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Monday 23 May 2016

AS to A2



Over the next few weeks you need to complete the following tasks:

  • Continuity film activity (every student to complete and edit)
  • 30 second lip synching task (every student to complete and edit)
  • 60 seconds music video preliminary task for A2 coursework, consisting of a storyboard, filming and editing. The song choices are on Mr Ford's A2 blog
Set up your new A2 blog: yourname1617.blogspot.co.uk


AS to A2 - continuity task


As part of the transition from AS to A2 you must walk into a room and sit down. 

This activity is the first part of your A2 coursework and must be completed by all students. 


  • Work in a group of no more than 4 students. 
  • At least 9 shots are needed. 


All students must produce their own storyboard and edit their own version of the footage.

You will complete the task in the following order:

  1. Get in to groups of 3 or four
  2. Assign roles
  3. Storyboard continuity sequence (include: shot description, brief description of action, duration of shot) 
  4. Film continuity sequence
  5. Edit continuity sequence


Roles:
Actor 1
Actor 2
Director
Camera operator

Shots:
Close up
Extreme close up
Medium shot
Long shot
Match on action
Shot reverse shot
Two shot


Storyboards




Click on image (or use Printable Paper link in Websites list) to access storyboard templates that you may find useful.

A good final product is only as good as its plan. Storyboards are the most important part of planning. You need to complete them properly before you start filming, otherwise the filming and editing process can become a nightmare, and your final product will have a messy 'make do and mend' quality. Plan properly - it will be worth it.

Story boards should contain the following for each shot:

  • Shot name
  • Duration of shot
  • Brief description of action
  • Drawing of shot
No stick men/women drawings.




Music Videos. Examples.

Work from this year.







Another example.

Friday 13 May 2016

Feedback for sexuality essays


You have all been emailed your feedback as well as your mark for this essay. Check your school email account, and respond if you have any questions.


Overall: much better analysis of editing, so keep revising that glossary and keep using it when analyzing extracts in preparation for the exam.

Top tips for improvement:

  • Revise Barthes' narrative codes: click here Some of you were not using them accurately, which will lose you marks; get them right.

  • Start your essay by outlining what stereotypes you may expect to see of that particular area of representation in the media. (You can do this for EVERY area of representation.)

  • Make sure you cover all of the areas of textual analysis (the bullet points). If you need to write about each bullet point separately to ensure you do this, go for it.

  • Some of you were not using the guidance about representations of sexuality to inform your knowledge of the stereotypes - instead you were making stereotypes up. You need to revise the stereotypes for each area, so you can pick up RELEVANT examples in the extracts. Use the teaching blogs (the search function), your class notes and your past essays to revise the stereotypes.
To demonstrate how you can link to stereotypes perceptively, whilst keeping your response technical, please see the example student essay below. This was completed in timed conditions, and has been typed-up to show you examples of strong student work.


It received a mark of 40/50.



Thursday 5 May 2016

General feedback: regional identity essays.




  • How to begin your essay: answer the question. The director uses mise en scene, sound, camerawork and editing to construct a representation of the east End of London by meeting/challenging stereotypes of the region? Or both? Tell the examiner the stereotypical representations of the region that you will be looking for. - spell it out.  Start strong and focused.
  • EVERY example you give from the extract must be accompanied by at least one piece of key terminology. Some of you were describing the example in detail, but forgetting to explain which camera shot/angle etc captured these things, or which sound device was used to have that effect on the audience
  • Revise your key terms - use your big glossary to do this. This is the difference between a poor, vague response and a good, specific one. If you are technical and use your terms accurately, the rest of your exploration sprouts from there. You need the solid foundations of good technical knowledge to see you through. REVISE IT
  • Signpost which area of textual analysis you are using, so it is clear that you are covering them all.  e.g. 'Regarding the lighting in the scene....'  'In terms of the protagonist's costume...'  'The mise en scene portrays...'
  • Editing: if you don't understand it, do something about it. There are plenty of past extracts on my blog and Mr Ford's - simply search for them in the search bar of the blog. Watch one of the clips and use the big glossary to analyse it purely for editing. We will be working on activities like this in the lesson, but you will need to have a go at home if you are not comfortable with analysing editing.

Revision. Areas of textual analysis: editing


Here is a list of editing techniques taken from the big glossary. You should already have a copy, but if you have lost it, click this link and print it off once more. 

It is clear that people have not been revising editing, so here it is. We will apply some of these terms to an extract in the lesson.

