This document provides an analysis of the film Freedom Writers. It discusses the genres, conventions, and target audiences of the film. The film is categorized as a drama with subgenres of tragedy, romance, and crime drama. It explores conventions like racial prejudice, struggling relationships, and characters dealing with problems. The target audience is identified as teenagers aged 13-19 from a variety of ethnic and social class backgrounds. Secondary audiences may be attracted by the portrayal of different social groups and classes.
The document provides an analysis of the film Freedom Writers. It summarizes that the film confronts real-life issues like racial conflict and follows students who initially separate along racial lines in class but later come together. It analyzes that the main genre is drama and includes subgenres of school drama, teen drama, romance drama, and crime drama. It also discusses conventions like racism, poverty, and stereotypes seen in the film through examples. Characterization, costumes, props, and lighting techniques are described.
GCSE Media Action Adventure Lesson 2 - action adventure films introElle Sullivan
This document discusses different genres and subgenres of action and adventure films. It defines action films as focusing on physical action over dialogue, while adventure films involve exciting stories in exotic locations with less emphasis on violence. Action adventure films combine elements of both genres, featuring travels, struggles, and situations confronting main characters. The document then identifies several subgenres of action adventure films like buddy, team, superhero, historical, and romantic comedy hybrids. It provides examples and defines the common narrative conventions and codes of fantasy, disaster, historical, quest, thriller, and swashbuckler subgenres.
The document outlines plans for revisions to an opening film sequence, including breaking down scenes, adding voiceovers, and incorporating flashbacks. It discusses the genre as neo-film noir and lists inspirational scenes from Double Indemnity and Basic Instinct that showcase conventions of the genre. Character and costume details are provided for the main investigator character. Details are also given around target audiences, distributing companies, title designs, and credits.
Movies can be an excellent way to learn about different languages and cultures. They expose viewers to formal and informal language usage, slang terms, idioms, and dialects that provide cultural context. Movies also depict various subcultures and showcase their associated languages, music, and genres. Common activities like dating often involve seeing movies together, and people frequently attend films that appeal to their own subcultural interests and age groups.
This document discusses using films in a language and culture class. It outlines the objectives of exposing students to cultural knowledge and improving language proficiency through films. Films can be used to learn about history and culture in an engaging way. The document provides examples of how films can be analyzed in class, including discussing genre, shots, sound, characters, and comparing the film's portrayal of history to actual facts. Websites for further film resources are also listed.
The document provides details for an individual presentation on the thriller genre, including conventions like death, tragedy, and suspense. The student chooses revenge as their theme and outlines a plot where two best friends are torn apart by a bully, until one friend is killed by a car and the other seeks vengeance. Examples of inspiring thriller films and storyboard ideas for an opening sequence focusing on enigma and revealing the hand of one friend are also presented.
GCSE Media Action Adventure Lesson 7 - Representation Elle Sullivan
Action adventure films have traditionally relied on stereotypical representations of gender and ethnicity. Men are typically portrayed as powerful heroes who women are attracted to, while women often play supporting roles as damsels in distress. Villains are commonly foreigners or people of color. However, more recent films have begun to feature stronger female leads and more diverse heroes of different ethnicities, helping to move away from some of these stereotypes.
The media product is a psychological thriller film titled "Delusion Requiem". It uses several conventions of the thriller genre including props, lighting, music, and setting. While it incorporates typical elements, it also challenges conventions by keeping the killer's identity secret and having the characters dress normally. The film represents teenagers and aims its audience at males and females ages 16-18. It would likely be distributed by larger studios known for thriller films and aims to attract its target teenage audience.
The document provides an analysis of the film Freedom Writers. It summarizes that the film confronts real-life issues like racial conflict and follows students who initially separate along racial lines in class but later come together. It analyzes that the main genre is drama and includes subgenres of school drama, teen drama, romance drama, and crime drama. It also discusses conventions like racism, poverty, and stereotypes seen in the film through examples. Characterization, costumes, props, and lighting techniques are described.
GCSE Media Action Adventure Lesson 2 - action adventure films introElle Sullivan
This document discusses different genres and subgenres of action and adventure films. It defines action films as focusing on physical action over dialogue, while adventure films involve exciting stories in exotic locations with less emphasis on violence. Action adventure films combine elements of both genres, featuring travels, struggles, and situations confronting main characters. The document then identifies several subgenres of action adventure films like buddy, team, superhero, historical, and romantic comedy hybrids. It provides examples and defines the common narrative conventions and codes of fantasy, disaster, historical, quest, thriller, and swashbuckler subgenres.
The document outlines plans for revisions to an opening film sequence, including breaking down scenes, adding voiceovers, and incorporating flashbacks. It discusses the genre as neo-film noir and lists inspirational scenes from Double Indemnity and Basic Instinct that showcase conventions of the genre. Character and costume details are provided for the main investigator character. Details are also given around target audiences, distributing companies, title designs, and credits.
Movies can be an excellent way to learn about different languages and cultures. They expose viewers to formal and informal language usage, slang terms, idioms, and dialects that provide cultural context. Movies also depict various subcultures and showcase their associated languages, music, and genres. Common activities like dating often involve seeing movies together, and people frequently attend films that appeal to their own subcultural interests and age groups.
This document discusses using films in a language and culture class. It outlines the objectives of exposing students to cultural knowledge and improving language proficiency through films. Films can be used to learn about history and culture in an engaging way. The document provides examples of how films can be analyzed in class, including discussing genre, shots, sound, characters, and comparing the film's portrayal of history to actual facts. Websites for further film resources are also listed.
The document provides details for an individual presentation on the thriller genre, including conventions like death, tragedy, and suspense. The student chooses revenge as their theme and outlines a plot where two best friends are torn apart by a bully, until one friend is killed by a car and the other seeks vengeance. Examples of inspiring thriller films and storyboard ideas for an opening sequence focusing on enigma and revealing the hand of one friend are also presented.
