Cross Media Convergence and Synergy:
The promotion and sale of a product (and all its versions) throughout the various subsudaries of a media conglomerate, eg films, soundtracks and video games. (DISNEY)
Production Technologies:
The variety of digital and analogue technology used to film.
Technology Convergence:
The process where new technology is moving towards single platforms, delivering multiple media outputs that can be used to reach audiences. (PLAYSTATION3)
Friday 9 December 2011
Thursday 8 December 2011
Monday 5 December 2011
TV Drama: Skins: Editing Example Paragraph
Parallel editing is used to show that the boy and girl are related and have a strong relationship. We can see through the parallel editing that they lead very different teenage lives, showing binary opposite characters. She is coming home; rebelling against house rules and he has been in his own bed. This conforms to Levi Strauss' idea that all narratives have opposites. The two narrative threads come together as she reaches the window and the cut aways show that she relies on him to cover up for her.
Following this, the shot reverse shot after this, shows cuts between him looking at her from the window and her looking back up at him, which emphasises her dependance on Tony. It also shows each of their reactions in the situation.
The first scene opens with a disequillibrium which shows the protagonist has a an unsettled life, this challenges Todorov's narrative therories whilst also conforming with the stereotype that teenagers are stressed.
Fast pace editing is used to show the protagonists work out after he gets up. The series of cuts between different mid shots of him working out show us his routine in compressed time. This conforms with ideas that teenagers have manic and fast pace lives. The way it is ordered with one shot after the other, each showing him doing different things, portrays the fact this is routine and emphasises the idea that the protagonist is neat and organised, challenging the stereotype of teenagers being untidy and unorganised.
Following this, the shot reverse shot after this, shows cuts between him looking at her from the window and her looking back up at him, which emphasises her dependance on Tony. It also shows each of their reactions in the situation.
The first scene opens with a disequillibrium which shows the protagonist has a an unsettled life, this challenges Todorov's narrative therories whilst also conforming with the stereotype that teenagers are stressed.
Fast pace editing is used to show the protagonists work out after he gets up. The series of cuts between different mid shots of him working out show us his routine in compressed time. This conforms with ideas that teenagers have manic and fast pace lives. The way it is ordered with one shot after the other, each showing him doing different things, portrays the fact this is routine and emphasises the idea that the protagonist is neat and organised, challenging the stereotype of teenagers being untidy and unorganised.
TV Drama: Skins: Sound Example Paragraph
The dialogue between the father and the son shows a reversal in audeince expectations. We see the father shouting and swearing at the teenager, which is normally something we would expect to hear from the teenager. The father's aggressive reaction to the diegetic rock music plays to the stereotype that teenagers play loud music and are inconsiderate to older people. His reaction also plays to the stereotype that teenagers frustrate their parents.
The digetic sound of the alarm clock which is heard at the begining is there to wake the protagonist up, the fact that we see that Tony is already awake shows us that he is stressed or worried and unable to relax and sleep properly. This conforms with the stereotype that teenagers have stressful and complicated lives, however it also challenges the idea that teenagers are relaxed and carefree about their problems. The non-diagetic sound used for the music, that we see Tony turn on after he wakes up, has a very repetative beat which portrays the idea that he likes routine and order in his life.
The digetic sound of the alarm clock which is heard at the begining is there to wake the protagonist up, the fact that we see that Tony is already awake shows us that he is stressed or worried and unable to relax and sleep properly. This conforms with the stereotype that teenagers have stressful and complicated lives, however it also challenges the idea that teenagers are relaxed and carefree about their problems. The non-diagetic sound used for the music, that we see Tony turn on after he wakes up, has a very repetative beat which portrays the idea that he likes routine and order in his life.
Thursday 1 December 2011
TV Drama: Skins: Camera Example Paragraph
The idea that teenagers are curious about sex is reinforced through the over the shoulder shot used when he is looking at the older woman getting dressed through the window over the road. The shot is hand held so that the audience can have the same experience as the teenage main character. The following close up shot shows a lack of expression suggesting that this is routine and he has become disaffected by the image. This conforms to the stereotype that teenagers' lives are surrounded by sex and it plays a big part in their lives.
The high angle, hand held shot from the protagonists' window of his sister as she arrives home shows that she heavily relies on him, this conforms with the stereotype that teenagers rely on older siblings and look up to them. The following low angle, eye-line match shot of Tony from his sisters point of view reinforces this idea by showing us he has the power in the situation. The eye-line match shot of the door as Tony looks at it and then the close up of his face as he smirks shows us that he knows what is about to happen, this again suggests again that this is part of the protagonists routine. The way in which this is planned shows the deceitful side of the teenagers, conforming with the stereotype that teenagers sneak around and often manipulate and lie to their parents.
The high angle, hand held shot from the protagonists' window of his sister as she arrives home shows that she heavily relies on him, this conforms with the stereotype that teenagers rely on older siblings and look up to them. The following low angle, eye-line match shot of Tony from his sisters point of view reinforces this idea by showing us he has the power in the situation. The eye-line match shot of the door as Tony looks at it and then the close up of his face as he smirks shows us that he knows what is about to happen, this again suggests again that this is part of the protagonists routine. The way in which this is planned shows the deceitful side of the teenagers, conforming with the stereotype that teenagers sneak around and often manipulate and lie to their parents.
