Analysing
past As opening sequences- Carnage.
• The use of shots on the opening sequence are affectively. An
establishing shot is used to set the scene, and gives the audience a good idea
of where they are. However it also makes the audience confused as to where they
are, building tension within the the audience.
• The non-diegetic music is low
pitched, slow paced and gloomy. Making it non-diegetic instead of diegetic
makes it feel as if it sets the mood of the scene. Gloomy dark music may
reflect the feeling of the scene, and signifies that something has happened to
make the audience want to watch to see why the scene feels so dark. The use of
non-diegetic also may represent a mores
enigmatic feeling, instead of a particular character.
• The visual content is de-saturated/ filtered to give the visuals a
brownish, grey to make it look misty and foggy. This give the scene an eerie
and mysterious, and also doesn't allow the audience to see everything
completely clear, and disorientated the audience. This creates suspense and
anticipation of something to happen. The desaturated scenes as well take the
colour (connoting life) out of the scene, making if seem lifeless and dull,
connoting death.
• Ambient music of the water trickling down the river. This sets the
scene well, and also highlights t he silence of the environment. This creates
nerves for the audience and makes them wonder why the scene is so quiet.
• Gun shot at the end of the scene intrigues the audience, and makes
them ask questions such as who's been shot, why have they been shot etc. The
identity of the shooter and the victim remain concealed and unrevealed to
create narrative enigmas, which links to Roland Barthes' enigma codes theory.
What could have been better:
• Maybe reveal the identity the victim that got shot. Revealing their identity, they could have
used close up shots, tight frames and various other shots that could highlight
the feelings of the character.
• Use a variation in music to reflect different moods and feelings of
different people.
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