Advanced Survey Analysis

The first question we included within our new survey is what kind of Thrillers they had not seen recently, the least common that had not been was Psychological Thrillers which represents that Psychological thrillers are either always being watched or constantly being produced. Therefore my coursework group have to decided to create a thriller that is not produced often however an audience is still there to watch it and be interested in it.

The next question we asked was what audience were they so we could get a rough idea on who to aim our film towards, again are audience was people around 16-18 therefore our clip can involve more violent, graphical clips.

The next question we asked is how often do they watch this Genre of films so that we could get a rough idea when to release or plan to make our film for otherwise if it was to come out with another film of the same Genre it would not be seen by as big of an audience, as people would not want to see the same genre of film within so close distance of time. From the survey we learnt that people watch them mostly occasionally or once a month or every other month. Therefore people do not watch them on a regular occurrence.

We then asked what character do they normally relate to within the film, as if we change the generics of the most related to character are film will then be unpopular and will not get as big of an audience we need it to. Which in this case is the antagonist.

As my group and I have decided to base our thriller on war time it can be based in any time period as we could do a film based on future, present or past war. Therefore we decided to have a question that asks the audience which time zone they prefer the film to be in. In this case the most popular answer was present, so it is more than likely that we will base our film on a present war or our alternative would be to base it on past war as that was the second most popular answer.

Typography

1. The four most im­por­tant ty­po­graphic choices you can make in any doc­u­ment are point size, line spac­ing, line length, and font; be­cause these choices de­ter­mine how the body text looks.
2. Point size should be 10–12 points in printed doc­u­ments, 15-25 pix­els on the internet or blog.
3. Line spac­ing should be around 120–145% of the point size
4. The av­er­age line length should be around 45–90 char­ac­ters (which in­clud­es spaces).
5. The eas­i­est, most vis­i­ble im­prove­ment you can make to the ty­pog­ra­phy is to use a profes­sional font, like those found in font rec­om­men­da­tions. Avoid goofy fonts, monospaced fonts, and sys­tem fonts, es­pes­cially times new ro­man and Arial 
6. Use curly quo­ta­tion marks, not straight ones.
7. Put only one space be­tween sen­tences.
8. Don’t use mul­ti­ple word spaces or other white-space char­ac­ters in a row. 
9. Never use un­der­lin­ing un­less it’s a hyperlink. 
10. Use cen­tered text sparingly. 
11. Use bold or italic as lit­tle as possible. 
12. all caps are fine for less than one line of text. 
13. If you don’t have real small caps, don’t use them at all.
14. Use 5–12% ex­tra let­terspac­ing with all caps and small caps. 
15. Use first-line in­dents that are one to four times the point size of the text, or use 4–10 points of space be­tween para­graphs. But don’t use both. 
16. If you use jus­ti­fied text, also turn on hy­phen­ation. 
17. Don’t con­fuse hy­phens and dashes, and don’t use mul­ti­ple hy­phens as a dash. 
18. Use am­per­sands spar­ingly, un­less in­cluded in a proper name.
19. In a doc­u­ment longer than three pages, one ex­cla­ma­tion point is plenty. 
20. Use trademark and copy­right sym­bols—not al­pha­beticapproximations.
21. Put a non­break­ing space af­ter para­graph and sec­tion marks.
22. Make el­lipses us­ing the proper char­ac­ter, not pe­ri­ods and spaces.
23. Make sure apos­tro­phes point downward.
24. Make sure foot and inch marks are straight, not curly. 

Mark Scheme For My Opening/Film.

Video

Level 1 0–23 marks

The work for the main task is possibly incomplete. There is minimal evidence in the work of the
creative use of any relevant technical skills such as:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting;
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Level 2 24–35 marks

There is evidence of a basic level of ability in the creative use of some of the following technical
skills:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Level 3 36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Level 4 48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Audio 

Level 1 0–23 marks

The work for the main task is possibly incomplete. There is minimal evidence in the work of the
creative use of any relevant technical skills such as:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 2 24–35 marks

There is evidence of a basic level of ability in the creative use of some of the following technical
skills:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.


I aim to get around Level 3 going on Level 4 within this unit of both video and audio, my best hope is to get Level 4 so therefore me and my coursework group will focus on our targets within the set instructions so that we can get our highest possible mark.

