My Promotion Poster

This is the promotion poster that I have created for my final film.

My Logo

From my logo research I have created my own production company logo.

It is of a cross between my own eye and a transformers eye and is called VISIONARY STUDIOS.

Logos Research

My film will need a producers and this means that they will have a logo. I am researching logos so that I can get an idea of what they look like and why so that I can create my own.

Many logos are very iconic and that makes them well known. Some logos have a link between the name and the image such as Universal Studios or Metro Goldwyn Mayer where as other such as Paramount Studios and Summit Entertainment do not. Some are very interesting where as some others are boring but the majority of them have a background that makes the name pop out to the viewer.

Analysis of Questionnaires

The first difference that I noticed from my questionnaires was the large difference in age.

The majority of the people that filled in my questionnaire were 17 year old's however there were a few 18 year old's which suggests that i may need to rethink my films classification.

The second difference that I noticed was the most common preferred leisure activities and which were the uncommon.

 Most of the people like spending time with their friends so this is an indication that i should put my film into the cinema so they have something that they can do with their friends. Most of them also like playing video games suggesting another way of making money.

The third difference that I noticed was the frequency of cinema visits.

This has wide spread of votes. Some people go every few weeks, other Every few months and the rest few times a year. This suggest that my film will get people going to see it however to get more people to see it, it needs to be attractive.

The fourth difference that I noticed was the preferred film genera.

The majority like action and comedy with horror and thriller coming in second place. This suggest that the second strongest genre needs to be action in my film with fantasy being third strongest and the others all weaker.

The fifth difference that I noticed was the preferred video game genre.

This shows me what many types of games people like to play and I can incorporate this into the film and have a knock on effect to the possible game.

The final difference that I noticed was the amount of DVD's that people buy.

This shows me that the majority of people do buy DVD's however their are other ways of seeing movies such as legal payed online services and illegal services which suggests that I need to make it into a DVD and allow legal services to get a license for the film but stay away from illegal services.

Blank Questionnaire

This is a blank version of the questionnaire that I have created for my target audience to fill out.

Carrie Timeline

This is a time line of all the text that appears on screen during the intro of Carrie. It shows When it starts, when it ends and what is said.

Start 0.10 finish 0.18 = Title CARRIE

Start 0.21 finish 0.24 = Chloë Grace Moretz

Start 0.26 finish 0.29 = Judy Greer

Start 0.32 finish 0.34 = Portia Doublday

Start 0.38 finish 0.40 = Alex Russell

Start 0.42 finish 0.45 = Gabrilella Wilde

Start 0.46 finish 0.49 = and Julianne Moore

Start 0.52 finish 0.55 = Ansel Elgort, Barry Shabaka Henley

Start 0.58 finish 1.01 = Casting by Avy Kaufman

Start 1.02 finish 1.04 = Visual Effect Supervisor Dennis Berardi

Start 1.06 finish 1.09 = Costume Designer Luis Sequeira

Start 1.10 finish 1.12 = Music Supervisor by Randal Poster

Start 1.13 finish 1.15 = Music by Marco Beltrami

Start 1.16 finish 1.20 = Edited by Lee Percy A.C.E. Nancy Richardson A.C.E.

Start 1.21 finish 1.23 = Production Designer Carol Spier

Start 1.24 finish 1.28 = Director of Photography Steve Yedlin

Start 1.29 finish 1.31 = Executive Producer J. Miles Dale

Start 1.36 finish 1.38 = Produced by Kevin Misher P.G.A

Start 1.40 finish 1.42 = Based on the novel by Stephen King

Start 1.44 finish 1.47 = Screenplay by Lawrence D. Cohen and Roberto Aguirre-                                                 Sacasa

Start 1.54 finish 1.57 = Directed by Kimberly Peirce

Analysis

The first text that shows on screen is the title Carrie. This is in a large size and is written in blood. The background is black to make the title clear. The dark colours are used to make the impression of a dark and scary atmosphere. This is on screen for 8 seconds. This is because it is the most important text and is what the film is based on.