GCSE Media Action Adventure Lesson 7 - Representation Elle Sullivan
Action adventure films have traditionally relied on stereotypical representations of gender and ethnicity. Men are typically portrayed as powerful heroes who women are attracted to, while women often play supporting roles as damsels in distress. Villains are commonly foreigners or people of color. However, more recent films have begun to feature stronger female leads and more diverse heroes of different ethnicities, helping to move away from some of these stereotypes.
The media product is a psychological thriller film titled "Delusion Requiem". It uses several conventions of the thriller genre including props, lighting, music, and setting. While it incorporates typical elements, it also challenges conventions by keeping the killer's identity secret and having the characters dress normally. The film represents teenagers and aims its audience at males and females ages 16-18. It would likely be distributed by larger studios known for thriller films and aims to attract its target teenage audience.
The document provides analyses of various posters, films, clips, and concepts related to visual storytelling. It examines the symbolism, themes, and techniques used in posters for movies like Black Widow and video games. It also analyzes soundtracks, stereotypes, iconography, narratives, and a Star Wars clip featuring Darth Vader. Key details like color symbolism, character proportions, music choices, and fight choreography are discussed in relation to conveying meaning and moving the story forward.
The opening scene of Grease establishes the summer romance between Sandy and Danny. Through a series of establishing shots at the beach and close-ups of the couple kissing and talking, their affection for each other and hope that the summer will last is shown. Costumes are simple and reflective of 1950s fashion. The calming waves and romantic music enhance the mood of relaxation and new love between the two main characters.
The document discusses how the media product represents particular social groups through its characters. It follows horror and thriller conventions, using stereotypical characters like the antagonist and protagonist. The characters are teenagers represented through their clothing and as naive and irresponsible to build suspense for the audience. While fitting genre stereotypes, the two main characters, Charlie and Guy, are also negatively portrayed as selfish teenagers to attract a larger audience.
High School Musical 2 follows the main characters from the first film as they go on summer vacation. Zac Efron, Vanessa Hudgens, Ashley Tisdale and others get jobs and face challenges as their friendships are tested by being apart. It was released in 2007, directed by Kenny Ortega, and won several awards including Teen Choice awards. The film is part of a Disney Channel trilogy set in an American high school.
Conflict notes for nb pg 19 pwr pt 2016Missy Colhour
This document defines and describes different types of conflict that can occur in short stories. It defines internal conflict as a struggle within a character's own mind, such as making a difficult decision or overcoming personal obstacles or flaws. External conflict involves a struggle between a character and an outside force, such as another character, nature, or society. It provides examples for each type of internal and external conflict, such as a character struggling with a dilemma or fear, or a character in conflict with another character, nature, or societal pressures.
This document discusses how representations of groups within society can be analyzed in movie trailers. It provides examples of common representations in trailers, such as males and females, good and evil, teenagers, and "the other." The document instructs students to examine trailers and identify how different genders, ages, races, places, and groups are represented, and whether the representations are accurate or open to different interpretations. Students will consider stereotypes and ideologies reinforced through representations. Analyzing representations in trailers can provide insight into a society's fears or concerns.
Experimental Film & Spectatorship Revisionbrettmax
The document discusses experimental and expanded film/video, providing information on key characteristics and filmmakers in the genre. Experimental films reject mainstream conventions and explore the possibilities of the film medium itself. They often manipulate audiovisual elements in unconventional ways and do not follow traditional narratives. Viewing experimental films can provoke responses like confusion, boredom, shock or laughter as they challenge expectations of what a film should be. Spectatorship of experimental films requires an openness to different experiences and ways of seeing the world.
The document provides an evaluation of a title sequence called "Revelations". It discusses how the title sequence uses and develops conventions of real thriller films. It was created to be realistic and similar to other religious thrillers. Key conventions included a "shaky" title moving around the screen and a grainy, blurred font for the title. The sequence contrasts a family living room scene with a dark torture room. It was important to include conventions like the victim waking up scene. While it didn't include some thriller conventions like action scenes, the document argues this was appropriate given the storyline. The sequence could potentially be distributed by a major Hollywood studio like Warner Bros or Universal Pictures given its engagement and similarities to other mainstream thrillers.
This document summarizes a group's assignment analyzing the film noir genre. It includes:
1) An assessment of the group's draft 1 assignment, giving each member a grade.
2) Details on the changes and improvements made from draft 1 to draft 2, including adding character details, audience information, and reworking the ending based on feedback.
3) An analysis of conventions commonly found in film noir like the voiceover, villain, victim, crimes and how the group plans to use the femme fatale convention in their opening sequence.
This document discusses representation in science fiction films. It begins by defining representation and noting that all representations reflect biases. It then examines common character types in science fiction films, such as heroes, victims, and authorities. Two film trailers are analyzed for examples of these characters. The document also discusses how stereotypes are often used as shortcuts but can promote oversimplified or biased views. It provides examples of countertypes that challenge stereotypes. Finally, it considers how gender is commonly represented in films and posters, often reinforcing unrealistic ideals of masculinity and femininity. The key ideas are that science fiction frequently relies on stereotypes and biased representations that could influence viewers' perceptions of normality.
The document discusses various theory-related topics through examples and definitions:
1) It defines denotation and connotation for various symbols like snakes, flags, and guns.
2) It analyzes the symbols and imagery in a sample poster, summarizing various elements and their potential meanings.
3) It discusses how changing the soundtrack of films can alter the perceived tone, using examples from "The Shining" and "Scary Mary."
4) It lists common stereotypes associated with different groups like men/women, social classes, and ages.
5) It provides examples of common iconography found in Western, Science Fiction, and Fantasy genres.
6) It defines linear
A dedicated young teacher faces challenges motivating her diverse group of at-risk students in a racially divided Los Angeles high school. Despite facing resistance from administrators and colleagues who don't believe the students can learn, she works to understand her students' experiences and inspire them by making the curriculum relevant to their lives. She encourages them to open up by keeping anonymous journals and helps change their views about the importance of education and their own potential futures.
