Analysing openings 1
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The document discusses how to analyze film opening sequences. It notes that openings must establish location, introduce characters, set up the narrative, establish themes and genre, and engage audiences within a short time. When analyzing, one should note what is seen, heard, and what it means. The analysis should interpret signifying codes and audience expectations. Students will then analyze several opening sequences by making notes on the first visual and audio elements, credits, location, characters, music, and expectations created.
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4. In terms of gender representation, the male character Horatio is portrayed as sinister and creepy due to his obsession with Mia, reinforcing the portrayal of males as powerful and females as victims in media.
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This document discusses various narrative theories that can be applied when analyzing films, including Propp's character archetypes, Todorov's theory of narrative structure, Levi-Strauss' concept of binary oppositions, and types of narration. It provides examples of how some well-known films fit certain theories, such as Die Hard following Todorov's model and Psycho establishing a binary opposition through its music. The document encourages analyzing one's own creative work through these theoretical lenses.
Blogs & Common Mistakes
1. The document provides a checklist of 20 common mistakes students make in blogs that can cost them marks. It addresses issues like missing or broken links between blogs, disorganized content, illegible formatting, and lack of key planning documents.
2. Students are advised to have their blogs logically link to each other, contain all evaluation questions in order, use readable font sizes and colors, and ensure all embedded media works properly.
3. The planning blog specifically should include copies of scripts, treatments, storyboards, schedules and other documentation of the group's production planning to demonstrate their preparation.
Title Analysis
The opening title sequence of 'Alien' begins in darkness and silence to set a mysterious tone. The camera floats through space aimlessly as the letters of the title slowly reveal themselves in a non-linear fashion, similar to how the alien reveals itself throughout the film. All letters appear from the middle outwards, matching how the alien bursts from a character's chest. The vastness of space and mysterious wandering title enhance the sci-fi mystery elements central to the film.
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The document discusses the opening credits of the film "Final Destination 5". It summarizes that the credits use smashing glass and explosions to set an unsettling and tense mood, as skulls and dangerous objects fly toward the audience. This establishes the film as a horror about inevitable death. Each credit is smashed apart to reflect the destruction of characters' lives. The smashing glass sound puts viewers on edge in anticipation of the violence and deaths to come.
Bbfc and rating research
The document discusses BBFC film rating categories in the UK - 12, 12A, 15, and 18. A 12 rating allows moderate language and violence but not glamorization of weapons. A 12A is for films shown in cinemas. A 15 rating contains stronger themes, language including strong swearing, and portrayals of sex/nudity. An 18 has very strong violent, sexual, and horror content but real sex and drug use must not be promoted. The document concludes by explaining a film will be rated 15 to allow the largest audience of teenagers to view it, as the content has strong language and violence but not as intensely as an 18 rating.
Narrative On ‘Hide And Seek’
The opening scene of the film establishes three main characters - a young girl, her mother, and her father. Through point-of-view shots and the girl's innocent demeanor, the audience relates to her and sees her as the potential victim or hero of the story. Meanwhile, the father is presented as separate and uncertain compared to the close mother and daughter. The dark, wintery setting and eerie music suggest the film will be a psychological horror genre. Questions are left around the family's dynamics and whether the cheerful facade shown in a family photo hides darker truths that will be revealed.
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Use, Develop, Challenge
The document discusses various film techniques used in gangster and crime genre films such as Snatch and Rock n Rolla. It notes conventions for things like titling, camera work, editing, sound, and actor positioning. It then discusses how the student's own media production does use some of these conventions, such as simplistic titling, panning shots, cuts every 3-6 seconds, inclusion of a character monologue and upbeat music, but also aims to challenge some conventions by having a non-white main character.
Evaluation – question 1
The document provides an analysis of how the student's media product uses, develops, or challenges conventions of typical thriller/horror films. It compares elements such as titling style, camera work, framing, angles, editing, sound, and narrative structure to well-known films in the genre like Psycho, The Blair Witch Project, Texas Chain Saw Massacre, and Final Destination 3. While some elements follow conventions to set the expected tone, others develop or subvert expectations to surprise the audience, such as not showing the killer in the first two minutes or using atypical camera angles on victims. Overall, the production challenges conventions at times but develops many elements seen in exemplar thrillers and slashers.
In what ways does your media product use, develop or challenge forms and conv...
The document discusses a student's thriller film opening sequence and how it uses and deviates from thriller conventions. The sequence shows a strong female character becoming vulnerable by running scared and barefoot through the woods. While some elements follow conventions like tense music and editing, it challenges expectations by featuring a self-reliant female lead. The sequence aims to intrigue audiences and establish questions or an "enigma" through the changing character and unanswered events of the opening scene.
