L4 hollywood dominance
•Download as PPTX, PDF•
3 likes•1,297 views
1) The document discusses Hollywood's dominance of the global film industry, particularly in the UK. It notes that Hollywood accounted for 71% of global box office sales last year. 2) Students are asked to analyze statistics showing Hollywood's control over the UK film market in 2013, such as the percentage of films from the US, distributed by major studios, and shown in large cinema chains. 3) An example is given of the film "Pearl Harbor" to illustrate how Hollywood studios earn revenue from a film over many years through international theatrical screenings, video/DVD sales, and television broadcasts.
Report
Share
Report
Share
Recommended
L2 section a 3 sections overview newer
This document contains instructions and questions for students about a film studies lesson on producers and audiences. It discusses assessing students' existing knowledge of the film industry and having them develop their understanding of the three sections within Section A. Students are asked to consider how theories around audience expectations and franchise films apply to popular films. They must also identify what further research they need to do for their case studies based on the areas covered in the lesson.
Producers And Audiences CGS
The document provides an overview of key concepts related to film audiences and industries for an exam question. It outlines the aims to review producers and audiences, Hollywood film industry terms, and investigate two questions - one on audiences and one on the industry. It lists important information on the US and UK film industries, audiences, genres, stars, and the relationship between industries and audiences. It also includes a recap of Hollywood major studios, tent-pole films, mainstream/independent films, and niche audiences.
L8 film marketing new
This document provides instructions and guidance for a lesson on the UK film industry. It directs students to complete several tasks:
- Analyze features that would appeal to a UK audience for a given text.
- Research whether a text was successful with UK audiences.
- Learn about the producers, distributors, marketing, and box office performance of example films.
- Determine what qualifies a film as "British" based on production criteria.
- Summarize what they've learned about the UK film industry and producers over previous lessons.
L9 l10 - digital technolgies
This document discusses how technology is changing both the filmmaking business and the importance of storytelling. It examines whether blockbuster films are the defining phenomenon of contemporary moviemaking. Several case studies are presented on digital distribution and technologies, including The Interview and Stalingrad. New technologies are important for both producers and audiences, allowing content to flow across multiple platforms and audiences to access entertainment in different ways.
Film studies section a lesson 1
This document outlines the topics to be covered in a film studies course, including producers and audiences, the American and British film industries, and ways films engage contemporary audiences. Section A focuses on producers and audiences, with a choice of stimulus-based essay questions about factors influencing film production, popularity of US films in the UK, attracting past films to modern audiences, and the strength of cinemas versus home viewing. Key concepts are the film industry, audience, and interrelationship between the two using case studies. Contemporary case studies may examine large film conglomerates, UK production frameworks, genre/stars, marketing, exhibition, independent/foreign films, and constructed star personas. An assessment task involves a mind map of why people go
L15 convergence and proliferation in hardware new
This document outlines an entrance activity and lesson plan on technological convergence and proliferation in the film industry. It includes:
1) An entrance activity asking students to note 5 features of a product beginning with "F".
2) A homework assignment on how a film managed online audiences.
3) Objectives to recap prior learning on convergence/proliferation and how it impacts the UK film industry.
4) Examples of convergence like websites combining media/technology.
5) A task evaluating reasons for decreased DVD/Blu-Ray sales since 2009.
6) Distribution case studies like limited cinema releases and day-and-date streaming.
7) A test preparation task to mind
L29 film reviews past paper question
This document provides an overview of a lesson on film reviews and their importance or lack thereof for audiences. It includes examples of film reviews, theories around how reviews may influence audiences, and a past exam question for students to plan and answer regarding whether reviews are important for audiences. Students are asked to consider different perspectives on reviews from examples, research, and analysis of box office data compared to critic ratings.
L5 l7 - production and distribution
This document provides homework assignments and lesson plans for a film studies class. It includes assignments to research emerging film markets threatening Hollywood dominance, analyze a film trailer, and complete a compare and contrast table analyzing the production and distribution of four film case studies. It also provides lesson objectives on developing understanding of how differing film industries produce and distribute products to audiences.
Recommended
L2 section a 3 sections overview newer
This document contains instructions and questions for students about a film studies lesson on producers and audiences. It discusses assessing students' existing knowledge of the film industry and having them develop their understanding of the three sections within Section A. Students are asked to consider how theories around audience expectations and franchise films apply to popular films. They must also identify what further research they need to do for their case studies based on the areas covered in the lesson.
Producers And Audiences CGS
The document provides an overview of key concepts related to film audiences and industries for an exam question. It outlines the aims to review producers and audiences, Hollywood film industry terms, and investigate two questions - one on audiences and one on the industry. It lists important information on the US and UK film industries, audiences, genres, stars, and the relationship between industries and audiences. It also includes a recap of Hollywood major studios, tent-pole films, mainstream/independent films, and niche audiences.
L8 film marketing new
This document provides instructions and guidance for a lesson on the UK film industry. It directs students to complete several tasks:
- Analyze features that would appeal to a UK audience for a given text.
- Research whether a text was successful with UK audiences.
- Learn about the producers, distributors, marketing, and box office performance of example films.
- Determine what qualifies a film as "British" based on production criteria.
- Summarize what they've learned about the UK film industry and producers over previous lessons.
L9 l10 - digital technolgies
This document discusses how technology is changing both the filmmaking business and the importance of storytelling. It examines whether blockbuster films are the defining phenomenon of contemporary moviemaking. Several case studies are presented on digital distribution and technologies, including The Interview and Stalingrad. New technologies are important for both producers and audiences, allowing content to flow across multiple platforms and audiences to access entertainment in different ways.
Film studies section a lesson 1
This document outlines the topics to be covered in a film studies course, including producers and audiences, the American and British film industries, and ways films engage contemporary audiences. Section A focuses on producers and audiences, with a choice of stimulus-based essay questions about factors influencing film production, popularity of US films in the UK, attracting past films to modern audiences, and the strength of cinemas versus home viewing. Key concepts are the film industry, audience, and interrelationship between the two using case studies. Contemporary case studies may examine large film conglomerates, UK production frameworks, genre/stars, marketing, exhibition, independent/foreign films, and constructed star personas. An assessment task involves a mind map of why people go
L15 convergence and proliferation in hardware new
This document outlines an entrance activity and lesson plan on technological convergence and proliferation in the film industry. It includes:
1) An entrance activity asking students to note 5 features of a product beginning with "F".
2) A homework assignment on how a film managed online audiences.
3) Objectives to recap prior learning on convergence/proliferation and how it impacts the UK film industry.
4) Examples of convergence like websites combining media/technology.
5) A task evaluating reasons for decreased DVD/Blu-Ray sales since 2009.
6) Distribution case studies like limited cinema releases and day-and-date streaming.
7) A test preparation task to mind
L29 film reviews past paper question
This document provides an overview of a lesson on film reviews and their importance or lack thereof for audiences. It includes examples of film reviews, theories around how reviews may influence audiences, and a past exam question for students to plan and answer regarding whether reviews are important for audiences. Students are asked to consider different perspectives on reviews from examples, research, and analysis of box office data compared to critic ratings.