The document is a 30-minute presentation about the movie Freedom Writers, which is based on the true story of teacher Erin Gruwell. Erin teaches "unteachable" students at a troubled high school and inspires them using literature and journals. The presentation discusses the movie's plot, Erin's teaching methods, how she changed students' views through Anne Frank's diary, and analyzes the film's portrayal of overcoming challenges through education and arts.
The Freedom Writers Foundation was created by Erin Gruwell and her students to continue the work they began in her classroom of using writing to help at-risk students. The foundation is supported through donations, fundraising events, book sales of "The Freedom Writers Diary", and sponsors like the ShuttleWorth Foundation. The foundation allows Erin Gruwell to share her teaching methods to help other teachers empower students through writing and self-expression.
This document provides tips for creating effective PowerPoint presentations, suggesting limiting transitions and animations, using high quality images, avoiding themes, creating appealing charts, and using one font that can be seen everywhere.
The document provides a cast list for the film Freedom Writers, including Hilary Swank as the lead character Erin Gruwell. It then summarizes the plot of the film in three paragraphs. It describes how Erin Gruwell faces a challenging first day as a teacher at a high school with racially divided students. It outlines how she works to understand her students and have them open up through unconventional teaching methods. It also explains the resistance Gruwell faces from colleagues and the strain it puts on her personal life as she works to support her students.
Erin gruwell & the freedom writers experienceAndré Stanley
Erin Gruwell began teaching a class of at-risk students in Long Beach, California who were divided along racial lines. She broke down barriers by validating students' experiences, motivating them with relevant material, and creating a safe environment for collaboration. Gruwell encouraged students to share their stories, celebrate diversity and hold each other accountable. This approach engaged the students and helped them feel empowered, leading them to dub themselves the "Freedom Writers" and inspiring educational change.
Kungshen english book 6 lesson 1 dialogue erin gruwell the freedom writersFortuna Lu
The document summarizes a lesson about Erin Gruwell, a teacher who helped students who had given up on hope. It provides tasks and questions about a dialogue where Gruwell encourages her students to write about their thoughts and experiences. She suggests they write about topics like Anne Frank's diary, which provided an outlet for her life during the Holocaust and allowed others to understand what she endured. The summary focuses on how Gruwell helped struggling students find their voice through writing when other teachers had given up on them.
The document provides an analysis of the film Freedom Writers. It discusses that the film confronts issues of racial conflict and prejudice. It shows how the students in the class initially separate along racial groups but later come together and learn to respect each other. The main genres are identified as drama, with subgenres of school drama, teen drama, romance drama, and crime drama. The film can also be classified by its focus on ethnicity and social class. Costumes, props, characters, and story traits from the film are described. Examples of conventions like racism, crime, and historical elements are analyzed and compared to other films. The target and secondary audiences are identified based on attributes like age, gender, and ethnicity. Reasons people
The document provides details about the film "North Country" that two students, Michaela and Marisha, have chosen to analyze for their film studies coursework. It outlines the genres, subgenres, and conventions the film falls under. Key points made include that the film is a drama that explores themes of sexual harassment, teen pregnancy, and domestic abuse through the lens of the main character Josey's experiences. Josey returns to her hometown and takes a job in the iron mines, where she faces sexual harassment, and eventually files a lawsuit against her employer.
Disturbia is a 2007 thriller film that combines elements of slasher and teen films. It references several classic films through homages and pays tribute to genres like rear window where the main character spies on his neighbor. The film features heavy product placement of consumer brands presumably aimed at teenagers. It also incorporates then-current technology like the iPod and social media websites that allowed user interactions, in contrast to passive content viewing of earlier eras. The target demographic for Disturbia was younger than Rear Window, seeking to engage high school and young adult audiences.
The document provides analyses of various posters, films, clips, and concepts related to visual storytelling. It examines the symbolism, themes, and techniques used in posters for movies like Black Widow and video games. It also analyzes soundtracks, stereotypes, iconography, narratives, and a Star Wars clip featuring Darth Vader. Key details like color symbolism, character proportions, music choices, and fight choreography are discussed in relation to conveying meaning and moving the story forward.
The opening scene of Grease establishes the summer romance between Sandy and Danny. Through a series of establishing shots at the beach and close-ups of the couple kissing and talking, their affection for each other and hope that the summer will last is shown. Costumes are simple and reflective of 1950s fashion. The calming waves and romantic music enhance the mood of relaxation and new love between the two main characters.
The document discusses how the media product represents particular social groups through its characters. It follows horror and thriller conventions, using stereotypical characters like the antagonist and protagonist. The characters are teenagers represented through their clothing and as naive and irresponsible to build suspense for the audience. While fitting genre stereotypes, the two main characters, Charlie and Guy, are also negatively portrayed as selfish teenagers to attract a larger audience.
High School Musical 2 follows the main characters from the first film as they go on summer vacation. Zac Efron, Vanessa Hudgens, Ashley Tisdale and others get jobs and face challenges as their friendships are tested by being apart. It was released in 2007, directed by Kenny Ortega, and won several awards including Teen Choice awards. The film is part of a Disney Channel trilogy set in an American high school.
Conflict notes for nb pg 19 pwr pt 2016Missy Colhour
This document defines and describes different types of conflict that can occur in short stories. It defines internal conflict as a struggle within a character's own mind, such as making a difficult decision or overcoming personal obstacles or flaws. External conflict involves a struggle between a character and an outside force, such as another character, nature, or society. It provides examples for each type of internal and external conflict, such as a character struggling with a dilemma or fear, or a character in conflict with another character, nature, or societal pressures.
