Tuesday, 22 September 2015

Identifying genre in film.



Learning Outcome. 
To identify genre and narrative conventions within film trailers.

Key words: 
Genre: Type of media text
Conventions: The expected elements of a genre
Denotation: Literal or basic meaning
Connotation: Hidden or symbolic meaning
Representation: How people, places or events is portrayed
Stereotypes: Labels, generalisations
Context: The circumstance, reason, background

Task 1: 
Watch these trailers and identify the genre conventions as set out above.
See if you can also list Proppian characters or narrative structure as set out by Todorov.
Indicate if the characters conform or challenge the stereotype for the usual representation.

'Fishtank' Trailer





Ted



Dawn of the Dead




Mission Impossible: Ghost Protocol


Brokeback Mountain



Django Unchained



Braveheart




Hairspray

Thursday, 17 September 2015

Narrative theory Propp Todorov

Learning objective: To be able to apply the narrative theories of Propp and Todorov to texts

Key words: Narrative, Todorov, Equilibrium, Propp, Characters

You will Learn about Todorov’s theory of equilibrium and Propp's character functions and identify how the theory has been used in a short animation.



Narrative

A narrative (or play) is any account of connected events, presented to a reader or listener in a sequence of written or spoken words, or in a sequence of (moving) pictures.

The word derives from the Latin verb narrare, "to tell".

Telling stories is that thing that makes us human. Stories ignite our imagination, and let us leap over cultural walls and cross the barriers of time. They bring us to other worlds and let us explore other lives and yet, at the same time, give us a better understanding of our own time, place and emotions.


Narrative theories suggest that stories (in whatever media) share certain features. They suggest that there are underlying structures to stories.



Narrative Theory 1: Todorov
Todorov saw underlying structures to narratives.
He argued that stories all begin in “equilibrium” when all forces are in balance.
This is disrupted by a problem to cause “disequilibrium”. 
Then more events take place before a“new equilibrium” is established.

1. Equilibrium
2. Disruption of equilibrium
3. Recognition of disruption
4. Attempt to repair disruption
5. New equilibrium. Often with a lesson learned.

Many film makers today don’t bother setting up the normal world in order to disrupt it with a problem (a killer shark, etc.) and go straight for the problem and disequilibrium. However, there will always be a sense in the film of what life was like before the problem came along and therefore what the characters can return to if they can only sort the problem out.


Narrative Theories and Examples 



                                                             Narrative Theory 2: Propp


  • Vladimir Propp: “Characters have a narrative function,they provide a structure for the text”
Propp looked at folk tales and saw some structures they shared in common. He found 8 character roles and 31 functions that move the story along.
The 8 character roles can also be types of action because they are not the sort of roles which appear in the cast list. One character in the film or play can occupy several of his character roles or types of action. They are:
  1. The villain
  2. The hero (not always good but always carries the story along, the central character and not always male)
  3. The donor (who provides an object with some special property)
  4. The helper (who helps the hero)
  5. The princess (the reward for the hero and object of the villain’s schemes)
  6. Her father (who rewards the hero)
  7. The dispatcher (who sends the hero on his way)
  8. The false hero
The 31 functions include events such as:
The hero is prohibited from doing something
The villain learns something about the victim
The villain is punished, etc.

Applying Propp’s theory Propp’s theory can applied to all kinds of narrative
For example, in TV news the audience are exposed to what the broadcaster wants us to believe to be “heroes” and “villains” – Osama Bin Laden (villain) or Princess Diana (hero)

The theories can also be applied to promotional posters, computer games and advertisements. 
Task 1: 
Write down Propp's 8 Character functions in your orange books.
Write down Todorov's theory on narrative structure in your orange books.

Task 2:Try to apply Propp's theory to the characters in this Indiana Jones film.



There is a link to IMDB with the storyline here to help:



Task 3: 
Watch the short animation 'The Wrong Trousers' by Aardman.

Indicate the Proppian characters where you can and apply Todorov's states.

Task4: Homework

Apply the theories of Propp and Todorov to a feature film of your choice.
Suggestions:
 The Matrix



Shrek



Titanic..


Tuesday, 15 September 2015

Iconography




In Media Studies we see iconography as part of genre, and particularly film genre. Students need to know the term and how it is used. It is quite a complex concept, that informs image analysis and the deconstruction of genre. Iconography originates from the study of art.



 In Europe in the 15th & 16th centuries artists creating work of a Christian nature would look up reference books to check the colours, composition, hand gestures, poses and facial expressions that past masters traditionally used, because they conveyed the most significant meaning to the ordinary person. These meaningful images came to be known as iconic, and their use is iconography.



