Evaluation of "A Case of Revenge" By Myles McCaulskey

AS - Media Studies Coursework - Evaluation of "A Case of Revenge"

Question 1: In what ways does your media product use, develop or challenge forms and conventions of real media products?

Over the years, the “thriller” genre has developed. This is clearly evident from the times of Alfred Hitchcock in the mid 20th Century to today’s present “thriller” productions. Although, the movies in the “thriller” genre have developed over time. The conventions have stayed the same making them classic and crucial elements in creating a successful “Thriller” sequence or film. The classical conventions found in the “Thriller” genre include:

· Tension and Suspense

· Mild Fear and threat

· Slow editing that develops into Fast Editing and Cross Cutting

· Low Key lighting

· Dark, mysterious locations

· Multiple close ups

· Enigmas

· Dramatic Irony with the use of Red Herrings

· Multiple Narrative Structures

However, movies that have developed these conventions considerably or have incorporated a range of conventions from other genres are known as “contemporary thrillers.” These films challenge the classical conventions of a thriller and apply an alternative production style and approach on the “thriller genre.”

“A Case of Revenge’s” thriller style can be seen as both a “contemporary and classic thriller” as the film doesn’t attempt to reach all the classical conventions of a “classic thriller” production, but does effectively use a mixture of common conventions in the thriller genre.

“A Case of Revenge” uses the traits of tension and suspense as these are essential within the thriller genre. Furthermore, “A Case of Revenge” uses the quick flourish of Cross Cutting between suitcase and the main characters face. This was influenced by Alfred Hitchcock’s “Psycho” in which cross cutting is seen between “Norman Bates” and his dead mother. Cross Cutting is an effective trait as it shows the use of fast cutting, but also the implications that the suitcase and the main characters face are almost in cohesion together before a dramatic event. Cross Cutting creates increased suspense and anticipation before an event takes place.

Furthermore, “A Case of Revenge” quickly establishes the main character almost immediately within the sequence. This was drawn from the influence of “28 Days Later” which also uses the same approach to show the audience the main character in the opening. This sets up an enigma as the audience are inclined to know who this character is and their purpose in the film. This approach is extremely effective within the “thriller genre” as it is used in many films such as “From Russia with Love’s” opening sequence.
On the other hand, the use of “high key lighting” on the locations in “A Case of Revenge” meaning that the locations are clearly established meaning no suspense can be drawn from the locations as they are clearly seen by the audience. The use of “high key” lighting used within our thriller sequence is extremely unorthodox, as classic thrillers attempt to manipulate and play upon the use of “low key” lighting, which can create an ominous feeling and enigmas within the sequence, as the audiences view of the characters or setting is impaired due to the dim or dark lighting. Moreover, there are no multiple narrative structures within “A Case of Revenge” as the sequence looks at the main character’s journey and previous experiences. This is a direct difference to the 1998 thriller movie “Scream” which looks at multiple narratives of how the masked killer stalks his victims and kills them. Nevertheless, in many thriller movies women are seen as victims and vulnerable to their surroundings. However in contrast to this thought, “A Case of Revenge” illustrates that the main character is a powerful woman committing a crime. A “Femme Fatal.” This opposes and challenges that general view of women in the thriller genre as the main character in “A Case of Revenge” opposes the stereotype and in fact creates the tension and suspense by her atmosphere in the sequence.

Low Key Lighiting:

High Key Lighting:

Finally, “A Case of Revenge” is identifiably a British thriller as it uses a real life situations and transforms the location or scenario into a tense and suspenseful setting. Furthermore, the setting of “A Case of Revenge” challenges the typical conventions of the thriller genre. Our thriller sequence is filmed in a school which is unusual for a thriller sequence as many sequences within the thriller genre use locations like forests or abandonment buildings to implement the mild fear within that location as the audience may also be scared to be situated in that location.“A Case of Revenge” was influenced by the introverted approach of British thriller. This allows the theme of the thriller to grow and ask the audience to find the true intent of the sequence. The style used was not influenced by an American thriller, which looks at manipulating the typical “home alone” or “instant victim” approach allowing the audience to assume who the victim could be. “A Case of Revenge” uses its own unique style that could challenge both British and American thrillers as it uses a simple setting to provide a deeper message that may be able to relate to.

A Typical Location for a "Classic Thriller" sequence:

"A Case of Revenge" location - A "Contemporary thriller" sequence:

Question 2: How does your media product represent particular social groups?

Throughout our production, it is clearly evident that we have a various portrayals of different social groups situated in the opening sequence. Our opening sequence illustrates the diversity between age, ethnicity, gender and status in society. The main character and the central focus “A case of revenge” is a young teenager commonly known as “Madeline.” This illustrates that women can be the central character of suspicious in a sequence as “Madeline” the main antagonist/protagonist in the sequence is at the height of suspense and tension. The casting of a young female as the main character challenges the normal representations and stereotypes of women in the thriller genre. In “Classic thrillers” women are generally seen to be the victims of the thrillers as they are portrayed to be the victims of violent crimes. However in “A Case of Revenge” the main character committing a crime is a woman. This challenges the representation and stereotype of women as they are seen to be the main character of suspicion and not the victim of a crime committed by another character within the sequence.