This document discusses how representations of groups within society can be analyzed in movie trailers. It provides examples of common representations in trailers, such as males and females, good and evil, teenagers, and "the other." The document instructs students to examine trailers and identify how different genders, ages, races, places, and groups are represented, and whether the representations are accurate or open to different interpretations. Students will consider stereotypes and ideologies reinforced through representations. Analyzing representations in trailers can provide insight into a society's fears or concerns.
Experimental Film & Spectatorship Revisionbrettmax
The document discusses experimental and expanded film/video, providing information on key characteristics and filmmakers in the genre. Experimental films reject mainstream conventions and explore the possibilities of the film medium itself. They often manipulate audiovisual elements in unconventional ways and do not follow traditional narratives. Viewing experimental films can provoke responses like confusion, boredom, shock or laughter as they challenge expectations of what a film should be. Spectatorship of experimental films requires an openness to different experiences and ways of seeing the world.
The document provides an evaluation of a title sequence called "Revelations". It discusses how the title sequence uses and develops conventions of real thriller films. It was created to be realistic and similar to other religious thrillers. Key conventions included a "shaky" title moving around the screen and a grainy, blurred font for the title. The sequence contrasts a family living room scene with a dark torture room. It was important to include conventions like the victim waking up scene. While it didn't include some thriller conventions like action scenes, the document argues this was appropriate given the storyline. The sequence could potentially be distributed by a major Hollywood studio like Warner Bros or Universal Pictures given its engagement and similarities to other mainstream thrillers.
This document summarizes a group's assignment analyzing the film noir genre. It includes:
1) An assessment of the group's draft 1 assignment, giving each member a grade.
2) Details on the changes and improvements made from draft 1 to draft 2, including adding character details, audience information, and reworking the ending based on feedback.
3) An analysis of conventions commonly found in film noir like the voiceover, villain, victim, crimes and how the group plans to use the femme fatale convention in their opening sequence.
This document discusses representation in science fiction films. It begins by defining representation and noting that all representations reflect biases. It then examines common character types in science fiction films, such as heroes, victims, and authorities. Two film trailers are analyzed for examples of these characters. The document also discusses how stereotypes are often used as shortcuts but can promote oversimplified or biased views. It provides examples of countertypes that challenge stereotypes. Finally, it considers how gender is commonly represented in films and posters, often reinforcing unrealistic ideals of masculinity and femininity. The key ideas are that science fiction frequently relies on stereotypes and biased representations that could influence viewers' perceptions of normality.
The document discusses various theory-related topics through examples and definitions:
1) It defines denotation and connotation for various symbols like snakes, flags, and guns.
2) It analyzes the symbols and imagery in a sample poster, summarizing various elements and their potential meanings.
3) It discusses how changing the soundtrack of films can alter the perceived tone, using examples from "The Shining" and "Scary Mary."
4) It lists common stereotypes associated with different groups like men/women, social classes, and ages.
5) It provides examples of common iconography found in Western, Science Fiction, and Fantasy genres.
6) It defines linear
A dedicated young teacher faces challenges motivating her diverse group of at-risk students in a racially divided Los Angeles high school. Despite facing resistance from administrators and colleagues who don't believe the students can learn, she works to understand her students' experiences and inspire them by making the curriculum relevant to their lives. She encourages them to open up by keeping anonymous journals and helps change their views about the importance of education and their own potential futures.
The document is a 30-minute presentation about the movie Freedom Writers, which is based on the true story of teacher Erin Gruwell. Erin teaches "unteachable" students at a troubled high school and inspires them using literature and journals. The presentation discusses the movie's plot, Erin's teaching methods, how she changed students' views through Anne Frank's diary, and analyzes the film's portrayal of overcoming challenges through education and arts.
The Freedom Writers Foundation was created by Erin Gruwell and her students to continue the work they began in her classroom of using writing to help at-risk students. The foundation is supported through donations, fundraising events, book sales of "The Freedom Writers Diary", and sponsors like the ShuttleWorth Foundation. The foundation allows Erin Gruwell to share her teaching methods to help other teachers empower students through writing and self-expression.
This document provides tips for creating effective PowerPoint presentations, suggesting limiting transitions and animations, using high quality images, avoiding themes, creating appealing charts, and using one font that can be seen everywhere.
The document provides a cast list for the film Freedom Writers, including Hilary Swank as the lead character Erin Gruwell. It then summarizes the plot of the film in three paragraphs. It describes how Erin Gruwell faces a challenging first day as a teacher at a high school with racially divided students. It outlines how she works to understand her students and have them open up through unconventional teaching methods. It also explains the resistance Gruwell faces from colleagues and the strain it puts on her personal life as she works to support her students.
Erin gruwell & the freedom writers experienceAndré Stanley
Erin Gruwell began teaching a class of at-risk students in Long Beach, California who were divided along racial lines. She broke down barriers by validating students' experiences, motivating them with relevant material, and creating a safe environment for collaboration. Gruwell encouraged students to share their stories, celebrate diversity and hold each other accountable. This approach engaged the students and helped them feel empowered, leading them to dub themselves the "Freedom Writers" and inspiring educational change.
Kungshen english book 6 lesson 1 dialogue erin gruwell the freedom writersFortuna Lu
The document summarizes a lesson about Erin Gruwell, a teacher who helped students who had given up on hope. It provides tasks and questions about a dialogue where Gruwell encourages her students to write about their thoughts and experiences. She suggests they write about topics like Anne Frank's diary, which provided an outlet for her life during the Holocaust and allowed others to understand what she endured. The summary focuses on how Gruwell helped struggling students find their voice through writing when other teachers had given up on them.
