[Mike Coste]

Mike Coste

I agree to the terms of this release form.

GROUP RELEASE FORM
As a member of this group, I agree to the following:
1. That I will keep the processes, strategies, teleconferences, communications, lessons, and models of the class confidential, and that I will NOT share any of this program either privately, with a group, posting online, writing articles, through video or computer programming, or in any other way that would make those processes, teleconferences, communications, lessons, and models of the class available to anyone who is not a member of this class.
2. That each writer’s work here is copyrighted and that writer is the sole owner of that work. That includes this program which is copyrighted by Hal Croasmun. I acknowledge that submission of an idea to this group constitutes a claim of and the recognition of ownership of that idea.
I will keep the other writer’s ideas and writing confidential and will not share this information with anyone without the express written permission of the writer/owner. I will not market or even discuss this information with anyone outside this group.
3. I also understand that many stories and ideas are similar and/or have common themes and from time to time, two or more people can independently and simultaneously generate the same concept or movie idea.
4. If I have an idea that is the same as or very similar to another group member’s idea, I’ll immediately contact Hal and present proof that I had this idea prior to the beginning of the class. If Hal deems them to be the same idea or close enough to cause harm to either party, he’ll request both parties to present another concept for the class.
5. If you don’t present proof to Hal that you have the same idea as another person, you agree that all ideas presented to this group are the sole ownership of the person who presented them and you will not write or market another group member’s ideas.
6. Finally, I agree not to bring suit against anyone in this group for any reason, unless they use a substantial portion of my copyrighted work in a manner that is public and/or that prevents me from marketing my script by shopping it to production companies, agents, managers, actors, networks, studios or any other entertainment industry organizations or people.
This completes the Group Release Form for the class.

• This reply was modified 9 months, 2 weeks ago by  Mike Coste. Reason: Needed to include the text of the release form

[Mike Coste]

My name is Mike Coste.

I’m currently starting my first script. But I have written some short plays.

I want to be able to develop characters with depth and also characters that are not always like me.

I don’t know if it’s particularly unique or strange, but I used to teach philosophy at a community college.

[Mike Coste]

I agree to the terms of this release form.

[Mike Coste]

Does anyone know how we get into the Lesson 16 forum?

[Mike Coste]

Mike’s Horror Outline Version 1

ACT 1

INT. UNKNOWN HALLWAY- DAY

Emily is walking down the hallway past classrooms. She stops at one and is beckoned in by a man at the front.

INT. UNKNOWN CLASSROOM- DAY

The teacher motions for her to sit down. He hands her a paper and tells her she has three hours to finish the exam.

Horror Situation: Emily is unprepared for the test.

Apprehension: She isn’t ready for the test.

Surprise: She looks down and sees she’s in her underwear.

Fear: The test has indecipherable symbols on it.

Shock: The professor’s face appears–it’s grotesque.

Hysteria: Emily gets up and starts running.

Release: Emily hears the sound of a text come in and wakes up in bed

INT: EMILY’S ROOM- DAY

Emily wakes up and texts with Brad. Emily gets ready to go out.

EXT: COFFEE SHOP- DUSK

Emily’s car pulls up.

INT: COFFEE SHOP- DUSK

Emily meets her friends and hears a story about a creepy old classroom

EXT: OLD CLASSROOM BUILDING- EVENING

They talk about going in but have second thoughts. Heather goes in, and the rest follow reluctantly.

INT: CLASSROOM BUILDING- EVENING

Shock: The door clicks shut.

Fear: They can’t get out.

Panic: They start trying windows and doors to get out

Apprehension: Something is going to happen, but what?

They decide to split up and find a way out.

INT: HALLWAY- EVENING

Heather and Emily are searching for a way out. Emily spots David and Madison making out. She’s angry and jealous.

ACT 2

INT: DIFFERENT HALLWAY- EVENING

Apprehension: Brad is looking around, trying a locked door.

Fear: A shadow goes by.

Surprise: A person runs into Brad.

Release: It’s Heather.

Shock: A voice comes on the intercom telling them to go to room 313.

Suspense: They hear Jacob yelling and find him weeping in a classroom

Anguish: The monitor comes on and they see David in a room with a frightened look on his face.

Terror: They are told about the exam and to go to Room 313

INT- ROOM 313 EVENING

Heather, Jacob, and Brad enter the room.

Aguish: David is back on the Monitor

Panic: They are told to handcuff themselves to the desks.

Hysteria: They refuse the order and demand that David be let go.

Terror: A knife is held to David’s throat.

Anguish: They handcuff themselves as David is held at knifepoint.

Panic: They a re given the test question

Fear: They watch David drink the glass they chose

Release: David appears okay

Suspense: Now what?

Shock: David is pushed through the door.

Terror: He takes a few steps and falls over, dead.

Panic: Who’s doing this? Madison? Emily?

INT: ANOTHER ROOM- EVENING

Dread: Madison has a noose around her neck and is astride two chairs

Anguish: We hear the group being asked another question

Dread: Madison steps on the chair they direct her toward

Suspense: A hand pulls the lever.

Terror: Madison swings from the noose.

ACT 3

INT: ROOM 313- EVENING

The groups starts to speculate on what’s happening. Maybe Emily’s involved. After all, she was jealous of Madison and David.

Surprise: Emily appears at the door.

Shock: She is followed by a man with a mask holding a speargun.

Apprehension: He handcuffs Emily to the desk.

Anguish: He takes Jacob away.

Emily describes having been locked in a closet and then taken out by the man with the gun.

Anguish: Jacob is in a compromising position.

Dread: The problem is posed.

Emily asks for paper to work on the solution.

Suspense: Emily provides and answer. is it correct?

Release: It is.

Fear: Emily is announced as the next victim.

INT: ANOTHER ROOM- EVENING

Jacob is taken out of his restraints by the man with the speargun. He is told he will be joining his friends. He begs to be let go and is taken to another room for “extra credit.”

INT: YET ANOTHER ROOM- EVENING

There are two guns with different answers labeled on them.

Suspense: Jacob is asked the question.

Panic: Jacob grabs a gun and fires at The Professor.

Terror: The gun doesn’t have bullets; neither does the other one.

Hysteria. Neither gun is loaded. Jacob cheated and now has to pay the consequences

Terror: The Professor aims the speargun at Jacob

INT: ROOM 313- EVENING

The three survivors are in the room. Emily is writing on a piece of paper.

Shock: The Professor walks in with the speargun and takes Emily

Surprise: Emily lunges toward Brad and kisses him.

Dread: Emily is escorted from the room.

Brad pulls a piece of paper out of his mouth and reads it.

Anguish: The monitor comes on.

Suspense: The Professor starts to explain the question.

Release: Brad asks for a review session.

Suspense: The monitor goes off.

Anxiety: no one is sure what’s happening.

Shock: The Professor enters the room.

Release: The Professor starts lecturing.

Anguish: The Professor gives Brad a problem to try, holding Heather with the speargun

Suspense: Brad can’t seem to finish the problem.

Terror: The Professor approaches Brad and takes the chalk.

Hysteria: Brad rushes The Professor and pushes him.

Release: The Professor falls out the window.

EXT: OUTSIDE OF THE BUILDING- DAWN

The Professor is motionless outside of the building.

