Evaluation Activity 9: Directors' Commentary

In this version of our final opening, we recorded and added a voice-over to explain some of the key features of our film and why we wanted to include them whilst also explaining the effect we thought the features gave to the overall film. 

Evaluation Activity 8: Targets for G324

Next year, we will be creating a trailer for a film. This will give us the ability to build on what we have learnt this year in terms of filming and editing in order to create a really effective trailer. I think it will be interesting to build upon the use of horror techniques, should we choose this genre, but also to try something new by creating a trailer for a completely different genre to see if we can apply similar techniques to add to the mood of the film. We will be able to use different stages of the film to put the trailer together, meaning we will have the opportunity to use different locations and different parts of the story to create the trailer, which we weren't able to do in our film this year as it focused on one event. Next year, we will be able to use our skills from this year to build upon what we will learn, in order to create an effective trailer for a film, highlighting upon cliches of films as well as making the trailer exciting to entice the audience.

If I were to do this year again, I would definitely do a few things differently. I would make sure we were more organised with our filming plan and more decisive about where we were going to film. We ended up filming in school due to not being able to find a time outside of school where we could all film. Having a plan earlier, would mean we would be prepared for any sudden changes we had to make. We also weren't very organised with a filming schedule. If our location had been different, we would have both been able to film the whole film, which could have meant some parts were different as we had differing opinions on how certain scenes were filmed. The different location might also have added further to the horror genre and made our film more effective as a horror film. I would also make sure we were filming scenes from all angles and changing the way we were filming so we would have extra shots to add to the film if we needed when editing. This is something we didn't really consider during the filming of our film and would've made it look much more professional as we could've done a lot with more footage.

In our next production, we will make sure to consider location and any kind of plans we need to make before starting to film as this will mean that we will be less stressed and less rushed to get it finished, enabling us to create the best trailer we can. Adding different angles and shots will also add to the trailer to make it look more effective and more like an actual trailer for a film. This will include using a good camera and tripod, as well as consider the use of equipment to enhance the sound quality of the dialogue, as well as possibly including our own music to avoid copyrighting. We are aiming, next year, to create an effective trailer that looks realistic and entices the audience, and so filming accurately with good quality sound and editing will allow us to do this. 

My personal targets are:

CAMERA - To use different angles and shoot the scene multiple times to increase the variety of footage we will have when editing.

EDITING - Make sure we use more techniques such as shot-reverse-shot to enhance our trailer, as well as completing more accurate and interesting cuts to add to the effect of the genre.

MISE EN SCENE - Think about how to enhance the genre through costume and makeup as well as consider which locations and props will be best suited to our trailer.

SOUND - Think more about how sound is recorded and how to enhance the quality of dialogue and music, as well as considering what mood it will create in relation to the genre of our trailer.

Evaluation Activity 7: Looking Back at our Preliminary Task

Looking back at our preliminary task, it is clear to see that we have learnt more and have evolved in our filming techniques. Before starting to film properly, we used a generic school camera which is of lower quality than the one we used for our actual film. We also didn't have as much time to film and plan our preliminary task, meaning it contained more impulse shots than our final film. Overall, I believe that we have grown through using the camera and through staging and retaking shots, as we have a better understanding of how to film and edit properly, whilst knowing we might need back-up shots to make our film look as professional as possible.

EDITING

In our preliminary task, we thought quite a lot about editing when setting up the shots, as there were certain requirements that we needed to include, such as match action and shot reverse shot, however it was trickier when it came to editing the footage on the computer. We completed these shots to an alright standard in comparison to how we used them in our final film, where they were edited together much better. We edited the shots as best we could to keep the video flowing well. In comparison, our final film was better cut together as we had got to grips with how to use Adobe Premiere Elements and how to cut at the right place for the film to keep flowing effectively. In our final film, we had a better idea of what we wanted to achieve and so were able to try different shot types to increase the pace and heighten the tension for the mood ad genre we wanted to portray. In our final film, we added in titles to make our film look more effective and professional. We didn't do this in our preliminary task as we did not think this was necessary, however we felt we needed to include them on our film as it would increase the realism for our opening two minutes, as if it were an actual film. Below are screenshots of our match action and shot reverse shot sequences in our preliminary task contrasted with similar shot types in our final film.