The document provides an analysis of the film Freedom Writers. It discusses that the film confronts issues of racial conflict and prejudice. It shows how the students in the class initially separate along racial groups but later come together and learn to respect each other. The main genres are identified as drama, with subgenres of school drama, teen drama, romance drama, and crime drama. The film can also be classified by its focus on ethnicity and social class. Costumes, props, characters, and story traits from the film are described. Examples of conventions like racism, crime, and historical elements are analyzed and compared to other films. The target and secondary audiences are identified based on attributes like age, gender, and ethnicity. Reasons people
The document provides details about the film "North Country" that two students, Michaela and Marisha, have chosen to analyze for their film studies coursework. It outlines the genres, subgenres, and conventions the film falls under. Key points made include that the film is a drama that explores themes of sexual harassment, teen pregnancy, and domestic abuse through the lens of the main character Josey's experiences. Josey returns to her hometown and takes a job in the iron mines, where she faces sexual harassment, and eventually files a lawsuit against her employer.
Disturbia is a 2007 thriller film that combines elements of slasher and teen films. It references several classic films through homages and pays tribute to genres like rear window where the main character spies on his neighbor. The film features heavy product placement of consumer brands presumably aimed at teenagers. It also incorporates then-current technology like the iPod and social media websites that allowed user interactions, in contrast to passive content viewing of earlier eras. The target demographic for Disturbia was younger than Rear Window, seeking to engage high school and young adult audiences.
This document discusses ways to distribute and market a horror film called "The Cultists" produced by the author and their group. It suggests showing the film at international film festivals to gain recognition, then pursuing a distribution deal with a small independent film distributor that specializes in horror films. The film challenges gender stereotypes by having female cult members and a male victim, and represents various social groups through its working class, multi-ethnic characters. By using suspenseful music and camera techniques, the film opens in a way that develops conventions from movies like "Zombie Land" and "Psycho" to hook the audience.
The document provides details about a film analysis project for the yellow level. It includes:
1) Information about the film North Country, which covers topics like sexual harassment, teen pregnancy, and domestic abuse.
2) An analysis of the film's genre as drama and subgenres like romantic drama and teen drama.
3) Discussions of film theory like Stam's, Mittel's, semantics, syntax, conventions, and dominant ideologies portrayed in the film.
4) Scenes and examples from the film that relate to the theories and topics being analyzed.
This document provides an analysis of the film "The Crazies" for a film study assignment. It begins with an exploration of horror genre films and the reasoning for choosing "The Crazies". Details about the film such as director, budget, and actors are provided. The analysis then examines the film's genre, subgenre, conventions, ideologies, intended audiences, and how it fits various film theories. In under 3 sentences, the document analyzes key elements of the film "The Crazies" for a school assignment on film genres and conventions.
This document provides an analysis of the film "The Crazies" for a film study assignment. It begins with an exploration of horror genre films and the reasoning for choosing "The Crazies". Details about the film such as director, budget, and actors are provided. The analysis then examines the film's genre, subgenre, conventions, ideologies, intended audiences, and how it fits various film theories. In under 3 sentences, the document analyzes key elements of the film "The Crazies" for a school assignment on film genres and conventions.
Claude Levi-Strauss was a French anthropologist who developed the theory of binary oppositions. He believed that the meaning we derive from words depends not on their literal definition but on their relationship with their opposite. Binary oppositions structure how we understand concepts through paired ideas like good vs evil, light vs dark, past vs future. The document provides examples of how binary oppositions are used in film trailers to set up conflicts between protagonists and antagonists, characters with contrasting personalities, and themes of love vs war or humans vs zombies.
This document provides an overview of common elements found in teen drama films. It discusses how cliques are often portrayed, with examples like jocks, nerds, and popular groups. Many teen dramas take place in high school settings like cafeterias, locker rooms, and fields. They also tend to explore binary oppositions between personalities and issues like addiction, mental health, domestic violence, and teen pregnancy. Costume and props are used to characterize different types of teenagers. Overall, the genre has a mix of happy and darker moods as it deals with challenging topics faced by many teens.
Mira Nair's film Mississippi Masala tells the story of an Indian family that is expelled from Uganda and settles in Mississippi in the United States. Their daughter Mina falls in love with an African American man named Demetrius, despite her parents' opposition. The film examines the themes of racism, exile, and intolerance faced by immigrant communities and their descendants. It shows how racism persists across generations, as those who were once victims of discrimination reproduce intolerant behaviors towards others. Ultimately, the love between Mina and Demetrius represents the possibility of overcoming divisions and dissolving barriers between people of different backgrounds.
This document provides an analysis of the film "Half Nelson" for a film studies assignment. It includes an exploration of the film's genre as drama, subgenres such as addiction drama and school drama. It discusses several film theory approaches and relates them to elements of "Half Nelson," such as Stam's theory of alternative classifications. Semantic and syntactic elements of the film are analyzed, including characters, locations, costumes, and plot traits. The tone and syntax of specific scenes are also described.
This document provides information about the concept of representation that will be useful for analyzing a media production for a critical perspectives exam. It defines representation as how media re-presents or constructs meanings about the world. It discusses key questions to consider when analyzing representation, such as what concepts are highlighted, what representations are generated, and if there are any stereotypes. The document also discusses theories of representation, such as how gender is typically represented in media according to theorists like Berger and Mulvey. It provides several quotes about representation that could be cited. Finally, it discusses concepts like the "male gaze," the "final girl" trope in horror, and how different genres like zombies films can represent cultural ideas.
This document provides an outline for an assignment on film study conventions. It includes requirements such as a title page, genre analysis, use of film theories, exploration of semantics, syntax, and ideology. Half Nelson is chosen as the film subject due to its portrayal of a teacher's drug addiction and relationship with a student. The document discusses the film's genres of drama and addiction drama and applies several film theories to classify and analyze the film.
This document provides an outline for an assignment on film study conventions. It lists the required sections of the assignment which include a title page, level checklist, exploration of films, film of choice and reasoning, genre/subgenre/hybrid analysis, application of film theories, semantics, syntax, iconography, conventions analysis, dominant ideologies, and audience analysis. It also provides examples of possible film choices and reasons for selection. The chosen film is Half Nelson and reasons for its selection are provided. An analysis of the film's genre, subgenres, and application of various film theories follows.
