Camera and Sound

In one of our lessons we started learning about how camera and sound are used in the media. I believe this to be very useful for my coursework because it means I will be able to use a variety of angles and shots, and sounds to create a better opening.

Camera

We learnt there were 3 main points about camera:

• Distance
• Angle
• Movement

Distance

XLS (Extra Long Shot) - This gives information to the viewer about where the action is to take place. It often sets the atmosphere of a film.

LS (Long Shot) - This allows the viewer to understand the relationship between the characters and their environment.

MLS (Medium Long Shot) - Places the object in context.

MS (Medium Shot) - This allows you to get to know the character more closely by viewing their facial expressions and body language.

MCU (Medium Close Up) - Good for conversation between two characters.

CU (Close Up) - This is used to introduce a character and allows the character to show emotions. It can be used to heighten tension.

BCU (Big Close Up) - This shows the detail of a characters face.

XCU (Extra Close Up) - To make the viewer aware of some specific detail in the film. It can be used to heighten tension.

Angles

Low - These increase height of an object making it look bigger and stronger.

High - Camera is elevated to make subject look smaller and inferior. 

Eye Level - Neutral shot, camera is positioned as though human is observing a scene.

Birds Eye - Shows a scene from directly above. This has the ability to make people look insignificant e.g. people in a crowd. 

Canted - Camera is tilted to suggest imbalance, transition, and instability. Can also be used to suggest POV (Point Of View, when the camera becomes the 'eyes' of a character to bring audience into the diegesis).

Movement

Panning - Scans a scene horizontally. Camera operates on a stationary axis, and is often used to show a landscape or scenery.

Tracking - Camera is often used to follow a moving object which is kept in the middle of the frame.

Zoom - Changes the magnifications of an image. Can change the position of the audience very quickly or slowly, without moving the camera itself. It can also be used to distort an image or make an object appear closer together than they really are. 

Tilts - A movement which scans a scene vertically, similar to a pan.

Sound

There are two types of sound used when making a piece of media text.

1. Diegetic Sound = All the sound within the shot

2. Non - Diegetic Sound = All sound added through editing over the top of a scene. 

Evaluation

The information from my notes, as well as some background knowledge and research, is very useful to me because I now have the knowledge of a variety of skills I will be able to add to my coursework. I have also learnt the effect and purpose of many of these skills, therefore, I will be able to use them appropriately and effectively. For example, I have learnt about the many different shot sizes you can include and why you would use them, such as, using a BCU to catch the emotion on a characters face. Furthermore I have learnt about the different camera angles I might want to use such as the canted angle which can be used to suggest instability within a scene. In addition, I have learnt about the variety of camera movements and why they are used. Finally, I have learnt about the two different categories of sound I might want to use, for example, I might want to include lots of diegetic sound to make the scene have a higher verisimilitude. Therefore, I will be able to consider all of these techniques when filming my coursework. 

Research

Audience Survey

For our research we must conduct an audience survey to give us some information on what our audience wants to see in a thriller film. To do this my group decided to conduct a pilot survey before making our real survey to give us an idea on any adjustments or adaptations we may need to make. 

The questions we asked were:
1. How old are you?
15-17
18+
2. Do you prefer 15 or 18 films?
15
18
3. What genre of film do you prefer?
Action
Horror
Comedy
Romance
Thriller
Western
other
4. Do you pay attention to title sequences?
Yes
No
5. What type of opening/introduction do you prefer?
slow
quick
6. What is your favourite type of thriller?
Horror
Crime
Psychological
Drama
Romance
Action
Other
7. What do you expect to see in a thriller film?