TV Drama: Skins: Mise-En-Scene Example Paragraph
The mise en scene of the protagonists bedroom challenges and conforms to stereotypical views about youth culture. The establishing shot suggests that the series targets a teenage audience and it will follow the life and experiences of a teenager. The duvet cover shown is of a double bed with a naked man and woman, suggesting that this age group is sexually charged. The protagonist is positioned in the middle of the two bodies suggesting that he is sexually inexperienced. It could also be suggesting that he is alone and confused about his sexuality, which conforms to teenage stereotypes. In this shot natural lighting is used to give a sense of realism so the teenage audience identifies with the life of the protagonist.
This shot is followed by several shots which show the rest of the boy's bedroom. The room is very clean and organised with mainly white colours, there is also a shot showing inside Tony's drawer where we can see all his clothes neatly folded and put away, this challenges the stereotype that teenagers are untidy and unorganised. In his room he has several weights and a full length mirror, which conforms with the stereotype that teenagers are self-obsessed and self-concious when it comes to body image.
The contrasts between the protagonists clothing and his sister's emphasises the challenges he makes with stereotypes. Her clothing is what we assume she would where out to a party which tells us she has been out all night and is only just coming home, this type of clothing and behaviour is stereotypical for teenagers, however the contrast between this and Tony's neat clothing and morning routine show that he doesn't conform with this stereotype.
This shot is followed by several shots which show the rest of the boy's bedroom. The room is very clean and organised with mainly white colours, there is also a shot showing inside Tony's drawer where we can see all his clothes neatly folded and put away, this challenges the stereotype that teenagers are untidy and unorganised. In his room he has several weights and a full length mirror, which conforms with the stereotype that teenagers are self-obsessed and self-concious when it comes to body image.
The contrasts between the protagonists clothing and his sister's emphasises the challenges he makes with stereotypes. Her clothing is what we assume she would where out to a party which tells us she has been out all night and is only just coming home, this type of clothing and behaviour is stereotypical for teenagers, however the contrast between this and Tony's neat clothing and morning routine show that he doesn't conform with this stereotype.
Thursday 17 November 2011
Tuesday 15 November 2011
TV Drama: My Boy Jack: Social Class Notes
My Boy Jack
Point of representation: Social Class
+Shows the importance of social class in 1914
+Costumes, dialogue and props all show the class of characters.
+Camera angles show social statuses and situations
+Dialogue and facial expressions show that being a writer is not seen as an upper class man's job
+Doesn't curse, respectable
+fade up on epensive, gold-encrusted watch - time is against someone, someone's late. We see later the watch belongs to the king - doesnt expect or like to be kept waiting
+Close up of wheel, sound bridge, shows speed, someone in a hurry
+Opportunities go to the wealthy
+Close up of watch - anxious
+Polished figure on car - wealth
+Fields - the wealthy have the freedom/space
+Facial expressions, close up, similarties to other characters
+Low angle of car, determination
+Parallel editing - two events at once
+Birds eye shot - costumes show no difference in class, suits and hair are similar, equal
+Hand held camera shot - encourages empathy to that character
+Unsteady camera - uncertainly
+Title 'My Boy Jack' in sky, the father has high hopes for his son
+Low angle - shows importance
Point of representation: Social Class
+Shows the importance of social class in 1914
+Costumes, dialogue and props all show the class of characters.
+Camera angles show social statuses and situations
+Dialogue and facial expressions show that being a writer is not seen as an upper class man's job
+Doesn't curse, respectable
+fade up on epensive, gold-encrusted watch - time is against someone, someone's late. We see later the watch belongs to the king - doesnt expect or like to be kept waiting
+Close up of wheel, sound bridge, shows speed, someone in a hurry
+Opportunities go to the wealthy
+Close up of watch - anxious
+Polished figure on car - wealth
+Fields - the wealthy have the freedom/space
+Facial expressions, close up, similarties to other characters
+Low angle of car, determination
+Parallel editing - two events at once
+Birds eye shot - costumes show no difference in class, suits and hair are similar, equal
+Hand held camera shot - encourages empathy to that character
+Unsteady camera - uncertainly
+Title 'My Boy Jack' in sky, the father has high hopes for his son
+Low angle - shows importance
TV Drama: My Boy Jack: Notes
Notes from the opening of 'My Boy Jack'
Camera:
+Establishing shot of fields/countryside and car - setting - wide shot
+Close ups of car - importance - money - social status
+Longs shots of car approaching - determination
+Close ups of characters faces - emotions
+Track shots - determination
+Over ther shoulder/ shot reverse shot/ mid shot - converstation
+Low angle of man -shows his importance
+View of the driver - mid shot - hand held - from characters point of view
+Birds eye shot of boys waiting and high angle shots- lower status - no authority in situation - under pressure
+Close up of characters face when reading letters - worry - shows audience this is a problem thats an important part of the story.
