Film language describes how directors create meaning from moving images through signs, codes, and conventions. Moving images can not only entertain but also influence viewers through propaganda. Signs and codes are the basic units of meaning in film, with denotation being the literal meaning and connotation suggesting deeper cultural meanings. Editing and camera techniques like shot types, angles, and movement also manipulate time and space to influence the audience. Lighting, sound, visual effects, narrative structures, and genre conventions further shape the perceived reality and meanings in film.
Thanks for taking a look at my resource. This resource is a 69 page, 24,000+ word guide to the A-Level Film studies film BLADE RUNNER.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of Ridley Scott, sci-fi, auteur cinema, American New Wave cinema, a thorough exploration of ideology, details on the aesthetics of the Cyber Punk movement, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high-quality PDF, ready for printing or sharing immediately.
It talks about the historical perspective of Japanese Cinema. It highlights the popular genres, stalwarts in film making, golden era of Japanese Cinema... etc.
Thanks for taking a look at my resource. This resource is a 69 page, 24,000+ word guide to the A-Level Film studies film BLADE RUNNER.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of Ridley Scott, sci-fi, auteur cinema, American New Wave cinema, a thorough exploration of ideology, details on the aesthetics of the Cyber Punk movement, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high-quality PDF, ready for printing or sharing immediately.
It talks about the historical perspective of Japanese Cinema. It highlights the popular genres, stalwarts in film making, golden era of Japanese Cinema... etc.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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.
1. Analysing Moving Image Texts: ‘Film Language’
‘Film language’ describes the way directors, producers and editors create meaning from the moving images of
film, video and television. We ‘decode’ the meanings in a similar way to how we interpret written language. As
with written language, but much more so, we do not just ‘read what we see’ – we bring to our interpretation of
moving images a whole range of pre-existing expectations and knowledge that affect the meaning we take from
what we see. A very important aspect of film language is its highly compelling appearance of reality. Modern
technology is increasingly able to make imaginative fiction seem entirely believable and trustworthy – as if it
were a ‘window on the world’. This means that moving images can act not only to entertain, inform and educate
but also be propaganda to convince and reinforce someone else’s pointy of view.
SIGNS, CODES and
CONVENTIONS
Denotation, denotes, denoting;
connotation, connotes,
connoting; iconic, iconicity;
index, indexical, indexicality;
symbol, symbolic, symbolism…
Semiotics is the name given to the study of the way by which meaning is created in the world, especially in
the mass media. It is based upon the idea of ‘signs’ and ‘codes’, ‘denotation’ and ‘connotation’. A sign is the
basic unit of meaning in semiotics. A sign is any individual thing that signifiesmeaning; for example, your
clothes are a group of ‘fashion signs’ which signify meaning (perhaps you are trying to look ‘cool’?). There are
two ways that signs create meaning: all signs have a literal meaning, which is called their denotation; but,
depending on the context, many signs also suggest other ‘layers’ of meaning, which is called their
connotation. For example, an image of a girl dressed all in white denotes just that, i.e. this is what you
‘see’; but it may also connote innocence or purity (and all that this means in our society and culture), i.e. this
is what you ‘think’. Connotation, therefore, is always more than the denotation.
Signs rarely work alone. They are most often combined with other signs to form a code. A code is a group
of signs that we recognise as going ‘naturally together’ to signify meaning (e.g. a rose is a sign; but
being handed to a girl by a boy could create a ‘romance code’ and suggest love). Film and TV codes are often
called technical codes because technical equipment is used to create them. There are three ways through
which codes and signs can signify meaning:
Iconicity: an iconic sign or code looks just like the thing it seems to represent, e.g. an image of a
cowboy seems to be just that; but it is called iconic because it suggests far more than it should: for
example, our culture tends to associate extra meanings with the idea of ‘cowboy’, such as toughness,
heroism, masculinity, etc. Iconic signs are never reality: they are a representation of reality.
