Screen grabs for evaluation

Including key features of an opening sequence

Titles:

For our titles we decided that the teacher would write 'featuring' on the board, then we would edit in names of characters afterwards. Our idea would be that the teacher says 'you may begin your lines', and a split screen would show the three girls writing their names and the characters they are playing. For the titles at the beginning, we decided on a simple black screen and white writing showing who edited, filmed and featured in the opening.










Introducing main characters:

The character's are introduced when the teacher says 'you may begin your lines', the camera then pans round the classroom which then stops at the characters, showing them bored. As they are in detention is may suggest that the girls are rebellious and don't follow school rules.



Introducing setting:

After the teacher says 'you may begin your lines', the camera pans round the classroom which establishes the setting. we used a panning movement to show the entire room instead of using separate shots because it gives it a sense of continuity from the beginning when the teacher writes featuring on the board.




Introducing genre:

Our genre isn't introduced immediately because we wanted to build suspense. However when the characters receive the text from 'Unknown' saying 'IT'S TIME!', it becomes obvious to the audience that the characters are not the typical school children, and this is where the genre first becomes clear. We then fully establish genre when they run out and the split screen shots show them in fighting poses and our title appears saying 'Teen Spy', which tells the audience what type of film it is going to be.










Sound:
We used diegetic sound to further establish setting, its important that the teacher said 'you may begin your lines' because the audience may be confused as to why there were only three people in a class. Furthermore, this made the audience aware that the pupils were in detention.
The opening begins with calm music as not much action is happening. But by the end of the opening there is a contrast in the music as it becomes faster and intense showing that there is action and something big or unexpected is about to happen. We also used digetic sound to exaggerate and emphasis the ticking of the clock. This helped show its significance and let the audience know that they have somewhere to be in such a little time.

Target Audience

Our intended audience consisted of children aged between 7-13 as we felt that this particular age bracket
would enjoy it the most. In order to make our film opening appeal to this target audience we included a
fast-pace soundtrack to create an exciting atmosphere. We used characters of which they could look up to
or relate to so that it would create more interest. We used a location of which they were familiar with, this
enables them to relate the scene to their own lives and by using 'ordinary' characters it allows them to
imagine themselves as that character and therefore get more involved within the storyline.

Teen spy

Above is our final edited childrens film opening.


Things we thought we did well:

We experimented with split screening as we thought that it would fit in really well with the spy aspect of
our film. After attempting to split screen the clips both horizontally and vertically we thought that the
finished shot turned out really well and allowed us to fit in more action within the short amount of time we
were given. Another affect which we thought was successful was our match-on-action shot. This featured
the main characters running out of the room and out of the door. This shot made the audience more
involved within the action and created a fast pace which fitted in with the theme. In our film opening we
also included a shot in which the camera zoomed in to a phone message saying "IT'S TIME!" from an
'unknown' sender. We thought this went really well as it created suspense and mystery as to who was
sending the message and what it was they wanted. This very popular in sci-fi films but not so much in
children films. We experimented in adding this to our opening and we thought it paid off as it keeps the
target audience gripped and wanting to know more.

In our filming we made sure that there were no continuity issues. We did this by wearing the same clothes,
using the same location and making sure our props were in the same position throughout each shot. An
example of when we did this would include the split screen shot where the phone is still featured on the
table as it was in the other shots within our opening.

Things we thought we didn't do so well:

On the other hand we have many things which we would do differently if we were do do this again. One
problem we found was that there was an issue with time management as we got towards the end of the
filming process we realised that we didn't have as much time as we wanted for our editing. This made
the process more rushed and therefore, we were unable to put 100% into our editing & we feel this showed.
We also wasted a lot of time re-filming shots as our acting was not up to scratch and this wasted time could
have been spent on valuable editing time.

Due to lack of people in our group we had to compramise with the filming of our opening scene. In our
first shot when the camera pans round from the teacher to the students we had to change camera person
half way in order to allow us to include all our characters within the scene. This caused complications as
it was difficult to film with one camera person when this person was also featured within the shot.

Overall we think that for our first try at a film opening we did very well. We have now learnt a great deal
as to what would work and wouldn't next time and what could be improved.

Character comparison

These characters in 'Spy Kids' are similar to our characters because they are in a similar age group. This picture influenced our split screen shots of each of our characters as the audience can tell that they are spies because they are doing action poses, and not vulnerable children. The audience can learn that the characters are out of the ordinary, in that people would think they are normal by going to school, but they have a secret life of a spy.