Moreover, ethnicity is a key element in “A case of Revenge.” “Madeline” is of Arab decent and is portrayed as a terrorist. This falls into the common stereotypes of Arabs as they are seen to be a danger to other social groups and terrorists. Furthermore, another important portrayal in “A Case of Revenge” is status in society. “Madeline” a young teenager is seen to be undermined by her older superior teacher showing that adults and people of a higher status undermine youth views and beliefs in society. The short interaction between teacher and student is a metaphor illustrating how older members of society and people with higher authority control the youth and lower classes to show how they influence society and have the control in society. Young people are shown to be active, but also quite intimidating to other peers. Ethnic minorities are seen shown in different aspects depending on their ethnicity, whilst adults and people of a higher status are seen to be overpowering and always attempting to imply their superior authority on a situation.

Apart from representations, media stereotypes are important within “A Case of Revenge.” “A Case of Revenge” shows that a young girl of Arab decent is planting a bomb inside a school. This is considered a stereotype as Arabs are seen as a danger to society and terrorists in today’s ignorant society. Moreover, the bully of the sequence is of “black ethnicity.” Another stereotype is played upon within this sequence as it portrays that “black people” intimidate society and pray on the weaker members of society. The use of an “Arab” terrorist clearly states a message to the audience and quickly establishes that the main character in question is suspicious not only because she is menacing as she prowls through the school, but because she is “Arab” and considered a threat to society. The use of a “black” bully sets the mood of an urban social realism effect to the audience helping them also quickly establish that this character is a threat to “Madeline” and that this character fits into the general stereotype of “angry black women” in today’s society.
Although, “A Case of Revenge” uses stereotypes to help quickly establish the characters and their positions in the sequence, “A Case of Revenge” challenges representational stereotypes. “Madeline” is the main character who is plotting to wreak havoc and carnage within the school. This challenges the general stereotype of a weak vulnerable woman. “A Case of Revenge” makes “Madeline” and women seem like potential “Femme Fatal’s” as there is no stereotype within the sequence that shows that women are vulnerable, but really shifty, clever, smart women providing the suspense, tension and the overall feeling of a “Thriller” within the sequence.

This is an element uncommonly seen in sequences, as the dominant characters of suspense and tension are men, who are generating the action. This changes the general stereotype in “A Case or Revenge” as “Madeline” is portrayed as a “Femme Fatal” as she attempts to blow up the school and put the past behind her.
In addition, “A Case of Revenge” uses stereotypes within its Mise en Scene to quickly connote and suggest the role of the main character within the sequence. “Madeline” the main character within the sequence is wearing all black clothing suggesting that she may be a spy or somewhat of a suspicious character as she strolls through the school surroundings. The use of all black clothing connotes to the audience that “Madeline” may not be a protagonist in the sequence, but an antagonist within the sequence, as the stereotypical connotation of the colour black is “bad, suspicious or evil.” The use of the colour black helps to show the audience that the main character is suspicious thus is also used not to confuse the audience through a multi coloured costume, which may make the main character seemed pleasant and innocent.

Question 3: What kind of media institution might distribute your media product and why?

“A Case of Revenge” is an independent low budget British film which looks at a teenage girl being faced with severe bullying. This results in a retaliation from the victim who seeks revenge on her school, by placing a bomb in the head teachers office, devastating the entire school. Due to the fact that “A Case of Revenge” is an independent British film, it would not have a big budget like a “Mainstream” Hollywood Production. The diversity between “Mainstream” and “Independent” films are clearly evident through the construction and distribution period. A “Mainstream” Hollywood production would be a movie like “The Book of Eli” which would have a large Budget to use of CGI effects and other aspects of a Hollywood film. A “Mainstream” production would have excellent casting with well-known and established actors such as Denzel Washington, Brad Pitt or Sylvester Stallone.

Moreover, a “Mainstream” production would have a simplistic theme allowing the audience easily work out the proposed theme in the production. On the other hand, independent films are generally low budget films, with actors who are not well established in the media. Furthermore, independent films usually tend to have a deeper theme allowing the audience to engage in the movie and think about the theme whilst watching the production. Many “British-based” films are independent and look to funding from the “Lottery” in order for their films to be successfully funded. An example of an independent film would be “London to Brighton” which looks at the theme of “Child Prostitution” and “growing up in dangerous circumstances.” This clearly shows that “A Case of Revenge” falls under the low budget independent film category.

However, independent films can still be distributed across the world using various approaches. “A Case of Revenge” could be shown with other independent films at an independent Cinema such as “Electric” or the “Prince Charles Cinema” this would allow a greater amount of people to watch the film at one given time. Moreover, independent films can also be shown at film festivals. Festivals like “Sun Dance” in the U.S.A attract a phenomenal amount of attention and many independent movies look to have their film view at this event. However, a production such as “A Case of Revenge” could be shown at Local film festivals held by students, allowing the production to once again attract its target audience as it is a student based film and has a target audience of 15-25 year olds, many of whom are students and may have witnessed or experience bullying.

In addition, films can be distributed on Social Networking sites such as Youtube, Facebook, Myspace and Bebo. These video sharing and social networking sites allow you to post your video up and send links to people with your target market. This would allow a film to be seen by many people across the world as the links are sent around the Internet. Posting “A Case of Revenge” on Youtube or any other social networking site would be ideal as it is a short film that can capture audience attention quickly and capture the target audience that “A Case of Revenge” is striving for. It will also have the ability to gain multiple hits on the Internet and if successful enough may receive media attention of T.V shows that dedicate themselves to finding videos with multiple hits. An example of this would be the Channel 4 show “Rude Tube.” There would be a possibility that a profit could be made from “A Case of Revenge” as it is possible to sell a film on Myspace. This would generate funds through distribution. The funds could then be put forward to a new production.