For example most paintings of the Madonna, including modern ones, show her in a robe of deep blue. The Virgin wears a blue robe, the colour symbolic of heaven and a reminder of the Virgin’s role as Queen of Heaven. This colour came to be an icon for her role as a spiritual mother who has dignity and religious importance. The blue robe is part of the iconography of this form of art throughout the centuries.
Right – Madonna and Child by Donielle Boal fineartamerica.com/featured/madonna-and-child…
Left – Madonna and Five Angels by Botticelli

DEFINITION



Steve Campsall’s definition of iconography is useful. 
‘Iconography is an important aspect of genre. We expect to see certain objects on screen when we see a particular genre, for example, in a Western, dusty lonely roads, saloon bars, cowboy hats and horses, jails, sheriffs badges, guns, etc.. 
In a modern horror film, we expect young girls, ‘normal’ objects, use of dark and light, etc. These ‘genre indicators’ are called the iconography of the mise-en-scene or genre.’

So iconography can be defined as those particular signs we associate with particular genres.
Film producers use images that belong to the iconography of the genre to excite audience expectations, and to show that the film is within a certain genre. If you wanted to see a comfortable rom-com you would not go and see Prom Night, but if you wanted to be scared then this should do the trick.
Another way of putting it is to say genre can be identified by the look of the images in the text – this is the iconography, or the signs, that are associated with a genre. Iconography includes a wide range of ‘signs
To become part of the iconography of a genre a pattern of visual signs remain constant in that genre over a period of time. Some of the things that make up genre iconography include:

COSTUME




Cowboys wear ten gallon hats;
characters in costume dramas wear wigs and historic costumes;
tough guys in thrillers wear black leather jackets;
in high school movies everyone wears tight T shirts, sneakers and some wear hoodies.

SETTINGS

Thrillers are set in challenging urban neighbourhoods found in big cities such as LA or New York. Horror movies since Halloween (1978) tend to be set in typically quiet suburban settings. Sci-fi films inhabit futuristic cities with flying cars, adverts in the sky (e.g. Bladerunner), and high tech interiors.

STARS

Some film stars can be an important part of a film’s iconography, and carry their own iconographic meanings.
This was perhaps more evident in the past where stars like John Wayne are always associated with Westerns. Modern stars such as Clint Eastwood carry the iconographic meaning of theloner against the world. Campsall (ibid) says:
stars create expectations of character and action, genre, and powerful iconic representations of such as masculinity and femininity.’

Task 1: List film stars associated with the following genres:
Action
Action adventure
Romantic comedy
Gangster
Horror

PROPS

These are the movable objects that are so important to many movies.
Gangster films must have guns.
Classic gangster films have a certain form of gun – the violin case machine gun.
Characters in Westerns carry classic Colt revolvers, or the Winchester rifle.
Police and thrillers use expensive multi-shot shiny hand guns.
Cars are important for what they signify in a film.
Large American gas guzzling V8 saloons can signify the freedom of the open road, as well as escape, and refuge.
Cars can be an extension of a character’s personality as well as a device to create excitement and thrills.

Task 2: List props normally associated with the following genres:
Action adventure
Romantic comedy
Gangster
Horror

SIGNS AND SIGNIFIERS

When we look at the iconography of a film we are looking at the way certain images conveylayers of meaning – in other words there is much more meaning than is at first apparent. The science of how meaning is created by signs is called semiology, from the Greek work semeion meaning sign. Semiology explores the way signs and codes are used in texts.

SO WHAT IS SEMIOTICS?

Semiotics is the study of signs, symbols and sign systems, and their meanings. Semiotics is a way of explaining how we make meaning in a text. But meaning is not just what you read or see.
 Semiotics tells us that all meaning is ‘encoded’ in objects and images that create meaning.

The word ‘love’ can be seen as the sign of an idea that encodes many different meanings. As you read the word you interpret it’s meaning according to who you are, your education and yourcultural values, and the context that the word is in. We learn to decode this meaning as we grow up and are educated. Our understanding of the meaning of the word love depends, to a certain extent, on what other people over the centuries have already decided it means. 
Task 3:
1. How would you interpret the word love in this picture? Write in orange books.
 2. Create a sign of the meaning of love without the word love in it.

