Development of our Storyline

From our initial discussions, brainstorms and research we have been able to create a narrative for our final coursework piece. We decided our genre to be a Crime Thriller and to base our storyline around stalking. I have watched several TV series revolved around stalking and I personally am really interested about the topic. We had to discuss several factors before we could start to put a storyboard together. Firstly, our main protagonist is going to be a young female student. This is typically cliche using a young female as the victim however to be able to fit the criteria of a Thriller, we had to stick some generic themes. Our antagonists gender is yet to be decided due to our group conflicting about what the gender should be and we are still unsure. The antagonist being a male would again be so typically generic and even more so with our topic being stalking which is why Lily and I were discussing whether the antagonist should be female. Due to only making the opening sequence of the film, the antagonists identity and gender will be hidden from the audience, leaving it rather ambiguous and biased. I personally think that leaving it hidden from the audience is what makes our Thriller film different because it makes the audience want to see more and find out. When we finally come to a conclusion about the gender of our antagonist, it is automatic that there is some sort of relationship between the protagonist and antagonist but again it is unknown to the audience.

We have not created a shot list at this moment in time but as a group we have a brief idea of what order we want things to be presented as:
First shot will be of a pin board showing lots of pictures of our protagonist
This will then lead to shots of our antagonist looking innocent and happy
Then a shot of antagonist walking down path, dark setting then appears someone blurred in the distance
Cuts out very quickly into credits/title 
Cuts back to antagonist feeling and looking worried about her surroundings

This is where we have gotten up to so far, there are still lots of aspects we need to take think about:
- Lighting
- Sound
- Costumes
- Title/credit colours

180 Degree Rule Storyboard

Before we could start story boarding, as a group we had to find out what we needed to include in our continuity task:

- Do NOT cross the line of the 180 degree rule
- Diegetic and non diegetic sound 
- Shot reverse shot
- Match on action
- Variety of shots

Previously this week, as a group we learnt and realised the importance of storyboarding and how to do it correctly. Having to sketch up a storyboard for our continuity task will prepare us for when we have to draw up a storyboard for our final coursework piece. Having the knowledge before hand means that we will not struggle with creating a storyboard for our coursework after we have finished this task.

As a group we created a very basic storyline because we did not want to work with something too complicated as this is all new to us. Our narrative consisted of a parent a child walking to see the child's teacher for parents consultation/evening. Having said that it was a basic storyline, as a group we all struggled with the idea the 180 degree rule and even having a basic narrative did not make this task any easier. However there were several positive outcomes of having to do the continuity task such as learning more about how the camera works and how to use them when filming - this particularly helped me because at the beginning of this course I was very clueless about how the cameras worked. I didn't edit the continuity task but I watched both Matt Bainbridge and Matt Hersey edit it together so I got a bit more clued up with Premier Pro and how to use it. When it comes to editing our final coursework piece, I would have to know how Premier Pro works because I would need to edit footage if need be. Having to complete this task in a short amount of time made us as a group realise how stressful it can be to get simple footage and how much pressure it set when you have a restricted amount of time. All of these factors we will take on board as a group to improve on and apply to our final coursework project. 

Planning: Researching the Crime Thriller Genre

Crime Thriller film is a sub-genre that incorporates the suspenseful aspects of a thriller with a crime film plot. This sub-genre's plot usually centers on a serial killer, murderer, robbery, or manhunt. As opposed to traditional crime films, the story line focuses both around the criminal and the protagonist. Crime Thrillers use both action and psychological aspects to build tension and suspense.

Conventions of a Crime Thriller: 
- Always a Protagonist and Antagonist 
- Sense of Enigma 
- Usually and investigation 

Thriller and Crime Thriller conventions usually cross over because they are both very similar. For example: 
- Low key lighting 
- Quick cuts
- Tense music

Cinematography of a Thriller: 
- Close ups and extreme close ups of the protagonist ~ this is often used to present their emotions about a situation in the narrative and evoke emotions on the audience. 
- Shots of the Antagonist will be cut quickly and will aim to hide their identity away from the Protagonist and the audience ~ keeps a sense of mystery and suspense. e.g. -A low key shot, a shadow or silhouette of the Antagonist. 

Continuity Editing Task - 180 Degree Rule Shot List

Planning: 

Shot List: 
1.  Camera by hall window, looking out at parents entering reception
2. Camera inside entrance looking towards reception windows - family looking through window, camera looking at their backs
3. Cut directly to shot 3, pan shot following parents through reception through the double doors
4. Shot of parents walking through/down the corridor - angled camera
5. Still shot of parents walking out of the doors opposite the quad
6. Shot of parents walking into Rubicon
7. Ariel view of parents walking to Media 1
8. Walk through set of doors before Media 1, angled shot by girls toilets, we see them open the door
9. Direct cut - Match on Action to door opening
10. Pan shot of Media 1 as they walk left side of the classroom
11. Hand shake with teacher
12. Zoom in on the hand shake and pan out again
13. Shot reverse shot (over the shoulder) of parents talking to teacher

Shot Lengths:
1. 5 seconds
2. 8 seconds
3. 3 seconds
4. 5/6 seconds
5. 2 seconds
6. 3 seconds
7. 2 seconds
8. 6 seconds
9. 3 seconds
10. 7 seconds
11. 3 seconds
12. 1 second
13. 4 seconds
14. 2 seconds

Planning: Initial Discussions - Brainstorm

Planning: Discussing a Genre

As a group, the first thing we had to decide was what genre we would like to work in and base our opening sequence around. We had a discussion about what genre's we each individually liked and if it would work or not.

The Genre's we spoke about were:
- Psychological Thriller
- Action Thriller
- Crime Thriller

We discussed the advantages and disadvantages of working in each specific genre. Personally, the first genre I did not want to work in at all was Psychological Thriller because it is beyond cliché and it is a very popular genre to choose, it would get very cyclical and boring after a while. I spoke my opinion about working in that genre and our group decided that we would eliminate that off of our list, they agreed that it is a very cliché genre to work in and we want to produce something a little different. As a group we all enjoy watching Action Thriller films, however watching them we know what to expect and it gets a little too repetitive when you watch so many. It would be quite simple to come up with a basic story line for an Action Thriller as they all have pretty much the same codes and conventions. A disadvantage of this genre is we feel that we would not be able to make the opening sequence very original because an audience expects what they see in every other Action Thriller, we would not be able to not follow the codes and conventions of this genre. Lily came up with the idea of looking into the Crime Thriller genre. I instantly liked this idea because I enjoy watching programmes/films that revolve around the Crime genre. I think that working in a genre that you particularly like already definitely makes you more interested and eager to start planning the opening sequence. Our group overall really liked the idea of working in the Crime Thriller genre because as a group we think that we could make it quite unique and brainstorm a lot of ideas that we could possibly use.

In conclusion, as a group we have decided that the Genre we would like to work in is Crime Thriller. We all really like the idea of working in this genre together and we all have a lot of ideas that will contribute to the final idea of our opening sequence.

Discussion about Media videos

Today in class, we looked at previous Media students final products focusing on the Thriller genre. We looked at the weaker videos the previous week, giving us an idea about what should not be included and why they were the weaker products. We then looked at a mix of grades, the lower and the higher ones. We were asked to watch a groups final product and look at the mark scheme to give a mark/grade of what we think it got graded overall. I found this quite challenging because I didn't know the mark scheme that well and it proved to be a difficult task trying to award a grade to the videos. However, through the use of looking out for camera angles, mise en scene, editing and sound, it got a lot easier to grade their final products because it all linked with the mark scheme.

The first video that we watched was called Ellipsis and it was awarded 49/60 - Band 4

The second video that we watched was called Occult and it was awarded 56/60 - Band 4. I personally really liked this clip because it was different and unique compared to the ones I have seen so far. The non diegetic music in the title sequence really contrasted with what music you would expect in a  Thriller film, however it worked really well and it actually suited the type of genre.


To be continued

Research: The Mark Scheme

The questions that must be addressed in the evaluation are:

 - In what ways does your media product use, develop or challenge forms and conventions of real media products?
 -How does your media product represent particular social groups?
 - What kind of media institution might distribute your media product and why?
 - Who would be the audience for your media product?
 - How did you attract/address your audience?
 - What have you learnt about technologies from the process of constructing this product?
 - Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? 

Individually we must always be thinking and addressing all of these evaluation questions to all our work that we do because all the work goes towards a final product that we will be evaluating. If we have these questions in the back of our minds, it will make it a lot easier to evaluate the work we have produced as a group.

Research: The Art of A Title Sequence

A title sequence is the method by which films or television programs present their title, key production and cast members, or both, utilizing conceptual visuals and sound. It usually follows but should not be confused with the opening credits, which are generally nothing more than a series of superimposed text.

The Art of a Title Sequence: the way in which a film is set
The factors that are dependant on it are the typography (font, text, style), the background, the sound used, mise-en-scene, editing and camera angles.

Typography:
Typography  is the art and technique of arranging type, type design, and modifying type 
glyphs.














The blurred effect could connote the pace and speed to the film, suggesting this film involve action. The blue effect could connote crime or offences and the blurred effect suggests that its crime that should not be seen in this film.

The text has a large font size adding to the boldness of the title. The title is also in red, this colour is associated with anger, danger and blood which connoted that this thriller film involves danger and action. The colour and boldness of the title makes it automatically contrast with the background images.

Mark Scheme for Opening Sequence

Video

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:

• holding a shot steady, where appropriate.

• framing a shot, including and excluding elements as appropriate.

• using a variety of shot distances as appropriate

• shooting material appropriate to the task set.

• selecting mise-en-scène including colour, figure, lighting, objects and setting;

• editing so that meaning is apparent to the viewer.

• using varied shot transitions and other effects selectively and appropriately for the task set.

• using sound with images and editing appropriately for the task set.

• using titles appropriately.

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:

• holding a shot steady, where appropriate.

• framing a shot, including and excluding elements as appropriate.

• using a variety of shot distances as appropriate.

• shooting material appropriate to the task set.

• selecting mise-en-scène including colour, figure, lighting, objects and setting.

• editing so that meaning is apparent to the viewer.

• using varied shot transitions and other effects selectively and appropriately for the task set.

• using sound with images and editing appropriately for the task set.

• using titles appropriately.

Level 3: 36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:

• holding a shot steady, where appropriate.

• framing a shot, including and excluding elements as appropriate.

• using a variety of shot distances as appropriate.

• shooting material appropriate to the task set.

• selecting mise-en-scène including colour, figure, lighting, objects and setting.

• editing so that meaning is apparent to the viewer.

• using varied shot transitions and other effects selectively and appropriately for the task set.

• using sound with images and editing appropriately for the task set.

• using titles appropriately.

Level 4: 48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:

• holding a shot steady, where appropriate.

• framing a shot, including and excluding elements as appropriate.

• using a variety of shot distances as appropriate.

• shooting material appropriate to the task set.

• selecting mise-en-scène including colour, figure, lighting, objects and setting.

• editing so that meaning is apparent to the viewer.

• using varied shot transitions and other effects selectively and appropriately for the task set.

• using sound with images and editing appropriately for the task set.

• using titles appropriately.

Audio 

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:

• recording voice(s) clearly in studio/confined setting.

• recording voice(s) clearly in location/outdoor interviews/presentations.

• accurately using language and register.

• integrating recorded material, as appropriate.

• editing and mixing sounds appropriately.

• editing to create continuity and meaning.

• integrating jingles, music, location sounds and sound effects, where appropriate.

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:

• recording voice(s) clearly in studio/confined setting.

• recording voice(s) clearly in location/outdoor interviews/presentations.

• accurately using language and register.

• integrating recorded material, as appropriate.

• editing and mixing sounds appropriately.

• editing to create continuity and meaning.

• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 3: 36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:

• recording voice(s) clearly in studio/confined setting.

• recording voice(s) clearly in location/outdoor interviews/presentations.

• accurately using language and register.

• integrating recorded material, as appropriate.

• editing and mixing sounds appropriately.

• editing to create continuity and meaning.

• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 4: 48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:

• recording voice(s) clearly in studio/confined setting.

• recording voice(s) clearly in location/outdoor interviews/presentations.

• accurately using language and register.

• integrating recorded material, as appropriate.

• editing and mixing sounds appropriately.

• editing to create continuity and meaning.

• integrating jingles, music, location sounds and sound effects, where appropriate.

Research: Analysing The Opening Sequence Of A Thriller Film #4

Skyfall 

Within media, film makers produce a 2-5 minute introductory scene which is presented to the audience at the very beginning of the viewing; this clip is often referred to as the 'opening scene' or the 'title sequence'. Typically, within the first initial moments of the film the audience is introduced to a main character as the opening credits are also presented. Within this time, the characters role/status also becomes prominent towards the audience which allows them to form a fondness or a disliking towards them, depending on their agenda. However, it is also possible to take a more aesthetically pleasing approach by making the title sequence more artistic; by doing to you can captivate the attention of the audience and keep them guessing rather than entering straight into the initial storyline. Most opening sequences also contain a symbol/sign/song which will later be associated with the film itself and should hopefully be recognisable as an icon depending on the success and popularity of the film itself, e.g. The Hunger Games introduces the Mockingjay which later becomes an iconic symbol in association with the film; this symbol is now recognised even by those who have not personally seen the films themselves.

The scene begins underwater creating a tense atmosphere almost instantaneously. It then continues to fill the screen with intense shades of dark blue, black and blood red. The audience is given their first glance at the main character (in which he can be identified as an actor via facial features) through the use of a target; already the film is introduced as an action thriller whilst also alluding to violence and conflict. The audience is then introduced to a female character although it can be inferred that she is not as important in the hierarchy of characters as the editing uses a jump cut to quickly revert attention from the females face, reinforcing the lack of importance; the camera focuses on her body rather than her face through the use of a tracking shot down the length of her entire body. It is also of great significance that she is present only in silhouette which presents elements of seduction as well as alluding to a mysterious and possibly toxic romance. As the credits are presented within the frame the mise-en-scene is extremely symbolic as the weapons that are falling to the sea bed turn into headstones of graves; this psychological imagery indicates the violence and tragedy that could be present within the film itself as it represents loss, death and consequence. The clip then enters vibrant shades of red which is an indexical sign that represents blood; this reinforces the violence present. There is then an extreme close-up of the main characters eyes which connotes feelings of intensity. It then goes on to present the main character in conflict with his own shadows; it can be interpreted that this allows the audience to presume that there will be elements of betrayal and the question of trust present within the film. The opposing element of fire is then introduced; the most natural contrast of fire vs. water represents the conflict/battle which is obviously a main theme within the film due to the numerous symbolic references. Feelings of betrayal are reinforced through the use of mirrors as the main character shows signs of defense, even against his own reflection; it could be argued that the lifestyle in which is focused on throughout the film could also induce feelings of paranoia.

(Lily Sutherland) 

Research: Analysing The Opening Sequence Of A Thriller Film #3

Die Hard 

The opening of 'Die Hard' starts out with the opening titles stating who the producers of the film are with some aeroplane backing noise being played behind this. This already implies the opening scene so the audience can expect what is coming next. This then cuts straight into a clip of an aeroplane landing with more titles in bold text in the top right hand corner of the screen. The bold block text then follows some of the storyline and themes as it connotes the idea of being brave and bold ( which the protagonist surely is as he saves the day) and links to the idea of being hard and tough which links to the title of the and the protagonists events within the film.

The next shot which is seen is a close up shot of a hand which is grasping the seats arm rests tightly and then a tilt shot to a close up of the mans face. The effect of this is to present initial emotion such as fear or nervousness which is seen here which is good as the audience can already start collecting an interpretation of the character before they have even said anything.

A shot using the rule of thirds rule is then shown with a close up of the main character Johns face and the view of the rest of the inside of the plane in the background however out of focus. This is a good shot as without anything said the editors want the audience to pay attention to John and the focus on his face increases the importance of his character in the scene which is an initial indication of him being the main character. It is also good as the surrounding can still be seen so the audience is still aware of where he is.

A cutaway shot is then used to focus on the passengers face, then cut to Johns gun and then back to the mans face. I like this shot as it presents the characters initial and final expressions when seeing the gun and is a good editing technique to show peoples reactions within film.

Speech 'Its ok Im a cop' is then good to the opening as the audience can gather more information on his character and can gauge that he is good as opposed to bad which is vital in a thriller film as they often include good and bad people. A play on words of the passenger is used by John as the passenger says 'Ive been doing it for 9 years' and John says ' Its ok I've been doing it for 11' which adds humour to the introduction so that the whole film isn't tense and that the tension can build up as the film progresses.

A scene once John is off the plane is then seen where he is sparking a cigarette in a dark area which quickly cuts to another completely different scene. The effect of this adds initial tension as it is a sudden change which follows the idea of the film being a thriller as a typical convention would be for sudden events or things to happen within thriller films. When John is smoking in the first of the two scenes, the ringing of bells is played in a creepy tone and the actually film title 'Die Hard' appears. This follows the idea of it being Christmas time in the film using bells but with a slight twist in its tone to add a sense of something is going to happen that is bad which is literally what happens in the film.

(Matthew Hersey)

Research: Analysing The Opening Sequence Of A Thriller Film #2

The Silence Of The Lambs 

Silence of the Lambs is a 1991 American thriller film that blends elements of the crime and horror genres.
The film starts with some shots of a woman running through the woods. The sweat on her face and back tells us that she is a hard and determined worker. You soon understand that it is clear to see that it is an assault course that she is on. The music at this time is very upbeat and fast paced which links to the fact that she is on an assault course. At this point you don't know anything about her but you soon tell that she has some connection with the police as a man wearing an F.B.I hat calls her over and tells her that somebody wants to see her. A tilt shot is used when you see a tree with signs on it. They each say; hurt, agony, pain, love-it. This is an very important iconic sign as it expresses her passion towards her job that she currently has. Each one of the words clarifies what her job involves.The next shot you see is a big building. As the camera zooms in it tracks onto her running down a corridor. The shot then cuts to her walking down steps and entering a room which is full of guns and agents. By seeing this equipment you gather that her job is very dangerous and requires a lot of skill and courage. The music stays the same which relates to the danger of her job.Finally she enters an lift that is full of men. This connotes how she is not portraying the stereotypical role of a woman. Her job is supposedly meant for men. This is binary opposition. This is reinforced through her pac in relation to the music and the element of danger present within the clip.

(Matt Bainbridge) 

Research: Analysing The Opening Sequence Of A Thriller Film #1

Taken

After the well known Twentieth Century Fox gold statue opening, the film starts with a black background and the titles 'Twentieth Century Fox Presents' in white capital bold letters sliding inwards to the centre of the screen. The bold font used for this is the same font as on the movie cover which creates the effect of a well made film without there being any shots as the font is constant and doesn't change, making it seem like they belong to the same film. The contrast of the black on the white and the bold font makes the titles stand out which could then link to the protagonist of the film who certainly stands out for his skill and ability of tracking and saving his daughter which then links these two things together.

The first titles then fade out into a fuzzy video recording of a 5 year old girls birthday with eerie piano music in the background. Parts of the recording then flickers to speed up the scene and then one last flicker ends the scene to the male middle aged protagonist waking up from a dream in a chair. The initial effect of the fade gives a sense of mystery to the scene which follows the thriller conventions of a thriller having unsuspected parts and sudden changes which could happen just after the fade in the opening titles. The video recording is then on display but is shown as being a very old recording because of the crackles and fuzzy nature of it which gives the impression to the audience that it is many years old. The music along with this part of the film is eerie piano music which connotes the ideas of purity because of the high pitched piano but this contrasts because of its slight twist which gives the impressions to the audience that something isn't right which then links to the relationship the girl in the video has with her father ( the protagonist ) and how things go further wrong as the film continues. Parts of the video then flickers which speeds up the movement of the woman in the video. The effect of this is sudden which further links to thriller conventions and to sudden events which happen later in the film.

Finally a flicker ends the recording/dream and shows the dad/protagonist waking up with a continuation of the same music. A medium shot is then shown of the whole room and then a zoom in on a photo frame with the same girl in from the recording, and the movie title 'Taken' is shown next to this. The effect of this then shows the protagonist in the film and shows what his priorities are which is his daughter and also a foreshadows that something might happen to her because of the main focus on her in the opening, stressing her importance. The title then is in the same font as the others which further continues the specific font.

A scene is then seen where the protagonist goes to the shop and is greeted by the shop owner by his name and exactly what he wants without saying. This is because of many previous visits to the shop with one thing in mind for his daughter but not being able to buy this product. This then shows him living in the past and links to the dream he had earlier that day and him thinking about old times. This then further stresses importance of the daughter character and the mindset of the protagonist.

