The document provides information about genre in film. It discusses how audiences use genre to identify films they like and compare films. It also explains how genre is important for filmmakers, using the example of Roland Emmerich who is known for disaster films. The document also defines what genre means, noting that genres are not static and involve negotiation between audiences and the film industry. Genres offer familiarity to audiences while also closing down complexity. The document lists several common film genres and includes tasks for discussing genres and creating a film poster in a different genre.

1. Learning Intention:
To understand the importance
of genre.

2. How Audiences Use Genre
• To spot the kinds of films they like / dislike
• As a way of relating to elements of the film,
for example; music, fashion etc.
• To compare one film with another
Task:
Identify two films from one genre and
explain why you like them.

3. Genre and Film Makers
• Genre is important to the film maker, for
example; Roland Emmerich is renowned
for making disaster films – “Independence
Day”, “Godzilla”, “The Day After
Tomorrow”
• It is important to Emmerich to not
necessarily reinvent the genre but create
something new through using special
effects

4. What does
genre mean?
Not static – constant
negotiation between
industry and audience
Genres offer comfort
and reassurances and
closing down of the
complexities of life
Genre films work
through cultural
myths and fears by
repetition, innovation
and resolution
Genres feature a set
of characteristics/
formulae which are
recognised by
audiences over time
Genre provides a
relationship between
the audience and the
producers which
minimises the risk of
financial failure
Films function like
language. There is a
set of rules and
vocabulary to
organise meaning
Meeting audience
expectations =
pleasure!

5. Genres
• Action
• Adventure
• Comedy
• Horror
• Romance
• Sci-fi
• Thriller

6. Task
With your partner, discuss your assigned
genre and what you would expect from a
film from that genre.
•Think about:
– Lighting
– Music
– Sounds
– Characters
– Camera Shots and Angles
– Special Effects
– Plot
– Setting

7. Learning Intention
To show my understanding of
genre by creating a film poster.

8. Matilda• Based on famous Roald Dahl novel
• Released 1996
• Directed by Danny DeVito
Story of a wonderful little girl, who happens to be a
genius, and her wonderful teacher vs. the worst
parents ever, and the worst school principal
imaginable.
http://www.bing.com/videos/search?q=matilda+film+&FORM=VIRE1#view=detail&mid=7E6361085FC0AED752CF7E6361085FC0AED752CF

10. Task
• “Matilda” is a family film and therefore
when advertised the filmmakers are
careful that they aim their product at a
specific audience.
• Your task is to re-advertise “Matilda” as a
different genre building on what we have
learned today.

11. Film Poster
Success Criteria• Title
• Director
• Age Restrictions
• Ratings
• Release Date
• Eye-Catching and attention grabbing
• Target Audience/Genre specific
https://www.youtube.com/watch?v=icka6pPr5gw

12. Learning Intention
To analyse and evaluate the
opening sequence of “Matilda”.

13. Success Criteria
To be able to:
•Create notes and answer questions on the
media techniques used in this scene
•Explain the impact these techniques have
on the film/audience
•Discuss what makes this scene effective

14. What is an Opening Sequence?
Think – Pair – Share
What do you as an audience
member expect to find from the
opening sequence of a film?

15. The Opening
Sequence
• We all know first impressions are important,
right? Well, the same goes for a film.
• The opening sequence of a film is that film’s
opportunity to make a good first impression on
you, the audience.
• A well-crafted opening sequence introduces
the viewer to the tone and theme of the film as
well as the characters.

16. Analysis Task
1. Identify at least three different camera angles/shots, explain where you
saw them and why they have been used.
2. Describe the music/sound used in the opening sequence and why you think
it has been used.
3. What kind of lighting/colour has been used? Why do you think the director
has used this technique?
4. What lesson(s) might the audience learn by watching “Matilda”?(Think about
themes)
5. What does the audience learn about Matilda and her family from this clip?
6. What questions do we have, or what do we hope to find out, about
Matilda’s character?
7. Why would an audience want to continue watching the film?

17. Learning Intention
To understand how filmmakers
use characterisation.

18. Home Learning
Revise your knowledge of media
techniques and technical codes:
– Camera Shots/Angles
– Sound/Music – Diegetic/Non-Diegetic
– Lighting – Low/High key
Scene Analysis Assessment
TOMORROW!

19. What is
Characterisation?Authors and filmmakers make their
characters come alive in four ways:
1. Their appearance
2. Their actions and how they behave
3. Their personality and attitude

20. Task - Compare and Contrast
• Make notes on how the filmmakers portray
the characters of Miss Trunchbull and
Miss Honey.
• Pay attention to:
– Camera shots and angles
– Lighting and colours
– Dialogue – what they say and how they say it
– Their Actions – how they behave and treat
others

21. Now do the same for the second scene. How do the
filmmakers help us to understand Matilda’s
family?
•Pay attention to:
– Camera shots and angles
– Lighting and colours
– Dialogue – what they say and how they say it
– Their Actions – how they behave and treat Miss Honey
Furthermore, look at Miss Honey’s character.
Why do you think she is created to behave so
differently to Matilda’s parents?

