Monday 31 December 2012

Story Board

    These pictures are my groups storyboard. The storyboard is something that is designed to give a rough idea of how finished product is going to look. We were tought somevery important aspects of storyboarding and the filming process, things such as timing, positioning of character and transitions. These individual drawing will be important when we begin to make our anamatic presentation.

Saturday 22 December 2012

Evaluation of the Continuity Task



Evaluation of the Continuity Task

How has the continuity task aided your understanding of the film process?

 This continuity task has taught me a lot of things about making a film first hand. Going out and filming the footage ourselves and in my own case playing small role in the continuity task helped me to learn various things about the practical side to filming, for instance it is very important that you do not break the 180 degree rule. I truly believe that the problems my fellow group mates and I had encountered when filming our continuity task will defiantly benefit us in making the the opening title sequence!

 What problems did we come across during the continuity task and how did we overcome them?

 When we began to filming process of the continuity task no one in my group had used the video recording equipment, but soon after familiarising ourselves with it, it became like second nature. The same problem cropped up when we were in the editing stage of process of making the final product of the continuity task; the problem was the fact that none of us knew how to use any of the editing software, however our teacher Mr Michie and Mr Ford quickly pointed us in the right direction, which was a great help. The ending of the final product it would be fair to say was not executed to the best of abilities, the shots did not flow perfectly due to a timing issue. However I am sure that this will not be a problem in the actual Thriller project.

 What did you do well on in your continuity task?

 On a whole I do believe that the continuity task went rather well considering this was my groups first attempt at filming and first attempt at editing our own footage. In the actual filming process we managed to use a wide variety of camera angles, we also we able to not break the 180 degree rule (however, this took careful concentration because it is easy to do it without thinking, which will get you in a bit of a pickle). Even though we made one or two wrong decisions I one hundred percent believe that we have learnt through trial and improvement from our mistakes.

Thursday 13 December 2012

Continuity Task Locations

The locations that we have decided to use in our continuity task take place outside and inside of the Chikara centre at school.

The first location takes place just outside the front of the Chikara Centre at school.

The second location takes place inside the Chikara centre

Practice

We thought it would best if we practice some of the shots that we plan to use in our continuity task before we begin filming it. We began to draw up the storyboard and we struggled to visualise the camera angles and distances and what type of shots to use, so we decided to take some photos of Finley and me acting it out, taking these photos gave us something to copy from when we were drawing up our storyboard. 
This is a practice photo of a high angled shot looking up at Finley from my perspective.
(This shows him to have superiority over me)

This photo is an over the shoulder shot that is looking down at me (low angle shot) from Finley's perspective. Making me seem inferior.

Wednesday 5 December 2012

Preliminary Task

When we are making our continuity task we have to provide a shot list and follow a list of certain technical requirements to follow when we are filming and editing.

These are the technical requirements that we need to stick to:

  • You must include a shot reverse shot.
  • You need to include more than one location. 
  • You need to include a shot reverse shot.
  • You must include some non-diegetic score.
  • You need to include some interaction between characters.
  • You must edit so that continuity is apparent and meaning is clear.
  • You MUST not break the 180 degree rule. 
The locations that we are using are the Chikara Centre and the drama studio.
The two characters that we are using are Finley and I.

This is our groups shot list:
  • Over the shoulder shot of 'Person A' entering the Chikara centre. 
  • Close up of them opening the door. 
  • Close up of 'Person A' looking around the building for 'Person B'.
  • they then walk up and and opens the second door.
  • Cuts to Drama Studio.
  • Establishing shot of 'Person B' writing.
  • Close up of 'Person B' face.
  • 'Person A' then walk towards 'Person B'.
  • Shot reverse shot of 'Person A' asking "where is my pencil case?" and then 'Person B' replies "please Finley, I really need it"
  • Shot of 'Person A' going to hit 'Person B'
  • The screen cuts to black just before he punches.
  • 'Person A' exits through the same door. 
This is what our storyboard looks like:




Monday 3 December 2012

Strengths and Weaknesses of Editing

Strengths and Weaknesses of Editing


This is a picture of my notes from class, where I learnt for the first time how to edit. We used Adobe Premiere Pro. Our (Melissa and I) task was to watch a clip of a previous students thriller coursework and then try and recreate it as close to the original as we could. We had to recreate the clip from the raw files and insert non diegetic sound and music, we also had to put the titles into the clip as well. 