L5 l7 - production and distribution
This document provides homework assignments and lesson plans for a film studies class. It includes assignments to research emerging film markets threatening Hollywood dominance, analyze a film trailer, and complete a compare and contrast table analyzing the production and distribution of four film case studies. It also provides lesson objectives on developing understanding of how differing film industries produce and distribute products to audiences.
L12 diminished expectations - uk film
This document discusses several topics related to film producers and audiences in the UK:
1) UK cinema box office revenues in 2013-2014 totaled £25.3 billion, with Hollywood films accounting for 35.6% of the market share.
2) New technologies like video-on-demand (VOD) services from Netflix provide audiences alternative ways to access films beyond theaters.
3) 3D films made up 43% of the 3,868 cinema screens in the UK in 2013, but audiences' interest in the 3D format seems to be waning.
4) UK independent films represented around 30% of domestic film production spending but only 10% of the films shown in UK cine
L26 film reviews
This document outlines a homework assignment on analyzing different types of film reviews. Students are asked to find both a professional review from a newspaper or magazine and an amateur "fan" review to compare the language used, how each conveys what they like or dislike, which provides a better or more accurate review, and whether readers can contribute to newspaper or magazine reviews. The document provides learning objectives around re-capping areas covered, analyzing different types of contemporary film criticism, and analyzing a case study of differing reviews of the film "Interstellar." Students are directed to consider why we criticize, how we critique film, and how film criticism could be considered an art form.
L1 section a introduction new
This document outlines the aims and objectives of a lesson on the film industry for Unit FM2: Section A. Students will be assessed on their existing knowledge of the UK film industry and learn about the expectations for this exam section. They will work in groups on a research and presentation task. The lesson involves learning about the top-grossing films of 2014 in the UK and factors contributing to their success. It discusses audience expectations and the types of questions in Section A of the exam. Students are assigned homework to research case studies on Hollywood and non-Hollywood films to present the next class.
L3 hollywood v uk film new
This document provides instructions for an activity analyzing a film industry text. Students are told to consider technological convergence and theories by Warren Buckland (2009) and Christine Gledhill (2003) in analyzing features that help sell the film. They could also consider the text's release pattern and importance in selling the text. Feedback will assess existing knowledge of the film industry. Students must list technologies that have changed film and think of films relying on technology. They are instructed to investigate the percentage of top films containing CGI. The document outlines expectations for Section A of an exam on producers and audiences, which will develop understanding of how Hollywood and the UK film industries differ, including Hollywood's control and oligopoly. Students must determine Hollywood's dominance of
Producers and Audiences intro
This document provides information about lesson aims, requirements for Section A on producers and audiences, and guidance for a film studies exam. It discusses analyzing stimulus material and bringing wider knowledge of case studies and film consumption experiences. It lists key information needed about how the US and UK film industries operate, how they finance, distribute, market and target audiences. It also covers the relationship between industry and audiences, and the impact of new technologies and other industries on availability of British and US films.
AS Film Studies Fm2 section a revision pdf
This document provides information about Section A of the AS Film Studies exam, which focuses on producers and audiences. It discusses key areas like:
1) Film finance, production, distribution and exhibition in Britain and America.
2) Understanding audience behavior and film consumption is important for this exam section.
3) Questions will focus on film as a product and audiences as consumers, examining the profit motive of the industry and pleasure motive for viewing.
Targeting of audiences
This document summarizes a lesson on how different films target national and international audiences. It discusses how Hollywood films like "Taken 2" are widely distributed and marketed, while smaller British films like "The Angels Share" have more limited releases. Case studies show Hollywood blockbusters may have marketing budgets over $30 million and blanket releases in thousands of theaters. In contrast, films like "The Angels Share" are made on much smaller budgets without extensive marketing campaigns. The document analyzes box office data finding Hollywood films make up over 60% of UK box office revenues, while only 9% come from British independent films. It explores challenges independent films face competing against dominant Hollywood studios.
Unit G322 – Section B revision
The continuing development of digital technology has impacted both Hollywood and independent film distribution and exhibition. For example, the transition to digital projectors allowed blockbuster films like "Man of Steel" to capitalize on the over 3,000 digital screens in the UK and become the 9th most successful film of 2013. In contrast, director Ken Loach prefers traditional 35mm filming, which hindered his film "The Angels Share" commercially. To overcome Hollywood's dominance, the film "A Field in England" employed an innovative multi-platform release strategy on digital platforms like iTunes, earning modest success despite poor box office returns. This shows how British films must adapt to digital innovations to find alternative paths to success in the current market.
Lesson 1 - Intro to Section A
The document summarizes the structure and content of an exam for Film Studies. It is split into three sections:
Section A focuses on audiences and producers. Previous exam questions have asked about the importance of film franchises, attracting audiences to UK films, and how technology is changing the film experience.
Section B will cover the topic of "British Cinema – Living With Crime".
Section C involves a comparative analysis of two US films.
The document provides details on the resources provided for Section A, including box office figures, marketing materials, and articles. It outlines topics that may be covered in Section A, such as the modern film industry, marketing, and reasons for a film's success or failure.
Technology that has impacted Film Production
This document provides an overview of technologies that have impacted the film industry, including the transition from 35mm film to digital cinema. Key points discussed are:
- By 2013, all UK cinemas were projected to be digital as 35mm film projection was phased out due to high costs and the ability to project 3D films with digital formats.
- The rise of digital screens in the UK increased from 4 in 2002 to 3,538 in 2012, driven by the transition to digital projection technologies.
- Independent films may struggle without transitioning to digital formats, as digital provides lower costs and wider reach than 35mm film distribution.
- Technologies like smartphones and their multimedia recording capabilities have enabled low-budget film productions
Film studies revision day
This document provides guidance and sample questions for a film studies exam revision session. It outlines the exam format, including section lengths and assessment criteria. Sample questions are provided for two sections: Section A focuses on representation, messages/values, genre, narrative, and style in two contemporary English language films - Super 8 and Moonrise Kingdom. Section B covers key contexts and topics for cinema in context, including the rise of the blockbuster, developments in digital cinema and the internet, and the 3D revival. Guidance is given on expected responses, including referencing relevant frameworks, films, and technical analysis.
As past paper easter homework
The document provides instructions and questions for a film studies exam. It is divided into three sections on producers and audiences, British film topics, and American film comparative study. Students must answer three questions, choosing one from each section. The resource material at the end relates to section A and includes information on how audiences use social media networks differently and the importance of visual effects in films.
Fm2Intro
This document provides information about the AS Film Studies exam FM2 on British and American film. The exam is 2.5 hours long and consists of answering 3 essay questions, each about a different section of British or American film. Section A focuses on films and their audiences. Students are advised to watch films, take note of stars and productions, and research film consumption in order to perform well on this exam. The document also provides sample essay questions and homework assignments related to the exam content.
