Representing Stereoypes

In my clip we are using different stereotypes which would add excitement and thrill to the audience.

 

The Protagonist - Scientist

Scienctists are stereotypically represented by beng very intelligent, and clever, usually wearing a lab coat and look old.
However in our film, the scientist will have crazy hair and is young. This could connote to him being more immature and mischievous, hence forshadowing later events (e.g. the experiment scene) and creating more excitement in the opening. He will be wearing a lab coat to clearly portray him being a scientist.

The Antagonist - Interrogator

They're many interrogation scenes, both which are good and evil. For example a police interrogation. This would take place in a small room and dress smartly (suit), or either a police uiform. Similarly, the evil interrogators usually dress in dark, smart clothes and in an abonded, 'run down' room. Both dress codes are quite similar, representing their status and power within the scene, the darkness would also connote in being evil, death, and shadows/being stealthy.

In my opening the antagoinist will be dress stereotypically as an evil interrogator. Hence wearing a dark suit. The setting in the room will also add greater effect. Representing the antagonist in having high status will help portray the different power and status roles in the scene. The balance of power throught the clip will differ, from the protagonist escaping and overpowering them from using his power.

The Bodyguard

They're many different representations of bodyguards for different genres of films. Stereotypically, they are shown in having great strength and power, sometimes armed with wepons. They size and strength are usually much more than the other characters to emphasise this.
Our bodyguard is dressed and does represent the stereotypes, as he is larger than all the other characters, which emphasises the 'impossible' escape in which the scientist has to overcome. He will be wearing black, and looking fairly smart which again represents evil.

Overall, overpowering the scientist 2:1 creates a more 'impossible' approach in what he has to overcome. The antagonist will dominate the speech and dialogue which again mounts more dominance in the balance of power. However the screen time progressively increases (using the flashbacks) as the clip goes on. Giving an insight to good overcoming evil. This is an example of moral ambiguity of good overcoming evil. Playing with stereotypes aids the thrill decoded to the audience. Also the tension and suspence appeals to the older target audience.