Horror research questionnaire and analysis

For this particular activity Chloe Connell and I conducted appropriate questions, which were based on horror movies. Once having made the questions, we then uploaded it via 'SurveyMonkey' as well as posting the link on social networking sites such as twitter. The purpose behind this was to receive an insight on the demographics of our potential audience, and find out their differing views and preferences on horror movies. This will later help in our horror movie opening, as it will enable us to decide in what creative direction to take e.g regarding the plot line.
Below are examples of our questionnaire through images, as well as the link to 'SurveyMonkey'.

https://www.surveymonkey.com/s/HLCD5WH

After having done this I created an analysis of the results we received, through the use of a prezi (www.prezi.com). Analysing each result we gained from the questions, will help us in making important decisions regarding our horror opening. Below is the prezi presentation:

Horror genre research: Conventions of horror movies

There are various theories which can be applied to horror films, which are typical of the horror genre. Chloe Connell conducted research on Todor's narrative theory, which she then presented through a PowerPoint. This is helpful as it helps us to establish typical conventions of horror films, through applying Todorov's theory:

Chloe and I worked collaboratively with the group Bryony Johnson and Rumena Ahmed. We re-enacted conventional scenes of horror films, which Bryony then suggested we upload via her 'Vine' account. Each vine denotes typical scenes which are see in many horror movies.















1st vine: Shows us creating a scene which involves a build up to a climax, where a victim is captured by a villainous character. An example of a horror film that does this could 'Woman In Black'.
2nd vine: Portrays a character being trapped in a confined place.
3rd vine: Shows the victim running away from the villain, down a deserted and dark corridor. The victim is female which conventionally represents her vulnerability. An example of a horror film that also portrays females as victims, could be 'Scream'. Within the beginning scene of 'Scream', the female character faces attack from the antagonist.
4th vine: Denotes two teenage characters having a conversation. One of them reveals that 'their parents are out of town'. This is conventional as being away from adult supervision usually results in something sinister occurring
5th vine: Denotes a characters car breaking down in a deserted place; which as a result leaves them stranded and helpless to whatever is to come their way.
6th vine: Victim is yet again seen as vulnerable, by walking in an isolated place. This may trigger foreshadowing in the audience, to what would happen next (which results in something horrific).
7th and 8th vine: Shows dim lighting and woods setting, which triggers a fear of the dark and the unknown. Usually the time and location that the villain strikes. An example of popular films that use a dominant woods location. could be 'The Blair Witch Project' and 'Cabin in the woods'.

Horror genre research: Iconography of horror movies

 

I took to researching typical iconography of horror movies. I then made a collage included below via the app 'InstaCollage', of images which represented the various types of iconography. They include images of things such as abandoned areas, and typical villainous murder weapons which are usually found in horror movies. Also there are images of victims of horror movies, as well as supernatural beings and a masked villain. An example of a horror movie that uses a masked villain is 'Scream'. the mask used on the villain in 'Scream' resembles a ghost, and is very recognisable today. By doing this activity it has enables me to familiarise myself with stereotypical trademarks of horror movies, which will help me in deciding in what kind of iconography to use in my own horror title sequence.

 

 

 

 

 

 

 

Horror genre research: Certificate ratings

 

My team member Chloe Connell took to researching different certificate ratings for horror films. She then presented her findings through a PowerPoint presentation, which was then uploaded via SlideShare. Through this research we learnt the differences between certificate ratings, and how specific content may only be appropriate for older audiences. This will help us in creating our horror opening, as we are now more aware of what things will be appropriate to show our audience. When we choose the age range of our target audience, we will ensure that the content will suit them. Below is the presentation created by Chloe:

 

Horror powerpoint from chlooe95

Horror genre research: Timeline

Me and my team member (Chloe Connell) conducted our horror research together, as we plan on filming our horror opening sequence as a team. I started by creating a timeline via www.dippity.com, to convey the ever changing sub genres of horror over time. For each slot on the timeline I have included the link I have used for researching, below is the link to my timeline:

http://www.dipity.com/Ishpreet/History-of-horror/

History of horror on Dipity.

Preliminary task

In class we were asked to conduct a short preliminary task. This task had to successfully demonstrate match on action, the 180 degree rule and shot reverse shot. In our group of four Chloe Connell and I took on the role of acting, whilst Rumena Ahmed and Bryony Johnson filmed the scene. We then edited it on iMovie.

Before we conducted the preliminary task, we discussed as a group what to include in the storyboard and shot list as evidence of planning. I filled out the shot list sheet after we discussed it as a group. The shot list contains important details such as location, actors and the needed equipment for each scene. The two factors that remained the same throughout within the equipment, were the cameras and tripods (which enabled steady filming).

After having edited it, we evaluated the task in the style of a new report update. I particularly focused on the strengths and weaknesses of the task, as well as the skills we gained from it.

