Here we have discussed why we have given our film the Age Certificate of 12.
Our film will include discrimination against women however it will be clear that this is wrong and the main character will be fighting against this discrimination. We will also include some mild violence but most of it will be implied only. There will be no gory details in regards to violence. There will be some moderately disturbing scenes but the film as a whole will not have this tone. There will be no use of drugs or strong language; there will be moderate language only. There will be no sex scenes and sexual acts will be implied only.
Our film would not be able to have the certificate: Parental Guidance (PG) because it includes discriminatory behaviour towards women and there will be some intense threatening scenes for the characters which could be difficult for children to watch. There will also be moderate language which will not be suitable for children.
Our film would not be a 15 certificate because it does not include the use of drugs, strong sex scenes or strong language. Dangerous scenes will not be in a great amount of detail and very frightening and intense scenes will not be long or frequent. The violence in our film will also be moderate only and not strong.
Showing posts with label Research. Show all posts
Showing posts with label Research. Show all posts
Tuesday, 13 December 2016
Monday, 5 December 2016
Friday, 25 November 2016
Music Research
Research for music that we can include in our music opening. We needed to ensure that we do not use copyrighted music.
Mood Board of Shot Ideas
Presentation of different shots and cinematography in some movies and television shows. These can be used to ensure that we are including creative shots in our opening.
Thursday, 24 November 2016
Sunday, 20 November 2016
Elements of an Opening Sequence
Our task was to discuss how our film opening was going to include the elements of an opening sequence.
In our opening sequence we will need to include titles so that the audience are aware of the title of our film and the cast and crew that helped to create it. This is a essential part of any film opening sequence.
We will also need to indicate the place and time period that the film is set in. Part of our film is set in London in the early 1900s and part is set in modern day.. In order to get this across to the audience we will have the past in black and white to indicate that it is something that happened a long time ago and we will have the present day parts in colour to show it is something that is happening now. The audience will also be able to tell what the time period is based on how the characters act and their clothing. Showing the audience that the film is set in London will be difficult to do in the opening, however we can hint towards this by showing thing that could be found in cities, for example a large train station.
Our film opening will also have to include information about our main characters and the type of person that they are. This will be easy to do in our film opening sequence as we will be showing some of the things that our characters do in daily life and so information about them, and the similarities and contrasts between them as we see their lives play our side-by-side, will be obvious to the audience.
Indication about the genre, mood and tine of our film will be apparent in the opening sequence due to the slow pace of the scenes. The scenes are going to be serious and so it will show the audience that the film is a drama that is supposed to be taken seriously. We can also show this with our choice of font in the titles of the film, by choosing something that is serious and not particularly fun or wacky, we are indicating the tone for the rest of the film right from the start.
There will be some questions asked by the audience, for example: Why are we being shown two women's lives? Do the women know each other? Are they related? Who are the people in the photographs? (Scene where modern day character is looking through box of photographs) Why does the women in modern day have a photograph of the woman from the past? These unanswered questions will encourage the viewer to watch the rest of the film to find out what is going to happen.
Mise en scene and cinematography that will be echoed or elaborated upon later in the film will be included in our film opening sequence also. We will include a wide range of camera shots that will be seen throughout the film. We will use mise en scene in the opening to show the audience hints about the characters' lives and therefore what would happen in the rest of the film. For example, the sets that we use will indicate to the audience the social class that these characters come from and also hint at their wealth.
In our opening sequence we will need to include titles so that the audience are aware of the title of our film and the cast and crew that helped to create it. This is a essential part of any film opening sequence.
We will also need to indicate the place and time period that the film is set in. Part of our film is set in London in the early 1900s and part is set in modern day.. In order to get this across to the audience we will have the past in black and white to indicate that it is something that happened a long time ago and we will have the present day parts in colour to show it is something that is happening now. The audience will also be able to tell what the time period is based on how the characters act and their clothing. Showing the audience that the film is set in London will be difficult to do in the opening, however we can hint towards this by showing thing that could be found in cities, for example a large train station.