Ai mock feedback 2
This document outlines the requirements for case studies that need to be produced on movies and studios/production companies. It provides lists of specific information that should be included in the case studies for movies and studios, such as ownership, size, finances, successes, rivals, strategies for surviving in the global marketplace, and exploration of cross media synergies for studios; and actors, directors, technology, distribution, marketing, social media use, audience reach, fans, target audiences, and problems faced for movies. It also lists generic knowledge that needs to be acquired about media production, distribution, marketing, audience consumption trends, ownership, technologies, and challenges facing the film industry.
Institutions and Audiences: British Film
This document provides information about studying British film for AS Media Studies, including key learning outcomes and focus areas. It discusses what makes a film British and provides examples of British films that have been nominated for awards. It also covers the requirements of the exam, finance and funding of British films, the roles of production companies and distributors, and targeting audiences. Case studies are used to illustrate concepts around the production and distribution of independent British films.
G322 Revision
The document provides guidance for a TV drama exam, including:
1) Key points to consider when analyzing a TV drama clip are camera shots/angles, sound, mise-en-scene, editing, and representations of groups.
2) Examples are given of different shot types, sounds, production elements, and group representations to analyze.
3) A high-scoring response will include examples from the clip, relevant terminology, and discussion of how techniques create realism or representation.
News case-studies---tes- (1)
This document provides guidance on analyzing news programs, including their formatting, visual codes and conventions, and case studies. It discusses key elements of news broadcasts like piece to camera shots, cutaways, interviews, graphics. Students are instructed to watch news clips and complete analysis forms, with the goal of building case studies of news stories, channels, and their appeals to different audiences. Visual and production elements of different news programs are examined, along with how they engage audiences through their websites and social media.
AS Level Film Studies Fm2 Section A revision
The document outlines the structure and content of an upcoming film studies exam, which will consist of 3 sections focusing on different areas of film production, distribution, and audiences. Students will need to demonstrate their understanding of these areas through analyzing films and the film industry. The exam aims to test students' critical skills and knowledge of how films are made and consumed.
Producers and audiences revision pack
The document discusses film distribution and the relationship between producers and audiences. It notes that five major distributors dominate the UK film industry and control distribution of both their own films and others. This arrangement means that blockbuster films receive blanket releases and wide promotion, competing for attention with smaller, independent films. The relationship between producers and audiences is complex, with arguments that audiences ultimately determine success through their choices, but producers also heavily market films to influence consumer behavior.
FM2 Booklet Part 1
This document provides information about a British and American Film Topics summer examination for a course. It outlines the three sections of the exam, with Section B focusing on British film topics taught by Mrs. Raji. This section will focus on the horror genre, key elements of narrative and representation, and expectations for understanding two detailed case study films. The document also provides definitions and explanations of genre, codes and conventions, and how they construct meaning and audience experience. Key concepts for film analysis like institutions, representations, and ideology are also introduced.
L3 hollywood v uk film new
This document provides instructions for an activity analyzing a film industry text. Students are told to consider technological convergence and theories by Warren Buckland (2009) and Christine Gledhill (2003). They could also consider the text's release pattern and how it helped sell the film. Students will be assessed on their existing knowledge of the film industry.
Glossary of Terminology for AS Media Studies G322 Audiences and Institutions
The document defines various key terms related to film audiences and institutions, including different types of film screenings and releases, the major film studios and distribution models, and different stages of film production and distribution. Advance screenings are used before official release to get feedback or build anticipation. The Big Six refers to the six major Hollywood studios that dominate the industry. Distribution and exhibition refer to marketing films to audiences and showing films in theaters.
More Related Content
What's hot
L12 diminished expectations - uk film
This document discusses several topics related to film producers and audiences in the UK:
1) UK cinema box office revenues in 2013-2014 totaled £25.3 billion, with Hollywood films accounting for 35.6% of the market share.
2) New technologies like video-on-demand (VOD) services from Netflix provide audiences alternative ways to access films beyond theaters.
3) 3D films made up 43% of the 3,868 cinema screens in the UK in 2013, but audiences' interest in the 3D format seems to be waning.
4) UK independent films represented around 30% of domestic film production spending but only 10% of the films shown in UK cine
L26 film reviews
This document outlines a homework assignment on analyzing different types of film reviews. Students are asked to find both a professional review from a newspaper or magazine and an amateur "fan" review to compare the language used, how each conveys what they like or dislike, which provides a better or more accurate review, and whether readers can contribute to newspaper or magazine reviews. The document provides learning objectives around re-capping areas covered, analyzing different types of contemporary film criticism, and analyzing a case study of differing reviews of the film "Interstellar." Students are directed to consider why we criticize, how we critique film, and how film criticism could be considered an art form.
L1 section a introduction new
This document outlines the aims and objectives of a lesson on the film industry for Unit FM2: Section A. Students will be assessed on their existing knowledge of the UK film industry and learn about the expectations for this exam section. They will work in groups on a research and presentation task. The lesson involves learning about the top-grossing films of 2014 in the UK and factors contributing to their success. It discusses audience expectations and the types of questions in Section A of the exam. Students are assigned homework to research case studies on Hollywood and non-Hollywood films to present the next class.
L3 hollywood v uk film new
This document provides instructions for an activity analyzing a film industry text. Students are told to consider technological convergence and theories by Warren Buckland (2009) and Christine Gledhill (2003) in analyzing features that help sell the film. They could also consider the text's release pattern and importance in selling the text. Feedback will assess existing knowledge of the film industry. Students must list technologies that have changed film and think of films relying on technology. They are instructed to investigate the percentage of top films containing CGI. The document outlines expectations for Section A of an exam on producers and audiences, which will develop understanding of how Hollywood and the UK film industries differ, including Hollywood's control and oligopoly. Students must determine Hollywood's dominance of
Producers and Audiences intro
This document provides information about lesson aims, requirements for Section A on producers and audiences, and guidance for a film studies exam. It discusses analyzing stimulus material and bringing wider knowledge of case studies and film consumption experiences. It lists key information needed about how the US and UK film industries operate, how they finance, distribute, market and target audiences. It also covers the relationship between industry and audiences, and the impact of new technologies and other industries on availability of British and US films.
AS Film Studies Fm2 section a revision pdf
This document provides information about Section A of the AS Film Studies exam, which focuses on producers and audiences. It discusses key areas like:
1) Film finance, production, distribution and exhibition in Britain and America.
2) Understanding audience behavior and film consumption is important for this exam section.
3) Questions will focus on film as a product and audiences as consumers, examining the profit motive of the industry and pleasure motive for viewing.
Targeting of audiences
This document summarizes a lesson on how different films target national and international audiences. It discusses how Hollywood films like "Taken 2" are widely distributed and marketed, while smaller British films like "The Angels Share" have more limited releases. Case studies show Hollywood blockbusters may have marketing budgets over $30 million and blanket releases in thousands of theaters. In contrast, films like "The Angels Share" are made on much smaller budgets without extensive marketing campaigns. The document analyzes box office data finding Hollywood films make up over 60% of UK box office revenues, while only 9% come from British independent films. It explores challenges independent films face competing against dominant Hollywood studios.
