{"id":28,"date":"2026-03-06T14:35:55","date_gmt":"2026-03-06T01:35:55","guid":{"rendered":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/?page_id=28"},"modified":"2026-08-02T11:52:29","modified_gmt":"2026-08-01T23:52:29","slug":"preliminary-tasks-2","status":"publish","type":"page","link":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/preliminary-tasks-2\/","title":{"rendered":""},"content":{"rendered":"\n

Preliminary Tasks<\/h2>\n\n\n\n

subtitle to talk about<\/p>\n\n\n\n

Preliminary Task 1<\/h4>\n\n\n\n

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Group task \u00b7 30-second concept & pitch<\/p>\n\n\n\n

The purpose of this task was to begin to apply our micro element knowledge to a practical project. We worked in small groups of three and were given the prompt of \u201cYou haven\u2019t left the house in months. If you don\u2019t leave today, you never will\u201d. With this prompt we had to create a concept for a 30 second scene of a film and complete a pitch for the film.<\/p>\n\n\n\n

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The first idea came from a “runaway” bride, This was inspired by the iconic runway done by the fashion model: Anok Yai Spring\/Summer 2025 show during Paris Fashion Week in September 2024 (the concept is included in the mood board). But the genre idea is somewhat dystopian as inspired by the runway set up itself so naturally I wanted this to be a “escaping” plot. The setting me and my teammate (Celina) agreed on immediately was a luxirous house, we had other ideas such as a beach villa but the rich but unhappy wife has always been the shared vision we had since the start. <\/p>\n\n\n\n

The mood board for this essentially shows the pillars of our inspirations. Wealth and control runs throughe very image here: grand estates, private security, and a couple that is more “formal” than romantic. This implies everything is just a “show” and the woman in here suggest she is not truly free despite all this wealth. The turning point is the woman sillhoutte covered in fog to show her next moves as the plot advances…<\/p>\n\n\n\n

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For the storyboard, me and Celina had a discussion before printing out storyboard. Here is the full breakdown of everything that happens in our clips:<\/p>\n\n\n\n

Clip<\/th>Camera Shot<\/th>Lighting<\/th>Sound \/ Editing<\/th>What Happens<\/th><\/tr><\/thead>
1 \u2014 The Goodbye<\/strong><\/td>Over-the-shoulder<\/td>2-point (eerie effect)<\/td>\u2014<\/td>John gets an unexpected work call and leaves with his two security guards; Camilia waves a final goodbye.<\/td><\/tr>
2 \u2014 The Look \/ Cross-Cutting<\/strong><\/td>Super close-up \u2192 establishing shot \u2192 close-up<\/td>Single ray of light down the middle \u2192 3-point\/natural<\/td>Foreshadowing \u2192 parallel editing (cross-cutting)<\/td>Extreme close-up on Camilia’s eyes, cross-cut with a car arriving outside the mansion grounds.<\/td><\/tr>
3 \u2014 The Estate<\/strong><\/td>Wide shot<\/td>Natural<\/td>\u2014<\/td>Establishing shot of the mansion grounds \u2014 driveway, gates, trees, fountain.<\/td><\/tr>
4 \u2014 Off-Balance<\/strong><\/td>Dutch angle<\/td>Natural light from windows \/ 3-point<\/td>Suspense backtrack<\/td>A disorienting, tilted composition with swirling motion lines \u2014 the plan is now in motion.<\/td><\/tr>
5 \u2014 The Escape<\/strong><\/td>High angle (from behind) \u2192 low angle \u2192 continuity\/movement \u2192 wide shot<\/td>Dim, low light throughout<\/td>Diegetic sound, kept frantic but mysterious<\/td>Camilia packs a bag, checks the door cautiously, then moves toward the exit \u2014 ending on a wide shot of the route out.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

