Framework for analysis
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This prompt provides questions to guide an analysis of editing, cinematography, mise-en-scene, and performance in a film text. It focuses on how these technical elements are used to convey character development and conflicts, control the passage of time and space, and suggest meaning through costumes, props, sets, camera shots, movements, and angles. Students are prompted to consider what facial expressions, voices, and body language of actors imply about characters and situations.
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2) How framing, camera work, and the actors' poses are used and why.
3) How techniques like humor, emotion, demonstration, and celebrity endorsement are employed.
4) How slogans, logos, fonts, and anchorage are used to convey and fix the intended meaning.
5) How the target audience, demographic profiles, and lifestyle appeals are considered.
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The document asks students to evaluate their summer project and reflect on how factors either enabled or prevented them from completing it. Students are asked whether having freedom over the project's direction empowered or enslaved them and why. They are also asked to discuss lessons learned from the project that could help successfully complete future coursework, including their ability to motivate themselves, organize themselves, and work cooperatively with others.
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This document discusses key concepts in media studies including genre, which refers to a type or kind of text or product, and convention, which are expectations for a particular genre. It also mentions representation, audience, media language, institution, and stereotype as important concepts but does not provide any details about them.
What is media studies
Media studies is the academic study of mass media industries such as television, film, newspapers, magazines, radio, and video games. The term "media" refers to the plural form of "medium," meaning channels of communication. Media studies focuses on four key concepts: media language, media audiences, media representations, and media institutions. At the A-Level, media studies involves coursework and exams that analyze concepts like audiences, representations, and institutions through topics such as TV drama and film openings.
As media year plan 1112
The document outlines the year plan for an AS Media course, including two units and exams. It details that Unit G321 involves a coursework project creating an opening sequence to a superhero film from September to October, with planning, filming, and editing from November to February. Unit G322 is a two hour exam on key media concepts in March. The second half of the year focuses on studying TV drama and film/video game industries from September to May, with a two question exam in May accounting for 50% of the AS grade.
As film studies induction lesson
Film Studies involves analyzing films from artistic, historical, and industrial perspectives. Students study topics like film production, distribution, and exhibition, as well as technological developments. The AS Film Studies course consists of two units - a coursework essay analyzing a film sequence and a creative project, plus an exam. The exam tests knowledge of film producers, audiences, British cinema, and American cinema. Topics are explored through analyzing films and considering the messages and values they convey through narrative and other cinematic techniques.
Sadler potts eval
The document summarizes an evaluation of a media studies project titled "Fearless" by Jon Sadler and Ed Potts. It discusses how the project uses and challenges conventions of real media products by following Joseph Campbell's hero's journey model and having a hero without extraordinary powers. It represents teenagers and males in a way that portrays stereotypical confrontational and violent behavior. The project would likely be distributed by an independent British film institution and aimed at a male audience of teenagers to young adults.
Nagra heer eval
Our media product uses and challenges some conventions of horror films. It uses a child character like in films like Insidious and The Omen to create a scary vibe. However, it does not include typical horror elements like strange figures in mirrors or forests at night. It also challenges conventions by using Asian actors instead of the typical white actors seen in most horror films. The target audience provided feedback that it fits with the horror genre but is not a typical horror film. It would be suitable for 15 certificate viewers and attract teenagers and adults who enjoy mystery and psychological thrillers in addition to horror fans. Extra effort was put into camera work and editing to improve the sequence over previous work.
Sadler potts eval
The document summarizes an evaluation of a media studies project titled "Fearless" by Jon Sadler and Ed Potts. It discusses how the project uses and challenges conventions of real media products by following Joseph Campbell's hero's journey model and having a hero without extraordinary powers. It represents teenagers and males in a way that portrays stereotypical confrontational and violent behavior. The project would likely be distributed by an independent British film institution and aimed at a male audience of teenagers to young adults. It attracted its target audience by using relatable actors and themes of bullying. Through the process, the students learned about camera techniques, editing, and the importance of planning.
Sadler potts eval
The document summarizes an evaluation of a media studies project titled "Fearless" by Jon Sadler and Ed Potts. It discusses how the project uses and challenges conventions of real media products by following Joseph Campbell's hero's journey model and having a hero without extraordinary powers. It represents teenagers and males in a way that portrays stereotypical confrontational and violent behavior. The project would likely be distributed by an independent British film institution and aimed at a male audience of teenagers to young adults. It attracted its target audience by using relatable actors and themes of bullying. Through the process, the students learned about camera techniques, editing, and the importance of planning.
Douglas fereday r powell.ppt
The document discusses target audiences for a superhero film featuring female superheroes. It notes that the film could appeal to teenage girls and women by featuring strong female leads and addressing stereotypes about relationship dynamics. Additionally, the film may attract general audiences who enjoy superhero genres as well as teenage boys due to everyday relatable characters. Younger children may have a harder time following the film. Female superheroes are less common than male ones, so this film aims to attract more female viewers.
Bond dams fergusson jones eval.pptx
1. The document evaluates a student film called "The Superhero" about a teenager named Don Brown who becomes a homemade superhero.
2. It compares the film to conventions from "Kick Ass" and "Indiana Jones" involving homemade costumes and retrieving stolen items.
3. The intended audiences are identified as teenagers, males, and geeks who would enjoy the relatable teenage main character and action scenes.
