Social realism update 3
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The document provides information about the genre of social realism films. It defines social realism as presenting a realistic and hard look at contemporary Britain. It outlines several key conventions of social realism films, including the portrayal of working class protagonists striving for better lives, dysfunctional families, and representation of females in a negative light. It also discusses common narrative themes around hardships, struggles, and social injustices faced by underrepresented groups. The document concludes by describing typical technical conventions used in social realism films, such as diegetic sound, handheld camerawork, and location choices that reflect working class environments.
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The document provides an overview of the term "social realism" in British cinema. It discusses several key aspects:
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Social Realism depicts the daily struggles of the working class as a reaction to Romanticism. It originated in England and Scandinavia in the 19th century through works of authors like George Eliot and Georg Brandes. Social Realism showed the harsh realities of life for the poor and working classes, in contrast to Romanticism which focused more on beauty, nature, and the human spirit. Many Social Realist artists and writers supported socialist movements to help improve conditions for the working class.
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Social realism is a film genre that aims to depict realistic portrayals of life, especially for underrepresented groups. It focuses on contemporary social issues through stories set in the current time. Directors of social realism films, like Ken Loach and Shane Meadows, want to shed light on social injustices such as economic hardship and discrimination. Their films are meant to represent attitudes and struggles of ordinary people, especially the working class, during a particular period in history.
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- What cultural stereotypes are being adhered to or subverted? For example, the film subverts stereotypes of France as a place of beauty, art and culture by depicting the grim realities of the banlieues.
- How does the film represent France and French culture? It shows a divided France, with stark differences between the wealthy and the impoverished immigrant communities in the banlieues.
- Do the characters appear to be influenced by other cultures? Do they identify more with those cultures or with French culture? The multi-ethnic characters draw on aspects of their various backgrounds but ultimately seem most influenced by the culture of their run-
Detailed evaluation guidance
This document provides example writing frames for questions related to evaluating a thriller film production project. It includes prompts for discussing conventions used or subverted in the thriller genre, representation of social groups, targeting audiences, use of technology, and chronological progress of planning, shooting, and editing the film. Suggested elements to address include plot, characters, soundtrack, locations, casting, costumes, and more. The frames are designed to help structure well-organized responses analyzing creative and technical choices made for the project.
Lesson 2 reading media texts
This document provides an introduction to a unit on media representations. It introduces key concepts like cinematography, editing, mise-en-scene and sound. It outlines learning objectives around developing skills in analyzing media texts and taking focused notes. It also provides success criteria around organizing notes on micro-level issues and answering questions about still images.
Genre lesson slides_ 2 2012[1]
Here are some potential issues that could be discussed:
- Genres are not fixed or clearly defined which makes categorization difficult
- Works can blend or mix genres making them hard to classify
- As film styles evolve over time, genres change and blur together
- Audience interpretation of genres may differ from academics or producers
- Focusing only on surface elements ignores deeper thematic or cultural aspects
- Genres risk oversimplifying complex works or promoting formulaic storytelling
The genre approach is useful as a starting point for analysis but has limitations. An open discussion could debate both its benefits and shortcomings for understanding media texts.
Genre
Here are some potential issues that could be discussed:
- Genres are not fixed categories and there can be overlap between genres
- As genres evolve over time with new films, clear definitions can become blurred
- Some films intentionally mix or subvert genres, challenging typical classifications
- Personal tastes and interpretations of genres may differ between individuals
- Broader social and historical contexts also shape understanding of genres
- Academically analyzing genres risks oversimplifying the complex nature of films
- Commercial interests also influence genre labels applied to films for marketing
- While genres provide a framework, each film has its own unique identity that may not perfectly fit an established genre
So in summary, genres are useful as
Genre lesson slides 2012 updated
Here are some potential issues that could be discussed:
- Genres are not fixed categories and there can be overlap between genres
- As genres evolve over time with new films, it can be difficult to define where one genre ends and another begins
- Some films intentionally mix or challenge genres in new ways that don't neatly fit established definitions
- Personal tastes and cultural contexts can influence how different audiences define and experience genres
- Focusing only on genre risks overlooking other important aspects of how a film works, like themes, style, social commentary etc.
