The opening scene introduces 7 characters - a girl, middle-aged man, teenage boy, old man, woman driving, and man in hospital. Limited details are provided about each character, revealing only their appearance or location.
Little miss sunshine camera angles and mise en scene quizCCN Media
This document provides a quiz to test knowledge of film techniques. It asks the reader to name a camera angle and analyze how elements of mise-en-scene reveal character traits and information about characters in movie scenes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides guidance on analyzing the Mexican film La Zona, including character profiles, researching publicity materials and their representation of the film's themes, and answering research and comment questions about how aspects of film technique reinforce social differences, the fears of those living in The Zone, comparisons to the film Tsotsi, and whether the film comments on Mexican society and the fears and tensions within it.
This document provides guidance for writing a critical reflection on a creative work. It recommends focusing on micro features of the work and stating how they are used to encourage a particular audience interpretation of a scene and elicit specific feelings, such as suspense, fear, or intrigue. Elements should not be left to chance but intentionally included to communicate something to the audience.
Plan your Creative Project carefully by being specific about how micro elements communicate meaning to audiences. Keep your film short at 2-3 minutes with 5-8 scenes in the outline. Leave enough time to thoroughly analyze your work in a reflective analysis.
This document provides an outline for a lesson on surrealist film. The aims of the lesson are for students to investigate and define surrealism and respond to the film Un Chien Andalou. Key outcomes include defining surrealist art features, researching Freud and dreams, and responding to a screening of Un Chien Andalou. Activities include storyboarding a dream, researching Dada art which influenced surrealism, creating a mood board of surrealist works, and noting memorable aspects of Un Chien Andalou.
1. The document discusses an essay question about how cinematography and editing introduce a new James Bond in the opening sequence of the 2006 film Casino Royale.
2. It prompts the reader to watch the film extract, take notes on cinematography and editing, and consider if those would be the focus or if other elements should be focused on instead.
3. The reader is also asked to highlight words they don't understand, and use separate colors to highlight where the student labels micro elements and explains or analyzes how the audience understands them.
These two men are James Bond actors Pierce Brosnan and Daniel Craig. The impact of Bourne on the Bond franchise was to introduce a grittier and more realistic style in Casino Royale (2006) through its cinematography and editing. The opening sequence focuses on these micro elements to establish a new Bond that is raw and violent, shown through shaky handheld camerawork, quick cuts, and intense close-ups during the intense poker game brawl.
Little miss sunshine camera angles and mise en scene quizCCN Media
This document provides a quiz to test knowledge of film techniques. It asks the reader to name a camera angle and analyze how elements of mise-en-scene reveal character traits and information about characters in movie scenes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides guidance on analyzing the Mexican film La Zona, including character profiles, researching publicity materials and their representation of the film's themes, and answering research and comment questions about how aspects of film technique reinforce social differences, the fears of those living in The Zone, comparisons to the film Tsotsi, and whether the film comments on Mexican society and the fears and tensions within it.
This document provides guidance for writing a critical reflection on a creative work. It recommends focusing on micro features of the work and stating how they are used to encourage a particular audience interpretation of a scene and elicit specific feelings, such as suspense, fear, or intrigue. Elements should not be left to chance but intentionally included to communicate something to the audience.
Plan your Creative Project carefully by being specific about how micro elements communicate meaning to audiences. Keep your film short at 2-3 minutes with 5-8 scenes in the outline. Leave enough time to thoroughly analyze your work in a reflective analysis.
This document provides an outline for a lesson on surrealist film. The aims of the lesson are for students to investigate and define surrealism and respond to the film Un Chien Andalou. Key outcomes include defining surrealist art features, researching Freud and dreams, and responding to a screening of Un Chien Andalou. Activities include storyboarding a dream, researching Dada art which influenced surrealism, creating a mood board of surrealist works, and noting memorable aspects of Un Chien Andalou.
1. The document discusses an essay question about how cinematography and editing introduce a new James Bond in the opening sequence of the 2006 film Casino Royale.
2. It prompts the reader to watch the film extract, take notes on cinematography and editing, and consider if those would be the focus or if other elements should be focused on instead.
3. The reader is also asked to highlight words they don't understand, and use separate colors to highlight where the student labels micro elements and explains or analyzes how the audience understands them.
These two men are James Bond actors Pierce Brosnan and Daniel Craig. The impact of Bourne on the Bond franchise was to introduce a grittier and more realistic style in Casino Royale (2006) through its cinematography and editing. The opening sequence focuses on these micro elements to establish a new Bond that is raw and violent, shown through shaky handheld camerawork, quick cuts, and intense close-ups during the intense poker game brawl.
