Thursday, 12 May 2022

production schedule

 

 

April  2017

 

  Mon

      Tue

     wed

Thu

Fri

Sat

Sun

 

 

 

 

 

 

1

 

2

 

3

 

4

 

5

 

6

 

7

 

8

 

9 realistically aiming to start filming

 

10   Filming start date

Recording

 

 

 

11

Recording

12

 

13

 

14 back up day

 

15

rest day  

 

16

 

17

 

18

 

19

 

20

Filming end date

21

 

22

 

23

 

24

 

25

 

26

 

27

Editing end

Date

28

 

29

 

30

 

Notes:

script

 


location recee










 

storyboard

 



















release forms

 













risk assessment


 

Wednesday, 11 May 2022

Proposal

 April 23, 2022

Executive summary

The storyline of the our thriller is a murder mystery that is following the perspective of our morally grey protagonist who is trying to figure out who the murderer is as the teacher who was in charge of watch the student and has been killed ,leading to the all the student not trusting each other meaning that that it up to the protagonist to finder the murder and this will be the enigma of our story.



Statement of need
The unique selling point of our thriller is that is relatable to the
audience that is being targeted as it will be in a school and have a
character that will be relatable to people in the audience as it will
contain mystery romance and drama throughout the opening sequence
and also the short film.


Budget
The budget for our thriller is £0 however the resource that will be
needed have been provide to us as the filming and other resources
have been provided by our department allowing for use to still produce
a short film.


Audience , demographic and lifestyle
The target market for our thriller will fill out multiple different
demographics that will be able to relate to younger and older
demographics and also have a diverse array of different ethnicity as the
character will come from different background that will allow for the
audience to relate to them.


Details about the product
The thriller that we have chosen from our initial idea will incorporate
many different element that are used in the production of a short film
as we will incorporate different camera angles and different narrative
theories to make the thriller. The thriller will also have seven different
character that will be relatable to the target market.

 

Concluding comment

The thriller will be something that incorporate lot of different element

and resource to create the best possible production for our thriller.

 

 

Title, medium, running time, synopsis, key

scenes and characters

Title: The

detention that kills

Medium: Film

Run time:2 minutes

Key scene:

1.Introduction to characters setting up the scene

2.The lights cut out and the when they come on the teacher is dead

3.Teacher is murdered and then panic ensues

Character: Sarah, Liz(Elizabeth), Jimmy, Mr. Philip, Mr. Smith,

Chadbradsworth

 

 

Development of treatment

The short film that we are creating could be turned into a series with

multiple episode that could be 20 30 minutes long as the film could

have multiple element that can expand the story and introduce

different character that can be able to build the story and add to the

suspense of the story making it into a more suspenseful thriller.

 

 

Product description

The product is the opening sequence for our thriller. The thriller will

include tense moment, diegetic and non diegetic sound that will

increase the suspense of our thriller. We will use close ups and mid

shots to capture the character emotion (such as facial expressions).

 

legal and ethical grid

 







Monday, 25 April 2022

content , marketing and distribution

 

















potential client questions

Potential client question

1.What kind of shots are you going to use?

2.How many locations in the school are the characters going to visit?

3.What props are you going to use?

4.How many actors are you going to need for the film?

5.How long will it take to produce the film?

6.Will there be the use of special effects?

7.Is there any thing we need to get permission to use before creation of the movie?

8.What kind of software will be used to create the film?

9.Are there going to be separate recoding sessions for audio of certain scenes?

10.What kind of equipment will you use?

 

 

Tuesday, 19 April 2022

sounds effects

 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.






first page of script

 
 
 

FADE IN:

INT. HIGH SCHOOL CLASSROOM - DAY

Sunlight streams through the windows of a dimly lit classroom. Desks are neatly arranged in rows, and the walls are adorned with educational posters. The room is filled with a sense of anticipation as students sit at their desks, waiting for their teacher to begin the lesson.

Among the students, we meet EMILY (17), a bright and curious teenager, known for her intelligence and inquisitive nature. She sits in the front row, her gaze fixed on the door at the front of the room.

The door creaks open, and MR. HARRIS (40s, bespectacled and serious) enters the classroom. He carries a stack of papers and wears a tired expression on his face. The students greet him with a mix of enthusiasm and apathy.

MR. HARRIS Good morning, class. Let's begin, shall we?

Mr. Harris walks to the front of the classroom, placing the papers on his desk. He glances over the room, ensuring everyone is settled.

The atmosphere in the room shifts suddenly, becoming heavy with tension. The students exchange puzzled glances as they notice something off about Mr. Harris. His eyes seem distant, and a slight tremor runs through his hands.

EMILY (whispering to her classmate) Do you think he's okay?

CLASSMATE (whispering back) I don't know, he looks really strange today.

Emily's concern grows, and she watches Mr. Harris closely as he begins the lesson. He speaks in a monotone voice, his words lacking the usual passion and engagement.

INT. HIGH SCHOOL CLASSROOM - LATER

The lesson progresses, but the unease in the room intensifies. Mr. Harris seems increasingly agitated, pacing back and forth in front of the students. Sweat beads form on his forehead, and he occasionally glances towards the windows as if expecting someone or something.

Suddenly, a piercing scream echoes through the classroom, shattering the tense silence. The students turn to see one of their classmates, JASON (16), clutching his throat, gasping for air. Panic ensues as more students realize something is horribly wrong.

EMILY (screaming) Help! Somebody help!

But before anyone can react, Mr. Harris lunges at another student, attacking with a viciousness that defies comprehension. The classroom erupts into chaos as students scramble to escape the clutches of their deranged teacher.

Emily's survival instinct kicks in, and she manages to dodge Mr. Harris's attack, darting towards the classroom door. She looks back, horror etched across her face, as Mr. Harris continues his relentless assault on her classmates.

EMILY (out of breath) There's no way out! We have to stop him!

Emily's eyes lock with Mr. Harris's, and in that moment, she knows she's the only one who can bring an end to this nightmare.

The sound of sirens wail in the distance, signaling the approach of help. But for Emily and her classmates, the race against time has already begun.

TO BE CONTINUED...

FADE OUT.