EXT: FRONT OF THE BUILDING- MORNING

The police are leading Brad, heather and Emily out of the building. A body is being put into the ambulance.

Dread: Emily looks back to where The Professor landed. Nothing is there.

BLACKOUT

• This reply was modified 2 years, 2 months ago by  Mike Coste.
• This reply was modified 2 years, 2 months ago by  Mike Coste.

[Mike Coste]

Mike’s Scary as Hell Scene

What I learned form his assignment is the importance of shifting emotions to create horror in a scene.

HORROR MAP

Anxiety: Emily has been taken away .

Apprehension: Emily is now the next victim.

Release: Brad asks The Professor to help him.

Suspense: The monitor goes off and the lights dim.

Shock: The Professor barges into the room

Release: He demonstrates a problem.

Panic: The Professor holds a knife to Heather’s throat as Brad works on a problem.

Suspense: Brad gets stuck on the problem.

Fear: The Professor grabs the chalk away from Brad.

Horror: Brad lunges at The Professor.

Release: the Professor is thrown out the window.

INT- ROOM 313- EVENING

Brad and Heather are watching the monitor. Emily is standing in front of two guillotines, one labeled A and the other labeled B. Both have baskets under them to catch the head. Heather is sobbing.

Suddenly The Professor’s face pops into the screen.

THE PROFESSOR

Are you ready for the next question?

HEATHER

Please, no.

BRAD

No we’re not, sir.

THE PROFESSOR

Professor

BRAD

No we’re not, Professor.

THE PROFESSOR

That’s too bad, young man. I’m afraid it’s time for the next problem.

HEATHER

Please.

BRAD

Professor. I’ve been studying. really hard. There are just some things I don’t understand. Can we have a short review.

THE PROFESSOR

You’ve had plenty of time to learn this. you could have asked earlier.

BRAD

I know. But it would be really helpful if you could explain this.

The screen goes blank, and the lights in the room dim.

Brad and Heather are alone in the room. Brad is staring straight ahead, and Heather have her head on the desk and is quietly sobbing.

All of the sudden, The Professor barges into the room. Heather shrieks and starts sobbing more loudly.

THE PROFESSOR

Please be quiet. It’s time for your review.

Heather quiets down, and The Professor moves to the front of the room. he picks up a pice of chalk and walks to the board.

THE PROFESSOR

Okay, let’s start our review. (looks toward Heather) Can you tell me what a right triangle is?

HEATHER

No, I’m sorry, no.

BRAD

It’s a triangle with one right angle.

THE PROFESSOR

Correct. And how many degrees in a right angle?

BRAD

Ninety.

THE PROFESSOR

Correct again. Now we know that all the angles of a triangle add up to ninety degrees. So if we know the measure of one of the other angles, we can figure out the third.

The Professor draws a right angle on the board. He labels the right angle C, another one B, and the third one A.

Now, if B is a 32 degree angle, how many degrees are in C?

The Professor goes up to Brad and hands him the chalk. He holds a knife to Heather’s throat and takes off her handcuffs. He hands her the key.

THE PROFESSOR

Okay, you can walk with me and uncuff him. I’m sure he doesn’t want you to pay the consequences for any bad decisions he might make.

With the knife to her throat, The Professor moves Heather into a position to uncuff Brad. She uncuffs him, and The Professor pulls her to a safe distance from Brad. brad walks toward the board with the chalk and starts writing.

BRAD

Okay, B equals 32, and A pus B plus C equals 180.

He stares at the board.

So B is greater than A because C is…(his voice trails off)

180 pus 32 is, um

The Professor throws Heather to the ground and rushes toward Brad holding the knife.

THE PROFESSOR

No, no , no, you don’t add.

He picks up the chalk and starts to write. Brad ducks and rushes him, hitting him at the waist. The Professor stabs Brad in the should with the Knife, but Brad keeps pushing and pushes The Professor out the window. Glass breaks and the Professor screams.

Brad falls to the floor with the knife sticking out, and Heather runs toward him screaming. She get on her knees and starts sobbing.

BRAD

I’m okay. I’m okay. Just pull it out.

Heather pulls out the knife as Brad screams. She takes off her shirt and holds it to the wound to stop the bleeding. Brad stands up as she continues to apply pressure.

They look out the window and see The Professor lying still on the pavement below, face down.

[Mike Coste]

Mike’s Scares, Releases, and Creepy Moments

What I learned doing this assignment is…

Outline:

The group just got the question correct, and Jacob survived the ordeal.

The Professor escorts Jacob into the hallway. The hallway is dimly lit (creepy moment) Jacob asks what happens next, and he is told that he will be brought back to his friends. Jacob starts complaining that e wants to leave and begging to be let go.

The Professor offers him an extra credit question. If he answers correctly, he will be let go; if he answers incorrectly, he will be suffer the consequences. Jacob accepts the offer.

Jacob is brought to another room. This one is burned out (creepy moment). In the front, there is a table with two guns. One has a tag on it with and A, and another has a B. The Professor asks Jacob a question. He takes his time thinking.

Then, Jacob picks up a gun and fires toward The Professor. There are no bullets. He then picks up the second gun and fires. Again, no bullets. The Professor feels him that this was a trick question. Both answers were correct. Jacob then argues that he got it wrong and should be taken back to the other room to answer another question.

The Professor walks him back down the hallway (release). He stops, and Jacob turns around. The Professor tells him he has been caught cheating and now must suffer the consequence. The Professor raises the spear gun and aims it toward Jacob (horror).

Scene:

INT- HALLWAY- EVENING

Still holding the spear gun, The Professor leads Jacob down a very dimly lit hallway.

JACOB

I got the question right, didn’t I?

THE PROFESSOR

To be accurate, young man, your colleagues got the question correct. You just made the choice based on their answer.

JACOB

Yes, but I didn’t get killed. I get to go right.

THE PROFESSOR

Yes, you get to go.

JACOB

So I’m leaving? There’s a way out?

THE PROFESSOR

I’m afraid your question wasn’t specific. You get to go back to join your friends.

JACOB

That’s no fair. I got it right.

THE PROFESSOR

Again, to be accurate, they got it right.

JACOB

Still I should get to go. If I go back, do I have to answer another question. Will I ever get to leave?

THE PROFESSOR

Young man, if you have been diligent in your studies, you should have nothing to worry about. I assume math has been part of your curriculum.

JACOB

Yes, but I missed…

THE PROFESSOR

Good. Missing class is no excuse. you are responsible for making up any missed work.

JACOB

So is there anything I can do? Please?

THE PROFESSOR

Ae you asking for extra credit?

JACOB

Yes. Yes. Can I have extra credit? Is there a video I can watch or homework I can do?

THE PROFESSOR

Young man, extra credit is extra. It shows that you have knowledge above and beyond what is required. Do you understand?

JACOB

I do. Yes, sir.

THE PROFESSOR

Yes, Professor.

JACOB

Yes, Professor.

THE PROFESSOR

Okay, let’s go into this room on the left.

The Professor nudges Jacob toward a closed door. He opens the door and pushes Jacob in.

INT- A BURNED OUT CLASSROOM- EVENING

Jacob is standing in the room, and The Professor enters. The camera scans the room. It is burned out. Desks are in various states of disrepair. Up front is a charred table, and on the table are two pistols. The Professor nudges Jacob toward the table. Each pistol has a tag. One has an A and one has a B.

