....

1. In what ways does your media
product use, develop or challenge
forms and conventions of real media
products
?

2. Conventions
Well, We challenged conventions of a typical horror trailer by having a young
vulnerable male as the victim, therefore this is challenging original conventions
because stereotypically it is a vulnerable female who is the victim. We also had a
dominant female as the villain/clown, however this is not revealed until later into
the actual film, overall we wanted to subvert original ideas of horror films already
made. On the other hand, we kept the same conventions such as clown, stalker,
horror; as we feel as if we need to add elements suitable for 15 rated film and make
the storyline as interesting as possible. There was harm involved by a masked
character.
More disequilibrium (horror scenes) than equilibrium.
Short scene at the end of the opening.
Several soundtracks to add to the thrill across all scenes.
Build up of non-diagetic sound to lock with the scenes.

3. Cinematography
What inspired us to create our opening was a similar opening to what our final product
is based on. We figured that to help us create this opening, we searched similar clown
crime in park on YouTube and watched some clips and the one we were most inspired
from was https://www.youtube.com/watch?v=GNuGf4X9XcM as the clown approached
the girl when she was alone and the cinematography added tension so we thought
that we could use something similar to it.
Me and my colleague spoke on this clip and decided the elements and storyline is very
similar to our final product. Then we did something similar to this by making the villain
approach the victim when he was alone and made him come from the back just like
how it was when the troy approached the girl. In our product, it was clear that Lucas as
the intended target for the clown, for calling his classmate Loise a wimp for her fears.

4. Continued Cinematography
We use their extreme longshot similar to
our product, as you can see the clown is
preying on them, and remains
mysterious. This helps build up tension in
the scene and this is similar to our film,
as we can see that the clown is watching
the 2 students leaving the park.

5. Mise-en-scene
For the mise-en-scene, we thought IT, the clown's outfit was very
effective as it is in between scary and friendly and we thought that this
would be suitable for our opening product but we decided to use a
black dress under the mask to make it more suitable for the age rating
and we thought that it would be difficult to find a clown costume.
Furthermore, the clown mask suited the dialogue between the two
friends as Luke was mocking his friend for being afraid of
clowns. Additionally, we thought that we could make our opening from
the natural environment and therefore, we thought that the costume
for the two friends should be uniform as it was filmed after school and
they could have been at the park playing, before they went home.
However, we didn't want to put them in full uniform as they are not
under school premises and therefore, they didn't have to be fully
formal, such as the top button being done up.

6. Mise en-scene continued

7. Sound
The opening of Scream https://www.youtube.com/watch?v=ZgKukhIw5eY​ helped
our creation of our product as was convinced that we should include sound of
building up tension, to get our audience to suspect that something bad is going to
happen. When the girl was talking to the villain on the phone, she thought it was all
a joke at first which then gave her time to realise that it was actually serious.
Similarly, in our opening product, we used dialogue between Lucas and his friend to
make it all a joke at first - talking about each of their fears and then Lucas laughing
at his friend for being afraid of clowns, which then bit him in the back

8. Editing
The use of shot reverse shot when the dialogue takes place, is similar to our product
when the two classmates are sitting in the park; which helped us know how we
were going to use the outdoors effectively. We wanted the audience to have
different views on the speech; which helps the audience understanding what is
going on.