+Fades in +Eyelevel shots of conversation and subjective points of view add realism
Characters Performance:
+Daniel Radcliffe and other actors are familiar
+Characters are well educate, rich and posh, respected but snobby towards each other
+White British
+Jack is seen as less important due to his fathers job
+Based on a true story - adds realism
Dialogue:
+Short, formal conversation
+Rehearsed
+Formal, SE, matches characters social class
+Use of last names and titles such as 'sir' show lack of close or strong relationships and a formal setting/situation
+Realistic
Audience:
+Primary audience - older - wartime themes - people can relate
+Big stars broaden audience to younger generations - higher production values, worth watching
+Represents change of values since 1914 - had to be born in a higher class to live a better life
+Discrimination - glasses/poor eyesight
Sound:
+Clock ticking at start (digetic)
+Sunny weather and happy music - matches
+Non-digetic sound - strings - reflects nerves
TV Drama:
+Genre - historical
+Clothing/costume and props
+Stereotypical - about war - male audience - daniel radcliffe would appeal to younger audience
Narrative Sequence:
+Clock ticking by - narrative time - you see time as they both experience it
+Clock appears twice to show realtime shots used aren't linked to each other
Backstory:
+Set in WW1 england 1914 - relationships, cars, told on transition screen, costumes
+High and low classes
+Rich familys, social class
Mise-En-Scene:
+Countryside and Manor houses
+Realistic
+Props - watches are traditional to time period/era - upper class bright sunny day - representation mans mood (freedom)
+Boy is inside - smaller space - under pressure - nerves
+Boys is in a darker place - more serious
+Uniforms and suits show class and jobs
Editing:
+Close-ups of clock - times
+Car
+Credits
+Parallel editing, two things happening at the same time
+Black screen with white text - date and setting
Wednesday 9 November 2011
Evaluating Working Title Website
The Working Title Website
http://www.workingtitlefilms.com/
The working title website is easy to use and clear, information is broken down into sections which are listed in menus to make navagation through the masses of information quick and simple. The amount of variation in the information helps it to appeal to a wide amount of audiences.
Overall, i think the website is good, it includes a vast amount of information about many areas of their work. It also has a range of different features such as photos, videos, reviews etc, about their films. As well as all this the layout is simple and effective at making it easy to navigate your way around the site and all its contents.
http://www.workingtitlefilms.com/
The working title website is easy to use and clear, information is broken down into sections which are listed in menus to make navagation through the masses of information quick and simple. The amount of variation in the information helps it to appeal to a wide amount of audiences.
Overall, i think the website is good, it includes a vast amount of information about many areas of their work. It also has a range of different features such as photos, videos, reviews etc, about their films. As well as all this the layout is simple and effective at making it easy to navigate your way around the site and all its contents.
Thursday 3 November 2011
The Role Of A Website For A Film Company
The Role Of A Website For A Film Company
*Source of information for public
*Advertising of their films
*Promote Company
*Celebrate comapny acheivements and awards
*Have contactwith the public
*Fan interaction - build a relationship
*Provide info such as how to contact them, history of company etc
*Press, contact details, joblist
*Latest developements
*Aditional info on films - fan-size
*Exclusive clips, photos, blog diaries etc
*General awareness, marketing and publicity
*Archive, catalogue of previous films/products
*Source of information for public
*Advertising of their films
*Promote Company
*Celebrate comapny acheivements and awards
*Have contactwith the public
*Fan interaction - build a relationship
*Provide info such as how to contact them, history of company etc
*Press, contact details, joblist
*Latest developements
*Aditional info on films - fan-size
*Exclusive clips, photos, blog diaries etc
*General awareness, marketing and publicity
*Archive, catalogue of previous films/products
Thursday 27 October 2011
Monday 24 October 2011
TV Drama: Summery
Essay Should Include Ideas On:
Mise En Scene
+Everything in the scene
+ Props
+Costume
+Characters
+Setting
+Body Language
+Lighting >> key, back, fill
+Colour
+Denotations and Connotations
+Iconology
+Stereotypes >> 7 Areas, Tessa Perkins' theories
Camera
+Angles
+Movement
+Framing >> where things are placed in the shot and why
+Focus
Editing
+Transitions
+Effects
+Speed/Pace
+Length of Frames
+Continuity
+Shot Reverse Shot
+180' Rule
+Narrative Time
+Narrative Theories
+Codes >> enigma codes
Sound
+Diegetic/Non-Diegetic Sound
+Contrapuntal >> doesn't fit/match scene
+Parallel >> matches/fits
+Bridges >> links scenes
Mise En Scene
+Everything in the scene
+ Props
+Costume
+Characters
+Setting
+Body Language
+Lighting >> key, back, fill
+Colour
+Denotations and Connotations
+Iconology
+Stereotypes >> 7 Areas, Tessa Perkins' theories
Camera
+Angles
+Movement
+Framing >> where things are placed in the shot and why
+Focus
Editing
+Transitions
+Effects
+Speed/Pace
+Length of Frames
+Continuity
+Shot Reverse Shot
+180' Rule
+Narrative Time
+Narrative Theories
+Codes >> enigma codes
Sound
+Diegetic/Non-Diegetic Sound
+Contrapuntal >> doesn't fit/match scene
+Parallel >> matches/fits
+Bridges >> links scenes
Thursday 13 October 2011
Wednesday 12 October 2011
TV Drama: Notes on 'After Thomas'
Mise-En-Scene:
Colour:
+ Colour is used in the first section when a red bus passes by, this connotates danger/trouble. The rest of the colours are quite dull and normal, this is because it is realistic and there for 'normal' colours are used.