In our preliminary task, we didn't think about angles, so the match cutting is hard to see due to the camera being behind as I opened the door. The lighting was also quite dark, making it even harder to see how we edited the clips together. In contrast, we framed the match cut in our final film much more clearly with much better lighting so that it would be easier to see and look better overall, due to the cropping from a long shot to a close up.

In our preliminary task, we, again, didn't think about changing the angles to suggest things in the film such as prevalence. We cut these together quite well though didn't really think about how to make it look more advanced and professional as we did in our final film where we used shot reverse shot of two different locations to add tension and speed up the pace of the film. 

MES

As shown above, we didn't really think about the lighting in our preliminary task, which had a very yellow hue to it and made the video look less professional. We did this similarly in parts of our final film, specifically in the shots with Alex, which were darker than the other shots and could have possibly been filmed in a brighter light. In out preliminary task, we used one location around the school which limits our film to make it look less varied, which we could have ventured into with different locations and lightings. In our final film, we used lots of different locations around the school to add to our film and make it look more realistic. The varied locations gives a sense of atmosphere and highlights the location of the film to enable the audience to relate further to the film. In our preliminary task, we also didn't really think about props or costumes as we didn't plan it out as we did with our final film. In the final film, we thought more about how the characters were going to look within the location and within the plot, and what props were necessary to add to the plot and overall film.

CAMERA

Our camera shots were definitely framed and filmed better in our final film as we had a better camera and had learnt more about how to frame and plan shots effectively. We used long shots, medium shots, close-ups and over-the-shoulder shots in our final film, which contrasted the limited range of shots that we used in our preliminary task. 

One of our favourite shots in our final film is the one in the toilets. This is because we believe we framed this effectively with good lighting and match cutting as Harriet turned around. This shot is effective in comparison as the shots in our preliminary task were quite basic whereas this shot combines a range of features in one scene. 

SOUND

In our preliminary task, we didn't think much about music as we focused more on learning how to use Adobe Premiere Elements and on the shots themselves. The dialogue was also quite unrealistic and random as we didn't plan what we were going to say beforehand. This is contrasted in our final film as we planned the dialogue and thought carefully about how to add music and sound motifs to add tension to the film. We used two different music sequences in our final film as we thought this would highlight the specific moment that the music changes. The 'boom' sound motifs were also helpful in adding tension at specific moments. 

Evaluation Activity 6: Technologies

For our film, we used many types of technology, some of which we had never used before. In order to make our film look as effective as possible, we used different technologies to intensify what we wanted to portray through our film and to ultimately create it to be what we imagined. These technologies included our camera and tripod, and programmes such as YouTube, Blogger and Adobe Premiere Elements.

CAMERA AND TRIPOD

For our project, we needed to make sure we knew how to use the equipment. As we used my own video camera, it was quite easy to get the hang of as I had already used it before and could teach Libby how to use it too. It got easier as we started to figure out how to upload videos from the camera as well as looking at how to frame the shot in the camera using the flip-out screen. We managed to use the tripod quite easily, however, getting the legs the right height on some uneven ground or on the stairs was a little tricky as we needed it to be as straight as possible for the shot to look effective in the final film. As well as a video camera, we used a DSLR camera to take photos and document our filming.

YOUTUBE (+ ANNOTATING TOOLS)

 

We had both used YouTube before which meant uploading videos wasn't a problem, however, when it got to adding annotations, we had to learn how to add them on to our existing film. Using the YouTube annotation tools, we added speech bubbles throughout the film to explain parts of it and why we included them. We wanted to make sure that they weren't too big on the screen and so had to learn how to re-size the font and the box itself as well as create the box in the first place and how to position it correctly. Using this tool was more challenging as it was something completely new to Libby and I, however we managed to understand it more as we continued to add more annotations to our film.