Our film opening will also have to include information about our main characters and the type of person that they are. This will be easy to do in our film opening sequence as we will be showing some of the things that our characters do in daily life and so information about them, and the similarities and contrasts between them as we see their lives play our side-by-side, will be obvious to the audience.
Indication about the genre, mood and tine of our film will be apparent in the opening sequence due to the slow pace of the scenes. The scenes are going to be serious and so it will show the audience that the film is a drama that is supposed to be taken seriously. We can also show this with our choice of font in the titles of the film, by choosing something that is serious and not particularly fun or wacky, we are indicating the tone for the rest of the film right from the start.
There will be some questions asked by the audience, for example: Why are we being shown two women's lives? Do the women know each other? Are they related? Who are the people in the photographs? (Scene where modern day character is looking through box of photographs) Why does the women in modern day have a photograph of the woman from the past? These unanswered questions will encourage the viewer to watch the rest of the film to find out what is going to happen.
Mise en scene and cinematography that will be echoed or elaborated upon later in the film will be included in our film opening sequence also. We will include a wide range of camera shots that will be seen throughout the film. We will use mise en scene in the opening to show the audience hints about the characters' lives and therefore what would happen in the rest of the film. For example, the sets that we use will indicate to the audience the social class that these characters come from and also hint at their wealth.
Wednesday, 16 November 2016
Film Opening Mark Scheme
This is the mark scheme for our film opening project coursework.
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Titles
Our task was to record the order in which different genre of films display their movie titles.
(0-8 seconds) 'The Perron Family' Photograph
(8-16 seconds) 'The Warren Family' Photograph
(18-22 seconds) Directed by James Wan [Director]
(22-27 seconds) Written by Chad Hayes and Carey W. Hayes [Writers]
(27-31 seconds) Produced by Tony DeRosa-Grund, Peter Safran and Rob Cowan [Producers]
(31-37 seconds) Executive Producers Walter Hamada and Dave Neustadter [Executive Producers]
(37-42 seconds) Director of Photography John R. Leonetti, ASC [Director of Photography]
(42-47 seconds) Production Designer Julie Berghoff [Production Designer]
(47-52 seconds) Edited By Kirk Morri [Editor]
(52 seconds - 1.25 minutes) Patrick Wilson [Cast]
(1.25 - 1.28 minutes) Casting by Anne McCarthy and Kellie Gesell [Casting Director]
(1.28 - 1.33 minutes) Costume Designed by Kristin M. Burke [Costume Designer]
(1.33 - 1.39 minutes) Music by Joseph Bishara
(1.39 - 1.44 minutes) A New Line Cinema Presentation [Production Company]
(1.44 - 1.49 minutes) Safran Company/Evergreen Media Group Production [Production Company]
(1.49 - 1.54 minutes) A James Wan Film [Director and Producer]
(1.54 - 2.00 minutes) The Conjuring [Film Title]
Thursday, 10 November 2016
Student Film Openings
Our task was to evaluate the film openings of other students, marking them based on the mark scheme.
This opening was good because it had a good pace and it also included all of the titles in a creative and fun way which fits in with the Teen Genre. The backing music also fits in well.
However, the opening as a whole is not very interesting as nothing happens and there is not enigma created. The editing is also not done very well and the shots are a bit 'choppy'- especially when they freeze the shot on the titles and then start it again. There are also little continuity mistakes, for example the lighting in the room changes halfway through the opening. Also, when she is opening the wardrobe to get her socks, you can see the person who is filming with the camera in the mirror opposite.
I would put this opening into band 3 - 40/60 marks
This opening was very good because the editing was excellent and the shots fit together well. The music and the pace of the opening made it very intense and exciting. Lots of enigma was created because it was unclear who the people were and why they were chasing after the boy. There was also a very creative use of titles and they were incorporated into the shots well.
However, the camera was very shaky at times and it did not always seem deliberate. The opening was
also much longer than the two minutes that it should have been and most of the chase could have been cut out as it was not necessary.
