SlideShare una empresa de Scribd logo
1 de 5
Mise en scene
Produced by Clarissa Thompson
Costume:
Modern day teen dress code.
Casual: boys – jeans, hoodie, short sleeve t-shirts, trainers, etc.
Girls – leggings/jeans, t-shirt/shirt and jacket, and boots/trainers/shoes. NO high heels.
This idea of casual clothing is associated with horror films as this creates fear among the
audience as they see that any, every day 'normal' people can be a demon/killers
subjective for death.
Props:
Each character to be holding a backpack/big bag reasonable for camping for a weekend
trip.
Demonic book with self-drawn images of ‘demons’ and symbols associated with spirits.
Tent (set up for image shots in the forest).
Camera/ Phone for character/s to film. (Forest scene and café scene).
Chain (tied around tree for one frame. Holding the book up for another frame).
CHANGES
The use of having backpacks as apart of a prop was changed due to the change in
storyboard and characters.
Location:
Epping Forest
From: Westminster Kingsway College, Grays Inn Road, London.
Destination: Epping Forest, Ilford, Essex.
By using Google
maps, a clear
planned journey
from Westminster
Kingsway College
to
Epping Forest was
presented to the
group. No
characters were
needed for the
forest scene.
https://maps.google.co.uk/
Coffee shop/café – Café Carmel
From: Westminster Kingsway College, Grays Inn Road, London
Destination: Café Carmel, 229 Grays Inn Road, London
By using Google maps, an image and map layout of where the shooting of the café scene
will take place.
Characters will need to be present, however precise directions were not needed as it is
situated down the road from Westminster College where we all attend.
https://plus.google.com/111084279996755857798/photos
CHANGES
From: Westminster Kingsway College, Greys Inn road, London
Destination: Primrose Hill,
Primrose Hill Road, London
Changes were made to our
prime location from Epping
Forest to Primrose Hill.
Due to the current 48-
hour tube strike throughout
London; this made it far too
long of a journey for our
group in only a few hours to
carry out our filming that
afternoon from Westminster
Kingsway College to Epping
Forest. The torrential
downpour had also caused
flooded streams and very saturated soil, which would have been very difficult to film
and set up equipment. Primrose hill also allowed us more open space and a panoramic
high city shot of London.
Thus, by using Google maps, a clear thorough planned journey from Kings Cross Station;
our group meeting spot; to Primrose Hill. No characters were needed for filming at this
location.
https://maps.google.co.uk/
Lighting:
A lot of natural lighting with additional direct lighting will be used throughout the film
as filming will be exterior (in daylight/sunset). Thus sunlight will be used as our main
source of lighting as well as using a light bouncer to achieve lighting when filming the
café scene to reflect natural lighting when needed.
EXTERIOR
Scene 1:
As this is a long shot, only natural lighting from the sun/set will be used in this scene of
the forest and the book (prop).
Scene 2:
Close – up. Dimmed background light will be present in this scene with small lighting
(flash torch) which will be held at bird’s eye view to portray details of the close-up shot
of the book.
Scene 3:
Wide-shot. Sunset background among the trees with a 2-point lighting surrounding the
tent for only 6-second camera shot.
Scene 4:
Low angle shot meaning that the sky will be in the shot. A silhouette of the trees should
take place with low sunset of the sky lit up.
Scene 5:
Wide shot with slow zoom. 2 point (left and right) torches either side of chained tree
(prop). Lighting will be placed either side of the camera to avoid shadows from the
cast/scenery, i.e. trees. Estimated 6 metres distance between each torch.
Scene 6:
High angle shot. One flash torch; lighting at high angle position. Dimmed low to create
‘horror’ effect of the leaves blowing on the ground.
INTERIOR
Café scenes
Natural lighting is to be used throughout this short scene in order to create realism.
Camera work is specifically used to ‘flow with the light not against it’.
Only additional 2-point lighting is essential when sun begins to fade, in order to keep
the film footage consistent and realistic within the time of day.
CHANGES:
The café scene become exterior unfortunately due to crowding of the café inside, and
therefore resulted within filming outside the café. This meant only natural lighting
would be used and a guidance to the camera person to help insure the right angles were
used within each shot.
Actors:
 Four main characters, all in in their late teens.
 Two girls.
 One boys.
 One homosexual boy.
For the actors, I wanted to have a wide range of gender, ethnicity and class.
CHANGES
One white British teenage girl.
One afro-Caribbean teenage girl.
As a group we discussed that for short filming, there was too many characters involved
and this was not needed for just an opening sequence. I decided on one boy and one girl
to be the opening actors. Unfortunately, there was not a male teenage boy that we could
find to fit our schedule. This meant that two girls were my two main characters; for the
opening title sequence; however the topic of boys would come up to create a more
teenage atmosphere and realism. In the conventions of a horror females are prone to be
the victim for example in opening sequences such as The Ring and Scream. As a result, I
wanted to include class and ethnicity by having one white British middle class girl,
beside one afro-Caribbean 'street' working class girl.
Actors’ movement:
Café scene:
Characters are supposed to be sitting down, relaxed and casual whilst having a
conversation. The working class teenage girl would have a slight attitude that is
conveyed through her hand and body language.
The middle class teenage girl will be holding one the latest smartphones. This character
will portray the stereotype of teenagers always being on their phones and not always
paying attention to the subject of conversation at times. This can be exemplified in
horror opening sequences such as Scream - the teenage girl is distracted; making
popcorn; by a phone conversation with a male.
Forest scene:
There are no characters at the forest scene, and therefore there are no character
movements.
Actors make – up:
The characters will have minimal make-up. The working class girl will have some of her
hair shaven and to one side of her head to create an urban and ‘street’ style, along with
no make-up. The second character – the middle class girl – will have short hair that is
middle parted and subtle.
No make-up or costume is needed for the opening sequence for the villain as it is a
demon/spirit that is only heard but not seen.
Present the mise-en-scene plans to their group for feedback.
Changes throughout were changed after discussion with the group and are detailed and
edited into my plan as shown above.
Discussed to the group was my idea of the key prop, which is a chained worn out book.
This is the ‘killer’. Meaning that the killer is not necessarily seen,
but the demands/spirits are hidden from within the book.
Upon this idea, the group agreed on my idea of forest shot images. This included one
shot with the book chained and slightly buried under the soil/leaves on the ground. The
second was an image shot of the tent in the distance of the forest/field. These will all be
taken towards the ending of the sun setting.