Quest 1
The document discusses conventions used in horror movie openings related to titles, camerawork, framing, angles, mis-en-scène, editing, and sound. It notes that research found titles typically appear over black with red or white text. Camera movements like panning create an eye view effect. Shots are framed close up to focus on danger or long to show the environment. Angles are manipulated to depict power. Victims are commonly dressed in white with blond hair. Editing uses cuts and rhythm to build tension. Sound incorporates a scary theme, dialogue for story, and sometimes effects. The production applies many conventions but also challenges expectations.
Representation Of Social Groups
The document discusses how the film represents various social groups through its characters and storyline. It portrays the main character as Asian in order to represent the changing culture in the UK. The character challenges stereotypes of Asian people by drinking, smoking, and engaging in violence. Young people in the film live in poverty in a council estate and are involved in gangs and substance abuse, portraying common stereotypes. The film only features male leads to represent the masculinity of the genre. It shows women taking care of children as single mothers and men being independent and focused on work rather than family life. The film also focuses on the working class through its harsh portrayal of their uneducated lives with violence and poverty.
Social group presentation
1. The document discusses the representation of various social groups including teenagers, ethnicity, gender in media products.
2. For their media product, the authors portray the teenage characters positively by showing them as independent, active and enthusiastic rather than violent or troublesome.
3. In representing ethnicity, the authors acknowledge stereotypes of black people but aim to portray the black female character Mia as elegant, popular and high-achieving rather than violent or loud.
4. In terms of gender representation, the male character Horatio is portrayed as sinister and creepy due to his obsession with Mia, reinforcing the portrayal of males as powerful and females as victims in media.
Question Two
The film "The Visitor" represents various social groups in non-traditional ways:
1. The middle-class family is shown to contradict class expectations, with the mother dressed in working-class clothes and the house not immediately revealing their wealth.
2. The mixed-race family and Black au pair subvert ideas of certain ethnic groups typically belonging to certain classes.
3. Gender roles are less emphasized, with the mother shown as equally providing for the family as the absent father would. The antagonist is also female rather than typically male.
Mediapresentation Almost Done2
The document analyzes common cinematography techniques used in opening titles and shots of psychological horror films. It provides examples from films like The Shining, The Butterfly Effect, and The Others. Common techniques identified include establishing the setting through long shots before introducing titles over images. Titles are often in capital letters and centered to stand out. Tracking and zooming shots are used to introduce important characters in an obscured way, building mystery. Close-ups of characters show emotions like fear. Medium shots build suspense by showing characters' reactions. Point-of-view shots put the viewer in the character's perspective. Extreme long shots establish remote settings on journeys.
Six thriller openings
The document discusses conventions, titles/timings, mise-en-scene, sound, and camera techniques used in horror and thriller movies. It provides examples of how these elements set the tone and build suspense, such as using string instruments and dark colors in the score, having the male character wear dark clothing, showing clocks at night to suggest mystery, and employing jump cuts and zooms between characters and locations. The document analyzes how these techniques are employed in the openings of movies to immerse viewers and establish the psychological nature of the films.
Dawn Of The Dead
The title sequence of the film uses shocking close-up shots and mysterious long shots to imply the horror/thriller genre. Non-diegetic country music plays over fast-cut real news-style footage to build tension and convey a national crisis. Low-angle shots of soldiers suggest they will be important and shots of blood/DNA hint at an epidemic threatening humanity. The sequence blurs genre boundaries and uses techniques like an unknown hero and international threats to create mystery.
Analysistable4
The document analyzes techniques used in the opening sequences of 6 psychological thriller films. It finds that most use red or white titles over images to set a ominous tone. Camera movements like panning are used to create mystery. Close-ups and medium shots are common framing techniques. Eye-level camera angles portray subjects normally at first. Settings tend to be remote or suburban areas. Mise-en-scene like the use of red costumes or props imply danger and psychological issues in the characters. Color, lighting, locations and other visual elements effectively set tones that foreshadow the psychological threats within the films.
Misery by Rob Reiner
The opening scene of Misery establishes that the main character, Paul Sheldon, is a famous writer through shots of him typing at his desk. The red and black opening credits symbolize danger and threat that will be focused on him. After finishing his book, Paul celebrates with a cigarette and champagne, unaware of the misery ahead. The film challenges horror conventions by having a male victim and a dominating female instead of male murderer. It keeps the conventions of isolation and an accident leading to the main plot.
