Emotional response to films 1
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This document discusses popular film and emotional response. It aims to consider the relationship between films and audiences and how particular films and sequences can elicit strong emotional responses from viewers. Films may shock audiences in various ways, both disturbing and challenging them. The document examines how emotional effects are achieved through film techniques or subject matter. It also discusses whether subsequent viewings of shocking images lessen or intensify their impact. Additionally, it addresses debates around whether mainstream films manipulate emotions or use them to make deeper points. The document outlines perspectives on film as a communication process and differences between spectators and audiences. It also explores what determines individual predispositions to emotional responses and elements within films that can create emotions.
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This document discusses how popular films produce powerful emotional responses in viewers and examines the relationship between films and audiences. It aims to understand how films create emotions and considers whether emotional effects come from film techniques or subject matter. It also discusses film communication as a process, where films transmit intended meanings but audiences can interpret them variably. Viewers are encouraged to note their emotional responses to films and analyze how film construction and identification with characters influence those reactions.
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The document discusses popular film and emotional response, considering how films can elicit strong emotions from audiences and the relationship between what is shown on screen and how audiences respond. It provides several case study films as examples and potential exam questions about emotional effects in films. The document also discusses film as a communication process, how meaning is made interactively between film and audience, and the difference between a spectator as an individual and an audience as a group. Finally, it raises questions about what constitutes an emotion, how emotions are linked to thought, and what determines an individual's predisposition to respond emotionally to certain films.
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This document discusses emotional responses to film. It aims to understand how films create emotional responses in viewers and the relationship between the film and audience. It examines how careful use of film techniques and subject matter can elicit strong emotions. Repeated viewings may lessen or intensify emotional impact. The document also discusses film communication as an interactive process between filmmakers and viewers, with films operating through visual and audio language. It encourages deconstructing films into constructed components to understand creative choices and possible meanings.
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This document discusses how popular films generate emotional responses in spectators. It addresses questions around how films use techniques like mise-en-scene, music, and character identification to elicit emotions. The document also discusses how contextual knowledge and cultural backgrounds can influence a spectator's response. It explores ideas around emotional involvement, alignment with characters, and differing audience interpretations based on preferred, negotiated or oppositional readings. The document suggests spectators may have contradictory emotional responses due to both intentional film techniques and individual viewer perspectives.
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A2 film fm4 b spectatorship introductory film clips (examples)
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This document discusses representations of sexuality in television dramas and stereotypes. It begins by defining terms like heterosexuality, traditional gender roles, and the "male gaze." It then lists common stereotypes of homosexual males, homosexual females, and bisexuals. Stereotypes of heterosexuals are also mentioned. The document discusses Laura Mulvey's concept of the male gaze in film and how it objectifies women. Examples from media are requested to justify stereotypes. Editing techniques are defined and how they relate to representations of sexuality. An analysis of representations in the show Glee is prompted. The document concludes with an essay assignment analyzing representations of sexuality through micro-elements in an episode of Torchwood.
Signs of postmodernism
Postmodernism has not led to a unified theoretical framework for analyzing film like other
approaches such as psychoanalysis, Marxism, and structuralism. Theorists of postmodernism have
contributed by challenging the assumptions of earlier film theories. Jean-François Lyotard views
postmodernism as questioning the dominant ideologies of Western thought but sees it as in
continual dialogue with modernism rather than replacing it. Jean Baudrillard sees postmodernism as
characterized by the proliferation of media images that have replaced real experiences and that
people mistake for reality. Fredric Jameson argues that postmodernism is marked by fragmentation
of subjects, a lack of depth replaced by surface imagery, and
Batman narrative structure
Todorov's theory of narrative structure proposes that stories follow a pattern of equilibrium, disruption, recognition, attempt to repair, and reinstatement of equilibrium. According to Todorov, a story begins with a state of order or equilibrium that is disrupted by some event. This disruption is recognized, leading to an attempt to repair the disruption and restore the initial equilibrium. Todorov applies this model to the plot of Batman, identifying the stages as Batman's absence leading to low crime, Bane taking over Gotham causing disruption, recognition of the situation, Batman's attempt to stop Bane, and Batman defeating Bane to reinstate the initial equilibrium.