Editing Techniques
Cut. Sudden change of shot from one viewpoint or location to another. On television cuts occur on average about every 7 or 8 seconds. Cutting may:
      • change the scene;
      • compress time;
      • vary the point of view; or
      • build up an image or idea.
There is always a reason for a cut, and you should ask yourself what the reason is. Less abrupt transitions are achieved with the fade, dissolve, and wipe
Matched cut. In a 'matched cut' a familiar relationship between the shots may make the change seem smooth:
      • continuity of direction;
      • completed action;*
      • a similar centre of attention in the frame;
      • a one-step change of shot size (e.g. long to medium);
      • a change of angle (conventionally at least 30 degrees).
*The cut is usually made on an action (for example, a person begins to turn towards a door in one shot; the next shot, taken from the doorway, catches him completing the turn). Because the viewer's eye is absorbed by the action he is unlikely to notice the movement of the cut itself.

Jump cut. Abrupt switch from one scene to another which may be used deliberately to make a dramatic point. Sometimes boldly used to begin or end action. Alternatively, it may be result of poor pictorial continuity, perhaps from deleting a section.

Motivated cut. Cut made just at the point where what has occurred makes the viewer immediately want to see something which is not currently visible (causing us, for instance, to accept compression of time). A typical feature is the shot/reverse shot technique (cuts coinciding with changes of speaker). Editing and camera work appear to be determined by the action. It is intimately associated with the 'privileged point of view' (see narrative style: objectivity).

Cutting rate. Frequent cuts may be used as deliberate interruptions to shock, surprise or emphasize.

Cutting rhythm. A cutting rhythm may be progressively shortened to increase tension. Cutting rhythm may create an exciting, lyrical or staccato effect in the viewer.

Cross-cut. A cut from one line of action to another. Also applied as an adjectuve to sequences which use such cuts.

Cutaway/cutaway shot (CA). A bridging, intercut shot between two shots of the same subject. It represents a secondary activity occurring at the same time as the main action. It may be preceded by a definite look or glance out of frame by a participant, or it may show something of which those in the preceding shot are unaware. (See narrative style: parallel development) It may be used to avoid the technical ugliness of a 'jump cut' where there would be uncomfortable jumps in time, place or viewpoint. It is often used to shortcut the passing of time.

Reaction shot. Any shot, usually a cutaway, in which a participant reacts to action which has just occurred.

Insert/insert shot. A bridging close-up shot inserted into the larger context, offering an essential detail of the scene (or a reshooting of the action with a different shot size or angle.)

Buffer shot (neutral shot). A bridging shot (normally taken with a separate camera) to separate two shots which would have reversed the continuity of direction.

Fade, dissolve (mix). Both fades and dissolves are gradual transitions between shots. In a fade the picture gradually appears from (fades in) or disappears to (fades out) a blank screen. A slow fade-in is a quiet introduction to a scene; a slow fade-out is a peaceful ending. Time lapses are often suggested by a slow fade-out and fade-in. A dissolve (or mix) involves fading out one picture while fading up another on top of it. The impression is of an image merging into and then becoming another. A slow mix usually suggests differences in time and place. Defocus or ripple dissolves are sometimes used to indicate flashbacks in time.

Superimpositions. Two or more images placed directly over each other (e.g. and eye and a camera lens to create a visual metaphor).

Wipe. An optical effect marking a transition between two shots. It appears to supplant an image by wiping it off the screen (as a line or in some complex pattern, such as by appearing to turn a page). The wipe is a technique which draws attention to itself and acts as a clear marker of change.

Inset. An inset is a special visual effect whereby a reduced shot is superimposed on the main shot. Often used to reveal a close-up detail of the main shot.

Split screen. The division of the screen into parts which can show the viewer several images at the same time (sometimes the same action from slightly different perspectives, sometimes similar actions at different times). This can convey the excitement and frenzy of certain activities, but it can also overload the viewer.

Stock shot. Footage already available and used for another purpose than the one for which it was originally filmed.

