1) The opening scene establishes the film's genre by showing the moon and setting a mysterious tone. It introduces Mr. Tweedy, who seems to be hiding something as the antagonist watching over the farm.
2) A figure emerges nervously from the shadows, trying not to be noticed by Mr. Tweedy. Shots reference prisoner-of-war films that inspired the film.
3) Ginger is nearly caught by Mr. Tweedy's dogs but escapes. The sequence uses techniques like increasing music and speed to create a feeling of danger and pressure.
Editing booklet gcse a level film studies revision homework distance lerning ...Ian Moreno-Melgar
This is a comprehensive guide to editing for film studies students and teachers alike. With over 30 pages of content and at over 13,000 words in length, you’ll not find a guidebook, resource or textbook that is as detailed, as insightful or as adaptable as this.
If you like the look of the booklet please find it available to purchase by searching online for FILM STUDIES IAN MORENO-MELGAR SELLFY
The booklet is separated into the aspects of editing that are defined in the specifications of the GCSE and A-Level Film Studies courses from Eduqas/WJEC. The guide then explores ideas relating to pace, transitions, cuts, editing with sound, how editing creates relationships as well as information about visual effects, special effects and CGI in general.
Each section includes detailed explanations, expert analysis and insight, dozens of tasks, dozens of images, links to hundreds of videos on YT, a mini-glossary for students to complete and assessments.
It’s also a great resource to copy information from and then paste into whatever work you need to set or deliver. This means that you can use this electronic text book as a guide for you as the teacher, as a resource for students to use in the classroom, to be broken up and used as individual worksheets, for revision, for homework, for remote learning or for students who are self-isolating and unable to be in lessons in person.
Written by an experienced teacher, examiner and CPD presenter with extensive experience in writing guides for film studies, I guarantee that this resource will prove to be an invaluable tool for you and your students and worth every penny.
The history of Cinema spans over a hundred years, from the latter part of the 19th century to the present day and beyond. Motion pictures developed gradually from a carnival novelty to one of the most important tools of communication and entertainment, and mass media in the 20th century.
Motion picture films have had a substantial impact on the arts, technology, and politics. This slide will take you through the evolution of the Cinema and the how the story telling narrative changed over years.
City of God A-Level Film Studies student booklet e-book workbook study guide Ian Moreno-Melgar
A detailed guide and workbook for City of God as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Third Cinema and Cinema Novo as well as work on representation and aesthetics.
This booklet provide an in-depth insight into key aspects of Eduqas GCSE Film Studies with a detailed overview of the history of film technology. Providing key context about the nature of film as a technology from Nicéphore Niépce's first photo the rise of CGI, this booklet covers it all. With dozens of images, photos and links to various clips, videos and bespoke examinations, this booklet will provide students with a thorough examination of how film technology has changed and developed over the last 200 years.
A core focus of this booklet is on the technology timeline which is a key aspect of component 1 in the Film GCSE and this guide is a useful way of providing not only the core details but some extra context and history that helps to provide further insight and context to the technology and the development of it.
This textbook is perfect as a printable textbook for students to work straight onto, as a guide for teachers and staff as it's fully resourced and contains a huge range of tasks and links to YouTube videos, it also works brilliantly as cover work, work for remote learning such as those isolating at home, as a homework or for revision. You could even use this as an introduction, extension or home learning task for A-Level Film Studies.
To purchase, please go to selly.com/iandoublem
Editing booklet gcse a level film studies revision homework distance lerning ...Ian Moreno-Melgar
This is a comprehensive guide to editing for film studies students and teachers alike. With over 30 pages of content and at over 13,000 words in length, you’ll not find a guidebook, resource or textbook that is as detailed, as insightful or as adaptable as this.
If you like the look of the booklet please find it available to purchase by searching online for FILM STUDIES IAN MORENO-MELGAR SELLFY
The booklet is separated into the aspects of editing that are defined in the specifications of the GCSE and A-Level Film Studies courses from Eduqas/WJEC. The guide then explores ideas relating to pace, transitions, cuts, editing with sound, how editing creates relationships as well as information about visual effects, special effects and CGI in general.
Each section includes detailed explanations, expert analysis and insight, dozens of tasks, dozens of images, links to hundreds of videos on YT, a mini-glossary for students to complete and assessments.
It’s also a great resource to copy information from and then paste into whatever work you need to set or deliver. This means that you can use this electronic text book as a guide for you as the teacher, as a resource for students to use in the classroom, to be broken up and used as individual worksheets, for revision, for homework, for remote learning or for students who are self-isolating and unable to be in lessons in person.
Written by an experienced teacher, examiner and CPD presenter with extensive experience in writing guides for film studies, I guarantee that this resource will prove to be an invaluable tool for you and your students and worth every penny.
The history of Cinema spans over a hundred years, from the latter part of the 19th century to the present day and beyond. Motion pictures developed gradually from a carnival novelty to one of the most important tools of communication and entertainment, and mass media in the 20th century.
Motion picture films have had a substantial impact on the arts, technology, and politics. This slide will take you through the evolution of the Cinema and the how the story telling narrative changed over years.
City of God A-Level Film Studies student booklet e-book workbook study guide Ian Moreno-Melgar
A detailed guide and workbook for City of God as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Third Cinema and Cinema Novo as well as work on representation and aesthetics.
This booklet provide an in-depth insight into key aspects of Eduqas GCSE Film Studies with a detailed overview of the history of film technology. Providing key context about the nature of film as a technology from Nicéphore Niépce's first photo the rise of CGI, this booklet covers it all. With dozens of images, photos and links to various clips, videos and bespoke examinations, this booklet will provide students with a thorough examination of how film technology has changed and developed over the last 200 years.
