Opening sequence3 Breakfast club

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Shyanne Sanders The Breakfast Club The first 4 seconds are silent as the setting is established. The opening sequence starts with a black background with what looks like stars. This connotes that there will be starts acting in the film (dyers star theory), making it appealing for the teenage target audience. As the soundtrack begins (Simple Minds- don't you forget about me), the camera pans in on a moving image of the earth. This makes it seem as if we are in space and connotes that this film is going to be “out of this world” and magical. The 1985 song introduces the time period in which the film was set and the lyrics, “don't you forget about me” suggest the action of leaving. This fits in with the narrative of the film as each character is a student at a high school of which they will all leave and this song continues throughout the opening titles. As the image transforms into the Universal trademark, it becomes obvious that the setting of the universe automatically makes audience remember the film institution (hypodermic needle theory). Making this link make the audience feel intelligent and involved. The next shots are a series of titles, all with a black background and bright orange writing. This sticks with the colour code of the film institution to make it memorable. This background along with the capitalisation and bold font makes the writing in your face,

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Transcript of Opening sequence3 Breakfast club

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Shyanne Sanders

The Breakfast Club

The first 4 seconds are silent as the setting is established. The opening sequence starts with a black background with what looks like stars. This connotes that there will be starts acting in the film (dyers star theory), making it appealing for the teenage target audience. As the soundtrack begins (Simple Minds- don't you forget about me), the camera pans in on a moving image of the earth. This makes it seem as if we are in space and connotes that this film is going to be “out of this world” and magical. The 1985 song introduces the time period in which the film was set and the lyrics, “don't you forget about me” suggest the action of leaving. This fits in with the narrative of the film as each character is a student at a high school of which they will all leave and this song continues throughout the opening titles.

As the image transforms into the Universal trademark, it becomes obvious that the setting of the universe automatically makes audience remember the film institution (hypodermic needle theory). Making this link make the audience feel intelligent and involved.

The next shots are a series of titles, all with a black background and bright orange writing. This sticks with the colour code of the film institution to make it memorable. This background along with the capitalisation and bold font makes the writing in your face, fitting in the teenage themes in the narrative. The colour orange connotes enthusiasm and creativity but contrasts with the black which connotes evil and mystery. This immediately suggests conflict between the characters featured in the narrative of the film. The title “The Breakfast Club” however, connotes a group of people who want to spent time together. This connotes that within the narrative all of the character's make unexpected connections and help each other with their problems.

The next shot introduces the actors but, as it states, “in alphabetical order”. This has the connotation of a school register, highlight the main theme within the narrative. This would appeal to the young audience as they can identify with the actors being listed in this order (uses and gratification theory).

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The shots that follows includes the same colour scheme and font and the writing fades to black and then another name appears in the same way as the previous. This emphasises the idea of change and being forgotten and replaced which fits in with the narrative of the film. A teenage audience would be able to identify with these feelings as they are at a point in there lives when they have to undergo the most change (used and gratification).

The shot that follows uses a different typography with a change in colour code, connoting that this text has a different meaning and purpose. The way in which the text is spread across the shot, imitates the way a song or poem is written and the white writing against the black background forces the audience to read it. This David Bowie quote would make a teenage audience feel intelligent.

This message subtly introduces the main characters of the film and emphasises the films message of not judging a book by it's cover.In the 1970's David Bowie's music challenged the normal conventions of rock music and supposedly formed a cult. The fact that his music was referenced by the director, connotes that the characters in the narrative don't necessarily fit in , and they may challenge each other, but in the end realise that they are much stronger working together than being alone.

This image is smashed, similar to the way in which windows smash when hit by a ball. This highlights the teenage themes and by having this cut off the music with a loud diegetic crash sound, the director is showing the disequilibrium and is suggestive of the fact that these characters may cause chaos.

Contrasting with the previous shot, as the chaos of the shattered pieces disappear a still image establishing shot of a school is seen. This introduces the setting and the themes of the film. With this image an instrumental version of the track begins again but this time is much quieter and after 2 seconds a voice over is heard over the top. The image is still so that the

audience are not distracted from what the character is saying and he introduces the day, the date, the time and the place (Shermer, Illinois). The director added this so that the audience would feel involved a comfortable with the setting of the school. This also introduces a linear narrative as the narrator is telling the story from the beginning. The place in which the film is set is a fictional place created by the director John Hughes, who grew up in Illinois. Using this setting is common feature

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in his films.

This low angle, close up shot of the clock connotes that this is an important element of the narrative. The time reads 6:55 and the audience would instantly understand that this is before school hours, relating it back to the title of the film “The Breakfast Club”. This allows the audience to see things through the characters eyes; this is how students of the school would see it enabling them to identify more with the character's (uses and gratification).

The establishing shots that follow are still images of different places or items in the school. These shots highlight setting of the narrative. Each shot shows the effects that teenagers have on their environment and therefore emphasise the main themes.

The empty cafeteria connotes a calm scene where there is normally chaos. One of lockers is broken and there are things falling out of it connoting that characters have affected the state of equilibrium. The close up shot of the mess, and all the shots that are shown display places or objects that have been vandalised by the students of the school connotes that the character's will have rebellious sides. This also connotes that the characters have done something wrong and the empty school ground and the narrator figure explaining that they have to be in school “all saturday” emphasise that they are being punished. The angry faces scribbled on the note pad and “help” written in bold letters connote that the audience we may feel empathy for these characters and be able to identify with the feeling of being misunderstood (uses and gratification).