Unit G322 – Section B revision
The continuing development of digital technology has impacted both Hollywood and independent film distribution and exhibition. For example, the transition to digital projectors allowed blockbuster films like "Man of Steel" to capitalize on the over 3,000 digital screens in the UK and become the 9th most successful film of 2013. In contrast, director Ken Loach prefers traditional 35mm filming, which hindered his film "The Angels Share" commercially. To overcome Hollywood's dominance, the film "A Field in England" employed an innovative multi-platform release strategy on digital platforms like iTunes, earning modest success despite poor box office returns. This shows how British films must adapt to digital innovations to find alternative paths to success in the current market.
Lesson 1 - Intro to Section A
The document summarizes the structure and content of an exam for Film Studies. It is split into three sections:
Section A focuses on audiences and producers. Previous exam questions have asked about the importance of film franchises, attracting audiences to UK films, and how technology is changing the film experience.
Section B will cover the topic of "British Cinema – Living With Crime".
Section C involves a comparative analysis of two US films.
The document provides details on the resources provided for Section A, including box office figures, marketing materials, and articles. It outlines topics that may be covered in Section A, such as the modern film industry, marketing, and reasons for a film's success or failure.
Technology that has impacted Film Production
This document provides an overview of technologies that have impacted the film industry, including the transition from 35mm film to digital cinema. Key points discussed are:
- By 2013, all UK cinemas were projected to be digital as 35mm film projection was phased out due to high costs and the ability to project 3D films with digital formats.
- The rise of digital screens in the UK increased from 4 in 2002 to 3,538 in 2012, driven by the transition to digital projection technologies.
- Independent films may struggle without transitioning to digital formats, as digital provides lower costs and wider reach than 35mm film distribution.
- Technologies like smartphones and their multimedia recording capabilities have enabled low-budget film productions
Film studies revision day
This document provides guidance and sample questions for a film studies exam revision session. It outlines the exam format, including section lengths and assessment criteria. Sample questions are provided for two sections: Section A focuses on representation, messages/values, genre, narrative, and style in two contemporary English language films - Super 8 and Moonrise Kingdom. Section B covers key contexts and topics for cinema in context, including the rise of the blockbuster, developments in digital cinema and the internet, and the 3D revival. Guidance is given on expected responses, including referencing relevant frameworks, films, and technical analysis.
As past paper easter homework
The document provides instructions and questions for a film studies exam. It is divided into three sections on producers and audiences, British film topics, and American film comparative study. Students must answer three questions, choosing one from each section. The resource material at the end relates to section A and includes information on how audiences use social media networks differently and the importance of visual effects in films.
Fm2Intro
This document provides information about the AS Film Studies exam FM2 on British and American film. The exam is 2.5 hours long and consists of answering 3 essay questions, each about a different section of British or American film. Section A focuses on films and their audiences. Students are advised to watch films, take note of stars and productions, and research film consumption in order to perform well on this exam. The document also provides sample essay questions and homework assignments related to the exam content.
Ai mock feedback 2
This document outlines the requirements for case studies that need to be produced on movies and studios/production companies. It provides lists of specific information that should be included in the case studies for movies and studios, such as ownership, size, finances, successes, rivals, strategies for surviving in the global marketplace, and exploration of cross media synergies for studios; and actors, directors, technology, distribution, marketing, social media use, audience reach, fans, target audiences, and problems faced for movies. It also lists generic knowledge that needs to be acquired about media production, distribution, marketing, audience consumption trends, ownership, technologies, and challenges facing the film industry.
Institutions and Audiences: British Film
This document provides information about studying British film for AS Media Studies, including key learning outcomes and focus areas. It discusses what makes a film British and provides examples of British films that have been nominated for awards. It also covers the requirements of the exam, finance and funding of British films, the roles of production companies and distributors, and targeting audiences. Case studies are used to illustrate concepts around the production and distribution of independent British films.
G322 Revision
The document provides guidance for a TV drama exam, including:
1) Key points to consider when analyzing a TV drama clip are camera shots/angles, sound, mise-en-scene, editing, and representations of groups.
2) Examples are given of different shot types, sounds, production elements, and group representations to analyze.
3) A high-scoring response will include examples from the clip, relevant terminology, and discussion of how techniques create realism or representation.
News case-studies---tes- (1)
This document provides guidance on analyzing news programs, including their formatting, visual codes and conventions, and case studies. It discusses key elements of news broadcasts like piece to camera shots, cutaways, interviews, graphics. Students are instructed to watch news clips and complete analysis forms, with the goal of building case studies of news stories, channels, and their appeals to different audiences. Visual and production elements of different news programs are examined, along with how they engage audiences through their websites and social media.
AS Level Film Studies Fm2 Section A revision
The document outlines the structure and content of an upcoming film studies exam, which will consist of 3 sections focusing on different areas of film production, distribution, and audiences. Students will need to demonstrate their understanding of these areas through analyzing films and the film industry. The exam aims to test students' critical skills and knowledge of how films are made and consumed.
Producers and audiences revision pack
The document discusses film distribution and the relationship between producers and audiences. It notes that five major distributors dominate the UK film industry and control distribution of both their own films and others. This arrangement means that blockbuster films receive blanket releases and wide promotion, competing for attention with smaller, independent films. The relationship between producers and audiences is complex, with arguments that audiences ultimately determine success through their choices, but producers also heavily market films to influence consumer behavior.
FM2 Booklet Part 1
This document provides information about a British and American Film Topics summer examination for a course. It outlines the three sections of the exam, with Section B focusing on British film topics taught by Mrs. Raji. This section will focus on the horror genre, key elements of narrative and representation, and expectations for understanding two detailed case study films. The document also provides definitions and explanations of genre, codes and conventions, and how they construct meaning and audience experience. Key concepts for film analysis like institutions, representations, and ideology are also introduced.
What's hot (20)
Viewers also liked
L3 hollywood v uk film new
This document provides instructions for an activity analyzing a film industry text. Students are told to consider technological convergence and theories by Warren Buckland (2009) and Christine Gledhill (2003). They could also consider the text's release pattern and how it helped sell the film. Students will be assessed on their existing knowledge of the film industry.
Glossary of Terminology for AS Media Studies G322 Audiences and Institutions
The document defines various key terms related to film audiences and institutions, including different types of film screenings and releases, the major film studios and distribution models, and different stages of film production and distribution. Advance screenings are used before official release to get feedback or build anticipation. The Big Six refers to the six major Hollywood studios that dominate the industry. Distribution and exhibition refer to marketing films to audiences and showing films in theaters.
Fm2 presentation
This document provides information about the film "12 Years a Slave" including its awards, finances, production details, marketing strategies, reviews, and audiences. It received widespread critical acclaim and many awards including Academy Awards. It had a budget of $20 million and grossed $178 million worldwide. Marketing included posters, trailers on YouTube and social media, and endorsements from celebrities. Audiences viewed reviews on websites and YouTube channels. The document also compares it to the film "Guardians of the Galaxy" and discusses media convergence and online piracy in relation to film distribution.
Genre theory
Genre theory posits that genres are defined by certain conventions of content, themes, settings, and forms that are shared among texts belonging to that genre. However, genres are dynamic and open to negotiation rather than fixed forms. Individual texts can also belong to multiple genres depending on factors like location and time period. Genres provide frameworks that position readers and viewers in certain ways, but also offer pleasures through repetition and deviation from expectations.