Más contenido relacionado

La actualidad más candente (18)

Remake essay powerpoint
Remake essay powerpointRemake essay powerpoint
Remake essay powerpoint
 
Film ideas
Film ideasFilm ideas
Film ideas
 
The Unborn 9 frame analysis
The Unborn 9 frame analysisThe Unborn 9 frame analysis
The Unborn 9 frame analysis
 
Filming Day-1: Interior
Filming Day-1: InteriorFilming Day-1: Interior
Filming Day-1: Interior
 
Evaluation - Kurtis Hetherington
Evaluation - Kurtis HetheringtonEvaluation - Kurtis Hetherington
Evaluation - Kurtis Hetherington
 
Film Opening Presentation
Film Opening PresentationFilm Opening Presentation
Film Opening Presentation
 
Collaboration Project
Collaboration ProjectCollaboration Project
Collaboration Project
 
Locations
LocationsLocations
Locations
 
Evaluation questions 1 and 2 - AS Media Studies
Evaluation questions 1 and 2 - AS Media StudiesEvaluation questions 1 and 2 - AS Media Studies
Evaluation questions 1 and 2 - AS Media Studies
 
Call sheet
Call sheetCall sheet
Call sheet
 
Coursework eval2
Coursework eval2Coursework eval2
Coursework eval2
 
21 & Over Film Analysis
21 & Over Film Analysis21 & Over Film Analysis
21 & Over Film Analysis
 