+ Also, later in the second section, the red bus drives past again, this time it is slower and more distinct, the red carries enigma codes (links to narrative theories - Barthes), again, for danger.
Setting:
+ Street, change of setting to office, change of setting to house
Camera (Angles and Movements):
Angles:
+ In the first section, between and behind cars, cars going by (could be representational of life going by - subjective time - narrative)
+ Close ups, emphasis on characters emotions, show details such as scratches on mothers face, show struggle and pain (representational of emotional pain or mental strain in situation)
+ Second section - long shots for context, close ups for emotions and perspective of mother
+ over-the-shoulder shot of shop assistants shoulder, makes you judge/ make a judgement, other mother in shop helps this - 'ill behaved child' etc
+ Over-the-shoulder and mid shots are 'passer by' angles, as if you are there - creates realism
Movement:
+ Second section, track shots if street - context, over-the-shoulder shots - on-lookers point of view
Narrative (Time and Theories):
Time:
+ During the first section, the narrative time is subjective time - shows the story from protagonists perspective (mother's view) and emphasises her emotions
+ similar moments in second section to show the mothers emotions
Theories:
+ Bathes - Enigma codes and action codes
+ Challenges Todorov's - doesn't start with calm
+ Ideology - difficulties dealing with disability and ignorance
+ Levi-Strauss - binary opposites - 'normal' and 'not normal', known and understood against unknown and lack of understanding, 'good behaviour' and 'bad behaviour'
+ mother is protagonist
Sound:
+ Magnified sounds emphasising danger in the situation
+ Diagetic Sound in first section - high pitch screaming, buzzing, ringing, traffic sounds, breathing, alarms, beeps etc. all manipulated sounds that are blurred and stretched out
+ Non-Diagetic Sound in first section - music juxtaposing scenes mood, creates enigma codes (relates to narrative theories - Barthes), calm music overlaid with the 'distressing' diagetic sounds creates contrasts - perhaps represents relationship between mother and child, help and care etc (relates to representation - age)
Editing:
+ In the first section, slow motion (also comes under narrative time), continuity edits
+ showing of date (contextual)
+ Transitions in first section, straight cut white with writing, dramatic and emphasised, shows clear change in time and narrative time
+ Action editing in second section (fast pace)
Representation:
+ First section - care between mother and child
+ Second section - spoilt child, does something right, gets a treat, routine
+ Third section - normal mother trying to teach child to cross road - mother - protective, angry at ignorance of others, mother feels she must protect and defend her sons actions
+ man doesn't leave for fire bell - priority is work, doesn't have time to waste, can't work overtime
Colour:
+ Colour is used in the first section when a red bus passes by, this connotates danger/trouble. The rest of the colours are quite dull and normal, this is because it is realistic and there for 'normal' colours are used.
+ Also, later in the second section, the red bus drives past again, this time it is slower and more distinct, the red carries enigma codes (links to narrative theories - Barthes), again, for danger.
Setting:
+ Street, change of setting to office, change of setting to house
Camera (Angles and Movements):
Angles:
+ In the first section, between and behind cars, cars going by (could be representational of life going by - subjective time - narrative)
+ Close ups, emphasis on characters emotions, show details such as scratches on mothers face, show struggle and pain (representational of emotional pain or mental strain in situation)
+ Second section - long shots for context, close ups for emotions and perspective of mother
+ over-the-shoulder shot of shop assistants shoulder, makes you judge/ make a judgement, other mother in shop helps this - 'ill behaved child' etc
+ Over-the-shoulder and mid shots are 'passer by' angles, as if you are there - creates realism
Movement:
+ Second section, track shots if street - context, over-the-shoulder shots - on-lookers point of view
Narrative (Time and Theories):
Time:
+ During the first section, the narrative time is subjective time - shows the story from protagonists perspective (mother's view) and emphasises her emotions
+ similar moments in second section to show the mothers emotions
Theories:
+ Bathes - Enigma codes and action codes
+ Challenges Todorov's - doesn't start with calm
+ Ideology - difficulties dealing with disability and ignorance
+ Levi-Strauss - binary opposites - 'normal' and 'not normal', known and understood against unknown and lack of understanding, 'good behaviour' and 'bad behaviour'
+ mother is protagonist
Sound:
+ Magnified sounds emphasising danger in the situation
+ Diagetic Sound in first section - high pitch screaming, buzzing, ringing, traffic sounds, breathing, alarms, beeps etc. all manipulated sounds that are blurred and stretched out
+ Non-Diagetic Sound in first section - music juxtaposing scenes mood, creates enigma codes (relates to narrative theories - Barthes), calm music overlaid with the 'distressing' diagetic sounds creates contrasts - perhaps represents relationship between mother and child, help and care etc (relates to representation - age)