Introduction activity for social realist film and feedback from little miss s...CCN Media
This lesson aims to provide students feedback on essays about the film Little Miss Sunshine and teach them about British social realist films. By the end of the lesson, students should be able to discuss what distinguishes high-quality essays, action plan improvements to their writing, research and analyze elements of social realist films including Sweet Sixteen and Looking for Eric, and design a poster for a new social realist film. The lesson involves students reading example essays, analyzing film scenes, and completing a design task to create a film poster.
This document outlines a lesson plan aimed at teaching students about the 180 degree line of action rule of filmmaking. The objectives are for students to be able to explain the 180 degree line of action, identify its use in film extracts, storyboard a scene using it, and film an extract adhering to it. Students will watch an explanatory video, analyze examples, and conduct research to find, label, and recreate sample sequences themselves.
The document outlines a lesson plan that introduces students to the Coen Brothers and analyzes scenes from their film A Serious Man. The lesson includes:
1. Having students research and present a 5 minute obituary on the Coen Brothers.
2. Analyzing two scenes from A Serious Man focusing on camera work, mise-en-scene, sound, and editing.
3. Preparing a storyboard for a dialogue scene students will film in the next class.
This document outlines an AS Film Studies session that aims to deconstruct the opening scene of Pirates of the Caribbean using technical film language. By the end of the session, students should be able to discuss key film features, analyze the opening scene technically, and research a scene for a micro essay. The class will break into groups to focus on camera work, mise-en-scene, sound design, and editing order within the opening scene. Students are assigned homework to copy notes from the class into their film folders.
Maid in manhattan editing task 25th septemberCCN Media
The document provides instructions for a task to create the opening scene for a new film using raw footage of New York City scenes in Adobe Premiere CS6. The opening scene must include titles listing actors and the film name, the production company name, music conveying the genre/mood/tone, and shots communicating the location of Manhattan.
The document introduces three characters: Mr. Bob Harris, a fading movie star in Tokyo to film a commercial while going through a split from his wife; Charlotte, a woman in Tokyo with her boyfriend John who ignores her; and John, who reluctantly agreed to Charlotte accompanying him to Tokyo for work. It prompts discussing the key traits of each character and creating a storyboard to introduce them through actions rather than dialogue.
The document provides guidance for a small scale research project (SSRP). It instructs students to choose a focused research topic in an area they are interested in and know something about. Students are asked to apply a critical framework, such as auteur theory or genre, to analyze one film in depth alongside two other related films. The goal is for students to develop research skills and gain experience sifting through sources to find relevant information and discard what is not useful. Motivation and interest in the research topic are emphasized as keys to success.
This document discusses key concepts for a Level Media Studies revision question about a year two production project. It mentions several genre theorists like Diane Railton and Joe Gow, and discusses how productions can use, develop, or challenge conventions of real media products. Narrative structure and implied narratives in music videos are also covered. The document then discusses media language techniques like camera angles, mise-en-scene, editing, sound, and performance that can be used to represent artists and appeal to audiences. Participatory culture and how audiences now create media is briefly touched on as well.
This document provides guidance for answering Question 1A on a media studies exam. It suggests discussing projects done outside of class, like designing merchandise. It says Question 1A evaluates skills developed over the course, and higher-scoring answers will critically reflect on skills from AS to A Level work. It then provides sample responses addressing terms like digital technology, creativity, research and planning, post-production, and using conventions. For each term, it gives examples and suggests linking work to media theories and concepts about representation, mediation, genre, and audience.
This document provides information and advice for a Level Media Studies exam taking place on Friday June 15th in the morning. It outlines the exam structure which consists of a 2 hour exam with 3 essay questions - two 30 minute questions and a 1 hour collective identity question that students typically perform better answering first. The document also provides health and wellness advice for exam day, suggesting getting adequate sleep the night before, eating a nutritious breakfast, and maintaining a positive mindset during the exam.
Surrealism emerged from the Dada art movement in the early 20th century. Surrealist films aimed to explore taboo topics like sex and religion by using unconventional editing techniques that juxtaposed random objects and events. Two influential early surrealist films were Un Chien Andalou (1929) and L'Age D'Or (1930) directed by Luis Bunuel, which featured surreal imagery and disrupted narrative continuity. While surrealism aimed to be free-form, filmmaking requires planning, raising questions about whether the medium is suited for surrealist ideals. The films of Jan Svankmajer provide an example of highly planned surrealism that was still anti-establishment.