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Lesson 5 ta researchto identify the conventions of a concept based
The document provides guidance for students to develop planning and conduct research for a target audience (TA) in order to create a music video, digipak, and advertisement. It instructs students to profile their TA, conduct initial TA research through focus groups, and incorporate the research findings into updated planning and ideas. Students are directed to complete pre-production paperwork including scripts, storyboards, schedules, and release forms. The document emphasizes applying research on genre and narrative conventions and ensuring projects appeal to the intended TA. It also identifies conventions for concept-based music videos and digipak advertisements.
All evaluation posts
The document provides guidance for students on completing the evaluation section of their foundation media portfolio. It includes prompts for the student to discuss how they used and developed conventions of genre and opening sequences in their media product, how they represented social groups, what type of institution might distribute their product, who their target audience is, how they addressed this audience, the technologies they learned, and what they learned from their preliminary task to the full product. The student is directed to include examples, discuss their process, and make their responses visual.
Key concept genre
This document provides an introduction to genre theory and key theorists for analyzing media texts. It discusses genre as having recognizable codes and conventions that both repeat across examples of a genre but also differ in each individual text. Three key theorists are introduced: Rick Altman, who defined genres by semantic signs and syntactic themes/plots; Steve Neale, who saw genres as instances of repetition and difference; and David Buckingham, who argued genres are constantly negotiated and changing. The document guides analyzing a student's own music video project according to these genre theories by identifying codes, themes, and how the project both conforms to and challenges generic conventions.
Question1b genre
This document provides guidance on answering a question about genre for a media production assessment. It defines genre as having common conventions around themes, settings, form, and style. It discusses several genre theorists and their perspectives. It also provides examples of common elements in music video openings and genres. It prompts thinking about how one's own work conformed to or challenged genre conventions.
As tv drama 2
This document provides an overview and guidance for a media studies exam focusing on TV dramas and representation. It discusses:
1) The purpose of the exam is to assess students' understanding of textual analysis and how technical elements create representations.
2) Section A will include an unseen TV drama clip and question about its technical aspects and how they shape representations.
3) When analyzing representation, students should consider what views of people/issues are portrayed, how audiences are positioned, and if representations challenge or conform to dominant ideologies.
4) The document provides advice on preparing for the exam question, including reviewing concepts like camerawork, mise-en-scene, editing, and sound, and using
Ancillary research poster
This document provides guidance for students on researching and analyzing the codes and conventions of advertising posters and film posters. It explains that as part of an advanced portfolio, students must complete two ancillary tasks along with their main production. These can include creating a poster or trailer. The document outlines the purpose of advertising and posters/trailers, then discusses techniques commonly used in posters like including stars, reviews, taglines and images. It provides examples of conventions for film and soap opera posters. Students are instructed to research the conventions of the genre they will emulate and analyze examples to understand how they appeal to audiences and represent genre.
Job roles brief 2021 copy
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students will complete a music video process log and end of year review to demonstrate their skills and development over the course of the year. The assessments are designed to help students investigate options and plan for their future in the media production field.
Thriller Opening Auidience Reserch
The document provides guidance for students on conducting audience research and similar text research for an opening sequence to a thriller film. It outlines three stages of audience research: a general questionnaire, specific questionnaire, and one-to-one interviews. It also instructs students to analyze thriller film conventions, the conventions of opening sequences, and critically analyze the openings of at least three thriller films. Finally, students must complete a case study on either a thriller director or sub-genre.
08 frozen and audience 2
The document discusses how audiences engage with and respond to media texts through audience positioning and theories of encoding/decoding. It prompts the reader to analyze how camera shots and angles position audiences in a scene from Frozen, and how technical elements, language, and scene construction make audiences feel. The document also discusses how audiences may have preferred, negotiated, or oppositional readings depending on their backgrounds and identities, and not all audiences are passive decoders of intended messages.
How to answer a media exam question... kind of
The document provides guidance for answering Question 1 from a media studies exam. It begins by outlining the requirements for part a) of the question, which involves evaluating skills developed during a media production and relating it to specific production practices. It then lists examples of production activities, technologies, research methods, and conventions that could be discussed. For part b), it provides suggestions for analyzing a selected media product in relation to media concepts of audience, representation, genre, language, and narrative. Key theories are also defined that could be applied, such as Todorov's narrative theory and Mulvey's concept of the male gaze.
How to answer a media exam question... Kind of
The document provides guidance for answering Question 1 from a media studies exam. It begins by outlining the requirements for part a) and b) of the question, including discussing production practices, digital technology used, creativity, research, conventions, and post-production. It then provides examples from the student's own media productions to address each requirement. Key theories are also summarized that could be applied to analyzing media concepts like audience, representation, genre, and media language.
