Friday, January 31, 2014

Film language notes - music video analysis

These notes will help you with your music video analysis - remember, the more media language you use the higher your grade!

Mise en scène
Mise en scène literally translates from French as ‘putting on stage’. 

We use it in film studies to describe everything that appears in front of the camera:

  • Actors (placement, movement, expression)
  • Costume and make-up
  • Setting and props
  • Lighting and colour

You might find CLAMPS is a good way to remember these (Costume, Lighting, Actors, Make-up, Props, Setting).

Camera movement
Look for the following types of camera movement when analysing music videos:

Pan: A whip pan can create action, pace or excitement and works well when filming live bands for music videos.

Track/Dolly: Tracks action smoothly – look for in chases, walking shots or fast-moving sequences.

Handheld: Can add urgency, realism, pace or unease to a scene.

Editing
You need to revise the following for editing:

  • Transitions
  • Pace
  • Juxtaposition

Transitions
Film transitions include the following: 

Cut (Straight cut, jump cut, match cut)
Shot changes from one to another – the most common cut.

Dissolve 
Shot melts into another.

Pace
The speed at which a video moves from one shot to another has a major effect on the audience.

High action sequences or music videos will have many fast cuts to create pace and add excitement.

Slower paced editing (e.g. a long tracking shot) may suggest other things to the audience: tension, danger, romance, sadness or a puzzle.

Diegetic and non-diegetic sound
Sound in film is described as either diegetic or non-diegetic.

Diegetic sound is sound that is coming from within the world of the film. The way to remember it is that the characters can hear it.

Non-diegetic sound is sound that is not within the world of the film – only the audience can hear it.

Existing product research: music videos

The first part of your Research and Planning is existing product research - that means analysing existing music videos and learning from them.

Research a minimum of ten music videos, writing at least 100 words on the following for each:

Video 1: Creative concept
Video 2: Narrative
Video 3: Visual effects
Video 4: Camerawork (shots/movement)
Video 5: Mise-en-scene
Video 6: Editing (inc. counting the shots in the video)
Videos 7-10: Your choice of focus/analysis

Remember: you've already got the first one from your homework last week - so you should be able to get the other nine done today.

Example:


Note: if you KNOW you won't be making a music video and plan to do a print promotion instead, research album covers and print adverts for albums/artists.

Friday, January 24, 2014

Music video analysis

This afternoon's work:

Choose an existing music video on YouTube, embed it into your blog and write a 250 word analysis of why it is creative.

Focus on narrative, concept and visual effects.

ADDITIONAL HOMEWORK: If you do not get the 250 words written in the lesson, you must finish it for homework.

Wednesday, January 15, 2014

Sentence Starters

Team GCSE - A belated Christmas Present from Mr Matthews...


I will be analysing the impact and effectiveness of the poster and trailer for the film ______. X is an action adventure produced by Warner Brothers starring Dave Smith and Elenor Davis. It is a typical Hollywood blockbuster with a narrative about a man exploring a fantasy world and falling in love with a prince.

The central image depicts...
The use of a serif font for the film title...
The image is placed in the visual centre because...
The production blurb appears typical of this genre of film because...

The colour scheme reflects the fact that gender stereotypes are being subverted/reinforced

In the trailer a character is shown emerging from an explosion; according to Barthes'
theory this could be described as an enigma code - forcing the viewer to wonder what caused
the character to be found in such a dangerous situation.
There is synergy between trailer and poster because...

(something about representation) is reflected in both the poster and the trailer because men/women are behaving...

The poster presents men in a way which reinforces (or subverts) the stereotype of all men
being obsessed with sex and violence.

I created synergy in my own poster by representing characters ________. In this sense I was
able to reinforce/subvert the stereotype that is often seen in horror/rom-com/action films
because... 

