1. SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN
THE DESIGN SCHOOL
FOUNDATION IN NATURAL BUILT ENVIRONMENT
Group Members : Ahmad Razin (0318799)
Chew Yu Jing (0317739)
Chia Sue Hwa (0317920)
Khor Yen Min (0318149)
Lecturer : T. Shankar
Intake : February 2014
Submission Date : 8TH December 2014
2. CONTENT PAGE
a) Apparatus / Materials
a) Concept and Definition
b) Storyboard Design
c) Application and Analysis
3. i. ACKNOWLEDGEMENT
This assignment would not be complete without the effort and co-operation from our group
members, Ahmad Razin, Chew Yu Jing, Chia Sue Hwa and Khor Yen Min. We are grateful
and satisfied that we managed to complete our Social Psychology assignment within the time
given by our lecturer, Mr T. Shankar. Also, we sincerely thank him for the guidance and advice
that led us to produce the video, report and presentation slides titled ‘Attraction: Chasing
4. ii. INTRODUCTION
In this project, students are required to carry out a social psychology conceptual video clip and
required to do a presentation in groups of 4 to 5 students. Students may use theories from a
choice of topics taught and discussed in class.
Students are required to complete three tasks which include producing a video clip by using
the concepts learned in class, written report of the video clip and presenting the clip to the class.
This project will help students to learn and understand the connections between concepts and
perspectives within psychology and with other disciplines. Hence, students will be able to
engage in psychological inquiry and become self-regulated learners.
5. iii. METHOD
a) APPARATUS / MATERIALS
To ensure that our group video entitled ‘Attraction: Chasing Chemistry’ was filmed realistica l ly,
we conducted several discussions on the tools and props needed to complete the storyboard act.
Below is a list of items used:
Two cameras (DSLR 90 and D3100 ) – to record a series of short scenes efficiently and
from different viewpoints if necessary.
Tripod – to hold the camera steadily while filming.
Two mobile phones (iPhones) – to record audio dialogues to be inserted into the video
during the editing process.
Office chair – cameras were placed on it to film scenes in a variety of angles, motions and
Video Editing Software:
Sony Vegas Pro
Props and Costumes
Work set – Papers, books, materials, a T-square, laptop bag and a laptop, all placed on a
drafting table in an architectural studio on campus.
Easel – as a complementary prop in the ending scene.
6. Nerd costume – The main character wears two collared and buttoned T-shirts tucked into jeans
with belt, high socks and shoes. He also wears broken spectacles and a digital watch.
Popular girl costume – The secondary girl character wears a fitting blouse paired with a
miniskirt and denim jacket. She also wears hoop earrings and high heels and is always seen
with a tote bag, a cup of coffee and her iPhone.
To create a more engaging approach through our video, we filmed our video in a variety
of venues, all in Taylor’s Lakeside Campus. In sequence of the video, these include -
An architectural studio in Block E
The corridor directly outside
An elevator in Block E
The Waterfront seating area
Subway, the sandwich café
The front steps by the lake
Library book aisle and discussion room
We separated the video into two segments to film on two separate occasions, to maximize
the time spent on this assignment. Daytimes were an essential accompaniment to the
atmosphere in the video which was vibrant and cheerful, due to good natural lighting.
1. Early afternoon around 11 a.m.
2. Early afternoon to mid-afternoon, around 11a.m. to 2p.m.
In depth, pre-discussions were the basis of our videos. After finalizing the main
theme of our video through brainstorming, which is attraction and chemistry, we
looked deeper to fabricate a main storyline that encompass five most suitable social
psychology concepts. Next, all four of us suggested smaller storylines and scenes
that would convey each message specifically and clearly. At the same time, we
would write down notes for our own reference and also proper documentation.
2. Role delegation
The assignment has several components that needed input from every single man
in the team. Thus, we discussed and settled the person-in-charge according to each
member’s skillset for each section, to ensure constant and efficient progress.
Everyone is required to pull their own weight. However, as a team, we often suggest
areas of improvement and ideas for each other to better the quality of our work.