Our pilot survey was very useful because it highlighted some of the key mistakes we made when designing it. Firstly our second question was useful for determining whether our audience would be more interested in seeing a 15 age rated film or an 18. This would then give us an idea of which age rating we should make our coursework. However our second question definitely needed to be re-worded as it didn't make sense. I don't think our third question was relevant as it had nothing to do with the thriller genre, therefore I have learnt that I will not need to include this question in my next survey. Question four will be useful for understanding whether it would worth putting most of our effort into the title sequences. However this question could gives us a 50/50 answer meaning it would not be giving us any information at all. This means that I have learnt that next time we should include space for people to explain what aspects of the titles they prefer, for example, music, font, animations. Our fifth question displayed similar problems because it also has the ability to give us a 50/50 answer, therefore I have learnt that in our next survey we should ask for reasons why they've answered yes or no. Our answers to question six were very varied which has not helped me in understanding which type of thriller the audience prefers. However we made one fundamental mistake of including sub-genres and hybrids of thriller in the same question. Therefore, I have learnt that this question needs lots of adjustments in order to make more sense. 

Our final question was useful to us because it gave us lots of ideas about what an audience expects to see in a thriller film. Alternatively, it gave us so much information it became unhelpful because the answers were very varied meaning we wouldn't be able to include every suggestion we were given. However, we will be able to use the answers from this question to structure a new question where you can chose an answer, making our results more limited and helpful.

Evaluation of BLACK SWAN analysis

From researching and analysing Black Swan, I have increased my knowledge on the conventions and codes of psychological thrillers. Firstly, the titles of this film were very simle, they involved only the colours black and white, and the words slowly faded in and out of the screen giving the film a slowly paced start. Therefore I have learnt that not all films need fancy, detailed titles and I might be able to use this idea in my coursework. In addition, the director Aronofsky used many close up shots to catch facial expressions as well as small details in the text, for example her feet when she was dancing, and the food she ate for breakfast.

The opening of Black Swan used similiar styled classical music throughout the opening, and then adapted its volume and pace to create drama or tension when needed. Furthermore non-diegetic sound effetcs and unseen sounds in the diegesis were used giving the opening a spooky and thrilling openeing. This means that if my group decides to make a psychological thriller we will now be able to use these techniques effectively.

The lighting in the opening of this film was simple but effective, for example, in the first scene there was only a black stage and a white spotlight, and in the second scene only natural light was used, reinforcing the simpleness and purity of her character so far. This connotes the 'calm before the storm' giving the impression her character may become more complicated as the plot develops.

Finally, I have learnt that directors do not only use clothing, but also jewellery and accessories to give subtle information about characters. Therefore I will be able to use this idea in my coursework if I feel it necessary.

Thriller film analysis: BLACK SWAN

Black Swan: Psychological thriller

Director: Darren Aronofsky

Camera/editing

The clip opens with a black backdrop, and white, capital letters in serif font slowly fading in and out of the screen appearing for around 5 seconds. The title ‘Black Swan’ then appears more centralised, bigger and bolder. We then see a Long shot of Nina centralised on a dark stage which gives the impression she is an important character. One spotlight shines on her, and we see a close up shot of her feet as she starts to dance. This is followed by a medium shot whilst she sits on the floor, and finally a long shot to show a man walking onto the stage towards her. Aronofsky uses a close up of her face to show her facial expression, this is scared and square-on to the camera. The camera spins around them as they dance which connotes how twisted the film becomes, we then see a medium shot of the man as he spins and changes costume, she does the same and turns into the white swan. The camera then zooms out as she walks away from the camera on point. This scene fades into a black backdrop, and then fades into the second scene. It starts with a close up shot of Nina’s face in her bed where we see her happy facial expression. Aronofsky then uses a close up shot of her feet to show her cracking her toes. The clip then cuts to a long shot of Nina stretching, followed by a close up of her warming up her feet which tracks up to her face as she speaks about her dream. We then see a variety of close up shots such as of her breakfast which consists of half a grapefruit and a poached egg representing her lifestyle and her and her mums face as they talk. Finally we see a side shot of Nina which highlights how unhealthily skinny she is, therefore reinforcing the idea of her being a dancer.