Mark Scheme For My Blog

Level 1 0–23 marks 

The work for the main task is possibly incomplete. There is minimal evidence in the work of the
creative use of any relevant technical skills such as:

• using ICT effectively to combine images, text, sound and video.
• producing material so that it communicates clearly to the ‘reader’.
• using the conventions of web publishing to enable the ‘reader’ to navigate the material
appropriately.
• holding a shot steady, where appropriate.
• framing a shot, at the appropriate distance, including and excluding elements as appropriate;
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing, with appropriate transitions and effects, so that meaning is apparent to the viewer.
• using sound with images and editing appropriately for the task set.
• manipulating photographs as appropriate to the context for presentation, including cropping
and resizing.
• accurately using language and register.
• appropriately integrating illustration and text.
• showing awareness of the need for variety in fonts and text size.

Level 2 24–35 marks

There is evidence of a basic level of ability in the creative use of some of the following technical
skills:

• using ICT effectively to combine images, text, sound and video.
• producing material so that it communicates clearly to the ‘reader’.
• using the conventions of web publishing to enable the ‘reader’ to navigate the material
appropriately.
• holding a shot steady, where appropriate.
• framing a shot, at the appropriate distance, including and excluding elements as appropriate;
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing, with appropriate transitions and effects, so that meaning is apparent to the viewer.
• using sound with images and editing appropriately for the task set.
• manipulating photographs as appropriate to the context for presentation, including cropping
and resizing.
• accurately using language and register.
• appropriately integrating illustration and text.
• showing awareness of the need for variety in fonts and text size.

Level 3 36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:

• using ICT effectively to combine images, text, sound and video.
• producing material so that it communicates clearly to the ‘reader’.
• using the conventions of web publishing to enable the ‘reader’ to navigate the material
appropriately.
• holding a shot steady, where appropriate.
• framing a shot, at the appropriate distance, including and excluding elements as appropriate;
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing, with appropriate transitions and effects, so that meaning is apparent to the viewer;
• using sound with images and editing appropriately for the task set.
• manipulating photographs as appropriate to the context for presentation, including cropping
and resizing.
• accurately using language and register.
• appropriately integrating illustration and text.
• showing awareness of the need for variety in fonts and text size.

Level 4 48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:

• using ICT effectively to combine images, text, sound and video.
• producing material so that it communicates clearly to the ‘reader’.
• using the conventions of web publishing to enable the ‘reader’ to navigate the material
appropriately.
• holding a shot steady, where appropriate.
• framing a shot, at the appropriate distance, including and excluding elements as appropriate;
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing, with appropriate transitions and effects, so that meaning is apparent to the viewer;
• using sound with images and editing appropriately for the task set.
• manipulating photographs as appropriate to the context for presentation, including cropping
and resizing.
• accurately using language and register.
• appropriately integrating illustration and text.
• showing awareness of the need for variety in fonts and text size.

Marking Criteria for the presentation of the research and planning:

Research and Planning may be presented in electronic format, but can take the form of a folder or
scrapbook at this level. Where candidates have worked as a group, this may be presented
collectively, but teachers are asked to differentiate the contributions of individuals within the group
in arriving at a mark and justifying individual marks on the assessment sheet. As part of the
moderation sample, the moderator will request some research/planning materials.

Level 1 0–7 marks 
• There is minimal research into similar products and a potential target audience.
• There is minimal organisation of actors, locations, costumes or props.
• There is minimal work on shotlists, layouts, drafting, scripting or storyboarding.
• Time management may be very poor.
• There is minimal use of appropriate digital technology or ICT in the presentation.

Level 2 8–11 marks
• There is basic research into similar products and a potential target audience.
• There is basic organisation of actors, locations, costumes or props.
• There is basic work on shotlists, layouts, drafting, scripting or storyboarding.
• Time management may not be good.
• There is basic use of digital technology or ICT in the presentation.

Level 3 12–15 marks 
• There is proficient research into similar products and a potential target audience.
• There is proficient organisation of actors, locations, costumes or props.
• There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.
• Time management is good.
• There is proficient use of digital technology or ICT in the presentation.

Level 4 16–20 marks
• There is excellent research into similar products and a potential target audience.
• There is excellent organisation of actors, locations, costumes or props.
• There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
• Time management is excellent.
• There is excellent use of digital technology or ICT in the presentation.


I aim to get somewhere around a level 4 for my blog, so my coursework team and i will keep checking this whilst we blog or make notes in our folder, so we can get our highest possible mark within this part of the project.