Below is a table of our task delegation system –
Member Overall Context Video Context
Yu Jing Main slides maker and
Main character, the Nerd
Yen Min Videographer
Main video and audio editor
Tertiary character, Sceptical Friend One
8. Sue Main report writer
3. Video Filming
As mentioned above, we recorded the video on two separate occasions, both times directly after
group discussions. Reason being, this kept the focus and memory of the desired video content
fresh in our minds, which brought out the mood and spirits of us acting in the video. The two
The third scene: The Nerd and Sceptical friends talking by the Waterfront.
The first, second and fourth scene: The scenes in the architectural studio, corridor and
other various places.
Obtaining a clear command of what was supposed to be achieved for each scene, things were
rather smooth during video filming. We often acted out one scene several times to capture the
best cut. During which we also contribute in terms of ideas to the actors and videographer, for
example, filming angles and techniques, besides quirks and actions to be shown in the video.
Our impromptu way of jazzing up the video definitely contributed to its overall message and
mood. Not only that, the speed and flow of filming one scene after another on just two
occasions also made the video more continuous. The group’s efficiency as a whole created
excellent flow of ideas and video quality.
Secondary character, the Cliché Popular
Razin Manpower and assistant Tertiary character, Sceptical Friend Two
9. 4. Analysis. Tabulation and Presentation
Besides the video, presentation slides and the report were components that required input.
Proper analysis, research and format were used in the making of each section to deliver clear
and concise results. Even though there was a leader for all sections, each group member
contributed to each one, which quickened the process. Lastly, we cross-checked everyone’s
work to further improve on necessary areas.
In terms of presentation, we rehearsed a few times to ensure the flow of speech and points to
explain our video and report to the class.
As a conclusion, operation of the whole assignment was quite smooth without any major
challenges. Also satisfying with good company and humour.
10. iv. DISCUSSION
a) CONCEPT AND DEFINITION
To start it off, continuous brainstorming sessions sparked the idea of basing our assignme nt
concept on attraction and chemistry. Although we previously had a list other notions, none
came as significant and engaging as this one.
Attraction is defined as the natural feeling of being drawn to other individuals and desiring
their company. That unconscious yet instinctive pull all individuals have towards another
specific personality or aura is what we find particularly intriguing.
The psychology of attraction is the study of what makes people tick. Based on one simple rule:
we are attracted to people that turn us on. Not just physically but emotionally too. Inspiring
desire and hope in us for something beckoning in the unknown. Leaves us wondering with stars
in our hearts and minds. Leading from attraction, a chase for chemistry starts.
Our main theme describes five concepts that are united by a common storyline, that being
attraction and chemistry. These five are traits of human psychology that are portrayed and
explained in the context of our video, and further backed up by written analysis and study
through this report and presented through slides for further understanding. These concepts
include the halo effect, the mood-congruent effect, stereotyping, optimistic bias and intrinsic
motivation, all illustrated according to the main theme of attraction.
11. b) STORYBOARD DESIGN
Group discussions first led to recording of aims and techniques we wished to use in the video
through paper and pen. Then, we enhanced and strengthened the power of the message by
actively displaying five concepts merged in a single storyline. Before proceeding to film the
We drew a visual storyboard that would guide us through the process of understanding
the concepts (included in appendix).
A rough script was also written to provide the foundation for the actors to work with.
Attached is a copy of the script:
A guy, a nerd in fact, is focused in doing his assignments in the studio. As he was looking
at the pieces of materials to find another angle, he noticed a girl walking through the hallwa y.
He was stunned by seeing such beauty from the back, but as she walked by quickly he didn ’t
manage to see her face. He tries to shake off the idea of going after the girl but he can’t seem
to control his feelings. He burst out of the studio and started chasing after her. But he was too
late as she got into the lift before he was close enough to enter the lift. The lift door shuts and
he still didn’t manage to see the girl’s face. He missed his chance and knelt before the lift.
Disappointed, he went back to the studio to continue his work.
The next day, he kept having flashbacks about the girl passing by while he was eating,
reading, finding books in the library, typing and even looking at the Christmas tree. He thinks
he’s in love.As he packs his stuff while walking through the studio’s corridor. Coincidently, he
bumped into the girl again only without realizing that it was her as he was too caught up in
packing his bag. When he did realize eventually, again he missed the chance to see her face
only able to catch a glimpse of her back. as she had already walked far away and disappear in
12. He went on to tell his friend about the incident only to be rejected by his friends to pursue
his idea. The reason his friends gave was that the girl is expensive and high maintenance after
analyzing her outer appearance. He didn’t take his friend’s words and argued that she might
the one for him.