In this task we brainstormed ideas, made a mood board, created a storyboard and then made and presented our pitch. Through this task I learnt that storyboarding ideas and collaboration can require communication and skill. Our audience feedback was our plot was great but can work on\u00a0illustration<\/strong>\u00a0so in future I need to improve my drawing skills. In the next prelim task where we create a concept and film it, I want to focus on improving communication in a big group.a<\/p>\n\n\n\n

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Preliminary Task 2<\/h2>\n\n\n\n

Group task \u00b7 1-minute thriller \u00b7 dialogue: “He’s gone”<\/p>\n\n\n\n

For this task we are creating a one-minute film in groups of 3. Our prompt includes the following criteria: must include dialogue of \u201cHe\u2019s gone\u201d, must include a prop of significance, and there must be some kind of unanswered question. After brainstorming ideas based on this prompt my group and I decided on the concept of a short thriller that shows enigma. We then divided up our pre-production tasks and I worked with Celina and Joel on creating a mood board\/storyboard for our piece.<\/p>\n\n\n\n

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Together with my group of two other classmates, we discussed which genre would best fit the prompt and ultimately decided on a mystery thriller rather than horror. We took inspiration from the Roblox game Mimic<\/em>, particularly the sections where players search for important objects while tension gradually builds. Our concept centred on a student searching for a missing duffel bag in the school gym after hours. The duffel bag acted as the significant prop, driving the narrative because both the protagonist and the audience wanted to know what was inside and why it had disappeared. During the search, the student is suddenly attacked and knocked unconscious by another student. The following day, while the victim’s friend is eating lunch, they receive a phone call from the attacker saying, “He’s gone.” This line was a spontaneous idea during filming, but it strengthened the enigma by raising even more unanswered questions. Who is “he”? What happened to the missing student? Why was the bag so important? Leaving these questions unresolved encouraged the audience to keep watching to discover the truth.<\/p>\n\n\n\n

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Script:<\/strong> Dark gym: *Start silent, slow footsteps build, heavy breathing (digetic sound)victim looking for someting (autTer bag\/ball bag):pov\/high angle killer walks up: low angle wide angle establish shot killer stab(get out reference) zoom shot of phone – ring on cue graphic match to celina call next day\/ sunny day concerned – killer walks by “hes gone”<\/p>\n\n\n\n

We all worked together to brainstorm ideas, create the script, and plan the shots. My primary roles were creating the mood board and directing the storyboard, although we shared responsibilities throughout filming. I also acted as the “killer,” giving me experience performing on camera as well as contributing behind the scenes.<\/p>\n\n\n\n

The filming itself was certainly a learning process. It was virtually my first time acting, and although I think my performance was only serviceable, I managed to fit the character well enough that I would feel confident acting again in the final coursework. One of our strengths was the variety of shots we used, along with how effectively we built mystery through the use of the missing duffel bag and the unanswered phone call. However, we could certainly improve our teamwork, as we experienced several misunderstandings and creative disagreements during production. Despite this, each member of our group brought different strengths to the project. This is something I will remember for the final coursework, as I will carefully choose group members with complementary skills to maximise the quality of our final film opening.<\/p>\n\n\n\n

Preliminary Task 2: Editing and Final Cut<\/h2>\n\n\n\n

Personal edit \u00b7 Adobe Premiere Pro<\/p>\n\n\n\n

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For my personal edit of our footage, I decided to use Adobe Premiere Pro because it was accessible from school and allowed me to experiment with a range of editing tools and techniques. I am pleased with how I was able to structure the sequence so that it flowed smoothly and maintained a clear sense of progression. In particular, I think the pacing of my edit worked well in building tension and keeping the audience engaged.<\/p>\n\n\n\n

Something that was challenging was deciding how to cut the clips effectively to match the intended mood. I found it difficult at times to balance continuity with creativity, especially when trying to make transitions feel natural while still conveying meaning. This made me realise that editing is not just about putting clips together, but about carefully selecting and arranging shots to control how the audience interprets the scene.<\/p>\n\n\n\n