Tuesday, January 14, 2014

Institutional information - example

This example should help you with the opening section of your Assignment 2 Analytical Task - institutional information:

Shutter Island was produced by Paramount Pictures (they also produced The Lovely Bones, Iron Man 2, How To Train Your Dragon, Paranormal Activity and more). Paramount Pictures are part of a larger conglomerate called the Paramount Motion Pictures Group (the world’s oldest film studio and a subsidiary of Viacom). They are a mainstream company appealing to mass audiences with popular genres, well-known stars and big budgets.


Paramount Pictures promoted Shutter Island mainly through posters, trailers and the website. However the biggest reason for its success has been linked to its TV advertising campaign. Trailers were shown during the US Super Bowl and the Winter Olympics. The exposure the movie got with its advertising campaign during the popular Winter Olympics broadcasts was, according to The New York Times, a big reason for its success at the box-office in its opening weekend.

Word count: 140

Assignment 2 Analytical Task - guidance

Analytical task: Compare the impact and effectiveness of two promotional methods used by one film.

Word count: 1,000-1,200 words (20 marks)

Optional essay plan
You may find the following useful. However, you do not have to follow it exactly and will be credited for alternative or original responses that are convincing and highly effective.


Introduction (50 words)

  • Introduce the question and how it will be answered.
  • Explain what film you have chosen and briefly describe the poster and trailer. 
  • Provide some institutional background to the film (you will need to research this on imdb.co.uk)


Institutional information/background information (150 words)

  • What companies/film studios created and distributed the film?
  • Who directed/acted in/produced the film? 
  • What genre does your film belong to?


Close textual analysis of film poster (200 words)

  • Analyse the film poster in detail, writing about the key conventions and explaining why they are effective.
  • What is the film’s unique selling point (USP)? 
  • How does the poster make the most of the film’s USP?


Close textual analysis of film trailer (200 words)

  • What institutional information appears in the trailer and when?
  • Choose a few key scenes or ‘rich moments’ from the trailer and write a detailed analysis of why the trailer is effective and what impact it has on the audience.
  • Use the media theories we have learned, e.g. Barthes’s enigma and action codes; Todorov’s equilibrium etc. 
  • Compare the similarities and differences between the trailer and the poster – what remains consistent between the two? What differences can you find – and why are they different?
  • What examples of synergy can you find (links between different media texts)


Representation (250 words)

  • Write a paragraph (or two) discussing the representation of different people, places or groups in the trailer and poster (e.g. representation of women, men, race or ethnicity, a country or place etc.) 


Overall effectiveness (100 words)

  • How effective was the film promotion you have chosen? 
  • Use financial figures from your research (box office takings, opening weekend, box office against original budget etc.) to evaluate how successful the film promotion was.


Your own film poster and trailer (250 words)

  • How effective was your own film poster and trailer? How did you create links or synergy between the poster and the trailer? What representations did you create of people or groups?


Mark scheme:

Level 6 (17–20 marks)
Candidates produce convincing and effective analyses of media texts. Media terminology is used extensively and effectively. The nature and impact of media representation is explored convincingly. There is a convincing and clear understanding and appreciation of institutional aspects of media production. Responses, including the explanation, are cogent and well structured with precise and accurate use of language and arguments clearly supported by evidence.

Friday, January 10, 2014

Example - representation analysis

This example paragraph may help you with writing about the representation found in a film clip. It is NOT for a trailer so you cannot use this in your essay but the same skills apply.

Watch the clip on YouTube here (it doesn't seem to be embedding correctly unfortunately).

The analysis:
The representation of men in this clip is stereotypical of the action adventure genre. The main character, Indiana Jones, is a stereotypical classic male action adventure hero. He is rugged, white, brave, intelligent and manages to outwit many opponents. He is shown to actually enjoy the danger and challenge of dealing with so many attackers. He also begins the clip on a horse (a stereotypical American hero’s method of travel). Towards the end of the clip, he actually gets shot but doesn’t let it break his concentration from the mission or quest he is on. This is the representation we expect of men in this genre.