Sound/music

Classical swan lake music plays quietly in the background as the titles appear, and as the title ‘Black Swan’ appears, we hear a very quiet evil laugh. The music then increases volume when Nina starts dancing. When the man walks on the music quietens and becomes tenser as we are unsure who this man is. You hear Nina’s breathing which connotes her fear, as well as non-diegetic sound of a swan flapping its wings, occurring as they dance. There are sound effects as he changes costume, and the music becomes louder, more dramatic and increases pace. The music stays loud when she changes but slows and starts to fade as she walks away from the camera. In the second scene there’s silence until you hear the noise of the curtains opening in the diegesis. We hear the cracking of her neck and toes which may be viewed as slightly disturbing.  Non-diegetic, very quiet, classical music plays in the background whilst she talks about her dream, then when she mentions the man casting a spell in her dream, something in the diegesis falls to the floor, but we don’t see what it is. When Nina is in the kitchen the music cuts out and we hear diegetic sound of kitchen noises and dialog.

Mise-en-scene

Setting/lighting

The clip starts by showing only a black stage and a single spotlight throughout the entire first scene. During the second scene natural light is used from when the curtains are pulled back. We see her pink, flowery sheets which are linked to girls and may be viewed as childish. We then see her stretching in front of three mirrors. This may connote the different sides of her personality or character.

Costume

At the beginning of the clip we see Nina in a white ballet dress that reaches below her knees. The colour white connotes her purity and innocence. She is also wearing satin ballet shoes with ribbon and wears her hair gelled into a bun, this gives the audience an insight of her character that seems very professional. The man in the first scene wears black which connotes danger or mystery. He then changes into wearing a black feathery costume with a large nose and horns which may be seen as monstrous and scary. On the other hand Nina changes into wearing a white, feathery, tutu as the white swan continuing the idea of Nina being a pure character. In the second scene she wears a pink pyjama top, then a pink ballet leotard which again connotes femininity. However her mum wears black which contrasts with Nina and may present the differences between their characters. Alternatively Nina and her mum both wear matching silver necklaces, and similar silver ear rings suggesting there may be more special bonds between the characters when looked at in more detail.

Titles

The titles start with a black back drop which contrasts with the white, capital letters of the writing. The writing is in serif font which is slim and tall and looks very feminine.  The words fade slowly in and out, and words such as ‘presents’ are written smaller than company names. The title ‘Black Swan’ then appears in the centre of the frame, bigger and bolder compared to the previous writing, however it is still in serif font. Overall, the whole title sequence is very simple and sets a slow pace to the start of the film. 

Evaluation of SALT analysis

My analysis of Salt has greatly helped me understand how directors use the many things we've been taught about mise-en-scene, camera etc. to create effects in thriller films. For example in the film the director has used many P.O.V (point of view) and close up shots to catch facial expressions and bring the audience into the diegesis. As well as the occasional long shot or extreme long shot to capture the setting, and location of the scene. Therefore if we decide to make an action thriller I will be able to use some of these techniques myself. 

Noyce used mostly diegetic sound in the opening of salt with tense music playing in the background, this means that I now know an action thriller does not have to be fast paced and dramatic the whole way through. 

When it comes to mise-en-scene, I have learnt that in action thrillers, a lack of lighting is used to create dull, dark rooms giving a sense of darkness and danger. Costume and colours of props are also significant in this film such as the black and yellow barrier. Therefore I will be able to ensure I consider the colour of my props and costumes carefully when making my coursework.

Finally, the titles to this film are fairly simple, mainly black and white in colour, with the colour  red appearing once. As well as this they fade in and out quickly with no fancy entrance or exists. Finally its interesting to note how the director chose to only give minimal information about who directed and produced the film, relating to the themes of the film (spys). Therefore I may be able to adapt this idea for my coursework if I thought it suitable. 