I would put this opening into band 4 - 56/60 marks
I thought that this opening was amazing. They had extraordinary Mise en Scene and it looked like a professional movie set. The sound was great and it combined a mix of both diegetic and non-diegetic sound. The sound effects added tension to the opening as well as the pace. They used a variety of shots.
To improve they could have included the sound of the book being placed on the shelf because it looks like it would have made a noise, but there is no sound. They also went over two minutes of film but they did not include anything that was not beneficial to their opening.
Overall I would put this opening into band 4 - 59/60 marks
Roses are Red
This opening was good because it had a good pace and it also included all of the titles in a creative and fun way which fits in with the Teen Genre. The backing music also fits in well.
However, the opening as a whole is not very interesting as nothing happens and there is not enigma created. The editing is also not done very well and the shots are a bit 'choppy'- especially when they freeze the shot on the titles and then start it again. There are also little continuity mistakes, for example the lighting in the room changes halfway through the opening. Also, when she is opening the wardrobe to get her socks, you can see the person who is filming with the camera in the mirror opposite.
I would put this opening into band 3 - 40/60 marks
The Edge
This opening was very good because the editing was excellent and the shots fit together well. The music and the pace of the opening made it very intense and exciting. Lots of enigma was created because it was unclear who the people were and why they were chasing after the boy. There was also a very creative use of titles and they were incorporated into the shots well.
However, the camera was very shaky at times and it did not always seem deliberate. The opening was
also much longer than the two minutes that it should have been and most of the chase could have been cut out as it was not necessary.
I would put this opening into band 4 - 56/60 marks
Blitz
I thought that this opening was amazing. They had extraordinary Mise en Scene and it looked like a professional movie set. The sound was great and it combined a mix of both diegetic and non-diegetic sound. The sound effects added tension to the opening as well as the pace. They used a variety of shots.
To improve they could have included the sound of the book being placed on the shelf because it looks like it would have made a noise, but there is no sound. They also went over two minutes of film but they did not include anything that was not beneficial to their opening.
Overall I would put this opening into band 4 - 59/60 marks
Monday, 31 October 2016
Media Institution
Our task was to research different media institutions related to movies and to identify the similarities and differences between a high-budget, mainstream film and a low-budget, independent film.
What is the main film going audience?
I think that the main film going audience would be teenagers because most of them have part time jobs but no financial commitments. Therefore, they have spare money to spend and like to spend lots of time socialising with friends and the cinema is a great way to do this.
How do cinemas make most of their money?
Most of the money that cinemas make from ticket sales is used to pay the production companies so that they have permission to screen the film. Most of a cinemas profit is made from selling snacks and refreshments to their customers (eg. popcorn, sweets and drinks).
How do you get a film into the cinema?
Cinemas will pay production companies for the permission to screen a film in their cinema. However, independent films are difficult to get into a regular cinema and the creator may have to pay the cinema to screen it.
What does a distributor do?
A distributor is in charge of making a film accessible to an audience. This could be either in the cinema or on DVD.
What is the main film going audience?
I think that the main film going audience would be teenagers because most of them have part time jobs but no financial commitments. Therefore, they have spare money to spend and like to spend lots of time socialising with friends and the cinema is a great way to do this.
How do cinemas make most of their money?
Most of the money that cinemas make from ticket sales is used to pay the production companies so that they have permission to screen the film. Most of a cinemas profit is made from selling snacks and refreshments to their customers (eg. popcorn, sweets and drinks).
How do you get a film into the cinema?
Cinemas will pay production companies for the permission to screen a film in their cinema. However, independent films are difficult to get into a regular cinema and the creator may have to pay the cinema to screen it.
What does a distributor do?
A distributor is in charge of making a film accessible to an audience. This could be either in the cinema or on DVD.
Film Institution from lhn100
Monday, 10 October 2016
Juno
Our task was to recreate the opening scene to the movie 'Juno'. We completed the task in groups of three. We had to create a storyboard of the shots we needed to include, film the different shots and then edit them.