The document discusses genre conventions that are commonly used in horror and psychological thriller films. It analyzes several elements of a short film including the protagonist who is shown as vulnerable, the antagonist who is threatening, and the dark, isolated rural setting. These elements fit within the conventions of both the horror and thriller genres. However, the document also notes some problems with relying strictly on genre theory, as some films can span multiple genres, and adhering too closely to conventions can limit creative freedom.
This document discusses the target audience and conventions for a film project. It analyzes conventions used in sample films like Precious and Thirteen regarding abuse from family members and friends ignoring characters. The target audience is identified as mainly 15 years and older, including females and all ethnicities from the UK and small parts of the US. They would be interested because of relatable themes of teenage drama, family issues, and portrayals of real life problems. The audience would also be engaged by the filmmaking form and familiar genre conventions of drama.
A genre refers to a category of artistic works defined by similarities in form, style and content. In film, genres are based on common narrative elements and conventions that films of that type follow. Examples of popular film genres include horror, comedy, romance and action. Genre allows films to be easily categorized and marketed to audiences. While genres help audiences understand what to expect, they can also lead to stereotyping that overlooks the uniqueness of individual works.
The document discusses representing social groups in horror films. It notes that teenagers and families are often represented. Specifically, the opening sequence represents a group of teenagers in a stereotypical manner through their clothing, dialogue, and reaction to entering a dark new world. However, the document also acknowledges some issues with relying on crude stereotypes, such as always killing off minority characters first or overly sexualizing and portraying women as weak. The document concludes that it will aim to represent teenagers in an expected horror genre way while avoiding offensive stereotypes that could raise more criticism.
The document provides details about the requirements and planning for a film analysis project. It must include a title page, level checklist, exploration of films, film of choice and reasoning, genre, subgenre, hybrid, theories of Mittel, Fuerer, Stam, semantics, syntax, iconography, conventions list and analysis, dominant ideology, audience details and theory.
The chosen film is analyzed including that it is a drama about a terminal illness with family conflict and tragedy as the main character dies. Conventions like character development and emotional story are used. The ideologies of family support and living fully are shown. The target audience is older teenagers and adults who want entertainment, information or social interaction.
The document outlines the requirements to reach the target level of "GREEN B-A" which includes completing sections on film theory, exploring different films, choosing a film of analysis, and analyzing the film's genre, subgenre, conventions, and how it relates to audience and film theories. It provides details about the chosen film My Sister's Keeper, analyzing its genre as drama and tragedy, conventions it uses, and how it relates to various film theories. The document demonstrates applying film analysis concepts to break down the chosen film.
The documentary "Lifers" explores the daily lives of convicted killers in prison as they undergo rehabilitation programs. It airs on Channel 4 on June 25, 2012 at 9pm and runs for 47 minutes and 34 seconds. The documentary aims to show how criminals live in prison following their crimes and consequences. Its message is to discourage killing by showing viewers how their lives would turn out in prison. It profiles several convicted criminals and interviews experts to analyze prisoner behavior. It uses techniques like handheld cameras, interviews, archival footage, and montage editing to create a sense of realism.
This documentary profiles singer Tulisa Contostavlos and other young adults caring for parents with mental health issues. It follows Tulisa reflecting on finding her mother self-harming and having to call an ambulance when her mother was sectioned under the Mental Health Act. The documentary uses interviews, home video footage and natural lighting to provide insight into how these families cope. Tulisa interviews a scientist to learn more about the causes of her mother's bipolar disorder and schizoaffective disorder.
The document provides a shotlist and short term filming plan for a film project. The shotlist details various shots needed for scenes in the park, at a bus stop, of a character running home, and indoor flashback scenes. The short term planning schedules filming of the park and bus stop scenes on Wednesday April 10th, requiring a camera, tripod, storyboard, shot list, script, and props like a journal and watch. Indoor flashback scenes are scheduled for Friday April 12th, requiring similar equipment plus a make up bag and dark clothing for scenes filmed using a mirror.
This document appears to be a draft script containing 3 sections labeled "Script". However, no other details are provided in the document to summarize. The document simply lists the word "Script" three times without any additional context or content to summarize in 3 sentences or less.
The girl is sitting on a park bench reading texts on her phone. She takes out her journal and looks through previous entries, which include flashbacks of her friend noticing a bruise that she covers up, and her mother strangling her. She sees more bruises in another flashback. The girl hurriedly leaves the park and gets on a bus. She has many missed calls from her mother and runs home, stopping nervously at the front door, hearing voices in her head telling her to go inside.
This document contains location information for filming including the names of six locations, what scenes they will be used for, how to access each location, and whether they are open to the public. The locations include Roundwood Park for a park scene, Passage Way for a friend scene, a bus stop and bus for bus scenes, and three of Nicole's properties for friend and bruise scenes.
Russvictoria, Nicole, Abigail
Day and Time Filming what scene? Travel Equipment
Sat March 16 Indoor flashback scene Bus then walk •Camera
•Tripod
•Storyboard
•Shot list
•Script
•Make up bag
•Dark clothing
•Mirror
Sun March 17 Park scene Bus and walking •Camera
Bus stop scene •Tripod
Running home scene •Storyboard
•Shot list
•Script
•Journal
•Watch
•Mobile phone
This document contains information from four students - Russ, Nicole, Abigail, and the group - on their strengths, targets, preferred genres, and group targets for a project. Russ likes coming up with new ideas and being enthusiastic. Nicole is creative and good at resolving conflicts. Abigail is good at time management, organization, and ensuring everyone understands their roles. The group targets are to stay in contact and communicate if they disagree on the opening sequence. The chosen genre is drama.
This document provides details for an opening sequence for a drama film project. It includes storyboards and descriptions for scenes showing a character named Katherine asking her friend Ashley for help after being injured, and Ashley rushing to Katherine's house to find her unconscious. The document also discusses the narrative structure, characters, settings, conventions, titles/credits, intended audience and other elements of the opening sequence and film.