SEMIOTICS

In semiotics, a sign is the smallest amount of meaning we can decode, and which also contributes to overall meaning.
For example, in the way you dress each day you encode an ensemble of signs to create a meaning. This might be a ‘designer’ meaning suggesting wealth and power, or a street-cred meaning suggesting an anti establishment attitude or just person taste.
 If all this sounds very complicated look at it this way – a sign has more than one meaning especially when it is in a media text such as a film.
So meaning works in two distinct ways.
1. A sign has a basic meaning literal meaning – for example – a poppy is a flower. This is called its denotation.
2. A sign can also have another second meaning related to something completely different, which is often related to its context. This is called its connotation.
If you put the poppy in a field with another sign which has many meanings such as a cross, you have an overall image with multiple meanings. 
In the above example: the poppy is a sign which when added to the sign of a cross connotates thecultural code of remembrance for those killed in war, particularly the first World War.
In November in the UK the red poppy on its own has connotations. Many people wear a poppy as a sign to connotate that they share in the grief for those fallen in war. In another culture the poppy sign could be interpreted quite differently.
We can say that the poppy is a flower but it has a connotation which is the extra meaning brought to the image through the cultural values of the reader. 
In semiotics, a code is any group of signs that seem to go together to create an overall unit of meaning. So the poppy and the cross are a code. See:http://www.greatwar.co.uk/article/remembrance-poppy.htm

SEMIOTICS THEORY

In semiotics there are three basic types of sign and code:
1. Iconic signs and codes are created to represent the thing itself so that an image of a mafia gangster looks like, or signifies, a mafia gangster.
Iconic codes also work to create extra meaning so that when we see an image of a gangster we associate it with meanings of lawlessness, of a person involved in drug dealing, a dangerous person who will kill, and who our culture identifies as a definite ‘baddie’. 
2. Indexical signs are different. They work by indirectly suggesting a meaning by prodding our existing knowledge and understanding.
For example a heart shape signifies romance suggesting love between two people. The heart shape has no meaning in itself, except to symbolise love. Indexical codes are a type of media shorthand which can be seen everywhere in advertising and in the way signs are used to give us information such as road signs.
Task 4:
Think of all the memories, ideas, feelings, and cultural references that the indexical sign of a lighted Christmas tree invokes.

Write a list now – write about the personal significances the Christmas tree has for you, and write about the wider cultural significances such as peace, family, togetherness, presents, and spiritual renewal.
 You can add your musical signifiers too, which may not be just Christmas songs and carols.
 3. Symbolic codes act as signifiers of meaning which are not remotely the same as what they actually look like (what they denote).


Often in a film the bad guy wears all black, and this is to symbolise evil.
An all black outfit may suggest ‘cool’ too. Both meanings have nothing intrinsically to do with the clothes themselves.
In comedy sketches a burglar may wear a striped shirt, a mask, and carry a bag marked swag – we all know that this costume symbolises a comic burglar – it works as a short hand for the audience– but why the striped shirt symbolises a burglar is an interesting question.
Theorists in Semiology tell us that the meaning a code communicates is always culturally determined.  This means that we learn codes and symbols as we grow up according to our society and culture.
Well known buildings can connotate much more than the image of a large building.


Task 5: List the connotations associated with this picture of Buckingham Palace.

What is the connotation about England? It suggests that England has a monarch, is a stable country with a well respected ruling king or Queen, who comes from a tradition of established monarchy but is not dominated by the monarch – compare this quite discrete palace to any one of Saddam Hussein’s many enormous palaces.
Somehow this picture represents aspects of Great Britain that are attractive to people from abroad. It also connotes patriotism and pride to many English people. Many well known buildings work hard to express a variety of connotations – can you think of any other famous buildings that symbolise more than just the use of building.


This seems to have come along way from film iconography but, if you think about it, it is all very similar. Think of any film that you enjoyed – the characters, the costumes, the settings, the objects, the way the film is shot, the use of lighting, the selection of shots – big close ups, or a lot of of wide shots, the way the film is edited, the use of music ( where would the film Breakfast at Tiffanys be without the song Moon River) all these things go towards the iconography of the film.
It’s really fun working out how all the signs and symbols work to create a rich cinematic experience.

Friday, 11 September 2015

Codes - Mise en scene



Task 1:
Create an AS_Media folder in your home drive.
On a Word Doc. type the AS Media Studies Blog address and save it as 'Media Blog.doc'

Home work: Create a Media studies blog of your own and e-mail the url to me 
(This should end in .blogspot.co.uk)

Task 2:
My e-mail address is: aealey@de-la-salle.co.uk
Send me an e-mail. Now.

AS Media Exemplar work. Print Based.

These documents are in the Media Folder shared drive. AS_2014_15. Copy them to your home area.


