Script/Research For Question #1 of CCR

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:

[CLASSROOM SETTING SCRIPT]

(Scene opens in a classroom. The teacher, played by me, sits at a desk. Behind her is her name displayed on the wall—no whiteboard. On the desk, there’s a computer, a notebook, pencils, and some decorations. A student—played by my sister—sits at another desk, ready to ask questions.)

TEACHER: Alright, class! Today, we’re talking about Fallen Rhythm and how it fits into the psychological thriller genre. Who wants to start?

STUDENT: (Raises hand) What makes a movie a psychological thriller?

TEACHER: That’s a good place to start. Psychological thrillers build tension through suspense, visuals, and sound. Instead of big action scenes, they focus on emotions and the mind.

(Opens notebook, glancing at notes.)

In my blog, I talked about howI studied the movies Get Out (2017) and A Quiet Place (2018). Both movies use camera work, pacing, and sound to make the audience feel tension. I wanted to do something similar in Fallen Rhythm.

STUDENT: How did you use those thriller ideas in your film?

TEACHER: Thrillers often use dark lighting, strong shadows, and close-ups to show tension. In my blog, I wrote about using fast inserts of flamenco shoes, a red skirt, and the dance studio to make the opening feel intense.

(Taps pencil lightly on the notebook.)

STUDENT: That makes sense. Did you change anything about the usual thriller style?

TEACHER: Not really. In my blog, I said I followed thriller rules because they worked really well with my opening. I wanted to focus on using them in the best way possible.

(Leans slightly on the desk, thinking.)

But most thrillers have an outside danger—like a villain. In Fallen Rhythm, the danger comes from inside. Triana’s biggest problem is her own body, which makes it different from other thrillers.

STUDENT: That’s really interesting. What about representation?

TEACHER: I’m glad you asked! Representation isn’t just about who is on screen—it’s about their story.

(Pushes notebook aside slightly, resting hands on the desk.)

In my blog, I talked about how the film explores ambition and what happens when you push too hard. Triana isn’t running from someone—she’s fighting against her own limits. That’s something a lot of people can relate to.

(Looks at the student, then gestures slightly toward the decorations on the desk.)

Flamenco is also important. It’s strong, emotional, and full of passion, which fits with the thriller style. I wanted to show it in a way that feels intense and real.

STUDENT: Yeah, I can see that. It makes everything feel more real.

TEACHER: Exactly! That’s why I focused on making it feel personal.