BLOGGER

 

Although I had a blog before, I had never used Blogger. It was very similar, yet had some features that I needed to get the hang of, for example, trying to get the photos next to each other and looking neat, as well as finding the ideal font and size. I was able to change the proportion of the boxes on the blog as well as the colours and theme, which is something I enjoyed doing as I was able to make it look how I wanted it to. 

ADOBE PREMIERE ELEMENTS

Adobe Premiere Elements, though very similar to other programmes such as iMovie, was very difficult to get the hang of. We had to make sure all of the clips went in together and in the right order before thinking about how to edit them together and add sound. To edit, we used transitions between some of the clips to make it flow better, as well as adding effects on to the titles so that they came in smoother. Adding soundtracks around the dialogue was a bit harder as it meant we had to be very careful about where to stop and start the soundtrack as well as where to fade it in and out so that it flowed better with the clips. Learning to use the sceneline and timeline meant that we were able to add the clips into the sceneline and then use the timeline to edit and cut clips together to create our film and make sure the clips were all in the right place.

Evaluation Activity 5: Attracting the Target Audience

Above is an annotated video to show how we attempted to target the audience through different aspects of our film opening. 

We wanted to ensure that the audience could relate to the characters, through age and circumstances, and locations within the film to make our film more interesting and to attract a wider audience as the audience thinks that the events could happen to them. A younger audience would be attracted to this film as it shows an alternative of what schools are normally like. An older audience may still be able to relate with children of their own or even as a way to reminisce about their childhood. 

Evaluation Activity 4: Target Audience

To find our target audience, we produced a questionnaire and asked people in our sixth form. They are teenagers and so are the age we are targeting. We wanted to find out their interests and how they spend their time etc.and thought a questionnaire was the best way to do this.

The questions we asked were:

• How do you normally spend money?
• How would you describe your music taste?
• What are the last three films you've seen?
• If you could only watch one genre of film, what would it be?
• Describe yourself in three words.
• Where is your favourite place to go on holiday?
• What scares you the most?

Evaluation Activity 3: Distribution

The pictures below depict our opening production sequence. This shows our production company name and logo and the transition we used between the images. We began with the photo of the clouds as we thought this was quite nice and peaceful but also seemed quite generic and quite typical of a production company. We used the name 'Cloudburst Films' as we thought this sounded quite professional and related to the image we had chosen. The change of the image from colour to black and white through the glow transition is effective as it hints at the dark genre of the film and helps to fade the production titles away smoothly.

A production company helps to create the film as it aids with the budgeting, scheduling, scripting and casting for the film. They provide the money and are responsible for finding a director and actors for the film. They overlook the creation process to make sure it is being filmed and edited properly for when they send it to distributors. For our film, we essentially had the job of producer and director. We had to make sure everything went to plan and that anything that went wrong, was fixed as best as it could be. We had to make sure that everything was in the right place and the film ended up like we wanted it to when we went to publish it.

A distributor is the company that sends the film out for audiences to watch. They decide where and when the film is screened and promote it accordingly. Netflix is currently a very popular distributor and would be perfect for our type of film. This is because it is a low-budget film and is aimed at similar youthful audience who are technologically aware. Multi-platform devices also help Netflix to be a leading distributor of smaller films, through buying the rights and showing it online. Netflix already have a keen fan-base meaning that people will be waiting to see our film and it will be promoted directly to people who have viewed similar things in the past, giving us a guaranteed profit.

We would not need much money as our film would be a low-budget horror film. We didn't spend any money creating the opening two minutes as we used simple and basic props and took advantage of our connections (e.g having our friend do Harriet's makeup). The money would ultimately come from the production company, however, we used a small budget to create an effective opening that looks like it was created with a much larger budget.

People named in titles are the people that worked on the film and are, usually, named in order of importance. Typical jobs listed in the opening credits are the director, producer, screenwriter, costume and props designer, main actors, visual effects and sound. We reflected each of these jobs in our opening credits which makes it look more professional and as if it were made by an actual film company.