Non Stop Opening

In the opening sequence of Non Stop the opening shot is a close up however within the editing it has been blurred or  put out of focus not revealing the character sat in the car. The mystery in this shot immediately builds tension for the audience because of the questions raised. Questions are raised like: "Who is this character?" and "Where is this scene taking place?". These questions are raised because the audience aren't provided with an establishing shot straight away instead they have a blurred title revealing no information on the scene. This could connote that the protagonist doesn't know what's about to happen to him and is distorted due to his alcohol problem soon to be discovered by the audience. As the scene progresses eye line match is used between his drink and him to show this characters weaknesses. This is different to the conventions in most thrillers because the audience need confidence in the character and by presenting his weaknesses first the audience may not have the same confidence in the protagonist because they want to know that he has the correct skill set for the plot ahead. This could foretell the trust issue later in the plot between the people the protagonist is trying to save and himself because he is accused of being the antagonist by his own agency.

The use of slow motion exaggerates this weakness and pushes the idea that the protagonist doesn't want to get on the plane at all, this is further supported by the real time diegetic air traffic control mixed with the radio which contrasts to the slow motion. This is therefore creating a sense of slow releasing panic because the audio sounds much faster, when in fact is at normal speed. In addition to this build up of sound there is a constant diegetic sound of a planes flying overhead giving the audience information on where the scene is taking place. The following close up reveals a little girl that the audience can link to being his daughter which gives the protagonist something to fight for and the audience something to fear him losing adding to the tension built up by the music. I would like to include this in opening because it keeps an audience gripped due to them being able to relate to the protagonists feelings.

The use of rain in thrillers seems vital to setting the tone because it allows for more overlapping sound for building tension and further adds to the blue colour correction providing the film with the on edge blockbuster feel. In addition this film used blur to make the protagonist stand out but it may also link in with the protagonists drinking problem again showing his weakness. The use of extras to show the protagonists feelings is used near the beginning so that the audience know he has suffered heartbreak and is most probably alone therefore leaving him free to see other women adding yet another set of questions into the audience's mind. This idea is pushed forward when the protagonist ignores another character because he is distracted by these thoughts and the editing uses muffled voices to achieve this.

In these thrillers the power is never balanced its always shifting and this is one of the reasons its so tense because sometimes the protagonist is in control other times its the antagonist.

Credit to George Turner

Advanced Survey

https://www.surveymonkey.com/s/9CYCQWZ

What have we learnt from our research?

Over the past couple of weeks George, Mariella and I have researched into the thriller genre. The outcome of this is that we have developed an understanding of the genre 'thriller', so we can use the codes and conventions or challenge what has already been set within the thriller genre so that we can create something original and our own.

From the opening sequences that we each analysed ourselves, we have come to the conclusion that depending on the sub-genre that the film is based within the conventions that are applied to the clip vary as they have to be different otherwise they would not be such thing as 'sub-genre's' or 'genre' as they needs to originally and differences to keep the audience involved as well as pleased so that they give a positive review to the produce that has been created. Due to sub-genres being created by mixing two or more genres by using different codes and conventions from parts of the genre chosen and putting them together so that they work. We decided we wanted to play around with the codes and conventions as well as go for new ideas instead of going for the obvious such as psychological thrillers. 

Furthermore from our research everyone wanted a psychological thriller however because we don't want to follow this typical idea of thrillers but could still include psychological damage within the opening sequence, which would have something recognisable to the audience. However this is just the opening two minutes so we may not be able to to get this point across.

George's initial ideas are a war time thriller based in WW2. His initial thoughts include a tracking shot following a single soldier while he's being shot at with the non diegetic music in the background which would be an up beat WW2 song like this "Run Rabbit Run".  He would like to use this idea because the two contrast each other however this may not build enough tension so it the music may fade with gun fire etc taking over, this could create an interesting mix of non-diegetic and diegetic sounds.

Mariella's ideas included a spy thriller an intense conversation between an adult male sniper and the leader of the group such as M.I.5. head or leader of a gangster group. The sniper would continue to tell whoever was on the other end of the phone about their little sister. Then the sister would take out the group therefore challenging the conventions. The soundtrack could include heartbeat and Bourne Identity style music.

My ideas include an Asylum within maybe set in a WW2 concentration camp focussing on the struggle of survival of the protagonist or maybe the decay of the characters humanity as well as it showing how much damage it really causes, not just to the country and its citizens but what it can do to the individual from going out to war.