Furthermore, A film could be distributed on Terrestrial Channels on television. Channel 4 is a “public service channel” which has a tendency to show short films on a show called “3MW – 3 Minute Wonder.” The opportunity may arise for “A Case of Revenge” to be sent to “3MW” meaning that multiple views who tune into Channel 4 before the 7pm News will witness “A Case of Revenge.” This time slot would be ideal as “A Case of Revenge” tackles many points situated in the news today. These include “Bullying” “Terrorism” and how people are driven to crime through influences or by being ostracised by social groups. This would prove to be a hot topic and could be debated on the news or by students. Moreover, “A Case of Revenge” could be distributed to BBC’s “Switch” which is a show dedicated to young people and their opinions. This would help draw the correct target audience for “A Case of Revenge” as the average view of this show is between 15-25 years old.

“A Case of Revenge” would have the best distribution chance on a social and video sharing site such as Youtube, as it is free and can be easily seen by multiple viewers by sending links across the Internet. It would cost money for “A Case of Revenge” to be sent to a Terrestrial T.V. Channel, which could result in a loss of money, we as an independent board may not have money to give away.

Question 4: Who would be the audience for your media product?“A Case of Revenge” was originally produced for people aged 15 and above. This was due to the fact that a film of a “15” certification thriller sequences can be used within this rating as the conventions situated within a “15” certified film can apply to a thriller sequence. A thriller sequence would be easily portrayed within this certification as fear, threat and mild horror can be applied to the sequence. A certification of “15” would help the audience asses that there will not be too much horror within the sequence because it is not an “18” certified film, which would possible play on the horror frequency of the thriller genre. After producing the opening sequence to “A Case of Revenge” I believe that the rating should be reduced to a “12A” certification. I believe that the sequence plays on mild suspense and tension to develop. I believe that the sequence had mild tension and suspense, but not enough fear to move the certification to a “15.” I believe that with all these factors taken accounted for views aged 12 could watch this sequence as it shows no signs of challenging a 12 year olds psychological state through increased fear. “A Case of Revenge” has qualities of a certification of “15” but without the use of mild threat and horror in the sequence, the certification of “15” would be limited for the sequence. Overall, the appointment of the right certification for “A Case of Revenge” was a failure as the potentiality and actuality of the sequence differed once production had taken place.

Moreover, reducing the BBFC certification to a “12A” may turn out to be a detrimental effect to “A Case of Revenge.” The marking of the movie may face a substantial effect as the company financing the production may be disappointed that the film didn’t arise to its chosen certification. This may limit the money spent on advertising the product, meaning a loss of profits for “A Case of Revenge.” Furthermore, the target audience of “A Case of Revenge” initially teenagers aged “15” and over may assume that “A Case of Revenge” now certified at a “12A” may not be suspenseful, or provide enough tension for their own thriller enjoyment. This may result in a loss of “A Case of Revenge” attracting its target audience, meaning that the audience watching the sequence may not be able to relate to “A Case of Revenge” as they may not understand the implications we had initially set up for older teenagers to understand. This may be because younger children of 12 years and under may not understand the themes or the messages behind “A Case of Revenge” as they are not old enough to experience these situations. As a result of this “A Case of Revenge” may come under harsh criticisms for not relating to the audience of a “12A” certification and not being suspenseful or tense enough to clinch the certification of “15.”

Question 5: How did you attract/address your audience?

After the first draft of “A Case of Revenge” was produced it was shown to an audience in order for us to acquire audience feedback. This was so we could improve and maintain elements of our opening sequence. The audience all believed that the sequence was “Quite Relevant” to the “Thriller Genre” for a numerous amount of reasons. “A Case of Revenge” appealed to the audience through its sub genre of “Espionage-Thriller” and the use of cinematography. The audience were captivated by the use of “Fades” and “Cross Dissolving” used within the sequence. Moreover, the audience also commented on the good use of a varied range of shots, effective and relevant score, which was placed at the end to increase the growth of tension and suspense. Nevertheless, the location of “A Case of Revenge” appealed to the audience as it was set in a well-acquainted location for the audience. The audience like the fact that it was set in a school surrounding meaning they could relate to some of the aspects within the sequence. The audience believed that “A Case of Revenge” related to 15-25 year olds, meaning that out target age groups was successfully achieved.

However, the audience also wanted to seem more score, ambient sound, varied transitions, and faster editing within the opening sequence as some elements of the sequence were not successfully slotting into succession. This allowed us to evaluate what elements of the Opening sequence of “A Case of Revenge” successfully work and what may need improving. This allowed us to produce a successful “Final Draft” including all of the improvements suggested by the audience. This now meant that the audience would successfully be engaged to the sequence as the final draft includes all the final preparations and changes that would appeal to the audience.
Furthermore, “A Case of Revenge” attempted to use context, style and theme to successfully engage our target audience. Due to the fact that our target audience was 15-25 years olds, the use of a young main character and a school setting allowed the audience to engage with the sequence more as they share the same experiences as the character and the environment in the sequence. This is because the audience “A Case of Revenge” is targeted at if for students who are attending sixth form or college. Moreover, the theme of bullying was an appropriate theme for our target audience as many of the audience have witnessed or been victim to bullying at school.

Question 6: What have you learnt about technologies from the process of constructing this product?

Throughout the production of “A Case of Revenge” I have been able to learn about the process of constructing the “Final Draft” of the opening sequence by using various different sets of technology. The first introduction was the use of an Internet blogging and video site called http://www.blogger.com/. This site allowed us to place our research onto the internet and provide us with the opportunity to add videos, pictures and any other piece of media we may be inclined to add to our research. Nevertheless, I used the Internet to help structure my BBFC research. This allowed me with the opportunity to explore a new website and gather research ready for my the Research and Planning phase of “A Case of Revenge.”

