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638. FM2 Yasmin exam question – borders and belonging

November 27, 2009 2 comments

From WJEC:

British Film: Identity Study – ‘Borders and Belonging’
You should discuss a minimum of two films in your answer and base it on the following: ‘Borders
and Belonging’.
Either
13. How far do the narratives of the films you have studied for this topic explore questions of
belonging and exclusion? [40]
or
14. Is ‘being British’ presented as a very different experience for different social groups in the
films you have studied? [40]

Categories: Film Studies, FM 2

618. Paranormal activity new Blair witch Project?

October 8, 2009 Leave a comment

519. SIGNS, CODES and CONVENTIONS

April 2, 2009 5 comments

MISE-EN-SCENE (French for ‘put in the scene’)

EDITING
Some important edits are called: continuity (or ‘Hollywood’) edits; MTV (’music television’) edits; cross-cuts; follow-cuts; match-cuts; jump cuts; eye-line matches; dissolves; fades; montages; bridging; flashbacks…

SHOT TYPES

Establishing shot / long-shot / mid-shot / close-up / point-of­ view shot / soft-focus…

Semiotics is the name given to the study of the way by which meaning is created in the world, especially in the mass media. It is based upon the Idea of ’signs’ and ‘codes’, ‘denotation’ and ‘connotation’.

A sign is the basic unit of meaning in semiotics. A sign is any individual thing that signifies meaning; for example, your clothes are a group of ‘fashion signs’ which signify meaning (perhaps you are trying to look ‘cool’?). There are two ways that signs create meaning: all signs have a literal meaning, which is called their denotation; but, depending on the context, many signs also suggest other ‘layers’ of meaning, which is called their connotation. For example, an image of a girl dressed all in white denotes just that, I.e. this is what you ’see’; but it may also connote innocence or purity (and all that this means in our society and culture), i.e. this is what you ‘think’.
Connotation, therefore, is always more than the denotation. Signs rarely work alone. They are most often combined with other signs to form a code.

A code is a group of signs that we recognise as going ‘naturally together’ to signify meaning (e.g. a rose is a sign; but being handed to a girl by a boy could create a ‘romance code’ and suggest love).

Film and TV codes are often called technical codes because technical equipment is used to create them.

There are three ways through which codes and signs can signify meaning: Iconicity: an iconic sign or code looks just like the thing it seems to represent, e.g. an image of a cowboy seems to be just that; but it is called iconic because it suggests far more than it should: for example, our culture tends to associate extra meanings with the idea of ‘cowboy’, such as toughness, heroism, masculinity, etc. Iconic signs are never reality: they are a representation of reality.

Indexicality (an indexical sign or code) in a sign directly suggests meaning because what it shows seems to be the result of something we associate with the thing it represents, e.g. smoke suggests fire, sweat suggests exercise, appearance can suggest wealth, etc. This can be a short-cut way for a film director to create meaning.

Symbolism (a symbolic sign or code) suggests meaning because we have learned this meaning in our culture; a symbol, in itself, has no association with what it means, e.g. a red heart shape suggests love; letters combine to make words, etc. The meaning we gain from codes is said to be culturally determined which .means that our culture ‘taught’ us that particular way to interpret the meaning. For example, when we see our national flag, the Union Jack, we see more than what it simply denotes – a piece of coloured cloth: patriotism and pride, etc.

An important code is an enigma code. These codes put a fascinating question in the mind of the audience that only watching the movie will answer. They tempt the audience to watch and are often used in trailers. A convention is simply a way of doing something that we are so used to we usually fail to notice it; conventions can seem ‘perfectly natural’ or ‘realistic’ yet are anything but. So: women in cowboys tend conventionally to be either ‘very good’ or ‘very bad’ – and this seems ‘normal’ within the genre of cowboy movies; the wheels of a car always screech; guns always kill outright; a punch always knocks a person out cold.

Genre and narrative are important media conventions that are covered later, as are editing techniques and-the use of certain shot types (such as an establishing shot sequence or montage – see later).

Cinema and TV codes are created within an area bounded by the edges of a screen. By controlling what objects and action are in this frame, a film director creates what is called a mise-en-scene.

Asking questions such as ‘who, what and where’ of the characters and objects and their relative positions, expressions, appearance, costume, make-up, scenery, props, lighting, sounds, etc. in a mise-en-scene will help you analyse it.

Try to consider what effects are created in a mise-en-scene’, what meaning they have (their denotation and, most importantly, connotation), how they have been created and why they were created (which will be the director’s purpose – perhaps to develop a character, a mood, the storyline or plot and sometimes to explore a deeper meaning or idea, i.e. a theme).