Storyboard
The Final Product
Evaluation
I think that my storyboard was accurate to an extent because I included some of the frames and camera movements used. However, I did not include these on all of the shots. I included the duration of each shot and action in the shot. I could have included some more details in terms of Mise en Scene as I have not included key icons and props on every shot. For some shots I have included the transitions that I would need to include in the editing process, but again, not for every shot.
To improve I would include maximum detail for every shot on the storyboard including: the frames and camera movements, Mise en Scene and the editing effects needed.
I think that the filming process went very well. My group worked together very effectively and we completed the filming process promptly. We persevered well with the limited props and locations available to us. One of my group's strengths was our ability to work together and share all of the responsibilities equally. We were all actively doing a task at all times.
We did manage to get all of the shots that we needed but needed to cut some of the shots up and film them in sections so that we could get all of the key icons from the original video in our own shots, and at the right angles. In some places the filming was a little bit shaky. To improve we could use a tripod to keep the camera steady and therefore improve the quality of the footage.
I learnt how to do many things in Adobe Premiere Pro while completing this task. Firstly, how to place another video in the corner of the screen. I also learnt how to edit the effects that I included in my video. I was able to edit the intensity of the cartoon effect (Find Edges) that I used and was able to change the direction of the wipe transitions that I included.
Storyboard
Evaluation
I think that my storyboard was accurate to an extent because I included some of the frames and camera movements used. However, I did not include these on all of the shots. I included the duration of each shot and action in the shot. I could have included some more details in terms of Mise en Scene as I have not included key icons and props on every shot. For some shots I have included the transitions that I would need to include in the editing process, but again, not for every shot.
To improve I would include maximum detail for every shot on the storyboard including: the frames and camera movements, Mise en Scene and the editing effects needed.
I think that the filming process went very well. My group worked together very effectively and we completed the filming process promptly. We persevered well with the limited props and locations available to us. One of my group's strengths was our ability to work together and share all of the responsibilities equally. We were all actively doing a task at all times.
We did manage to get all of the shots that we needed but needed to cut some of the shots up and film them in sections so that we could get all of the key icons from the original video in our own shots, and at the right angles. In some places the filming was a little bit shaky. To improve we could use a tripod to keep the camera steady and therefore improve the quality of the footage.
I learnt how to do many things in Adobe Premiere Pro while completing this task. Firstly, how to place another video in the corner of the screen. I also learnt how to edit the effects that I included in my video. I was able to edit the intensity of the cartoon effect (Find Edges) that I used and was able to change the direction of the wipe transitions that I included.
Wednesday, 5 October 2016
Film Pitch - Evaluation
Evaluation
Our film pitch presentation was evaluated by ourselves, our peers and our teacher. These are the evaluative points that were raised.
Our film pitch presentation was evaluated by ourselves, our peers and our teacher. These are the evaluative points that were raised.
We came to the conclusion that our film title was relevant and bold. We were told that our title was bold, short, snappy and would easily stick in a person's mind; it gains the interest of the audience and subtly hints toward the plot. It also allows the audience to guess the genre without giving too much away.
However, the title is quite generic and not very original as there is a popular television show with the same name.
Our characters have good biographical detail and are all very different and interesting. The cast and the characters fit the genre well. We have young character which means that they are easy for the target audience (teenage boys) to relate to. We also have a wide range of actors including some from minority groups meaning we have good diversity. Some of the characters are also well known meaning that the actors could be good marketing for the film as they already have a fan Base.
However, some people believed that the characters are too stereotypical and would react in prdictable ways, even if they are well developed.
The opening of the film works well to establish both setting and character. It has the potential to create interest right from the start. There is lots of enigma as the audience is left wondering if the characters will escape or even survive.
Though, some argued that the ending could be predictable.
Monday, 3 October 2016
Film Pitch
Our task was to crate a film pitch in groups of three and pitch the idea to the rest of our class.
Here is our film pitch presentation for a Disaster movie. The target audience is 'teenage boys'.