Furthermore, the next use of new technology came from the use of “DV” Cameras and tapes. The use of “DV” Camera and tapes allowed the production of “A Case of Revenge” to look more realistic as the camera playback looked “grainy” and not a “High Defined” celluloid Image. The “DV” Cameras allowed us to produce “A Case of Revenge” on a cheap, quick, easily accessible piece of Software meaning that when the “rendering of the tapes” would commence, the instructions are very simple. This was suitable for “A Case of Revenge” as it is an independent film, which attempts to relate and engage our audience through real life circumstances, instead of simple minded Hollywood themes. The use of “DV” Cameras added to the crucial effect of engaging the audience into our sequence.

Moreover, another piece of significant technology used was the editing suite commonly known as “I Movie HD.” The advantage of use a non-linear piece of editing software allowed us to move the sequence of clips in different orders and not parallel of how the footage was imported. This provided us with the ability to shoot different location and scenes in a different order and not have to follow the locations and shot of the storyboard as, the weather or other conditions may have prevented us from filming at that location at that specific time. If we had used Linear Editing Software then the order of filming would be limited and we would have to abide to the storyboard in order for our production to be edited successfully. In addition, Editing using “I Movie HD” allowed the footage we had previously shot develop and beginning to take place and be structured in the opening sequence that is “A Case of Revenge.” With the use of “Transitions” “Titles” “The application of Score” and the ability to select specific shots and place other in the “shot selection” section allowed the whole editing process of “A Case of Revenge” to develop smoothly and allow the Opening Sequence to edited successfully.

Once the footage, was successfully edited and put in place it was evident that there was a huge gulf in difference between the “Final Edit” of “A Case of Revenge” the original storyboard. The storyboard seemed narrower and didn’t show the implications of high angle and low angle shots used in the “Final Cut.” This is seen in the dramatic approach to the teachers office, when the main protagonist/antagonist enters the room. Other shots such as the view of feet crossing the screen were also included in the “Final Cut” but were not included in the storyboard. Therefore it was clearly evident that the “Final Edit” and storyboard maintain a similarity in locations, but almost all of the shots had been adapted to make the editing of “A Case of Revenge” more effective, once the audience watch the opening sequence.

Finally, new media heavily influenced me in the production of “A Case of Revenge.” During the “application of the score” in the editing phase, I produced the main score at the beginning of the opening sequence on a programme called “Garageband.” This programme allowed me to make a score that was calm, and dramatic enough to be applied to the opening sequence. The use of this music production programme allowed be to avoid the waivers of Copyright music and provided me with the opportunity to produce a piece of copy right free music that could freely be applied to “A Case of Revenge” as it was created by Copyright freely.

The final phase was deciding to place “A Case of Revenge” on a social networking internet website. Social Networking sights such as “Youtube http://www.youtube.com/” “Facebook http://www.facebook.com/” and “Myspace http://www.myspace.com/” allows me to place “A Case of Revenge” on a website that allows me to distribute the production to our target audience of 15-25 years olds. Overall, the use of technology such as “I Movie” “Garageband” and “DV” Cameras has allowed “A Case of Revenge” to be transformed from an idea on a storyboard to a fully fledged production ready to be placed on a social networking site for our target audience.

Question 7: Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

The “Preliminary Task” was the first assignment provided to our group at the beginning of the coursework. Having looked back at this task it is clearly evident that I have learnt a significant amount in the progress and preparation for “A Case of Revenge.” The first aspect of learning from the “Preliminary task” was the planning. This was extremely rushed and the production of a storyboard was not extremely clear meaning that when the filming time was issued, our group was confused on what shots were next and how we would order them with the assigned timing and type of shot being used. One of the major mistakes our group had made in the “Preliminary Task.”

The Editing was extremely inconsistent meaning that it lacked fluidity in the sequence. Moreover, the attempts on the 180 Degree rule, transitions and other effects failed and caused further confusion for the audience, as they spent more time on what was supposed to be happening and not what was actually happening. The “Preliminary Task” was extremely sneffective and unsuccessful as our group was extremely in inexperienced in filming, choosing the right locations and constructing a convincing edit using “I Movie.” On the other hand, our final product was well planned, filmed and editing as we had condoned for our mistakes in the “Preliminary Task” and we decided to use the Task as an advantage to learn how to successfully film various shots, edit sufficiently and effectively when using “I Movie” and making sure that the planning was extremely precise providing us with a guideline for the production of the filming once commence. The “Preliminary Task” provided our group with a learning curve to a successful “Final Edit” of “A Case of Revenge.”

Written By Myles McCaulskey

Evaluation

1. In what ways does you media product use, develop or challenge forms and conventions of real media products?

The media product in question is a film involving the thriller genre. A thriller movie can be classified into two specific conventions either classical such as that involved in the making of films such as 'Psycho' and 'From Russia with Love' which can involve characters such as Femme Fatales. This is compared to the more contemporary characteristics involved in the making of thrillers such as '28 Days Later'

Many normal conventions of a thriller movie include:

• A tense score that increases in pace and suspense is built surrounding the lead character.


• The editing increases in pace as long, quick shots are aided by the help of cross-cutting.


• Enigmas are set up for the audience to try and work out


• Many close ups maybe used with high and low angles to show the balance of power between the two or more characters involved, and,


• Lighting is mostly low-key with a male predominantly playing the lead role

Basing my media product on these five indicators, it can be seen as fitting the classical mould. However it can be seen as unconventional to traditional thrillers as the film contains the use of a female protagonist compared to traditional thrillers such as James Bond.