SADLER POTTS eval
The document summarizes an evaluation of a media studies project titled "Fearless" by Jon Sadler and Ed Potts. It discusses how the project uses and challenges conventions of real media products by following Joseph Campbell's hero's journey model and having a hero without extraordinary powers. It represents teenagers and males in a way that portrays stereotypical violence. The project would likely be distributed by an independent British film institution to a target male audience of teenagers to young adults due to its serious themes and violence. Lessons learned include improving camerawork, editing, planning, and acting skills.
SIMPSON VERMA eval
This document provides an evaluation of a student media project. It summarizes the ways the project used and challenged conventions of the superhero genre. It also discusses the intended audience, distribution plan, and technologies used. Feedback from peers suggested making the flashback scene clearer. Overall, the project aimed to attract drama-oriented and feminist audiences with its story of a female protagonist gaining powers amid personal tragedy.
Ukfc film yearbook extract 4
The cinema audience for both top 20 films and top UK films had a higher percentage of people from professional and higher-skilled manual occupations than in the general population. Data from 2009 shows that people in the AB and C1 social groups made up a larger portion of the cinema audience for both top 20 films and top UK films than their percentage of the total population. People in DE occupations were underrepresented in cinema audiences compared to their percentage of the total population.
Ukfc film yearbook extract 3
Animated films, comedies, and family films appealed most to 7-14 year olds, while action films, comedies, and romance/fantasy appealed to 15-24 year olds. Brüno and Avatar attracted above average shares of the 25-34 audience. For 35-44 year olds, besides Dorian Gray, family animated films were popular, as some in this group would be accompanying children. UK films like Last Chance Harvey and The Boat That Rocked attracted more 45-54 year old moviegoers. Films including The Young Victoria, Last Chance Harvey, Dorian Gray and Slumdog Millionaire appealed strongly to those over 55 years old.
Ukfc film yearbook extract 2
Men generally preferred action films like Terminator Salvation and X-Men Origins: Wolverine, comedies like Brüno and Lesbian Vampire Killers, and science fiction films like Avatar and Star Trek. Women had a greater preference for comedy like Marley & Me, romance/fantasy films such as The Twilight Saga: New Moon, and animated films like A Christmas Carol. The data shows that many top films in 2009 attracted significantly more male or female audiences.
Textual research assignment
This document outlines a group task for students to analyze 10-16 superhero film trailers. Students are instructed to:
1) Read about superhero conventions on Wikipedia and answer what they are.
2) Research the narratives of 10-16 superhero films on IMDB and watch their trailers.
3) Answer a set of questions for each film around genre conventions, target audience, how it fits the hero's journey model, and how it portrays gender.
The work is to be completed and presented by the end of the lesson. It is a group task but individuals must be clear on their contributions.
Textual research assignment
This document provides instructions for a textual research assignment on film trailers from the superhero genre. Students are asked to research the narratives of 4-10 superhero films by accessing information on IMDB and watching trailers from a course blog. For each film, students must answer questions about the genre conventions present, the target audience, how the film fits the hero's journey model, whether it challenges or reinforces gender stereotypes, and 5 examples of how it entertains its audience. The work is to be completed and presented by the end of the lesson time.
Media effects pm media
The document discusses several theories about the potential effects of playing violent video games like Grand Theft Auto (GTA) and how people interact with media in general:
1. Hypodermic needle theory suggests media directly influences audiences in a passive way, like injecting ideas into them. However, other theories argue audiences are more active.
2. Uses and gratifications theory says people deliberately choose media to fulfill certain needs like information, entertainment, or social connection.
3. Cultivation theory proposes media's repetitive messages shape people's views over the long-term in a subtle, "drip by drip" manner.
4. Reception theory focuses on how audiences interpret and make their own
Media effects
The document discusses several theories of media effects:
- Hypodermic needle theory sees audiences as passive and unable to resist media messages.
- Uses and gratifications theory sees audiences as active and making deliberate choices in their media interactions. It identifies four uses: surveillance, diversion, personal identity, and personal relationships.
- Cultivation theory argues that media messages have long-term effects by repetition and influence audiences' views over time.
- Reception theory focuses on how audiences interpret and make their own meanings from media texts, seeing audiences as active rather than passive.
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Framework for analysis
- 1. A2 Film Studies Prompt questions for textual analysis Editing Performance Camera Characters and conflict What do the actors Shot types – ELS /LS / Sound What are the binary MLS / MS / CU /ECU Mise-en-scene facial expressions Diegetic (dialogue, oppositions? What shot types are Costumes – what does suggest about background) How is the editing used used and to what the use of costume character and What do we hear and what to create and reinforce effect? suggest about the situation? does this add to our these? Camera movements – characters? pan / tilt understanding of Compression / control of Props – what do the What does the actors What camera characters, the situation time props suggest about the use of voices suggest and the overall narrative? How much time passes about character and movements are used characters and the Non-diegetic (music, in the extract? situation? and to what effect? situation they are facing? voiceover) How does the editing What does the actors Camera angles – Sets / locations – what What do we hear and what steer our understanding high /low / eye level do these suggest about body language does this add to our of the passing of time? /canted the places where the film suggest about understanding of Compression / control of What camera angles is set? character and characters, the situation space are used and to what How do we learn about situation? effect? and the overall narrative? spatial relationships between characters?