Around 3/4 of the way through the lesson our original saved file of our editing work was accidentally deleted, as a result of this the only thing we could do was to start the whole process all over again, which was very frustrating. On a whole I found the editing task to be relatively straight forward but not too easy. I found this whole exercise thoroughly enjoyable. This lesson was very important in my media work, because I now know the basics of editing.

Attempt at Storyboarding

Attempt at Storyboarding



These are pictures of Melissa Kerrison and my first attempt at storyboarding. The title that we were given to use was "Terror in the night" we found this a fun and interesting task, however the title was a little cliche.

In the storyboard we had to draw a picture of what is happening, list the type of shot for that scene and how long that shot lasts for and also we had to list down any sound or dialogue. In this storyboard there are eight shots in total.  

Storyboarding

Storyboarding




These two pictures are notes on storyboarding that we were taught by our teachers. My teacher showed us all a video clip of a director that used storyboarding to plan out what is going to take place in the finished product. From this I have learnt that it is very important to use storyboards to get a general idea of what is going to take place, storyboarding gives you an overall idea of research, planning, visualisations, timings, ideas of tone, camera angles and most importantly it allows you to go back over and review the ideas and make alterations to individual scenes.


This is the story board that we made for our continuity task.


Wednesday 28 November 2012

Importance of Storyboarding

Why is storyboarding so important?
  1. It gives you an overview of what it will look like.
  2. It gives you a plan to follow when you are filming.
  3. Helps separate different scenes, and shots.
  4. Helps you to keep track of the pace, and timings of shots.
  5. It links the planning and filming processes together.
  6. Pitching an idea.
  7. Helps you to visualise your ideas.
  8. Gives you a chance to go back and make changes.
  9. It links between the shots.
The use of arrows:
  • It is cost effective.
  • You are showing what happens.
  • Effectively drawing the shot type.
What do you need to include in your storyboards?
  • Camera angles.
  • Direction of movement.
  • Sound.
  • Mise En Scene.
  • Shot lengths.
  • Transitions. 
Based on what you have learnt, in what way is a storyboard important to a director?
  • The storyboard allows the director to visualise what the scene is going to look like. 
  • It is cost affective.
  • It allows them to overcome a lot of problems that may occur during filming.
  • It gives the director a plan to follow when the filming process begins.

Tuesday 27 November 2012

The Re-Creation Task

During class the other day our teacher set us the task to re-create a shot extract from its original files. So basically what we had to do was watch the video and then re make it using only the raw footage and Adobe Premier Pro. We were put in pairs and told to do this task together. I found this task really useful as I was not very good at using the editing software so it forced me to learn how to use it, and I had my team mate Melissa to help me and work together with. We had a time limit of an hour and forty minutes to edit it the best we could to match the original clip that we had watched. This exercise was very useful and I found it quite fun and interesting to do. I strongly feel that the clip we had created was as near to the original as possible. We both worked hard as a team and I am very pleased with the outcome.

Tuesday 20 November 2012

Further planning

The plot:

  • The title of our production will appear, and over the top there will be diegetic sound of the interviewer asking the Prime Minister why he had decided to visit the Chalfonts Community College. The picture then fades out. 
  • Mid shot of the Prime Minister, a second pause and then he begins to speak with blood dripping down his face (not reacting to it).
  • Jump cut to an extreme close up of the teacher with a sly smile on his face, although in the background the Prime Minister is still talking.
  • Jump cut back to the news frame, there is nothing wrong with him (shows the teacher was imagining it). The interview comes to an end. 
  • Zooms out to the teachers room, shows the mess in his room. Then cuts to the title sequence.
  • Montage sequence will be made to go behind or included in the title sequence.
Characters and costumes:
  • The Prime Minister- Smart suit and tie, white shirt and a blue tie. (Professional, smart attire)
  • The teacher- Tired looking, wearing a suit, messy hair. Possibly wearing glasses. 
  • Interviewer- Smart/ casual, well groomed hair. 
  • The voice in the background- wont need a costume as they are not visible. 
Props:
  • Tablet packets. 
  • Newspaper cuttings.
  • Pictures.
  • Pin-board. 
  • Television.
  • Desk. 
  • Picture frame. 
  • Lamp.
  • Empty bottles of alcohol.
This new and improved planning is more detailed and we have changed a lot of things. We want to make the opening sequence as tense and for it to be very thrilling, and enjoyable to watch. It is possible that our new and improved plans could be altered in the future stages of making the thriller if needs be.