2014
This document contains resource material for a film studies exam, including two parts with multiple items. Part A discusses how audiences use social media differently for films, such as using YouTube for trailers, Twitter for gossip, and Facebook for more social engagement. It also notes that social media users attend the cinema more frequently. Part B covers visual effects winning awards at the 2013 Oscars for Life of Pi, and how The Blair Witch Project created a psychological horror film on a $20,000 budget that convinced audiences it was real documentary-style footage.
2011
This document contains resource material for a film studies exam, including three items about streaming movies using gaming consoles, 3D TV, and TV shows being viewed as films. It also contains three additional items about the declining influence of star power at the box office, the top 12 UK films of 2009 having few A-list stars, and profiles of two new stars discovered for roles in independent films.
2015
This document provides instructions and materials for a film studies exam. It includes:
- An answer book and resource materials are required to complete the exam.
- Candidates should answer 3 questions, choosing 1 from each of 3 sections - on film production, British film topics, and American film.
- Questions address topics like how production influences films today, how audiences watch films, representations of themes in British and American cinema, and comparisons between films.
2009
This document provides instructions and questions for an exam on film studies. It is divided into three sections. Section A contains two questions about factors influencing a film's box office success and the importance of UK talent in films financed outside Britain. Section B contains eight questions about British film genres, stars, production companies, cultural periods, and social/political and identity themes. Section C contains two comparative questions about key themes and messages/values in chosen American films. Students are instructed to answer three questions total, choosing one from each section, discussing a minimum of two relevant films in their responses.
Callum dawson
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
2012
This document contains resource material for a film studies exam, including:
1) A news release showing UK cinema attendance reached a high of 169 million in 2010, partly due to the popularity of 3D films.
2) Quotes from fans and a manager praising their local independent cinema for showing a variety of films, not just big blockbusters.
3) An internet TV executive's view that Hollywood needs to update its distribution system to be more consumer-focused.
AS G322 revision booklet pt1 (Film Industry)
This document provides an overview of key concepts for the AS G322 exam on media studies, focusing on section B. It discusses media institutions and how they produce and distribute media to audiences. It also examines how digital technologies and convergence have transformed audiences from passive receivers to active participants (prosumers). Students are advised to choose a contemporary film institution for their case study and analyze its relationships with production, distribution, and audience consumption. Competing views are presented on whether institutions or audiences wield more influence over what media gets made and distributed.
G322 section b case study - shifty
This document provides a case study on the 2008 British crime thriller film Shifty. It discusses the following key points:
1) The film had an ultra-low budget production of under £100,000 through the National Lottery UK Film Council and Film London Microwave funding scheme.
2) It used nontraditional viral marketing, such as a banned "drugs investigation" email campaign, and film festival screenings for promotion.
3) The film was produced with DVD and online extras in mind for future exhibition and educational purposes.
'In the name of the father' propps narrative functions
This document discusses various narrative functions from Vladimir Propp's analysis and their application to the film In the Name of the Father. It analyzes how different characters fit Propp's roles of villain, victim, and hero. It examines the struggles Gerry Conlon faces against the prejudiced British system to overcome the "evil" and clear his name. Scenes of punishment and struggle are identified. Finally, it discusses the courtroom scene as a potential victory and resolution, but notes the narrative may remain open as Gerry vows to continue fighting.
Stuart hall (1980) audience reception theory
Reception theory proposes that media texts contain encoded messages from producers but audiences decode texts in different ways based on their own experiences and perspectives. According to Stuart Hall, audiences may have a dominant, oppositional, or negotiated reading of a text. A dominant reading accepts the producer's intended meaning while an oppositional reading rejects this. A negotiated reading finds a compromise by accepting some aspects but not others. How a text is read depends on individual audience characteristics and context.
G322 case study the dark knight
The Dark Knight was a major Hollywood blockbuster production by Warner Bros. that utilized both traditional and viral marketing techniques. An extensive viral marketing campaign that resembled an alternate reality game was launched 18 months before the film's release and involved puzzles, websites, and real-world activities that engaged fans. The film had massive commercial success due to this multifaceted marketing approach along with its wide theatrical distribution to over 4,300 theaters domestically, breaking previous records.
Syd field’s 3 act plot
Syd Field suggested that films can be divided into three acts: the setup, confrontation, and resolution. There are plot points between the acts that change characters' lives and relationships, altering the tone. The setup grabs audience attention in the first 10 minutes by introducing the main character and problem. In the confrontation, the character faces escalating problems helplessly until finding a better approach by the second plot point. The resolution has the character take control and achieve victory over their enemy.
2010
In Bruges (2008) was an independent British film that achieved excellent box office takings in both the US and UK. Though made on a budget of only $8.9 million, it grossed $4.6 million in the UK and $4.7 million in the US within four months of its release in February 2008. With additional revenue from DVD sales expected, In Bruges was set to turn a big profit despite being an independent film.
Viewers also liked (18)
Glossary of Terminology for AS Media Studies G322 Audiences and Institutions
Glossary of Terminology for AS Media Studies G322 Audiences and Institutions
'In the name of the father' propps narrative functions
'In the name of the father' propps narrative functions
Similar to L4 hollywood dominance
Lesson 4 industry
The document discusses the business model of film studios and how it has changed over time. It begins by explaining how studios during the "Golden Age of Hollywood" were vertically integrated, controlling all aspects of film production and distribution. However, factors like television and changing consumer habits caused their model to decline. Studios then began horizontally integrating by diversifying into other media like television. The document uses Disney as a case study to show how a major studio utilizes horizontal integration across its various businesses to maximize the value of its film franchises.
The British and US Film Industry Part 2
This document discusses vertical and horizontal integration in the film industry. It explains that vertical integration occurs when a company owns all steps of production, such as a company that owns a wheat farm, fertilizer company, and bakery. It provides the example of AOL Time Warner, which owns production companies, distribution arms, TV networks, magazines, record labels, and radio stations. Horizontal integration means one step of production is owned by a small number of companies, like one bakery owning all bakeries in an area. The document notes that Hollywood has realized there is money to be made internationally and invests heavily, keeping profits, while the British film industry relies on American distribution and sees little money returned. It challenges that the British industry
Section b key information
This document provides information on various case studies of films, including their production budgets, release dates, producers, distributors, and box office performance in the UK. It compares lower budget independent films like "The Angels Share" and "A Field in England" to larger blockbuster films like "Taken 2" and "Man of Steel." The independent films struggled at the UK box office due to limited distribution and screenings, but used alternative distribution methods like video-on-demand to find audiences. In contrast, the blockbuster films were hugely successful in theaters due to widespread distribution through major studios and large marketing campaigns. The document also provides context on trends in the UK film industry and changing technologies.
Media Ownership
This document outlines a paired research task for students to complete by October 21st. Students must choose one Hollywood blockbuster film and one low-budget independent film from 2010 or later. Using research skills and blog pages, students must gain understanding of the films and seven key areas that could be examined for their exam in May 2014. Their presentation should cover relevant terminology, statistics, marketing strategies, and anything related to the seven areas. The document provides guidance on the task and due date.
