, a rope and masking tape. We re all wearing our clothing we need for filming to college.

We are going to try and shoot as much as possible in tomorrows lesson so we have plenty of time for editing and have as much footage as possible .

In the Thriller we are going to have no speaking for half.

Our Thriller Titles

We have thought about some possible titles for our thriller. These are:

- Trapped
- Deadlock
- Hidden
- Backstage
- wrapped up
- struck

we chose mainly one word titles for a powerful effect.

Story Board

We have created a rough story board plan of which we are going to following. However we may not follow it exactly as once we've started filming we may decide another idea, or different camera angles work better than what we have planned.

We have taken images of the location we will be filming our thriller

We have taken some images of where we will be filming our thriller.

Filming Tips

We discussed as a class and came up with these 15 tips for filming.

1. Buses are hard to film on - Choose a busy route, Double Decker buses, Go early.

2. Keep pets out of the way.

3. Make sure you all turn up on time - organization.

4. Keep it simple - make simple things look effective.

5. Do a lighting test.

6. Make sure battery is charged.

7. Rewind tape.

8. Be organised when filming.

9. Press record, say shot number/type, then shout action.

10. Tick off shot list.

11. Keep close for speaking parts.

12. Put in a performance.

13. Take more footage then you need.

14. Plan plenty or editing time.

15. Beware of the public - film quickly and efficiently.

Aim of Certification

We have put a description up of the three certificates that would be suitable, and we have decided as a group that we are going to aim for the 15 certificate for our thriller. We have chosen this because we can show more graphic images though they will not be too horrific to be an 18. We can use images or gore or horror or self harm as long as we do not leave the image up too long and as long as we don't promote it too much. We feel that our thriller fits this certificate the best.

Also, as the certificate is in between the 12 and 18 mark we will have a wider audience as we are not limited to an older age gap. This means we could have more potential viewers of our thriller as more people would be able to go and see it.

• where the material is in breach of the criminal law,
or has been created through the commission of a
criminal offence
• where material or treatment appears to the BBFC to
risk harm to individuals or, through their behaviour,
to society – for example, any detailed portrayal of
violent or dangerous acts, or of illegal drug use,
which may cause harm to public health or morals.
This may include portrayals of sexual or sexualised
violence which might, for example, eroticise or
endorse sexual assault
• where there are more explicit images of sexual
activity which cannot be justified by context. Such
images may be appropriate in ‘R18’ works, and in
‘sex works’ (see below) would normally be confined
to that category.
In the case of video works (including video games),
which may be more accessible to younger viewers,
intervention may be more frequent than for cinema films.
Sex education at ‘18’
Where sex material genuinely seeks to inform and
educate in matters such as human sexuality, safer
sex and health, explicit images of sexual activity may
be permitted.
Sex works at ‘18’
Sex works are works whose primary purpose is sexual
arousal or stimulation. Sex works containing only material
which may be simulated are generally passed ‘18’. Sex
works containing clear images of real sex, strong fetish
material, sexually explicit animated images, or other
very strong sexual images will be confined to the ‘R18’
category. Material which is unacceptable in a sex work
at ‘R18’ is also unacceptable in a sex work at ‘18’.

15 Certificate

Discrimination
The work as a whole must not endorse discriminatory
language or behaviour.
Drugs
Drug taking may be shown but the film as a whole must not
promote or encourage drug misuse. The misuse of easily
accessible and highly dangerous substances (for example,
aerosols or solvents) is unlikely to be acceptable.
Horror
Strong threat and menace are permitted unless sadistic
or sexualised.
Imitable behaviour
Dangerous behaviour (for example, hanging, suicide and
self-harming) should not dwell on detail which could be
copied. Easily a ccessible weapons should not be glamorised.
Language
There may be frequent use of strong language (for example,
‘fuck’). The strongest terms (for example, ‘cunt’) may be
acceptable if justified by the context. Aggressive or repeated
use of the strongest language is unlikely to be acceptable.
Nudity
Nudity may be allowed in a sexual context but without
strong detail. There are no constraints on nudity in a
non-sexual or educational context.
Sex
Sexual activity may be portrayed without strong detail.
There may be strong v erbal references to sexual behaviour,
but the strongest references are unlikely to be acceptable
unless justified by context. Works whose primary purpose is
sexual arousal or stimulation are unlikely to be acceptable.
Theme
No theme is prohibited, provided the treatment is
appropriate for 15 year olds.
Violence
Violence may be strong but should not dwell on the infliction
of pain or injury. The strongest gory images are unlikely to
be acceptable. Strong sadistic or sexualised violence is also
unlikely to be acceptable.
There may be detailed verbal references to sexual violence
but any portraya l of sexual violence must be discreet and
have a strong contextual justification. 15 –
Suitable only for 15 years
and over
No one younger than 15 may
see a ‘15’ film in a cinema.
No one younger than 15 may
rent or buy a ‘15’ rated
video work.

