Analysis of 'Mosters vs Aliens'

The whole movie is animated, so in the opening sequence we see a shot of space, specifically the planet jupiter, then the animation goes further along to reveal an 'unkown' planet that happens to explode, therefore scattering millions of debris out into space. in the explosion a blue glowing object of some kind- probably an spaceship - is directly heading towards Earth. The animation of the opening sequence continues, showing its journey to Earth.
The next sceane takes place in Antartica - an US outpost - these two men are the ones who discover that this spaceship is heading towards Earth.
^^ this is targeted mainly to children so its all in a humouress manner.
The title, 'Monsters vs Aliens' finally appears, with a backdrop of a house - the title fades away and zooms in on the house, the movie begins...

The information were given before watching the film is in the title, 'Monsters vs Aliens' - this may suggest a sci-fi/action genre. The way the opening sequence was done, gives of a comedic approach, so we know that its going to contain humour. There was not much movement, realted to the title - as it just faded away, however it was presented in an eye catching way with the bold font and the block colours - green and blue - chosen to go along with it.

Target Audience

Our target audience is parents of children, probably aged between 5-11. We want our film to show the parents that the film is suitable for their children and caters to their child's interests. So that means our target market is for children because they spend most of their time playing with toys and our film is about toys.
But the film will also be enjoyed by adults. All adults were once children and so they may want to watch the film to remember their childhood when they used to play with toys. We may contain some humor that the children wont take notice of but will make the film interesting for adults so they watch it alongside their children. Our film will be aimed at boys and girls because the characters who are the toys can be played by both and we want to involve a mixture of genres to interest a wide audience and to make a film the whole family can enjoy.

Title sequence design ideas

We wanted to use stop motion in our opening sequence so we thought we would use scrabble tiles because the theme of our film is toys and this is a popular board game. The image above just  gives an example of the layout and what it may look like.  The letters we will use will depend on what we want as the title of our film.

Opening sequence, 101 Dalmations (U)

http://www.youtube.com/watch?v=31BpGhOUA5o
(watch the video from 2:00 to see start of the films opening sequence)

The scene opens with one small dog being drawn and then zooms out to view hundreds more completely covering the screen, this makes us believe the film is actually about 101 dalmatians! Then in the anamation, spots appear on the dogs to emphasize the fact the dogs are dalmatians. The film title appears and it is in red which stands out and catches the audiences' eye against the black and white background. The opening credits appear in interesting ways, involving different colours and movements of the letters, this, and the song playing alongside, makes us believe the film will be upbeat and happy. The title sequence uses a lot of black spots against a white background so it goes along very well with the theme of dalmatians! At the end of the opening sequence are scenes from the film like a view of london and the river Thames and also a red double decker bus. This gives the audience more of an idea of what the film will be about aswell as the location. The credits are still used through out, the letters moving in playful fun ways with the moving images. 

Opening sequence, Wall-e (U)

The start of the film has the song ‘Put on Your Sunday Clothes’ which is cheerful sounding indicating the film could be happy. The camera zooms in to see Wall-e make friends with a little cockroach; this makes us think the film could be for young children because Wall-e doesn’t speak, he just uses simple actions and minimal noises to communicate. The music then changes to a soft string song and the camera pans from the sky to view the whole city and we see rubbish cubes stacked into high piles. We guess this is what wall-e has been doing. The film could be adventure because it seems to be a big problem on earth that needs to be solved and there are images of space at the start of the film which could indicate an adventure in outer-space. The mood is quite sad because the scenes are of a big city looking ruined and completely empty. It must be quite lonely for wall-e on his own.

This screen shot shows the layout and font of the text and how the film is being introduced. It also shows the space images. 

BBFC film classifications

We researched different classifications for films on the BBFC website and made notes on what can/can’t be in U and PG films (because that is what the certificates for children’s films usually are) We watched several clips of children’s films and guessed which certificate it would fit into. It was quite tricky because the rules for the certificates are quite vague. For example, in a U there should be no physical violence or horror but when we watched Watership Down (U), the rabbits were fighting and there was lots of blood involved, as well as a mild swear word. Although we were surprised with its classification, we thought that this could be classified as a U because it was a cartoon. We need to know about the classifications of U and PG films so that in our coursework we remember not to include anything that wouldn’t be appropriate in a children’s film. 