Aaron Thomas - L5 section b - media ownership l1 of 2 - 6508 - classwork
The document provides instructions for a paired research task that is due on October 21st 2013. Students must choose one Hollywood blockbuster film and one low-budget indie film from 2010 or later to research. They must gain an understanding of the films and key areas that could be examined in the exam by using the class blog and conducting their own research. Their presentation should include relevant film terminology, statistics, marketing strategies, and information related to the seven areas highlighted in class.
WCC COMM 101 Chapter #6-FILM LUTHER
The document provides a history of the film industry from the early 20th century studio system to modern independent production models. It discusses how studios originally functioned like factories by owning all aspects of production and distribution. This system broke down due to antitrust laws which led to an era of independent production companies assembling for individual films. More recently, the industry has adapted to television and home video markets by making films more special experiences and selling catalog titles. Modern filmmaking is characterized by global distribution, product placements, franchises, and CGI effects to reduce risks and ensure profits.
Film industry
Here is a timeline of key stages in the development of the American film industry:
1895 - The first public film screening takes place in New York City, marking the beginnings of the American film industry.
1900s-1910s - The industry grows rapidly as new studios are established in Hollywood and films become a popular form of entertainment. Silent films dominate this era.
1920s - The Golden Age of Silent Films occurs. Hollywood establishes itself as the center of global film production.
1927 - The first talking picture, The Jazz Singer, is released, marking the transition to sound films.
1930s - The Studio System era begins, with the "Big Five" major studios dominating production, distribution,
Film Industry
1. The exam questions may focus on various areas related to the film industry such as media ownership, synergy and cross-media convergence, new media technologies, how major industries target audiences, and personal media consumption.
2. Large media conglomerates own film studios, TV stations, record labels, magazines, newspapers, books, and internet platforms, allowing them to synergistically market and distribute their films across multiple subsidiaries. However, some independent films are produced outside the major studios with smaller budgets.
3. Technological convergence through devices like smartphones, tablets, laptops, and game consoles, as well as services like video on demand, have changed how audiences consume media and given independents new distribution opportunities
Jan4th2012
The document discusses the major stages of film production: production, distribution, and exhibition. It provides details on what each stage involves, using the 2006 British film Kidulthood as an example. Production refers to the actual filmmaking process. Distribution deals with printing/marketing the film. Exhibition is the retail stage, involving cinema screenings and home video/download releases. Kidulthood had a small budget and limited distribution but found greater success on DVD.
G322 film industry revision1
The document discusses media institutions and audiences in the context of the film industry. It provides information on several key areas:
1) Media conglomerates that own film studios, TV stations, and other media properties and can leverage synergy across platforms.
2) Independent films that typically have smaller budgets than major studio films but sometimes find success with distribution through larger studios.
3) Technological convergence, where media companies distribute content across multiple owned platforms like films released with soundtracks, online, and in owned theaters.
4) New technologies that have changed film production and consumption, such as digital filmmaking and viewing films on various devices.
G322 film industry revision
The document discusses key concepts for a media studies exam focusing on the film industry, including:
1. Exam questions may focus on areas like media ownership, synergy, new technologies, or audience consumption.
2. Media conglomerates own major film studios, TV stations, music labels, and other assets, allowing them to synergistically market and distribute films across platforms.
3. Independent films have smaller budgets but can still find success through partnerships with major distributors.
4. The exam may address film production, distribution, exhibition, and marketing. Successful responses provide specific examples and evidence.
G322 Film Industry Revision
This document discusses key concepts for a media studies exam focusing on the film industry, including:
1. Exam questions may focus on areas like media ownership, synergy, new technologies, or audiences.
2. Media conglomerates own film studios, TV stations, music labels, and other assets, allowing them to synergistically market and distribute films.
3. Independent films often have smaller budgets than major studio films but can still find success through partnerships with larger distributors.
Film distribution
Film distribution is the competitive business of marketing and releasing films. Distributors are responsible for deciding release dates and theaters, advertising campaigns, and negotiating deals for home video and television releases. They aim to maximize revenue from theatrical showings, home video sales and rentals, pay-per-view, and television licenses. United International Pictures distributes films from major studios like Universal and Paramount internationally outside of North America.
Media ownership essay
The document discusses media ownership in the film industry. It compares two film trailers, John Carter and Submarine, in terms of their production, budgets, and box office returns. It then discusses how media ownership affects the film industry through production, distribution, marketing and consumption. The American film industry is dominated by six major studios that are subsidiaries of large media conglomerates, allowing them to take bigger risks. British films often rely on co-productions with multiple companies and television studios. The document provides examples of how films appeal to different audiences and discusses issues around media ownership.
revision
The document discusses several key aspects of the film industry:
1) Large film studios, called "conglomerates", can produce, distribute, and sell their own films, merchandise, games, and more through various subsidiaries.
2) When companies join together in the film industry, it is called a "studio system" or they may form independent production companies.
3) Films that are distributed across multiple platforms like cinema, TV, online, mobile etc. are experiencing "technological convergence".
4) The success of films can be boosted by existing audiences from related TV shows, previous films, or online fan communities.
5) There is debate around whether the British film industry is a sustainable business or
6. media ownership2
The document discusses key issues surrounding media ownership and its impact on the UK and US film industries. It provides links to YouTube videos about film piracy and its effects. Students are divided into groups to read articles on digital piracy and how Hollywood can capitalize on it. They discuss technological convergence and proliferation of content/hardware on media ownership. Definitions of intellectual property and oligopoly are provided. Factors that define a British film are listed. The impact of American investment on UK films adapted from JK Rowling books is discussed. Issues around a conglomerate owning a UK film studio are raised.
Production funding.pdf
1. The film industry involves three stages: production, distribution, and exhibition. Production involves creating the film, distribution gets the film to audiences, and exhibition is when audiences view the film.
2. The document discusses funding methods for films, including studio funding, government funding, presales, and crowdfunding. It also discusses the differences between the Hollywood and British film industries.
3. The Hollywood system relies on large conglomerates and aims to produce big-budget, high-concept films to appeal to global audiences. The British industry is smaller and produces more low-budget, socially-focused films that target domestic audiences.
A field in england case study
This document provides lesson objectives and instructions for students to investigate the production and release of the film "A Field in England". Students are asked to research production companies, budget, technologies used, marketing, distribution, and reception of the film. They should find key information such as who produced it, how much it cost to make, how it was filmed, how it was marketed and distributed, and its success. Students are provided useful links and sources to use and are asked to summarize their findings and relate the information to essay questions about UK film production, new technologies, and film distribution.
Case study working title films
Working Title Films (WTF) appears independent but is owned by Universal Pictures, who distributes their films. In 1999, WTF signed a $600 million deal with Universal. WTF is a small company with 42 staff but co-owners Eric Fellner and Tim Bevan have been able to greenlight any film they choose. For the film Atonement, WTF solely produced it but it was distributed by 8 different companies. While the film was shot in England with a British story and cast, WTF is owned by Universal, so it is unclear if it should be considered a British film.