Thriller Film Analysis: SALT

SALT: Action Thriller

Directer: Phillip Noyce

Camera/editing

The clip starts with a zoom out of the ‘Columbia’ logo, then cuts straight to a black backdrop, and bold, capital, white writing appears and disappears. Followed by the words ‘NORTH KOREA/ TWO YEARS AGO’ which lets the audience know the film is going into the past. Noyce uses a P.O.V. (point of view) shot of Evelyn to bring us straight into the diegesis and see to men open a door. The audience then sees a close up of Evelyn’s face which shows lots of blood and bruising. Noyce uses a shot along the floor to show her being dragged out of a small, enclosed room. We see she is covered in blood and wearing only grey, lace underwear. This connotes femininity and weakness. A medium shot is used to show her being dragged and dropped onto the floor, then a P.O.V. of Evelyn to show 3 men crowded round her head. We then see a close up of her face, feet, and finally her hands, each tied together with ropes. We see a long shot of her stretched out on the floor, tied up with rope which connotes restriction. We hear dialog of her pleading to go home which connotes weakness, then we see a P.O.V. of Evelyn to show a close up of one of the soldiers facial expression of anger and frustration. Noyce then uses a close up of a hand grabbing Evelyn’s face, and attempting to place a plastic pipe into her mouth. He uses another P.O.V. of Evelyn, then a medium shot of a man pouring water into a bucket which plunges down the tube into her mouth. A man kicks her face, and then a long shot is used to show her rolling around on the floor in pain with the three men still surrounding her head. The first scene fades into a black backdrop and then slowly fades back into the second scene. The second scene starts with a P.O.V of Evelyn to show two soldiers, followed by a metal gate, with her colleague stood on the other side. We see a close up shot of her face to highlight her facial expression which shows a swollen, black eye, and a cut lip representing her on going torture. Noyce uses another P.O.V. of Evelyn to show a long drive and people in the distance. A medium shot is used of the man opening the barrier which connotes her freedom. We then see a medium shot of the back of her and her colleague heads which may connote how she’s turning her back on the past. We are shown another close up of her face showing us her black eye, and cuts, highlighting the damage caused from this imprisonment. We see an E.L.S (extreme long shot) and deep space is used whereby the barrier is close to the camera and she is in the distance, representing the long process of her release. There is then a succession of long shots and close ups of Evelyn and her husband as she is walking to him. We see an S.R.S (shot, reverse, shot) of when her husband sees her. He shows no reaction which means he may be hiding the pain he feels and acting strong for her. The scene then fades into the title.

Sound/music

Quiet, tense music plays at the start of the clip, and we hear a Korean man speaking whilst the screen is still black. Through this scene we hear a number of diegetic sounds such as, keys, Evelyn being dragged and falling on the floor, ropes being tightened, footsteps, and the water flowing down the tube into her mouth. As the scene fades you hear her saying ‘I’m not a spy, I am not a spy’ making the audience sympathise for her.  All this diegetic sound creates a sense of reality bringing the audience into the diegesis. In the second scene we hear the gate and the barrier opening, each presenting her freedom. When Evelyn is released a man clearly says ‘exchange’ ensuring the audience understands why she has been released. The non-diegetic music builds up as she walks towards her husband, then fades as the title appears.

Mise-en-scene

Setting/lighting:

At the beginning of the clip we see a dark room, and soldiers all in identical, dark green uniforms. We see rope ties which may connote a form of slavery and barred doors which denote imprisonment. There are dark brick walls, and a small amount of light shining through a small window. This may represent a small amount of hope of her being released. The darkness of the room connotes danger. In the second scene, there’s natural light as she walks out, concrete buildings and army trucks, this connotes the power the Koreans hold. We see a black and yellow barrier which connotes danger, as well as fences either side of her highlighting the security of the place she has been kept in. There’s a second barrier near to the cars she will escape in, this is coloured red and white. Red and white may connote a hospital and therefore help.

