This document outlines different approaches for teaching film language to students. It discusses introducing students to basic analytical tools and terminology through analyzing film clips in class. It also suggests using non-Hollywood films for micro analyses and different genres. The document breaks down film language into macro elements like genre and narrative, and micro elements like cinematography, sound, editing, and mise-en-scene. It provides examples and definitions for different camera shots, movements, editing techniques, uses of sound, lighting, and special effects to help students identify and discuss these technical aspects of film.

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 -
 GENRE
 NARRATIVE
 (REPRESENTATION)
 MICRO –
 CINEMATOGRAPHY
 SOUND
 EDITING
 MISE EN SCENE
 SPECIAL EFFECTS

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.

5. Camera shots
Close-up (and extreme close-up)
Medium Close Up
Mid-shot
Mid-long 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
MISE EN SCENE
Lighting & Colour Facial expressions and
body language
Costume, hair
& make-up
positioning of
characters &
objects within
the frame

9. THE CORE

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

11. 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.

12. 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

13. 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

14. Special effects
Know what different kinds of special
effects exist and what they are:
CGI
Stunts & explosions
Animatronics & models
Da Capo
Casino Royale

15. 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!)