The american film industry
The document summarizes the history and structure of the American film industry. It describes how the industry developed between 1895-1930, becoming dominated by five major studios by 1930. These studios operated under a vertical integration system, controlling production, distribution, and exhibition. In 1949, the government forced studios to sell their theater chains due to antitrust issues. Today, six major film studios, which are subsidiaries of larger media conglomerates, control around 90% of the North American film market.
Similar to L4 hollywood dominance (20)
Aaron Thomas - L5 section b - media ownership l1 of 2 - 6508 - classwork
Aaron Thomas - L5 section b - media ownership l1 of 2 - 6508 - classwork
More from Nick Crafts
Unit 35 james pickering
Instagram is a social media platform launched in 2010 that allows users to share photos and 60-second videos. It was acquired by Facebook in 2012 for $1 billion. The app originally only allowed square images but was updated in 2015 to support different image sizes and longer videos. It has over 500 million active users and is most popular among 18-24 year olds. Users can share content publicly or privately and view content from others. The platform also generates revenue through sponsored posts targeted towards specific demographics.
Unit3511 170427151808
Instagram is a social media platform launched in 2010 that allows users to share photos and 60-second videos. It was acquired by Facebook in 2012 for $1 billion. The app originally only allowed square images but was updated in 2015 to support different image sizes and longer videos. It has over 500 million active users and is most popular among 18-24 year olds. Users can share content publicly or privately and view content from others. The platform also generates revenue through sponsored posts targeted towards specific demographics.
Unit 0 - Student guide new 2017
This document provides guidance for a student completing an assignment analyzing a music magazine. It outlines various sections and content that should be included, such as logos for the publisher and magazine, information about the publisher and product, ownership structure, brand ideology, target audience analysis using various audience theories, primary and secondary research on the magazine's audience and impact, advertising and marketing strategies, and discussion of relevant regulatory issues. The student is directed to analyze conventions of the front cover and spreads, as well as the magazine's production process, distribution, and relationship to social media platforms.
Key Scene Analysis - Booklet
1. The document provides analysis questions for three scenes from the films Knocked Up and Forgetting Sarah Marshall. The questions require identifying and analyzing various verbal, non-verbal, and technical codes that establish characters, generate laughter, represent gender, and move the narrative.
2. Specific codes and theories mentioned include facial expressions, shot types, dialogue, editing, the representation of immaturity, new masculinity, the battle of the sexes, and the role of suffering in romantic comedies.
3. Students are asked to identify examples from the scenes and support their analysis using evidence from media language codes.
'Knocked Up' - Key Scene Analysis
This document provides analysis tasks for three scenes from the film "Knocked Up". The tasks require analyzing verbal, non-verbal and technical codes that establish characters, representations, and narrative elements. For the first scene, codes are identified that show Alison's superiority over Ben through her facial expressions in a high angle shot and Ben's carefree lifestyle through his dialogue in another high angle shot. Technical codes are also noted that construct Ben as the "new man" and confirm his status as a "loveable loser". Similar analysis is provided for two additional scenes regarding establishing Ben's immaturity, the central couple's antagonism, generating audience laughter, and conforming to romantic comedy genre tropes about tears and suffering.
6949 comparative analysis b321
The document provides a comparative analysis of the representations of gender in the romantic comedy films Knocked Up (2007) and Forgetting Sarah Marshall (2008). Both films depict male protagonists that are "well meaning, but immature" - Ben lives a carefree lifestyle until he gets a woman pregnant, while Peter experiences a dramatic breakup. Through analyses of scenes, the document finds that both films portray the male characters as "emasculated" and generate laughter through highlighting their lack of maturity and masculinity. The portrayal of the immature, emotionally vulnerable male is a common theme and gender representation in the romantic comedy genre.
6994 comparative b321
The document provides a comparative analysis of the representations of gender in the romantic comedy films Knocked Up and Forgetting Sarah Marshall. It summarizes that in both films, the male protagonists are portrayed as lazy and carefree, in contrast to the hardworking female protagonists who are superior. Both films present examples of the "new man" archetype through characters like Seth Rogen's slacker character in Knocked Up and Jason Segel's lazy character in Forgetting Sarah Marshall. The analysis examines how the films use techniques like camera shots, dialogue and character behaviors to represent the gender dynamics and "battle of the sexes" between the male and female leads.
Comparative analysis advice
This document provides advice for a comparative analysis controlled assessment in media studies. It instructs students to bring their key scene booklets, notes, and to rewatch the key scenes to find extra examples. Students should know the relevant theory, terminology, and review exemplar essays to understand how to structure their own analysis at a high level. The document emphasizes reviewing the mark scheme to understand what the examiner expects to be included in the analysis.
L11 l14 - footnote resource
1. The document provides instructions on how to properly cite sources using footnotes in an essay, including highlighting text, inserting footnotes, and adding source information to each footnote.
2. It lists key terms that must be referenced from specific sources, providing the source information to copy into each footnote.
3. The use of "Ibid" is described to reference the same source in consecutive footnotes.
4. A bibliography page is to be included at the end that alphabetically lists all sources referenced, distinguishing between books, films, and internet sources.
Theory overview rom-com genre
This document provides an overview of theories for a comparative analysis of the romantic comedy genre. It discusses several key elements of romantic comedies, including antagonism between central couples, unrequited love, and the theme of the battle of the sexes. The document also analyzes characters and their representations in the romantic comedy Knocked Up, discussing how characters like Ben Stone conform to or challenge stereotypes. It references several critics and their perspectives on romantic comedy conventions.
Comparative analysis – sentences help
The document discusses the representation of male and female genders in two romantic comedy films, "Knocked Up" and "Forgetting Sarah Marshall". It notes that the male lead in "Knocked Up", Ben, can be described as challenging stereotypes by being "well meaning but immature". Examples from the films are given to support how the male characters are portrayed as immature. The female characters are said to be represented in binary opposition to the males. The impact of these gender representations on the target audience is discussed.
Essay structure new
This document provides guidance for writing a comparative analysis of the films "Knocked Up" and "Forgetting Sarah Marshall" focusing on how they represent gender. The analysis should include an introduction briefly describing the characters and narratives. The main body should analyze how the films similarly and differently represent the male gender through specific scenes, using relevant film theory. It should then analyze female representation in the same way before concluding by looking back at points made in the introduction and focusing on a stereotype example for each gender. Relevant film theorists like Mortimer and Gauntlett should be referenced throughout.
Misogyny vs. misandry
This document provides guidance for a film analysis assignment on the representation of gender roles in the film Fight Club. It begins with learning objectives focused on understanding how ideologies apply to texts and analyzing key scenes. It then discusses the "Wildman" ideology presented by Robert Bly that is embodied by the character Tyler Durden and his guidance of the narrator. Students are instructed to analyze examples of this in their exercise books. Later, it addresses how the characters have been "robbed of their manhood" and the positions of misandry and misogyny presented in the film. Students are tasked with writing a 30 mark response analyzing the representation of gender roles in Fight Club based on the theories and notes discussed.