Some days later, while he was reading a book and walking into the studio at the same time
he saw a girl painting and by confirmation from the back it was that girl he bumped into days
ago. He was stunned again and this time he is confused whether to continue reading his book
acting like nothing had ever happened or talking to the girl. After an instance of interna l
struggle, he finally braved himself to go talk to the girl.
As he walked nearer and tapped the girl’s shoulder to introduce himself. The girl
turned to him and to his surprise, the girl who looked so gorgeous from the back has the face
of a man.
13. c) APPLICATION AND ANALYSIS
The style of our video consists of five scenes, each showing a specific social psychology
concept, in the context of attraction. Below is an in-depth analysis of each scene and how
each concept applies respectively through screenshots of the video taken and relevant
1. Scene One – The Halo Effect
The Cliché Popular Girl walking past the Nerd's Studio
Scene Description: The Nerd is busying himself finishing up work in the studio, while
muttering to himself about its importance, Suddenly, he sees the alluring silhouette of a
stranger girl, the Cliché Popular Girl walk past and is momentarily stunned. After a fe w
seconds of mental debate, he rushes out of the studio in a burst of energy to run after her
only to be a few seconds late as she enters the elevator. He then breaks down.
Concept Definition: The Halo Effect is a type of cognitive bias in which our overall
impression of a person influences how we feel and think about his or her character.
14. Explanation: Also known as the physical attractiveness stereotype and the "what is
beautiful is good" principle, the halo effect, at the most specific level, refers to the habitual
tendency of people to rate attractive individuals more favourably for their personality traits
or characteristics. Halo effect is also used in a more general sense to describe the global
impact of likeable personality, or some specific desirable trait, in creating biased judgments
of the target person on any dimension. Thus, feelings generally overcome cognitions when
we appraise others.
Application: The Nerd looks up in a split second to realize a physically appealing figure of
a female strut past and is captured in the moment of her presence. His first thought of ‘Wow,
she’s stunning!’ unconsciously leads him to also perceive her as an attractive, successful
and likable person instantly. Pushing any negative thoughts or doubts out of his mind in the
few seconds of mental debate, he immediately runs after her in and attempt of desperation,
only to face disappointment.
15. 2. Scene Two – The Mood-Congruent Effect
The Nerd admiring the Christmas tree is suddenly struck by happiness at the thought of
Scene Description: A few short scenes of the Nerd doing daily activities such as eating a
sandwich and looking for books at the library then suddenly falling into dazed thoughts
about his memory of the Cliché Popular Girl. The Nerd realizes that he is in bliss every
time he recalls her and wonders to the sky at possibilities of meeting her again.
Concept Definition: A memory process that selectively retrieves memories that match (are
congruent with) one's mood.
Explanation: This effect is the common relation between one and his or her respective
memories. Simply put, when something happens that strongly affects your mood the
memory will be retrieved when experiencing the mood again, or vice versa. Also a
recollection of memories based upon the emotion that you are feeling at that one particular
moment of recollection. Depending on your mood, you will think of past memories that
relate to your recent mood.
his dream girl.
16. Application: The Nerd moves on with everyday life as usual after the heart-flutte r ing
incident with the Popular Girl. But he stays constantly happy, stuck in the mushy feeling
of (one-sided) love at first sight. His memory always stays with the time where she walked
past his workplace, because he was in euphoria. Thus, his head is in the clouds with joy
every time he recollects her.
17. 3. Scene Three
Figure 1 The Nerd's second encounter with the Popular Cliché Girl: an accidental bump!
Scene Description: The Nerd packs his backpack and walks down the corridor, still
fumbling for something. The Cliché Popular Girl walks down the hall while scrolling down
her phone and they accidentally bump into each other. The Girl continues walking
obliviously after a quick apology but the Nerd gapes after her after realizing that it was the
girl that he was crazy about.
This scene does not show a particular concept but instead provides a closer look to further
comprehend the video. This leads to the next scene.