Films such as Traitor and United 93 can be seen as inspirations for the film creation as it incorporates the idea of a person/people wanting to take revenge on the power that the key character cannot have. The basis of which is explained in the thriller movie created as the key character, Madeline is seeking revenge on the power that is the school for what has happened to her. The implications of using a female Asian character as the protagonist goes against conventions as in movies such as Mission Impossible, The Bourne Ultimatum and Casino Royale involve white, male protagonist with Tom Cruise, Daniel Craig and Christian Bale leading the movie.

1. 2. How does your media product represent particular social groups?

Many social groups have opinions based on them through stereotypical views on the average appearance of the group. For instance young people are seen as a nuisance because of yobs. There were six main areas of representation that had to be discussed when making this film. Each of the six areas needed a discussion on how each would be represented and how we would involve the different groups of representation.

Firstly, a female character leads the movie, which in itself was seen as unusual as predominantly, males are seen to be leading a thriller movie. This in itself goes against the stereotypical view of a lead character in a movie as a minority of films use females as the lead role in a thriller movie.Going against this stereotypical view conveyed the message to the audience that initially not only men have the top roles in movies but also that the use of a female with glasses seemed go with the stereotypical view that many of those that are bullied normally have these or some of these characteristics. This can be compared to that of Kill Bill as although the main character is out to out to exact revenge on a greater power than her, but Madeline goes against the greater power is a less direct fashion than that of Uma Thermon in Kill Bill, meeting the convention that females are less physical in their search for revenge.

Furthermore the plot of using a minority as the eventual bomber, does go along the lines of the stereotypical view of an Asian based person being a bomber, however instead of the extremist views that normally overshadow the values of a bomber, the key character instead is pushed over the edge by school bullying a thing that is widespread amongst nations.

The screenshot taken from the film, United 93 that highlights (terrorist plot of September 11,) shows that the stereotypical view of a terrorist in the mainstream American movies is a male of the Asian race, rather than females showing that it was unconventional to portray a terrorist as female.

Furthermore the involvement of a youth as the main character holding a bomb conveys the stereotypical vision to the audience that the character has to be extreme in her views compared to is an elderly man had been holding a bomb in a brief case.

In areas such as Northern England there is a much higher rate of Asian cultures of which they could possibly take offence to the common view that it has to be someone of the Asian race that has to bomb somewhere and not a young white man from Croydon for example. Furthermore if the typical view of a white girl from Essex was to lead the cast, the audience would feel that the bomb wouldn’t go off or that the traditional stupid view of this type of person would be upheld.

However the involvement of a typical power relationship of parent – pupil is upheld towards the end of the movie as the member of staff (Mr Boothe) is seen telling Madeline to “get on with her work” something that even though it was reluctantly done, was still followed out. The power of the teacher is something that can be related to by all as many people believe like Madeline in the plot that teachers either are against them or don’t take their side in close personal matters such as in this case the bullying of the key character. The school through the movie is portrayed as unwelcoming to Madeline in her case of bullying. It shows that through the continual dismissal of bullying has led to these circumstances.

3. What kind of media might distribute your media product and why?

In media there can be seen as five main industries to for new products:

• · Cinemas
• · Television
• · DVD/ Video
• · Social Networking
• Film Festivals

Firstly cinemas can be broken down into; mainstream, Independent and Art house. Mainstream films can best be defined as commercial films that know a wide release and play in first run theatres (A movie theater that runs primarily mainstream film fare from the major film companies and distributors, during the initial release period of each film). Being sold at popular stores (such as Amazon.com or its affiliates), or more typically, at general stores (such as Wal-Mart and its affiliates) can also be an indicator. Hollywood movies are usually considered mainstream and blockbusters are also mainstream films. The boundary is vague. Mainstream suggests middle-of-the-road and implies commercial viability, sometimes implying that the commercial viability is tantamount to a loss of artistic creativity. The opposite of mainstream film may be experimental film, art film or cult film.

Independent films however are a film that is produced mostly outside of a major film studio. The term also refers to art films which differ markedly from most mass marketed films. In addition to being produced by independent production companies, independent films are often produced and/or distributed by subsidiaries of major studios. In order to be considered independent, less than half of a film's financing should come from a major studio. Independent films are sometimes distinguishable by their content and style and the way in which the filmmakers' personal artistic vision is realized. Usually, but not always, independent films are made with considerably lower budgets than major studio films. Generally, the marketing of independent films is characterized by limited release designed to build word-of-mouth or to reach small specialty audiences.

Art House films, are typically a serious, noncommercial, independently made film aimed at a niche audience rather than a mass audience Film critics and film studies scholars typically define an “art film” using a “...canon of films and those formal qualities that mark them as different from mainstream Hollywood films”, which includes, among other elements: a social realism style; an emphasis on the authorial expressivity of the director; and a focus on the thoughts and dreams of characters, rather than presenting a clear, goal-driven story. All three film operators can be seen as unrealistic to provide to as it would involve distribution rites being given to the cinemas in question which would be completely out of question as the budget given to the group was minimal. From which the Art House cinemas would be seen as the more viable.

Although a more viable solution would be to release the film on a DVD, although again costs of copying and rights would mean the minimal budget given to the group would be another stumbling block as the DVD would have to be advertised continually. Television is an even more viable option as terrestrial television especially channel 4 would possibly invest in the film during seasons of television such as the recent ‘Slumdog Millionaire’/ Indian Winter season highlighted. It also provides endorsement for creative new programmers such as; the Inbetweeners, Skins, Shameless and Misfits which have all been successes with some even being gossiped about becoming a movie.