Match on action

Match on action is an editing technique, which enables the audience to view a certain situation from different points. The editing makes the differing points seem effortless and natural. An example of this could be seeing someone approaching a door, to seeing them having come through the door on the other side. Doing this provides continuity for the audience, as the shots flow one after the other.

In class we were asked to create a preliminary task successfully demonstrating match on action. My group and I decided to use the simple example of two actors walking down a corridor towards a door and beginning to open it. As a group we decided the two actors would have a general conversation whilst walking, in order for the scene to be realistic and relaxed. The second shot is filmed from inside the room they are entering to show them walking through the door. Both of these shots were then edited together to seamlessly show the two different points of the scene. I then went on to compose a simple birds eye view diagram to clearly show exactly where actors and cameras would be located, as well as the direction they would travel in:

 

 

                     

Within our group of four we each decided which role we would be assigned with. Bryony Johnson and Chloe Connell took on the role of filming, whilst Leah Gathergood directed the scene. I acted in the scene and recruited extra help from our peer Ranjana Nisanth; who acted alongside me. After having filmed the scene, I edited it via iMovie as you can see below:

 

 

In general I found the task  as we had already decided on exactly where the cameras and actors would be positioned. Also we had a very short and light hearted narrative, so it was easier to film. In contrast the most challenging aspect was ensuring that the shots taken from both cameras matched, meaning that they flowed successfully one after. However once it came to editing we all realised that the dialogue from the first shot did not match the dialogue from the second shot, this is the cameras had started filming at different times. Whilst filming we did several takes of shot two, so we all decided that when we came down to the editing we would retrieve dialogue from a take which flowed fairly well from the dialogue in shot 1. To make it so that this problem does not occur again in the future, I will ensure that both cameras begin to record at the same time.

Practising the 180 degree rule, and shot reverse shot

For the task below, I will be demonstrating the 180 degree rule and shot reverse shot. The 180 degree rule maintains continuity. For an example when filming two people speaking to one another, it is important to film within the 180 degree block. So you may be filming shot reverse shot of  two people facing each other, with one person on the left and the other responding on the right. The 180 degree rule ensures that they have the same eyeline match; and that they remain in their original positions. The person on the left would remain on that side, as would the person on the right which wouldn't be achieved if the 180 degree axis was broken.

Using the example of the two people conversing with each other, shot reverse shot would be straight cuts of each persons reaction. So you would film the reaction of one person, and then the reaction of the other. You would then edit the shots to continuously flow via a straight cut after each other; to show them facing one another as well as responding.



After having successfully established the rules of the 180 degree rule and shot reverse shot, we took to demonstrating the two through filming. We had creative freedom in terms of the content and dialogue of our sketch, as long as they showed the two rules. Our sketch simply consisted of Bryony (team member), and I having a brief conversation with one another. Amy (team member) took on the role of filming; and we decided to use a tripod to enhance the steadiness of the shots.We took mise-en-scene into consideration, and decided on our schools common room. We did this as we are familiar with it, and hence had a relaxed atmosphere. At the time of filming we ensured the common room was empty, so that we could focus on positioning the camera and actors without having to worry about spacing.

The sketch was filmed within the 180 degree block, which enabled the conversation to flow and have continuity throughout. This means that we ensured that the camera was positioned within the imaginary semi-circle; with one actor standing on the left and the other on the right. It was essential that both actors stayed in their positions, to make the conversation flow without confusion and seem effortless. It also ensured that there was an eye line match between me and Bryony, which also made it seem realistic. The shot reverse shot captured both of our facial expressions, and allows the viewer to clearly see the way in which we responded to one another.The camera was positioned fairly close to us as the actors, as this captured our expressions which were a vital part of the shot reverse shot. We carefully made the decision to choose two actors for the sketch, as it maintained the simplicity and clarity between the shots.



After having filmed the task, we each uploaded the filming onto iMovie where we took to editing it. We edited the shots via clear cuts, to show who was speaking after who. The continuity of the shot gave the illusion that the conversation was filmed all in one go, which originally wasn't the case. We first filmed Bryony speaking with short pasues, which was then followed by me. The short pauses later gave us the opportunity to edit in each of our responses and reactions.

Evaluation:

The lighting may have been a problem while filming, as I stood directly in the light coming from the windows behind me. This may confuse the audience as it can give off the impression that Bryony and I are in different locations; as it is darker where she is positioned. To prevent this from happening in the future, we will make sure the positions we choose to stand in have roughly the same brightness.

Introduction

Hello, my name is Ishpreet Sundal and I am 17 years old. My candidate number is 3163. I am doing AS media coursework at Swakeleys 6 form, which will follow the film title openings brief. I will be working with fellow classmate Chloe Connell, when creating the opening to a horror film as well as certain areas of research and planning.

Chloe Connell blog link: http://chloeconnellasmedia.blogspot.co.uk