Question 1
Question 1 Question 1
Question 1
 
Production concept of my Adventure Trailer
Production concept of my Adventure Trailer Production concept of my Adventure Trailer
Production concept of my Adventure Trailer
 
Mise en-scene
Mise en-sceneMise en-scene
Mise en-scene
 
Ghel Gravador
Ghel Gravador Ghel Gravador
Ghel Gravador
 
Double page spread mock up and photo shoot plan
Double page spread mock up and photo shoot planDouble page spread mock up and photo shoot plan
Double page spread mock up and photo shoot plan
 
Realism
RealismRealism
Realism
 

Destacado

Writing march 2013 (1) correcção possível
Writing march 2013 (1) correcção  possívelWriting march 2013 (1) correcção  possível
Writing march 2013 (1) correcção possível
Maria Barros
 
Basics of-english-grammar-1205533999606300-3
Basics of-english-grammar-1205533999606300-3Basics of-english-grammar-1205533999606300-3
Basics of-english-grammar-1205533999606300-3
Richard Maphike
 
Lesson 17 common expressions 3
Lesson 17 common expressions 3Lesson 17 common expressions 3
Lesson 17 common expressions 3
John Acuña
 
Presentations tips
Presentations tipsPresentations tips
Presentations tips
Daniel Gomez
 
This Is Me
This Is MeThis Is Me
This Is Me
drecbis
 
Full blast 2nd grade 1st term round up4
Full blast 2nd grade 1st term round up4Full blast 2nd grade 1st term round up4
Full blast 2nd grade 1st term round up4
Ghazi Alharbi
 
Correcção ficha cel compl. obliquo
Correcção   ficha cel compl. obliquoCorrecção   ficha cel compl. obliquo
Correcção ficha cel compl. obliquo
Maria Barros
 
Bab 13 linux di floppy drive
Bab 13 linux di floppy driveBab 13 linux di floppy drive
Bab 13 linux di floppy drive
Ade Tamin
 
Bab 14 sekuriti dasar debian gnu linux
Bab 14 sekuriti dasar debian gnu linuxBab 14 sekuriti dasar debian gnu linux
Bab 14 sekuriti dasar debian gnu linux
Ade Tamin
 
Lesson 6 who and to be
Lesson 6 who and to beLesson 6 who and to be
Lesson 6 who and to be
John Acuña
 
English ii, unit 12
English ii, unit 12English ii, unit 12
English ii, unit 12
azaa88
 

Destacado (20)

Day
DayDay
Day
 
Writing march 2013 (1) correcção possível
Writing march 2013 (1) correcção  possívelWriting march 2013 (1) correcção  possível
Writing march 2013 (1) correcção possível
 
Basics of-english-grammar-1205533999606300-3
Basics of-english-grammar-1205533999606300-3Basics of-english-grammar-1205533999606300-3
Basics of-english-grammar-1205533999606300-3
 
Latest Re Presentation
Latest Re PresentationLatest Re Presentation
Latest Re Presentation
 
Lesson 17 common expressions 3
Lesson 17 common expressions 3Lesson 17 common expressions 3
Lesson 17 common expressions 3
 
Graphic Design Portfolio
Graphic Design PortfolioGraphic Design Portfolio
Graphic Design Portfolio
 
Pong 1
Pong  1Pong  1
Pong 1
 
Presentations tips
Presentations tipsPresentations tips
Presentations tips
 
This Is Me
This Is MeThis Is Me
This Is Me
 
The weather
The weatherThe weather
The weather
 
History of St Anns Well's Gardens, Hove
History of St Anns Well's Gardens, HoveHistory of St Anns Well's Gardens, Hove
History of St Anns Well's Gardens, Hove
 
Full blast 2nd grade 1st term round up4
Full blast 2nd grade 1st term round up4Full blast 2nd grade 1st term round up4
Full blast 2nd grade 1st term round up4
 