The next text that is shown on screen is the main characters actress “Chloë Grace Moretz”. This stays on screen for 3 seconds as she approaches the camera. This is so the viewer’s know who is playing Carrie. The following text is “Judy Greer”. This is shown as she walks out of the changing rooms. After that “Portia Doublday” is shown on screen as other people walk out the changing room. Then when a boy hugs one of the girls “Alex Russell” is displayed. As a group of boys are shown walking past Carrie “Gabrilellla Wilde” is shown. As a boy and girl kiss “and Julianne Moore” appears on screen. When you see Carrie looking at the boy that just kissed the girl “Ansel Elgort, Barry Shabaka Henley” comes onto the screen behind her. All of these are actors/actresses and all stay on screen for a about the same length of time. This shows that although some of them are more important than others they are all not large enough names in Hollywood for some of their names to be displayed for longer. The order of the cast members go from most important to least important member.

When a close up shot of the teacher is shown blowing a whistle the name “Casting by Avy Kaufman” is displayed in front of her. As the camera move to a close up of Carries face “Visual Effect Supervisor Dennis Berardi” appears in front of her. When the camera is underwater and you see the legs of the other class members “Costume Designer Luis Sequeira” is shown on the left. Then in the same location “Music Supervisor by Randal Poster” is shown. Then on the right “Music by Marco Beltrami” is shown. Then again on the left “Edited by Lee Percy A.C.E. Nancy Richardson A.C.E.” is shown. After that “Production Designer Carol Spier” is displayed. When there is an overview of the water volleyball ground is shown “Director of Photography Steve Yedlin” appears. To the right of carries head “Executive Producer J. Miles Dale” is displayed. Then again in the same place “Produced by Kevin Misher P.G.A” is shown. When the teacher is shown given instructions “Based on the novel by Stephen King” appears. When two girls are talking and circling around each other “Screenplay by Lawrence D. Cohen and Roberto Aguirre-Sacasa” appears. Finally when Carrie is shown with the ball in front of here “Directed by Kimberly Peirce” is shown. All of these are behind the scene staff that has a major role in the creation of the film. This is what normally would be seen on screen in a title sequence. They also have the same length of time displayed on screen as each other showing that they are equally important. Some aspects that are even more so typical is the order of when a member is shown. The director is normally shown last as they are the most important behind the scene member. Unlike the cast members the behind the scene members go from least important to most important.

Who Will Produce My Film

This is my Prezi presentation on Production companies that will most likely produces my film.

https://prezi.com/pbllkh7-mszl/production-companies/

Audience Profile 3

Name: Amy Braud

Age: 17

Gender: Female

Ethnicity: White

Social-economic status: Lots of friends (manly male), unemployed (student), in a relationship

Education: Shirley High School

Taste in music: Korean pop, techno, house

Taste in film: action, adventure, comedy

Other interests: video games, going out with friends, listening to music

Photo:

Audience Profile 2

Name: Billy Marsh

Age: 17

Gender: Male

Ethnicity: White

Social-economic status: Single, unemployed (student), lots of friends

Education: Shirley High Sixth Form

Taste in music: Metal, Punk

Taste in film: Horror, Action, Comedy

Other interests: Reading, Video Games, Music

Photo:

Audience Profile 1

Name: Matthew Manson

Age: 17

Gender: Male

Ethnicity: White

Social-economic status: Lots of friends, part time employment, in a relationship, Senior None Commissioned Officer

Education: Shirley High School

Taste in music: Rock, punk, metal, instrumental

Taste in film: Action, adventure, comedy, romcom

Other interests: Airsoft, video games, Music, Girls

Photo:

Audience Theory

This is my Prezi Presentation on Audience Theory.

https://prezi.com/oq9qxxsv_tsn/audience-theory/

What Social Representation Does My Film Show?

