Timeline of opening

This is the timeline of our opening and how it will be set out with the timings and everything. However, things may change slightly because of how the different scenes are shot.

Fonts for titles

Here are different fonts for the titles of our film opening. We chose 10 different fonts so we had a wide range of ideas to choose from for our final opening.  They all give a creepy, mystery look which gives the audience some idea of what the film will be like. If we picked a nice fantasy font it would make the audience confused as it wouldn't go along with the theme of the film opening. 

Titles research

• (Name of studio) Presents
• In Association with (Name of production company)
• Starring
• Film title
• Featuring also starring
• Casting or Casting by
• Music or Music composed by
• Costume design or Costume designer
• Editor or Edited by
• Production design or Production designer
• Director of photography
• Producer or Produced by, Executive Producer
• (Screen) Story or Story by
• Writer(s) or Written by or Screenplay or Screenplay by
• Director or Directed by

Research codes/conventions of genre and audience

We researched different codes/conventions of genre and audience to come up with our film opening. Here are some of the ideas we got:

Storyline:

• Unsolved crime
• Centred around detective/Normal civilian
• Detective/ Normal civilian pieces things together

Setting

• A big open area where the murder will happen 
• Office/room- detective/normal civilian puts pieces together 

Themes:

• Mystery- lots of enigma codes to make you think who could have murdered the young girl
• Crime- young girl being murdered in a park

Characters:

• Detective/Normal civilian
• Criminal

Props:

• murder weapon 

Editing:

• Fades to black- creates suspense

Sound:

• Mellow, eerie orchestral music- adds tension
• Slow and creepy soundtracks

All of the codes and conventions relate to our film opening because in a murder mystery film there is a lot of tension and suspense. 

Film opening and evaluation

Evaluation:
The feedback we got for our film opening presentation was mixed. Most people said that it was difficult to understand and that there wasn't a message behind it. Most people said that our film genre was a horror/ dark genre but it is more like a crime than a horror as it isn't scary at all, this is good genre because we have merged two together to create a widespread genre to get as many people as possible to watch the film. Some people also said that it's very intriguing because of all the enigma codes and because it is a close relative that has killed her. The target audience was the right age gap because they are quite young and they enjoy crime/mystery genre films. Most people think that the funeral will be hard to film so maybe we will re-think the funeral and just have the family members going to her grave one at a time as this would look more realistic. The production companies we have chosen are very well known so this will hopefully help us get more views with the film.

The Art Of The Titles

We had to choose one title sequences from films in www.artofthetitle.com and screengrab each title in order, write down the jobs titles and seconds from the start and the length of each title. Then we had to write a summary discussing the various titles, fonts, colours, sound, effects and any meaning that may link them to the genre or narrative.





The font used in this film opening is a very uncommon one. This kind of font would be used for a thriller/horror film. The colour of the font is red this shows that the film could be horror based as red is associated with blood and danger and these words are usually associated with horror films. However it could be more of an action film because the sound of the opening sequence is quite fast this could tell us that the film itself is going to be full of action and adventure.

Student Film Openings and Construction Mark Scheme

In class we watched a few different film opening and marked them against the mark scheme. Then we went and found a few of our own to mark.

Mark Scheme
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects. Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects. Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Student Marking: