Research-Title Sequence

The Fault in our Stars Title Sequence:
All the writing is in a white font

0.02: FOX 2000 PICTURES PRESENTS- This has been placed in the centre of the screen to show its importance. As it is in the centre, it allows the audience to see it straight away so they understand who the productuion company is. The words are also shimmering to give off the effect of stars. Lasts approx (0.03secs)

0.05: IN ASSOCIATION WITH TEMPLEHILL ENTERTAINMENT- This has been placed slightly to the side as there are pictures on the screen to make it more appealing.
0.13: A FILM BY JOSH BOOME- This is brought in with a transition of a swipe. It is brought in behind a rocket to show more effect and create the feel of space and stars.

0.22: AN IMPERIAL AFFLICTION- This twists around with a book. This is significant because within the film the characters discuss this book. This writing is in a simple black font as the book is white so it makes it stand out.
0.25: STARRING- The writing changes back to white. It also comes on a page of the book, so it is folded in as the page is turning.
0.28: SHAILENE WOODLEY- The writing turns onto the screen and is once again 'twinkling' to allow the writing to fit in with the stars. 

Wild Child Title Sequence Analysis:
Sound
The music starts off very calm and smooth while the shot shows that Poppy is asleep. When suddenly Poppy realises that she needs to be up and she jumps out of bed. When she does the music changes to modern and upbeat. 
Mise en Scene and Representation.

Blue sky and blue sea is the first thing the audience sees, this can represent that everything is perfect. 
The next shot is of the girl sleeping. Her room seems very bright and airy also representing everything is perfect however this changes at the end of the opening sequence. Again it shows her sleeping again but this time the room seems darker and more gloomy. 
Close up of calendar shows the audience a date with explosion stickers around it and the girl panicking, this shows the audience something bad is going to happen today. 

 Editing 
Cross fade is used at the beginning to switch from the landscape to where the girl is sleeping to show she lives within this area. 
Fast cuts are used whilst people are taking the stuff out of the moving van to show the fast pace action and sense of excitement for doing something wrong. 
Towards the end of the opening sequence a cross fade is used again to show the girl sleeping.
 Camera Angles, Shots and Movements
Opening shot- wide shot of the blue sea and blue sky, helps to set the scene.
Zoom into girl calmly sleeping, stops at a medium shot of girl waking up.
She panics and a wide shot is used to see her panic whilst jumping out of bed and rushing to calendar, then a over the shoulder shot is used to see what she is looking at (important date)
A series of over the shoulder shots to show the two sisters having a very important conversation about their new step mum moving in. 
Close up shot then used to show the girl opening up the moving van and saying to every help yourselves. Wide shot is then used to show loads of young people rushing to take what they want. 
Series of medium shots were used to show the hectic action in and around the house of people taking what they like from the van.
Pan is used to show the girl running fast and jumping off the edge of the cliff.
Titled up shot is used to show her friends running and looking over the edge in horror, also used to show how steep it is. Tilted down shot is then used to show she is okay and how far down she jumped.
Extreme close up is used to show how serious and angry her dad is when he says she is going to an English boarding school. 
Close up and zoom out is then used to show the emotion whilst the girl talks about her dead mum.
 

Angus Thongs and Perfect Snogging

Settings

The beach

The film is set in a seaside town, where nothing exciting tends to happen. This was according to the main charcter 'Georgia'. This is relatable to the audience who probably live in a similar type of setting. Many teenagers agree with the fact that there town is boring and dull. 

The school

A main setting within the film is the school, it is an English school. This establishing shot shows one of the main settings in Angus, Thongs and Perfect Snogging. School is an example of iconography. This because when you see schools you think of teenagers. Schools are quite a common setting for teen angst films as being at school is a big part of a teenager's life and especially as within a school it is one the main places for teens to gain a social life.

Mise-En-Scene
School uniform

The school uniform is a tartan knee length skirt, blazer and tie. The school uniform connotes they are still quite young. The girls are all wearing there uniform in the correct manner. This shows that they are well behaved and come across stereotypically as uncool.

Make-up

Cosmetic equipment such as makeup, eyebrow tweezers etc is a main form of Mise-En-Scene within Angus thongs and perfect snogging. It is iconography of a teenage girl, as they stereotypically care more about their appearance then males do. 

Lighting

The lighting used within the film is overall mainly high key. This represents the mood of the film. The lighting throughout connotes the everyday ups and downs of Georgias stereotypical teenage life. However when Georgia falls out with everyone the lighting changes to low key lighting to set the mood. It makes the audience feel sympathy for her.

Narative
Angus the fluffy cat retains its dignity even in a crazy Eastbourne family, unlike them. Eldest daughter Georgia is completely besotted with 'Stiff Dylans' band hottie Robbie, who just moved in from London and helps run an organic groceries shop with his brother Tom, whom her best friend Jas has the hots for. Peter Dyer calls Georgia his best ever kissing-course pupil, but she ignores him and later the brothers' other classmate Dave the Laugh. Robbie was considering to dump haughty Lindsay, but reconsiders given the immature brat's apparent cruelty. Thus manipulative Georgia keeps changing her mind about a grand birthday party and her father's career opportunities as engineer in New Zealand, while mother seems to flirt.

How to make a film

Our task was to produce a Sweded Film within class. Me and my group chose to do Cinderella. The task we had was to split into small groups of 5 and make a swede film of a well known film. We were given half a lesson to plan and then half week to organise where we were going to set the film and what props we will need. The task was made to help gather a basic understanding of what the process of planning, filming and editing a film is like. A sweded film is the remaking of a popular film using little or no budget at all.

The films tend to not be as accurate as the big Hollywood films. Cinderella originally is an animated film, however as we were using school equipment and only had very little time to film and produce the swede, we had to use ourselves within the film. We all selected who would be best suited for each role. As we had no budget, it meant that we had to plan which props we would use before hand, because of this it meant that we had to ensure that we were all organised. To guarantee this, we discussed as a group within the planning lesson and each person in the group was informed on what props they had to bring in. Within our group we decided that we needed crowns and tiaras in order to show the audience who was who, For example Prince Charming. Luckily Eva and Lucy had Crowns and Tiaras, and also Eva had fairy wings and a wand for the 'Fairy Godmother. In addition to this, we also had to decide on locations for each scene that we were doing. We decided to base our film with the toilets and the corridors. When we had sorted everything out to do with Mise-en-scene etc, we started to think about what shots we would have and how the storyline would go. When we planned all of this we wrote it down on paper to ensure that we would not forget it.  

Before we were allowed to leave the classroom and start filming, we had to learn how to use the equipment correctly. As we were learning how to do this, it meant that there would be a smaller risk of damaging the equipment. This meant learning how to open and close the tripods legs and also how to extend the legs. We also learnt how to attach the camera to it. Then we learnt how to use the film setting on the camera. This meant that we could get the best camera angles and scenesthat was possible.

Before we were allowed to leave, we also had to discuss risk assessments within the classroom as a class. This included the types of risks that may occur to us when we are filming. We learnt how to prevent these risks from happening during our filming. One of the risks we came up with was that people could trip, this means that equipment could be damaged and doors could slam on people. To prevent these risks from happening, we decided that people should only walk with a camera in their hands take more caution when holding the equipment. You must also hold the camera and tripod with the legs on the smallest setting, and be careful when opening and closing doors as this could injure yourself, it could also damage the camera.

During our filming, we had roughly about 40 minutes to complete all the filming for our swede. However once we had felt that everything had been completed we realised that instead of filming we had actually only taken pictures. This is why the lesson of learning how to use equipment correctly was very beneficial for our class as it allowed us to practice using it before our coursework. It has allowed us to now know how to use the equipment correctly and ensures that we will not make that mistake again.