This document provides guidance on teaching film language to students. It outlines both macro and micro elements of film language to analyze, including genre, narrative, cinematography, editing, sound, mise-en-scene, and special effects. For each element, it discusses how to identify and discuss the techniques, and how they impact elements like genre and narrative. It emphasizes having students practice applying their knowledge by analyzing film clips both individually and in groups.

1. APPROACHES TO
TEACHING
FILM LANGUAGE

2. Introduction to film language=an
introduction to the course
Here students will learn the basic tools of
analysis that they will need in the exams, in
coursework and learn the language they should
get used to using whenever they talk about films.
Through the analysis of clips and discussing
each other’s film viewing, aspects of industry
can also be introduced.
Non-Hollywood films could be used to analyse
micro aspects, a gentle introduction to different
kinds of films.
Watching film clips means you are not really
working – doesn’t it!?

3. MACRO and MICRO elements of
film language
 MACRO -MACRO -
 GENRE
 NARRATIVE
 (REPRESENTATION)
 MICRO –MICRO –
 CINEMATOGRAPHY
 SOUND
 EDITING
 MISE EN SCENE
 SPECIAL EFFECTS
 So really macro are the bigger aspects of film language, the key concepts that the smaller
details (the micro aspects) describe. So basically when your students are analysing the use of
camera they should also be thinking what it tells them about the type of film they are watching.
 When they are considering the pace of the editing in a particular sequence, they will also be
thinking how the pace of the narrative is effected.
 Representation is an important concept but it doesn’t fit as neatly into the macro area of film
language. The way people and places are represented though and the messages received by
audiences is important in all areas of the course, especially for paper 2, where representation
is such an important feature.
 we’re now going to focus on each micro aspect.

4. Cinematography
 Refers to the visual aspects of a film’s language
 Camera shots and movement can give us clear indications of
emotion, motive and give audiences clues as to things that may be
about to happen.
 It is important that your students can identify shots and consider how
the choices made impact on the narrative.
Cinematography refers to the way the camera is used , the visuals of a film
basically; so camera shots, camera movement, depth of focus and the use of
lighting ( though I tend to do lighting and colour as part of mise en scene as it
fits there too).
the use of the camera hugely effects our reading of a film through:
The angle the Director chooses to show us the action from, the depth of focus
on a characters reaction, the viewpoint we are given through the choice of shot
- all reveal how the Director wants us to view this particular character or
situation.

5. Camera shots
Close-up (and extreme close-up
Mid-shot
Long shot
Wide (long) shot (often establishing shot)
Low angle shot
High angle shot
Birds eye view

6. Camera movement
Pan (side to side)
Tilt (up and down)
Whip pan
Crane shot
Tracking shot
It’s important students practise identifying
these shots and link to their developing
knowledge of genre and narrative.

7. Editing
Students often find editing a difficult concept to
discuss but basically analysing editing is about:
How it changes the pace of the narrative
What the editing technique used tells us about
where the narrative is.
Lots of techniques to use but most common –
STRAIGHT CUT
FADE
DISSOLVE
Others – wipe, jump cut

8. MISE EN SCENE
M I S E E N S C E N E
L ig h t in g & C o lo u r F a c ia l e x p r e s s io n s a n d
b o d y la n g u a g e
C o s t u m e , h a ir
& m a k e - u p
p o s it io n in g o f
c h a r a c t e r s &
o b je c t s w it h in
t h e fr a m e

9. THE CORE
WHAT CLUES ARE THERE THAT THIS
IS A DISASTER FILM?

10. THE CORE
WHAT CLUES ARE THERE THAT THIS
IS A DISASTER FILM?

11. THE CORE
WHAT CLUES ARE THERE THAT THIS
IS A DISASTER FILM?

12. THE CORE
WHAT CLUES ARE THERE THAT THIS
IS A DISASTER FILM?

13. LIGHTING & COLOUR
Is used to create mood and atmosphere
Positioning of lights creates different effects
High key lighting
Low key lighting

14.  Lighting and colour can be used to create a certain atmosphere or
mood
 and can even be used symbolically.
 Certainly directors are aware of the power of cultural connotations -
for example if I say WHITE? - what associations immediately come
to mind… or RED?
 Certain genres use colour more obviously than others and you have
probably already noticed colours used in sci-fi? Horror?
 filmmakers use colour and lighting effects to make audiences well
aware of the kind of film they are watching and when teaching your
students the basics of film language, here’s what you need to know
about lighting effects:
• The basic organisation of lighting looks like this (refer to overhead

15.  The KEY LIGHT is the term for a powerful light that casts sharp,
black shadows behind the things it illuminates. It’s the main source
of light in a scene.
 FILL LIGHTS can be used to soften these shadows and basically fill
them in. More or less of these will be used depending on whether
images are to be sharp or soft.
 If people or objects are lit from behind it makes them stand out from
the background and they become more prominent. Underlighting
(from below) and toplighting create different kinds of shadow (egs)
 There are two main ways of describing the use of these lights -
 HIGH KEY LIGHTING - means the use a lots of fill lights along with
the key lights so everything is brightly lit and there are few shadows.
This is the style you would expect in romantic comedies, youth
pictures, the colour you’d expect from a glossy Hollywood film..
 LOW KEY LIGHTING - uses fewer fills, so more shadows are
created with definite pools of light interspersed - you might associate
this with horror films and is the style of lighting associated with film
noir.

16. Sound
The world of the film as we see it on the cinema
screen is known as the DIEGETIC world.
When we watch a film the sound we hear can be
DIEGETIC OR NON-DIEGETIC.
DIEGETIC SOUND is sound that is part of the
film world.
NON-DIEGETIC sound is sound that is not
recognised as part of the film world – e.g. voice
over, background music
PARALLEL SOUND – sound which compliments
the visual image.
CONTRAPUNTAL SOUND – sound which does
not fit with the image but helps to create new
meanings.

17. Sound & Genre
Elements of sound reveal key aspects of
genre to an audience
 Sound is important in informing us about
the time in which a film is set or the kind of
action we can expect
 Certain types of music have become
synonymous with particular genres

18. Sound & Narrative
Voice overs allow us to see things from a
particular character’s point of view
They are often used to introduce and
‘round up’ the narrative
SOUND BRIDGES aid continuity as
sound from one sequence carries on into
the next

19. Special effects
 Know what different kinds of special effects exist and what they are:
 CGI
 Stunts & explosions
 Animatronics & models
 Isn't as difficult to discuss as you might think – identify when special effects
are used.
 Is going to be a particularly interesting area to discuss in regards to
superhero films and can link to industry ( the more money, the more highly
developed special effects.) But can also lead to debates – to cgi or not to cgi
– some film-makers are rejecting the trend. ( Casino Royale)
 You just need to be able to identify when and where special effects are
being used – you don’t always have to be right – difficult where cgi is
concerned,
 but extras on DVDs are a good source if you want to look into further. THE
WAR OF THE WORLDS

20. SUMMARY
Understanding and applying film language is key
to your student’s success on this course
Give them plenty of time to apply their
knowledge through analysing clips as a class or
in groups but also consider- individual
presentations if you have confident students.
Putting their knowledge into practise also re-
enforces learning and gives you an opportunity
to start them on some coursework ( i.e. make
some film clips of your own!)