Editing:
+ In the first section, slow motion (also comes under narrative time), continuity edits
+ showing of date (contextual)
+ Transitions in first section, straight cut white with writing, dramatic and emphasised, shows clear change in time and narrative time
+ Action editing in second section (fast pace)
Representation:
+ First section - care between mother and child
+ Second section - spoilt child, does something right, gets a treat, routine
+ Third section - normal mother trying to teach child to cross road - mother - protective, angry at ignorance of others, mother feels she must protect and defend her sons actions
+ man doesn't leave for fire bell - priority is work, doesn't have time to waste, can't work overtime
TV Drama: Success Criteria
Success Criteria
Marks are out of 50:
+ 20 marks - Explanation/ Analysis/ Argument
+ 20 marks - Use of Examples
+ 10 marks - Use of terminology
Explanation/ Analysis/ Argument:
+ Explain
+ Analysis what they're trying to portray and why
+ Argue with opposing theories and ideas
+ Show understanding
Use of Examples:
+ A range of examples
+ Frequent use
+ Relevant and appropriate
+ Focus on set question, refer back to this. (Representation)
Use of Terminology:
+ Accurate use
+ Well Structured
+ Sentences, Punctuation, Grammer (S,P,G)
+ Frequent use
+ Complex
Marks are out of 50:
+ 20 marks - Explanation/ Analysis/ Argument
+ 20 marks - Use of Examples
+ 10 marks - Use of terminology
Explanation/ Analysis/ Argument:
+ Explain
+ Analysis what they're trying to portray and why
+ Argue with opposing theories and ideas
+ Show understanding
Use of Examples:
+ A range of examples
+ Frequent use
+ Relevant and appropriate
+ Focus on set question, refer back to this. (Representation)
Use of Terminology:
+ Accurate use
+ Well Structured
+ Sentences, Punctuation, Grammer (S,P,G)
+ Frequent use
+ Complex
Monday 10 October 2011
TV Drama: Editing Presentation
Saturday 8 October 2011
TV Drama: Narrative Theories In A Pixar Short Film
Jack Jack Attack
The Narrative
The Narrative of this animated short film features elements from all the 4 narative theories. For example; Todorov's theory is shown through the use of the his idea of begining with equillibrum, followed by diruption of this, which creates a chain of events that eventually ends with the solving of problems and the restoration of balance, and therefore the equillibum. Barthes' Theory is also portrayed in the film with action codes, enigma codes, semantic codes, cultural codes and symbolism all being used in the narrative.
The Characters
The characters in the short film demonstrate Propp's theory;
The Villans(s) - the 'replacement babysitter' (Syndrome)
The Hero -
The Donor (who provides an object with some magic property) - Kari (Sitter)
The Helper (who aids the hero) -
The Princess (The sought for person, reward for the hero and object of the villan's schemes) - Jack Jack
Her Father (who rewards the hero) - Mr. Incredible
The Dispatcher (who sends the hero on their way) -
The False Hero - Syndrome, Kari (Sitter)
The Ideas Behind It
The ideas behind the short film demonstrate Levi-Strauss' Theories of binary opposites. For example; The story line contains opposites such as good and evil, normal and strange, and known and unknown.
Friday 7 October 2011
Thursday 6 October 2011
Monday 3 October 2011
Sunday 2 October 2011
TV Drama: Narrative Theories
NARATIVE THEORIES
http://www.esfmedia.com/page/Narrative+theory
Todorov's Theory
http://www.slideshare.net/Die-fast-live-pretty/todorovs-narrative-theory
Propp's Theory
http://www.scribd.com/doc/8332774/Propps-theory-in-detail
Barthes' Theory
http://www.slideshare.net/alexdabriel/barthes-codes-theory
Roland barthes
Levi Strauss' Theory
http://www.slideshare.net/bobusmaximus/levi-2598727
Narrative Theory Notes
http://www.esfmedia.com/page/Narrative+theory
Todorov's Theory
http://www.slideshare.net/Die-fast-live-pretty/todorovs-narrative-theory
Propp's Theory
http://www.scribd.com/doc/8332774/Propps-theory-in-detail
Barthes' Theory
http://www.slideshare.net/alexdabriel/barthes-codes-theory
Roland barthes
View more presentations from rfrearson
Levi Strauss' Theory
http://www.slideshare.net/bobusmaximus/levi-2598727
Narrative Theory Notes
Thursday 29 September 2011
Tuesday 27 September 2011
TV Drama: Analysising Sound: Apocalypse Clip
The sound used in the Apocalypse clip is mainly parallel sound, sounds that match the scenes mood and themes.
At the beginning of the clip sound is used solely to create atmosphere and portray setting, the sounds here are both digetic and non-digetic sounds, however, the sound here is also disorientated through editing which had made certain noises louder than others to overpower the noise made by the main set of characters.
The clip then moves on to use atmospheric music that synchronises with the mood and actions in the scene, a parallel sound.
Further on in the clip, many sound effects are used such as layered sounds which are added in as non-digetic sounds that emphasise certain actions in the scene, such as gun fire, marching soldiers and helicopters. These sounds are also used in the scene as disorientating sounds which cover certain elements of the conversation/dialogue to increase the scenes realism.