Development of Ideas

Original Idea
  • Starts off with an establishing shot of the houses of parliament and a silhouette staring at it
  • Cuts to an extreme close up shot of the mans glasses and in the reflection we can see big ben
  • Cuts to a black screen. The credits come up.. *directed by ...* etc.
  • The ambient diegetic sound of a whirring of a video tape, and then cuts to a VCR recording of the man speaking into the camera, saying things such as "By the time you have all watched this, I would have killed the prime minister."
  • Cuts to the man drinking vodka in his bathroom and a close-up of a box of pills indicates he is on medication, not mentally stable etc.
  • Bright lighting juxtaposing with his gloomy, miserable expression.
  • Establishing shot of the school and it quickly cuts to the staff room, you hear the diegetic sound of the chatter of the other teachers whilst you see a teacher assemble a gun together and clean it, which foreshadows what is to come.
  • Long shot of him walking down the corridor with the sound of his heavy breathing.
  • Applause heard in the background, inferring the prime minister has just been welcomed to the stage.
  • Over the shoulder shot of the man entering the assembly.
  • Quick close up of prime minister and the screen blacks out as the title comes up.
We all liked this idea very much, however we thought that it was a very demanding task to fit all of this into a time space of around two minutes, and that it revealed far to much and would spoil the plot for the whole audience. As a result we decided to come up with a new idea; on the same story line, but as a group we have made improvements on it.

Second Idea
  • Begins with TV interview with interviewer and the prime minister, the prime minister is saying why he's going to schools to give talks about government.
  • Zooms out, slightly. Tv turns off.
  • Close up of assasinator, angry facial expression, dark lighting, dressed in a suit or shirt and tie
  • Cuts, to over the shoulder shot of him walking down the hallway
  • Sound of heavy breathing and sound of shoes.
  • Diagetic sound of audience's applause and welcoming prime minister
  • Assasinator opens doors of where the speech is being held
  • Cuts to black screen, titles come up
  • Non diegetic slow music and diegetic sound of a gun being loaded.
I personally think that the second idea is much better as a whole, it does not reveal to much to the viewer but still informes them that the film is indeed a thriller. This idea also has far more tension which is a key element in a thriller film.

Monday 19 November 2012

Group Discussion



This is our group's discussion on the possible genres that we could use to base our own thriller on, since this video has been filmed we have decided to do a political thriller for our coursework assignment. In this video we have decided that we do not want anything too cliche, and that we didn't want to venture into hybrid genres. however we now think this was not the best idea seeing as it is very early in our decision making.

I think that recording our discussion was a good idea because it allows us to go back over and recall the situation and evolve our ideas even further.

First Idea

First Idea

  • Long shot of a middle aged caucasian male silhouette, starring at the Houses of Parliament.
  • Cut to men's glasses (intense close-up) >reflection of Big Ben in his glasses.
  • Cut to black screen and titleof the film.
  • Cut to the a VCR recording of the man speaking directly to the camera. Fuzzy video quality draped over background.
  • Cut to shady camera shot of a man entering a bathroom. (Bright lighting) juxtaposes with sad, dark expression holding a bottle of Vodka, and taking large dosages of prescription medicine. staring intensely.
  • Establishing long shot of the front of the school, then cuts to the staff room (non diegetic sound playing over the top)
  • In the background you can hear the sound of the news reporter talking about the Prime Minister, then a cut to a teacher assembly.
  • Long shot of the protagonist walking down the corridor, with his hand always on the gun. (applause can be heard in the distance) all of this will be done with an over the shoulder shot to make the viewer feel more connected. 
  • The protagonist enters the room and and looks up at the back to the Prime Minister.
  • the background cuts to back.
This was the first idea that we had planned as a group, however we all agreed that it was revealing far to much of the storyline, we though as it is an opening extract we want to feed the audience little bits of information, so that we don't ruin the whole story yet we still manage to hold their attention and keep them hooked. After coming to a conclusion on what to do we thought best to cut it down in areas and work on our ideas to improve the title sequence. The idea is to create a more intense, yet realistic piece of media. We have agreed that we are still keeping it a political thriller, as it is a rather unique idea that few people have tried before. We all plan to keep working on our ideas and will use team work to create the best thriller opening sequence that we can.

Thursday 15 November 2012

Essay Writing

Essay Writing



In one of my Media Studies lessons the teachers showed us how an essay should be written. From this I have learnt that I need to use a lot more technical language in order to progress with my essay writing. I have found this very useful and have applied it to the latest essay that we have had to write, which was about "How is social status represented in the extract of Merlin"- Hopefully I have boosted my grade from my previous attempts at essay writing. 

Sunday 4 November 2012

Media Studies so far...