This is a link to my Prezi Presentation that shows the different social representation in my film. this links to my evaluation question 2 and gives a better insight to the social representations in my film introduction.

https://prezi.com/_r6adyoe-oia/what-social-representation-does-my-film-show/

My Films Clarification

My films age rating will be a 12.

My film will be classified as a 12 because the overall tone of a film and the way it makes the audience feel. This is because the work will have a dark or unsettling tone which could disturb the audience. There will also be strong language e.g. 'f***' . There will be moderate violence involved but with a small to medium amount of detail. Action sequences and weapons are going to be present and there will be long fight scenes.

The Classifications

These are the seven age ratings that can be given to a film.

The U symbol stands for Universal. A U film should be suitable for audiences aged four years and over. However, it is impossible to predict what might upset a particular child, especially at this lower end of the category range.

 PG stands for Parental Guidance. This means a film is suitable for general viewing, but some scenes may be unsuitable for young children. A PG film should not unsettle a child aged around eight or older. Parents should consider whether the content may upset younger, or more sensitive, children.

Films classified 12A and video works classified 12 contain material that is not generally suitable for children aged under 12. No one younger than 12 may see a 12A film in a cinema unless accompanied by an adult. Adults planning to take a child under 12 to view a 12A film should consider whether the film is suitable for that child. To help them decide, we recommend that they check the BBFC insight for that film in advance. Watch our video about 12A.

 The 12A requires an adult to accompany any child under 12 seeing a 12A film at the cinema. This is enforced by cinema staff and a cinema may lose its license if adult accompaniment is not enforced for children under 12 admitted to a 12A film. Accompanied viewing cannot be enforced in the home, so the 12 certificate remains for DVD/Blu-ray, rather than the 12A. The 12 is also a simpler system for retailers. It means they cannot sell or rent the item unless the customer is over the age of 12.

No-one under 15 is allowed to see a 15 film at the cinema or buy/rent a 15 rated video. 15 rated works are not suitable for children under 15 years of age.

Films rated 18 are for adults. No-one under 18 is allowed to see an 18 film at the cinema or buy / rent an 18 rated video. No 18 rated works are suitable for children.

The R18 category is a special and legally-restricted classification primarily for explicit works of consenting sex or strong fetish material involving adults. Films may only be shown to adults in specially licensed cinemas, and video works may be supplied to adults only in licensed sex shops. R18 videos may not be supplied by mail order.

BBFC Clarifications

This is how the BBFC clarify films and DVD's/Blu-ray's.

In order to protect children from unsuitable and even harmful content in films and videos and to give consumers information they might need about a particular film or video before deciding whether or not to view it, the BBFC examines and age rates films and videos before they are released. This independent scrutiny prior to release ensures the highest possible level of protection and empowerment.

They watch films and videos all the way through and award an age rating and insight to each one. They reach an age rating by applying the standards and criteria contained in our Classification Guidelines.

Typically, two examiners view a film for theatrical release. In most cases a Senior Examiner will confirm the examiners’ recommendation. But if the Examiners are in any doubt or fail to agree, or if important policy issues are involved, the work may be seen by other members of the Board up to, and including, the Director and Presidential team. Occasionally we need to take specialist advice about the legal acceptability of film content or its potential for harm.

The same process exists for DVDs and Blu-rays though generally these are seen by one Examiner. However, opinions from other Examiners may be required for more difficult works.

They look at issues such as discrimination, drugs, horror, dangerous and easily imitable behaviour, language, nudity, sex, and violence when making decisions. The theme of the work is also an important consideration. We also consider context, the tone and likely impact of a work on the potential audience.

The release format of a work has an impact on classification. Our decisions on the age rating of DVDs and Blu-rays can occasionally be stricter than at the cinema because there is a higher risk of underage viewing in the home and a greater potential for watching scenes out of context.