Evaluation Activity 2: Representation of Social Groups

One of our main characters, played by Harriet Austin, is the typical victim. Her character conforms to the typical victim stereotypes in the sense that she is completely oblivious to her surroundings and is unaware of the person following her. She is in normal clothing, making her not only more relatable to the audience, but also making sure she blends in to her surroundings so that the audience can focus on what is happening around her. 

Harriet's character, as well as her friends, represent a teenage social group, similar to that of our target audience. Teenagers are usually quite oblivious due to distractions such as technology, represented through the teenagers in Alex's scenes where they are using their phones and rely on this for communication. Harriet is seen in casual clothing to suggest that even in a school environment, teenagers wish to be comfortable. This differs from adults in a work environment who tend to wear suits or smart clothing. She has a big group of friends, showing that she is quite popular, further representing a youthful surrounding for the character. The group of friends help to show the careless and fun-loving nature of teenagers, whilst Harriet shows the other hard-working side of teenagers.

Harriet's character is very similar to Drew Barrymore's character in 'Scream'. A typical victim, she is oblivious and unaware of dangers around her - shown through her flirting with the antagonist on the phone. She is a ditsy blonde, encompassing the stereotypical character of a teenage girl in horror films. Showing that she cares about how she looks and her popularity, represents typical traits of teenage girls who care what other people think. Teenagers in horror films are usually left alone in their houses, often leading to parties or gatherings at which someone is killed, or ensuring they are alone and no one can see who murdered them.

Evaluation Activity 1: Conventions of Special Effects

We didn't use many special effects in our film as we wanted the audience to focus on the tension within the scenes. Special effects aren't very common in horror films apart from things like fake blood and injuries as it isn't needed to increase tension. 

We used special effects to make Harriet look injured, which ultimately kills her. We had a friend do this as she had experience in doing horror makeup on people. It was very realistic, which made it really stand out and makes the audience focus specifically on Harriet's character and how it happened. It was effective in showing how she was killed but it also wasn't too over-the-top as this would've pushed the rating of the film over what we wanted and over our target audience.

We used special effects makeup as the primary effect in our film as horror films usually rely on small budgets to appeal to their target audiences. Makeup and costumes tend to be the reason why horror films are successful in appealing to their audiences and the genre. We would use a relatively small budget for our film, and we think that continuing to use makeup like this would be realistic and effective in expressing the genre and events within the film.

Evaluation Activity 1: Conventions of the Introduction of Characters

In our opening two minutes, we didn't really introduce our characters in much detail as we didn't want to take away from the suspense of the film. The characters we introduced were Harriet, Alex and Sammie's characters, however we introduced them in different ways to add a certain effect on the audience.

We wanted to subvert conventions by introducing Harriet as the main character that the audience should focus on by giving her prevalence throughout the opening two minutes. She is seen as a hard working student in comparison to her friends in the other shots, who are sitting on tables and not taking things seriously. We decided to make her character unconventional by making her intelligent, conservative and hard working where the victim is usually an unintelligent, blonde who is lacking common sense. This type of victim is shown in films like 'Scream', where Drew Barrymore's character is very ditsy and unaware of her surroundings. We decided to kill Harriet's character first as we wanted to change up the horror conventions of the ditsy and naive killed first. For example, in 'Jaws', the first people to be killed are the couple who stray from the rest of their group, and in 'Scream', the first to be killed is the ditsy girl who flirts naively on the phone with the killer, unaware of the danger she is in. We can see that it's the adventurous and unaware characters that get killed first, however by having Harriet's character - a conscientious, hard working, conservative girl - killed first, our film is showing that no one is safe and adds to the tension and intrigue of 'who will be killed next?'.

We introduced Sammie very briefly as the antagonist. It was very clear that she was the antagonist as she was dressed all in black and acted in a very ominous and secretive way. She makes the audience feel uncomfortable as they are unsure of who she is. This is because we wanted to hide her identity so that there was more tension in the scenes. This is quite conventional of horror films as they don't want to give away the villain at the very beginning of the film. This is why we decided to keep her character quite hidden in comparison to Harriet and Alex's characters.

