The document discusses the opening sequence of a student film and how it was influenced by and compares to the opening of another teen horror film called "Tormented." Some key points of comparison include: - The opening features a similar female character in a school setting like "Tormented." - The titles are simpler than "Tormented" to fit the slightly more serious tone. - The costume and setting differ from "Tormented" to indicate the main character has been in danger. - The editing and use of jump cuts for tension are similar to "Tormented." - Similar creepy music was used to build tension like in "Tormented."

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 location which is a secondary school.

4. To create our titles we used ‘final cut pro’. We decided to make our titles a
simple white font which is unlike the bold, colourful titles from Tormented. We
decided that it would not be relevant to our opening sequence to include bold
titles as the tone of our opening sequence appears to be slightly more
serious/dramatic 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 conventional in terms of our editing. We have
edited our opening sequence in a continuous 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 interaction
between three schoolgirls in detention also depicts an undercurrent of tension
between one character and the supervising teacher - crossing the boundaries of
authority and social convention by hinting at an inappropriate connection
between them.

10. Our media product presents school teachers in a negative way
suggesting 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 negative/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. What kind of media institution might distribute your media product and why?
•Tormented, a film with the same target market as ours, was distributed by Warner
Brothers. Warner Brothers is one of the five largest distribution 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
nationwide, as its content will appeal to all teenagers no matter what part of the country
they live in.
Distribution companies that we would
like are film to be distributed by:

13. Who would be the audience for your
media product?

14. How did you
attract/address
your audience?

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

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

17. What have your learnt about
technologies from the process of
constructing this product?
We have learnt a lot about technologies since we started
making our film, also it has allowed us to be more creative with
our ideas, such as using a film camera, editing, sound and
converting our film into a DVD. As well as using YouTube to
distribute our film.

22. Looking back at your preliminary task, what do you feel you
have learnt in the progression from it to the full product?
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 editing techniques and making titles 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
interesting script, how to use a digital camera and how to edit a film using
sound and other effects. It has been a very positive experience.
Elysia Polin: I feel that I have become more confident in using a digital
camera and editing. 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 creative in the work I have been doing.