CARRIE Title Sequance Analysis

This is my third essay examining and analyzing a chosen title sequence from a film that come's under the horror genera.

The genre of the title sequence is horror. I can tell this because of the editing techniques that are used and main character ‘Carrie’ portrayal. Her costume and makeup also are different to the rest of the characters in the sequence. This all is included in Mise-en-scène. The age rating is 15 because there are not many unpleasant images or sequences that are shown, however being a horror film there will be some present but not to a large extent. The title sequence masks the true motives behind the plot of the film, but through what is shown about the main character you can get an understanding of it. The main character is portrayed as a shy girl cast out by her peers. She is an isolated school girl who is quiet and not very lively. She keeps to herself and does not get involved with activities. Through this it makes the viewer want to learn more about Carrie to figure out why she is isolated and what will happen to her next.

The title of the film ‘Carrie’ is first shown at 0.10 seconds. This is a large size and on a black screen. It is in a blood red colour which starts to rise in blobs of blood. It stays on screen for 0.9 seconds because it is the main title and used to make the viewer start to feel a bit scared and aware that there is more to the film than there first appears because of a lot of blood and gore. Then at 0.21 seconds the main actor ‘Chloë Grace Moretz’ is shown. At 0.28 seconds the second actor/actress is shown and this continues to 0.33, 0.38, 0.42, 0.47 and 0.53 time slots. Then at 0.59 the person who does the casting is shown, visual effects supervisor at 1.02, costume designer at 1.07, music supervisor at 1.10, music creator at 1.14, editors at 1.17, production designer at 1.22, director of photography at 1.25, executive producer at 1.29, producer at 1.36, the fact it is based on a novel at 1.40, screen players at 1.44 and director at 1.55. All the text that appears on screen is small enough not to attract too much attention from the action that is being shown and is also in the blood red colour like the title. The editing technique used is fade in and fade out. All this appears on screen because they are the most important people that were involved with the film. The editing is slow to build up the atmosphere’s tension.

At the start of the film a sound mix of diegetic and non-diegetic sound is used. The diegetic sound is a baby crying. The non-diegetic sound is a smooth violin in the background. The diegetic sound then soon changes into a louder and creepier sound and finishes with a low drum hit. Then a creepy piano/violin piece begins which is used as a sound bridge to connect the next scene, along with diegetic background noise of people talking and laughing. This starts at 0.18 seconds and the background noise stops at 0.44 seconds whereas the non-diegetic sound stays through the whole sequence. Two seconds later the teacher’s voice is heard telling two pupils to hurry up which is diegetic. At 0.58 a whistle is blown and the teachers tell the female students to put their caps on and get into the water before hearing a splash which is also diegetic. Then she tells two more students to hurry up before we hear the movement of people in the water. At 1.25 the voices of all the students are heard cheering and having a good time, while instructions are given. Finally the sound of a ball movement is heard and the splash of it landing before Carrie is called. The use of sound makes the feeling of fear and isolation present and adds to the understanding and emotions of the main character. This is effective in helping the viewer understand the genre and character while keeping them curious and interested, despite not much of the plot being shown.

The first setting that is shown on screen is in a bedroom with a woman sitting on it with a new born baby in her arms with blood on the sheets and over her body. The colours in this section are dark making it appear scary and unnatural. The only light in the scene is from a lamp in the corner which is very dim and is classified as low key lighting. This hints at the dark aspect of the film. It then moves onto a black screen which has the title in the centre. This is shown in blood red adding to the darkness of the film.