Media Studies Review

What have I learned from media studies?

-Media studies has tough me many new skills in order to break down a piece media (i.e. video clip etc) and examine different ways that the producers, director, costume people have used lighting and camera, sound, colour and outfit to enhance/ add to the scene.

For example, in the Titanic clip that we viewed in one of our lessons, rose wears white clothes and gloves; indicating that she is pure and better that the lower classes, she is also shown in the light which again is another indication of her importance and purity, wealth etc.

My strengths:

This has been my first school term studying media studies; I have found media to be very challenging and demanding at times however I have managed to get my work due in on time and I also have tried to stay on top of my work.

I would say that my strongest point in media would be the analysation of video clip and deciphering the hidden messages (what certain things mean/ the context that they are presented) I have some very strong ideas when analysing a piece of media, and I would most definitely say this is what I am strongest at!

My weakness's:

As I am new to studying media, I have found it difficult at times to understand important key terms i.e. iconography, semiotics, iconic signs, indexical signs etc. I have also found it quite difficult to grasp the task of essay writing, when writing my essays I have found it rather difficult to include how the key terms effect the overall product in a piece of media, this is because I was struggling to understand all of the different terminology that we are required to learn in order to progress further in my media work. Blogging is another thing that I really need to improve on as I am not blogging regularly, which is making more work for myself that is unnecessary.

Targets to improve?

Things that I am going to try extremely hard to improve on is my essay writing, to do this I am going to make a great effort to do as many practice essays and hand them to the teacher to get them marked and then read their feedback and learn from the things that I perhaps have done wrong and things that I did not include. Another thing I am going to do is revise my key terminology, this will very much come in handy to help to improve my essay writing. I am also going to try and blog more regularly instead of doing it in big chunks because I think it will lift a big weight off of my shoulders.

Thursday 18 October 2012

Finley's Analysis Of The Island

Finley's Analysis Of The Island



Evaluation:

Finley has decided to vlog his response of analysing the opening sequence of the film The Beach starring Leonardo Dicaprio. The whole idea of the vlog allows me when evaluating to write along with what he is saying, I don't need to physically look at the video, just listening to it gives the information to be able to understand the message that Finley is trying to communicate. 

Finley focus' on lighting a a lot in his commentary when speaking about the film 'The Beach' and how it represent the danger that he is going to face in his future in Bangkok, Thailand. Finely goes on to mention about iconography and how it is symbolic of/ and represents the danger that Richard (played by Leonardo Dicaprio) wants to become a part of. - this indicates Finley's in depth knowledge of iconography and how he fully understands the topic in great detail. 

My Response To Hannah Dunsdon's Analysis of Casino Royale

My Response To Hannah Dunsdon's Analysis of Casino Royale




Evaluation:

Hannah begins her analysation of the critically acclaimed James Bond film Casino Royale (which is the 21st film of 23 James Bond films). Furthermore Hannah goes on to talk about how the camera could possibly be coming from someone's eye as it is at eye level, she also goes on to discuss how the James Bond film collection is very iconic, and is recognised all over the world. Hannah discusses the fact that the hearts,diamonds,clubs and spades all link into the theme of Casino- however to improve I do feel that Hannah could have linked the iconic signs of the hearts etc on the cards could be linked into the title as well as the theme of the film. 
In her Analysis of the film Hannah has shown a strong and developed understanding into the various techniques like camera, sounds, miss-en-scene etc. 

Evaluation of Mission Impossible 2

My evaluation of Melissa's analysis of Mission Impossible 2




Evaluation: 

In Melissa's blog, she has decided to analyse the Film 'Mission Impossible 2'. Melissa briefly gives us a synopsis on what 'Mission Impossible 2' is about. In her analysis Melissa focus' on Mise-en-scene, sound, editing and finally camera techniques, then she goes on to talk about her aver all view on how these techniques (where she shows a great level of understanding on how these effects are used to create the end result) are used to improve the film and how effective they are in enhancing the end result in the opening sequence of 'Mission Impossible 2' I have learnt from reading through this blog entry analysis of the film  (having never seen the film before) that the film is set in a desert which conveys loneliness and isolation of the character, and how it could also imply that the character is peaceful and relaxed.

Evaluation of Melissa's Analysis of Se7en


My evaluation of Melissa's analysis of the opening title sequence of the film Se7en



My Evaluation: 

Melissa begins by informing us of what and why she is analysing these films. she also kindly gives us a brief synopsis; which helps informs us of why the film is called Se7en (seven deadly sins). 

