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CCR TASK 1 - Presentation

CCR TASK 1- Dearest Annabelle opening sequence

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CCR TASK 1 - Presentation

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  1. Dearest Annabelle How did our opening sequence use/challenge conventions and how does it represent social groups/issues? By Molly Cadman

  2. OUR OPENING SEQUENCE!!! DEAREST ANNABELLE

  3. What are genre conventions? Genre Conventions are effectively the elements of the narrative/story displaying common aspects of a specific genre such as the setting, key events, and character archetypes. What Genre is our sequence? MYSTERY/CRIME

  4. What other films did we compare to? WIND RIVER SEVEN KNIVES OUT OUT OF COMPARISONS

  5. Film Comparison 1- Wind river Wide establishing shots of showing location and girl running away from the shot. Similar to shots we wanted of girl running in forest. Cross cut to girls face (medium close-up) showing she is scared- then close up. Use the same sequence of camera work in our external beginning of the sequence. Hand-held shots to give POV of the person chasing – like POV shots of girls view. BACK

  6. Film Comparison 2- Seven BACK • Low key lighting gives sinister shadows cast across objects and actions the protagonist is doing. • Close up shots to underlining words- like our shots of him reading newspaper and circling/underlining words on dictionary relating to daughters’ disappearance. • Desaturated colours contrasting a few saturated warm tones (orange/yellow)- we used to show daughters disappearance and sinister atmosphere. • Extreme close ups of objects and actions- used to portray mystery/crime. • Canted angles/handheld shaky that we used in external sequence- builds tension. • Non diegetic soundtrack- represents danger/tension.

  7. BACK Film Comparison 3- Knives out • Mystery/Crime Genre (same genre as our sequence) • Colour scheme/Lighting influence- blue/grey wash for exterior and interior warm tones created by practical lighting with contrasting dark shadows in background (low key lighting).- creates spooky/sinister atmosphere. • Close up shots to objects and ornaments- we also use throughout whole interior sequence. • Long takes- create suspense- used in our external sequence. • Focus pulls and zoom in/outs in order to intensify suspense and reveal more of the set/props- used in interior montage title sequence.

  8. Conventions of an opening title sequence…

  9. CHARACTER INTRODUCTION • Establish the main protagonist(s)- introduce a character through their actions. • Backstory of characters introduction where appropriate without giving away the entire narrative. • Convey the main themes of the film and how the character displays these. • Create suspense/anticipation to bring the audience into the characters world and display genre. • Make the characters entrance memorable and impactful.

  10. TITLES • Must include the title of the movie, production company, directors, producers and key actors. • Use a font that reflects the genre of the film. • Title uses font/style of the films recognisable logo. • Placed behind a visual action sequence reflecting/introducing films narrative.

  11. An opening sequence narrative should disclose the basic themes and genre with a little back story without disclosing the entire plot of the story. • It should be a short sequence of scenes set in one or two locations featuring action/movement. • Sets tone and atmosphere- introducing audience to the film. NARRATIVE

  12. What have we challenged and why? • We have challenged the usual singular genre conventions as we used contrasting atmospheres and visual filters in order to create tension for the viewers. • We did this by through the opening scenes being quite fairytale • Which is followed by a more sinister dramatic thriller sequence

  13. What social groups/issues are presented in our opening sequence? CLASS/STATUS AGE Parental Roles CLICK HERE FOR REPRESENTATIONS

  14. HOW ARE THESE REPRESENTED? NEXT

  15. CAMERA WORK NEXT AGE Parental Roles CLASS/STATUS • Close up to girls face at beginning of sequence shows her young soft skin connotes youth. • Long shots of her running in forest represents young subservient damsel in distress. • Close ups of mans face to show older completion and establish age- eye level shots represent his importance and control (stereotypical middle age man traits). • Close up shot of the man circling the word ‘daughter’ in the dictionary to show that the man is the girls father- but she wipes it away connoting death or missing- sinister. • Medium close up shot of a childs’ teddy bear on a rocking chair connotes that the young girl lives there- with her father shown in the shots. • Long shots of the girl showing her blue period dress which at the time would have been an expensive material. • Long shots showing the set of the mans office room and opulent furnature- also establishes his upper-class smart costume- suggestive of wealth. • Close up shots to bronze/gold writing utensils, apocatheary set, letter sealing all connotes a higher class.

  16. EDITING NEXT AGE Parental Roles CLASS/STATUS • Contrasting match cut shot of young girl’s eye to older mans eye to move from internal to external sequence. • Action match cuts when girl is playing on the logs and running in the forest- connotes childish and carefree attitude. • Cross-cutting/Synchronicity editing when running and looking around the forest (starting to feel scared)- suggesting that she is young and vulnerable. • Graphic Match cut of girl’s eye to mans eye we hope will connote to the viewers that the man is her farther- however holds a sinister atmosphere questioning the conditions of their relationship. • Action cut from man drawing a cross in the dictionary to then turning the page and drawing a circle around the word ’Daughter’- reaffirming their parent child relation. • Cross cutting/Synchronicity editing of man swaying in the rocking chair and then replaced by the bear swaying in the chair- absence of his daughter- what happened? • Slower paced editing with longer takes in the interior long shots- dramatic sequence to create a more formal and opulent atmosphere. • Desaturation of colours to take away some vibrancy when exterior and then prominence and bold contrasting colours of yellows/gold to the black background to connote wealth within their house. • Action match cuts of movements when opening the apothecary box and looking at the pills- would have been an expensive thing to own in Victorian time.

  17. MISE-EN-SCENE NEXT AGE Parental Roles CLASS/STATUS • Set/Props- Opulent furniture- dark mahogany and bronze/gold instruments etc. • Costume- period dress in a light blue fabric with lace detailing and then brown checked waist coat and trousers with puffed sleeved shirt to connote wealth due to the expense of the materials and clean-put together appearance. • Location/Set- Black box set to create a confined space with addition of expensive furniture to demonstrate a middle/upper class. • Young girls blue dress with white trim- matched with hair down waving behind her as she runs and minimal makeup- establishes young age and playful characterisation. • Set/Props- Teddy Bear suggestive of a child’s presence. • Lighting/Colours- Decreased saturation in lighting and grey wash/filter added to external sequence to make her blue dress stand out and create contrast to warmth of internal sequence- perceived as younger. • Set/Props- Dictionary with the word daughter circled- connoting to the audience that he is the girls farther. • Body language/Facial Expressions-Gripping of hands onto rocking chair, concerned/numb expression, wide eyes- connotes sadness and loss (of his daughter).

  18. WHAT DID WE USE SOUND TO CONNOTE…? NEXT SUSPENCE/INCREASING TENSION- I decided on the use of this soundtrack as it had an ambiguous melody and variations in tone and dynamics in order to create the suspenseful/sinister/unpredictable atmosphere that we wished to create in our sequence. SYNC POINTS- One of our main intentions of using the chosen sound in the opening sequence was to create impactful points at which we can use editing to cut to a different sequence and add titles to create synchronicity and fluidity within our sequence as there were dramatic changes in the instrumentation and volume in the sequence. GENRE- The soundtrack also cleverly mimics the genre of mystery/crime as it has slow changes in tempo as well as pich bends which create tension before scaring the viewers.

  19. STEREOTYPES…? • We have adhered to the stereotype of male dominance and a farther holding power over a house-hold. This is due to him dominating the majority of the opening sequence and being presented as a powerful and intense character. And then the girl is presented as the stereotypical archetype of a ‘damsel in distress’.

  20. THANK YOU FOR LISTENING!!!

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