JACOB

There’s no monitor in this room. How are you going to ask them the question.

THE PROFESSOR

This is extra credit. You will answer on your own.

Jacob gulps, suddenly more nervous.

JACOB

Oh, okay. As long as it’s not a hard one.

THE PROFESSOR

This is one any junior high school student should know.

JACOB

Breathes deeply.

Okay. I’m ready.

THE PROFESSOR

For this question, you are to choose the gun representing the correct answer, and put it to your head and pull the trigger.

JACOB

Takes another deep breath.

Okay, shoot. (beat) I mean, I’m ready for the question.

THE PROFESSOR

For this question, identify which formula gives us the slope and coordinates of a line. A: y=mx+b or B: m=(change in y)/(change in x).

JACOB

What?

Jacob is quiet in thought for a minute. The camera goes back and forth between the guns.

THE PROFESSOR

Do you want me to repeat the question?

JACOB

Wait. No. I remember this one.

Jacob picks up gun B and puts it to his head. The he turns it toward The Professor.

It’s A.

Jacob pulls the trigger and we hear clicks. He looks at the gun, confused.

The Professor stands impassively.

Jacob puts down the gun and picks up the other. He points it toward The Professor and pulls the trigger. It clicks as well.

The Professor grabs Jacob and throw him against the wall.

THE PROFESSOR

It’s a trick question. Either answer would be correct.

JACOB

So I got it right. Both times.

THE PROFESSOR

I’m afraid not. You thought you picked the wrong answer. It’s the only way you could be wrong.

JACOB

But- But. It was a trick. You have to give me another question. Take me back. Let’s do the next one.

THE PROFESSOR

Get up, young man. Dust yourself off.

Jacob stand up and brushes himself off. His face shows a look of terror.

The professor motions toward the door with the spear gun. Jacob walks toward the door with the professor right behind him.

THE PROFESSOR

Take a right, back toward where we came from.

Jacob turns to the right, with The Professor following him closely.

THE PROFESSOR

Stop here.

They stop.

Turn around.

Jacob turns around.

Now look at me.

Jacob turns around and looks at The Professor. He pulls off his mask, revealing a grotesquely scarred and burned face.

Jacob screams.

The Professor holds up the spear gun and points it at Jacob.

THE PROFESSOR

You’ve been caught cheating. You have to pay the penalty.

[Mike Coste]

Mike’s Level 3 Horror Emotion Scene

What I learned from this lesson is how to create an atmosphere of horror using the interplay between the emotions of anguish, panic, horror, and hysteria.

INT- ROOM 313- EVENING

Emily, Heather, and Brad are sitting in the classroom.

HEATHER

Em, I’m so sorry. This is my fault. And you just tried to help Jacob. Now he’s coming for you.

BRAD

Okay, this time we know who he’s coming for. We need a plan.

Emily puts her finger to her mouth to shush Brad. She looks up to a camera in the corner of the room. She begins writing on the scrap paper.

HEATHER

He should be brining Jacob back, right? Emily got the question right. He can’t kill him can he?

BRAD

If he’s alive, that’s a good sign. It means the professor is a man of his word. Maybe we can get out by passing the exam.

HEATHER

Yes, but our brainiac is leaving us. We”l have to solve it without her.

BRAD

We’ll do it. We can do it.

HEATHER

Have you lost your mind? Two people are dead because we couldn’t figure it out. Because I couldn’t figure it out. We’re failing this exam. Emily’s out only hope. She’s the only one who can help us, and now she’s next. When she’s gone, we have no hope. (sobs) God, oh God. Emily, I’m so sorry. The things I accused you of. I thought you were the killer and all the time I’m the killer.

We see Emily hunch over and put her had to her mouth. She looks back, silent.

BRAD

Don’t worry, Em. We’ll figure it out. Just trust us, okay.

Emily looks back and nods. Heather is still sobbing.

The professor barges into the room holding a gun.

HEATHER

Hey. Where’s Jacob. Emily answered the question.

THE PROFESSOR

So she did. Clever girl. Well done, Emily.

BRAD

Yes, well done. So where’s Jacob? Do you just kill no matter what? This isn’t much of an exam.

THE PROFESSOR

Young man, this is serious. It appears your friend lacks integrity. He violated academic integrity and he is no longer part of this class.

HEATHER

No longer part of this class? You let him go?

THE PROFESSOR

I’m sorry. I can’t divulge that information. Decorum prohibits that.

BRAD

Decorum? Decorum? You’re killing people and your lecturing us about decorum?

THE PROFESSOR

Now listen young man. I don’t fail students; students fail themselves. If you were more diligent in your studies and clear in your thinking, we wouldn’t be having this conversation would we?

Brad jumps up to attack the professor but is help back by his cuffs. The Professor pistol whips him.

THE PROFESSOR

Young man, you are to stay at your desk. If you want to get up, you ask permission. Do you understand?

Brad nods.

The Professor walks over to Emily and puts the gun to her head.

THE PROFESSOR

You may come with me. I won’t have an y trouble with you will I?

Emily shakes her head no.

THE PROFESSOR

Good. You’re a smart girl.

The Professor uncuffs Emily and motions for her to stand up. She stands up and then lunges toward Brad, grabs him and kisses him deeply. The Professor throws her down. There is a momentary struggle, and The Professor cuffs Emily.

HEATHER

No. No. Please. Take me. Leave her. I’m the one who got us here. Please.

EMILY

Heather, it’s okay. Be a good student. Don’t disrespect him.

Heather gives Emily a look of confusion and puts her head down on the desk, once again sobbing.

The professor leads Emily out of the room, closing and locking the door.

Brad leans down and pullls a piece of paper out of his mouth.

• This reply was modified 2 years, 2 months ago by  Mike Coste.

[Mike Coste]

Mike’s Level 2 Horror Scene

What I learned doing this assignment is how to lead into heightened emotions using other ones. Featr and suspense can lead to dread.

INT- Room 313- Evening

Brad, Heather, and Jacob enter the room. It is a classroom set up with individual desks facing away from the door toward a podium and chalkboard up front. There is also a television monitor attached about six feet high to the left of the podium.

BRAD

Okay, here we are. Can you hear me? What’s this about a test?

(to Heather and Jacob)

I don’t see any paper. What’s this exam?

JACOB

Let’s just go. Let’s get out of here. Please?

BRAD

Where are we going to go, Jacob? We haven’t found a way out yet. And should we just leave David?

HEATHER

Where are Madison and Emily? Do you think they’re messing with us?

The monitor comes on, and we see Dave sitting at a table with two glasses, one marked A and one marked B. Heather, Brad, and Jacob just stare at the monitor.

BRAD

David looks scared. I’ve know him for a long time. He can’t bluff at poker. He’s not that good an actor. This is real.

HEATHER (yelling)

Very funny Emily. I know you’re doing this. Look, I’m sorry I got us trapped here. There’s no reason to…

THE PROFESSOR

Welcome class. You’re a little late. It’s going to be harder to finish the exam. Please take your seats.

Heather, Jacob, and Brad look at each other.

JACOB

Um, sir? Do I have to take the exam? Can I leave? I have to use the restroom.

THE PROFESSOR

I said sit down.

