PLANNING: Favourite and Least Favourite student work

Sound Analysis - Favourite Student Sound

17. Selin, Morgan, Ayse, Canberk from 283goswellg on Vimeo.

The sound used in Mind Play is extremely effective in suggesting things to the audience whilst leaving the plot line open. It uses a mix of diegetic and non-diegetic sound, which works well as it throws the audience into the world of the film whilst also setting a general tone and atmosphere. For example, the non-diegetic breathing adds to the realism in the title sequence, and puts the audience in a state of suspend disbelief as they feel a part of the film. The diegetic music used sets an eerie and unsettling tone due to the way in which it echoes and periodically stops and starts. Not only does this create tension through moments of tense silence, followed by intense sound, but it foreshadows the way in which the film will continue to shock and surprise the audience. The layering of sound is also particularly effective, the non-diegetic cracking of the rope and sound of the scissors highlights these props as imperative to the storyline and therefore imprints these particular items in the audience's mind. The police radio and narration also adds a chaotic element to the scene, and further emphasises the sinister nature of the events in the film as the police radio has clear negative connotations. The idea the sequence ends with the voice-over asking 'does the dream control you?' with no ambient sound or other music emphasises the impact of that question and directly addresses the audience, bringing them into the world of the film even more and leaves them on edge and curious. 

Sound Analysis - Least Favourite Student Sound

34. Daniel, Amy, Ana, Nazmin from 283goswellg on Vimeo.

This title sequence uses sound motifs to introduce character types, for example 'Fancy' introduces a protagonist who is therefore implied to be confident, outspoken and popular. Soft piano music introduces another, which has the connotative effect of reflecting their character as shy, soft-spoken and gentle. This is effective in the way it builds up characters without any dialogue, however the fluency and fluidity of the sound is less effective. The jump between songs means some gaps in sound and the songs do not flow easily into each other. This could, however, show contrast between the characters, and so makes sense in terms of the story line but means the title sequence has less fluidity. Some non-diegetic sound could also be used to add to the school atmosphere, for example a school bell finishing the piece or the chatter of students as ambient sound.