22. Media Studies - Scene Analysis
Learning Intention
To analyse and evaluate a scene from “Matilda”.
Success Criteria
To carefully watch and write about the different technical
codes used and the impact these have on the film/audience.

23. Make notes on the following:
– Outline of the scene – a summary of what actually happens
– Character – what are they wearing, what do they do to show off their personality,
are they a nice person? Why? Why not?
– Camera angles – Where exactly are they used? And, what exactly do they show?
– Sound – Diegetic and non-diegetic
– Colour – Does the colour change? When? Why?
– Lighting – Does the lighting change? When? Why?
– Importance of this scene to the rest of the film
• The first time we watch the scene, only look over your worksheet.
Take in the scene as a whole. Thinking about: What is happening?
What characters are important? etc.
• We will then watch the scene for a second, third – even a fourth time
– then you should complete your Analysis sheet in as much detail as
possible.
• You do not need to write in sentences but make sure you are noting
down anything you think is important.

24. Learning Intention
To strengthen our understanding
of characterisation.

25. What is
Characterisation?Authors and filmmakers make their
characters come alive in four ways:
1. Their appearance
2. Their actions and how they behave
3. Their personality and attitude

26. Like a book, directors use many different techniques to help the audience understand
their characters. Think back to the scenes we watched and comment on three
characters.
How have the filmmaker’s use of media techniques helped us to understand the
characters we have met so far?
• Matilda Wormwood
• Miss Honey
• Miss Trunchbull
• Harry Wormwood
• Zinnia Wormwood
Think about:
• Costume
• Dialogue
• Behaviour/Actions
• Music and Sound
• Camera Shots and Angles
• Lighting

27. Written Task
• Choose ONE character from
Matilda
• Write a paragraph describing his/her
appearance, their likes and dislikes,
personality traits and information about their
family/background.
• You may want to include some techniques used which help
you understand this character more fully.

28. Learning Intention
To understand how filmmakers
create suspense.

29. Success Criteria
To be able to:
•Create notes and answer questions on the
media techniques used in this scene
•Explain the impact these techniques have
on the film/audience
•Discuss how these techniques make the
viewer suspenseful

30. Clarifying Vocabulary
What is
Suspense?
• Suspense is the state, or feeling, of being
excited or anxious.
• It is also the feeling of uncertainty about
what may happen next.

31. Think – Pair -
Share
Predictions
What do you predict to see
and hear in a scene which has
been created to make you feel
tense?

32. Questions
1. Identify at least three different camera angles/shots, explain where you
saw them and how they make the audience feel tense.
2. Describe the music used in this scene. How does it make the viewer feel
tense?
3. What other sounds have been used? Why do you think the filmmaker
used these sounds?
4. What kind of lighting/colour has been used? Why do you think the
director has used this technique?
5. A) Pick one part of the scene which built the greatest suspense for
you as a viewer.
B) Why was this scene so tense? What were you anxious/excited
about?

33. Task 1
Create notes on the filmmakers’ use of
media techniques in order to create a tense
atmosphere.
•Think about the following:
– Lighting – high/low key
– Sound (diegetic)
– Music (non-diegetic)
– Camera Shots/Angles

34. Task 2 - Use your notes to
answer the following questions
in sentences.
1. Identify at least three different camera angles/shots, explain where you
saw them and how they make the audience feel tense.
2. Describe the music used in this scene. How does it make the viewer feel
tense?
3. What other sounds have been used? Why do you think the filmmaker
used these sounds?
4. What kind of lighting/colour has been used? Why do you think the
director has used this technique?
5. A) Pick one part of the scene which built the greatest suspense for
you as a viewer.
B) Why was this scene so tense? What were you anxious/excited
about?

35. Learning Intentions
To strengthen understanding of
suspense and tension.
To compare and contrast two
scenes.

36. Success Criteria
To be able to:
•Create notes on the media techniques used
in two scenes
•Explain the impact these techniques have
on the film/audience
•Understand how and why these scenes are
different

37. Tension and Suspense
Matilda and Miss ______ sneak into Miss ________’s house
in order to get back Miss ______’s _______. However,
Miss __________’s car __________causing her to come
back to the house.
The filmmakers use of media techniques create a lot of
______ in this scene. They create this feeling through ___
____lighting, ____ colours and shadows. The filmmaker
also uses __________ music to create tension.
Furthermore, the use of a ___________ to show
______________________ adds to the feeling of
__________ in this scene.