In her analysis Melissa goes on to talk about camera techniques, miss-en-scene, editing and sound and how all of these different techniques are used to enhance the viewer experience. In my evaluation of Melissa's analysis I am going to focus on her interpretation on how sound is used throughout to enhance the viewer experience of the film. Melissa mentions about non-diegetic sounds and how the are made to produce a sound that sounds natural to the human ear when in fact it is not, Melissa also informs me of how screaming connotes danger and creates suspense. 

Finley's Analysis of Requiem for a Dream

Finley's Analysis of Requiem for a Dream





Evaluation:

Reading through Finley's analysis of the film 'Requiem for a Dream" it is clear to see that he has acquired extensive knowledge of iconography, editing, camera techniques and lighting etc. In this analysis Finely has talked about effects like how the darkness and how it represent despair through- out the whole film. Furthermore he goes on to comment on how the colour white on the nurse's uniform  'which has symbolic connotations of purity, which juxtaposes with the protagonist. This is a great example of how Finley has informed me on how colour effects certain meanings/ signs/ events and how it will effect the audiences perception on the protagonist. From reading this analysis I have learnt a lot.

Evaluation of Finley's Analysis of 'Homeland'


Finley's Analysis of Homeland






Evaluation: 

From evaluating Finley Harnett's analysis on the show 'Homeland' it has come to my attention that TV shows just as much as films rely on having an important opening sequence. From my evaluation I have learned that 'Homeland" is a political thriller. Before we watch the clip Finley very kindly provided us with an introductory paragraph which gives me a brief synopsis; this is extremely helpful in my understanding of the opening sequence. 

Finley then also goes into detail about the way that the archive footage get the audience thinking of those terrible events in history, which very much create's fear in the audience. the conclusion that Finley has made gives a clear indication of his understanding into the techniques used to make Homeland a 'Straightforward political thriller.' 

Wednesday 17 October 2012

TAKEN (Analysis)


TAKEN


What is this film about?

The film Taken is about two young girls (Kim and a Friend Amanda) who decide to travel around Europe (Paris, France) so that they can follow a band tour around. While they are in Paris alone they encounter a young man who misleads them, they end up being kidnapped by the largest sex trafficking organisation in Europe, and eventually put on sale as prostitutes. Meanwhile back in America ex CIA agent Bryan Mills (Kim's father) Played by Liam Neeson travels around the globe from LA to Paris to hunt down and personally kill all of the people responsible for taking his daughter, he eventually returns Kim home safe to her mother (Lenore). Currently there is a new sequel to this film called Taken 2 that is currently being shown at the cinema.

Camera/ Mise En Scene

In the opening sequence of this film, we are introduced to the family through a home (style) video, this is iconic of the nineties. The camera work is edited in lots of jumps to make it seem as if it was in fact a real home video. Later on at Kim's birthday party Bryan (Kim's dad) gives her her present, soon after her mothers present arrives which is a horse, this very much links in with the first opening clip of Kim when she was 5 unwrapping her birthday present which was a plastic toy horse, this was clearly used as a sign to signify what was going to later happen in the film and making a link between the two of them.

The horse that Kim is given Denotes wealth. She comes from a wealthy family. When Brain see's this; a long shot camera technique is used to convey his emotions to the audience. Then we we see the longshot we can see the present at his feet that was intended for Kim, this indicates that his present and he him-self is inferior to her step dad, Stuart.

Editing and Sound

Throughout the opening of the title sequence of the film there is a mixture of slow and fast cuts, for instance in the very beginning of the film when it is the home video it starts of with slow cuts, however it begins to speed up very rapidly to gut out unwanted and un-needed bits of film.
Non-diegetic sound is also used throughout the opening of the film, this gives the audience the scene that at the time when the video was being recorded was such a magical moment in young Kim's life.

Taken is a Action, Crime, Thriller. 

Progress



This is a photo of what my group still has to complete by the deadline of the 19th of October. we are all taking individual tasks to even out the workload.

Primeval Essay


How Is Gender Represented in Primeval?

For this task the class was presented with a section of clip from one of the Primeval episode. In this clip there is a dead body found that is buried around ten feet deep in a forest. When excavating it a sabre-tooth tiger, once the tiger has been dealt with there is a new challenge of Mr West and Jenny (the reporter) where west threatens Jenny with a gun after she blackmails him for taking the blame for some crime he has not committed.

In the opening of the scene we are introduced to the leading male character and the leading female character (Abby). The audience would be unaware of that the female actually turns out to be the protagonist of the clip, where as it would be unusual for the audience to watch something that has a female protagonist.