They all sit down

Do you see the handcuffs on under your seats? Put them on. Make sure you lock one side onto your desk and the other to your hand. Make sure the chain goes around the pole so you can’t leave your desk.

BRAD

Dude, are you crazy? I’m not putting on any cuffs. I’ll tell you what. Why don’t you come here and put them on for me?

David’s eyes widen as we see a knife come up against his throat.

THE PROFESSOR

Please address me properly.

BRAD

Um, sir?

THE PROFESSOR

Good. Much better.

BRAD

Sir. Can you please let our friend go?

THE PROFESSOR

Of course I can.

BRAD

Thank…

THE PROFESSOR

But I won’t. At least not until you answer the first question.

BRAD

What’s the question?

THE PROFESSOR

First, put on the handcuffs.

BRAD

Okay. Okay.

Brad puts on the handcuffs as instructed. Jacob and Heather follow suit.

THE PROFESSOR

Let me explain the rules. As you can see, your friend, (to David), what’s your name?

DAVID

David

THE PROFESSOR

Your last name.

DAVID

Williams.

THE PROFESSOR

As you can see, your friend, Mr. Williams, is in a bit of a predicament. I won’t allow him to leave, and he has two glasses in front of him. Glass A. (points to glass A) and Glass B (points to glass B). One glass, the glass representing the correct answer, has water. The other, the incorrect answer has poison. You can help save his life. Just answer the question.

HEATHER

So what’s the question, Sir?

JACOB

Can I please use the restroom?

THE PROFESSOR

No. You may not.

THE PROFESSOR

Here’s the question. Within two decimals, tell me the circumference of a circle with diameter of ten. Is it A, 31.4 or B, 78.5?

HEATHER

Wait. I know this.(beat) Pi R squared. If the diameter is 10, then the radius is 5. Five squared is 25. Pi is 3.14, so 3.14 times 25 has to be somewhere around 75. The answer is B.

THE PROFESSOR

B. Are your sure young lady?

HEATHER

Yes.

The Professor gives glass B to David, and he drinks it. We wait a few seconds, and he smiles and stands up. The monitor goes blank.

JACOB

Wow, Heather, that was good. You must pay attention in math. Maybe they’ll let us go.

BRAD

I wouldn’t be so sure.

HEATHER

Why?

Brad just stares forward.

The door opens, and David walks in.

HEATHER

David. You’re okay.

David smiles weakly.

BRAD

The circumference of a circle is two Pi R.

HEATHER

What are you talking about?

BRAD

He said circumference, not area. It’s two Pi R, not Pi R squared. You were wrong.

HEATHER

But…

David falls to the floor with a thud.

[Mike Coste]

Mike’s Level 1 Horror Emotion Scene

What I learned doing this assignment is how relatively mundane scenes can be used to build suspense. How important it is to build the emotions of apprehension, surprise, and shock, and how they can play on each other.

EXT- OLD CLASSROOM BUILDING- EVENING

The camera watches from a distance as two sets of headlights pull up to the front of the building.The cars stop and the headlights go off. David, Jacob, and Emily get out of one car, and the rest get out of the other. The camera closes in as they walk to the building. They all stop outside the front entrance.

EMILY

Okay. We’re here. This is the creepy building. Let’s go.

DAVID

Emily’s right. I saw a pizza place a few miles back.

JACOB

Yeah, I’m hungry. Let’s get some food.

HEATHER

Are you kidding? We’re here. No one’s been in this building for years. Let’s explore.

BRAD

C’mon Heather. We don’t need to go in there. People died in there. Let’s go.

JACOB

I don’t really like school during the day. Why would I want to go there at night.

HEATHER

Jacob, this isn’t school. It’s an adventure. Don’t you want to know wheat’s in there? Do you think the Professor is waiting for use.

EMILY

It’s just a story. The is no Professor. Not now anyway. What happened then is in the past. Let’s just go.

BRAD

Emily’s right. There’s nothing in there except a bunch of dust. Let’s go.

HEATHER

You don’t believe these stories do you?

EMILY

(apprehensively)

No.

HEATHER

Then let’s go.

BRAD

Look, the door’s locked anyway. We won’t be able to get in. And those windows are locked up like a prison.

JACOB

Brad’s right. Let’s just go. I’m cold. Let’s get pizza. (beat) Can anyone lend me some money.

HEATHER

I’l buy you some pizza if you come in with me.

EMILY

I’ll buy pizza if we leave now.

BRAD

Let’s just go.

Brad starts walking to the car, Jacob, Emily, Madison, and David follow.

HEATHER

(yells)

You’r all a bunch of wimps. I can’t believe I hang out with cowards. You come back.

Heather turns and walks toward the door, and pushed on it. It opens.

Look it’s open. They’re waiting for us. All the ghosties are waiting for us.

Let’s go.

Brad turns around and starts jogging toward Heather. The others follow with Jacob at the rear.

BRAD

Heather, no. Don’t go in there. It’s dangerous. You don’t know. The place is falling apart. it could all collapse.

HEATHER

Let’s go in. Come on everyone.

Heather pushed the door and goes in. Brad goes in followed by David. Madison and Emily follow David in and bump into each other as they both try to enter at the same time.

JACOB

Come on guys. Let’s go. I’m hungry. Emily, you said we could get pizza.

Jacob looks around and realizes he’s alone. He runs into the building. The door shuts. We hear a click, like a lock.

[Mike Coste]

MIke’s Horror Outline Version 1

What I learned is the importance of sketching out each scene as it drives the story.

ACT 1: SET UP FOR HORROR

INT- SCHOOL BUILDING- DAY

Emily is walking in a hallway, not quite sure where to go. She walks into a classroom. Everyone turns around and looks at her. The professor at the front of the room asks her name. She tells him, and he responds that it’s good she finally showed up. There’s a big test.

He motions for her to sit down. He hands her a paper and tells her she has a half hour to finish the three hour final. The professor puts the test on her desk. She picks it up and looks at it. There are pages and pages of questions. She looks down and realizes she is in her underwear. The other students start turning in their papers and stare at her as he leaves the room. We hear the dings of texts coming in.

INT- EMILY’S ROOM- DAY

Emily is in her bed. We hear another ding. She awakes with a start, and picks up her phone.

We look at the screen of the phone and see texts from Brad. He tells her some people are getting together at a local coffee shop. She responds that she must have fallen asleep and she’ll be right there. Brad tells her to hurry. David will be there as well.

Emily gets up and starts to get ready.

EXT- THE COFFEE SHOP- DUSK

A car pulls up and Emily gets out. Emily walks toward the front entrance.

INT- COFFEE SHOP, INTERIOR- DUSK

Emily walks in the door. She walks toward a table. Heather, Brad, Madison, David, and Jacob greet her.

Emily shares her dream with them. It is a recurring one. Others have dreams just like it. Heather shares a story about an abandoned classroom building where people have disappeared. There was a fire years ago during a test when someone tried to set off a fire alarm to get out of the test. Instead they accidentally started a fire. The building was locked down, and they all died in the fire, although legend says the professor got away. Others have heard the story. Heather suggests they all go to check out the old building. Jacob and Brad have their doubts, but Emily, David and Madison are in. They think it is a joke.

