Preliminary Research

Being Aware of Film Intentions

Keeping in mind that this film is supposed to be the first two minutes of a whole one, there should not be a distinct beginning, middle, and end in it, but still however showcase some kind of representation issue. My partner on this film and I discussed possible genres we could use with representation issues we wanted to explore, the most being a drama/coming-of-age film. Prior to this film, I created a comedy. I found it unfulfilling to convey a message of representation when given humorous circumstances. This time around, doing a drama, something more serious in nature fits right onto the kind of meaning I want my films to develop in the audiences it reaches.

The first idea we decided on was that the group in which we would be filming would be teens. This is because of our limited abilities to find actors that would be as flexible or invested in the film. We also felt that representing an issue teens go through would be reflected better considering that we are teenagers ourselves.

Analyzing Film Openings

As part of my preliminary research, watching the openings of films that resonate with the dramatic flair we had in mind helped us get a sense of the structure our film could mimic.

Opening scene from The Breakfast Club, 1985.

The first two minutes of The Breakfast Club, 1985, (post-credits) seemingly shows the aftermath of what the movie will entail. There is a quote by David Bowie describing the new generations as rebellious, but self-aware. This quote 'shatters' with an editing effect that makes the quote appearing to be glass breaking, with added shattering noises. This dramatic transition to clips of a school, "Shermer High School" and the message of the quote create a foreshadowing to what the movie is about, where it is taking place, and who its representing; teenage students of the new generation.

The cinematography of the opening is primarily establishing shots of the scenery around and inside the school, with several close ups of meaningful details. There is vandalization on its property by students, some being carvings in walls hence "I don't like MONDAYS" and the broken locker with its contents spilled out on the floor. The editing is also synced to parts of the beats in the music, which increases the flow of the opening scene aesthetically.

As for sound, there is a song playing in the background with strong guitar riffs and a voiceover of one of the characters reading a letter that is from the characters in the movie. Rock music has is often stereotyped and associated with being 'rebellious', furthering the assumption the audience can make of the main characters. The letter being read aloud also gives context of the movie and its end before anything else; the students are at Saturday detention and were instructed to write a letter to the teacher on who they think they are. What is being read out loud is the finished product. 

The letter's tone is confrontational, leading the audience to anticipate what it took for the students to reach such a strong conclusion of themselves. The boy who reads the letter describes himself and the other characters before the audience even meets them as brains, an athlete, a basket case, a princess, and a criminal. This establishes well-rounded labels for the character types and dynamics in the film, creating a deeper understanding of the film's representation. Altogether, these techniques will be noted for usage in my own film to better my editing and sound design responsibilities to tell a story just as equally as the dialogue or plot will on its own.