The opening sequence for the movie "Bad Teacher" is 2 minutes and 10 seconds long. It shows flashbacks of schools with cursive writing over it. The purpose is to give more feeling to the title and show clips related to schools. The credits are shown with the actors, crew, producers, writers, and director's names in different colors and the same font over a black background.
The opening sequence of the film Red Lights utilizes quick cuts between mysterious shots that leave the audience with many questions. These include extreme close-ups of photographs and an injection that are not clearly explained. Barthes' theories of the enigma code and symbolic code apply as the title and images aim to confuse and symbolize something deeper. The sequence moves at a fast pace with a thrilling score and jumps between shots in a nonlinear montage style.
This document summarizes different types of storage devices and media, including their basic functions and uses. It discusses magnetic devices like floppy disks, hard drives, and tape; optical media like CDs, DVDs, and Blu-ray discs; and solid state drives like USB flash drives, memory cards, and SSDs. For each type, it provides details on how they work, common applications, and advantages and disadvantages compared to other options. The document aims to explain the key characteristics and purposes of various storage technologies.
This document summarizes Nicole Lewis's evaluation of two blogs for a media studies assignment. It discusses Debbie Marques' blog, praising her inclusion of self-assessments and updates about changes between drafts. However, it notes she did not choose the right template for her table and failed to include a hyperlink or name. It also discusses Chantelle Gilkes' blog, noting she embedded her PowerPoint correctly but with only one slide, and her posts were inconsistently dated and bounced between assignments.
The document provides a summary of the plot points of the film Snakes on a Plane. It states that snakes start traveling around the plane through the ventilation system without the passengers knowing. The pilot then finds a snake by the plane controls. He shows it to the stewardess and they contact the FBI. The snakes start cutting the plane's wiring, causing the oxygen masks to drop and more snakes to emerge. The FBI agent calls for anti-venom supplies as they try to build a barrier to stop the snakes. In the end, once all the snakes are removed, the FBI agent and a witness go surfing.
This document analyzes and summarizes the sounds heard in a scene from the movie The Hunger Games - Girl on Fire. It identifies the cheering crowd sounds as ambient noise that matches what is seen on screen. It also notes several added sound effects used in the editing process, including the echo of a microphone, laughter, and whooshing fire sounds that enhance the scene but were not naturally recorded.
Assignment 6 what to expect when you're expecting doneNicoleLewisASMedia
This document analyzes the narrative structure of the film "What To Expect When You're Expecting". It finds that the film follows a conventional three-act structure by introducing the characters in Act 1, creating conflicts for the characters in Act 2, and resolving everything with a happy ending in Act 3. This creates predictable and secure structure for audiences. The film also connects the characters in unexpected ways by the end.
This document provides a summary of common narrative techniques and structures found in films. It discusses elements such as puzzles and plot twists that hide information until the end, actions that lead audiences to expect certain consequences, symbolic meanings of characters and settings, references to popular culture, heroes going on quests to restore order or equilibrium, villains opposing the hero and disrupting things, mentors who help start the hero's journey, helpers who assist the hero, vulnerable characters who need rescuing, and traitors who switch sides. It also mentions the world the story is set in and how much or little information is directly exposed to the audience.
The document provides a summary of the connections between various characters in two films: What to Expect When You're Expecting and Love Actually. For What to Expect When You're Expecting, it outlines that several of the main female characters are connected through relationships like being married, cousins, or having worked together previously. For Love Actually, it similarly maps out the connections between many of the characters, showing that they are intertwined through work relationships, friendships, weddings attended, and school connections between their children.
The document describes a scenario where snakes are discovered on an airplane. Snakes start emerging from various places on the plane and cutting through wires, causing issues. The FBI is called and works to contain the snakes while also gathering anti-venom in case anyone is bitten. They eventually build a barrier and remove all the snakes, saving the plane. At the end, the FBI agent and a witness go surfing after resolving the snake situation on the flight.
The document summarizes various film techniques and tropes:
1) Narratives are often set up as puzzles to be solved, hiding details until a plot twist at the end.
2) Actions and behavior set expectations for consequences that are subverted in horror films, where the killer is not actually dead or another person must save the injured.
3) Symbolic elements, characters' appearances, and settings signify opposing forces and themes in films.
4) References to popular culture and history provide context outside the text to aid understanding.
1. FREEDOM WRITERS
ASSIGNMENT 5: FILM STUDY &
CONVENTIONS IN A FILM
BY MONAE - COLOUR BLUE
&
NICOLE - COLOUR RED
EDITING DONE TOGETHER
2.
3.
4. •Racial conflict
•The film is about teens
•Students going through a hard time in life
•A struggle but shows you can succeed
•Negative stereotypes
•Aspects of poverty and racism
•Can relate to troubles and stress of school
5. GENRE: DRAMA
• The main genre Freedom Writers falls under is
drama.
• That is because of the serious issues involved
Such as:
• Poverty
• Domestic violence
• Racism
• Death.
6. Subgenre Evidence
Tragedy drama • Little boy accidently shooting himself.
• Paco shot dead in the corner shop
Romance drama • Mrs Gruwell & her husband.
• Ending in divorce.
Crime drama • Gun crime.
• Growing up witnessing shootings.
Historical drama • The holocaust museum
• The woman that hid Anne Frank
7. The hybrids included in Freedom Writers are:
Courtroom
Historical
Domestic violence
8. Freedom Writers defined under
Budget based, racial identity,
the location, story content
• Ethnicity focus: the characters
of all different races (e.g. Latino,
black etc.)
• Budget: $21,000,000
(estimated)
• Well known actress Hilary
Swank seen in more serious
films
9. MITTELS THEORY
Mittel‟s theory is that genre is uses codes and conventions to sell
products.