Bob's bedroom
Bob's bedroomBob's bedroom
Bob's bedroom
 
Correcção ficha cel compl. obliquo
Correcção   ficha cel compl. obliquoCorrecção   ficha cel compl. obliquo
Correcção ficha cel compl. obliquo
 
Bab 13 linux di floppy drive
Bab 13 linux di floppy driveBab 13 linux di floppy drive
Bab 13 linux di floppy drive
 
Bab 14 sekuriti dasar debian gnu linux
Bab 14 sekuriti dasar debian gnu linuxBab 14 sekuriti dasar debian gnu linux
Bab 14 sekuriti dasar debian gnu linux
 
Read. com..
Read. com..Read. com..
Read. com..
 
Lesson 6 who and to be
Lesson 6 who and to beLesson 6 who and to be
Lesson 6 who and to be
 
English ii, unit 12
English ii, unit 12English ii, unit 12
English ii, unit 12
 
Hojas
HojasHojas
Hojas
 

Similar a Mise-En-Scene Plan

Planning powerpoint
Planning powerpointPlanning powerpoint
Planning powerpoint
Amyh0908
 
Costume, location, mise en scene
Costume, location, mise en sceneCostume, location, mise en scene
Costume, location, mise en scene
lauren chapman
 
Thriller Filming Pitch Presentation
Thriller Filming Pitch PresentationThriller Filming Pitch Presentation
Thriller Filming Pitch Presentation
effieprice
 
Thriller filming pitch
Thriller filming pitchThriller filming pitch
Thriller filming pitch
mayc1
 
Thriller Filming Pitch
Thriller Filming PitchThriller Filming Pitch
Thriller Filming Pitch
caswello
 

Similar a Mise-En-Scene Plan (20)

Planning powerpoint
Planning powerpointPlanning powerpoint
Planning powerpoint
 
Costume, location, mise en scene
Costume, location, mise en sceneCostume, location, mise en scene
Costume, location, mise en scene
 
Costume, location, mise en scene
Costume, location, mise en sceneCostume, location, mise en scene
Costume, location, mise en scene
 
Presentation1
Presentation1Presentation1
Presentation1
 
Pres
PresPres
Pres
 
Pitch proposal
Pitch proposalPitch proposal
Pitch proposal
 
Death Camp Evaluation
Death Camp EvaluationDeath Camp Evaluation
Death Camp Evaluation
 
Thriller Filming Pitch Presentation
Thriller Filming Pitch PresentationThriller Filming Pitch Presentation
Thriller Filming Pitch Presentation
 
Thriller Film Pitch Presentation
Thriller Film Pitch Presentation Thriller Film Pitch Presentation
Thriller Film Pitch Presentation
 
Story board for the pen
Story board for the penStory board for the pen
Story board for the pen
 
Unit 16 pitches mandisi
Unit 16 pitches mandisiUnit 16 pitches mandisi
Unit 16 pitches mandisi
 
Thriller filming pitch
Thriller filming pitchThriller filming pitch
Thriller filming pitch
 
Thriller Filming Pitch
Thriller Filming PitchThriller Filming Pitch
Thriller Filming Pitch
 
Untitled presentation
Untitled presentationUntitled presentation
Untitled presentation
 
In what ways does your media product use
In what ways does your media product useIn what ways does your media product use
In what ways does your media product use
 
Planning and research
Planning and researchPlanning and research
Planning and research
 
Planning and research
Planning and researchPlanning and research
Planning and research
 
Planning and research
Planning and researchPlanning and research
Planning and research
 
Planning and research
Planning and researchPlanning and research
Planning and research
 
Planning and research
Planning and researchPlanning and research
Planning and research
 

Más de clarissa0612

Media - Evaluation 5
Media  - Evaluation 5Media  - Evaluation 5
Media - Evaluation 5
clarissa0612
 
Mise en scene role
Mise en scene roleMise en scene role
Mise en scene role
clarissa0612
 