The next setting is of a pool which starts off blurred and as Carrie comes closer to the camera she comes into focus. This is used to show who Carrie is and show her pitiful facial expression. It then moves onto a group of people who are talking and happy in blue and red swimming costumes. Then Carrie is shown staring at them to show that she desires to be like them. It then moves onto one of the girls being hugged by her boyfriend, which makes her even happier than before. Afterwards, Carrie is shown staring at them again as some other boys come towards the other girls. Both groups completely ignore Carrie before showing the boy and girl kissing. Finally Carrie is shown with the others going past her, with no one noticing her at all. This represents her as a social outcast; it is also shown through the different coloured swimsuits. She has a black one whereas the others have blue or red. The teacher is then shown blowing a whistle and giving instructions before Carrie finishes putting her swim cap on. Next, under water all the other girls’ characters legs are shown hopping around in a happy fashion before showing Carrie’s legs still and lifeless in a corner. This suggests that she does not mingle with the others and does not participate in activities. The group of female students playing water volleyball are then shown, with the teacher giving out instructions, and the girls playing, laughing and chatting to each other. It then moves onto an over the shoulder shot showing what Carrie sees. This again represents Carrie’s isolation and social abandonment. A shot of Carrie is then shown showing her sad and lonely facial expression and the top half of her body being closed up in a confined space with no confidence shown at all. It goes back to the over the shoulder shot and shows Carrie’s head following the balls movement as the other girls hit it around and over the net, and makes it look like she is going to make a move to the ball. This shows Carries urge to join in but also demonstrates she is afraid of what might happen if she does. The teacher is then shown looking disappointed at the other girls for not following her instructions and then two girls circling each other, talking about graduating and the prom. This hints at the age of the students, where the main story is set and what it is leading towards. Finally, it shows a girl hitting the ball and it travelling over to Carrie standing in the corner looking at the ball come towards her, before it makes a splash in the pool and all the girls staring at her. She stares back and slowly moves towards the ball before the screen slowly blacks out. This shows how the other students treat her and disrespect her. Her slow movement suggests that she feels judged and that she is in deep fear of doing something wrong.

The camera shots that are used are a medium shot, close up, two shot, tracking shot, high angle shot and over the shoulder shot. These are used multiple times because of the effect that they have on the viewer’s interpretation. The medium shot is used in an establishing shot fashion. It shows what is going on in the background however it also shows the body language of the people. The close up is used to shows the expressions of the character so that people can understand what they are feeling better than with words. The two shot is used to show the relationship between two people either in a friendly fashion or a romantic way. This misleads the audience and makes them forget what the film is really about, whilst also showing the present normality of life in contrast to what the audience is anticipating. The tracking shot shows the movements of others, but leads up to Carrie showing the difference in character social status. The high angle shot is used to show all of the characters in one shot and what they are all doing. The over the shoulder shot shows what Carrie is seeing and to show how she is treated. The editing is used mainly in the fading in and out of a scene. Other editing involves the showing of the title and the blood like effect on the text, the blurring of the setting, which represents the introduction, and the slow motion of some scenes, to make them more dramatic and expressive of what is being shown. Overall the sequence of events is very effective in showing the main character and what she feels, her social status and isolation. It uses action more than words to make the message appear more powerful and louder than words. The music helps the horror theme shine through and adds the dark element to the story. The text does attract the viewer’s eye a bit, too much which takes the focus away from the film. The Mise-en-scène is used well to separate Carrie from the rest of the characters on screen.

What I Have Learned and What Makes an Effective Title Sequence

I have learned that the introduction does not have to be a sequence of images, but the actual introduction to the film showing scenes of the main character, explaining what they are like and what has happened to them. Also I have now learned how to make actions “speak” louder than words. The music also has to have a very large impact on the viewer to make them feel how the director wants them to feel. The text can draw the attention of the viewer, but it needs to do it for reasons of focus. Finally the elements that are involved with the genre need to be expressed in the best way possible.

Conventions of Horror

If you want to look at the conventions of horror please look at the post Conventions of Horror.

How I Am Going to Apply What I have learned

For my sequence I am going to use scenes as an introduction, and avoid a montage, to make sure that facial expressions and actions have a bigger impact than words. All aspects of creating the introduction will be used so that I control them to influence the viewer. Where possible I will add text that will attract the viewer’s attention to a focus point and finally make sure all the elements that I use will be as powerful as I can make them.

