3. Before
we
made
our
film
we
researched
other
opening
sequences
to
get
an
idea
of
what
genre
we
wanted
to
do.
Whilst
researching
we
found
the
opening
sequence
of
“Tormented”
which
is
a
teen
horror.
Our
opening
sequence
is
similar
to
“Tormented”
as
we
have
created
a
similar
female
character
in
a
similar
loca>on
which
is
a
secondary
school.

4. To
create
our
>tles
we
used
‘final
cut
pro’.
We
decided
to
make
our
>tles
a
simple
white
font
which
is
unlike
the
bold,
colourful
>tles
from
Tormented.
We
decided
that
it
would
not
be
relevant
to
our
opening
sequence
to
include
bold
>tles
as
the
tone
of
our
opening
sequence
appears
to
be
slightly
more
serious/
drama>c
than
Tormented.

5. We
decided
not
to
use
school
uniform
for
our
opening
sequence.
This
was
partly
due
to
the
fact
that
our
opening
sequence
it
set
at
a
small
private
school
whereas
Tormented
is
set
at
a
larger
school.
Our
costume
at
the
beginning
of
our
opening
sequence
is
dark
and
ripped
to
show
that
the
girl
has
been
in
danger.
In
terms
of
mise
en
scene
our
opening
sequence
is
unlike
Tormented.

6. Our
media
product
is
conven>onal
in
terms
of
our
edi>ng.
We
have
edited
our
opening
sequence
in
a
con>nuous
way
which
is
similar
to
‘Tormented’.

7. In
our
opening
sequence
we
used
jump
cuts
to
create
tension
similar
to
‘Tormented’.

8. For
our
opening
sequence
we
chose
a
similar
style
of
music
to
‘ Tormented’.
We
used
‘Garage
band’
to
find
a
creepy/dark
sound
to
create
tension
at
the
beginning
of
our
opening
sequence.

9. Our
film
represents
teenagers
and
the
conflicts
which
can
occur
between
that
schoolgirl
image
and
the
reality
lurking
underneath.
The
scene
showing
interac>on
between
three
schoolgirls
in
deten>on
also
depicts
an
undercurrent
of
tension
between
one
character
and
the
supervising
teacher
-­‐
crossing
the
boundaries
of
authority
and
social
conven>on
by
hin>ng
at
an
inappropriate
connec>on
between
them.

10. Our
media
product
presents
school
teachers
in
a
nega>ve
way
sugges>ng
that
they
are
‘perverted’
or
‘interested’
in
young
school
girls.
We
have
also
suggested
that
school
teachers
are
of
a
lower
class
as
our
teacher
is
reading
‘ The
Sun’
newspaper
which
ironically
implies
that
he
is
not
well
educated.
This
differs
from
other
media
products
where
teachers
are
presented
as
kind
and
sensible
people.

11. We
have
presented
teenage
girls
in
a
nega>ve/stereotypical
way
as
we
imply
that
young
girls
are
weak
and
vulnerable
and
we
suggest
that
they
would
“run”
off
with
a
teacher
without
thinking
twice.
We
also
see
at
the
beginning
of
our
opening
sequence
that
the
girl
has
been
physically
damaged
which
further
implies
that
young
girls
are
physically
weak.
However
this
is
unlike
‘Tormented’
as
the
teenage
girl
appears
strong
and
confident.

12. • Tormented,
a
film
with
the
same
target
market
as
ours,
was
distributed
by
Warner
Brothers.
Warner
Brothers
is
one
of
the
five
largest
distribu>on
companies
in
the
world
and
therefore
had
the
ability
to
release
films
on
a
large
scale.
• We
would
like
Playground
to
be
released
in
this
way,
across
a
large
number
of
screens
na>onwide,
as
its
content
will
appeal
to
all
teenagers
no
maMer
what
part
of
the
country
they
live
in.
Distribu>on
companies
that
we
would
like
are
film
to
be
distributed
by:

15. In
order
to
aMract
a
young
audience,
we
cast
young
teenagers
to
act
in
our
opening
sequence.
This
would
therefore
aMract
young
teenagers
to
watch
our
film.

16. We
aCracted
our
audience
by
selecDng
a
genre
which
is
popular
with
teenagers.
This
genre
is
‘teen
horror/thriller’
and
we
knew
that
it
aCracted
audiences
based
on
Tormented
which
is
of
the
same
genre.

17. We
have
learnt
a
lot
about
technologies
since
we
started
making
our
film,
also
it
has
allowed
us
to
be
more
crea>ve
with
our
ideas,
such
as
using
a
film
camera,
edi>ng,
sound
and
conver>ng
our
film
into
a
DVD.
As
well
as
using
YouTube
to
distribute
our
film.

22. Catrin
George-­‐Carey:
‘Looking
back
at
the
preliminary
task,
I
realized
that
I
had
no
clue
on
how
to
use
a
film
camera
nor
how
to
edit
the
film
together.
From
making
this
two
minute
film,
I
have
learnt
a
lot
more.
I
now
know
how
to
make
a
scrip
in
proper
format
also
using
the
different
edi>ng
techniques
and
making
>tles
and
music.
Bianca
Goldman:
Since
making
my
preliminary
task
I
have
learnt
many
skills
such
as
how
to
construct
a
sequence
of
different
shots,
how
to
create
an
interes>ng
script,
how
to
use
a
digital
camera
and
how
to
edit
a
film
using
sound
and
other
effects.
It
has
been
a
very
posi>ve
experience.
Elysia
Polin:
I
feel
that
I
have
become
more
confident
in
using
a
digital
camera
and
edi>ng.
Before
I
did
this
task
I
didn’t
know
how
to
make
a
film.
I
feel
I
have
really
learnt
a
lot
in
this
task.
This
task
and
the
technologies
have
let
me
be
more
crea>ve
in
the
work
I
have
been
doing.