Storyboarding task - Back to the Future

In the session we watched the opening sequence to Back to the Future. We made notes on the camerawork, shot type, sound and editing so that we could make a storyboard of what we had seen afterwards. In the storyboard we used a box for each scene and drew a diagram of what happened in the scene alongside the sound. This task helped me with techniques and to learn how to put together a storyboard. It helped with my coursework because it gave me and my group ideas for our own opening sequence and how we would write out our own storyboard for our opening title sequence. We were made to watch the opening sequence 3 times, this helps us gets used to what to look for when analysing films in the future. 

Marking Criteria self-Assessment

VIDEO (60)

-          Holding a shot steady where appropriate

-          Framing a shot introducing or excluding elements as appropriate

-          Using a variety of shot distances  as appropriate

-          Shooting material appropriate for the task

-          Using Mise-en-scene (colour, figure, lighting, objects and setting)

-          Editing so meaning is appropriate to the viewer

-          Using varied shots and transitions and other effects selectively and appropriately

-          Using sound and Images and editing appropriately

-          Using titles appropriately

Levels- Minimum (0-23) Basic (24-35) Proficient (36-47) excellent (48-60)

So far we have held the camera steady whilst filming by using a tripod, we have introduced our characters to the camera, we haven’t varied the shot types or shot distances and it is not appropriate or needed for our title sequence; though we did adjust the camera to certain heights to allow each character to been seen appropriately. We all wore different outfits to make our roles clear and fun for the audience to view, we are currently working on music and editing our green screen videos. We used lights in our video to prevent shadows from appearing but the lights changed some of the colour of the green on the wall making editing harder. In our next lesson we will be editing our titles in using final cut and making each title relate to each character.

Analysis of another opening sequence - 27/10/11

The film that I will be analysing is Night at the Museum. As the film begins music starts which is slow and intersesting, this creates a magical feel to the film already. As the titles appear onscreen gold and pointy, the setting is shown as a city that is just awaking, with the sun rising. The setting comes across clearly as new york with the tall buildings and busy roads full of cars and yellow taxis. The museum is then shown as the music picks up louder. It is portrayed as bright and alive with the entrance lit up and glowing. Significant parts of the museum are then shown along with the names of the actors. This gives off the impression of what is soon to come, as the parts of the museum would not just be shown for any old reason. The titles are bold and solid looking, just like a sign should be, enhancing the idea of the museum. The camera shows a certain shot such as the cavemen along with the titles and then clearly cuts it as the next picture is shown. However along with a pan camera movement, which is shown going towards or away from the main object, and at the end of one shot the next one fades in, so not to create any jerky movements. As the film begins to start the final image of the main reception is shown with the huge t-rex stading in the middle, as then the lights appear to fade and the image becomes dark creating the atmosphere of the museum as night. This could appear as to some unease and let the audience seem aware of what the film is generally about.

The start of Toy Story immediately introduces the theme of the movie and the characters. We straight away find out that most the characters are toys and we are shown their characteristics; this immediately engages the audience and helps us to build a connection to them. The music played is upbeat and has a feel good mood which creates a happy, relaxed atmosphere. This is what the group I’m working in is intending to do, though our plan is to make the credits more obvious and interesting to read. Hopefully the sequence we create will also give ideas about what the rest of the film may include and make the audience feel comfortable and happy to carry on watching the film if we were to make the next scenes just like Toy Story does. 

Back to the Future

First we see and hear ticks clocking- there are many different types of clocks but all say the same time. The camera image is moving across the screen to reveal other features of the room, for example we then see newspaper articles, the radio turns on telling us the date and year, the tv is then shown; on a news channel- here we discover that plutonium has been stolen. The camera then moves to reveal many broken inventions such as a dog feeder. This is where the first cut in the film happens (around 1 minute in). Feet are then shown in the doorway with a skateboard; the skateboard is then pushed and hits the box of plutonium hidden under the bed.