Dark Knight v Batman narrative
This document discusses various narrative theories and concepts that can be applied when analyzing films. It analyzes Christopher Nolan's The Dark Knight using Vladimir Propp's theory of character archetypes, which identifies common character roles like the hero, villain, princess, and helper. The document also discusses how The Dark Knight follows a mostly linear narrative structure but employs some non-linear techniques as well. Binary oppositions between characters like Batman and the Joker are also examined.
Post modern booklet - revison
This document discusses post-modern media and postmodernism. It explores how post-modern media challenge traditional concepts of representation and text-reader relations. Some key aspects of postmodern media include intertextuality, pastiche, blurring distinctions between reality and fiction, and mixing of high and popular culture. Theories of prominent postmodern thinkers like Baudrillard, Lyotard, and Jameson are examined. Common postmodern media forms discussed include reality television, parody, music videos, and films by directors like Tarantino and Winterbottom.
Superhero action textual features p p 2
This document outlines several common cinematic techniques used in superhero action films, including dynamic camera movements, dramatic lighting and color, impactful sound design, costume designs inspired by comics, elaborate settings, and impactful special effects. It also notes that editing is often fast-paced to match action sequences, performances require physical strength to appear believable, and dialogue is minimized with catchphrases emphasized.
Independent research task yr 13 new
The document assigns students an independent research task to analyze a postmodern film produced in the last five years. Students must watch their chosen film, research its production details and critical reception, apply postmodern theories discussed in class, and include a textual analysis with examples. They will then judge how postmodern the film is and explain their reasoning. A list of potential film options is provided, or students can suggest their own choice to the instructor.
Independent research task yr 13
The document provides instructions for an independent research task on post-modern films. Students are asked to choose and research a post-modern film from the past five years. They must watch the film, research its production details and critical reception, analyze how it demonstrates post-modern concepts, and judge how post-modern it is. A list of possible films to choose from is provided.
Intro to dark knight and batman
This document provides an overview and introduction to studying the films The Dark Knight and Batman for an exam focusing on the American superhero action genre. It defines key genre terms and conventions, discusses the genre's narrative and stylistic elements, and examines how the two films fit within and potentially subvert genre expectations through scenes and character analysis. Students are instructed to take notes on scenes from both films to assess how well they adhere to or challenge typical superhero film conventions.
Her film
This document provides information about the 2013 film "Her" directed by Spike Jonze. It received positive reviews, with a 94% rating on Rotten Tomatoes. It won an Academy Award for best original screenplay. The document discusses how the film combines elements of romance, drama, comedy and science fiction genres. It considers whether and how the film fits conventions of a postmodern text, such as its nonlinear narrative, blending of reality and simulation, and how it demands reflection from the audience. It provides planning points and homework for writing an essay on whether and how far "Her" can be considered a postmodern film.
Sound in tv drama jt
This document provides lesson objectives, key terms, and questions for a lesson on identifying and analyzing sounds in TV drama. The objectives are to identify examples of sounds, learn terminology, and understand how sound is used to represent gender. Key terms are defined and students practice matching terms to definitions. Students then listen to and analyze sequences from TV dramas to identify diegetic and non-diegetic sounds and understand how sound conveys plot and suggests what is happening. They consider how sound represents gender and how music choice varies by drama genre.
Comedy round up!
This document provides instructions for revising a PowerPoint presentation on British comedy films. It lists several topics to cover in the presentation, including describing the comedy genre, discussing character types found in comedy films, analyzing how the case studies fit aspects of "Britishness" and British humor, and mind mapping responses to exam questions about genre conventions and what makes the films British. Students are asked to create a new slide for each topic, using the case studies Love Actually and Four Lions as examples, and email the completed PowerPoint to the teacher.
Comedy round up!