Costume:

We see that Evelyn has blonde hair which may connote a lack of intelligence leading to how she got arrested in the first place. Furthermore she is wearing only grey, laced underwear highlighting her femininity and vulnerability. In the second scene Evelyn is wearing a white top, the colour white connotes innocence and purity, making it seem as though she is not guilty. The cars are also coloured white, this connotes purity and reinforces the idea that she in innocent.

Titles:

The clip starts with a black backdrop, words appear in bold, white, capital letters which contrast with the background. The words fade in quickly, appear for 3 seconds, then disappear quickly increasing pace and making the opening tense. Words such as ‘presents’ are smaller compared to big company names which stand out due to their larger size. Three minutes 37 seconds into the film shapes appear from the edges of the scene into the middle to create the word ‘salt’. The font is very angular, bold and masculine compared to the vulnerability we’ve seen so far of Evelyn. We can still see the scene through the letters until it fades into a bold, bright red colour. Red connotes danger and the word ‘salt’ appears again over the top of the other, this time in white. White connotes innocence, therefore the red and white together may connote an innocent person in danger. In addition the fact that the word salt appears twice may be because Evelyn is a spy and therefore has more than one identity. Furthermore, no names of actors, directors, or produces are shown in the opening which relates to the theme of the film being about not knowing anyone’s true identity. 

Research

Jess completed the research on what is allowed in 15 and 18 certificate films.

From this research I have established the difference between a film rated 15, and a film rated 18. I know that if I was to make a film with an age rating of 15 then it must only show restricted amounts of the following sub categories; language, discrimination, nudity, sex, horror, imitable behaviour, theme, drugs and violence. Whereas if I was to make a film with an age rating of 18 there are no real limits, however it must not be too disturbing. This means that I have learnt that the differences between the two age ratings are mostly dependent on content, meaning I can apply this knowledge to my coursework when deciding whether to make our coursework a 15 or an 18. 

Research

In our groups we have all been delegated parts of the research to complete. Callum has started by researching the thriller genre, sub-genres, and hybrids. 

From reading this research I now have a better understanding of the conventions of thriller films therefore I know what I should include in my coursework to create a thrilling opening. I now know that the main aspects of thrillers are suspense, excitement, and tension. They develop a plot until it reaches a climax whereby the lead protagonist tends to endure a life-threatening situation. Furthermore they include elements of surprise to keep viewers 'on the edge of their seats'. Stereotypes of gender are frequently used whereby males are 'tough' and women are presented as weak and reliant on males. I have also learnt that directors use lighting to create mysterious and dangerous atmospheres, therefore I may be able to use this technique in my coursework. I have also gained knowledge that thrillers have many sub-genres, for example:

• Crime Thrillers - Include ransom, revenge, and kidnappings
• Psychological Thrillers - Play 'mind games' with the audience
• Horror Thrillers - Use effective diegetic and non- diegetic sound to create suspense.

Overall I have learnt that thrillers are fast paced, exciting, action-packed and dramatic films. This means that I will have to ensure my coursework attempts to cover as many of these conventions as possible depending on the sub-genre we decide to base our coursework on. 

Mise-en-scene

In my last few lessons we've been learning about the different aspects of mise-en-scene. Below are some of my notes on the main parts of mise-en-scene.

This will be useful for my coursework because I now have a better understanding of what things should be included in the frame of my coursework as well as how to use aspects such as lighting, space, and shots to reinforce mood and atmosphere. 

Do Generic Conventions Help or Restrict Film Makers?

In class we were split into groups of 4 and asked to discuss whether we thought generic conventions helped or restricted film makers. We then presented our ideas to another group and this was our decision. Below is our presentation.



Group 1 2012 AS from Media @ CCC on Vimeo.