I think this opening sequence helped by showing me what sort of thing I could use for my group project. It gave me an idea of what sounds and techniques to include.  

BBFC session.

We learnt about the BBFC (British Board of Film Classification) and how U’s and PG’s are classified.

We discovered that the categories are extremely similar and there are few differences between them, for example: for both only mild language can be used, there shouldn’t been long scenes of violence or horror and only natural nudity is allowed. Though they are similar there are differences, for instance a U can contain very little sexual content like kissing and can only have references to phrases like ‘making love’ where as in a  PG sexual activity may be implied but must be discreet.   

BBFC session 19/10/11

In this lesson we studied the differences of U and PG classification. We were split into groups and each had to look at either U or PG. We then went of the BBFC website and researched into what were the terms of being classed either one. My group did U which means it is suitable for all. Other details is that there is no drugs or discrimination and there only should be mild horror, however the outcome should be reassuring. Also there should be no sexual content, mild violence and limited kissing. I think it is important to learn about the classifications as for our coursework it is childrens film and most childrens films are either U or PG so we can base our ideas on what is allowed and not.

Back to the future - Write up of the storyboard 19/10/11

The opening titles start and "Back to the future" zooms on screen and then fades off. This already gives us an insight to what the film will be about with the use of the way the title is portrayed. Clocks are then heared in the background ticking and then shown on screen with a track movement of the camera. This is beneficial as it shows the setting right at the begining. The bed is also shown which is empty and makes you as the audience wonder where the character has gone. Everything then seems to start as the radio begins and the tv turns on informing us on the missing plutonium. The toaster also starts popping and an interesting device starts up which then opens a can of dog food and drops it in a messy dog bowl that looks like it hasn't been touched in a while. Everything is happening at once and it is then all broken up by movement at the door. Some feet are then shown at the door as a key is placed back under the mat and feet enter with a skateboard, which is put on the floor and rolls under a table which hits into a box labelled plutonium. This opening scene creates a strong overview of what the film is about, with the use of technical devices and mysterious questions that you are left to wonder. Analysing this film will benefit our coursework as we need to create a opening scene that the audience will understand straight away.

Opening scene analysis 19/10/11

The film 'Grease' starts with Sandy and Danny parting and sets the movie off with the idea of them not seeing eachother. However the main focus I am interested in is the animations and the song which changes the atmosphere. This creates quite a fun and uplifting start as it introduces all the characters. This could benefit us as we intend to introduce the characters with their names in an interesting way. For example a perfume is squirted and the name of the actor is shown. We intend to create a fun opening like this to introduce ourselves in a similar way. The style is a musical and our childrens film will not be like this. However the music at the begining as the opening titles role on will infuence our start. I think that the track that we will pick will need to benefit the theme of our film, which is fun and lighthearted. Also it should create a setting to give the audience an idea of what type of film they could be watching.

About our children's film.

Mise en scene

Costumes

Clown (make up, bow tie, braces, leggings, big white top)

Doll (flowery skirt, vest top, make up, pumps, teddy bear)

Cat (make up, all black clothing, cat ears and tail)

Fairy (make up, tutu, vest top, wand, wings)

Ghost (white sheet with holes for eyes)

Props

Scrabble tiles

Glitter and stars

Colour

Green screen and a black back ground with added glitter and sparkle (or toy room background)

Lighting

Camerawork

basic camera work. still shot with characters and animated words moving around screen

Sound

Theme song playing throughout.

Editing

we will film ourselves in front of a green screen and then add a backgroound. we will take pictures of scrabble pieces and then use final cut to make them 'fly' into the frame and make the title name/our names. 

special effects

we will be pushing over the titles as they roll on screen and creating a fun scene by throwing and playing around.