Editing is the placing of separate shots together. This allows a director to manipulate space and time ­hundreds of miles or weeks of time can be reduced to a few scenes that appear perfectly natural and believable to the audience. A montage is a most important editing technique. It is a series of shots that are edited together to create a kind of ‘individual unit’ of meaning.

Continuity edits – especially matched cuts – are called ‘Hollywood editing’. This creates a sequence that seems to flow naturally on from the previous one, and in which the edits are ‘invisible’. These have the effect of creating a realistic and seamless flow to a story or narrative (see below) where one event leads naturally onto the next.

Jump-cuts are dramatic edits; MTV edits are rapid sequences of fast jump cuts used to create a conscious effect as used first in pop-videos;

cross-cuts/parallel editing follow different actions such as two people talking; follow-cuts follow an action to its consequence, e.g. a character looking edits to what they look at

eye-line matches are a kind of follow cut).

A sound-bridge is a sound edit that allows sound from one shot to cross into the next to create continuity.

An establishing shot is usually the opening shot of a sequence; it ’sets the scene’ and locates the action. It is often followed by a mid-shot followed by a close-up shot.

A subjective point-of-view shot (POV) is at eye-level and appears as if you are viewing the scene from the character’s perspective (as in ‘Blair Witch’).

An objective point-of-view shot acts as if you are an observer secretly looking into a scene.

CAMERA ANGLE Eye-line match / high / low

CAMERA MOVEMENT Zooming / tracking / panning / hand-held

LIGHTING High key, neutral, low key

‘DIEGESIS’ AND SOUND

VISUAL EFFECTS / SFX

NARRATIVE

GENRE

ICONOGRAPHY

THE ‘STAR SYSTEM’

REALISM

‘Verisimilitude’

‘Generic verisimilitude’

‘Cultural verisimilitude’

Camera angles can signify meaning, e.g. a subjective POV high angle shot can crate a superior feel. Different camera movements can create significant meaning – a zoom or tracking shot into a close-up of a face can create emotion, a pan across a war scene can suggest violence; POV tracking shots and POV hand-held camera shot can create tension and involvement by making you feel as if you are a part of the action.

Lighting can create atmosphere and mood as well as signify meaning, e.g. in a horror movie, light and shade are important codes of meaning. High-key lighting is harsh; soft-key lighting creates a romantic atmosphere, spotlighting picks out a character from a group, etc.

Diegesis means the ‘world of the film’: if something seems to be a part of the ‘world of the film’, it is called ‘diegetic’. So, sound that is a part of the action is diegetic sound, e.g. wind noise, screeching cars, etc; but sound that is added’ to create, most often, mood or atmosphere is called non-diegetic sound. Diegetic sounds may also be added in after filming, or may be exaggerated for effect (e.g. loud footsteps).

SFX (special effects’) often use computer-generated graphics to create compelling realism and meaning.

The use of a narrative structure is a major convention of cinema and TV. We are all immersed in narratives and have been since childhood as we tell of or hear about the complex events of the world not in the form of long-winded complex details or bald information but as absorbing and interesting stories. Yet this way of explaining real as opposed to fictional events greatly oversimplifies reality whilst at the same time; paradoxically, appearing very realistic and believable. For instance, real events are rarely clearly ‘connected’ by such simple ’cause and effect’ relationships as in stories (i.e. this leads to that because…). Yet in narrative they always are. And in the real world people are not either good (i.e. ‘heroes’) or evil (i.e. ‘villains’); but in narrative they always are to some degree at least. And so on. For better or worse, we tell and hear of world events as narratives and media producers know this and use it to create media texts that rely on narrative structures and forms to be absorbing, compelling and convincingly realistic. Because of this, filmed narratives can easily trick us into thinking we are viewing a real ‘window on the world’.

Genre means the type/kind of narrative being told, e.g. detective, sci-fi, horror, etc. Genre defines a text by its similarities to other texts. Importantly, when we watch a genre film we have many pre-existing expectations of the types of characters, setting and events we want to see (prediction is a major aspect of our enjoyment of a film, and genre helps this). Genre conventions are an important way a director can create believable ‘versions of reality’ because we fail to see that what is shown is not reality at, all, but a media convention that we have become accustomed to seeing in that kind of film. So… we don’t mind the owner of a casino being horribly killed because we see him, in the gangster genre as naturally a ‘villain’. Film companies use genre to sell and make films: a popular genre creates a greater chance of commercial success; and genre can be cost effective, making it cheaper to write new stories and reducing the need for entirely new sets. Iconography is an important aspect of genre. We come to expect to see certain objects within the mise-en­-scene of a particular genre, for example, in a Western, we expect to see dusty lonely roads, saloon bars, cowboy hats and horses, jails, sheriffs badges, etc.; in a modern horror film, we expect lonely girls, ‘normal’ objects, use of dark and light, etc. These ‘genre indicators’ are called the iconography of the genre. Celebrities and film stars are an important part of the iconography of cinema and TV.

