Sound effects Board
Lights flickering effects
lights flickering will be as a result of the interference of antagonist with the generator the lights are now flickering on and off at times.
Sources: A possible source for the light effect can be from a royalty free source In order to capture the sound of lights flickering. Another possible recording is of a plug socket which can be recorded and the sound can be altered in order to sound more accurate.
Evaluation: This would be effective as it would be a means in which to create tension for the audience via giving brief pieces for the audience to process in a short time.
Rationale: This would be logical as to help building the air of tension for the film not only to keep the target audience interested within the film but to also present them and the characters with a few pieces of information and not the whole story.
A school bell effect
A school bell in order to signify what time in the day that the film is taking place and in order to identify where they are for the audience who have very little information at this point.
Sources: One possible source is a recorded sound from the actual environment that the school bell is in. Another possible source is getting the sound from a royalty free source in order to have a more accurate sound that can be used.
Evaluation: This would be suitable means for the movie as the setting is that of a school meaning having the school bell would be a good to have in the film in order to be able to sell that it is within a school.
Rationale: This is logical as it can be used in order to set the scene as the school environment which could prove appealing to the target audience as the age range would either still be education or have been to education and are relating to the film in some sense.
Videogame effects
Videogame effects will be used as this will be from the Goth kid as she is playing a game on their phone during the detention.
Sources: One possible source is recording the sound of a person playing a puzzle game in order to accurately capture the sound of it. Another possible source is from a royalty free source where the sound can be used for the movie.
Evaluation: This would be suitable as it would be a means in which to portray the rebellious nature of the gothkid via playing games upon their phones.
Rationale: This is logical as the video game can be used as a means in order to portray the rebellious nature of teenagers and the phase in which some people go through becoming somewhat relatable for the target audience as they themselves would have experienced a phase such as this.
Loud thud effect
A loud thud will be used in order to signify that something has happened and that being the teachers death within the opening sequence.
Sources: One possible source is recording the sound effect of a weight thudding. Another possible source for the sound effect from a royalty free source in order to have an accurate sound.
Evaluation: This would be suitable for the movie as it is a means for presenting information to the audience via audio que rather through visual support and inform them that something has happened.
Rationale: This would be logical as it would be a suitable means to indicate to the audience that something has happened without using a visual representation to aid with the understanding.
Generator Effects
Generator will be shutting down as a result of the antagonists vendetta against the teacher they have shut down leaving the school without power at times leading them to be trapped.
Sources: A possible source for the generator can be from a royalty free effect in order to capture the sound for the movie. Another possible is using an effect on ones vocals that can be used to create the generator sound effect.
Evaluation: This would be effective as it would be an audible quein which to indicate to the audience that something bad is going to happen.
Rationale: This is logical as it is a means for indicating that there is a problem within the school and that the characters may have to deal with at some point within the narrative.
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