Opening sequence analysis homework set 06/10/11

Toy Story opens with the scene of a child playing and acting out scenes with his toys in his bedroom. This helps to establish what the main theme of the film will be, and an initial location. In this scene, transitions such as cuts and whip pans are used, to speed the pace of this scene. The increase in speed could also connote the excitement of the child playing with his toys. As the scene progresses, the films titles begin to show. The placement of the titles is made to be more interesting by having them appear from behind or next to objects in the child’s room. This also helps to draw the audience’s eyes around the room. The child then goes downstairs and continues with what the audience can assume is his favourite toy. Children watching the film can empathise and relate to this scene, as it shows the friendship between a child and their toys. As the boy moves back up to his bedroom, a shot from the point of view of the toy is shown. This helps to show the audience what the rest of the child’s house looks like, and also connote that this toy could be a key part of the film.

So far, the film has a very light-hearted and happy mood, which is amplified by the objects and settings being shown as very vivid and brightly coloured. These bright colours will also please the young children in the audience. From this opening sequence the audience can see that this will be a film appropriate for young children, and with the theme of things that children enjoy, like toys, running throughout the rest of the film. 

Homework set 12/10/11

The task of drawing the storyboard for the film Back To The Future will help us with our children’s film coursework planning and give us the skills we need to draw an effective storyboard. Firstly, we were taught the basics of how to draw a storyboard, such as how arrows represented direction, flow, and camera movement. We then watched the opening title sequence for the film Back To The Future and using our knowledge, draw a storyboard for the sequence. We had to include camera directions, shot types and details of the soundtrack. This task will help us in the planning for our children’s film coursework as we now have the knowledge of how to draw a storyboard, and how to gather enough information from a video clip to draw a storyboard from it.

Another task that we did to help us with our children’s film coursework was relating to classification ratings and the BBFC. The BBFC (British Board of Film Classification) determine what the rating of a film will be, either U, PG, 12, 12A, 15 or 18. These ratings are in place to give people an idea of the films content. For example, a film rated 18 is more likely to show scenes of violence that would only be appropriate for viewers over 18 years old. In the task, we were separated into groups and asked to research the guidelines of a film rated either U or PG. My group researched the criteria for a PG rated film. We discovered that films rated PG could be seen by “Unaccompanied children of any age may watch. A ‘PG’ film should not disturb a child aged around eight or older. However, parents are advised to consider whether the content may upset younger or more sensitive children” (from the BBFC website). This task will help us in the planning and filming of our children’s film task, as we now know what content we are able to feature in our opening sequence.

An example of a children’s film opening sequence that we can use as inspiration for our own coursework is Toy Story. In the opening titles for this film, a child is shown playing with toys in his bedroom, and acting out scenes with them. As objects are moved around his room, titles appear behind or next to them. For example, the child moves a cardboard box that reveals the “a Pixar production” title behind it. This opening sequence can be used as a point of reference for our film as we are also featuring the use of toys, and having our titles appear from behind objects, or be edited onto the objects themselves. 

Madagascar Escape to Africa

sorry its sideways im unclear on how to turn it the other way round.

BBFC

Back to the future

Finding Nemo (U)

It is clear as you watch the introduction of Finding Nemo that it is suitable for all ages though a few mildly violent scenes. The first 15 minutes of the film show that Nemo get captured, suggesting what the rest of the film might be about. The characters personalities are straight away apparent, for example Marlin (Nemo’s father) comes across as very protective, and Nemo seems cheeky and curious. Introducing their personalities straight away allows the audience to empathise with the characters engaging them in the film. The introduction of the film generally starts off negative then for a short amount of time becomes positive but then returns to a negative plot.

The first 2 minutes of the film the music is quite positive and relaxing which makes the audience relax to find the film easier and more enjoyable to watch, though as the mood suddenly changes the music also reflects this though it is very similar to the sound played in the first few minutes. The Special effects for the year the movie was released is exceptionally good, the colours are bright and the picture is detailed. When these characteristics are present children watching it are more likely to be engaged and find it more fun to watch.

Overall the film has been well made and because of that it was very popular and still watched frequently to this date.

film title sequence homework

film title sequence homework

back to the future storyboard

palvis and anna t's

emily and anna h's