Social Networking such as YouTube, MySpace and Facebook would be a greater option as it would open the avenues to further endorsement. YouTube for example uses the money from subscribers to invest in amateur channels such as charlieissocoollike and richiesherman which could even end up on television programmers such as ‘Rude Tube’ that uses YouTube videos.

Therefore placing our clip on Youtube could represent a chance for the film to be developed and placed onto television with channels such as Channel 4 representing the best prospect. TV preogrammes such as Friends, Inbetweeners and Skins are now recognised as part of the British television culture. Although programs such as Gavin and Stacy have developed from small scale budgets to become mainstream with rumors of movies as a result. Seeing as ITV base their programming around commercial finance rather than the BBC who use TV license money to produce programs such as Mock the Week and Never Mind The Buzzcocks which regularly attract over two million viewers.

Small film festivals are seen as provides moviegoers with the first exposure to cinema's best new films. Influential international film festivals as Cannes Film Festival, The Toronto International Film Festival, Venice Film Festival, and The Sundance Film Festival showcase the most exciting work by contemporary film makers. Cinephiles will want to stay up to date with news from these top film festivals. Films such as Slumdog Millionaire have passed through these festivals with it going on to win many Academy awards and even Oscars.

4. What would be the target audience for your media product?

The target audience of the product is that of a 15⁺ age group, this is because the narrative is seen as the key to story, of which a fifteen year old is able to manage. The British Board of Film Classification or BBFC allowed:

· A strong threat of menace

· Drug taking allowed but not encouraged

· Dangerous Behaviour

· Strong Language

· Appropriate theme

· Strong Violence

For me I believe that the storyline involved in the plot of the movie is completely suitable for the target audience as terrorism is a threat that 15 year olds and above will deffinently know about as they would have seen the media after the September 11 attacks as well as July 7 attacks in London. Although as a result of this, it would limit the type of media producer that would acknowledge the piece of media we have created as a group. The terrorism theme at the moment is seen throughout the world creating severe sorrow such as the families having to watch their sons/daughters die in Iraq.

5. How did you attract/ address your audience?

The theme of terror is one headlining many types of media whether it is on the news with deaths in Iraq or terrorist atrocities such as that of 7/7 and 9/11. The audience group that we set out to attract felt that it was reflective of them in an everyday sense as they go to school and some may have witnessed or been a part of bullying in one sense or another. The conventions of cross-cutting and increased pace in the editing was something that the group as a whole tried to incorporate with effects of black and white to show the flashbacks of the bullied victim whilst also including a wide range of shots and transitions (as seen in the film trailer at the beginning of this post) as commented upon in our audience feedback .

Although the compliments of the feedback were also coupled with suggestions such as adding more sound and titles to attract the audience to the film, the music, was seen as not long enough which the audience believed effected the tension and suspense it created. Also after the first edit the audience believed that the titles used didn’t make the sequence as believable as if it had been for instance a thriller such as a James Bond opening sequence.

The theme of bullying was also seen as a daily problem in some schools with us addressing 15 year olds who may have been part of bullying in one form or another, a problem facing many everyday. But also the school setting is seen as relevant with that being a place of torture for some who are faced with the possibility of being put under pressure from others such is the circunstances surrounding Madeline, the key character.

6. What have you learned about the technologies from the construction this product?

During the research, preparation and editing of this project many different forms of technology were used. It started in the research with the use of an internet blog to store the research for what would end up as the film. New media has significantly influenced the making of this product as the internet as a whole was used throughout all processes of the film, whether to research key historic films in the thriller genre or just plainly to organise a film shoot between the four of us. The iMovie technology allowed us to develop our film in different orders to what had been arranged in the storyboard with the editing process being made easier by this technology.

Internet video websites such as YouTube provided an extremely helping hand as we were able to find influences for this production. The internet was seen as essential in providing the group with able copyright free music, which would become either the score to build up the tension in the background or plainly as the school bell/ fire alarm.

Technology such as non-linear editing software such as iMovie allowed editing to become less of a difficult job as redrafting was easy to understand meaning editing wasn’t needed in a regimental style order and filming could be done in a different order to the one prescribed on the storyboard. This allowed the group as a whole to make executive decisions on the order of scenes and whether or not the final edit would stick to the order of the storyboard. The digital cameras also filmed in DV tape or digital video tape. The impact of this is to give a more grainier finish to give a more realistic feel to the scenario as the lighting is more realistic, a reason why tape like this is used on the news and soaps such as Eastenders and Coronation street to name just a few. This is compared to Celluloid which is used in a majority of Hollywood movies and more domestic programmes such as Hollyoaks which gives a brighter feel to the lighting and wouldn’t have created a good enough tone to the film.

7. Looking back at the preliminary task, what do you feel you have learnt in the progression from it to the full product?

From the preliminary task I feel the planning and organisation of the main task was extremely different from small effects such as high angles and match on action to adding a score and transitions to a film. The preliminary task was one that provided problems especially in the area of continuity as in one scene a character or object may be in the camera view but in the very next scene filmed at the same place it wouldn’t be. This was a problem as group we were forced to try and create as many closed sets as we could in order to present the film as if it had been filmed as one and not in many different cuts.