EXT- OLD CLASSROOM BUILDING- EVENING

They are all standing outside of the building. Emily and David start to feel a little creeped out. Brad tries to talk the group into leaving and going somewhere else. Jacob complains about how cold and dark it is. It seems like the group is getting to leave. Heather yells and calls them cowards. Then she opens the door and walks in, holding it open. David shrugs his shoulders and follows. Emily and Madison walk in at the same time, bumping into each other. Jacob yells at them to come on out, and then walks in to get them. Jacob, seeing that he’s alone, runs in. The door shuts, and we hear the lock click.

INT- OLD CLASSROOM BUILDING ENTRANCE AREA- EVENING

There is low light. Brad starts yelling for people to follow him and get out. He tries the door, and it’s locked. Jacob tells Brad to cut it out and tries the door himself. Both run to windows, but they are locked shut. They start pounding on the windows, but nothing budges. Emily pulls out a cell phone, but there is no signal. Jacob can’t get a signal either. He starts freaking out, demanding that the others quit fooling around.

Heather finds the whole thing amusing. She laughs like it’s a game. She urges the others to go explore. Emily tries to get her to focus on the problem at hand. Brad pulls everyone together and suggests they split up and try to find a way out. He moves in one direction, Emily goes in another and Heather follows Emily. David splits off and Madison follows, leaving Jacob by himself. Jacob starts yelling and banging on the front door.

INT- HALLWAY- EVENING

Heather and Emily are trying to find a way out. They hear Jacob yelling and start laughing. They know that Jacob would be long gone if he actually found a way out. They start strategizing to find an exit. The conversation then goes to a crush that Emily has on David. They hear movement in a nearby classroom.

Emily looks in and gasps. Her eyes tear up and she runs off. Heather looks into the room and sees David and Madison making out. She runs after Emily.

ACT 2- THE POINT OF NO RETURN

INT- DIFFERENT HALLWAY- EVENING

Brad is looking around. He tries a door that is locked. A shadow goes by and he looks up. Nothing. He hears running footsteps and turns a corner. Heather runs right into him, almost knocking him over.

A voice comes over the intercom telling everyone to go to Room 313 for their exam. They look up at the intercom.

They hear Jacob off to the distance yelling that there’s no way he’s taking a test and to let him out. He starts yelling hysterically. Brad and Heather start following his voice. They find him in a classroom hunched over and weeping. Heather tries to comfort him.

A monitor comes on, and they see David in a room with a frightened look on his face. The voice comes on and tells them that David will die if they don’t answer the first question. Again they are told to go to Room 313 for the exam.

INT- ROOM 313- EVENING

Brad, Emily, and Jacob walk into the room. The monitor comes on, and we see David again, still frightened. There are two glasses in front of him. A voice comes on and tells them to handcuff themselves to the desks. Brad refuses and demands that David be let go. A knife comes out and is held to David’s throat. The order is repeated. Jacob starts to run, and Brad tackles him, pulls him to the desk, and puts on the cuffs. The voice orders Heather to put the cuffs on Brad. She complies and Brad lets her. She then cuffs herself to another desk.

The voice tells them that one glass contains water and the other contains poison. One is marked A and the other is marked B. The question is asked, and the group answers A. With a shaky hand, David picks up the glass and drinks it. He puts is down, and a weak smile comes across his face. A rope appears around his neck, and the screen goes blank.

The group starts to talk about how they are going to get out of this mess when the door opens and David appears looking fine. He takes a couple of steps and falls over. Dead.

The group starts to speculate. Where’s Madison/ Where’s Emily? Are one of them behind it? Then the screen comes on. We see Madison’s face, horrified.

INT- ANOTHER ROOM- EVENING

She has a noose around her neck. We see the end of a camera pointed toward her. Madison is standing on a red chair with a blue chair next to it. The group is asked another question, one answer is red and the other is blue. The question is answered, and Madison steps onto the red chair. We see a hand pull a lever and a trapdoor opens under the chair. Madison swings from the noose.

ACT 3: FULL ON HORROR

INT- ROOM 313- EVENING

The three people are terrified. Jacob suggests it could be Emily. Heather mentions that Emily had a crush on David and Saw David and Madison making out. Brad is skeptical. Then Emily appears at the door, a scary look on her face. Behind her is a man with a mask with a speargun in his hand. He orders Emily to sit at a desk and cuffs her. He uncuffs Jacob and takes him away, whining and whimpering.

Brad and Heather start asking Emily questions. She had run and been locked in c closet and couldn’t get out. The man in the mask opened the door, held the speargun to her and told her he was taking her to her friends. He told her it was exam time.

The monitor comes back on. Jacob is in a compromising position [I haven’t figured this one out yet] A problem is posed. After some tense moments, Emily asks for some scarp paper and the masked man comes in and hands her some along with a pen. Emily works out the problem and answers correctly.

A voice comes on and congratulates Emily telling her that she has earned the right to be the next victim.

INT- ANOTHER ROOM- EVENING

A relieved Jacob is taken out of the trap. He asks where he is being taken and is told he’ll go back with his friends. He begs to be let go and is told he will be given an extra credit question he could answer to be let go if he chooses. He accepts it. He He is asked a question and is given two guns, one loaded and one not. He picks up the gun corresponding to his answer and puts it to his head. We hear a couple of clicks. It’s empty. He starts laughing. He picks up the other gun and points it toward the masked man. Again two clicks. Jacob is confused.

The masked man tells him both answers were correct, but since he cheated, he would have to face the consequences. He fires the spear gun and kills Jacob. He picks up the gun and puts in some bullets.

INT- ROOM 313

The three survivors are in the room, and they hear footsteps coming down the hall. Emily writes furiously and crumples up the paper.She puts it in her mouth as the masked man walks in. He holds the gun to Emily’s head and uncuffs her. She leans down and kisses Brad. For good luck she says.

After the masked man walks out Brad pulls the paper out and reads it. The monitor comes on with Emily in a precarious position. The masked man starts to talk and Brad interrupts saying he would raise his hand if he could but he has a question. The monitor goes off.

We hear footsteps and the masked man enters the room. Brad asks for a review. The masked man goes up to the board at the front and starts lecturing. Brad then asks if he could try a practice problem. The masked man writes down a problem and takes him to the board. Brad starts on the problem and seems to get stuck at a point. The masked man is frustrated and grabs the chalk from Brad and starts to write. Brad grabs the man and pushes him out a window.

EXT- OUTSIDE THE BUILDING (THROUGH THE WINDOW)- EVENING

We see the masked man motionless on the pavement.

EXT- THE FRONT OF THE BUILDING-EVENING

Brad, Heather, and Emily are being led out of the building. They see a body bag, probably Jacob, belong put into the ambulance. Emily looks back toward the spot where the masked man fell. It is empty.

BLACKOUT

• This reply was modified 2 years, 2 months ago by  Mike Coste. Reason: finished the assignment-- It was a long one!

[Mike Coste]

Mike’s Character Journey Track

What I learned from this assignment is to pay attention to how the characters interrelate. I may have David be Heather’s love interest instead of Emily’s. Heather could cause Madison’s death out of jealousy.