Summary of our presentation


Ways in which generic conventions help film makers:

- They act as a guideline and can kick start a film makers ideas by providing a starting point for location, setting, iconography, and themes and issues.
- Generic conventions provide familiarity and comfort for the audience because they know what to expect. 
- Finally they can provide a near guaranteed success because audiences tend to watch similar styled films and the conventions help ensure the film doesn't become too distant. 

Ways in which generic conventions restrict film makers:

- Generic conventions restrict the use of hybrids, and these days you can link so many genres together it could now be argued that genre no longer exists.
- Some generic conventions can restrict what genre you call a film e.g. If you set a film in space you would be restricted to naming your film a Sci-Fi. 


How will this help me with my coursework and understanding of genre?

I know that generic conventions act as a guideline to film makers and provide a familiarity for the audience. This means that in my coursework I will be able to use some generic conventions to kick start my ideas and provide a starting point for location, setting, iconography, and themes and issues. 

I now understand how some generic conventions restrict which genre you call a film. This will help me with my coursework as I will have to make sure I don't chose a location which would not be generally seen in a thriller film. 

Binary Opposites in Titanic

How does Cameron use binary oppositions in Titanic (900-1100 words)

In this extract from Titanic, Cameron uses binary opposition to establish a difference between rich and poor on Rose’s arrival. She arrives in a car plated with gold which is a symbolic sign that denotes wealth. The first part the audience sees of Rose is her hand, it is still and poised, and covered with a white glove. The iconic sign of her hand pausing to allow someone to help her out of the car connotes an upper class citizen, the white glove reinforces this as it is clean and the colour white connotes purity and innocence. In addition to this Rose wears a purple hat signifying wealth reassuring the reader that she is in the upper class of society. Additionally the colour purple is a vibrant colour, this connotes how she may be a strong and bold character later on in the film. This juxtaposes with the use of iconography whereby the first part of Jack the audience sees are his hands. They are dirty and uncovered which is an iconic sign that connotes that he is from the working class. The binary opposition Cameron has used here highlights the difference between each class of that time making the audience understand the social context.

Cameron reinforces the binary opposition of rich and poor as well as black and white when the audience sees the people boarding the ship. The wealthy people board the top of that boat coloured white symbolically showing their upper class. Furthermore the colour white connotes purity and innocence, whereas the poorer people are forced to board the ship at the bottom, coloured black. This connotes their lower class, as well as that black connotes dark and danger. This may make the audience sympathise towards the poorer people due to the fact they are treated unfairly. This idea is reinforced by the fact that poor people must undergo a health check before boarding the ship and rich people don’t.

The Camera then comes through the window to enter a dark saloon. The window connotes a barrier and separation from outside and highlights the binary opposition of light and dark. The location outside in the dock is bright compared to the darkness inside the saloon. The darkness connotes danger which the audience may link to Jacks character because he has a tendency to break the rules. Moreover Cameron uses binary opposition to establish Rose’s reaction to boarding the boat. Meaning is conveyed through the light shining on her face when at the dock, however going into a much darker light walking up to the boat. The audience clearly sees her opinion towards boarding the boat and may make them question why she has such a negative attitude. This gives the effect of making the audience intrigued about her past.

Cameron uses binary opposition of light and dark in the extract from Titanic through colour. In the extract Rose’s fiancé is wearing dark colours, this connotes dullness and perhaps a boring character. Conversely Rose is wearing much brighter colours, this connotes an adventurous character. Furthermore Rose’s mum wears a green dress, the colour green is symbolic to connote jealousy. The audience may believe it to be jealousy of Rose and her youth, the colour green also connotes wealth which ensures that the audience understand that this is a rich family.

In addition to this Cameron uses binary opposition through music to reinforce the opposition of attitudes between Rose and Jack. When rose enters the boat Cameron plays slow, elegant music in the background which contradicts the Irish folk music playing in the background when Jack is running to board the boat in time. The indexical sign of the demur music when Rose boards the boat connotes her character and way of life. Compared to the fast tempo of the background music when Jack boards the boat. This connotes energy and chaos and highlights his adventurous character and risky way of life. This means that the audience can understand how Rose and Jack work in opposition to eachother to create an interesting relationship.