- Genre is just one tool for analysis among many and doesn't capture the full complexity of a film
So in summary, while genre can provide a
Genre lesson slides 2012
Here are some potential issues that could be discussed:
- Genres are not fixed or clearly defined which makes categorization difficult
- Works can combine or mix genres making them hard to classify
- As film styles evolve over time, genres change and blur together
- Audience interpretation of genres may differ from academic/critical views
- Focusing only on surface elements ignores deeper thematic/cultural aspects
- Categorizing by genre risks oversimplifying complex works or creative processes
The genre approach is a useful tool for analysis but has limitations. An open discussion could debate these issues and how genres remain an imperfect but still valuable concept. Different perspectives should be considered.
G322 revision
This document provides guidance on preparing for the G322 TV Drama and Representation exam section. It outlines the structure and requirements of the exam questions on camera work, sound, mise-en-scene, editing, and representation. Key terminology is defined for each technical area. Example drama genres and potential clips are listed. Guidance is also provided on the video games section, including discussing the processes of production, distribution, and exhibition with reference to a case study.
January 2011 exam analysis
The document provides guidance for answering exam questions on media studies. It discusses potential topics that could be covered, including digital technology, creativity, research and planning, and post-production. It also provides examples of questions and suggests how to structure answers. Theorists that could be referenced are mentioned, such as Barthes, Levi-Strauss, and Propp. Examiners' reports are included that address what makes a successful response, such as relating digital technologies used to the development process and final product, including a range of examples, and comparing AS and A2 work.
1b genre lessons
This document provides information about genre theory and analysis. It discusses different approaches to genre analysis, including the semantic approach of identifying common elements across genres and the syntactic approach of examining the relationship between genre elements and society. It provides examples of how the semantic and syntactic approaches can be applied to the zombie film genre and the gangster film genre. The document also summarizes theories from scholars like Rick Altman, Steve Neale, and Bordwell and Thompson on genres, conventions, audience expectations, and the use of iconography in film genres.
G322 revision
This document provides guidance on preparing for the G322 TV Drama and Representation exam. It outlines the structure and requirements of the exam, including discussing camera work, sound, mise-en-scene, editing, and representation in responses. It also defines key terminology and gives examples of drama genres and keywords that could be discussed. The document then shifts to discussing the video game section of the exam, focusing on the processes of production, distribution, and exhibition for case study examples. It provides context on synergistic marketing and technological convergence in the industry.
Film Genre
Genre is useful to film producers, distributors/marketers, and audiences for several reasons:
Producers like genre because it helps them minimize risk and predict costs and revenues. Genre films are also often easier to write, fund, and market. Distributors/marketers find that genre makes films easier to target and advertise to specific audiences. Audiences enjoy genre films because they provide familiar conventions and expectations while still offering surprises. Genre allows audiences to categorize films and experience themes and resolutions to fears or issues.
Essay and mark scheme
This document provides information about the structure and requirements of part of an exam on media representations of youth. It outlines the learning objectives, marking scheme, and level 4 criteria. The level 4 criteria emphasize developing a coherent argument, using a range of examples that integrate history and future, and demonstrating command of theoretical language. It also provides sample essay paragraphs comparing the representations of youth in the films "if..." and "Fish Tank".
Narrative
The document discusses various narrative theories that can be used to analyze media productions, including definitions of narrative from O'Sullivan and Todorov, structures from Cook and Todorov, use of binary opposition from Levi-Strauss, narrative codes from Barthes, character roles from Propp, and analysis of music videos. Students are given tasks to analyze their coursework productions using examples that demonstrate 5 of these narrative theories.
Genre subgenre hybrid
The document discusses film genres, subgenres, and hybrids. It defines genres as categories that films can be grouped into, and provides examples of common genres like drama, comedy, and horror. Subgenres are more specific categories that combine two main genres, such as romantic comedies. Hybrids combine three or more genres. The document emphasizes identifying conventions for each genre and subgenre. Students will complete a genre exploration assignment demonstrating their understanding of genres, subgenres, conventions, and providing film examples.
G321 Research Audience Evaluation Booklet
The document outlines the tasks and requirements for a media studies portfolio on the thriller genre. Students are expected to research conventions of the thriller genre by analyzing posters, title sequences, and scenes. They must also conduct primary and secondary research on audiences for thriller films. The final production will be evaluated based on a director's audio commentary exploring genre, representation, institutions, audience, technology, and progression.