We introduced Alex as the classic best friend who, although likes to joke around and doesn't take anything very seriously, cares about his friends as if they are his family. This is shown through the way he is joking and laughing when you first see him, but continues to ask about where Harriet is. He conforms to the best friend convention by being quite laid back and calm but is also not shown as much as the main character, keeping him at the back of our mind during Harriet's scenes.

Evaluation Activity 1: Conventions of the Genre

We wanted to express the horror genre through the use of costume and makeup, sound and setting. The costume for the antagonist is all black, ensuring her identity is hidden. We used black paint to cover her hands and she wore a black hoodie to make sure the audience doesn't know who she is. This creates intrigue as the audience do not know who this is and will want to know more about who is killing the group and why. The costumes of Alex and Harriet's characters are relatively normal in order to relate to the audience better and show that it is just a regular day. This increases the tension as the audience can see that it is not a regular day as Sammie is following Harriet. We used special effects makeup on Harriet at the end to show her head injury which ultimately kills her. This is effective as it is not too gruesome, to ensure the film fits within the 15 rating we want, but it gets the message across that she is injured and someone is in the school killing people. This adds fear and suspense to the intrigue felt by the audience.

The sound we used throughout the film is quite spooky as it uses minor keys to create an eerie tune. We added this throughout Harriet's scenes and lowered it slightly when we added a classic horror boom to particularly important parts, such as when her phone is stolen. We took it away during the conversations in the scenes with the friendship group and this helped to highlight the fact that Harriet was the one in danger. Harriet's scenes are dominated with the silence and the spooky music whereas Alex's scenes are full of laughter and conversation - showing not only the contrast between the characters, with Harriet liking to keep to herself and Alex liking to be a part of something bigger, but also foreshadowing the mysterious death of Harriet.

The empty setting of the school is unusual as it is normally quite busy. This makes the audience uncomfortable from the beginning as they know something is going to happen to the girl that is all alone. The school is relatable to the target audience and shows them the basis for the characters as pupils and the film as an eerie killer inside a school, which is every student and parent's nightmare. 

Evaluation Activity 1: Conventions of the Story

We start out with a medium shot of one main character and focusing on her, so the audience can assume that she is the protagonist throughout the film. The use of a girl as the protagonist is subverting conventions for horror films, yet we conform to them later on when she gets killed - as the blonde teenage girl all alone is always the first to die in horror films. We chose a more conservative character for Harriet, which is unconventional as it is usually a more unintelligent girl that gets killed first. This heightens the fear and dread throughout the film.

The regular setting of a school helps to show the audience the normality to contrast with the killings. A school is unassuming and usually not empty, making the film more mysterious as the audience wonders why no one is around. The audience can see how Harriet's character is quite studious where her friends are not but the film also shows the relationship between them as Alex seems worried that she is not answering her phone. However, the audience can also see that the killer and Harriet have some kind of relationship due to the fact that she is being targeted.

The way we hid the antagonist's identity through the costume increased the tension and suspense throughout the film as the audience wonders who is killing off the group of friends. If the audience found out who the antagonist was straight away, it would decrease the tension and the film wouldn't be an effective horror/thriller film. It creates enigmas with the audience about the motive and about who would be next and why. This creates intrigue to continue to watch the film.

We subverted conventions by killing a character in the opening two minutes. This doesn't normally happen in horror films but we felt this would increase the tension and would be an effective cliff-hanger ending before the rest of the film. A cliff-hanger ending is conventional for an opening two minutes as it leaves the audience wanting more and leaves them intrigued for the rest of the film. It leaves them asking questions about what has happened and what is going to happen and makes them want to watch the rest to find out.

Evaluation Activity 1: Conventions of the Font and Style of Titles

For our titles throughout the film, we used quite a traditional font to contrast the main title. We didn't want all the fonts to be the same as we felt it would be too much and not easy to read. We also didn't want to distract from the actual film or for it to be too over-the-top - we wanted it to look clean and neat. We added a smear effect to the end of the fonts to make it look scarier and look like it was being dragged down the screen.  Fading the titles in also made it look smooth and flowed better. Effects on the titles are conventional of horror films as they add effect and hint to the overall genre; a smear effect is particularly common as it creates an eerie feeling and possibly foreshadows some kind of death or torture in the film.