David

A. What is their Character Profile?

Role: Love Interest

Traits: Strong, Silent, Handsome

Fears: Being Alone

Wants/Needs : Female Attention

Likability / Rooting factors: Amiable, inoffensive

How they react under stress: Freezes

Relationship with other characters: Best friends with Brad; friendly with Emily; Flirtatious with Madison

B. What is their Character Journey for this story?

Character Intro: He catches Emily’s eye; she blushes

Denial: Thinks he can find a way out and save the day

Their reaction at first horror: He is captured and terrified

Relation to group after first horror: Dead

How they fight back: Unable to

End Point: First to die; drinks wrong glass– poisoned

What insight do their deaths or survival bring to the others/audience? There’s a killer amongst them

Madison

A. What is their Character Profile?

Role: Monster Bait

Traits: Vivacious; seductive

Fears: growing old; losing looks

Wants/Needs : Male attention

Likability / Rooting factors: Bubbly; generally cheerful

How they react under stress: panic

Relationship with other characters: flirtatious with David; competitive with Emily

B. What is their Character Journey for this story?

Character Intro: Seen making out with David

Denial: Thinks David can find a way out

Their reaction at first horror: Too late; already captured

Relation to group after first horror: begging for help

How they fight back: tries to answer question

End Point: End of a rope; answers question incorrectly

What insight do their deaths or survival bring to the others/audience? She’s not the killer; someone else is out there

Brad

A. What is their Character Profile?

Role: Leader

Traits: Resourceful; Loyal

Fears: Losing members of the group; not being respected

Wants/Needs : respect

Likability / Rooting factors: Caring; looks out for the others

How they react under stress: Cool; fighter

Relationship with other characters: Best friends with David; Respects Emily; likes the rest; the glue that holds the group together

B. What is their Character Journey for this story?

Character Intro: Texts Emily to meet the group

Denial: Thinks there’s a way out; thinks Madison might be the killer

Their reaction at first horror: wants to rescue David

Relation to group after first horror: Tries to strategize and keep them calm

How they fight back: eventually pushes the monster out the window

End Point: Helps lead everyone out

What insight do their deaths or survival bring to the others/audience? It pays to be loyal and take action

Jacob

A. What is their Character Profile?

Role: Complainer

Traits: Whiney; selfish

Fears: he’s getting the raw end of the deal

Wants/Needs : to be safe

Likability / Rooting factors: he’s entertaining; harmless

How they react under stress: complain and try to weasel out of it

Relationship with other characters: likes their company; likes hanging out with them

B. What is their Character Journey for this story?

Character Intro: Complaining about something in a conversation

Denial: begins by doubting the story of the old campus building

Their reaction at first horror: need to escape

Relation to group after first horror: wants them to help him- self centered

How they fight back: flee; look out for #1

End Point: Offered Extra Credit question; chooses wrong firearm

What insight do their deaths or survival bring to the others/audience? he wasn’t going to help them– too selfish

Heather

A. What is their Character Profile?

Role: Rebel

Traits: Impulsive

Fears: not enough

Wants/Needs : adventure; adrenaline

Likability / Rooting factors: adventurous; fun

How they react under stress: fight; take it on

Relationship with other characters: wants them to join her exploits

B. What is their Character Journey for this story?

Character Intro: tells story of old building

Denial: Thinks Madison’s the Killer

Their reaction at first horror: We can beat him

Relation to group after first horror: Guilty for getting them into it

How they fight back: challenges the monster

End Point: either helps or dies; not sure

What insight do their deaths or survival bring to the others/audience? too reckless, but maybe that’s needed

Emily

A. What is their Character Profile?

Role: Rescuer

Traits: Smart; clever

Fears: not being in control

Wants/Needs : solve the puzzle

Likability / Rooting factors: clever; resourceful; loyal

How they react under stress: calm; try to figure things out

Relationship with other characters: a protector; big sister

B. What is their Character Journey for this story?

Character Intro: She has a dream at the beginning

Denial: Thinks Madison’s the killer

Their reaction at first horror: try to solve the problems

Relation to group after first horror: tries to help them

How they fight back: solve the puzzle

End Point: gives Brad the solution

What insight do their deaths or survival bring to the others/audience? She causes them to think about the monster’s ego.

[Mike Coste]

The Professor’s Reveal Track

What I learned doing this assignment is to consider how the audience will come to know the Monster.

The Monster is the Professor. He gives his victims problems to solve. If they don’t, someone dies.

His powers are rooted in his knowledge. He is clever and manipulative.

His limitation is that he works in the building. He is also human with all the physical limitations of a human.

His weakness is his ego. He demands respect.

He plans to catch his “students” in weakness, quizzing them until they miss something. They they die.

ACT 1: SET UP FOR HORROR

Atmosphere of Evil established: We see Emily walking into a classroom that she has never been to. The students are taking a test, and the teacher tells her to sit down and join them. Emily wakes up from the dream.

Horror Situation: Emily is trapped; she has to take a test she isn’t prepared for.

Reaction-Try to Solve It: She’ sits down to take the test.

Monster Reveal: We see a foreshadowing of being tormented by a teacher.

Connect with Characters: Jacob texts Emily to invite her to hang out. After they pick her up they meet up with the rest, and Emily tells them about her dream. Heather tells them a legend about a scary abandoned classroom building and suggests they go visit it.

Horror Situation: An abandoned building in which people have disappeared.

Denial of Horror: Disbelief in the story.

Monster Reveal: The past deaths caused by the Monster are discussed.

The Characters are warned not to do it: As they get to the entrance of the building, Jacob and Brad try to talk everyone out of it.

Horror Situation: The group reaches the building.

Denial of Horror: No problem to see.

Horror Situation: Warnings from Jacob and Brad.

Denial of Horror: The group decides to move on.

Safety Taken Away: Heather enters the building, and the rest follow. The door clicks, and they realize they are locked in.

Horror Situation: Locked in the building.

Reaction: The group tries to find a way out.

Monster: The introduction of the beast: A voice comes on the intercom telling the students to get to class. There is a test in Room 313.

Horror Situation: Someone has trapped them; they have a plan.

Reaction: They decide to look for a way to escape.

Monster Reveal: We hear the Monster’s voice. We’re still not sure who it is.

ACT 2: THE POINT OF NO RETURN

Isolated/trapped/abducted: They split up, looking for a way out. There is none.

Horror Situation: No escape.

Reaction: Frantically keep trying to escape.

One of us is killed: Monitor screens come on showing David trapped with 2 cups, one of which he has to drink: one is water one is poison. They have to go to Room 313 to answer the question to determine which one he drinks. They answer incorrectly.

Horror Situation: One of the group is kidnapped.

Reaction: Group goes to Room 313.

Horror Situation: The group needs to solve a problem to save them.

Reaction: The group tries to solve the problem.

Horror Situation: The first person dies.

Reaction: Terror. What next?

Monster Reveal: We get a sense of how the Monster operates. We’re still not sure who it is. Maybe Madison?

MIDPOINT: THE MONSTER IS WORSE THAN WE THOUGHT: The notice that Madison is not in the room, and they blame her, but the monitor comes back on and she is the next victim. They get another question wrong.

Horror Situation: Someone is missing.

Reaction: Denial, in a way. They assume she’s involved.

Horror Situation: She’s been kidnapped.

Reaction: More terror at the realization that someone outside the group is definitely responsible.

Horror Situation: The group has to solve a problem.

Reaction: The group tries to solve the next problem.