Here is our film pitch presentation for a Disaster movie. The target audience is 'teenage boys'.
Media Language
This task was to learn media vocabulary and apply them to movie openings.
Camera
Frame - extreme close up, close up, middle shot, medium long shot, long shot, extreme long shot.
Angle - birds-eye, high angle, level, low angle, worms-eye view.
Movement - pan left, pan right, tracking, static, zoom, whip pan, drone, helicopter shot, handheld.
Sound
Music
Contrapuntal
Diegetic/Non-diegetic
Off-screen/On-screen
Voice over
Emotion
Dialogue
Mise En Scene
Costume
Lighting - high key, low key, natural light.
Actors
Make-up
Props
Setting - place, weather, time, date.
Editing
Screen time
Transitions
Order of narrative
Place
Special effects
Boyz n the Hood Opening Analysis
'Boyz n the hood' is a drama about a young black boy that lives in Los Angeles. In the opening scenes he is seen walking to school with some friends. On the way to school they stop off at a crime scene. The scene then transitions into the classroom at school where the teacher is teaching her students History. The young boy, Tre, is rude to his teacher who then suggests that he comes to the front of the room to teach the class. After explaining that all human originate from Africa, he gets into an argument with another student and it becomes physical. His teacher then phones his mother to explain what happened but ends up insulting her. Tre's mother explains that he will not be returning to school because he is going to live with his father.
The children in the opening which are walking to school see a crime scene with blood flooding the floor. This is something that you would not usually expect a child to see on their way to school. The children seem very interested in this find and not at all 'bothered' by it. This could suggest that this was a regular thing for them to see, and while they are still intrigued, it is not particularly shocking.
In the opening, African Americans are represented in a negative way. First with the fact about them killing each other at the beginning, and then showing the audience black people being violent with each other.
Medium long shots are used when tracking the children as they walk to school. This clearly shows the audience how many children are their and their location. Close ups and middle shots are used often when a character is talking or their reaction is being recorded. Close ups are also used to focus on the children's drawings in the classroom. The drawings represent the horrible lives the children are living as you can see the violence within the drawings.
A key icon in the opening is the police tape. There is no focus brought to it but is a subtle hint that the community is under pressure and violence and is not a pleasant place to live.
Sound is used frequently to give the audience signs that a key theme in the film is violence. At the start you can hear a young boy saying that his brother had been shot and killed. You can also hear gun shots (something that will cause harm to people), a helicopter (used by the police in emergencies) and a police radio.
The editing also hints at this as a fade transition is used between the crime scene and the classroom, showing that the violence from the outside world is able to enter the classroom environment and the lines between the two are blurred. Straight cutting is used within the scenes which gives them a realistic finish.
Camera
Frame - extreme close up, close up, middle shot, medium long shot, long shot, extreme long shot.
Angle - birds-eye, high angle, level, low angle, worms-eye view.
Movement - pan left, pan right, tracking, static, zoom, whip pan, drone, helicopter shot, handheld.
Sound
Music
Contrapuntal
Diegetic/Non-diegetic
Off-screen/On-screen
Voice over
Emotion
Dialogue
Mise En Scene
Costume
Lighting - high key, low key, natural light.
Actors
Make-up
Props
Setting - place, weather, time, date.
Editing
Screen time
Transitions
Order of narrative
Place
Special effects
Boyz n the Hood Opening Analysis
'Boyz n the hood' is a drama about a young black boy that lives in Los Angeles. In the opening scenes he is seen walking to school with some friends. On the way to school they stop off at a crime scene. The scene then transitions into the classroom at school where the teacher is teaching her students History. The young boy, Tre, is rude to his teacher who then suggests that he comes to the front of the room to teach the class. After explaining that all human originate from Africa, he gets into an argument with another student and it becomes physical. His teacher then phones his mother to explain what happened but ends up insulting her. Tre's mother explains that he will not be returning to school because he is going to live with his father.
