Hey blog!! Today's entry is about the research and development for question #1 of my Creative Critical Reflection (CCR) for my portfolio project.
The purpose of a CCR is to reflect on the planning, production, and final product of my film opening. For this CCR, we need to take two different approaches for the four questions. After my teacher showed us some examples, I went on YouTube and watched some CCRs from different students. I came across one that was simple, but it made me think about how to make it more creative. The student answered her question by just referring back to a paper she had, and when I saw that, I thought of doing something similar but with a twist. I want to present my answer as if it's a conversation between a teacher and a student in a classroom. Here's what it would look like:
(Scene opens in a classroom. The teacher, played by me, stands in front of a whiteboard with Fallen Rhythm written on it. Two students—also played by me—sit at desks, ready to ask questions.)
TEACHER: Alright, class! Today, we’re breaking down the film opening Fallen Rhythm and how it fits into the psychological thriller genre. Who wants to start?
STUDENT 1: (Raises hand) What exactly makes a film a psychological thriller?
TEACHER: Great question! Psychological thrillers build tension using suspense, unsettling visuals, and sound design. Instead of relying on big action scenes, they focus on emotions, the mind, and psychological struggles. I studied films like Get Out (2017) and A Quiet Place (2018) to see how they create suspense through cinematography, pacing, and sound. My goal was to apply these techniques in Fallen Rhythm.
STUDENT 2: How did you use those thriller conventions in your film?
TEACHER: Excellent! Thrillers often use low lighting, strong contrasts, and close-up shots to show psychological tension. In my film, I used quick cuts of flamenco shoes, a red skirt, and the dance studio to create intensity. Instead of traditional music, I used the sound of a cane hitting the floor to build suspense. The silence between sounds adds to the unease.
STUDENT 1: Did you challenge any thriller conventions?
TEACHER: Not really! I stuck to the conventions because they work so well for building suspense. My focus was on using them effectively rather than changing them. I wanted to keep the tension strong and make sure the audience really feels the pressure the main character, Triana, is experiencing.
STUDENT 2: What about representation? How does your film handle that?
TEACHER: Fantastic question! Representation isn’t just about who is on screen—it’s about how their struggles are shown. Fallen Rhythm explores ambition and the physical toll of pushing yourself too hard. Triana’s biggest challenge isn’t an external villain, but her own body. That’s different from many thrillers, which usually have an antagonist threatening the main character.
TEACHER: Alright, class! To wrap up—Fallen Rhythm follows thriller traditions, but it also brings in new themes by focusing on internal struggles and cultural identity. Any final questions?
(Students shake their heads. Bell rings. End scene.)