From this task, I have learnt the importance of pacing, timing, and continuity in editing, as well as how different cuts can significantly impact meaning. I will apply this to my next piece of coursework by planning my edits more deliberately and thinking more critically about how each transition contributes to the overall narrative and audience response.<\/p>\n\n\n\n

My group and I all shared our personal edits and decided on [insert name]<\/strong>\u2019s one to showcase to the class. We liked this cut the best because it had the clearest narrative structure and used editing techniques most effectively to create tension and communicate the intended message.<\/p>\n\n\n\n

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Research 3 \u2014 Film Opening Conventions<\/h2>\n\n\n\n

Research \u00b7 codes & conventions<\/p>\n\n\n\n

Although there are many different ways in which to start a film, film openings often include a set of typical conventions for specific purposes such as:<\/p>\n\n\n\n

Convention<\/th>Purpose<\/th><\/tr>
Production Logo and Film Title<\/td>The production logo is shown to give brand representation. A film name and the way it is presented is chosen to appeal to the audience and also to tell us who made it.<\/td><\/tr>
Establishing the genre<\/td>It is important to establish the genre of the film right at the start so that the audience immediately understands what to expect. This is done through elements such as music, setting, lighting, and camera work, which create clear genre conventions (e.g. dark lighting for horror, fast cuts for action).<\/td><\/tr>
Character Introduction<\/td>The opening often introduces key characters so the audience can quickly understand who they are, their role, and their personality. This can be shown through costume, dialogue, actions, and interactions, helping to build early audience connection or tension.<\/td><\/tr>
Topic\/Theme<\/td>The opening may hint at the main themes or ideas of the film, giving the audience a sense of the deeper message. This can be suggested through symbolism, dialogue, or the situation presented, encouraging the audience to think about underlying issues as the story develops.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Some common ways of starting a film include:<\/p>\n\n\n\n

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  • Adding on-screen text to give background<\/li>\n\n\n\n
  • Starting with action to grab attention straight away<\/li>\n\n\n\n
  • Showing the setting to give context<\/li>\n\n\n\n
  • Using narration to explain the story<\/li>\n\n\n\n
  • Beginning with a flashback<\/li>\n\n\n\n
  • Introducing the main character early<\/li>\n\n\n\n
  • Creating a mystery to hook the audience<\/li>\n\n\n\n
  • Using a montage to show key ideas quickly<\/li>\n\n\n\n
  • Opening with dialogue between characters<\/li>\n\n\n\n
  • Using sound or music to set the mood<\/li>\n<\/ul>\n\n\n\n

    Add here:<\/strong> 1\u20132 real thriller opening examples showing these conventions in action, with screenshots \u2014 this section is theory-only right now.<\/p>\n\n\n\n

    +Screenshot: film opening example 1
    (showing a convention above)<\/p>\n\n\n\n

    +Screenshot: film opening example 2
    (showing a convention above)<\/p>\n","protected":false},"excerpt":{"rendered":"

    Preliminary Tasks subtitle to talk about Preliminary Task 1 Group task \u00b7 30-second concept & pitch The purpose of this task was to begin to apply our micro element knowledge to a practical project. We worked in small groups of three and were given the prompt of \u201cYou haven\u2019t left the house in months. If […]<\/p>\n","protected":false},"author":20,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-28","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/wp-json\/wp\/v2\/pages\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/wp-json\/wp\/v2\/comments?post=28"}],"version-history":[{"count":17,"href":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/wp-json\/wp\/v2\/pages\/28\/revisions"}],"predecessor-version":[{"id":233,"href":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/wp-json\/wp\/v2\/pages\/28\/revisions\/233"}],"wp:attachment":[{"href":"https:\/\/mediastudies.pinehurst.school.nz\/yantong-lu\/wp-json\/wp\/v2\/media?parent=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}