Preliminary Task Reflection

For my Preliminary Task I was instructed that it had to be a meeting between two people (minimum) and that the three techniques known as ‘match on action shot’, ‘180 degree rule’ and ‘shot revers shot’. I was asked to create this to test my understanding of the three techniques, see what my camera skills were like and what my editing skills were like.

The first thing that I created was the synopsis (shown below). This outlined what was going to happen and in some cases where certain techniques were going to be used. I added a lot more to this than what I need to in terms of shots used and I put in specific details so that it would match what ideas I had for the script such as a slamming door. I then created the script for my clip. I had two characters one who was very aggressive throughout the entire clips and another who was more pacifistic before razing their voice. I did take into account that I may have a two female or male roles or one of each and I incorporated this into the scripts creation. I tried to make some witty comments within the script so that there was a less serious side to the clip. I hid some alternative meanings into the script so that it was not obvious what was being said. I also tried to keep it clean by using foreign language for words that are not so suitable for younger ages. Finally I created a story board which represented what was going to happen with my story using images from the internet. I numbered them and wrote underneath each image what shot would be used.

The next step was shooting the scenes needed for my clip. I ask to of my pears Amy Braud and Mia Stoces-Brown to act for my preliminary task. We found a room which was not being used and filmed the all the necessary clips that were needed. I allowed them to read off the sheets to make it appear as if one of the characters were doing some school work. They were dressed in normal cloths to make it appear as if it was in an American school. Finally after shooting the clips I needed to edit them so that they made a small clip that flowed and so that I could cut some of the scenes short as I had captured unwanted sections such as laughter.

With the final clip I am happy with how the both Amy and Mia acted as they portrayed the exact emotions that I was trying to express and they followed every request to the letter. I also liked flow of the clip as this made the story understandable. I am also pleased with the quality in which it has turned out. It is not blurred or pixilated making it pleasant to the eye. Most of the procedure was easy to complete as I had already thought of the ideas and how they were going to be completed. The main problem was during the shoot. Although it was fun to do, some of the clips had to be reshot because of laughter or some aspects that I needed was not incorporated in the first shoot of the scene. The clip would be better if there was no clicking noise from the tripod, less wobbly camera movement, sections where I the viewer can see mistakes, unwanted facial expression like smiles or giggling, muddled up lines in dialog and a slight unwanted editing error where it does not run as smoothly as I would like. If I reshot the clip I would loosen the tripod to get rid of the clicking noise, change the way I shot some scenes, get rid of the mistakes in the shots, get rid of the unwanted facial expressions, and redo some editing. This would improve the flow, look and sound of the clip. Most of the equipment that I used I owned and so had used before however, the editing program I have not used much so I was discovering new things about it. This will allow me to do more advanced editing with my clips.  

Final Preliminary Video

This is the final outcome for my preliminary task. It does have a few imperfections such as unwanted noise from the tripod, wobbly camera movement, unwanted facial expression, muddled up lines and a slight unwanted editing error.

Preliminary Storyboard

Finally I created a storyboard that represented what the clip would consist of and the camera shots used.

Preliminary Script

After the synopsis I created a script for my movie.

Character 1: What the hell do you think your are up to you cow?

Character 2: What do you mean I am up to a lot of things all the time?

Character 1: Don’t get cocky with me you know dam well what I am talking about.

Character 2: If you tell me what you are referring to then I might be able to help you.

Character 1: You spreading roomers about the place that are not true about me the top guy/girl around and u trying to get with my boy/girl friend.

Character 2: Really well that doesn’t sound like me that sounds like you after all for years you have done that to me. Made my life miserable with rumours and tried to get with any guy/girl that I get together with.

Character 1: How dare you accuse me of such things? You know that everything I say is true and that any guy/girl you meet is well out of your league and that you will only get friends zoned.

