Macro elements


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Macro elements

  1. 1. Macro Elements <br />
  2. 2. Todorov<br />How did you do this<br />Editing techniques<br />Narrative<br />Theory<br />Existing texts<br />Genre<br />Ancillary tasks<br />Identify with genre<br />Target audience<br />Codes and conventions<br />Meet audience expectations<br />Representations <br />Challenge or follow<br />Characters, location <br />
  3. 3. Genre Theorist <br />Steve Neale- All genres are instances of repetition and difference. This means that all genres follow codes and conventions that keep being repeated. <br />Douglas Pye- Films have to conform to audience expectations about narrative. From this films must follow what audience expect to see from that genre for example a Drama must always seem realistic.<br />Tom Ryall- conventions= Narrative, themes, characteristics/stereotypes, iconography.<br />
  4. 4. Genre- Essay Structure<br />Cliff hanger- Leaving the audience to decide what they think had happened to Faye. Faye opening letter and then film being cut.<br />Challenging conventions- Drama’s are usually over a number of episodes which enables the get closer to the character, but as this was only through on short film, we use one character so that the audience focus on only identifying with that character.Opening sequence introducing Faye by having shots of her room.<br />Camera angles- using shot reverse shot, 180 degree rule and match on action to show realism, close ups. Close up of Faye spinning on her foot Compare to BLACK SWAN where a similar shot is used.<br />Realism- Film is based in realistic locations, realistic characters and realistic issues so that the audience can relate to the drama and also feel it is real. Her mum talking to her about University and how that would be best for her.<br />
  5. 5. Lighting<br />Stereotypes<br />Mise en scene<br />Characters<br />Accents<br />Editing<br />Costumes<br />Representation<br />Location<br />Narrative<br />Theory<br />
  6. 6. Representation Theorist<br />Laura Mulvey (the gaze) people are forced to look at women from a mans point of view. <br />Marjorie Ferguson (facial expressions)<br />Trevor Millum (facial expression)<br />
  7. 7. Representation essay structure<br />Character representation- Faye as main character. Clothes, hair, room and relationship with parents and friends and how dance has impacted on that. Parents, friends, dance teacher. STEREOTYPE- Tom Ryall<br />Social class- Middle class has she has dance studio in house, can afford to go to dance college and that her parents want her to have a well regarded job. Challenged conventions of the representation of characters within that genre.<br />Sound- We used classical music as a backing track because it is convention of ballet music. Her performance we used a contemporary song as the lyrics us influenced us with the narrative. IDINA MENZEL.<br />Camera angles- P.O.V, Tilts, pan, shot reverse shot, match on action. From the judges point of view links with Laura Mulvey and the male gaze as the Judges are looking at her movements etc.<br />Location- Her house, outside, dance studio Light , audition studio Dark. It represents her as a character as well as representing the genre.<br />
  8. 8. Todorov<br />Existing texts<br />Characters<br />Theorist<br />Structure<br />Propp<br />Timeline<br />Narrative<br />Target audience<br />Editing<br />Ancillary tasks<br />Sequence order<br />Expectations<br />
  9. 9. Narrative Theorists<br />Propp- 8 character roles<br />Todorov- equilibrium, disequilibrium, new equilibrium<br />Barthes- 5 codes (action, enigma, cultural, symbolic, semic)<br />Levi-Strauss- Binary opposites<br />
  10. 10. Narrative essay structure<br />Verisimilitude- We created a narrative structure that made the story come across as realistic as possible within the cinematic boundaries.<br />We mainly followed Todorov however we did challenge his theory with how we ended the piece. Opening sequence. <br />Editing- How we structures the narrative through cuts, dissolves, fades. <br />Audience- What the audience expect from the narrative from what the genre is. This links to Steve Neale as he says that genre is repetition so therefore the audience know what to expect from the narrative because it is from what they see in other films from this genre. <br />
  11. 11. What category they are in<br />Hall<br />Gender<br />Theorists<br />Target Audience<br />Which reading<br />Age<br />Audience<br />Social Class<br />Poster<br />Expectations<br />Genre<br />Similar products<br />Narrative<br />Ancillary Tasks<br />Review<br />
  12. 12. Audience Theory<br /><ul><li>Hall</li></ul>1. A preferred reading (your intended interpretation) <br />2.An oppositional reading (someone who didn’t like it)<br />3.A negotiated reading (someone who isn’t the target audience but might appreciate it for whatever reason)<br />
  13. 13. Audience essay structure<br />Target audience- the age of our target audience is 13- 24 year olds they would be able to understand and relate to the narrative. The gender we have targeted is females as there are no male characters apart from the male voice over of the dad. This enables the audience to identify with Faye. The category we left our audience is in is C3 as they can be students.<br />We tried to make the film appeal to our target audience through the way we chose to represent our characters as they were meant to be characters the audience could relate therefore feeling connected to the storyline. <br />The audience expectations- This links with genre as other films such as ‘Step up’ and ‘Black Swan’ make the audience expect iconic things from the film. Such as dance sequences, it to be realistic and to raise current issues. <br />Our preferred reading would be someone who relates to Faye and the idea of having to decide what to do with her life, the negotiated reading would be parents who maybe remember experience this when they were younger, or have children who are making the decisions. The oppositional reading would be possible male audiences who do not identify with the main character therefore having no interest in the narrative. <br />
  14. 14. Deeper meaning<br />Sound<br />Connotations <br />Colours<br />Lighting<br />Media Language<br />Denotations<br />Editing<br />Anchorage<br />Mise en scene<br />Camera angles<br />Iconography<br />Genre<br />
  15. 15. Media Language essay structure<br />Scene to analysis- Dance Rehearsal<br />Camera angles- High angle, long shot, medium shot<br />Editing- Cuts, fades and match on action<br />Lighting- Natural<br />Sound- Diegetic (falling on floor) Non diegetic (soundtrack)<br />Mise en scene- Dark clothes, White walls, Mirrors<br />Connotations- Isolation, feels powerful when she is doing what she wants, level with her so that the audience feel neutral to her. <br />