The non-diegetic narrator then introduces the main characters by saying “you see us as you want to see us, in the simplest terms our most convenient definitions” connoting that the five main characters are similar to Prop's 8 character stereotypes. Establishing shots shows still scenes to represent each label:

Here the “brain” is represented by computers and complicated sums on a blackboard. These images connote intelligence and stereotypically unpopularity which could be the reason that there are only five desks in vision in the classroom. This one character is representing a whole social group. The predominant colours in this shot are black and grey, colours which connote boredom and are seen to be uninteresting. Here the director is

displaying the character in the way that the other character will see them.

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The “athlete” is represented by a shot of what seems to be a male changing room. This shot is more chaotic, with lots of equipment, clothes and shoes associated with sport scattered around. The contrasts greatly with previous seen and connotes popularity. The blue and orange colours connote enthusiasm and trust and are stand out bright colours to emphasise this characters place in the hierarchy of the school; at the top. Expectations of this genre include this character being the hero of the narrative.

“A basket case” is emotional unstable and has constant isolation from mainstream society. The still shot displayed to represent this character has strange artistic images spread across a desk. This connotes that the character uses art as escapism and the sign in the corner reading “guidance counsellor” connotes that this character is unable to cope. These images are in red and black, colours that

suggest danger and mystery. This is the director presenting this character in the way that the other characters see him or her.

The label “Princess” connotes that she is like royalty at the school. Stereotypically there are usually a group of girls that every girl wants to be like and every guy wants to be with in comedies based in a school. In this shot you learn that she is running for “prom queen”. This is written in sparkly typography connoting a girly character and the bright yellow poster connotes that she likes to be the centre of attention. It is expected that this character would be the princess (the hero's reward) in the narrative.

Finally the “criminal” is represented with shot panning down the lockers and the message of “ open this locker and you die, fag”. The slow pace of the camera keeps the audience in suspense (enigma). The capitalised letters and the violent message connotes an intimidating character. The discriminative language used, highlights the target audience and allows them to identify with the characters (uses and gratification). The black handwritten typeface over the

orange locker connotes that this character rebels against the state of equilibrium and suggests that this character will create conflict with the other character's. The fact that this shot follows the image of the “princess” is the director emphasising binary oppositions. Although there isn't normally a criminal character in films of this genre, this character is expected to be the villain.

The shot pans up revealing a car and then two characters. In 1984, the time in which this film was set, this “BMW” would have been classed as a very nice, expensive car. This automatically makes the audience think that this character is one of the popular character's (a character which is iconic to the genre), as stereotypically they always have parents who have good jobs and a lot of money (hyperdermic needle).

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A two shot of the characters reveals which one of the character's previously mentioned, she is. She says “I can't believe you can't get me out of this” suggesting that she is spoilt and used to her dad sorting out her problems. This, and the reference to shopping, immediately identifies her as the “princess” (hyperdermic needle)and expectations of the genre suggest that this type of character is a spoiled daddy's girl who likes shopping for clothes and make up. Her

pearl earrings and the father character's scarf connote riches. Her mouth is slightly open and her eyes seem focussed on the school building, suggesting her worried thoughts and connoting that she isn;t used to being out of her comfort zone. There is an over the shoulder shot focussing on the character's facial expression and then as she turns her head the camera shot jumps the other other side to continue the shot of her emotion. This ensures that her feeling are conveyed fully to the audience.

The cross cutting places the BMW and the “princess” in the same location, ensuring the audience that the narrative has jumped backwards/forwards, and creates a binary opposition between her class and the state school that she attends.

A profile shot introduces the next character. The fact that the characters are sat tightly together connotes that this character isn't as rich as the one previously introduced. This, and the conversations between the characters about studying immediately tells the audience that this character is “the brain” (hyperdermic needle theory). This stereotyped character offers audience identification, with the pressure from parents to get good grades (uses and gratification) and is expected in a film of this genre.

This two shot puts a face to the next character and the bright blue football jersey jacket indicates which characters he is in the narrative. The fact that the dad cares more about him “missing a match” than the fact that he is in trouble is an expected characteristic of a film in this genre.

As the car pulls away, a character who is walking becomes the focus of the a wide shot. The director previously emphasised the fact that character's were arriving by car with their parents, so that when this character arrives the audience automatically understand his situation. From this, the director is suggesting that this character doesn't have a close/ any relationship

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with his parents and the fact that he almost gets hit by a passing car connotes that he is an unwanted rejection of society. This highlights which that he is the “criminal” but allows the audience to already feel empathy towards him.

This shot continues and as one character walks out of shot another character steps in connoting that these characters do not socialise or cross paths at school. Stumbling out of the car connotes that this character lacks confidence. Although it isn't automatically shown which character this is, the long hair covering the eyes and the scruffy clothes connotes that the character doesn't take care of themselves.

As this character goes to make contact with their parent the car drives away highlighting an unhealthy relationship and suggesting a possible reason for this character's emotional instability.

The opening sequence finishes with this character standing alone in the middle of the road and the soundtrack fades out to silence. The character stands still, starring at one spot as if she had lost all hope. The green grass and bushes stand out next to grey and brown colours in this shot, connoting the conflict between these character's and their environment (disequilibrium). The trees have no leaves however,

connoting that this character feels that there is nothing special about her and is extremely unhappy. This final image presented by the director is used to highlight the fact that although all of these character's will be spending the rest of the day together, they all feel very alone. This is a common theme for a film of this genre as it allows escapism for the teenage audience (uses and gratification).