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Lady Gaga - Born this way
Lady Gaga has cultivated a large, loyal fan base through her innovative use of social media and online platforms. She forms parasocial relationships with fans by sharing personal details with them and interacting with them online. This strategy helps promote her music and ideology of acceptance. Examples show her rewarding engaged fans, and experts believe this parasocial relationship has significantly contributed to her commercial success, with her album "Born This Way" topping charts in many countries and her social media following of over 50 million on Facebook alone.
Tv link cards
1) The document discusses how television shows appeal to audiences through gratifications as defined in Blumler and Katz's model. It provides examples of how shows like Lost, Mad Men, and Peaky Blinders construct narratives and use techniques to appeal to both active and passive audiences.
2) Specific techniques discussed include the use of flashbacks in Lost to provide models of behavior for audiences, the historical and social information in Mad Men appealing to active viewers, and Peaky Blinders avoiding stereotypes to appeal to local audiences.
3) The document analyzes how texts target different audience types through elements like cinematography, use of non-diegetic sound, genre blending, and inclusion of famous actors.
Tv link cards
1. The document discusses revision techniques for an exam question on audience appeal, including focusing on key points for the audience, exam technique, and adding evidence and examples.
2. It then provides paragraphs analyzing how various television shows appeal to both active and passive audiences through mechanisms like including backstories to provide models of behavior, regularly occurring scores to aid decoding for passive viewers, focusing on historical and social information rather than simple entertainment, avoiding stereotypes, high levels of cinematography, and starring well-known actors.
3. One show, Lost, is discussed as successfully attracting a wide audience through personal identification with characters and situations, and having a hybrid genre.
King of limbs1
1. Radiohead are an award-winning band from Oxford, UK who have released 8 albums and are known for their experimental and innovative music and marketing.
2. With their 2007 album "In Rainbows", Radiohead pioneered a "pay what you want" model for digital sales that highlighted the importance of the fan-artist relationship while also responding to piracy threats.
3. Radiohead's subsequent albums "King of Limbs" and other works demonstrated their self-released and digital-first approach to distribution and promotion, including streaming performances online.
Nirvana v3
This document discusses the music industry and the band Nirvana. It provides background on Nirvana's formation in 1989 and release of their debut album Bleach. In 1991, Nirvana signed to Geffen Records and released their breakthrough album Nevermind, which has now sold over 30 million copies worldwide. The document examines Nirvana's importance in changing the mainstream music industry and genre, combining elements of punk, metal, and pop to help create the new grunge genre. It also explores Nirvana's marketing strategies, including their use of music videos and reliance on television performances for promotion in the pre-internet era.
Evaluation tips
- All students will receive their evaluations and current 50% grades. Students should act on the advice given and any new additions must be in red.
- Only digital submissions via email will be accepted by the deadline of Thursday at 12:00. If a student fails to submit, their original mark will be reported.
- Students must return any old printed evaluations today and not take them at the end of class. Those who have finished evaluations should create revision mind maps.
Evaluation tips
- Students will receive their current 50% grade evaluations and must act on the individual and generic advice provided.
- Any additions to the evaluations must be written in red and students must submit a digital copy by Thursday at 12:00.
- Students must return their old printed evaluations today and will work on revision mind maps if they have finished their evaluations.
Evaluation approach 2
This document outlines guidance for a student to summarize their research into the evolution of the action genre in film into five sentences and five paragraphs. The student is instructed to use their findings to influence the mode of address in their production of a DVD cover and film poster. They must refer to facts, figures, quotations, media theory, and explain any ways they subverted their research findings. The example provided summarizes the student's research findings on gender representation in action films and how they applied this to their print texts by reinforcing stereotypical gender roles and hegemonic masculinity.
Evalaution
This document provides guidance for evaluating a research investigation and three creative productions. It instructs the writer to:
1) Briefly introduce the research investigation topic and summarize key findings.
2) Critically analyze each creative production by justifying the chosen mode of address and how it adheres to or subverts the research findings in terms of genre, representation, and narrative.
3) Reflect on the technical skills or approaches used for each production.
The evaluation should have an introduction and then alternate between justifying the mode of address and reflecting on technical skills for each of the three productions. It aims to be 750 words in length.
Attention to detail print
This document discusses different types of film posters and considerations for magazine design and advertising. It identifies four main types of film posters: teaser posters with minimal information, main theatrical posters with production details and stars, DVD release posters with reviews, and character posters focusing on a main character. For magazine design, it recommends considering font choices, image selection, article topics linked to the genre. Advertising should define an angle to sell a product and benefits to consumers, and strategically place and style products with care for color, lighting, body language and clothing connotations.