I can agree because:
Racial prejudice is portrayed
Based on a true story „The Freedom Writers Diary‟
Based on a book
Examples of this genre
Dangerous Minds (ex-marine teacher struggles to connect with
her students in an inner city school)
Take the Lead (the real story of a dance teacher who believed in
the talent of a group of problem kids)
10. SEMANTICS
Characters White middle class character
Troubled teens
Different ethnicity groups
Story trait Teacher facing “Un-teachable, at-
risk” teenagers
Teens witnessing shootings,
murders of random people or of
friends and family
Shows different categorisation
The influence of Negative
stereotype given to them
A key to freedom
Turn their life around
11. SEMANTICS
Location Real-life settings of the ghetto
Shootings near a shop
At high school
Courtrooms
Jail
Balcony/home
Costume Loose, street like clothing
Teachers smartly dressed
girls dressed similar to the boys
male teenagers giving a
negative connotation
Props Weapons, such as knives and
guns (strengthen the negative
views).
Classroom props such as
tables, chairs and a board etc.
12. SYNTAX
• The syntax of the film is that the power of one person can
have a good impact on everyone else.
• Also that everyone has and will make the wrong decisions,
you just have to learn from them.
13. - In addition, the “Toast For Change” scene is very bright with all the natural lighting
involved from the outside. It also has quite bright colours in this scene grab. Blue
representing nature, calm, and fresh and yellow representing bright, happiness and
summer.
14. Darker Natural lighting bounces
background of Eva‟s face
to show
•Intensity
•Hidden
•Enclosure
Lighting creates
This was a close up shot shadow to seem
to show Eva facial sorrowful
expression
15. CONVENTIONS
Conventions of genre/sub/hybrid Examples from range of real films
Students disrespecting teachers The Breakfast Club. Out smarting the
teacher.
Poverty Slumdog Millionaire – The kids grew up in
poverty
Stereotypes of individuals Philadelphia – The man with aids was
stereotyped
Family loyalty My Sister‟s Keeper – Family helped her,
through her battle with cancer.
Sticking with your gangs The Godfather – You need to stick together.
Racism The Secret Life Of Bees. – The black boy
getting arrested for being with a white girl.
Racial prejudice Crash
A struggling relationship The Time Travellers Wife
Character dealing with a problem Pursuit of Happiness
16. CONVENTIONS ANALYSIS
Conventions of Examples from your film Comparison to other
genre/sub/hybrid (bullet points and films in the same
screen grabs) genre/sub/hybrid?
Racial prejudice White characters Crash – White cop shots
have higher authority a black guy for reaching
Eva‟s dad being into his pocket.
arrested (Thinking he had a gun.)
17. …
Conventions of Examples from your Comparison to other
genre/sub/hybrid film films in the same
(bullet points and genre/sub/hybrid?
screen grabs)
A struggling Ms Gruwuell The Hunger Games –
relationship relationship with her Peeta exposing his
husband feelings for Katniss on
Struggling national tv.
relationship with Katniss not fully
students at first returning his feelings.
One of the black
characters with his
mum
18. …
Conventions of Examples from your film Comparison to other
genre/sub/hybrid (bullet points and films in the same
screen grabs) genre/sub/hybrid?
Character dealing with a Eva‟s dad in prison Pursuit of Happiness –
problem Black female The man is homeless,
character gets broke and has a child to
beaten by her dad look after.
Being kicked out.
19. CONVENTIONS ANALYSIS
Conventions of Examples from your film Comparison to other
genre/sub/hybrid (bullet points and films in the same
screen grabs) genre/sub/hybrid?
Racism -Separated in to their The Secrete Life of
racial groups in the Bees.
classroom
-Gangs sticking to their
own race
-When the black boy
gets an insulting picture
passed around the
classroom.
20. ………..
Conventions of Examples from your film Comparison to other films in
genre/sub/hybrid (bullet points and screen the same
grabs) genre/sub/hybrid?
Students disrespecting Students stating that they will The Breakfast Club.
teachers not have respect for his Out smarting the teacher.
teacher just because she is a Ignoring his rules.
teacher. She has to earn it.
21. ………..
Conventions of Examples from your film Comparison to other
genre/sub/hybrid (bullet points and films in the same
screen grabs) genre/sub/hybrid?
Stereotypes of Because they were form Philadelphia – The man
individuals the lower class, the with aids was
head of department stereotyped
looked down on them.
23. Details of Target Secondary Explanation of why they would be
audience audience Audience attracted to watch the film
Age 13-19 20-40 Its about education / the star of the film.
Gender Girls Boys The violence within the film may attract
them.
Ethnicity Mixture White The target audience may be attracted as its
(Blacks, about their backgrounds. The secondary
Latinos, audience may be attracted to see how
Asians) different white people portray themselves
to other.
24. Audience
Details of audience Target audience Secondary Explanation of why they
Audience would be attracted to
watch the film
Social class •Lower class Upper class -Variety of classes shows
•working class mixture of opinion
•lower middle class -Can change how different
•upper middle class classes think
Social group •Young boys (gang •Chavs -Attracted to gangs, violence,
members) •Punks drugs and life
•hippies -Shows the hard way of living
-Shows you can achieve no
matter what your story was
Sexual orientation Straight •Lesbians - May be of their interest
•Gays
•bisexuals
Profession/ Role •Students • Parents •Related to their life
•Teachers • Workers •A good message from the
• Historical film
People •Educate them
25. Reasons why people watch the film Explanation
Entertainment - In their holiday they began to make their
changes, for example:
Moving back in with the mum
Throwing the gun away
Telling the truth in court
- They are breaking free from the old
them.
- Making a better person out of
themselves to get out of the
stereotypes.
26. Reasons why people watch the Explanation
film
Personal Identity - The characters are from different
backgrounds
- They all share different norms and
values within their culture
- They tend to look after their own
27. Reasons why people watch the Explanation
film
Integration & social interaction • It‟s about different races.
• Those different races would most
likely come together to discuss
the film.