Music is also layered over the action and sounds later in the clip. The music used at one point contrapuntal music, as it is sound which does not add to the realism, it also contrasts the action in the scene playing glory and victorious music over sad, harsh war scenes. It creates a bias for the audience towards the army.
At the beginning of the clip sound is used solely to create atmosphere and portray setting, the sounds here are both digetic and non-digetic sounds, however, the sound here is also disorientated through editing which had made certain noises louder than others to overpower the noise made by the main set of characters.
The clip then moves on to use atmospheric music that synchronises with the mood and actions in the scene, a parallel sound.
Further on in the clip, many sound effects are used such as layered sounds which are added in as non-digetic sounds that emphasise certain actions in the scene, such as gun fire, marching soldiers and helicopters. These sounds are also used in the scene as disorientating sounds which cover certain elements of the conversation/dialogue to increase the scenes realism.
Music is also layered over the action and sounds later in the clip. The music used at one point contrapuntal music, as it is sound which does not add to the realism, it also contrasts the action in the scene playing glory and victorious music over sad, harsh war scenes. It creates a bias for the audience towards the army.
TV Drama: Character Representation Tessa Perkins
Tessa Perkins
Stereotyping is not a simple process and contains a number of assumptions that can be
challenged. Tessa Perkins (1979) identifies 5 such assumptions;
• Stereotypes are not always negative (e.g. 'The French are good cooks').
• They are not always about minority groups or the less powerful ( e.g. 'upper class twits').
• They can be held about one's own group.
• They are not rigid or unchanging ( e.g. the "cloth cap worker of the 1950's became the
1980's 'consumerist home-owner who holidays in Spain').
• They are not always false.
Stereotyping has tended to suggest that it is wrong to see people in catagories. Yet in the field
of social pyschology it has long been recognised that catagorisation is a fundamental process
necessary for humans to make sense of the world. Humans need to impose structure on events ,experiences and people.
EXAMPLES:
• Stereotypes are not always negative.
• They are not always about minority groups or the less powerful.
• They can be held about one's own group.
• They are not rigid or unchanging.
• They are not always false.
Stereotyping is not a simple process and contains a number of assumptions that can be
challenged. Tessa Perkins (1979) identifies 5 such assumptions;
• Stereotypes are not always negative (e.g. 'The French are good cooks').
• They are not always about minority groups or the less powerful ( e.g. 'upper class twits').
• They can be held about one's own group.
• They are not rigid or unchanging ( e.g. the "cloth cap worker of the 1950's became the
1980's 'consumerist home-owner who holidays in Spain').
• They are not always false.
Stereotyping has tended to suggest that it is wrong to see people in catagories. Yet in the field
of social pyschology it has long been recognised that catagorisation is a fundamental process
necessary for humans to make sense of the world. Humans need to impose structure on events ,experiences and people.
EXAMPLES:
• Stereotypes are not always negative.
In Waterloo Road the stereotype of teenage girls with bad family situations being more likely to become pregnant is used in vicky's storyline in series 7. This stereotype isnt necessarily true but 'bad family situations' can be a contributing factor to the likelyhood of them being in that situation. This clip shows the moments after she loses her baby, her only family, and her emotions, she wanted the baby because she had no family...
• They can be held about one's own group.
• They are not rigid or unchanging.
• They are not always false.
TV Drama: Character Representation
Character Representation
The seven areas of representation:
The seven areas of representation:
- Age
- Gender
- Ethnicity
- Physical/Disability
- Sexuality
- Social Class
- Regional Identity
Tessa Perkins' Assumptions:
1. Stereotypes are always erroneous in content
I disagree, some stereotypes about smaller groups can be true, for example in Waterloo Road the stereotype of teenage girls with bad family situations being more likely to become pregnant is used in vicky's storyline in series 7. This stereotype isnt necessarily true but 'bad family situations' can be a contributing factor to the likelyhood of them being in that situation.
2. They are pejorative concepts
I agree with this statement as many stereotypes are built on a disapproval for another race, region, ethnicity, gender, age group etc.
I agree with this statement as many stereotypes are built on a disapproval for another race, region, ethnicity, gender, age group etc.
3. They are about groups with whom we have little or no social contact; by implication, therefore, they are not held about one's own group
I disagree with this point, many people who hold stereotypes may know people from those 'groups'. Also, whether you agree with it or not, most people are aware of how they are stereotyped or grouped, however, you may not place that stereotype on yourself. For example, teenagers can be viewed as troublemakers and shoplifters, as a teenager you are aware of this, and whether or not you fall into that group, you can see that the majority of shoplifting and troublemaking is done by teenagers and therefore the stereotype is possibly accurate.
I disagree with this point, many people who hold stereotypes may know people from those 'groups'. Also, whether you agree with it or not, most people are aware of how they are stereotyped or grouped, however, you may not place that stereotype on yourself. For example, teenagers can be viewed as troublemakers and shoplifters, as a teenager you are aware of this, and whether or not you fall into that group, you can see that the majority of shoplifting and troublemaking is done by teenagers and therefore the stereotype is possibly accurate.