Children's Film Opening Ideas

I filmed a quick film opening of running to get ideas for my final children's film opening. I also edited music in as from watching the A team clip, i found it was a great way to show fast action. From watching the M.I High video i also found it is good to film from different angles/perspectives so i included that as well:

http://www.youtube.com/watch?v=KJnUu-nbdJU

Written Story Board

After our first attempt of following the first storyboard we were faced with some problems and so decided to  film a new children's film opening. This is the Storyboard we followed:

1.Teacher (Lauren) is righting on the white board in detention, This is also a way to introduce the Titles
2.Panning is then used to show the location (classroom)
3.Main characters (Kisu Maisie and Alexandria) are then introduced looking bored.
4.Digetic sound to conclude the titles (lauren says: you may begin your lines, main characters then write up the titles)
5.Phone of the main characters go off, symbolizing that action is about to occur
6.Reaction shot to show the characters expressions.
7.Tracking of the main characters running 

Introducing Characters

This is a clip from the opening of a children's spy film called Stormbreaker.
Ways in which characters are introduced:
-Panning to show location. In this case emphasizes his age. we are aware that he is still in school. This also links to the ideas that he is talented as he is a spy as well as a child. Our location of the opening is also in school.

-Zoom on specific characters to show they are somehow important later on in the film

-Digetic sound. Contrast of the main character (Alex) referring to other characters in the film, to the flash back of their significance or relationship with Alex.

Ways to create suspense

Although this is not a children's film, i choose this clip because i thought it was a great example of how editing can create suspense.

The factor that i liked the most was the use of sound and jump cuts. In our preliminary task we used a jump cut in a way that was not effective. However in this clip it speeds up the action allowing a big build up. I was aware straight away that this was an action film.

Related Children's Film

This is a clip from a TV series on CBBC called M.I High. I choose this specific clip because the opening consists of fast action (running). The opening of our children's film also includes running. I think this helps create anticipation and suspense, making the audience question why the characters are running and were they are running too. This also is a good way to introduce characters plus the scene as you (the audience) are aware of their significance.

Target Audience

Our potential target audience would be aged over the age of seven. This is because the child has to be old enough to understand what is going on but also find it interesting as younger children (on an average scale) tend to find more colorful, less actions films intriguing. I would estimate our children's film as a U rating because no bad language or violence is used plus it is suitable for young children.

Digital Storyboard

first shot is over-the-shoulder shot of a teacher writing on the board to introduce the scene and the setting as well as the titles. this shot pans around the room as the teacher walks, and stops to show the three main characters. 

this shot starts from the three main character. the camera tracks round the back of the three girls. the camera will be hand held and stops beside the characters. the titles will be above the characters heads. 

the camera tracks round behind the three main characters. an over-the-shoulder shot is used then the camera zooms in when the three characters receive a text message. the camera zooms in to show the phone.

the camera zooms into the phone to show how significant the text message is.  the red light on the phone signifies danger. 

the camera then cuts to the clock, and zooms in. the clocks ticking sound will be emphasised to show how slow time is going. 

Analysis of previous student's children's films

Playdoh children's film

I like how they have used brightly coloured playdoh because its really engaging. I think its a good way of doing the titles because it captures your attention. Doing one letter at a time is more interesting than doing the whole word at once. However, because they do all of their titles in this way, its gets a bit boring by the end. To improve I think they should have come up with multiple ways of doing this, so it would have been different and more interesting. I think the music that they used was good because it was upbeat. I think it was a suitable opening for a children's film because it was colourful and from the music you could tell it would be a happy film.

Olde England storybook film

I like how this opening uses a book to tell the story because it introduces the film well. I also like the way they change the screens into different settings by scrolling because it makes it more interesting and unusual compared to other films. I think the sounds they have used near the end of their opening really suit the type of film it is. I think it is well suited for children to watch because its engaging and interesting to watch as its full of action. I think the beginning is a little slow because not much is happening, but it quickly moves onto some action so I don't think children would get bored. I think the fighting scene was well filmed because it isn't prolonged and I wouldn't consider it to be too violent, so it would be classified as a children's film fine. I liked this film opening because the camera work was done well I could tell that they had planned it thoroughly. The only thing I would critisise is that the titles run across the screen too quickly and it is hard to read which person carried out what job.