In the preliminary task the group as a whole was able to use the camera for relatively the first time, which meant that silhouettes of the camera operator would appear if there was scenes involving doors, mirrors or shiny surfaces meaning as a whole the suspense would be lost from the scene. This is compared to the final project on which the whole group was more familiar with the camera and understood how to use it much more than had been the case in the preliminary task, zooms were used instead of walking the camera up to the character involved for close-ups and actions such as tilting and panning became easier to manipulate allowing for a smoother transition.

Furthermore during the filming of the final film we had to pay close attention to detail with character clothes and props closely monitored as to make sure there could be no confusion as to the role of which character was. During the preliminary task we also found out how hard it was to film in an open set with continual movements past the camera and unwanted ambient noises. From this we understood further how to maintain a closed set inside school filming at hours of the day where a majority of the group members were able to film allowing for the ambient noises to be only that of which we wanted and not from distractions.

The preliminary task also faced the group for the first time of having to use set camera a movements such as panning, tilting and use of high and low angles, of which everyone had a faint idea of how to capture. The final edit contains tilting and panning showing how the camera had to placed in a variety of positions to create the scene and film it, with approximately twenty minutes of practice/unwanted footage as a result. The sound was another major issue facing the group as the sound was not always there for a purpose, during the preliminary task this was a major issue with filming having to be repeated several times as passers-by talking would be picked up by the sensitive microphones on the camera. It was also another reason why as a group closed-sets were preferred as it meant minimal unwanted sound was picked up. Editing during the preliminary task was made harder due to the fact that there was no experience of camerawork between the group with match-on-action and the 180 degree rule becoming harder and transitions unheard of. It meant that during the filming of the final film, the experience of each of the group grew and with that came the added advantage of filming match-on-action whilst not breaking the 180 degree rule and no jump cuts. Transitions were made by using the preview palette and applying transitions to multiple clips.

The problems of the preliminary task meant that the main task filming and editing was made more convenient, the experience of the camera was shown especially through the tilting and panning throughout the film. The editing also provided less of a challenge with the controls on the iMovie task bar seen as less difficult with it seeming easier to create a free-flowing film rather than an badly grained version of a film.

Ryan Angell

Story-boarding

The storyboard that we created has set up enigmas through the camera angles used and the limited amount of dialect. There are a number of close-ups of feet while Madeline is walking, this gives the idea to the audience that the journey down the corridor is significant, and the fact that the sound we hear is the footsteps, gives more suspense as the sound is echoed through the corridor. Also, from the close ups of the feet, towards the end, there is cross cutting between the protagonist and the office door, and the briefcase that Madeline is holding. With this, the audience is being introduced to enigmas; "What is in the briefcase? Why is she going to the office?" etc. 

Also, there are both high and low angles that give the idea of a hierarchy within the characters.

The fact that there are flashbacks while Madeline is going towards the office creates a link between the past and the future, creating suspense. And with the idea of revenge and violence, it does embody the ideas of the thriller-genre. Also, the fact that it is set in a school creates a personal link towards the age-range that our film is aimed for. 

Casting

Appropriate casting is vital in the authentic value of the film sequence, there are three predominant roles in this sequence, as well as extras. The three predominant roles are:

• ·               The Protagonist- Madeline
  
• ·               The Bully
  
• ·               The Teacher
  

The Protagonist

This is to be played by a vulnerable looking actor; this cannot be played by someone who is physically built as this will not make a convincing victim of bullying. Also, this person must be someone who is not entirely materialistic or ‘flashy’ as this is also not a quality of the typical ‘quiet’ victim.
And so, with costume, the protagonist should be ‘modestly dressed’, with no flashy brands or colourful clothing; also, by using neutral colours for costume, this connotes that the character does not want so much attention and that they are used to be ‘in the background’.
And so, Madeline will wear glasses. During the scenes in the flashbacks, Madeline will wear school uniform, this is to give the audience anchorage with the idea that it is set in school.
With performance, Madeline is to act very concealed and quiet in comparison to everyone else, although she may have some fight in her, it is apparent that no-one is on her side, and so she backs down and accepts defeat; this is apparent through the scene when the teacher sides with the bullies rather than Madeline. The body language of Madeline will be very ‘shy’, and the tone of the voice will not be strong and confident.

 

The Bully

This is to be played by a strong teanaged actor; the actor is to be bigger than the protagonist, and the body language should be bold and confident. Unlike Madeline, the bully’s posture should be strong, as she feels confident amongst her peers; she knows she is the predominant person in a classroom as she is followed by others.  Also, her costume should be more shabby than Madeline, with rolled up sleeves. Her voice should be loud and predominant, all actors are to have English accents as the movie is set in England.

 

The Teacher

This is to be played by an older actor. As a teacher, this character should be a lead voice in a classroom, with a short temper as there is a part where they shout at Madeline when she did nothing wrong. The teacher is to wear smart attire as it is necessary in a school environment.

 

 

Also, there are a number of extras in a classroom to give anchorage to the audience that the scene is in a classroom environment. These are to be dressed in school uniform, and to be of a similar age of the bully and Madeline.

Shooting Schedule

Here is our shooting schedule:

Shoot 1:

Shots 3-12

Shots 22 and 23

Shots 31 and 32

The location of these shots is the Hall Way/Corridor

Shoot 2:

Shots 13-21

Shot 24

The location of these shots is the classroom but shot 24 will be filmed in a different classroom

Shoot 3:

Shots 25-36

The location of these shots is the Teacher's Office

Shots 1 and 2 can be done using editing as they include the title of the film and require no filming.