Early cinema from 1896-1906 was a time of rapid expansion and technological shifts in the film industry. Films during this period known as the "cinema of attractions" were short and aimed to entertain working class audiences with tricks and spectacle, often touring with vaudeville acts. Key figures like the Lumiere Brothers and George Melies helped establish the new medium and experiment with techniques like narrative, mise-en-scene, and editing to make films more appealing to middle class audiences and recreate classics novels, encouraging more people including women to attend cinemas.
This document provides information for a film studies revision day and exam. It states that the revision day is on Tuesday June 12th and the exam is on Thursday June 21st in the afternoon. The exam is 2 hours and 45 minutes long and consists of answering 3 essays in that time period, allowing 55 minutes for each essay. Students can choose which order to answer the essays and will have a choice of questions for two topics, with a choice of three questions for the single film study topic. It recommends students sketch out quick essays for the questions, choose ones they are most comfortable with that allow specific references to the studied films, and eat well-balanced meals including pasta, salad, fruit and a smoothie before the exam.
This document provides instructions for students to create revision cards on key media theorists. It lists several influential theorists and asks students to create cards for each one. The cards should include a picture of the theorist, their specialty topic, a one sentence summary of their theories, what exam topic they are relevant to, and where to find more information on the theorist. Creating these cards will help students learn about important media theories and theorists to apply to exam questions.
The document provides guidance for studying the film Fight Club for an exam. It instructs students to analyze specific micro-level features from key scenes, discuss how those features construct meaning and elicit audience responses. It also advises examining how scenes inform or disrupt the film's narrative on a macro-level. Students should consider reactions to the film, whether it is a cult classic, and why it remains relevant. The document suggests focusing a critical analysis on the director as auteur, gender issues in the film, its portrayal of modern society, or why the studio greenlit it. It emphasizes choosing a critical perspective that interests the student and can be engaged with for the single film study essay question worth 30 marks.
Being a fan provides people with a sense of belonging to a group with shared interests and experiences, which satisfies psychological needs for social identity and affiliation. Fans gain enjoyment and pride from supporting a sports team, musician, or other interest, and identifying with the successes and failures of that interest. This fan identity and membership in a fan community relates to the concept of collective identity, where people find meaning and social bonds through their shared identification with a group.
Introduction activity for social realist film and feedback from little miss s...CCN Media
This lesson aims to provide students feedback on essays about the film Little Miss Sunshine and teach them about British social realist films. By the end of the lesson, students should be able to discuss what distinguishes high-quality essays, action plan improvements to their writing, research and analyze elements of social realist films including Sweet Sixteen and Looking for Eric, and design a poster for a new social realist film. The lesson involves students reading example essays, analyzing film scenes, and completing a design task to create a film poster.
This document outlines a lesson plan aimed at teaching students about the 180 degree line of action rule of filmmaking. The objectives are for students to be able to explain the 180 degree line of action, identify its use in film extracts, storyboard a scene using it, and film an extract adhering to it. Students will watch an explanatory video, analyze examples, and conduct research to find, label, and recreate sample sequences themselves.
The document outlines a lesson plan that introduces students to the Coen Brothers and analyzes scenes from their film A Serious Man. The lesson includes:
1. Having students research and present a 5 minute obituary on the Coen Brothers.
2. Analyzing two scenes from A Serious Man focusing on camera work, mise-en-scene, sound, and editing.
3. Preparing a storyboard for a dialogue scene students will film in the next class.
This document outlines an AS Film Studies session that aims to deconstruct the opening scene of Pirates of the Caribbean using technical film language. By the end of the session, students should be able to discuss key film features, analyze the opening scene technically, and research a scene for a micro essay. The class will break into groups to focus on camera work, mise-en-scene, sound design, and editing order within the opening scene. Students are assigned homework to copy notes from the class into their film folders.
Maid in manhattan editing task 25th septemberCCN Media
The document provides instructions for a task to create the opening scene for a new film using raw footage of New York City scenes in Adobe Premiere CS6. The opening scene must include titles listing actors and the film name, the production company name, music conveying the genre/mood/tone, and shots communicating the location of Manhattan.
The document introduces three characters: Mr. Bob Harris, a fading movie star in Tokyo to film a commercial while going through a split from his wife; Charlotte, a woman in Tokyo with her boyfriend John who ignores her; and John, who reluctantly agreed to Charlotte accompanying him to Tokyo for work. It prompts discussing the key traits of each character and creating a storyboard to introduce them through actions rather than dialogue.