The children in the opening which are walking to school see a crime scene with blood flooding the floor. This is something that you would not usually expect a child to see on their way to school. The children seem very interested in this find and not at all 'bothered' by it. This could suggest that this was a regular thing for them to see, and while they are still intrigued, it is not particularly shocking.
In the opening, African Americans are represented in a negative way. First with the fact about them killing each other at the beginning, and then showing the audience black people being violent with each other.
Medium long shots are used when tracking the children as they walk to school. This clearly shows the audience how many children are their and their location. Close ups and middle shots are used often when a character is talking or their reaction is being recorded. Close ups are also used to focus on the children's drawings in the classroom. The drawings represent the horrible lives the children are living as you can see the violence within the drawings.
A key icon in the opening is the police tape. There is no focus brought to it but is a subtle hint that the community is under pressure and violence and is not a pleasant place to live.
Sound is used frequently to give the audience signs that a key theme in the film is violence. At the start you can hear a young boy saying that his brother had been shot and killed. You can also hear gun shots (something that will cause harm to people), a helicopter (used by the police in emergencies) and a police radio.
The editing also hints at this as a fade transition is used between the crime scene and the classroom, showing that the violence from the outside world is able to enter the classroom environment and the lines between the two are blurred. Straight cutting is used within the scenes which gives them a realistic finish.
Thursday, 29 September 2016
First Practise Edit
Our task was to use the Adobe Premiere Pro editing software to edit short video clips together with an audio background.
Overall, I found this task to be relatively difficult. I had never used Adobe Premiere Pro before and had only ever used Windows Movie Maker, and this was only for personal use.
I found it difficult to make the video flow well and I struggled to change the length and speed of the videos.
I think that something I did quite well was making the shots change in time with the music.
Overall, I found this task to be relatively difficult. I had never used Adobe Premiere Pro before and had only ever used Windows Movie Maker, and this was only for personal use.
I found it difficult to make the video flow well and I struggled to change the length and speed of the videos.
I think that something I did quite well was making the shots change in time with the music.
Wednesday, 28 September 2016
Audience
Blumler and Katz's Uses and Gratifications Theory
This theory focuses, not on what the media does to people, but what the people do with the media.
Who creates the content the media or the audience?
I think that the media creates the content but they must create it in a way that will be well received by the audience. Therefore, the audience does have some control about what goes into the media as the media adapts to fit in with them. Also, due to social media, the audience has much more control about what goes into the media; anybody can start a blog, website or post a video on Facebook, Twitter and YouTube - this is then creating content in the media.
Can the media exist/function without an audience? Can an audience (public) exist/function without media?
The media needs an audience and the audience needs media. Media, by definition, means mass communication through the means of television, radio, newspapers etc. Therefore, if there is no audience there is nobody to communicate with and so the 'media' is not actually media.
The public can exist without the media, however it would be impossible to function in today's society without it. We have become too dependent on the internet for both information and entertainment as well as movies and television shows. They have become a large part of our lives and many social interactions involve media in some way - whether you are communicating via social media or talking about something that has been seen in the media. In 2015, 77% of females had a Facebook account and so did 66% of males and 171.9 million cinema tickets were sold. This emphasis the amount of media we consume in the UK alone and proves that removing it will make the live of the public much more difficult.
Who is more powerful: the media or the audience why/how?
Both the media and the audience have power over each other. The media is able to create things to brainwash their audience and make them think a certain way. For example, many people have stereotype of different kinds of people in their head and these stereotypes were mostly put here by the media. However, you could argue that the audience has power over the media because the media would not exist without its audience (for example a magazine would not be able to run if people were not buying copies) and so the media must adapt to the audience's wants. Some might argue that the media does not do this- on the front of women's magazines are edited photographs of women and article titles that are degrading and many women say they find infuriating- but they still buy the magazine don't they? Even if women say they dislike seeing covers of magazines covered in lines like 'How to lose weight' and 'how to look more desirable' because everyone should be happy with how they look, they still buy the magazine and read the article. But is this because the media has made them believe that they must always try to improve the way that they look because they are not already 'perfect'?