12 Certificate

Discriminatory language or behaviour must not be
endorsed by the work as a whole. Aggressive
discriminatory language or behaviour is unlikely
to be acceptable unless clearly condemned.
Drugs
Any misuse of drugs must be infrequent and should
not be glamorised or give instructional detail.
Horror
Moderate physical and psychological threat may be
permitted, provided disturbing sequences are not
frequent or sustained.
Imitable behaviour
Dangerous behaviour (for example, hanging, suicide and
self-harming) should not dwell on detail which could be
copied, or appear pain or harm free. Easily accessible
weapons should not be glam orised.
Language
Moderate language is allowed. The use of strong
language (for example, ‘fuck’) must be infrequent.
Nudity
Nudity is allowed, but in a sexual context must be brief
and discreet.
Sex
Sexual activity may be briefly and discreetly portrayed.
Sex references should not go beyond what is suitable for
young teenagers. Frequent crude references are unlikely
to be acceptable.
Theme
Mature themes are acceptable, but their treatment must
be suitable for young t eenagers.
Violence
Moderate violence is allowed but should not dwell on
detail. There should be no emphasis on injuries or blood,
but occasional gory moments may be permitted if
justified by the context.
Sexual violence may only be implied or briefly and
discreetly indicated, and must have a strong contextual
justification.
12A/12 –
Suitable for 12 years and over
Exactly the same criteria are
used to classify works at ‘12A’
and ‘12’. These categories are
awarded where the material is
suitable, in general, only for
those aged 12 and over. Works
classified at these categories
may upset children under 12
or contain material which many
parents will find unsuitable
for them.
The ‘12A’ category exists only
for cinema films. No one younger
than 12 may see a ‘12A’ film in a
cinema unless accompanied by
an adult, and films classified
‘12A’ are not recommended for a
child below 12. An adult may take
a younger child if, in their
judgement, the fil m is suitable
for that particular child. In such
circumstances, responsibility for
allowing a child under 12 to view
lies with the accompanying adult.
The ‘12’ category exists only for
video works. No one younger than
12 may rent or buy a ‘12’ rated
video work.

This is the first basic plan that we had for planning our thriller.

We have split our ideas up into four groups so that it is easier to digest.

Mise-en-scene

Mise-en-scene:

Setting:

Our thriller opening is going to be set in Long Road Sixth Form College. We are going to be using the main hall because the hall has a stage and we will be having the hostage trapped behind the stage because it will be dark which will make it seem like we have filmed it during the night and also it will make it look scary because it will be dark. We are also using the stairs leading up to the main hall, where the person who is being chased runs up before entering the hall to find the hostage.

Costume:

We would have the hostage and the person who finds the hostage tied up both in normal daytime clothing as they are at college.

Props:

The hostage will be tied up with rope, and will also have tape over their mouth to show that they are held hostage. We will be using a chair for the hostage to be tied to.

Lighting:

We will make behind the stage dark so that it looks eery, to set the atmosphere to the viewer. Also this is a typical convention of a thriller.

By Kirsten Toye and Charlotte Bocking

Music for thriller

Music:

We are going to create our music for our thriller on Garage Band. There will be music throughout most of our opening. We are trying to set the tone and atmosphere that there is something wrong and that there is danger in the school. We would start the music with a slow and calmer tone, and then will build up this tone into a more dramatic and dangerous feeling. We want to make our viewer feel the danger before they see it and feel the panic the character is feeling.

We made a soundtrack to the opening of the film 'Taking Lives', and we will follow a similar format to the one we used for this in garage band. We will add in appropriate sound effects and noises where they are needed.

By Kirsten Toye and Charlotte Bocking

Shot Types

This is going to be a variety of shot types we are considering using in our opening.

1. We are thinking of using a close up of the hostage's face, who is tied up, as this will show the viewer the sense of panic of the character and should increase the feeling of danger.

2. We could use a long shot to create isolation as the victim/hostage will be stood in a corner.

3. We might use a pan across the place where the victim is then focus on the victim as if they have only just seem them.

4.We could use a reaction shot to how the character has a sense on fear and this will pass onto the viewer.

5. Establishing shot to get the audience familiar with the location and let them realise it is set in a school.

6. We could use a high angle shot of the hostage to show them looking isolated and vulnerable.

7. We could use a canted angle to show that the hostage is injured and in trouble

8. We could use a extreme close up on the hostage to show where they have been hurt so the viewer knows that they are hurt and in trouble.

By Kirsten Toye and Charlotte Bocking