There are two interesting representations of non-Americans in the clip. The first is the local population (probably North African). These people are stereotypically represented through their costume and the underlying message is that these people are insignificant and of less importance than our American hero. At several points in the clip these people are used for comedy (falling off ladders, having their property destroyed or even across the windscreen of the truck). At no point are these people represented fairly or given any depth or personality. This could be perceived as casually racist in the portrayal of non-American people.

The representation of the army (German?) is also stereotypical. The armed forces are often represented as incompetent in action adventure films and this is no exception. Many soldiers attempt to take on Indiana Jones and meet a series of comedy ends (driving off a cliff, crashing a motorcycle into a puddle etc.) This suggests that both the army – and by association Germans, or non-Americans – simply don’t have the intelligence, bravery and strength or our American hero. This could also be viewed as borderline racism. 

GCSE Media Homework

Your homework is absolutely crucial as we reach the end of Assignment 2:

Production work
You need to ensure your FILM POSTER and TRAILER STORYBOARD are complete and ready to hand in on Friday 17 January. There is NO lesson time to complete this.

Analytical Task preparation
You need to complete the film trailer blogpost you started in lessons this week. It must be ONE film trailer and analyse the following things:

Representation - the representation of people or groups in the trailer (men/women/Americans/foreign people/teenagers etc.)
Narrative theory - Todorov, Propp, Barthes. Analyse the trailer using each of our three theories.

Write in full sentences and paragraphs, NOT bullet points or notes. This will be essential for when you start writing the essay on Wednesday.

Due: Wednesday 15 January

Tuesday, January 7, 2014

Representation - starter articles

From www.childrenfirst.nhs.co

Computer game fans are ‘not unhealthy’

The common view that computer gamers are out of shape and overweight is not true, researchers claim.

In fact, many gaming fans are actually healthier than average, a new US study reveals.

More than 7,000 players of the online game EverQuest II were asked about their health by a team of scientists. They found that many exercised more than once a week and had a lower Body Mass Index (BMI) than the average American.

But gamers were more likely to suffer from depression or substance abuse than non-gamers. It is not clear from the study if gaming led to these problems.

The research was done by three US universities and published in the Journal of Computer-Mediated Communication.

It comes as the effects of computer games on health and wellbeing is put in the spotlight. As the games become more popular, more people are studying their impact.

Some have linked excessive gaming to emotional problems, social issues and obesity.

But professor Mark Griffiths, the director of the International Gaming Research Unit at Nottingham Trent University, told the BBC there was no evidence that anyone, other than a small minority, were being harmed by their computer game hobby.

He said: "A lot of people talk about 'excessive gaming' as if it is always bad to take part in gaming, but the context can make a big difference.

"I can think of two case studies of people who both spend 12 hours a day playing EverQuest, but while one is clearly obsessional, the other one is perfectly normal.


"Genuine addicts are few and far between."


From the Daily Mail

Computers and TV blamed for teenage violence and casual sex

By Steve Doughty

Computers and television have pushed a generation of children towards violent behaviour, early sex and mental illness, a large-scale study said yesterday.

It cited celebrity culture, advertising and peer pressure among the reasons why girls often have sex as soon as they reach the age of consent.

And it blamed computer games, the internet and television for 'the lurch to more and more violence which we know can breed violence and increase mental illness'.

The warnings came in the second stage of the Good Childhood report for the Children's Society.

The report warned of the effects of long hours spent watching television, on the internet and playing computer games.

'There is much evidence that exposure to violent images encourages aggressive behaviour,' it said.

'On television, violence is frequently shown as part of a normal human life.

'The violence is both physical and psychological, and violent argument appears as a standard response to disagreement. To be sure, there is plenty of violence in Shakespeare and in the cinema. But people used to go to the cinema once a week, whereas our children now watch television for an average of 17 hours a week.'

The report called for measures to cut the impact of television on young people, including a ban on all advertising aimed at children under 12 and an end to advertising of alcohol and unhealthy food before the 9pm watershed.


Answer the following questions in your exercise book:

1) Are teenagers represented fairly in these articles? 

2) Do you think violent computer games influence your behaviour?