Manipulating Time
Screen time: a period of time represented by events within a film (e.g. a day, a week).
Subjective time. The time experienced or felt by a character in a film, as revealed through camera movement and editing (e.g. when a frightened person's flight from danger is prolonged).
Compressed time. The compression of time between sequences or scenes, and within scenes. This is the most frequent manipulation of time in films: it is achieved with cuts or dissolves. In a dramatic narative, if climbing a staircase is not a significant part of the plot, a shot of a character starting up the stairs may then cut to him entering a room. The logic of the situation and our past experience of medium tells us that the room is somewhere at the top of the stairs. Long journeys can be compressed into seconds. Time may also be compressed between cutaways in parallel editing. More subtle compression can occur after reaction shots or close-ups have intervened. The use of dissolves was once a cue for the passage of a relatively long period of time.
Long take. A single shot (or take, or run of the camera) which lasts for a relatively lengthy period of time. The long take has an 'authentic' feel since it is not inherently dramatic.
Simultaneous time. Events in different places can be presented as occurring at the same moment, by parallel editing or cross-cutting, by multiple images or split-screen. The conventional clue to indicate that events or shots are taking place at the same time is that there is no progression of shots: shots are either inserted into the main action or alternated with each other until the strands are somehow united.
Slow motion. Action which takes place on the screen at a slower rate than the rate at which the action took place before the camera. This is used: a) to make a fast action visible; b) to make a familiar action strange; c) to emphasise a dramatic moment. It can have a lyric and romantic quality or it can amplify violence. 
Accelerated motion (undercranking) . This is used: a) to make a slow action visible; b) to make a familiar action funny; c) to increase the thrill of speed.
Reverse motion. Reproducing action backwards, for comic, magical or explanatory effect.
Replay. An action sequence repeated, often in slow motion, commonly featured in the filming of sport to review a significant event.
Freeze-frame. This gives the image the appearance of a still photograph. Clearly not a naturalistic device.
Flashback. A break in the chronology of a narrative in which events from the past are disclosed to the viewer. Formerly indicated conventionally with defocus or ripple dissolves.
Flashforward. Much less common than the flashback. Not normally associated with a particular character. Associated with objective treatments.
Extended or expanded time/overlapping action. The expansion of time can be accomplished by intercutting a series of shots, or by filming the action from different angles and editing them together. Part of an action may be repeated from another viewpoint, e.g. a character is shown from the inside of a building opening a door and the next shot, from the outside, shows him opening it again. Used nakedly this device disrupts the audience's sense of real time. The technique may be used unobtrusively to stretch time, perhaps to exaggerate, for dramatic effect, the time taken to walk down a corridor. Sometimes combined with slow motion.
Ambiguous time. Within the context of a well-defined time-scheme sequences may occur which are ambiguous in time. This is most frequently comunicated through dissolves and superimpositions.

Universal time. This is deliberately created to suggest universal relevance. Ideas rather than examples are emphasised. Context may be disrupted by frequent cuts and by the extensive use of close-ups and other shots which do not reveal a specific background. 

Monday 2 May 2016

Representation revision: Regional Identity practice essay.

Watch the clip from Call the Midwife in class (Episode 1: 0.40 seconds - 5.05).
Watch it 4 times. You will need your glossary in front of you.
  1. In full, no notes
  2. Take notes
  3. Take notes
  4. Take notes
Write up your response to the following question:

How does the extract construct representations of regional identity using:
  • Camerawork
  • Mise-en-scene
  • Sound
  • Editing

50 marks.
Explanation, argument and analysis = 20 marks
Examples = 20 marks
Terminology = 10 marks



Representation revision: disability


How does the extract construct representations of disability using:
  • Camerawork
  • Mise-en-scene
  • Editing
  • Sound
50 marks

Explanation/argument/analysis = 20 marks
Examples = 20 marks
Terminology = 10 marks

Representation revision: sexuality


How does the extract construct representations of sexuality using the following:

  • Camerawork
  • Mise-en-scene
  • Sound
  • Editing
50 marks

EAA = 20
Eg = 20
T = 10

Questions to ask when looking at representations of sexuality in an extract:


  • Are characters being assigned oppositional gender attributes? (e.g. a feminine male or a masculine female)
  • Is their sexuality being used as a plot device, or are they just an everyday man/woman?
  • Look for the gaze - often characters who are not heterosexual are portrayed as heavily sexualized individuals - their sexuality is used to define them as a character (a stereotypical representation)
  • How are these characters treated by other characters? Are they treated differently because of their sexuality?
  • Are they victimised because of their sexuality? (A stereotype)
  • Are the being used for humour? (A stereotype)
  • Does the character appear weak or vulnerable due to their sexuality? (A stereotype)
Here are the gender binaries, to help you:




Sunday 1 May 2016

Representation revision: gender

Remind yourself of the gender stereotypes here.

Then, watch the clip and answer the question

Discuss the ways in which the extract constructs the representation of gender using the following:

  • Camera shots, angles, movement and composition
  • Editing
  • Sound
  • Mise en scène