38. Scene One
Note Making
Task• How does this scene make the viewer
feel?
• Create notes on:
– Lighting/Colours
– Sound/Music
– Camera Shots/Angles
– The Plot – what actually happens

39. Scene Two
Note Making
TaskCreate notes on the filmmakers’ use of
media techniques in order to create a tense
atmosphere.
•Think about the following:
– Lighting – high/low key
– Sound (diegetic)
– Music (non-diegetic)
– Camera Shots/Angles
– Why is this scene so different from the first?

40. Written Task
Choose one tense scene from
Matilda
•Write a paragraph describing what happens in
this scene and how the scene makes the
audience feel tense.
•Include descriptions of camera angles/shots,
sound, music, lighting, colour and the
character(s) involved.

41. The Ending
Learning Intention:
To understand what makes an
ending effective.
Success Criteria:
To be able to discuss the ending of
“Matilda”.

42. Starter Task
Re-cap of the Trunchbull’s House
1. Matilda made a promise to Miss Honey. What was this
promise?
2. Did Matilda break her promise? Why/why not?
3. Why was Miss Trunchbull so frightened when strange
things began to happen in her house?
4. What object did Miss Trunchbull find at the end of this
scene?

43. The Ending
Think-Pair-Share
What makes a good ending?

44. The Ending
As you watch the final scene of “Matilda”,
think about the following questions:
•How do the filmmakers bring the film to a
satisfying end?
•What camera shots/angles, sound/music,
lighting/colour has been used and why?
•Was it what you expected?

45. Post-Viewing
• Did you enjoy the film? Why?
• Who was your favourite character and why?
• Who was your least favourite character and why?
• What was your favourite part of the movie? Why?
• What do you think the message of “Matilda” is?
• If you could have spent more time on something, what

46. Writing
a
Film
Review
LEARNING INTENTION:
To understand how to create a formal film review.

47. Media Study
Overall Outcomes
• Understand and identify the technical codes
(camera, sound, lighting and colour) used in a film.
• Analyse a scene and discuss the effects these
technical codes have on the meaning of the film.
• Evaluate what makes a film or a scene effective to
you, the audience.
• Create a film review

48. Think – Pair -
Share
• What is the purpose of a film review?
• Why do people write them?
• Why do people read them?

49. What is a Film
Review?
• A film review is the analysis and
evaluation of films and the media
techniques used in these films.
• Often found in newspapers,
broadcasted on the radio/pod-cats and
also on television.

50. What information do you
think will be important to
include in our film review of
“Matilda”?

51. Today’s Tasks
Today we will be working in pairs and using
a work sheet.
1. Read and discuss the film review in front of
you. Then complete Activity 1.
2. Activity 2 – Avoiding Clichés
3. Activity 3 – Writing a Synopsis

52. Learning Intentions:
To understand how to create a film
review.
To understand what a synopsis is.

53. Success Criteria
• Film Director
• Synopsis - avoid spoilers!
• Details about the film – best/worst
scene/character etc.
• Discussion of media techniques
• Would you recommend the film?
• What rating would you give the film?
• Use your planning sheet
• Accurate spelling and punctuation
• Paragraphs

54. What is a Film
Review?
• A film review is the analysis and
evaluation of films and the media
techniques used in these films.
• Often found in newspapers,
broadcasted on the radio/pod-cats and
also on television.

55. Matilda• Based on famous Roald Dahl novel
• Released 1996
• Directed by Danny DeVito
Story of a wonderful little girl, who happens to
be a genius, and her wonderful teacher vs. the
worst parents ever, and the worst school
principal imaginable.

56. The Synopsis
• The part of a review that describes the plot is called the
synopsis (plural: synopses).
• We want a review to tell us a little bit about what happens
in the film – but not too much! Too much detail can be
boring for the reader and might even ruin the film. That’s
why giving too much away is called a “spoiler.”
Task – Pick a film you have seen. Describe
what the film is about in no more than 20
words. You will be trying to get the class
excited about your film – remember to keep
it snappy!

57. Learning Intention
To create a film review on “Matilda”

58. Matilda• Based on famous Roald Dahl novel
• Released 1996
• Directed by Danny DeVito
Story of a wonderful little girl, who happens to
be a genius, and her wonderful teacher vs. the
worst parents ever, and the worst school
principal imaginable.

59. Success Criteria• Film Title
• Director
• Synopsis - avoid spoilers!
• Details about the film – best scene/character etc.
• Discussion of media techniques
• Would you recommend the film?
• What rating would you give the film?
• Use your planning sheet
• Accurate spelling and punctuation
• Paragraphs