There is a clear sense of structure within this extract from Titanic. There are two scenes in this extract. The first is where the audience meets Rose the female protagonist, the audience understands her class and gets an impression of her character. The second scene then introduces the audience to Jack, the male protagonist. Jack gives the audience the impression that he is an anti-hero due to his gambling in the extract which connotes that he may has a risky personality. The overall opening to this film is very traditional of the Hollywood Studio System (Introducing the male and female protagonist in the first two scenes). It could be argued that there is another sense of structure whereby each time a new location is presented a new character is presented along with it.

Finally in this extract from Titanic, Cameron uses binary opposition to establish the difference between grateful and ungrateful attitudes. When we are introduced to Rose’s fiancé is looks up to the boat and smiles, this denotes his happiness of being able to board this ship. Similarly when Jack wins the tickets to board the boat the audience can clearly see how ecstatic he is due to his reaction. Rose’s facial expressions were completely opposite which shows how from the start of the film Rose as a character works in opposition to many of the other characters.    

Semiotics

Another thing I have learnt in my lessons is semiotics, this is the study of signs and meaning. I already mentioned Iconography in a previous post which is about the symbols and visual images used in a form of art, media etc. and semiotics links to this very well. There are three kinds of signs in semiotics:

- Iconic Signs: These actually look like what they represent
- Symbolic/arbitrary signs: These have a meaning that must be learned because they do not look like what they represent.
- Indexical signs: These have a connection to what they represent and are suggestive instead of directly resembling what they represent.

We have been learning about these signs because understanding them will extend our analytical skills at a later date and aid us when we make our own work.

What is Genre?

What Have I Learnt About Genre?

Throughout my learning I have learnt that genre is a way of categorising films, books, music etc. Audiences recognise genre in films through different conventions such as:
- Visual Imagery
- The Plot
- Character
- Setting
- Music and stars
- Modes of narrative development
-Iconography

Audiences also play a huge part in deciding what genres film makers should create a film about because they are partly open systems which should stay the same to give the audience a sense of familiarity. However must include some form of variation to keep the audience interested. This is where the genre cycle fits in, and it works by adapting films to attract and keep audiences entertained overtime. People like to know what type of film they are going to see as they find a sense of comfort in it and find familiar genres appealing. On the other hand it could be argued that genres are simply just rigid and unchanging stereotypes. I, however have learnt that genre is never static and is continually evolving and overlapping. Hyrbrid genre is an example of how genre has evolved because it allows film producers to mix more than one genre together such as romance and comedy, better known as rom-coms. This allows film producers to adapt genre to create a never-ending list of new genres to keep audiences entertained, due to the fact most genres individually have a limited shelf-life. I also believe that hybrid-genre allows film produces to reach a wider audience attracting people they wouldn't normally, such as by mixing romance and horror to create a romantic horror. You are then reaching out to two different audiences that might both now be interested in seeing your film.

Although films vary individually when you look at them as a whole you will find they tend to all have a similar narrative and structure. Therefore some people argue genre isn't that important and could infact be non-existent completely. From my learning I disagree with this statement, although it is a very strong argument, I believe genre is still surviving due to film producers continually reproducing new experiences for audiences and breaking down genre into sub-genre. For example Science-Fiction can be broken down into:
- Time Travel
- Aliens
- Space
These are all sub-genres because 'science-fiction' is so broad. 

Overall I have learnt that genre is important to the film industry because film making is so expensive, therefore it allows them to provide audiences with novelty as well as new experiences therefore limiting the risk aspect in making a film.

My Main Task

The titles and opening of a new fiction film, to last a maximum of two minutes. All video audio material must be original, produced by the candidates, with the exception of music or audio effects from a copyright-free source.