A core focus of this booklet is on the technology timeline which is a key aspect of component 1 in the Film GCSE and this guide is a useful way of providing not only the core details but some extra context and history that helps to provide further insight and context to the technology and the development of it.
This textbook is perfect as a printable textbook for students to work straight onto, as a guide for teachers and staff as it's fully resourced and contains a huge range of tasks and links to YouTube videos, it also works brilliantly as cover work, work for remote learning such as those isolating at home, as a homework or for revision. You could even use this as an introduction, extension or home learning task for A-Level Film Studies.
To purchase, please go to selly.com/iandoublem
Analysis of the first 10 - 15 Minutes of the horror film the ring. The presentation analyses the shots, editing, lighting and mise en scene used in the opening sequence of the film and how this affects the piece of media from a viewer’s perspective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. • The very first shot is of the moon. This instantly implies the
genre and sets the tone of the film: the shot is very typical of
the horror movie genre of films from the 20th century (which is
also when the film is set).
3. • The first shot pans down across to where Mr Tweedy and his two dogs are
walking. The view of the fence surrounding the farm closely resembles the
prisoner-of-war films which inspired the film itself. There is almost no sound
and the music is quiet and mysterious to effect. He has dogs with him, most
likely for protection, with fierce expressions, showing the mood of the scene.
4. • Match-on-action shot of Mr Tweedy’s hand checking the lock on the
gate. This suggests that he does not want anything or anyone getting
in or out, and that he may be hiding something.
• Cut to an extreme low-angle close-up of his feet walking away. We
never see his face in the first part of this sequence. This creates a
sense of mystery as to who he is. It could mean that he is the main
antagonist of the film because of this.
5. • A figure emerges and tries not to be noticed. This further suggests the first
character we see (Mr Tweedy) is the antagonist since a character wants to
hide from him, but we still don’t fully understand why the figure is hiding
from him. There is mystery surrounding the figure as well as we cannot see
(yet) who it is.
• Foot emerges before the rest of the body, suggests the figure is nervous of
showing him/herself.
6. • The water tower in the background connotes a guard tower in a
typical prisoner-of-war film, so again there is reference to films
such as ‘The Great Escape’ which the film closely parodies,
and also that there is a greater force on Mr Tweedy’s side.
7. • The shadow (Ginger) makes a run for it, again trying not to be
caught.
• The way the dog hears Ginger first suggests the danger is
nearer; she is about to be caught.
8. • Ginger is nearly caught; an example of a ‘false alarm’ where
we believe the character has been caught but hasn’t.
9. • Match-on-action shot shows her frustration as she digs.
• Shot of the spoon being thrown back onto the floor; she is
forced to leave everything but herself behind.
10. • We are misled to believe she is safely across and all the danger
is over, but in the next shot more chickens arrive.
11. • These two shots echo the previous shots of Ginger running
across, so the risk of danger is repeated.
12. • Cutting between the two actions of the chickens trying to
escape and the dogs running towards them; again this shows
frustration and pressure for the chickens and a sense of danger.
The sound and music both add to this effect by suddenly
increasing dramatically, rising as the dogs near.
13. • The sound and music have now increased to their full
volume as Ginger turns to run.
• We finally see the face of the character we saw at the
beginning, albeit for two brief seconds. The camera
zooms in sharply on his triumphant expression.
14. • Short, sharp cuts between shots, as well as the camera
following the dogs, creates a feel of speed and shows the
impact of the chase.
• Ginger stops and turns back in this shot; she has nowhere to
turn.
15. • Shot-reverse-shot between Ginger and the dogs is
used to show she is trapped. The camera also backs
away with Ginger; there is a slow zoom out on this
shot of the dogs closing in.
16. • The dog eating the gnome head (that Ginger tries to force them
away with) shows her helplessness and what is destined for her.
We don’t see the impact of the head being eaten, implying
violence.
17. • Close-up shot of her head, slowly panning in. The
attention is on her terrified expression, as the camera
zooming in slowly shows how her ‘doom’ is coming
nearer and nearer.
18. • Both Ginger and the dogs turn at the light from behind
her. The lighting has changed and is like a light ‘from
heaven’ as if Ginger is being called or summoned, as
if everything has already happened. The music has
also stopped suddenly.
19. • Cutting back to the curious faces of the chickens. There is no
music and very quiet sound; everyone has stopped to look,
creating suspense of what they are looking at.
20. • The camera pans up revealing the true main
antagonist, with a short piece of dramatic music for
this shot. Her height suggests she is dominative over
all the other characters, since tall characters
stereotypically prevail.
21. • She even dominates over Mr Tweedy, who no longer
has the same power or authority we believed he had
before. The dogs also show terrified looks. Mrs
Tweedy’s anger is expressed by her fierce eyes and
her arms on her hips.
22. • Ginger is thrown into a coal bunker as punishment, a
spoof on the bunker where prisoners spend the night
in prisoner-of-war films. She also plays the same
activities to pass the time later in the film. The music
adds to the reference, echoing drums in a military
march.
23. • Mr Tweedy’s P.O.V.; showing that because he is taller he
dominates over the prisoners (the chickens). Shot-reverse-shot
is used so that we can see the expressions from both Mr
Tweedy and the chickens, and the way they contrast (they are
terrified (of him), he is furious (at them)).
24. • The camera pulls out and reveals the location where almost all
of the film (except for the last scene) is set. Both this and the
final piece of dialogue now reveal properly that the film is set
on a farm.
• The title is shown. The font (albeit in italics) is similar to the
title on the poster for ‘The Great Escape’.