4. They are about minority (or oppressed) groups
This is also false, stereotypes can be place on anybody from poor to rich, fat to thin and common to posh. For example, in Made in Chelsea, the show plays on the stereotype of rich people being posh, perfect and having great lives.
5. They are simple
Stereotypes are generally used by simple, narrow minded people, therefore I do believe that they are simple, basic and ignorant views. However, the stereotypes themselves can be complex ideas, for example their are many stereotypes around teenagers, such as they're lazy, irresponsible, troublemakers, they get involved with drink and drugs, they're dangerous drivers and they give into peer pressure, all these things make over all an opinion based on many reasons, no matter how true or bias they may be, that make up a complex argument for the stereotype.
Stereotypes are generally used by simple, narrow minded people, therefore I do believe that they are simple, basic and ignorant views. However, the stereotypes themselves can be complex ideas, for example their are many stereotypes around teenagers, such as they're lazy, irresponsible, troublemakers, they get involved with drink and drugs, they're dangerous drivers and they give into peer pressure, all these things make over all an opinion based on many reasons, no matter how true or bias they may be, that make up a complex argument for the stereotype.
6. They are rigid and do not change
Stereotypes can change, generally due to changes in society, for examples, after the student riots, students were stereotyped as violent and irresponsible. People can also make it known to the public that they do not want to be stereotyped and protest until people begin to change their minds, such as black people fighting for equality because they do not want to be treated as lower class citizens.
7. They are not structurally reinforced
I agree with this statement as many stereotypes are built up with many reasons that cause someone to take a negative view of a group of people and these reasons can change. The reason for someone 'holding' a stereotype may also not be for all those reasons but just one or two, which they personally believe to be true.
8. The existence of contradictory stereotypes is evidence that they are erroneous, but of nothing else
Contradictory stereotypes can often prove stereotypes to be wrong or bias. However, i do not believe that all stereotypes are false, as stated in the first point, some stereotypes, generally those about smaller groups of people rather than an entire race, ethnicity or nationality, can be less bias and more truthful as well as based more on factual influences such as the news rather than a common opinion that may have originated from family, social or other media influences.
9. People either 'hold' stereotypes (believe them to be true) or do not
I disagree with this statement because people can have and understanding of a stereotype, where it comes from and why it's 'held' without necessarily agreeing or disagreeing with the stereotype.
10. Because someone holds a stereotype of a group, his or her behaviour towards the group can be predicted
I think this can be true because if someone stereotypes someone as a lower class or lesser person to themselves, they are very likely to have little or no respect for them. However, this can also be untrue as many people 'hold' stereotypes against people and do not voice or act on upon them.
I think this can be true because if someone stereotypes someone as a lower class or lesser person to themselves, they are very likely to have little or no respect for them. However, this can also be untrue as many people 'hold' stereotypes against people and do not voice or act on upon them.
Sunday 25 September 2011
TV Drama: Camera Movements
CAMERA MOVEMENTS:
Whip Pan
The whip pan is used here to emphasise the fast pace and vibe of the setting to the audience.
Pan Shot
The pan shot is used here to show the audience each characters individual reactions to their situation and surroundings.
Track Shot
The track shot is used here to emphasise the actions of the character, to show them running.
Zoom
The zoom is used here to focus in on the setting.
Ariel Shot
The Ariel Shot is used here to show the setting.
Crane Shot
The crane shot is used here to show setting, the street where the main characters live.
Over Head
The over head shot is used here to show the scene from directly above.
Hand-Held Shot
The hand-held shot is used here to show the scene from the characters point of view, so you see it 'through their eyes'.
Tilt Shot
The tilt shot is used here to create a high angle, this angle is often used to make the character appear to have a lower status.
Arc
The arc shot is used to show the characters situation, surroundings and emotions from many different angles.
Whip Pan
The whip pan is used here to emphasise the fast pace and vibe of the setting to the audience.
Pan Shot
The pan shot is used here to show the audience each characters individual reactions to their situation and surroundings.
Track Shot
The track shot is used here to emphasise the actions of the character, to show them running.
Zoom
The zoom is used here to focus in on the setting.
Ariel Shot
The Ariel Shot is used here to show the setting.
Crane Shot
The crane shot is used here to show setting, the street where the main characters live.
Over Head
The over head shot is used here to show the scene from directly above.
Hand-Held Shot
The hand-held shot is used here to show the scene from the characters point of view, so you see it 'through their eyes'.
Tilt Shot
The tilt shot is used here to create a high angle, this angle is often used to make the character appear to have a lower status.
Arc
The arc shot is used to show the characters situation, surroundings and emotions from many different angles.
Friday 23 September 2011
Friday 16 September 2011
Thursday 15 September 2011
TV Drama: Mise-En-Scene
The setting for this scene is a bonfire on the beach, you can see tell this because they are sitting on the sand and there is fire in the background. The dark lighting also shows the audience it is late evening/night time during this scene. The setting creates a relaxed, romantic atomsphere and mood between the characters.
