• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Scream codes and conventions

Extracts from this document...

Introduction

Case Study: Genre Analysis: SCREAM (1996) [The use of generic codes and conventions used in the 10 minute beginning sequence of Scream 1] The film Scream is of the Horror movie genre. The opening sequence starts off with Casey (played by Drew Barrymore) in her house on her own; it begins with her opening a packet of popcorn and putting it on the lit hob. Then the phone rings and Casey assumes it's a wrong number, after the mysterious caller rings three times Casey begins to flirt with the anonymous man, I come to this conclusion because she lies and tells the caller that she doesn't have a boyfriend. I think this film fits the classic codes and conventions of popular horror movies by using 'na�ve teenagers' (i.e. when Casey has the chance to run away when she is hiding instead of staying in one place) ...read more.

Middle

By keeping the narrative fairly innocent on the phone Casey is quite relaxed and chatty until 'Scream' says ''Because I want to know who I'm looking at''. At this point None-diegetic music is added to the scene and this is effective in instantly changing the mood of the text to on edge and tense. After the None-diegetic music plays the whole sequences mood changes and Casey realises that something is wrong- after this point lots of establishing shots are used to involve the audience in 'where they are'. Firstly, she turns on the patio lights (This shot also works well because it confirms that it is night-time- fitting yet another typical horror convention of darkness i.e. it shrouds and conceals whatever may be hiding.) When Casey finally realises that 'Scream' is actually outside her house Casey's character changes to show vunerability and innocence- this is highlighted by the camera trailing behind her when she is told to turn on the patio lights again- and she sees her ...read more.

Conclusion

Scream is dressed in a mask- this is effective and has been seen before in other films of this genre (i.e. the Hannibal films). Because it interests the audience to find out who/what the monster/person is, and it gives a good narrative to the film by adding 'the element of surprise'. It is also made aware to the audience that 'Scream' is not just a random psychopath who has decided to target Casey- I am made to think this because he knows about Casey's boyfriend and where she lives, her phone number etc. At the end section of this sequence when Casey has been stabbed she reaches up and lifts 'Screams' mask the text then switches to a reaction shot of Casey- informing the audience that Casey knew him. By using this effect of it being a planned attack it makes the audience want to continue watching the film because they now know that 'Scream' has a reason for these killings and it adds elements of malice and avengence. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Audience and Production Analysis section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Audience and Production Analysis essays

  1. An investigation into the codes and conventions of Disney animation.

    going to get approached by the leopard so Tarzan battles with it despite its sharp teeth and claws, because he is the good one and is the main character of the film he cannot die so therefore beats the leopard and saves his family.

  2. Explain codes and conventions in the media.

    It is something that needs a lot of thinking about. It is not just as simple as writing a quick script and getting someone to act, it is more than that. As I mentioned before that codes and conventions make a genre.

  1. Analysis of Top Gun

    This can also symbolise that she has fallen for Maverick and has changed to adapt with him. As the film progresses, a commander introduces Charlie to her students as the new civilian teacher who provide information on the enemy aircrafts and aerial combat techniques.

  2. "How do the Metropolitan Police use video game codes and conventions to discourage violence ...

    Changing from CGI to real life, we see reality: the face of the gang leader as he slowly dies; the gang members fleeing from the estate; the body arriving at the hospital in an ambulance; a mother figure collapsing tearfully into someone's arms as she sees the stabbed youth and our hoodie, still a CGI image, being taken into custody.

  1. Genre & Narrative

    The greatest champion of Rome is brought out of retirement to battle with Maximus, in attempt to kill him. Tigers are held in position with ropes as Maximus battles this great fighter. Once again Maximus is the one who is left alive.

  2. The Fifth Element

    film, like when Jojovich is first in the tube like container we hear the voice of the guard, which is muffled, and it makes us feel as though the camera is there with her. This helps us identify with her as we see and hear things as she would.

  1. Analyse the generic codes and conventions of The Sun and The Independent

    Nevertheless, he was affectionate of Britain and his interests grew when he brought The Independent in the late 90's. O'Reilly altered the paper and the people of Britain were delighted about it (e.g. changing the way information is written into sophisticated language for the upper class group).

  2. How have film/visual codes and conventions in Baz Luhrmanns adaptation of Romeo and Juliet ...

    But the prologue itself creates this sense of fate by providing the audience with the knowledge that Romeo and Juliet will die even before the play has begun. This puts the audience in a god-like position from the start of the film, encouraging them to think about fate.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work