18. 4. Scene Four – Stereotype and Optimistic Bias
The Nerd and his Sceptical Friends discussing his
seemingly redundant feelings for the Girl.
Scene Description: This scene starts with the Nerd relaxing by the campus Waterfront with
his two Sceptical Friends. He then confesses about his love for the Cliché Popular Girl just
through two short encounters to them. Knowing his character, his two friends promptly
proceed to question him anxiously about the girl’s physical and materialistic appearance,
for example ‘Does she wear a miniskirt and high heels?’ Surprised and shocked, the Nerd
then stops them by accusing them by being stereotypical and judgemental. His rebuttals
then turn to unrealistic and ignorant optimism of his hope to be with her someday. His
friends silently oblige but look dissatisfied with his reason.
Stereotype – .A fixed, over generalized belief about a particular group or class of people.
Optimistic Bias - The tendency of individuals to underestimate the likelihood they will
experience adverse events.
The Cliché Popular Girl displays her materialistic attributes in
the video that lives up to her character.
19. Application: In an attempt to scrutinize the Nerd’s mysterious attraction to this unknown
girl, the two Sceptical friends quickly move on to shoot questions at him regarding her
appearance, since that was the only part of her he was familiar with. They automatica l ly
categorize her into the cliché, popular type of university females, the kind that was
physically provocative, probably a full-time money-spender and heart-breaker, and has a
spoilt and shallow personality. They do this immediately because their schemas of girls
who dress and walk like that usually resonates with this category. However, the Nerd
objects angrily by being unrealistically hopeful that he will get to know her better someday.
He protests by accusing them of forming their opinion of her by only her outlook. On a
dreamier note, he is determined to get closer to the Cliché Popular Girl and pushes away
any thought of rejection or him getting ‘friend-zoned’ from his mind. Being positive keeps
him on the high that he feels for her.
By stereotyping, we infer that a person has a whole range of characteristics and abilit ies
that we assume all members of that group have. Stereotypes lead to social categorizat ion,
which is one of the reasons for prejudice attitudes (e.g. “them” and “us” mentality) which
leads to in-groups and out-groups.
Most stereotypes probably tend to convey a negative impression. One disadvantage is that
it makes us ignore differences between individuals; therefore we think things about people
that might not be true, or make generalizations. Negative stereotypes seem far more
20. Optimistic Bias –
In other words, optimistic bias is a well-established illusion that one's future is rosier than
it really will be. Optimistic bias seems greater on issues that are more a matter of personal
control, which suggests that it is largely due to people overestimating how skilled they are
relative to other people. Optimism bias also tends to be magnified when the risky event is
regarded as controllable-that is, when the event can be prevented through caution, effort,
or ingenuity. Specifically, individuals tend to feel they are not susceptible to events they
can control, in this case, an unlikely relationship. However, they perceive other individua ls
as susceptible even to risks that can be controlled or prevented.
21. 5. Scene Five – Intrinsic Motivation
The Nerd notices the Cliché Popular Girl in the studio as he walks in
Scene Description: The Nerd is studying as he walks into the studio. He is startled when he
realised the girl he’s been obsessed about was painting on an easel with her back to him.
After a few moments of excited and exhilarated mental deliberation, he makes up his mind
to tap her on the shoulder to finally see her face for the first time. The video ends on a
hilarious note as she turns around and he is shocked to find that her face is not what he
Concept: Behaviour that is driven by internal rewards.
Application: The Nerd unexpectedly sees the girl of his dreams alone, and is excited at the
thought of seeing her face and speaking to her for the first time. In the moment, he is
overcome with an overwhelming urge to approach her and to overcome his insecurit ies.
This is because of his genuine and intense feelings towards her from the heart that originates
from his experience and memories. That motivated him to take the chance to get to know
her, when many people in this situation would shy from the opportunity.
22. Explanation: Intrinsic motivation refers to motivation that comes from inside an individua l
rather than from any external or outside rewards. This motivation comes from the pleasure
one gets from the task itself or from the sense of satisfaction in completing or even working
on a task. An intrinsically motivated person will work on a solution to a problem because
the challenge of finding that solution provides a sense of pleasure.
23. v. REFERENCES
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