Media - Evaluation 2
Media - Evaluation 2Media - Evaluation 2
Media - Evaluation 2
clarissa0612
 
Media - Evaluation 7
Media - Evaluation 7Media - Evaluation 7
Media - Evaluation 7
clarissa0612
 
The Evolution of the Horror Genre
The Evolution of the Horror GenreThe Evolution of the Horror Genre
The Evolution of the Horror Genre
clarissa0612
 
Questionaire graph
Questionaire graphQuestionaire graph
Questionaire graph
clarissa0612
 
Questionaire graph
Questionaire graphQuestionaire graph
Questionaire graph
clarissa0612
 

Más de clarissa0612 (10)

Media - Evaluation 5
Media  - Evaluation 5Media  - Evaluation 5
Media - Evaluation 5
 
Mise en scene role
Mise en scene roleMise en scene role
Mise en scene role
 
Edit decision
Edit decisionEdit decision
Edit decision
 
Media - Evaluation 2
Media - Evaluation 2Media - Evaluation 2
Media - Evaluation 2
 
Media - Evaluation 7
Media - Evaluation 7Media - Evaluation 7
Media - Evaluation 7
 
The Evolution of the Horror Genre
The Evolution of the Horror GenreThe Evolution of the Horror Genre
The Evolution of the Horror Genre
 
Age certification
Age certificationAge certification
Age certification
 
Questionaire graph
Questionaire graphQuestionaire graph
Questionaire graph
 
Questionnaire
QuestionnaireQuestionnaire
Questionnaire
 
Questionaire graph
Questionaire graphQuestionaire graph
Questionaire graph
 

Último

Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
KarakKing
 

Último (20)

Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
 
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
 
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the Classroom
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 

