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Suggested Activites Tv Drama (Ameena Khan)
 

Suggested Activites Tv Drama (Ameena Khan)

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  • incredibe slideshow, i will definately use this in my class and maybe in my free time as well. thanks
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    Suggested Activites Tv Drama (Ameena Khan) Suggested Activites Tv Drama (Ameena Khan) Document Transcript

    • Suggested Activities for Approaching TV Drama G322 Cinematography- Activity Suggestion 1 To start familiarising students with shot types and their role in representing characters it can be good to start with still frames so they are entirely focused on the shot type alone and how they can represent any character. Give them a selection of shots and get them to annotate the shot type and what they signify/represent about the character. Develop this by giving students a starting frame on a storyboard (eg. The shot above) The characters are about to step out of the lift and meet with another character this is a dominant female officer. Storyboard the next 8 frames of the scene using shot types, framing and camera movement to represent her as powerful (This can later be developed considering mise-en-scene-editing and sound) Cinematography- Activity Suggestion 2 TV Drama Blogs A way to get students to engage with textual analysis is to set up their own blogs where they can embed clips and type their analysis underneath. Alternatively they could remove the sound from the clips and record a DVD commentary over the clip analysing the use of shot types, composition and camera movement. They can also post still images and analyse the mise-en-scene and the shot types used to represent particular characters. If students have not done any video work previously it may also help to consolidate camera shots if you get them re-create shot-by shot a short scene from a TV Drama to consider why the shots have been used. Sound- Activity Suggestion 1 Editing- Activity Suggestion and non diegetic sound extract the audio from a 1 To draw attention to the use of diegetic short extract where music/dialogue or SFX plays a significant role in representing the As continuity editing is often ‘invisible’ to create a sense of realism in TV Drama many characters. Using the and comment on the imagesediting students to analyse what an students fail to notice sound alone with no use of get to when textually analysing these signify about the characters. Then watch the sequence again including the image and extract. consider ifof editing fairly simple forcorrect. to analyse and can often be tied to how The pace these judgements were students Similarly this can be used for cinematography analysis. As TV Dramapace often be dialogue characters are represented. To get students to be more aware of the can of editing watch heavy and and get students telldo something physical to acknowledge everythe camera an extract students tend to to the story rather than analyse what meaning time the shot represents. Try selecting a scene which has even little dialogue or remove the dialogue from cuts, this can be clapping, clicking fingers or very standing up and sitting down. The actions an extract andthe pace and cinematography is creating meaning.when it appears to be should reflect see how the create an awareness of editing even invisible.
    • Sound- Activity Suggestion 2 Dialect, tone and language can represent a great deal about how characters are represented. A quick activity can be extracting some lines of dialogue from a some scenes of the following characters and playing the audio alone: Posh Kenneth (Skins) Miles (This Life) Frank Gallagher (Shameless) Tony Soprano (The Sopranos) Jess (Mistresses) Trudy (Mistresses) Students can match the sound to the images of the characters and analyse how their dialect, tone and use of language represent their particular social group. Alternatively a useful classroom scene from Skins http://www.youtube.com/watch? v=lc7XxpArhhA&feature=related Can be used to compare and analyse sound to represent age, gender and social class/regional identity. Mise en Scene/Cinematography-Activity Suggestion 1 Give students the following still images and get them to label which areas of representation is most relevant. They should then discuss the connotations of the visual codes that are constructing the representation. Discuss the connotations of the following and how they representing……………………….. Shot Type: Framing: Costume/Props: Physical Appearance: Does this conform to or subvert stereotypes of this social group? Discuss the connotations of the following and how they representing……………………….. Shot Type: Framing: Costume/Props: Discuss the connotations of the following and Physical Appearance: how they representing……………………….. Does this conform to or subvert stereotypes? Shot Type: Framing: Costume/Props: Physical Appearance: Does this conform to or subvert the following of Discuss the connotations of stereotypes and Discuss the connotations of the following and Discuss theyconnotations of the following and how the representing……………………….. how they representing……………………….. how theyType: Shot representing……………………….. Shot Type: Framing: Framing: Shot Type: Costume/Props: Costume/Props: Framing: Physical Appearance: Physical Appearance: Costume/Props: Physical Appearance: to or subvert stereotypes? Does this conform Does this conform to or subvert stereotypes of this social group? Does this conform to or subvert stereotypes of this social groups?
    • Discuss the connotations of the following and Sound activity how they representing……………………….. Shot Type: Framing: Costume/Props: Physical Appearance: Does this conform to or subvert stereotypes?