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Lesson 5 ta researchto identify the conventions of a concept based
Lesson 5 ta researchto identify the conventions of a concept based
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Students are assigned to complete either a short film sequence, website, or other ancillary production task as part of their media studies coursework. They must follow specific requirements and deadlines for planning, filming, editing, and completing their assignments. Failure to attend lessons or meet deadlines will result in marks being deducted. Students are expected to work a minimum of 3 hours per week outside of lessons to successfully finish all coursework assignments.
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The candidate discusses how they constructed meaning in their music video coursework production through the use of media language. They explain how they used conventions like illustrating the relationship between lyrics and visuals, employing close-ups of the artist as demanded by record labels, and establishing the mise-en-scene through mid shots and long shots. The candidate also discusses applying Carol Vernallis' four concepts of how music videos construct meaning - narrative, editing, camera movements/framing, and sound - through a love story narrative, frequent cuts between shots under 5 seconds, and a close-up of the artist singing followed by a mid shot of them walking.
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G324 comments marking summer 2016 3
The candidate provides evidence of audience research and planning for a music video production. Comparable media products were analyzed and generic conventions considered to help inform production choices. Feedback was gathered from audiences and used to refine elements of the three related products created - the music video, website, and digipak. The candidate demonstrates knowledge of production technologies and digital skills. Overall planning and use of audience input was thorough, though could have been more detailed in discussing the combined finished products and audience reception.
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The document provides feedback on a student's coursework analyzing their music video production in relation to genre. It discusses how the student addressed both syntactic and semantic genre elements in their video. Syntactically, they used fragmented nonlinear editing and an opening enigma to portray indie genre's anti-mainstream ideology similarly to The Kooks' video. Semantically, they emphasized fashionable costumes, artistic location of Brighton associated with indie culture, and band performance through shots highlighting style. The feedback suggests discussing postmodern concepts of intertextuality and genre fluidity in introductions and referencing more genre theorists.
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The document provides feedback on how a student can improve their performance and earn additional marks on an assessment. It recommends the student:
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2) Discuss how feedback impacted their group's plans for their media production with specific examples.
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Sci fi mise en scene presentation: student collection
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Action adventure a star-exemplar-2011
This document summarizes an exemplar script for a GCSE Media Studies exam on action adventure films. The script received full marks across its four tasks. It demonstrated knowledge of genre conventions and audience appeal. The pitch created an imaginative idea for a family action adventure film. The rationale explained the film's universal appeal. The storyboard confidently utilized conventions to promote the film through a trailer. Overall, the script showed creativity and a strong grasp of how to analyze and design media texts.
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The document provides feedback on a student's film trailer storyboard. It notes that the storyboard successfully utilizes a variety of techniques within its ten frames, including different camera shots, edits, and sound effects. This demonstrates the student's excellent knowledge of how to construct an action-adventure film trailer based on their pitch. The storyboard is seen as persuasive in its promotion of the film to audiences through techniques like the integration of voiceovers with film clips. Overall, the feedback commends the student's strong understanding of how to design a film trailer that follows genre conventions and markets the film effectively.
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G324 interim summary of student’s feedback comments 2016
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Sci fi mise en scene presentation: student collection
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Analysing openings 1
- 1. AS Media Studies – Foundation Portfolio Openings – The openings of films are multi-functional. Within a very short space of time the opening sequence must; • establish location • introduce character(s) • set up narrative (narrative enigmas) • establish themes • establish genre • provide institutional information • engage the audience • create expectations
- 2. AS Media Studies – Foundation Portfolio When analysing any media text it is useful to break the analysis down into three simple areas: • What you see? • What you hear? • What does it mean? This last point is particularly important as this is where you must analysis and interpret the signifying codes within the text and the different expectations this sets up in the audience. This where the majority of marks will be awarded.
- 3. AS Media Studies – Foundation Portfolio You will now analyse a number of opening sequences. You must make detailed notes under the following headings; • The first thing you see • The first thing you hear • The credits – what do they say and how do they say it? • Location – where are we and what does this tell us? • Characters – who are we watching and what are they like? • Music – what type of music is it and what does it tell us? • What expectations are created?
- 4. Establishing Generic Codes & Conventions and Attracting Audience's Interest How does the opening sequence use sound, camera movement, framing and angles, editing and mise en scene to help established generic codes and conventions typically associated with and found in film genres similar to yours) How does the opening title sequence try to appeal to audience's interest and expectation of the genre?