This document provides instructions for revising a PowerPoint presentation on British comedy films. It lists several topics to cover in the presentation, including describing the genre of comedy, discussing typical British camera work and editing, examining themes and values, and analyzing character types like "The Square" and "The Goofball." Students are asked to apply these concepts to the case studies Love Actually and Four Lions, and to discuss how the films fit aspects of essential British cinema like social realism and romantic comedy. They should also mind map exam question responses exploring genre conventions and how the films can be considered "British."
Modernism vs postmodernism (3)
This document contrasts modernism and postmodernism. It discusses key aspects of modernism like structure, order, efficiency and the role of science and technology. Henry Ford and his assembly line production model are provided as an example. However, modernism taken to an extreme as seen in Hitler's regime and the consequences of WWII and the Cold War led to issues that caused people to reject certain ideas of modernism, contributing to the rise of postmodernism.
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Emotional response to films 1
- 1. FM4: Varieties Of Film Experience – Issues and Debates Section B: Spectatorship Topics Popular Film and Emotional Response
- 2. Popular Film and Emotional Response • Aims: • Consider the relationship between the film on the screen and the audience • Consider the idea that spectators will find that particular films and particular sequences within films draw out from them certain, often strong, emotional responses • Consider the possibility that film may ‘shock’ in a variety of ways and intensities, and that it may as a result be both disturbing and challenging to spectators.
- 3. Sample Exam Questions • Would you agree that strong emotional effects are achieved in some films by the careful use of film construction techniques and in others by the subject matter itself? • After the shock of the initial viewing, do subsequent viewings lessen or intensify the impact of shocking images and/ or subject matter? • Creating the opportunity for emotional responses in popular films is simply to do with manipulating the audience: mainstream films don’t attempt to use emotional responses to make any more considered points. From your experience would you agree with this?
- 4. Film as a communication process • First perspective: Film is a form of communication, transmission of messages (single intended meaning) • Second perspective: Film is a form of communication – meaning making is an interactive process (a variety of possible meanings) • Film ‘Language’: Film operates as a language; it communicates with the spectator through the use of images and sound • Films as ‘constructs’: Films are built by filmmakers from a series of component parts that we can identify, and since they have been constructed we can take them apart and see how they have been put together.
- 5. Spectator and Audience? • Spectator – individual, personal connection • Audience – a group, group experience, shared meaning
- 6. What is emotion? • What exactly is emotion, or emotional response? • To what extent should emotions be seen to be linked to thought? • As we watch films we can each experience fear, and pleasure, and desire, and surprise, and shock and a whole array of possible emotions, but we will not all experience these emotions equally at the same moments in a film • What is that determines our individual predisposition to respond in particular emotional ways at certain points in certain films?
- 7. Emotive Response • What elements in a film can create an emotive response?
- 8. Emotive Response • http://www.youtube.com/watch?v=1t7HZgqpH9E • What emotions do you expect the audience to feel and how do we know this? • What elements create the emotion?
- 9. Task • Write a blog on the key emotions in a chosen film. • How is the emotion created. Think about all the different elements e.g. soundtrack and lighting? • Does the emotion change throughout the film? • How effectively is the emotion created?
- 10. Task • Write a blog on the key emotions in a chosen film. • How is the emotion created. Think about all the different elements e.g. soundtrack and lighting? • Does the emotion change throughout the film? • How effectively is the emotion created?
Editor's Notes
- Senders encoding and receivers decoding those messages, an attempt by the sender of the message to influence in some way the state of mind of another person. A certain meaning has been placed in the text by the author, the reader has to discover that meaning texts interact with readers (spectators) to provide a variety of possible meanings, in this case the readers becomes a factor in the production of meaning. Meaning is no longer singular and clearly defined by the authorial intention, but is plural and created in the relationship between the individual reader and the text. visual indicators and carefully arranged shots combined with spoken word, sound effects and musical soundtracks we can attempt to suggest reasons why choices have been made, explore possible meanings, this is how we interact
- Think carefully about this but don’t worry about a right answer, this is the debate. Your job is to recognise that there is an intense interaction with the sounds and images occurring as we watch films, and that film makers are deliberately setting out to engender (give rise to) emotional responses. Through your observation of the use of mise-en-scene, cinematography, editing and sound you are able to explore the ways in which emotional response is created