Linking production to investigation
The document provides guidance for a student to link their research investigation to a creative production. It prompts the student to reflect on how they have used signifiers and post-production techniques to adhere to or subvert their research findings on how the crime genre has evolved from traditional conventions. Specifically, it asks the student to consider 1) the intended meanings of signifiers in their text, 2) whether an audience can decode their text as intended, and 3) how their text relates to their research findings and how they would justify and convince a marker of that relationship.
Feedback to homework tv audience
This document provides feedback on exam responses about how media texts appeal to audiences. It notes that many responses were graded C or D because they oversimplified the complex relationship between media construction and audience appeal. The document offers guidance on how to move responses to an A grade level by fully discussing this complexity, using encoding/decoding theory, linking points to specific audience types, comparing/contrasting texts, and applying a four-stage formula of identifying a point, linking it to an audience, justifying the appeal, and giving an example. It also provides examples of stronger and weaker responses and common student errors regarding cinematography and Mad Men to help improve answers. Finally, it provides a homework assignment requiring analysis of targeted audiences and appeals
TV Audience appeal
This document provides feedback on exam responses and guidance on how to improve answers from a C to an A grade when discussing how media texts appeal to audiences. It recommends discussing the complex relationship between media construction and audience appeal, using encoding/decoding theory, linking points to specific audience types, comparing/contrasting texts, and applying a four-stage formula of identifying a point, linking it to an audience, justifying the appeal, and giving an example. It also addresses common errors and provides homework assigning a multi-part question analyzing the audience appeal of different TV texts.
Lighting recap
This document discusses different types of lighting techniques used in photography, including low key lighting, high key lighting, soft lighting, and hard lighting. It then describes several portrait lighting techniques such as edge lighting, Rembrandt lighting, and butterfly lighting. Understanding different lighting techniques allows photographers to identify the style of images they like and apply similar lighting in their own photos, helping them develop higher quality images and analyze their work more critically.
Media practical coursework v3
When designing print media, it is important to consider research, analysis and planning, linking the design to your research investigation through genre, representation or narrative, and the design quality including images, composition and integration. Some tips for effective design include researching genres and conventions, ensuring the design reflects your research findings, using techniques like silhouettes or still life to showcase narrative content within constraints, employing lighting, color palettes, font choices, rule of thirds composition, and including typical elements for the genre like credits or publication details. The target audience and conforming to conventions of the intended medium or genre should also guide the design approach.
Art4
This document provides guidance for art students on creating brainstorms and mood boards for a controlled assignment. It includes 14 potential questions that could be used, such as exploring how homes reflect personality, conveying a sense of atmosphere, or celebrating the status of workers. For each question, relevant artists and artworks are referenced that could serve as influences or inspiration for visual concepts. Students are instructed to create 3 brainstorms and 3 mood boards, with the mood boards including detailed collages of images to realize their intentions for each of their strongest concepts.
Peaky blinders
Peaky Blinders is a BBC crime drama set in 1919 Birmingham following a gang of former soldiers led by Tommy Shelby. While initially aired on BBC Two targeting highbrow audiences, the show uses some mainstream conventions. Some critics argue this diluted the show's artistic merit and realism for popularity. However, others praise its production values and cinematography. The show attracted audiences by breaking stereotypes of Brummies and featuring acclaimed film stars like Cillian Murphy, Sam Neill and Helen McCrory in leading roles.
Health check lesson, semiotics1
This document provides an overview of semiotics and how audiences respond differently to texts based on their own experiences and interpretations. It discusses three key stages: understanding semiotic theory, applying semiotics to analyze how audiences respond, and practicing these skills. Semiotics is defined as the study of symbols and their interpretation. Ferdinand de Saussure's key concepts of the signifier (the object carrying meaning), the signified (the meaning), and the sign (the combination of the two) are explained. The document notes that audiences can have preferred responses by interpreting a text as intended, negotiated responses by modifying the meaning, or oppositional responses by rejecting the meaning due to their own beliefs. Groups are then assigned different tasks to complete
What to consider when writing an Artist statement
The artist statement discusses how humans have modified the natural landscape through farming, grazing, burning, and clearing land for development. These practices have caused extensive environmental damage, with few remote places left untouched. The global population is projected to exceed 9 billion by 2050, requiring a 70% increase in food production that could further degrade agricultural lands and contribute to greenhouse gas emissions. Through their artwork, the artist aims to bring awareness to the impacts of human activity on the environment and question whether future generations will be able to feed themselves sustainably. The subject matter is meaningful to the artist because they believe humans have a moral obligation to be responsible stewards of the planet and protect
Mad men context
These texts discuss the television channel AMC and its original series Mad Men. AMC aimed to attract a niche audience with high-quality scripted shows that broke mainstream conventions. Mad Men was AMC's first original series and was critically acclaimed. Its success led AMC to commission other hits like Breaking Bad and The Walking Dead. AMC's business model was to win over critics first and let wider promotion follow, targeting an engaged audience willing to pay for the channel and view advertisements. This slower approach has proven successful for AMC.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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Social realism update 3
- 2. Today we all need to be able to; -Identify genre conventions within a short sequence -Demonstrate an understanding of the purpose and gratifications of the genre, discussing technical conventions. -Demonstrate a clear understanding of the exam formula.