We made the font white as we felt this looked better with the locations and that black would stand out too much and take away from the film. The white made them look subtle and neat within the scenes. They are in capitals to make sure they stand out and look professional. Capitals for fonts are conventional of horror films as it is bold, intense and are easy to read. 

Evaluation Activity 1: Conventions of Camerawork and Editing

In our film, we tried to use a range of camera angles and editing techniques. We used match cutting, which helps to focus on significant parts without disrupting the flow, as we zoomed in on some parts - for example, when Harriet pushes on the door and Sammie follows straight after. The use of match cutting here helped to focus on the fact that Sammie is following her without showing her full body pushing on the door as this would give her identity away. These types of shots and this type of editing technique, as well as shots like extreme close ups etc., are conventional of horror films as they heighten the tension and suspense within the scene.  

The use of the over-the-shoulder mirror shot towards the end of the film, gives the first slight look at the antagonists face. This shot is effective as it shows the audience that someone is following her and makes them worried for what might happen next yet, through the use of dramatic irony, the victim doesn't notice anyone there. We split this scene up with cuts from the toilet to Alex in the study room. This helps to build tension and quicken the pace of the scene. We also used match cutting as Sammie walks across the room. This shows the audience the setting and hints at the room being empty, somewhere where no one is going to see anything happen - a convention of killings in horror films as no one is a witness or knows what happened. A fast-pace is also conventional in horror films as it builds tension and fear effectively whilst also showing the audience that something bad is going to happen.

Evaluation Activity 1: Conventions of the Costume and Props

For Alex and Harriet's characters, we decided to use normal clothing to ensure their costumes were unsuspecting and were easy to relate to as everyday clothes. This makes the audience see them as regular people and enables the audience to see the film as if the events were happening to them as we wanted the costumes to mirror everyday life. This, with the setting, further encourages an unsuspecting, everyday nature in the film. However, for Sammie's character, we wanted to ensure she was hidden and no one could see who she was. This is conventional in horror films as they do not want to give away the killer in the first two minutes. In order to keep her identity hidden, Sammie wore a black hoodie with the hood up, black trousers and painted her hands with black paint to imitate gloves. The black clothing gave the impression of a shadow following Harriet, which relates to other supernatural aspects of horror films. The hidden identity of the antagonist is conventional as it creates fear and suspense for the audience and a bit of irony as the protagonist does not see the antagonist, but the audience does.

We didn't use many props that were specifically for the plot, but the important way we did use props are through the phones. Harriet's is taken which is the first sign of the antagonist in the film. This is added to when Alex tries to phone her and she doesn't pick up. The use of technology makes the film more relatable to our target audience. In horror films a convention is that the technology surrounding the victim is the first thing to act up, signalling that something is wrong. This is why we chose to steal the phone as it indirectly signifies that something bad is going to happen to Harriet's character. 

Evaluation Activity 1: Conventions of the Setting

We wanted to use a normal, unsuspecting location for our film. We chose to film it in school for this reason. This helps make it more relatable to the target audience by showcasing a well-known and relatively normal location as well as creating a simple backdrop to not take away from our horror film. It shows the regular things that the characters and the audience would do on an everyday basis, further making easier to relate to.

We started the film with a scene in a computer room to show the setting of the school but also to show the hardworking nature of the character early on in the film. The tennis courts in the background of the outside scenes also help to show the school location without having a specific establishing shot. The unusual emptiness of the scenes with Harriet contrasts what it is normally like at a school and contrasts the scenes with Alex and the big group of friends in. This makes the audience suspicious and wonder why it is so empty, why Harriet is on her own and who the other people are to her. The toilet scene is much like the others as we wanted to create an eerie vibe by making it completely desolate. The toilets are where the audience watching are able to relate as it is common to go and check outfits, hair and makeup etc. during the day. The fact that it is empty further highlights the mysteriousness of the school and makes the murder even more dramatic and tense as no one (including any cameras) would have witnessed the murder. 