Indexicality (an indexical sign or code) in a sign directly suggests meaning because what it shows
seems to be the result of something we associate with the thing it represents, e.g. smoke suggests fire,
sweat suggests exercise, appearance can suggest wealth, etc. This can be a short-cut way for a film
director to create meaning.
Symbolism (a symbolic sign or code) suggests meaning because we have learned this meaning in our
culture; a symbol, in itself, has no association with what it means, e.g. a red heart shape suggests love;
letters combine to make words, etc.
The meaning we gain from codes is said to be culturally determined which means that our culture ‘taught’
us that particular way to interpret the meaning. For example, when we see our national flag, the Union Jack,
we see more than what it simply denotes – a piece of coloured cloth: patriotism and pride, etc.
An important code is an enigma code. These codes put a fascinating question in the mind of the audience
that only watching the movie will answer. They tempt the audience to watch and are often used in trailers.
A convention is simply a way of doing something that we are so used to we usually fail to notice it;
conventions can seem ‘perfectly natural’ or ‘realistic’ yet are anything but. So: women in cowboys tend
conventionally to be either ‘very good’ or ‘very bad’ – and this seems ‘normal’ within the genre of cowboy
movies; the wheels of a car always screech; guns always kill outright; a punch always knocks a person out
cold. Genre and narrative are important media conventions that are covered later, as are editing techniques
and the use of certain shot types (such as an establishing shot sequence or montage – see later).
MISE-EN-SCÈNE
(French for ‘put in the scene’)
Cinema and TV codes are created within an area bounded by the edges of a screen. By controlling what
objects and action are in this frame, a film director creates what is called a mise-en-scène. Asking questions
such as ‘who, what and where’ of the characters and objects and their relative positions, expressions,
appearance, costume, make-up, scenery, props, lighting, sounds, etc. in a mise-en-scene will help you
analyse it. Try to consider what effects are created in a mise-en-scene, what meaning they have (their
denotation and, most importantly, connotation), how they have been created and why they were created
(which will be the director’s purpose – perhaps to develop a character, a mood, the storyline or plot and
sometimes to explore a deeper meaning or idea, i.e. a theme).
EDITING
Some important edits are
called: continuity (or
‘Hollywood’) edits; MTV (‘music
television’) edits; cross-cuts;
follow-cuts; match-cuts; jump-
cuts; eye-line matches;
dissolves; fades; montages;
bridging; flashbacks…
Editing is the placing of separate shots together. This allows a director to manipulate space and time –
hundreds of miles or weeks of time can be reduced to a few scenes that appear perfectly natural and
believable to the audience. A montage is a most important editing technique. It is a series of shots that are
edited together to create a kind of ‘individual unit’ of meaning.
Continuity edits – especially matched cuts – are called ‘Hollywood editing’. This creates a sequence that
seems to flow naturally on from the previous one, and in which the edits are ‘invisible’. These have the effect
of creating a realistic and seamless flow to a story or narrative (see below) where one event leads naturally
onto the next. Jump-cuts are dramatic edits; MTV edits are rapid sequences of fast jump cuts used to
create a conscious effect as used first in pop-videos; cross-cuts follow different actions such as two people
talking; follow-cuts follow an action to its consequence, e.g. a character looking edits to what they look at
eye-line matches are a kind of follow cut). A sound-bridge is a sound edit that allows sound from one
shot to cross into the next to create continuity.
SHOT TYPES
Establishing shot / long-shot /
mid-shot / close-up / point-of-
view shot / soft-focus…
An establishing shot is usually the opening shot of a sequence; it ‘sets the scene’ and locates the action. It
is often followed by a mid-shot followed by a close-up shot. A subjective point-of-view shot (POV) is at
eye-level and appears as if you are viewing the scene from the character’s perspective (as in ‘Blair Witch’). An
objective point-of-view shot acts as if you are an observer secretly looking into a scene.