Horror Situation: Another one bites the dust.

Reaction: Terror. Now what?

Monster Reveal: Nope, Not Madison. He demands to be called Professor. We see him for the first time.

Terrorized: They wonder who’s going to be next. The lights go off, and Jacob disappears.

Horror Situation: Another one disappears.

Reaction: Waiting for the next shoe to drop.

ACT 3: FULL OUT HORROR

Fight to the death: They realize they have to find a way to answer the person’s questions. Jacob is in the room whining and complaining, trying to bargain with the monster.

Horror Situation: Jacob is captive.

Reaction: Panic at realizing what comes next.

Horror Situation: They’ll have to solve another problem.

Reaction: Worried about the next problem.

Hysteria: Emily gets the question right. Jacob is let go. Now they are told that the one who answers the question right is the next victim.

Horror Situation: They have to solve another problem.

Reaction: Temporary relief as Emily solves it.

Horror Situation: Emily’s next.

Reaction: Emily passes on a strategy.

Monster Reveal: He is going to keep quizzing them until they fail.

The thrilling escape from death: Before she is taken, Emily passes a note on to Brad. Brad asks the professor for an exam review.

Horror Situation: The monster is invited into the room.

Reaction: Time to put the plan to work.

Death returns to take one more: Jacob gets an extra credit question. If he answers correctly he’s released. He can also choose not to answer it and join the group. He takes the question and is incorrect.

Horror Situation: Another problem to solve.

Reaction: Jacob is abandoning the group. Mixed feelings as they are being abandoned but don’t want him hurt.

Horror Situation: A third one dies.

Reaction: Despair as it seems everyone will die.

Monster Reveal: He plays on their weaknesses and they will eventually miss something.

Resolution: The professor teaches the class. Brad asks for a sample problem, and the professor sends him to the board to do it. Brad wrestles the professor and pushed him out the window. We see the professor’s body motionless on the asphalt below.

Monster Reveal: The Monster is in the room. We see him close up.

Horror Situation: The monster is engaged.

Reaction: The monster is attacked and thrown out the window.

Monster Reveal: When the police come, the Monster is gone, without a trace.

[Mike Coste]

Mike’s Character Death Track

What I learned from this assignment is that the people who choose to go on their own are the ones who die.

David

How: Has to choose which noose to put his head in. Chooses wrong one.

Why: Made out with the wrong person. I could look like someone else did it.

Madison

How: Chooses the wrong drink. Drinks poison.

Why: Selfish; also can play into conspiracy.

Jacob

How: Chooses the wrong pistol. Shoots himself

Why: He had been released but chose an extra credit question to leave the group.

Heather (maybe)

How: Throat slashed in detention.

Why: It was her idea go into the building in the first place, and she tried to escape on her own.

• This reply was modified 2 years, 2 months ago by  Mike Coste.

[Mike Coste]

Mike’s Horror Situation Track

What I learned doing this assignment is to think of the characters’ motivations in each of these scenarios.

ACT 1: SET UP FOR HORROR

Atmosphere of Evil established: We see Emily walking into a classroom that she has never been to. The students are taking a test, and the teacher tells her to sit down and join them. Emily wakes up from the dream.

Horror Situation: Emily is trapped; she has to take a test she isn’t prepared for.

Reaction-Try to Solve It: She’ sits down to take the test.

Connect with Characters: Jacob texts Emily to invite her to hang out. After they pick her up they meet up with the rest, and Emily tells them about her dream. Heather tells them a legend about a scary abandoned classroom building and suggests they go visit it.

Horror Situation: An abandoned building in which people have disappeared.

Denial of Horror: Disbelief in the story.

The Characters are warned not to do it: As they get to the entrance of the building, Jacob and Brad try to talk everyone out of it.

Horror Situation: The group reaches the building.

Denial of Horror: No problem to see.

Horror Situation: Warnings from Jacob and Brad.

Denial of Horror: The group decides to move on.

Safety Taken Away: Heather enters the building, and the rest follow. The door clicks, and they realize they are locked in.

Horror Situation: Locked in the building.

Reaction: The group tries to find a way out.

Monster: The introduction of the beast: A voice comes on the intercom telling the students to get to class. There is a test in Room 313.

Horror Situation: Someone has trapped them; they have a plan.

Reaction: They decide to look for a way to escape.

ACT 2: THE POINT OF NO RETURN

Isolated/trapped/abducted: They split up, looking for a way out. There is none.

Horror Situation: No escape.

<b class=””>Reaction: Frantically keep trying to escape.

One of us is killed: Monitor screens come on showing David trapped with 2 cups, one of which he has to drink: one is water one is poison. They have to go to Room 313 to answer the question to determine which one he drinks. They answer incorrectly.

Horror Situation: One of the group is kidnapped.

Reaction: Group goes to Room 313.

Horror Situation: The group needs to solve a problem to save them.

Reaction: The group tries to solve the problem.

Horror Situation: The first person dies.

Reaction: Terror. What next?

MIDPOINT: THE MONSTER IS WORSE THAN WE THOUGHT: The notice that Madison is not in the room, and they blame her, but the monitor comes back on and she is the next victim. They get another question wrong.

Horror Situation: Someone is missing.

Reaction: Denial, in a way. They assume she’s involved.

Horror Situation: She’s been kidnapped.

Reaction: More terror at the realization that someone outside the group is definitely responsible.

Horror Situation: The group has to solve a problem.

Reaction: The group tries to solve the next problem.

Horror Situation: Another one bites the dust.

Reaction: Terror. Now what?

Terrorized: They wonder who’s going to be next. The lights go off, and Jacob disappears.

Horror Situation: Another one disappears.

Reaction: Waiting for the next sho to drop.

ACT 3: FULL OUT HORROR

Fight to the death: They realize they have to find a way to answer the person’s questions. Jacob is in the room whining and complaining, trying to bargain with the monster.

Horror Situation: Jacob is captive.

Reaction: Panic at realizing what comes next.

Horror Situation: They’ll have to solve another problem.

Reaction: Worried about the next problem.

Hysteria: Emily gets the question right. Jacob is let go. Now they are told that the one who answers the question right is the next victim.

Horror Situation: They have to solve another problem.

Reaction: Temporary relief as Emily solves it.

Horror Situation: Emily’s next.

Reaction: Emily passes on a strategy.

The thrilling escape from death: Before she is taken, Emily passes a note on to Brad. Brad asks the professor for an exam review.

Horror Situation: The monster is invited into the room.

Reaction: Time to put the plan to work.

Death returns to take one more: Jacob gets an extra credit question. If he answers correctly he’s released. He can also choose not to answer it and join the group. He takes the question and is incorrect.

Horror Situation: Another problem to solve.

Reaction: Jacob is abandoning the group. Mixed feelings as they are being abandoned but don’t want him hurt.

Horror Situation: A third one dies.

Reaction: Despair as it seems everyone will die.

Resolution: The professor teaches the class. Brad asks for a sample problem, and the professor sends him to the board to do it. Brad wrestles the professor and pushed him out the window. We see the professor’s body motionless on the asphalt below.

Horror Situation: The monster is engaged.

Reaction: The monster is attacked and thrown out the window.

• This reply was modified 2 years, 2 months ago by  Mike Coste.