'Be Careful What You Wish For' film opening
I liked this film opening because it puts across an important message for children. The girl in the videa has lots of expensive things like a laptop and hair straighteners, so I think the film will go on about how you shouldn't take things for granted and having three wishes is a good way of telling children this. This opening is clear and you can tell what is going to happen which will be suitable for children. I think children would like it because films that have wishes and magic or typically aimed at them. Another strength is how they have added the titles, compared to other films I watched from previous students, they are really clear to read, and you can clearly see who did which job in order to complete this film opening.  

Shots/props used in spy films

The programme MI High was where we got our ideas for a spy film from. In this opening it uses various shots which are typical for a spy film, for example:
- begins with a character running, it is fast paced and tracks her running away from someone.
- Mid shots are used to introduce the main character
- Close ups are used to show who the other man was, and all the children in the class
- Over the shoulder shots are used for important conversations, to make the audience feel as if we are part of it
- When more important information is given the camera uses close ups


Props:
- To show that the girl is a geek, she is wearing glasses to suggest that she is clever. Her school uniform is worn properly compared to other students so this further shows she's a geek as she follows school rules.
- The pencil is an important prop, it is her gadget in the film to show that she is needed, this is something that we will need for our film when we make it.
- The teacher is wearing a suit to show that he is professional, and he also carries files which suggests that he has responsibility. As we have a teacher in the opening of our film, we may need to think about what he will be wearing.
- The other children have props such as lipgloss, hats and gum to show that they are naughty and don't respect school rules, which makes the other character stand out more and she is different. The girl wearing lipgloss and wearing big gold earings reading the magazine, shows that she doesn't really want to be at school and that she doesn't care. For our children's film opening we will need to think about the use of props carefully as it represents what the character is like.

Research of titles in the opening of a children's film

Monsters Inc Opening
- What production made the film (in this case Pixar Animation Studios)
- Title of the film
- Key themes (the monsters) - very colourful and engaging
- These titles do not say what voices play each character

The Magic Roundabout
States:
- What production made the film
- The title of the film
- Voices of the actors - dissolve out which is engaging
- Associate producers
- Who the music is done by
- Who created the characters that the film is based on
- Who the co-writers are
- Who did the screenplay, and who additional material was by
- Executive producers
- Producers
- Directors
- In the background characters are introduced through photos while the titles are running

Charlie and the Chocolate Factory
States:
- Production company
- Actors
- Name of the film
- States the film is based on a book
- Introduces key themes of the chocolate as the titles are running
- Who the music is by
- The co-producer
- Costume designer
- Editor
- Production designer
- The director of photography
- Executive producers
- Producers
- Who the screenplay is by
- The director
- During the titles you can see a journey of how the chocolate is made, how the golden tickets are going into selected chocolate bars, where they are going and the trucks which take them across the world. This would be engaging for a child while the titles are running, as starts the story off.

Classification Research

The differences between a U and a PG film:

A ‘PG’ film should not disturb a child aged around eight or older. However, parents are advised to consider whether the content may upset younger or more sensitive children.  Discriminatory language or behaviour is unlikely to be acceptable unless clearly disapproved of or in an educational or historical context. References to illegal drugs or drug misuse must be innocuous or carry a suitable anti-drug message. Frightening sequences should not be prolonged or intense. Fantasy settings may be a mitigating factor. No detail of potentially dangerous behaviour which young children are likely to copy. No glamorisation of realistic or easily accessible weapons. Mild bad language only. Natural nudity, with no sexual context. Sexual activity may be implied, but should be discreet and infrequent. Mild sex references and innuendo only. Where more serious issues are featured (for example, domestic violence) nothing in their treatment should condone unacceptable behaviour. Moderate violence, without detail, may be allowed, if justified by its context (for example, history, comedy or fantasy).



But a ‘U’ film should be suitable for audiences aged four years and over. ‘U’ films should be set within a positive moral framework and should offer reassuring counterbalances to any violence, threat or horror. If a work is particularly suitable for a pre-school child to view alone, this will be indicated in the Consumer Advice. No discriminatory language or behaviour unless clearly disapproved of. References to illegal drugs or drug misuse unless they are infrequent and innocuous, or there is a clear educational purpose or anti-drug message suitable for young children. Scary sequences should be mild, brief and unlikely to cause undue anxiety to young children. The outcome should be reassuring.No potentially dangerous behaviour which young children are likely to copy. No emphasis on realistic or easily accessible weapons.Infrequent use only of very mild bad language.Occasional natural nudity, with no sexual context. Mild sexual behaviour (for example, kissing) and references only (for example, to ‘making love’). While problematic themes may be present, their treatment must be sensitive and appropriate for young children. Mild violence only. Occasional mild threat or menace only.