This mysteriousness conforms to conventions of horror films as murders don't usually happen in built up, busy areas. The regular setting is also a convention of horror films as many filmmakers want to make their films relatable to the audience, but still have a slight horror aspect to them. We did this through ensuring the scenes with Harriet in were empty. A lack of establishing shot is also common as it creates a mysterious edge as the audience don't know exactly where the film is taking place and can only infer where it is. 

Evaluation Activity 1: Conventions of the Title

Above is a screenshot of the title at the end of our opening two minutes. We decided to call our film 'Regretful Sins' as we think this would relate to the overall story and creates a mysterious and vague feeling for the audience in order to not give the film plot away, even though we used many conventions of horror films within the opening. We decided to put the title at the end of the opening two minutes as we felt it would be more dramatic and flow better by breaking up the opening and the rest of the film rather than putting it right at the beginning. The font is quite uneven and disjointed, creating an eerie look which conforms to the horror genre and having it all in capital letters and white on a black background, makes it stand out at the audience - further encouraging a mysterious and eerie feeling in the audience whilst showing that it is a horror film. We added a glow effect at the end to highlight on the mysterious and supernatural nature of the film. It also means it will create even more of a statement against the black background before fading out into the rest of the film. This will make it memorable to the audience.

Our title is similar to other horror films such as 'Drag Me to Hell' as this is also stands out to the audience. The font is easy to read and looks quite ancient with small cracks on the letters, relating to the overall mystery and superstition in the film. This font is quite conventional of the horror genre as it is bold and in the audience's face. The capital letters help to make it look bold and alarming, however the use of the different sizes helps to emphasize the words 'drag' and 'hell' - the most important words in the title to describe the film. This choice of words for the title hints at the genre and plot of the film. The title gets bigger within the screen to add tension and then an immediate extreme close up makes it look like the words are flying towards the audience, much the same as the aggressive nature of the demons in the film. The title is at the end of the opening two minutes, as we have done with our film, to create tension and suspense.

Audience Feedback

Presenting our Production

Final Opening Two Minutes: 'Regretful Sins'

Editing Day 7

On the seventh day, we added the finishing touches to our opening. This included re-watching it to make sure we were happy with how it all fit together, moving parts around to make it flow better, adding in the final titles and making sure the music was in the right place before uploading it to YouTube. 

Editing Day 6

On the sixth day, we began to add in the titles for our film. We wanted to make sure these looked professional and effective in where we put them. This meant it took us a while to decide where to put them in relation to the video and audio. We used the fade in effects and smear effect to add a horror vibe to the titles and to make sure they went smoothly into the film. Towards the end, we only had a few left to put in which meant we had to think carefully where we did and didn't want the titles. We thought about the size of the titles too as we made them slightly smaller to avoid them distracting from the video.

Editing Day 5

On the fifth day, we started to add in sound clips into Harriet's parts to increase the tension. We found the clips on YouTube and inserted them into where we wanted the specific sounds. This was difficult in some places as the clips were quite long and we only wanted a small part so finding the part we wanted took a while. We also needed to find the right sound effect which was tricky as we needed them to fit with our film and not sound out of place.

Editing Day 4

On the fourth day, we had filmed the final scene and so could add it into the film. This meant we could finish cutting the whole film together to make it look neat and flow well. We also added in our title at the end to see what it will look like when we were finished.  

Editing Day 3

On the third day of editing, we decided that, as we had some speakers, we could start to edit the parts of the film with sound in it. This was mainly Alex's parts as we needed to be able to hear what they were saying before we could cut anything together to make sure we didn't cut over any speech.

Editing Day 2

On the second day, we started to edit together the first couple of clips to make it flow better than before. This included cutting the ends of clips together to achieve accurate match cutting and to make it look more professional than it did on the first day. We only managed to do a little bit of cutting together of the first couple of clips as we wanted to make it look as good as we could without rushing the editing.