[Mike Coste]

Mike’s Horror Plot

What I learned doing this assignment is the importance of outlining a plot before you start.

ACT 1: SET UP FOR HORROR

Atmosphere of Evil established: We see Emily walking into a classroom that she has never been to. The students are taking a test, and the teacher tells her to sit down and join them. Emily wakes up from the dream.

Connect with Characters: Jacob texts Emily to invite her to hang out. After they pick her up they meet up with the rest, and Emily tells them about her dream. Heather tells them a legend about a scary abandoned classroom building and suggests they go visit it.

The Characters are warned not to do it: As they get to the entrance of the building, Jacob and Brad try to talk everyone out of it.

Safety Taken Away: Heather enters the building, and the rest follow. The door clicks, and they realize they are locked in.

Monster: The introduction of the beast: A voice comes on the intercom telling the students to get to class. There is a test in Room 313.

ACT 2: THE POINT OF NO RETURN

Isolated/trapped/abducted: They split up, looking for a way out. There is none.

One of us is killed: Monitor screens come on showing David trapped with 2 cups, one of which he has to drink: one is water one is poison. They have to go to Room 313 to answer the question to determine which one he drinks. They answer incorrectly.

MIDPOINT: THE MONSTER IS WORSE THAN WE THOUGHT: The notice that Madison is not in the room, and they blame her, but the monitor comes back on and she is the next victim. They get another question wrong.

Terrorized: They wonder who’s going to be next. The lights go off, and Jacob disappears.

ACT 3: FULL OUT HORROR

Fight to the death: They realize they have to find a way to answer the person’s questions. Jacob is in the room whining and complaining, trying to bargain with the monster.

Hysteria: Emily gets the question right. Jacob is let go. Now they are told that the one who answers the question right is the next victim.

The thrilling escape from death: Before she is taken, Emily passes a note on to Brad. Brad asks the professor for an exam review.

Death returns to take one more: Jacob gets an extra credit question. If he answers correctly he’s released. He can also choose not to answer it and join the group. He takes the question and is incorrect.

Resolution: The professor teaches the class. Brad asks for a sample problem, and the professor sends him to the board to do it. Brad wrestles the professor and pushed him out the window. We see the professor’s body motionless on the asphalt below.

[Mike Coste]

Mike’s Characters for Horror

What I learned doing this assignment is that the characters need to fit together like pieces of a puzzle and each needs to drive the story in some way.

This movie is about a deranged former teacher who traps some students in and old school building and takes them one at a time, putting them in precarious situations in which the others have to solve problems to save them.

The group are thrill seekers, young people out for a good time.

The dying pattern involves the characters surviving together, with a couple of them getting killed off

Character roles:

Leader: Brad- Very popular; he organized this party and wants to control the situation

Love Interest: David- Brad’s best friend and Heather’s crush; earlier, Emily saw him making out with Madison; that is unfortunate

Rebel: Heather- She lives for the moment; she’s the one who convinced the group to break into the old school building.

Rescuer: Emily- Likely class valedictorian; she has to figure out how to outsmart the teacher.

Monster Bait: Madison- Nobody liked her anyway.

Complainer: Jacob- He didn’t want to be there; he never liked school; he just wishes he could ditch

[Mike Coste]

Mike’s Terrifying Monster

What I learned doing this assignment is that I need to create a monster that may be out of view most of the time but who has a disturbing appearance.

The Monster is a teacher, maybe a college professor, who likes to quiz his victims

Their Terror: He puts people in torturous traps and then has their friends solve problems to try and free them. Each wrong answer adds to the torture until they die

Mystery: How can the survivors solve the problems and save the victim and themselves

Fear Provoking Appearance: He wears a professorial outfit: tweed jacket, etc, smokes a pipe. He should wear a mask of some kind; I’m working on that.

His Rules: This is his classroom. You do what he says. Be prepared. Stay in Your Seat. Answer the questions correctly and on time– or face the consequences.

His Mythology: He was a strict and demanding teacher. A group of students played a prank on him by shooting fireworks into his office. They ended up setting it on fire, but he disappeared. later, over the years, each one of them ended up dying under suspicious circumstances.

• This reply was modified 2 years, 3 months ago by  Mike Coste.

[Mike Coste]

What I learned from this assignment is how the use of innocent characters can heighten terror.

My movie was Malevolent. In this movie we have a group of people who pose as people who can help with spirits, fraudulently to make money. They finally end up with a job with real ghosts, children who had been found dead with their mouth sewn up years earlier.

At first one of the women on the team starts to see and feel things. Her mother, who had died by suicide had similar experiences, so she begins to doubt her sanity. The children begin to reveal themselves more until others see them as well. It turns out the women who hired them had killed the children. She is another source of terror as she begins to capture each of them and sew up their mouths.

The house itself is isolated, so it is difficult to escape. When they do finally try to escape, the car crashes, killing one of them and trapping the rest.

We have the deaths of the children, as well as the mother who dies by suicide and makes appearances. One of them die in the car crash, and the woman who hired them intends to kill the rest.

In the end, the monster is the woman who hired them. She killed the children and wants their ghosts removed. She also wants to kill the group that she hired.

Tension starts with the woman’s visions. We’re not sure if she’s crazy. Then we don’t know what the children intend to do. Finally there is the tension of the group trying to escape from the woman.

The ghosts of the children and of the mother represent a departure from reality.

The biggest moral statement here is that the team are trying to con the woman, and they end up finding that there is truth behind what they pretend to be.

I think the psychological tension of the woman who first sees the children and begins to doubt her sanity is a strong element in this film

My Story.

This is very rough. I’m thinking about a deranged former teacher, maybe dead, who traps some students in an old building and and takes them one at a time, putting them in precarious situations where the others have to figure out how to get them out it. I’ll call it “Final Exam.”

The characters are terrorize by having one of them put in a dangerous situation that the others have to solve. Who’s next?

They are in an isolated building (an old school building), and one is isolated from the rest.

The old teacher is the villain.

The tension in whether each solution will work, and who is the next subject.

The situation itself is a departure from reality.

I’m still working on the moral statement–maybe something about not blowing off school

[Mike Coste]

Hi. My name is Mike Coste.

I’ve written a short script, but nothing full length.

I want to get a better idea of the horror genre. I’m writing a book that has horror elements in it. I’d also like to write a horror movie as well.

I used to teach philosophy and mythology, and I like to draw from that in my writings. I’ve written short plays, stories and poetry, and I look forward to learning more about screenwriting.

[Mike Coste]

Mike Coste- I agree to the terms of this release form.

[Mike Coste]

Thanks, Ken! I’ll get something to you later this week. I want to revise it a little more.

mike.coste@gmail.com

[Mike Coste]

I love this, Ken. The use of the Donkey Kong game is brilliant. And the part with the dog injects some terror and relief into the scene.

I also appreciate that you alway post first and provide such great and helpful examples.

[Mike Coste]

Thanks, Ken!

[Mike Coste]

This is interesting, Ken. I like how you use the plague metaphor with the spiders. So timely.

[Mike Coste]

I love it. Thanks! I may just make him a Math teacher (because they are the cruelest). I was looking at Einstein masks, but I like this! Plus, I don’t have to think up too many math problems.

[Mike Coste]

Thanks, Ken! These are all great ideas. I appreciate your thougtful comments.