Different stars can be important signifiers of meaning. They can create expectations of character and action, help identify genre, and create powerful iconic representation of such as masculinity and femininity. Cinema and TV are able to offer high levels of ‘realism’: the bright screen, the clear and powerful Dolby sound, darkened room, etc. are highly compelling and persuasive. Such ‘appearance of reality’ is given the odd name of verisimilitude. This is yet another convention of course – there is nothing ‘realistic’ about an image on a flat screen.

There are two kinds of verisimilitude: generic verisimilitude is the ‘realism’ that convinces us because of the genre we are watching (in the horror genres it seems highly realistic for a vampire to sink his teeth into a person’s neck); cultural verisimilitude is the kind of reality that convinces us because it looks like the way things are or should

458. movie distribution facts

February 28, 2009 Leave a comment

http://moviedistributionfacts.wordpress.com/

457. FM2 – Dog is BAAAADDD ;-)

February 28, 2009 Leave a comment
Categories: FM 2, FM2, Uncategorized

437. http://moviedistributionfacts.wordpress.com/about/

December 22, 2008 Leave a comment

405. Film statistics link

November 20, 2008 Leave a comment

390. AS Media and Film – the BIG ONE

October 7, 2008 Leave a comment

011

Film Studies Exam at 2:00 pm Tuesday 13 May! Remember!

May 12, 2008 2 comments

Hi there film stars! – remember the exam is at 2 pm!! any questions, just comment here. Best of British-  huh!

Categories: Film Studies, FM 1, FM 2, FS3

247. Film Studies FS2 Module Brief

FS2

 

Producers and Audiences: Hollywood and British Cinema

 

 Module Brief

 

a)                 Overview

 

This unit addresses AS2 (Producers and audiences).

 

This module will focus on the film industry and the social practice of cinema going and film consumption. It will mainly focus on the Hollywood style commercial product and British Cinema Produce as studied later in FS3.

 

The study will be centred on creating understanding and appreciation by building basic knowledge of the following:

 

            film finance, production, distribution and exhibition in American and British Contexts;

 

            film consumption in the UK as a whole with particular focus on the local/regional area.

 

The critical skills will include:

 

            interpretation of information relating to aspects of the cinema business.

 

            reflection on personal behaviour as consumer, fan and critic.

 

This module can be seen as an extension of FS1, and thus, the skills already obtained or under development will be very useful. Once again the emphasis will be on the interaction between producer and audience. However, in this module we are looking at the producer in a commercial sense, rather than an artiste; the producer creates and supplies the product (in this case, a film) and the audience views the film. However, in this case we are interested in the viewing habits and tastes rather than a critical appraisal of the product (film) even though how a film is received does have an affect on viewing habits and thus which films are produced and subsequently viewed more than others.

 

 

 

 

b)      The Cinema Audience

 

This unit requires a focus on film demand and consumption, and primarily relates to the contemporary UK film market. The consumption of films will include consideration of cinema-going and the importance of film consumption through video, DVD, television, ‘home cinema’ and computer technologies. Both the commercial and cultural significance of film consumption will be considered.

 

The emphasis will be on audience response and particularly on your development of your own behaviour when engaged in the social practice of cinema. You will address the importance of stars, both for producers and audiences and how it pertains to the business of cinema.

 

  c)       The Cinema Business

 

This unit requires a focus on basic aspects of the working of:

 

the American film industry: specifically contemporary Hollywood, together with some awareness of the vertically integrated studio system of the ‘classic period’

 

the British film industry today: specifically a consideration of issues of independence, distinctiveness and profitability.

 

Aspects of finance, organisation, production, distribution (including marketing) and exhibition will be studied, particularly through case studies.

 

 

d)                Case Studies

 

Using Forrest Gump and Trainspotting as a starting point, you will investigate a particular studio or production company, or track a particular production from inception, through financing to exhibition. This may involve individual or group research, including the availability of/demand for films in their own locality or region.