Why do people consume media (e.g. movies)?
1. For information
2. Education
3. For entertainment
4. For social interaction (discussions with friends)
5. Escapism
1. For information
2. Education
3. For entertainment
4. For social interaction (discussions with friends)
5. Escapism
Film and You
1. What do we mean when we use the word 'film'?
The word 'film' was originally used to refer to the tape inside a camera that photos and videos were printed onto. This film could then be put into a projector where it can be viewed.
Now, the word 'film' is commonly used as a synonym for 'movie' which is a recording of moving images which tells a story that people can watch on a television or in the cinema.
The word 'film' was originally used to refer to the tape inside a camera that photos and videos were printed onto. This film could then be put into a projector where it can be viewed.
Now, the word 'film' is commonly used as a synonym for 'movie' which is a recording of moving images which tells a story that people can watch on a television or in the cinema.
2. What is meant by the word cinema?
'Cinema' is the word used for a theatre where films are played to the public for their entertainment. It also could refer to the production of films in the film industry.
What are your ten favourite films?
1. Titanic
2. The Family
3. The Others
4. Grease
5. Quarantine
6. The Ugly Truth
7. Boyhood
8. Gone
9. At the Devil's Door
10. The Exorcism of Emily Rose
Why do I consume media?
I use social media to keep in contact with people that I would otherwise have difficulty keeping in contact with and also for keeping up to date with the latest news as I follow newspaper and magazines on social media.
I watch television shows and movies for escapism and also sometime to appreciate the art that goes into making a film. I like television shows especially because you get to really know the characters and get to follow them and watch them develop. I also watch some television shows for social interaction. For example, The X Factor is a show that I watch every weekend during the autumn/winter television season and usually discuss the show with friends at school the next day. This is the same for I'm A Celebrity Get Me Out Of Here and I am able to discuss this with many people as lots of people watch this show for social interaction, also.
Sometimes, I also watch Documentaries to gain information on a subject I am interested in or to gain more knowledge on something that I am studying at school.
Why do I consume media?
I use social media to keep in contact with people that I would otherwise have difficulty keeping in contact with and also for keeping up to date with the latest news as I follow newspaper and magazines on social media.
I watch television shows and movies for escapism and also sometime to appreciate the art that goes into making a film. I like television shows especially because you get to really know the characters and get to follow them and watch them develop. I also watch some television shows for social interaction. For example, The X Factor is a show that I watch every weekend during the autumn/winter television season and usually discuss the show with friends at school the next day. This is the same for I'm A Celebrity Get Me Out Of Here and I am able to discuss this with many people as lots of people watch this show for social interaction, also.
Sometimes, I also watch Documentaries to gain information on a subject I am interested in or to gain more knowledge on something that I am studying at school.
Tuesday, 27 September 2016
Narrative
This task was to apply what narrative is and narrative theories to openings of movies.
Narrative is the retelling of something that has happened. The narrative is not the story itself, but how the story is told.
Barthes
1. Action Code
2. Enigma Code
3. Semiotics Code
Aristole
All stories have a beginning, middle and an end.
Todorov
Narrative has five stages -
1. Equilibrium stage (state of normality)
2. Disruption of equilibrium
3. The main protagonist recognises that the equilibrium has changed.
4. Reformation of equilibrium
5. New equilibrium
Propp
All narratives has certain types of characters -
1. Hero
2. Villain
3. Donor
4. Dispatcher
5. The False Hero
6. The Helper
7. The Princess
8. The Princess's Father
Levi-Strauss
All narratives use 'Binary Opposites'. E.g. -
1. Good and Evil
2. Old and Young
3. Black and White
4. Masculine and Feminine
5. Heterosexual and Homosexual
6. Poor and Wealthy
In the married life scene in 'Up' there many signs and symbols. For example, their handprints on the letterbox represent unity.
An example of how the narrative is moved along in the scene are when the couple are looking at the clouds. They see the clouds in the shape of babies and this makes the couple realise they want baby and this moves them on to the next stage.