A Case Of Revenge: Scripting

A CASE OF REVENGE:  ORIGINAL SCRIPT

Madeline, the protagonist returns to the school, holding a briefcase, with the intentions of planting the bomb into the Head Teacher’s office.
As she is walking down the corridor, a series of flashbacks are revealed of why she is pursuing a chain of revenge plots against the teachers and students who she feels that have oppressed her into her current depressed state.

The first flashback is of a bully pushing Madeline against the wall.

Bully: (slow motion mouthing) You don’t belong here

The protagonist drops to the floor as she is verbally abused.

The sequence then continues back to the present; the protagonist is still walking down the corridor towards the Head Teacher’s office, still holding the brief case.

The second flashback is of the Head teacher taking the bully’s side over the protagonist.

(In the classroom) The class is silent and doing work, while the teacher is sitting at his desk marking papers. The bully and her friends are constantly poking and throwing things at the protagonist.

Bully: Oi! Loser.

Protagonist turns around and the bully and her friends suddenly pretend to be doing work.

Teacher: MADELINE! TURN AROUND AND DO YOUR WORK!

Madeline: But sir-

Teacher:  I don’t want to hear it, get on with your work

Madeline continues to do his work. Then the bullies start throwing things at her again.

Madeline:  (Turns around) Stop it!

Teacher: That’s it!

Madeline: I’m not doing anything! They’re throwing these pieces-

Teacher: NO. Enough with your excuses, get out. Those students behind have done nothing but do work all lesson. I’m sick and tired of you wasting my time and disrupting this lesson.

Back to the present; the protagonist continues through the corridor and walks into the Head teacher’s office, she puts the briefcase on the desk, exists the room, closing the door behind her and walks out; down the corridor once again.

 

With this script, we amended it in order to fit the appropriate thriller subgenre that we are aiming for. Also, we found that by using less speech and more film techniques we can reflect the mood and intentions of the protagonist without making it so obvious and underlined with dialect; we found that by using less speech we were able to create more of an effect of mystery, and with more cross-cutting we intend to make a connection with the briefcase and the office - creating the technique of enigmas, which is a key technique in the thriller genre.
Thus, here is the modified script:

 

 

A CASE OF REVENGE: MODIFIED SCRIPT

 

Madeline, the protagonist returns to the school, holding a briefcase, with the intentions of planting the bomb into the Head Teacher’s office.

As she is walking down the corridor, a series of flashbacks are revealed of why she is pursuing a chain of revenge plots against the teachers and students who she feels that have oppressed him into her current depressed state.

The first flashback is of a bully pushing the protagonist against the wall.

 

Madeline: (slow motion mouthing) You don’t belong here

 

The protagonist drops to the floor as she is verbally abused.

The sequence then continues back to the present; the protagonist is still walking down the corridor towards the Head Teacher’s office, still holding the brief case.

The second flashback is of the Head teacher taking the bully’s side over the protagonist.

(In the classroom) The class is silent and doing work, while the teacher is sitting at his desk marking papers. The bully and her friends are constantly poking and throwing things at the protagonist.

Protagonist turns around and the bully and her friends suddenly pretend to be doing work.

 

Teacher: MADELINE! TURN AROUND AND DO YOUR WORK!

Madeline: But sir-

Teacher:  I don’t want to hear it, get on with your work

 

Madeline continues to do her work. Then the bullies start throwing things at her again.

Back to the present; walking down the corridor, Madeline starts to hear mutters of laughter in her head, which then develops to an image of students surrounding her laughing and pointing. There is then a voice over of her own thoughts;

 

voice over: hahahahha yeh, laugh away.. lets see who gets the last laugh.

 

The protagonist continues through the corridor and walks into the Head teacher’s office, she puts the briefcase on the desk, exists the room, closing the door behind her and walks out; down the corridor once again.

 

Locations for "A Case of Revenge":

Locations for "A Case of Revenge":

This shot shows a picture of a classroom situated in Gunnersbury Catholic School Sixth Form Block. This shot will be used for the flashbacks within the sequence. This location is ideal for filming is well spread out, with good lighting and clearly sets the visual representation that the location is a classroom. This will be essential for the flashbacks in which the bully shouts at the main character of the opening sequence.

This shot shows a picture of the school corridor situated in Gunnersbury Catholic School Sixth Form Block. This shot will be used for the dramatic entrance to the head teachers office. This location is ideal for filming it is narrow, long and enclosed, which could put forward the metaphor that the narrow enclosed corridor mirrors the main characters feelings. The corridor has enough lighting in order for the filming to be applied in this location meaning that no extra use of lighting needs to be applied to the location.

This shot shows the entrance of Gunnersbury Catholic School Sixth Form Block. This shot will be used for the establishing shot of the entire sequence. Once again the use of a narrow passage way is used, connoting a long entrance ahead for the main character. The best time to film at this location would be during the day as we are using exterior lighting and not artificial lights to film the sequence. The sequence would be ineffective it the sequence was filmed at night. 

  These shots show the stairs of Gunnersbury Catholic School Sixth Form Block. This shot will be used for shots as the main character dramatically enters the Head Teachers office. The stairs are a good place to film as there is enough natural light from the window and various shots can be applied on the stairs to maintain tension and suspense in the sequence. The sequence could be film at any time of the day as it can be filmed with electric or natural lighting. 

This shot shows pictures of the head teachers office situated in Gunnersbury Catholic School Sixth Form Block. This shot will be used for the dramatic climax at the end of the sequence. This location is essential for the climax as this is where the last sequence takes place and the bomb is set off. The room is full of bright artificial electrical lights, which will light up the room and mean that no too much preparation is needed for the prepaation of the room as the layout is already set as a head teachers office.