Learning Objectives.
To Name Genre conventions and recall how they are used to convey messages.
Key Words: iconography, props, set design, special effects, lighting, costumes, cast, shot types, camera angles

Genre
Genre is a French word for 'type.' 'Genre' is a means of classification for texts based on common elements/shared characteristics - the correct term for this is 'generic conventions/elements.' 

Audiences can usually identify genre through recognition of the visual codes and the technical codes that have been used to create the text.

The visual codes we look for are:

Costume
Facial expression
Colour
Body language
Graphics
Setting

Technical codes also give audiences a clue to a text's content.

Technical codes that are used are:

Sound
Editing
Lighting
Framing.

Sound and editing are only relevant for live action texts but we can look for framing and lighting in print based texts.

Task 3: 
Analyse the image below for visual codes which help to signify the content of the text and answer the following questions:
Who are the target audience for this text?
What sort of narratives would you expect from the series?
How are young people represented in this show?




When the audience works out what genre a media text is, the following 'generic ingredients' also need to be analysed (when you 'channel hop' the brain does this subconsciously because all genres have certain common characteristics the brain picks up on):

1) Mise-en-scene (iconography, props, set design, special effects, lighting, costumes, cast, shot types, camera angles etc.)
2) Typical narratives (historic/contemporary/medical/crime etc.)
3) Generic/stock characters e.g. doctors, police, stereotypical gender roles, different classes etc.
4) Themes e.g. police v criminals, affairs, youth v age, working class v upper class etc. 

Mise en scene - An introduction




Task 4: What settings and props would you find in:
A Science Fiction Genre film?
A Horror Genre film?
A Romantic Comedy genre film?

Task 5: What meanings or emotions do the following images convey?
See slides 7, 8, 9.

Task 6: What does the positioning of the characters in the images reveal about the film?
See slides 11, 12, 13, 14.

12th Sept

Recap:
What is meant by Mise en Scene?
A French term meaning 'what is put into a scene or frame'
It is all the Visual information in front of the camera
It communicates essential information to the audience.
Made up of Visual and some Technical codes.

Genre
You can often tell from watching just a few seconds of a film or film trailer
what genre that film belongs to. What film genre do the following words
suggest?
• Explosions
• Car chases
• A tense challenge to defuse a bomb

You probably thought ‘action’ before you even read the second word.

Task 1:

Create a table in Word like the one below but with three more rows.
Choose three more genres and complete the rest of the boxes.
Use (thumbnail size) illustrations from the Internet.

Genre
Typical setting
Typical characters
Typical plotlines
Typical props
and objects
Science Fiction
– a film which
has at its heart
some form
of science or
technology that is
not yet used, but
which is plausible
in the film
Other planets.
On a spaceship.
Captains
Aliens
Saving the
world from
alien invasion
Laser guns
Futuristic
technology




Task 2: Lighting

Indicate the type of lighting used on slide 20 of the power point above.

Task 3:
Where are the key and filler lights in slides 23, 24, 25 and 26?

Task 4:
Write in orange books.
Indicate elements of Mise en scene in the images on slides 29, 30, 31, 32, 33 and 34


Some people still need to send me an e-mail.
My e-mail address is: aealey@de-la-salle.co.uk
Send me an e-mail. Now.








Thursday, 10 September 2015

Welcome to Media Studies MS-1 and MS-2



Welcome to WJEC AS Media. Introduction to the Media Studies framework.

Learning Outcome: To assess exemplar coursework against WJEC marking criteria.

You will be involved with Unit 1: MS1 (50%) and Unit 2: MS2 (50%)

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Unit 1: MS1. Exam
This is an externally assessed written exam paper (2 1/2 Hours) consisting of
three compulsory questions, including one question on unseen audio-visual or printbased
material (interactive media will be presented as print-based) (40, 30 & 30).
Exam to be taken next June 2016.

The exam questions will test your knowledge of Media Representations and Responses

In addition, you will complete coursework as part of Unit 2: MS3 
This is internally marked and externally moderated consisting of;
Three components: 
one pre-production (20); 
one production which develops from the
pre-production (40); 
and one report on the production process (40)
(Group work permitted for audio-visual productions only.)

The unit is to do with Media Production Processes,

Pre-production 
• The pre-production should be an artefact – for example a script, a storyboard a 
magazine front cover and contents page, a DVD cover, a CD cover (list not 
exhaustive!).

• Pre-productions should be informed by research undertaken but the research 
must not be submitted and can only be assessed as part of their report. Please 
do not submit research.