A key theme in the scene is the obstacles that the couple faces. For example, the couple want to move but do not have enough money and they want a baby but are unable to get pregnant.
There are also binary opposites in the scene because the woman is outgoing and her husband is much calmer.
Bathes theory of semiotics can be applied here because of the hats first seen in the opening. The hats could be symbolism for magicians or could be hinting at the time period that the film is set in. Lightning is also used which could be used to hint at danger and the unpredictability of some of the magic tricks.
His theories of enigma can be applied to the opening because the audience is left asking many questions - Why are there hats on the floor? Who put them there? Does the man in the tank escape? How does he escape? Who is he? Was the man falling in the tank an accident or did someone put it there deliberately? Who is the little girl? Who is the man showing her the magic trick?
Examples of the action code are - the man squashing the birdcage, the man stepping into the electricity bolts and the man getting locked in the water tank.
In the opening the young girl is meant to represent the audience as she watches the older man perform a magic trick innocently. She is unaware of how the trick is performed and that the bird dies when the cage is destroyed. The bird therefore represents the victim in the man's magic trick and the man in the water tank represents the victim in the parallel one.
The two magic tricks being shown in parallel are binary opposites- the old mans trick seems calm, innocent and safe (despite the bird dying) but the other trick seems to be chaotic and tense. Another binary opposite seen in this opening is the ages of the two characters in the bird trick scene, there is a very young girl and an old man.
Narrative is the retelling of something that has happened. The narrative is not the story itself, but how the story is told.
Narrative Theories
Barthes
1. Action Code
2. Enigma Code
3. Semiotics Code
Aristole
All stories have a beginning, middle and an end.
Todorov
Narrative has five stages -
1. Equilibrium stage (state of normality)
2. Disruption of equilibrium
3. The main protagonist recognises that the equilibrium has changed.
4. Reformation of equilibrium
5. New equilibrium
Propp
All narratives has certain types of characters -
1. Hero
2. Villain
3. Donor
4. Dispatcher
5. The False Hero
6. The Helper
7. The Princess
8. The Princess's Father
Levi-Strauss
All narratives use 'Binary Opposites'. E.g. -
1. Good and Evil
2. Old and Young
3. Black and White
4. Masculine and Feminine
5. Heterosexual and Homosexual
6. Poor and Wealthy
In the married life scene in 'Up' there many signs and symbols. For example, their handprints on the letterbox represent unity.
An example of how the narrative is moved along in the scene are when the couple are looking at the clouds. They see the clouds in the shape of babies and this makes the couple realise they want baby and this moves them on to the next stage.
A key theme in the scene is the obstacles that the couple faces. For example, the couple want to move but do not have enough money and they want a baby but are unable to get pregnant.
There are also binary opposites in the scene because the woman is outgoing and her husband is much calmer.
Bathes theory of semiotics can be applied here because of the hats first seen in the opening. The hats could be symbolism for magicians or could be hinting at the time period that the film is set in. Lightning is also used which could be used to hint at danger and the unpredictability of some of the magic tricks.
His theories of enigma can be applied to the opening because the audience is left asking many questions - Why are there hats on the floor? Who put them there? Does the man in the tank escape? How does he escape? Who is he? Was the man falling in the tank an accident or did someone put it there deliberately? Who is the little girl? Who is the man showing her the magic trick?
Examples of the action code are - the man squashing the birdcage, the man stepping into the electricity bolts and the man getting locked in the water tank.
In the opening the young girl is meant to represent the audience as she watches the older man perform a magic trick innocently. She is unaware of how the trick is performed and that the bird dies when the cage is destroyed. The bird therefore represents the victim in the man's magic trick and the man in the water tank represents the victim in the parallel one.
The two magic tricks being shown in parallel are binary opposites- the old mans trick seems calm, innocent and safe (despite the bird dying) but the other trick seems to be chaotic and tense. Another binary opposite seen in this opening is the ages of the two characters in the bird trick scene, there is a very young girl and an old man.
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