Mise-En-Scene Plan

  • 1. Mise en scene Produced by Clarissa Thompson Costume: Modern day teen dress code. Casual: boys – jeans, hoodie, short sleeve t-shirts, trainers, etc. Girls – leggings/jeans, t-shirt/shirt and jacket, and boots/trainers/shoes. NO high heels. This idea of casual clothing is associated with horror films as this creates fear among the audience as they see that any, every day 'normal' people can be a demon/killers subjective for death. Props: Each character to be holding a backpack/big bag reasonable for camping for a weekend trip. Demonic book with self-drawn images of ‘demons’ and symbols associated with spirits. Tent (set up for image shots in the forest). Camera/ Phone for character/s to film. (Forest scene and café scene). Chain (tied around tree for one frame. Holding the book up for another frame). CHANGES The use of having backpacks as apart of a prop was changed due to the change in storyboard and characters. Location: Epping Forest From: Westminster Kingsway College, Grays Inn Road, London. Destination: Epping Forest, Ilford, Essex. By using Google maps, a clear planned journey from Westminster Kingsway College to Epping Forest was presented to the group. No characters were needed for the forest scene. https://maps.google.co.uk/
  • 2. Coffee shop/café – Café Carmel From: Westminster Kingsway College, Grays Inn Road, London Destination: Café Carmel, 229 Grays Inn Road, London By using Google maps, an image and map layout of where the shooting of the café scene will take place. Characters will need to be present, however precise directions were not needed as it is situated down the road from Westminster College where we all attend. https://plus.google.com/111084279996755857798/photos CHANGES From: Westminster Kingsway College, Greys Inn road, London Destination: Primrose Hill, Primrose Hill Road, London Changes were made to our prime location from Epping Forest to Primrose Hill. Due to the current 48- hour tube strike throughout London; this made it far too long of a journey for our group in only a few hours to carry out our filming that afternoon from Westminster Kingsway College to Epping Forest. The torrential downpour had also caused flooded streams and very saturated soil, which would have been very difficult to film and set up equipment. Primrose hill also allowed us more open space and a panoramic high city shot of London.
  • 3. Thus, by using Google maps, a clear thorough planned journey from Kings Cross Station; our group meeting spot; to Primrose Hill. No characters were needed for filming at this location. https://maps.google.co.uk/ Lighting: A lot of natural lighting with additional direct lighting will be used throughout the film as filming will be exterior (in daylight/sunset). Thus sunlight will be used as our main source of lighting as well as using a light bouncer to achieve lighting when filming the café scene to reflect natural lighting when needed. EXTERIOR Scene 1: As this is a long shot, only natural lighting from the sun/set will be used in this scene of the forest and the book (prop). Scene 2: Close – up. Dimmed background light will be present in this scene with small lighting (flash torch) which will be held at bird’s eye view to portray details of the close-up shot of the book. Scene 3: Wide-shot. Sunset background among the trees with a 2-point lighting surrounding the tent for only 6-second camera shot. Scene 4: Low angle shot meaning that the sky will be in the shot. A silhouette of the trees should take place with low sunset of the sky lit up. Scene 5: Wide shot with slow zoom. 2 point (left and right) torches either side of chained tree (prop). Lighting will be placed either side of the camera to avoid shadows from the cast/scenery, i.e. trees. Estimated 6 metres distance between each torch. Scene 6: High angle shot. One flash torch; lighting at high angle position. Dimmed low to create ‘horror’ effect of the leaves blowing on the ground. INTERIOR Café scenes Natural lighting is to be used throughout this short scene in order to create realism. Camera work is specifically used to ‘flow with the light not against it’. Only additional 2-point lighting is essential when sun begins to fade, in order to keep the film footage consistent and realistic within the time of day. CHANGES: The café scene become exterior unfortunately due to crowding of the café inside, and therefore resulted within filming outside the café. This meant only natural lighting
  • 4. would be used and a guidance to the camera person to help insure the right angles were used within each shot. Actors:  Four main characters, all in in their late teens.  Two girls.  One boys.  One homosexual boy. For the actors, I wanted to have a wide range of gender, ethnicity and class. CHANGES One white British teenage girl. One afro-Caribbean teenage girl. As a group we discussed that for short filming, there was too many characters involved and this was not needed for just an opening sequence. I decided on one boy and one girl to be the opening actors. Unfortunately, there was not a male teenage boy that we could find to fit our schedule. This meant that two girls were my two main characters; for the opening title sequence; however the topic of boys would come up to create a more teenage atmosphere and realism. In the conventions of a horror females are prone to be the victim for example in opening sequences such as The Ring and Scream. As a result, I wanted to include class and ethnicity by having one white British middle class girl, beside one afro-Caribbean 'street' working class girl. Actors’ movement: Café scene: Characters are supposed to be sitting down, relaxed and casual whilst having a conversation. The working class teenage girl would have a slight attitude that is conveyed through her hand and body language. The middle class teenage girl will be holding one the latest smartphones. This character will portray the stereotype of teenagers always being on their phones and not always paying attention to the subject of conversation at times. This can be exemplified in horror opening sequences such as Scream - the teenage girl is distracted; making popcorn; by a phone conversation with a male. Forest scene: There are no characters at the forest scene, and therefore there are no character movements. Actors make – up: The characters will have minimal make-up. The working class girl will have some of her hair shaven and to one side of her head to create an urban and ‘street’ style, along with no make-up. The second character – the middle class girl – will have short hair that is middle parted and subtle. No make-up or costume is needed for the opening sequence for the villain as it is a demon/spirit that is only heard but not seen.
  • 5. Present the mise-en-scene plans to their group for feedback. Changes throughout were changed after discussion with the group and are detailed and edited into my plan as shown above. Discussed to the group was my idea of the key prop, which is a chained worn out book. This is the ‘killer’. Meaning that the killer is not necessarily seen, but the demands/spirits are hidden from within the book. Upon this idea, the group agreed on my idea of forest shot images. This included one shot with the book chained and slightly buried under the soil/leaves on the ground. The second was an image shot of the tent in the distance of the forest/field. These will all be taken towards the ending of the sun setting.