Nietzsche 'near life experience' task
The document discusses the film Fight Club and the character Tyler Durden. It references several critics' analyses of the film and Durden's representation of Friedrich Nietzsche's ideology. The document examines a key scene where Jack and Tyler have a brutal fist fight. After the fight, Tyler cradles Jack and declares they just had a "near life experience," representing Nietzsche's idea of using pain and suffering to access greater strength. The document suggests this scene embodies Nietzschean philosophy and how the film challenges modern notions of safety.
2014 past paper task
This document discusses Sigmund Freud's theory of "penis envy" and how it relates to the film Fight Club. The theory suggests that females experience anxiety upon realizing they do not have a penis. The document instructs students to produce a presentation arguing both for and against this view of the film, using evidence from the text itself. Students are asked to present their findings to the class and allow time for questions and debate.
Section a theories
Social disorganization theory claims that delinquency results from the inability of a community to realize shared values and solve resident problems, leading to a breakdown in social control. Strain theory suggests that social structures can pressure individuals into crime by creating goals they cannot legally achieve. For example, the gang in City of God forces Steak to kill a child through threats of violence, and the poverty and instability of the city provide an environment of frustration that strains residents and may lead them to criminal decisions in hopes of escaping their situation.
L36 la haine character analysis
This document provides homework and lesson content on the film "La Haine". Students are asked to:
1) Complete a 1 page character analysis of one of the main protagonists, discussing what character role they conform to based on Propp's theories.
2) Complete some revision on film analysis techniques from a provided resource.
3) Identify problems faced by the three male protagonists in the banlieue where they live, based on lyrics from the film's soundtrack.
4) Analyze two key characters - Vinz and Hubert - discussing how they are represented as poor, angry, and idle based on suggested scenes and poetry.
5) List three characteristics they learned
L34 la haine key scene analysis
This document provides guidance and questions for students to analyze the film "La Haine" (1995, dir. Mathieu Kassovitz). It begins with entrance questions about what a character is doing in a mirror scene and how that compares to characters in another work. The document then provides learning objectives for students to re-cap prior knowledge, develop understanding of a final exam text, and analyze two key scenes. It suggests three themes represented in the film - disillusioned youth, prejudice, neglect & poverty. Students are instructed to analyze example scenes showing these themes. The document concludes with homework assignments to complete a character analysis and revision questions.
Jack connell preliminary planning & research
This document provides details about a student's preliminary tasks and planning for a music magazine project. It includes step-by-step descriptions of creating a front cover and contents page layout. It also includes research on the rock music genre market and target audiences for established music magazines Q and Kerrang. The unique selling points are identified as exclusive content and featuring popular artists. The publisher Bauer Media aims to connect deeply with readers through music-focused content.
Preliminary task and planning & research template
This document provides details on Zeyan Mirza's preliminary work for their music magazine project, including:
1) Ten step-by-step descriptions of creating a preliminary front cover design, incorporating elements like background color, images, text, and promotions.
2) Six step-by-step descriptions of creating a preliminary contents page design, adding elements like masthead, text, images, and article previews.
3) Research on the rap music genre and target audience for a proposed rap-focused magazine called "Rapture," including price point considerations and the unique selling proposition.
4) An analysis of potential publisher Bauer Media and why their approach would be a good fit for the rap magazine
More from Nick Crafts (20)
Preliminary task and planning & research template
Preliminary task and planning & research template
Recently uploaded
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Recently uploaded (20)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
L4 hollywood dominance
- 1. Reflective Analysis Due: TODAY – Along with corrections to your Storyboard
- 2. FM2 – Section A • ALL OF YOU WILL develop your understanding of the HOW Hollywood and the UK Film Industry differ. Research the Hollywood Studio System Era – Key Term: Vertical Integration WHAT did you manage to find out?
- 3. WHAT forced Cinema ticket numbers to decline?
- 4. Title: Hollywood Global Dominance Monday 8th December 2014 Unit FM2: Section A – Producers & Audience
- 5. Why? Aims & Objectives • YOU WILL re-cap prior learning of some of the important areas we have covered so far: • ALL OF YOU WILL develop your understanding of the HOW Hollywood dominates the film industry, particularly in the UK. • MOST OF YOU will be able to recognise the “CONTROL” and the Oligopoly of Hollywood. • SOME OF YOU will be able to recognise HOW the case studies compare to your own you have researched. • Review the Learning. AO1 Demonstrate knowledge and understanding of the film industry.
- 6. (W_________ B________ – 200__)arren uckland 9 FILL IN THE GAPS
- 7. FM2 – Section A • MOST OF YOU will be able to recognise the “CONTROL” and the Oligopoly of Hollywood. % - Films that Hollywood have “exploited” (Buckland – 2009) from an established entertainment franchise. YOU MUST determine how much Hollywood utilized this strategy in 2013. YOU SHOULD address this in a % figure and use a calculator if necessary. 65% of the UKs Top 20
- 8. FM2 – Section A • MOST OF YOU will be able to recognise the “CONTROL” and the Oligopoly of Hollywood. % - Country of Origin % - “Big 6” Distribution % - 500+ Cinema Screens % - CGI/Action/Superhero films YOU MUST determine how much Hollywood dominated the UK Film Market in 2013. YOU SHOULD address the % areas above.
- 9. FEEDBACK % - Country of Origin % - “Big 6” Distribution % - 500+ Cinema Screens % - CGI/Action/Superhero films 100 95 80 60
- 10. HOW much of this remains in the UK?
- 11. Using the handout provided, YOU MUST highlight some of the statistics that establish Hollywoods dominance of the film industry. YOU SHOULD be prepared to feedback your views to the rest of the class.
- 12. FEEDBACK
- 13. Accounted for $25billion of the $35billion in Global Box-Office sales last year – 71% http://www.nytimes.com/2014/11/04/busines s/media/hollywood-works-to-maintain-its- world-dominance.html?_r=0
- 14. Big 6 Case Study Key term: Multi-Media Conglomerate • Owned by News Corporation – who also own Sky Television, the “red top tabloid” newspapers in the UK such as The Sun and other huge TV Networks in the US and around the World. WHY is this important?
- 15. ‘Pearl Harbour’ (2001 – Dir. Jerry Bruckheimer) Case Study
- 16. Distributed by: Production Budget: $151.5m Box-Office Takings: $450m The return on the investment occurred over an 8-10 year period in the form of: • 22% - US Theatres • 22% - International Theatres • 22% - US Video and DVD Sales • 14% - International Video and DVD Sales • 12% - Domestic Television (US) • 8% - International Television
- 17. Plenary – What have you learnt? • Review the Learning. Key Term: Hegemony Hollywood is the Global and Dominant force in the Film Industry – To what extent do you agree with this view? YOU MUST support your opnion with at least x2 statistics from todays lesson. YOU SHOULD aim to include more than x2 statistics.
- 18. Homework Due: Next Lesson – Tuesday 9th December – Period 3 Go to the link: WHAT emerging film markets are threatening the dominance of Hollywood? Write your views on ½ a page in your exercise book. http://www.nytimes.com/2014/11/04/busines s/media/hollywood-works-to-maintain-its- world-dominance.html?_r=0