Classification Research

‘U’

Universal – Suitable for all

It is impossible to predict what might upset any particular child. But a ‘U’ film should be suitable for audiences aged four years and over. ‘U’ films should be set within a positive moral framework and should offer reassuring counterbalances to any violence, threat or horror.

If a work is particularly suitable for a pre-school child to view alone, this will be indicated in the Consumer Advice.

Discrimination

No discriminatory language or behaviour unless clearly disapproved of.

Drugs

No references to illegal drugs or drug misuse unless they are infrequent and innocuous, or there is a clear educational purpose or anti-drug message suitable for young children.

Horror

Scary sequences should be mild, brief and unlikely to cause undue anxiety to young children. The outcome should be reassuring.

Imitable behaviour

No potentially dangerous behaviour which young children are likely to copy. No emphasis on realistic or easily accessible weapons.

Language

Infrequent use only of very mild bad language.

Nudity

Occasional natural nudity, with no sexual context.

Sex

Mild sexual behaviour (for example, kissing) and references only (for example, to ‘making love’).

Theme

While problematic themes may be present, their treatment must be sensitive and appropriate for young children.

Violence

Mild violence only. Occasional mild threat or menace only.

‘PG’

Parental Guidance

General viewing, but some scenes may be unsuitable for young children

Unaccompanied children of any age may watch. A ‘PG’ film should not disturb a child aged around eight or older. However, parents are advised to consider whether the content may upset younger or more sensitive children.

Discrimination

Discriminatory language or behaviour is unlikely to be acceptable unless clearly disapproved of or in an educational or historical context.  Discrimination by a character with which children can readily identify is unlikely to be acceptable.

Drugs

References to illegal drugs or drug misuse must be innocuous or carry a suitable anti-drug message.

Horror

Frightening sequences should not be prolonged or intense. Fantasy settings may be a mitigating factor.

Imitable behaviour

No detail of potentially dangerous behaviour which young children are likely to copy. No glamorisation of realistic or easily accessible weapons.

Language

Mild bad language only.

Nudity

Natural nudity, with no sexual context.

Sex

Sexual activity may be implied, but should be discreet and infrequent. Mild sex references and innuendo only.

Theme

Where more serious issues are featured (for example, domestic violence) nothing in their treatment should condone unacceptable behaviour.

Violence

Moderate violence, without detail, may be allowed, if justified by its context (for example, history, comedy or fantasy).

’12A’/’12′

Suitable for 12 years and over

Exactly the same criteria are used to classify works at ‘12A’ and ‘12’. These categories are awarded where the material is suitable, in general, only for those aged 12 and over. Works classified at these categories may upset children under 12 or contain material which many parents will find unsuitable for them.

The ‘12A’ category exists only for cinema films. No one younger than 12 may see a ‘12A’ film in a cinema unless accompanied by an adult, and films classified ‘12A’ are not recommended for a child below 12. An adult may take a younger child if, in their judgement, the film is suitable for that particular child. In such circumstances, responsibility for allowing a child under 12 to view lies with the accompanying adult.

The ‘12’ category exists only for video works. No one younger than 12 may rent or buy a ‘12’ rated video work.

Discrimination

Discriminatory language or behaviour must not be endorsed by the work as a whole. Aggressive discriminatory language or behaviour is unlikely to be acceptable unless clearly condemned.

Drugs

Any misuse of drugs must be infrequent and should not be glamorised or give instructional detail.

Horror

Moderate physical and psychological threat may be permitted, provided disturbing sequences are not frequent or sustained.

Imitable behaviour

Dangerous behaviour (for example, hanging, suicide and self-harming) should not dwell on detail which could be copied, or appear pain or harm free.  Easily accessible weapons should not be glamorised.

Language

Moderate language is allowed. The use of strong language (for example, ‘fuck’) must be infrequent.

Nudity

Nudity is allowed, but in a sexual context must be brief and discreet.

Sex

Sexual activity may be briefly and discreetly portrayed. Sex references should not go beyond what is suitable for young teenagers. Frequent crude references are unlikely to be acceptable.

Theme

Mature themes are acceptable, but their treatment must be suitable for young teenagers.