Death Note - Japanese Opening Analysation

(The video above is the whole film because I could not find just the opening sequence online, I'm counting the opening as 0:00-01:54)

1. Many many production companys.

2. Credits in the centre of a black screen in a white font.

3. Dark clouds, camera appears to fall through them. clouds are symbolic of mystery and forthcoming darkness.

4. Thunder storm- prophetic fallacy (typical thriller convention)

5. The city of tokyo from above at night, low key lighting, darkness, mystery.

6. Low angle tilt up to a tall building, colour red symbolises danger

7. High angle shot of a book falling onto pavement, camera zooms into book, the words "death note" fade onto the book.

This opening has no real narrative, and does not introduce the main protagonists.

This opening, however, is really good because it is highly ambiguous, and mysterious, keeping the audience hooked on the film as they want to find out what is happening.

(credit to Mariella Devoil)

Bourne Identity Analysation

In the opening sequence of Non Stop the opening shot is a close up however within the editing it has been blurred or  put out of focus not revealing the character sat in the car. The mystery in this shot immediately builds tension for the audience because of the questions raised. Questions are raised like: "Who is this character?" and "Where is this scene taking place?". These questions are raised because the audience aren't provided with an establishing shot straight away instead they have a blurred title revealing no information on the scene. This could connote that the protagonist doesn't know what's about to happen to him and is distorted due to his alcohol problem soon to be discovered by the audience. As the scene progresses eye line match is used between his drink and him to show this characters weaknesses. This is different to the conventions in most thrillers because the audience need confidence in the character and by presenting his weaknesses first the audience may not have the same confidence in the protagonist because they want to know that he has the correct skill set for the plot ahead. This could foretell the trust issue later in the plot between the people the protagonist is trying to save and himself because he is accused of being the antagonist by his own agency.

The use of slow motion exaggerates this weakness and pushes the idea that the protagonist doesn't want to get on the plane at all, this is further supported by the real time diegetic air traffic control mixed with the radio which contrasts to the slow motion. This is therefore creating a sense of slow releasing panic because the audio sounds much faster, when in fact is at normal speed. In addition to this build up of sound there is a constant diegetic sound of a planes flying overhead giving the audience information on where the scene is taking place. The following close up reveals a little girl that the audience can link to being his daughter which gives the protagonist something to fight for and the audience something to fear him losing adding to the tension built up by the music. I would like to include this in opening because it keeps an audience gripped due to them being able to relate to the protagonists feelings.

The use of rain in thrillers seems vital to setting the tone because it allows for more overlapping sound for building tension and further adds to the blue colour correction providing the film with the on edge blockbuster feel. In addition this film used blur to make the protagonist stand out but it may also link in with the protagonists drinking problem again showing his weakness. The use of extras to show the protagonists feelings is used near the beginning so that the audience know he has suffered heartbreak and is most probably alone therefore leaving him free to see other women adding yet another set of questions into the audience's mind. This idea is pushed forward when the protagonist ignores another character because he is distracted by these thoughts and the editing uses muffled voices to achieve this.

In these thrillers the power is never balanced its always shifting and this is one of the reasons its so tense because sometimes the protagonist is in control other times its the antagonist.

(credit to George Turner)

Casino Royale - Opening Analysis

Analysis:

Events in the opening sequence in chronological order

1. Black and white scene bath room scene - starts with high verisimilitude, starts with the minimal colours theme that continues throughout.

2. Barrel of gun - (the rest of the sequence is animated) in the centre the main protagonist bond stands strong. The audience knows right away that he is the main character. This idea is reinforced throughout as he is the only life-like (non monochrome) person in the whole opening.

3. Blood - after the gun shot, tells the audience that the main protagonist has won the fight.

4. Red black and white card symbols appear on top of the now red background. this links the opening to the title of the film ("casino") .

5. Some symbols form into circle type shapes, which look like flowers. this gives the opening a feminine touch, and ensures the opening animation appeals to all.

6. Strings of symbols look like blood vessels

7. Main protagonist appears in very low key lighting (B+W) sitting in a relaxed position. He is in control of the situation.

8. Introduction of guns. Lots of contrasting colours.

9.Fight scenes in three colours. Main protagonist always in black and white. Bad guy always in red/ yellow + green.

10. Protagonist always keeps showing up either in low key black and white or on posterised black and white.

11. Playing cards, flutter and fall as if they have been thrown into the air.

12. Gun shoot two holes before a 7 (of hearts) forming 007 (protagonists code name).

13. This changes into the screen off a computer with the number 007 on it.

14. Black and white posterised protagonist moves forward and comes into light, changing to lifelike form, re establishing verisimilitude, however it still has vey low key lighting, The image has had most of the saturation taken out of it, giving it an eerie look.

The music is an original high energy piece of non dietetic music.