In Primeval gender is presented through various different techniques, for example symbolic signs are used to give the impression that the man (leading male) is going to protect Jenny from the Sabre-tooth tiger attack, when in fact it is Abby who saves his life. During the conversation that takes place after the body is found, we see that Abby included in the conversation; however when she tries to contribute to the conversation her ideas are not taken on board by the other men in the group discussion.

Gender is also represented thought by the clothes that the characters wear, for example the man that puts the rock on top of the trap in the beginning is wearing a scarf. Now to the audience that would see the type of scarf and also a pink top that he is wearing are symbolic of the female gender (the colour pink denotes love and passion, which connotes that he is less involved in the scene). He is also wearing a leather waistcoat and Is not really suited to the occasion (not wearing the appropriate clothing) this indicates that he is not one of the main characters, this together with the fact that he does not contribute to the discussion that takes place shows that he is an smaller role in the scheme of things. On the other hand Abby wears a leather jacket and shorts which is symbolic of men, this indicates that she has a more important role, and that perhaps she has male tendencies/ characteristics (i.e. strong, brave and determined)

When we hear the roar of the Sabre-tooth it is an indexical sign (it signifies danger and we associate the roar to a tiger). Then the tiger comes in and attacks the man who is excavating a dead body from the big pit in the ground. He is low down and high camera angle is used to look down on him to make him appear small and inferior to the tiger (which in reality would be true, because the tiger is much bigger and more powerful. The camera angle is facing up towards Abby, this informs the audience that she the powerful character . The fact that Abby is look up to from the camera and the man in the hole is looked down at by the camera reiterates the fact that he is defenceless and the fact that she is the one who will eventually have to rescue him, which would be perceived to be unusual because she is the woman and it is a symbolic sign for the woman to be the one in distress, and the male gender is seen to be the dominant one.

Abby operates a large piece of construction machinery which is iconic for a man to use, however Abby manages to operate the machinery with precision this again reiterates Abby's masculinity. The leading male then sees it as his duty as a man to get the sabre-tooth away form her, but inevitably Abby has to save the day by firing a shotgun which scares away the tiger (a shotgun is a very powerful fire weapon, which is easily capable of knocking someone off their feet, however Abby does flinch when she shoots the gun which is very unrealistic seeing as she is a rather small woman and it is a strong powerful gun.

In the next scene which is located at Mr Wests' barn Jenny (the reporter) confronts West about illegally breeding. At the beginning of the conversation Jenny is very much the more powerful dominant character because she has something against him (at this point the camera is at eye level showing that they are relatively equal, but as soon as Mr West grabs his gun she immediately becomes the weaker sex, high camera angle looks down at Jenny on the floor and the camera is looking up at West which shows him as the more significantly dominant character.

In conclusion in the begging of the clip, it was Abby who tended to the the more dominant character over the other males, she had masculine aspects about her that suggested that this was the case, however in the second half of the clip we see the West become the most dominant character , which to me indicates that the viewer is meant to see that both sexes are meant to be equal, on one hand we have a weak and defenceless man in the first half and a strong brave woman, and in the second half we have a strong man and a weak, vulnerable woman.

Word Count: 903

Tuesday 16 October 2012

Update

The rest of my research into thrillers will be posted later on today.

Monday 15 October 2012

Research - Thrillers (Characters/ Themes


Thrillers
Characters and Plots

What are they?
Thrillers are determined by a certain set of conventions (i.e. Fast pace, regular action, including creative heroes who must be successful (most commonly)). Thrillers are made to excite the audience, and a sense of suspense and exhilaration. Very often thrillers are designed to to be challenge the minds of the audience i.e. Inception (psychological thrillers are designed to play mind games with the viewer.

Themes in thriller films:

  • Crime
  • Kidnappings
  • investigations
  • Heists
  • Ransoms
  • Revenge
  • Stalking
  • Obsession
  • Death traps

Typical Characters:

  • The film is structured around the protagonist and their thoughts/ feelings.
  • The Protagonists usually face death in some way or another.
  • There are almost always an antagonist.
  • The protagonist and antagonist most often have conflict throughout the film.
  • The characters include Criminals, victims, sociopaths, sociopaths, terrorists, police etc.
  • both the protagonist and antagonist tend to be men, however this is not always the case.
  • In psychological thrillers the protagonist often plays mind games or or is a victim of a mind games from the antagonist of the movie.

Sunday 14 October 2012

Primeval Analysis


Media: MCH

Notes for Primeval clip:
Section One: Talking, Sabre-toothed tiger attack.