Finally a scene where he is wrapping up the present is seen with clown colourful paper covering it which then flicks to another scene of him going to the daughters party which has a mature setting. This then contrasts between the way the father sees the daughter and the way she actually is as he still sees her as his little girl because of the colourful colours on the paper which presents childishness, where in actual fact she is an older girl now and shows him still living in the past and the connection they have as being close.

(Matt Hersey)

Research: Survey

This is what Lily has contributed to our groups element of research within our coursework I decided to create a survey usingwww.surveymonkey.com; I began by asking some basic questions such as "are you male or female?" to gain an idea on what type of audience which will be partaking in the completion of my survey, therefore giving me an insight on whether or not the overall results I receive will be biased based on gender.

When analysing the data received, over half (63.16%) of participants within my survey were female; making the female opinion dominant within the survey as a whole. However, seeing as the range of participants is quite small, this shouldn't massively affect the overall outcome of the survey (only 5 more females than males). This statistic was of great use to my group as we are now aware that the data we received was not solely opinions belonging to one gender, but that of both.

The second question on the survey is in relation to age; "how old are you?"

When linking the results back to the target audience of our final piece, we decided it would be of great use to be aware as to what age group the data we were collecting belonged to. The majority of participants were within the 15-20 category which allows us as a group to identify the most and least popular types of thriller's in relation to young adults.

The participants were then asked what they're favourite genre(s) of film were.

This was beneficial as it gave the group an insight into the popularity of thrillers when in comparison to various other genres; when relating this back to the film industry we decided that having a knowledge of other popular genres within the evolution of film can help film makers identify their competition and possibly use editing and other features of media to create a hybrid/sub-genre to captivate both audiences and increase their own ratings/profit. The results showed that a comedy film was most popular amongst the participants therefore allowing my group to predict that elements of humour within our final piece would result in a positive response as this is what the majority of the participants find entertaining and enjoyable within film.

"In a Thriller, what do you consider to be of importance?"

When creating our own opening of a thriller film my group and I need to consider which generic conventions are of higher importance than others; by asking this question we can gather a range of different expectations which are recognised and appreciated within thrillers therefore helping us to decide/choose what to include within our own. For example, my group and I were unsure as to whether or not including a plot twist was a necessity within film; however 72.22% of participants agreed that plot twist were of high importance within a thriller. Unpredictability was also rated to be of some importance; these results will be considered when my group and I create our own narrative.

When asked about what thriller films the participants have watched, my group and I selected 13 different thrillers which were deemed as popular on IMDb but all presented different thriller conventions. After analysing the results it appears that the films with the most advertisement/publicity were viewed by the most participants; for example, 17/19 participants (89.47%) had claimed to have seen 'Taken' which is a well known thriller (also familiar to those who have not watched it) compared to 'Before I Go To Sleep' which has recently been released but has not had the same quality of advertising as 'Taken'.

However, the results to this question do not provide my group with the information we need to take into consideration within the opening of our own thriller as we are unaware as to why some films have much higher participant viewings than others; we must take into consideration that 'Before I Go To Sleep' has lower viewings simply because of the recent release date. My group and I decided that we could add in a question such as "How many of these thrillers have you heard about/recognise?" or "How many of these recently released thrillers would you be interested in going to see?" We could then analyse how advertising affects/contributes to the overall viewings of a film within the participants.

When asked what type of thriller was their favourite, the participants responded positively in selecting the sub-genre of thriller they found most enjoyable. This massively helped my group in our understanding of hybrid genres and the effect the classification of film can have on the viewers response/reaction. 

The results go on to show that action thrillers are the most popular (26.32%) with crime and psychological thrillers in close second with a percentage of 21.05 each. My group and I decided that we would incorporate elements of both action, crime, and some sort of psychological plot twist within our opening clip to captivate all three different audiences and live up to the expectations of three different categories of possible/potential viewers.

By asking the participants what contributes to their individual/personal watching of a film my group and I can collaborate this into our coursework and our research into the thriller genre to form an understanding of how film makers obtain their audiences and how advertisement affects the number of viewers and therefore the ratings and overall success of the film. In previous questions it was made clear upon analysing the results that some thriller films are obviously more popular than others; this question leads on from this in helping the group decipher what elements of film advertisement are more recognisable to the selected audience.

As you can see, the participants value the impression given within trailer as this contributes to their selection of film as well as recommendations and the actors/actresses featured within the film itself.

(Lily Sutherland)