The costumes suggest they are in a relaxed environment as both people are dressed very casually and therefore appear laid back. The girl is wearing a skirt, top and necklace, the basic outfit emphasises her personality and mood. This is the same for the man, the jeans and shirt are laid back, but the shirt shows he has a slightly more uptight or awkward presence.
The girl in this picture looks more laid back than the man. Her body language also shows more confidence. The man looks more awkward, showing us he is trying to impress. His body language, having his arm accross, blocking her back, also shows he isn't willing to let her in.
The lighting in this scene creates a close, romantic atmosphere. It also has a relaxed feel. This scene has low lighting, to create the mood. The key lighting comes from the fire on the left, there is little other lighting, except a light on them, from infront, to emphasise them.
The positioning in the frame puts emphasis on the two people by placing them centrally in the shot. This shows the audience they are the most important people in the scene. The placement of the fire also emphasises the setting, showing that the atmosphere and mood are important in the scene.
Wednesday 14 September 2011
Glossary: Key Definitions
Dennotation: the explicit or direct meaning or set of meanings of a word or expression, as distinguished from the ideas or meanings associated with it or suggested by it.
Connotation: the associated or secondary meaning of a word or expression in addition to its explicit or primary meaning: A possible connotation of 'home' is 'a place of warmth, comfort, and affection.'
Connotation: the associated or secondary meaning of a word or expression in addition to its explicit or primary meaning: A possible connotation of 'home' is 'a place of warmth, comfort, and affection.'
Friday 9 September 2011
Thursday 8 September 2011
Class Survey
Choice of Films: Class Survey Conclusion
During the class survey I found that most people watched mainly American films, this is most likely due to the fact that there are more American films made and they're made on a higher budget so therefore have better effects, technology and actors. This is also due to they're wider distribution areas. However, many people had also seen quite a few British film, these were generally comedies that have been successful in Britain because they are made to suit the British sense of humour.
Pros and Cons of Types of Viewing:
T.V.
Pros: You can record films of television so they can be watched whenever and several times, this and viewing live are free, on some t.v's you can pause it, and when its recorded you can also skip the adverts. There may be less noise.
Cons: It's on a smaller screen and fewer people, this may reduce the atmosphere and effect created by the film. Also, if you haven't recorded it and just watched it live you have to wait for the DVD release before you can see it again. The advert breaks can also effect the films connection with the audience, making it less impressive or effective.
Cinema
Pros: You have a big screen and better sound, it's also a shared experience which can add to the atmosphere and therefore effect of the film.
Cons: It's expensive, and the price for one viewing at the cinema is very similar to the price of the DVD which can watched many times. The amount of people can make it noisy, or block your view.
Downloads
Pros: You don't have to wait for DVD releases, it's free and you can share the film with friends etc.
Cons: Quality can be lower or impaired, you can't get subtitles, the connections can be slow.
DVD
Pros: You can keep it and therefore, watch it as many times as you like. The quality is good, you can share it with friends and DVD's often include extras and special features.
Cons: The discs can easily get damaged, lost or broken. DVD's also take up a lot of space to store them. They can be expensive, however watching is unlimited, making the price more worth while.
During the class survey I found that most people watched mainly American films, this is most likely due to the fact that there are more American films made and they're made on a higher budget so therefore have better effects, technology and actors. This is also due to they're wider distribution areas. However, many people had also seen quite a few British film, these were generally comedies that have been successful in Britain because they are made to suit the British sense of humour.
Pros and Cons of Types of Viewing:
T.V.
Pros: You can record films of television so they can be watched whenever and several times, this and viewing live are free, on some t.v's you can pause it, and when its recorded you can also skip the adverts. There may be less noise.
Cons: It's on a smaller screen and fewer people, this may reduce the atmosphere and effect created by the film. Also, if you haven't recorded it and just watched it live you have to wait for the DVD release before you can see it again. The advert breaks can also effect the films connection with the audience, making it less impressive or effective.
Cinema
Pros: You have a big screen and better sound, it's also a shared experience which can add to the atmosphere and therefore effect of the film.
Cons: It's expensive, and the price for one viewing at the cinema is very similar to the price of the DVD which can watched many times. The amount of people can make it noisy, or block your view.
Downloads
Pros: You don't have to wait for DVD releases, it's free and you can share the film with friends etc.
Cons: Quality can be lower or impaired, you can't get subtitles, the connections can be slow.
DVD
Pros: You can keep it and therefore, watch it as many times as you like. The quality is good, you can share it with friends and DVD's often include extras and special features.
Cons: The discs can easily get damaged, lost or broken. DVD's also take up a lot of space to store them. They can be expensive, however watching is unlimited, making the price more worth while.
Glossary: Key Definitions
Production: The concept of the film is developed from idea, to script, to film, to editing.
Marketing: Publicity for the film in all countries of release to create interest/hype in the lead up to theatrical release.
Distribution: Supplying the product/film to cinemas in hardware/software.
Exhibition: Showing the film to audiences.
Marketing: Publicity for the film in all countries of release to create interest/hype in the lead up to theatrical release.
Distribution: Supplying the product/film to cinemas in hardware/software.
Exhibition: Showing the film to audiences.
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