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.

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.

analysing the opening of children's films

http://www.youtube.com/watch?v=vX07j9SDFcc
Lion king opening:
- african music which goes with the setting
- establishing shot of scene
- low angles show all the animals
- panning shots show the faster animals moving (birds)
- main characters introduced, as the music increases, the brightness of the picture also increases. Happy scene
- music gets louder when the main character is introduced so its more significant
- we are aware that the main character is the cub because the whole opening shows the animals coming together, the music is loudest when the cub is held in the air
- the cub held in the air shows that he has more power than everyone else, and everyone is below him


http://www.youtube.com/watch?v=HG3L98NFyro
Finding Nemo opening:
- diegetic sound
- panning shot is used to find source of sound
- establishing shot used to set the scene
- naming of just one egg shows the character is significant
- showing what their home is like, shows how it will change by the end of the film, constant referring back to safety of the location
- colourful
- darker colours showed when something bad was about to happen
- happy scene
- when the mother dies, it shows that their home is no longer safe - contradicts to what we have seen and what the father says about their home



http://www.youtube.com/watch?v=tbK6w14OxAI
High School Musical opening:
- introduces the team first 'Wild Cats' name, the team is essential in the film
- goes into a song, people know it will be a film full of songs, catchy songs that children would learn the words to, enjoyable
- music stopped at important points, bad points of the opening the music went low and not as happy, when the other main character was introduced the music got louder and happier - shows she makes things better in the film
- fast moving
- the whole opening was about the team, shows they have power and have importance
- when he took a shot it went slow motion, which shows its important, anticipation for the audience to see if the shot went in or not
- when they have a solo part it shows they are a main character, also when the music goes quieter and they are singing it will get the children's attention



http://www.youtube.com/watch?v=uEULS4BWpZg
Sky High opening:
- non diegetic sounds which goes into diegetic sounds when super heroes are intoduced
- know the genre of the film straight away
- comic book writing to go with credits to go with the genre
- establishing shot of the house to show setting
- the main character is introduced, he speaks in the opening to introduce his parents
- made it obvious there is a contrast between him and his parents, make the audience question why that is
- comedy when his bed breaks & when he can't lift the weights
- important information given when his parents are talking so we will know whats going to happen

Preliminary Task

We were given the task of creating a short film to experiment with different shot types & editing. Along with this task we were given a list of certain screen shots which we had to include;

• Establishing shots
• Close ups
• Match on action
• A reaction shot
• Long shot
• A film of conversation

When filming the 'over the shoulder' shots of a conversation we had to follow the 180 degree rule. This meant that the camera could not film from the other side of both characters.

We noticed when watching back our short film that we made a slight mistake with the positioning of the camera and the cutting of the shots. From the reaction shot we accidently included a jump cut to a different position, this interferes with the flow of the sequence.

One thing we thought we did really well was the cut between the close up of the door and the scene in which Kisu walks through the door & into the room. This is called a 'match on action shot'.