Character 2: You know dam well that all that comes out of your filthy little mouth is bullshivice after all that has been in it you slut.

Character 1: Your just jealous that I can get all that I want and that you can not even go on a steady date with out something destroying it.

Character 2: ARRR YOUR SUCH A FAT PEACE OF SHTAKO!

Character 1: Yeah that's right run along now, you know that I am far better than you in all areas.

Preliminary Shot by Shot list

After my practices at editing I was given a small brief for my preliminary task. This was that it consisted of a person walking into a room and meeting someone and having a conversation with them. It also needed to have the 180 degree rule, match on action shot and shot reverse shot present in the clip. I first created a synopsis.

1. Establishing shot of the Sixth Form Building.
2. Flowing shot of character 1 walking through and towards the room.
3. From outside show character 1 walking into the room.
4. From inside show character 1 walking into the room. (Match on action shot)
5. Character slams the door to get attention.
6. Characters 2’s head rises up fast.
7. Character 2 sees character 1 come toward her. (Shot reverse shot)
8. Character 1 looks at the character 2.
9. Character 2 looks at Character 1 while they sit down.
10. Both characters look at each other in silence.
11. Character 1 breaks silence with the start of a conversation. (180 degree rule)
12. After conversation ends character 2 walks out quickly and violently.

My Practise at Editing

When I went out to take some videos I was using a Panasonic SDR-S50. This is my own camera that I have used for some time. It has a 78x zoom and a 33 mm wide view. I also used my own CAMLINK CL-TP2800 tripod to help me stabilize the shots.

To practice my editing I used Serif Movie Plus X6. I have never used this software package before so I am currently a beginner.  I have however used Photoshop before which allowed me to easily understand what most things were.
                                                      
First I selected the clip that I wanted to use. I then used the trim tool to cut a section that I did not want out of it. Next I added some effects to create a creepy and mysterious feel. I adjusted the brightness and contrast to make it clearer, adjusted the curves to make it darker, added a filter which created a black outline around the film clip, I adjusted the gray-scale to make my film black and white and finally I added some noise to make the clip seem old and appear like secretive film. Finally I muted the sound to the clip.

This is my final clip.

Assistance

Finally I looked at all the area that I will need to consider and what help I could use with them. This include camera work, ideas, script writing, actors, sound/editing and technical and general advice on the work.

Lighting

Then i needed to look into the lighting that I wanted for my film clip.

 

I decided that I would need most of my film would need to be dark so I would need a dark room wit little light, gray and groomy weather and finally a dark area with some light coming through to change the mood of the atmosphere to make it less horrific and more romantic.

Sound

The next aspect of my film intro that I need to think about is the sounds that I will have in my film.

I separated them into sounds that I would need to edit in and ones that I can get naturally.

Props

After designing the costumes I looked at the props that I would need.

Most of these props I have or can buy very easily such as some airsoft guns or pyrotechnics, others however will have to be brought by others to the shoot such as the hand bag, or there own airsoft guns.

Costumes

After selecting my locations I chose what my characters would need to look.

My main character is the Green Skull so he will need to have a green skull mask, camouflage gear, bouts, a chest rig with attachments for magazines, and other equipment and finally gloves with carbon fiber knuckles. The others are less detailed. The lovers only needs to be in normal school cloths, the experimenters is going to be the army so in army gear, the police are going to be in there normal cloths and the criminals just need to look rough.

Locations For Filming

After deciding what title, synopsis and genre I was going to have to select some locations for filming.

I decided that the places that I could use would be a school ground, a road side and a woodland area.

I then added whether I would need permission to shot at these locations. The school grounds I would not need permission as it would be at my school. The road side I would need permission as it would be outside of my school. Finally the woodland I would both need permission and not need permission. I would need permission because one woodland location would be near my school and the people in charge would need to know where I was going. The other location would not be near my school and be done out of school hours thus not needing permission.

Finally I added some images that illustarte what the locations would be and what it could look like.