Section Two: sabre-tooth running away. Gun shot.

Section Three: Back at the base having a discussion.

Section Four: Barn scene.

-Review the scene – reflect statements on gender
-Discuss what notes you have, technology, gender, evidence.

Men and women are not equal in this scene. Men have the power in terms of what is to be done, whereas the women are the one doing all of the work i.e. saving the main male charicter from the sabre-tooth.

The men are introduced before the women are.

In the conversation the male are most dominant, but the women are still part of the discussion.

Importance- burley man in the middle.

Female is being marginalised.

In this scene from the TV show Primeval, we see an that the males are introduced first and then the women. During the conversation that takes place the men dominate and the female (female one) is included in the discussion however her thoughts are not hear and she is marginalised. When we see this we assume that the men are the ones with the all of the power. The next part of the scene is when the leading male is attacked by the sabre-toothed tiger. At this point the female has to protect the man, this is opposite to the way that the female – male role is perceived. The man I seen to be the one who is meant to protect the female, however in the scene it is the woman who saves the man. Although the male (male one) realises that it is more or less his duty as a male to protect the woman from being attacked.

Sunday 30 September 2012

Diegetic + Non- Diegetic

Sound 

Diegetic sounds: the real sounds that come from the scene. 
  • Talking. 
  • Screaming.
  • Heavy breathing.
  • Fighting sounds. 
Non- Diegetic sounds: the sounds that are added over the top of the real sounds, added after. 
  • Music.
  • Sharp sudden noises entended to frighten.
The lack of diegetic sound in a piece of media reinforces calm before the storm.


Monday 24 September 2012

Titanic Binary Oppositions Essay H/W


Discuss the ways in which Cameron has used Binary Oppositions to create meaning in Titanic.

(In your answer you should comment on his use of semiotics; you may also choose to draw upon any knowledge you have of the film language)

In this extract from Titanic, Cameron uses binary opposition’s to show the divide between the rich and poor, and upper and lower classes.
In the first scene of the film ‘Titanic’ there is a binary opposition with old and new, old being when the shot of the ship at the bottom of the ocean (this could also be seen as present and past). The next section we are introduced to is the dock where there is a opposition of rich and poor, the poor people have to go through a health inspection before they can board the ship, whereas the rich just go straight on board (because they are wealthy they would not have any health problems, obviously). The titanic its self also represents a class division by its color scheme alone. White on the top half of the ship, this represents good and innocence and it’s on the top half; which relates to social classes (upper class etc.) Where as the bottom half of the ship is black which represents death and uncleanliness.

Through the crowd we see two cars drive through and top to let out some passengers, the camera zooms into the cars, which are carrying passengers. The car is covered in gold, which denotes wealth (indicates wealth). The car door is opened and out steps the female protagonist ‘Rose’ when rose turns to face the ship the light shines on her face this suggests to the audience the impressiveness of the Titanic. However the ship not at all impresses Rose.
Rose is wearing a large vibrant purple hat that symbolizes wealth and royalty. She also wears a white dress, which suggests the fact that she is a virgin (from my own knowledge of the film, Rose loses it to the male protagonist ‘Jack’ which would have been scandalous at the time considering she was not married to him let alone engaged). Rose also wears white gloves; this is to avoid direct physical contact with the lower class people helping her out of the car etc.
Following Rose is Roses mother ‘Ruth’ who is impressed by the presence of the ship; this is a binary opposite to Rose (impressed is to unimpressed). Ruth is wearing a Green dress that gives the hint to the audience that Ruth is jealous of Rose and her life.
The less wealthy people do not wear colorful clothes, they wear greys and dull colors, and this is another binary opposition (colorful-dull) to show the contrast/ divide between rich and poor passengers.

When Rose, Ruth and Cal (short for Caledon, Rose’s FiancĂ©) board the Titanic she get on at a higher point than the normal people do this again shows an opposition between the rich and poor. The rich get on at a higher platform because they are more highly regarded as people and they do not have to undergo a health check; in addition the wealthy people are also allowed to take their pets onto the boat with them, whereas the poor are not allowed anything but there belongings. The people on the docks who are not first class ticket holders have to wait there turn before they can board the ship, and it is all a bit of a mad rush to get on board. On the other hand Rose, Cal and Ruth are all taking there time to get on; this gives the viewer the sense that they are more laid back. When they are boarding the boat graceful slow music is being played which yet again reinforces their high social standings. As rose is walking in with the voice over saying that she was being “taken back in chains”, “screaming inside” the light comes off of her face which reinforces the fact that she feels trapped and alone. Although she may have everything she wants she doesn’t feel happy inside. This is ironic because Jack is a character who takes every day as it comes and who feels free (but has nothing), in opposition to this is Rose who has so much yet feels unhappy with the life she is living.   