- 3. Link cards, What is Social Realism?
- 4. SOCIAL REALISM A realistic, hard look at contemporary Britain Convention categories • • • • Character roles Narrative themes Technical conventions Mise en Scene and iconography
- 5. Social Realism Character roles The protagonist is typically a working class hero who strives for an improved life and circumstance than the one they find themselves in at the beginning of the narrative.
- 6. Social Realism Character roles A non nuclear, often dysfunctional or broken family
- 7. Social Realism Character roles - Representation It is widely agreed by critics of the genre that Social Realism has represented females in a negative light. Often representing them as under the authority of and dependent on m
- 8. Social Realism Narrative themes Social realism narrative themes represent real life with all its difficulties. The narrative follows the lives of niche under represented groups of people usually through a hardship, struggle or social injustice. The narrative themes are ones that are typically under discussed and are either not or not entirely accepted by society. Typical narrative themes include issues such as; the so called underclass, under age pregnancy, paedophilia, depression, homosexuality and abortion. A common narrative theme is the desire for a better life.
- 9. Social Realism technical conventions The genre uses predominantly diegetic sound, hand held camera work, a shallow depth of field alongside a linear narrative and natural lighting. Simple cuts with no effects is accompanied by a slower overall pace. Lots of close ups and POV shots are used. This medium reflects its concept.
- 10. Social Realism Mise en scene and iconography • Real unvarnished, typically working class locations • Factories, council houses/blocks, terrace streets or other locations you would traditionally find the working class. • Alcohol, drugs and cigarettes. • Graffiti filled run down locations • So called working class fashion that connotes certain subcultures or stereotypes.
- 11. Analysing a clip 1 as a class.
- 12. Task – How typical is your chosen text of its genre? Each pair has a short sequence assigned in – A2 Media-documents - Fish Tank sequences. View the sequence twice, analyse, make notes and discuss. (10 minutes) Then produce a response to the question on your blogs. These will be marked by your peers. (15 minutes) Just before you get started….
- 13. Task – How typical is your chosen text of its genre? • Establish the text, genre and any theories in an introduction. Give a good first impression, add flare. • Apply the exam technique. • Identify a genre conventions present, which makes it typical of its genre and justify it with detailed scene analysis, which refers to technical conventions where ever appropriate. • Use the wording from the question throughout • Conclude your findings. Remember - The exam only gives15 minutes for each text
- 14. Task Mark an assigned students work in the comment box of the post. • Is there an introduction which establishes the text, genre and any theories. Does it give you a good first impression, if not what could they add? • Does the written response apply the exam technique – is each convention followed by a narrative description? • Does the response use the wording from the question throughout. Make suggestions for appropriate opportunities if not. • Were there any further conventions the response does not include, make suggestions with narrative examples. • Does the narrative examples refer to technical codes and conventions? Again give examples.
- 15. Charlotte. B- Beth-Kirby- Clip 3 Yasmin – Lauren. S – Clip 2 Charlie– Jack - Clip 5 Shannon– Leah- Clip 6 Callum- Sophie – Clip 4 Matt-Michaela–Clip 5 Emma – Charlotte. M- Clip 4 Lauren. B – Amy – Clip 2 Anima – Joe – Clip 2
- 16. Marking groups Charlotte. B – Sophie -Anima Beth- Callum Yasmin – Lauren. B Amy- Lauren. S Charlie– Joe Kirby – Shannon Leah- Matt Michaela - Joe Emma – Charlotte. M-