(Credit to Mariella Devoil)

Moral Panic

Moral Panic is where the media creates and publicizes an issue that appears to threaten the social order within society. They can be seen as controversies that in which can lead to arguments and social tension. The Media usually make these so that it distracts the public from a bigger problem that is going on within the society.

The Dark Knight RIses Analysation

The representation of Ice within the sequence begin to build the movie up to be dark and mysterious and keeps the audience wondering. As it is a psychological thriller they use the codes and conventions in the style of Cooper's work. There is also use of macro footage, jump cuts, cutting up of newspaper, flickering of the camera to build suspense within the scene.

The use of dark colours within this shot shows the mystery within the whole scene as the colours of the scene are set to only black, white and red. This shot is very mysterious as is the whole scene as it is quite hard to predict what is about to happen and what is actually happening. The audience could assume that someone is working on detective work in a laboratory however the mystery stills remains on why the work is being done. Therefore the code and convention to keep the audience wondering and in suspense throughout the narrative has been keyed within this scene.

Within this clip shown, the glass has been broken or partly destroyed showing that there is a disturbance within the equilibrium. This could be giving the audience an insight into what is about to happen as well as they word 'warns' been magnified by the ice as well as the word 'gotham' which is the city Batman protects therefore leaving the audience in suspense that something has happened within the city.

Survey

From the research of this survey i found out that my main audience were 16-21 year olds. The percentage of males to females was bigger however the amount of people who did the survey was odd so therefore the percentage of males may be bigger because of that. I found out the Psychological thriller was the main interest to my audience, so therefore i have decided to make a psychological thriller so that i can get the biggest audience i can. The Antagonist is the favourite character within the research of my survey so therefore i need to give the Antagonist the biggest plot twist or role so that i can keep the audience indulged into the film. 

Questionairre

https://www.surveymonkey.com/s/QH758DX

Thriller Genre Research

The Thriller Genre:

A thriller usually consists of a battle between the protagonist and the antagonist which is cause when there is a disruption in the equilibrium. The story then has to have a tense part of the narrative, so it builds tense moments until it hits its climax of a big event, the new-equilibrium.

Conventions Of Thrillers:
Low Key Lighting
Quick Cuts
Shadows
Tension Building Music
Different Angled Shots
Exaggerated Diegetic Sounds
Montages
Protagonist vs. Antagonist

Character Conventions:
The Protagonist (hero) reinforces the equilibrium
The Antagonist (villain) destroys the equilibrium

Cinematography Codes For Thrillers:
Close up or Extreme Close ups are used to build intensity within a moment or narrative. They are usually used to show the relationship between two characters or emotion that they may be feeling, as well as to help the audience notice and recognise certain clues to the situation. Cut away or Cut In's are used to link sequences together which is important for both the narrative and the audience. Shots of the Antagonist often remain ambiguous as they want their intentions to remain unknown, this is shown by them being cut away quickly, low key lighting or shadowing to create effect and build suspense for the audience.

Editing Conventions:
Jump Cuts are used to help the narrative progress and develop into something bigger.
Cross Cutting and Cut Away's are used to help the audience link the narrative to the story.

Sound Conventions:
Jumpy Non-Digetic, Tension building music/sound effects.

Mise En Scene:
Dark partly gothic setting
Low Key Lighting
Antagonist is typically in dark clothing where as the Protagonist is usually dressed in everyday clothing.
Make up and hair of Antagonist is oftenly warped and strange then the Protagonist normally wears everyday typical make up.
Filmstoke (usually low key lighting)

Target Audience of Thrillers

Psychological Thrillers: These types of thrillers are normally aimed at the age range 18+ years old. The reason for the age range being in the young adult part is that they normally include quite and lot of violence, as well as the psychological part of it may disturb younger viewers than what has been set.

Crime Thriller: They are usually aimed at both male and females, so therefore there is no stereotype to the film. The certificate that is usually given these types of films are 15 or above. However the typical audience for these types of films is middle age, so around 40, therefore the audience is both sex's from 15-40 years old.

Thriller: Normal thrillers are also aimed at both male and female, specifically not setting it to a certain sex. The age range in which these are normally aimed at are 15-19 years old.

Action Thriller: It can be ranged from adult to teenagers, however 15 being the certificate rating as there is violence as part of the codes and conventions of action thrillers.

Film Noir: This type of thriller is normally aimed at an older audience from 40-80 years old as they would have grown up in or near the era that the film is set in, however it could be set for the audience of 18+ if they were trying to interpret what the era of the film was like (educational purpose).