Violence

Moderate violence is allowed but should not dwell on detail. There should be no emphasis on injuries or blood, but occasional gory moments may be permitted if justified by the context. Sexual violence may only be implied or briefly and discreetly indicated, and must have a strong contextual justification.

’15′

Suitable only for 15 years and over

No one younger than 15 may see a ‘15’ film in a cinema. No one younger than 15 may rent or buy a ‘15’ rated video work.

Discrimination

The work as a whole must not endorse discriminatory language or behaviour.

Drugs

Drug taking may be shown but the film as a whole must not promote or encourage drug misuse. The misuse of easily accessible and highly dangerous substances (for example, aerosols or solvents) is unlikely to be acceptable.

Horror

Strong threat and menace are permitted unless sadistic or sexualised.

Imitable behaviour

Dangerous behaviour (for example, hanging, suicide and self-harming) should not dwell on detail which could be copied. Easily accessible weapons should not be glamorised.

Language

There may be frequent use of strong language (for example, ‘fuck’). The strongest  terms (for example, ‘cunt’) may be acceptable if justified by the context. Aggressive or repeated use of the strongest language is unlikely to be acceptable.

Nudity

Nudity may be allowed in a sexual context but without strong detail. There are no constraints on nudity in a non-sexual or educational context.

Sex

Sexual activity may be portrayed without strong detail. There may be strong verbal references to sexual behaviour, but the strongest references are unlikely to be acceptable unless justified by context. Works whose primary purpose is sexual arousal or stimulation are unlikely to be acceptable.

Theme

No theme is prohibited, provided the treatment is appropriate for 15 year olds.

Violence

Violence may be strong but should not dwell on the infliction of pain or injury. The strongest gory images are unlikely to be acceptable. Strong sadistic or sexualised violence is also unlikely to be acceptable. There may be detailed verbal references to sexual violence but any portrayal of sexual violence must be discreet and have a strong contextual justification.

’18′

Suitable only for adults

No-one younger than 18 may see an ‘18’ film in a cinema.

No-one younger than 18 may rent or buy an ‘18’ rated video.

In line with the consistent findings of the BBFC’s public consultations and The Human Rights Act 1998, at ‘18’ the BBFC’s guideline concerns will not normally override the principle that adults should be free to choose their own entertainment. Exceptions are most likely in the following areas:

• where the material is in breach of the criminal law, or has been created through the commission of a criminal offence
• where material or treatment appears to the BBFC to risk harm to individuals or, through their behaviour, to society – for example, any detailed portrayal of violent or dangerous acts, or of illegal drug use, which may cause harm to public health or morals. This may include portrayals of sexual or sexualised violence which might, for example, eroticise or endorse sexual assault
• where there are more explicit images of sexual activity which cannot be justified by context. Such images may be appropriate in ‘R18’ works, and in ‘sex works’ (see below) would normally be confined to that category.

In the case of video works (including video games), which may be more accessible to younger viewers, intervention may be more frequent than for cinema films.

Sex education at ‘18’

Where sex material genuinely seeks to inform and educate in matters such as human sexuality, safer sex and health, explicit images of sexual activity may be permitted.

Sex works at ‘18’

Sex works are works whose primary purpose is sexual arousal or stimulation. Sex works containing only material which may be simulated are generally passed ‘18’. Sex works containing clear images of real sex, strong fetish material, sexually explicit animated images, or other very strong sexual images will be confined to the ‘R18’ category. Material which is unacceptable in a sex work at ‘R18’ is also unacceptable in a sex work at ‘18’.

‘R18′

To be shown only in specially licensed cinemas, or supplied only in licensed sex shops, and to adults of not less than 18 years

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

• any material which is in breach of the criminal law, including material judged to be obscene under the current interpretation of the Obscene Publications Act 1959
• material (including dialogue) likely to encourage an interest in sexually abusive activity (for example, paedophilia, incest or rape) which may include adults role-playing as non-adults
• the portrayal of any sexual activity which involves lack of consent (whether real or simulated). Any form of physical restraint which prevents participants from indicating a withdrawal of consent
• the infliction of pain or acts which may cause lasting physical harm, whether real or (in a sexual context) simulated. Some allowance may be made for moderate, non-abusive, consensual activity
• penetration by any object associated with violence or likely to cause physical harm
• any sexual threats, humiliation or abuse which does not form part of a clearly consenting role-playing game. Strong physical or verbal abuse, even if consensual, is unlikely to be acceptable.

These Guidelines will be applied to the same standard regardless of sexual orientation.