The next part of the scene is in the saloon where the audience is introduced to Jack the male protagonist who plays Rose’s love interest throughout the film. In the saloon it is dark and full of smoke opposed to light and fresh air from outside. Jack is an anti-hero meaning that he is good but he has his faults, this is shown when we are introduced to him playing poker (gambling). This signifies to the viewer that Jack is who he wants to be.  When jack wins the two tickets for the Titanic the music changes to fast upbeat Irish music (usually played on a fiddle) this reinforces the chaos and the mad rush for jack and his friend to get to board the boat in time. The upbeat music is symbolic to the working class backgrounds, in bars etc. The racing to get to the boat is a binary opposition to Rose’s entrance to the boat. 

In conclusion James Cameron uses semiotics and binary oppositions throughout to make many different links to state the clear differences between not just the two leading characters Jack and Rose but the rest of the passengers on the boat. For example the clothes that the first class passengers wear compared with the clothes of the other passengers, also the attitudes towards the boat its self. For instance Rose is unimpressed which shows that she is spoilt “a spoilt little brat even” (a quote that Jack uses later on in the film to referrer to Rose), on the other hand Jack is ecstatic that he is a passenger on the Titanic. This is a clear opposition to the audience that Cameron has decided to use to portray the two main roles.  


Word Count: 970
Word Count Including Question Title: 1011

Thursday 20 September 2012

Hybrid Genre + Genre Recognition + Classic Hollywood Narritive

Hybrid film Genre


i.e Western- Comedy

The Genre Cycle : the genre cycle changes because of the audiences general preference.

Reasons why a certain genre is classified as that genre is. Genre's are classified by a set of conventions, rules and expectations that the viewer might have for a film.

Hybrid Genre's: Genre's that combine to form a new classification of genre i.e. romantic + comedy = rom-com or action +thriller = action- thriller

How different films can be the same genre , however they are different aspects of that genre meaning now two film is the same. (unique).

Genre Recognition 


Audiences recognise genre through many different conventions (rules):
  • visual imagery (iconography)
  • plot
  • Character
  • Setting
  • Modes of narrative development 
  • music
  • Stars 
Differences between genres allowed audience to be identified and catered to.

Key Point: 

Social, cultural, economical, political changes all affected the studio system.

Classic Hollywood Narrative

  • Problems are solved so that order is restored. 
  • High degree of closure.
  • A linear narrative.
  • All questions raised were answered. 

Issues + Debates

Issues + Debates


Genre: Genre is a  set of conventions (rules). Recognisable, usually through iconography, familiar narrative, miss-en-scense, actors and style of representation. 

Genre is never static but constantly renegotiated between industry and audience - a combination of familiar reassurance and new twists. 

A creative strategy used by film producers to ensure audience identification with a film - a means of trying to predict risk. 

Key Terms 1


Important Key Terms:


Representation: Representation is the way that people, groups, cultures and ideas are shown by the media.

Media texts show not the truth but an interpretation of the truth.

Macro-analysis: Looking at the broad analysis, taking the whole thing into consideration.

Micro- Analysis: Looking at something in great detail and analysing it closely.

Mediate: To come between the truth.

Signs are polysemic.

Polysemic: Polysemic refers to the facts that signs can have more than one meaning.

The Genre Cycle: This is when one genre becomes less popular, then a new group of a film becomes popular. eventually it become a complete cycle.

Binary - Oppositions Homework




Media Homework


The sample that I have chosen to use as an example to show binary-oppositions in a media text is the Film ‘Salt’. ‘Salt’ is a about a woman, who was brainwashed by Russian spies when she was young. Years later she is living in America as a FBI officer and has no recollection of her past, Evelyn Salt turns out to be innocent and instead of killing the president, tries to protect him (however this does not appear so to others, people think that she is going through with her task). ‘Salt’ is rated 12A.‘Salt’ is an action film. 

Kill- Protect
Fight- Defend
Truth –Lie
Weapon- Defend
Remember- Forget
Live- Die
Honor- Dishonor
Good- Bad
Right- Wrong 
Run- Walk

 From studying the trailer of the film I could not find any more binary-oppositions. However there might be one or two more that I have accidentally missed out, if so I will later add them to the list and then re-upload the document to my Media Blog.