The document provides guidance for a small scale research project (SSRP). It instructs students to choose a focused research topic in an area they are interested in and know something about. Students are asked to apply a critical framework, such as auteur theory or genre, to analyze one film in depth alongside two other related films. The goal is for students to develop research skills and gain experience sifting through sources to find relevant information and discard what is not useful. Motivation and interest in the research topic are emphasized as keys to success.
This document discusses key concepts for a Level Media Studies revision question about a year two production project. It mentions several genre theorists like Diane Railton and Joe Gow, and discusses how productions can use, develop, or challenge conventions of real media products. Narrative structure and implied narratives in music videos are also covered. The document then discusses media language techniques like camera angles, mise-en-scene, editing, sound, and performance that can be used to represent artists and appeal to audiences. Participatory culture and how audiences now create media is briefly touched on as well.
This document provides guidance for answering Question 1A on a media studies exam. It suggests discussing projects done outside of class, like designing merchandise. It says Question 1A evaluates skills developed over the course, and higher-scoring answers will critically reflect on skills from AS to A Level work. It then provides sample responses addressing terms like digital technology, creativity, research and planning, post-production, and using conventions. For each term, it gives examples and suggests linking work to media theories and concepts about representation, mediation, genre, and audience.
This document provides information and advice for a Level Media Studies exam taking place on Friday June 15th in the morning. It outlines the exam structure which consists of a 2 hour exam with 3 essay questions - two 30 minute questions and a 1 hour collective identity question that students typically perform better answering first. The document also provides health and wellness advice for exam day, suggesting getting adequate sleep the night before, eating a nutritious breakfast, and maintaining a positive mindset during the exam.
Surrealism emerged from the Dada art movement in the early 20th century. Surrealist films aimed to explore taboo topics like sex and religion by using unconventional editing techniques that juxtaposed random objects and events. Two influential early surrealist films were Un Chien Andalou (1929) and L'Age D'Or (1930) directed by Luis Bunuel, which featured surreal imagery and disrupted narrative continuity. While surrealism aimed to be free-form, filmmaking requires planning, raising questions about whether the medium is suited for surrealist ideals. The films of Jan Svankmajer provide an example of highly planned surrealism that was still anti-establishment.
Early cinema from 1896-1906 was a time of rapid expansion and technological shifts in the film industry. Films during this period known as the "cinema of attractions" were short and aimed to entertain working class audiences with tricks and spectacle, often touring with vaudeville acts. Key figures like the Lumiere Brothers and George Melies helped establish the new medium and experiment with techniques like narrative, mise-en-scene, and editing to make films more appealing to middle class audiences and recreate classics novels, encouraging more people including women to attend cinemas.
This document provides information for a film studies revision day and exam. It states that the revision day is on Tuesday June 12th and the exam is on Thursday June 21st in the afternoon. The exam is 2 hours and 45 minutes long and consists of answering 3 essays in that time period, allowing 55 minutes for each essay. Students can choose which order to answer the essays and will have a choice of questions for two topics, with a choice of three questions for the single film study topic. It recommends students sketch out quick essays for the questions, choose ones they are most comfortable with that allow specific references to the studied films, and eat well-balanced meals including pasta, salad, fruit and a smoothie before the exam.
This document provides instructions for students to create revision cards on key media theorists. It lists several influential theorists and asks students to create cards for each one. The cards should include a picture of the theorist, their specialty topic, a one sentence summary of their theories, what exam topic they are relevant to, and where to find more information on the theorist. Creating these cards will help students learn about important media theories and theorists to apply to exam questions.
The document provides guidance for studying the film Fight Club for an exam. It instructs students to analyze specific micro-level features from key scenes, discuss how those features construct meaning and elicit audience responses. It also advises examining how scenes inform or disrupt the film's narrative on a macro-level. Students should consider reactions to the film, whether it is a cult classic, and why it remains relevant. The document suggests focusing a critical analysis on the director as auteur, gender issues in the film, its portrayal of modern society, or why the studio greenlit it. It emphasizes choosing a critical perspective that interests the student and can be engaged with for the single film study essay question worth 30 marks.
Being a fan provides people with a sense of belonging to a group with shared interests and experiences, which satisfies psychological needs for social identity and affiliation. Fans gain enjoyment and pride from supporting a sports team, musician, or other interest, and identifying with the successes and failures of that interest. This fan identity and membership in a fan community relates to the concept of collective identity, where people find meaning and social bonds through their shared identification with a group.
1. Girl
Middle-Aged Man
Teenage Boy
Old Man
Woman Driving
Man in Hospital
What do we learn about the characters in the opening scene?
Jot down any clues that lead you to make judgements about the characters
(e.g. aspects of mise-en-scene, actor’s performance, camera work