• As a guideline – storyboards should be around 15 frames long – this is to ensure 
that both technical and creative skills may be demonstrated. Storyboards should 
contain the following: shot duration, visual image of shot, camera instructions, 
audio details, and transitions between frames. Many Centres also add a 
comments box which is helpful. A template is available from WJEC.

• As a guideline – scripts should be between 8 – 10 pages (depending on the 
number of words on a page!) and should be accurately laid out following a 
recognisable format, for example BBC Writers’ Room has examples. It is useful 
for moderators to know what format your candidates have followed.

• Print pre-productions should be 1 – 2 pages but 2 pages allow candidates to 
demonstrate a fuller range of skills and is therefore recommended. 

Production
• Print productions should be 2 – 3 pages and audio-visual productions should be 
between 2 – 3 minutes.
• Group productions are allowed for audio-visual work but each member of the 
group must have a clearly defined technical role – for example camera, editing or 
sound (where there is significant sound design). Roles such as actor, director, 
locations manager are not acceptable.
• Both pre-productions and productions are assessed on both creative and 
technical competencies – so candidates need good technical skills as well as 
good ideas.

Report
A report 
thus consists of three elements: the research informing the preproduction; a brief 

indication of the target audience; and an evaluation of the production.
The evaluation part of the report should discuss the production’s strengths and 
weaknesses through a comparison with existing media products. Candidates who have been working in a group need to base their evaluation on their role –
for example camerawork or editing.

Although there must be a link between pre-production and production, there is
some flexibility in the nature of the tasks which can be set for pre-production and

production.

Examples of linked pre-production and production tasks include:

 A storyboard of the trailer for a new BBC1 television crime drama (preproduction)
and the trailer for that drama (production)

 A script or shooting script for the opening sequence of a teen horror film (preproduction)
and a marketing campaign for a new teen horror film, to include at
least the dvd cover and one poster (production)

 Draft designs for two magazine front covers (pre-production) and a double page

spread for one of those magazines (production)


MS1 (Written Exam) requirements.

This unit is marked against the following assessment objectives:

AO1 Demonstrate knowledge and understanding of media concepts, contexts and critical debates.

A02 Apply knowledge and understanding when analysing media products and processes, and when evaluating their own practical work, to show how meanings and responses are created.

Candidates will be required to study how media texts are constructed and how audiences and users respond to and interpret them using the following framework:

(a) Texts
  • genre conventions
  • narrative construction
  • technical codes such as camerawork, lighting, editing and sound for audio-visual media and graphic design elements for print-based and interactive media
  • language used and mode of address.

(b) Representations

  • the role of selection, construction and anchorage in creating representations
  • how the media uses representations
  • the points of view, messages and values underlying those representations.

Candidates will be expected to have studied a range of representations of:

  • gender
  • ethnicity
  • age
  • issues
  • events
  • regional and national identities.


(c) Audience Responses

Candidates will need to consider the ways in which different audiences can
respond to the same text in different ways. This will involve studying:

  • the ways in which audiences can be categorised (e.g., gender, age, ethnicity, social & cultural background, advertisers' classifications)
  • how media producers and texts construct audiences and users
  • how audiences and users are positioned (including preferred, negotiated and oppositional responses to that positioning).

Any media can be explored but the media texts used in the examination will
be selected from the following:

  • advertisements
  • DVD covers
  • CD covers
  • newspaper front pages
  • magazines (including comics)
  • radio sequences
  • film extracts
  • television sequences
  • music videos
  • websites (if selected for examination, websites will be reproduced in
  • print-based format)
  • computer game extracts.


A look at exemplar work.

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MS2 requirements

MS2: Media Production Processes. You are required to submit:

Three components: one pre-production (20); 
one production which develops from the pre-production (40); 
and one report on the production process (40)

(Group work permitted for audio-visual productions only.)

Submission of Ideas: End of week ONE 

Submission of Pre Production: End of week Eight 


Submission of Production: End of week Twelve 


Submission of Evaluation: Final Draft: End of week Fourteen 


A look at some audio visual exemplar work.












A look at Print based exemplar work:

Pre production, production and evaluations are marked against Assessment objectives AO2, AO3 and AO4.

Task 1: 
Use the handouts with marking criteria to grade the exemplar work embedded below.
Decide if each piece should be graded 
Level 1: 0-7
Level 2: 8-11
Level 3: 12-15
Level 4: 16-20

Consider the reasons for placing each piece in upper or lower levels.







____________________________________________________________________





________________________________________________________________





______________________________________________________

Task 2: Assess the following coursework against the WJEC marking criteria.