 

e)                 Assessment Tasks

 

 

Candidates will sit an examination of one and a half hours:

 

Section A – Audiences

 

One stimulus-response question from a choice of two (25marks)

 

Section B – Producers

 

One stimulus-response question from a choice of two (25marks)

 

 

In essence, this module can further enhance your ability to respond, this time to a range of material. Application of a diverse approach is not discouraged. Far from it; such variety of thinking is actively encouraged, and the quality of argument will be strengthened by a candidate’s ability to substantiate argument with explanation of thought. That said, the process of engaging with the material in focus is just as important as the content of one’s argument, so each is equally balanced. It is important that a candidate relates to the basic framework of knowledge in order to create this balanced approach.

 

Categories: FM 2

243. FM2: Producers and Audiences – Handy Revision Websites

April 21, 2008 Leave a comment
Categories: FM 2, FM2

242. FS2 Producers and audiences – nice websites film distribution

Categories: FM 2

241. British film resource FS2/3 BBFC, Organisations, Distribution etc.

March 25, 2008 2 comments

228. Researching UK and international film

March 11, 2008 Leave a comment
Categories: Film Studies, FM 2

223. The film industry: how it is organised

March 11, 2008 Leave a comment
Categories: FM 2

221. Film industry major presentation

March 11, 2008 Leave a comment
Categories: FM 2

216. FS2 – help and advice continued

March 11, 2008 Leave a comment
Hollywood, during its ‘Golden Age’ of the ’20s, ’30s and ’40s
(1), was a ‘dream factory’(2) churning out thousands of films for a worldwide audience

(3). The main characteristics were: use of classical narrative* and style

(4); the use of generic formulae

(5); film stars

(6); a vast publicity machine to create and service the mass market

(7); films which reflected and reproduced the dominant ideology

(8);capital-intensive investment

(9); a vertically integrated* system of production, distribution and exhibition

(10); entertainment(11).

The tension between ‘dream’ and ‘factory’ is crucial to an understanding of Hollywood

(12). The studios were based on Ford’s model (T) of mass production

(13) which meant creative talent had to be strait-jacketed by strict formal
(14) and stylistic systems
(15), enabling it to address a mass audience

(16).  The studio moguls

(17) (now replaced by the studio accountants

(18)) mixed contempt for the audience

(19) (seen only as the ‘lowest common denominator’

(20)) with equal disdain for the creative talent making the movies

(21).The Coen brothers’ film Barton Fink

(21) revolves around the stereotypical incompatibility of the mogul and the creative artist. However, it was occasionally possible to work creatively in Hollywood(40); producing films that diverged from the norm.

Despite his problems, Orson Welles made some great films as part of the studio system
(41). John Ford cut his films in the camera so that the producer could not edit the film any other way than Ford wanted(42).

The classical narrative structure of thesis, antithesis and synthesis(22) is familiar to all western audiences(23) and always provides a reassuring end to a film(24). For example, in “Jaws”

This essay is used to illustrate ‘knowledge points’ described in the introduction. ‘You have 45 minutes to say everything you know about the question is a structured way, starting now.’This is an example of an agenda
which uses a semi-colon list to structure the essay. Each of the eight points should be dealt with in the order they are listed.

Sorry this is me trying to be clever: you don’t need to know about Ford’s model T in Media Studies/Film Studies but such a relevant reference can appear very impressive in an exam context.

Watch all the Coen brothers movies; they’re great. They include Blood Simple, Raising Arizona and Fargo.

the thesis (situation 1) is a seaside town at the start of the holiday season; the antithesis (disruption) is the shark which eats holiday-makers; the synthesis (resolution) is the death of the shark(25).
The narrative ends with equilibrium re-established and the situation is (almost) the same as at the beginning(26).Within many classical narratives there runs the heterosexual romance of ‘boy meets girl, is rejected by the girl and, finally, heroically wins her’(27).  

The most important aspects of classical style are continuity editing(28)
and camera positioning which reinforces the realist aesthetic(29).
The 180 degree rule(30) of editing* serves to orient the audience in a fixed and stable position(31),
giving them a clear perception of cinematic space(32).
The most common camera position is horizontal at eye level(33),
obviously mimicking how we are used to seeing in everyday life(34).

This is the opposite, for example, of Sergei Eisenstein’s montage system of film-making(35), seen in films such as Battleship Potemkin and October(36).
Eisenstein sought to educate an audience(37) by dialectically editing(38) to produce conflict between images(39).

Of course audiences need novelty as well as familiarity(43) and it is the concept of genre* that creates variation within a familiar framework(44).  
Genre sets up audience expectations of character(45), setting(46) and narrative(47).

It uses iconography*(48) to create meaning – we expect to see horses and six-shooter in westerns(49) but not motor cars (the arrival of a car in The Wild Bunch (1969)(50) suddenly shatters our preconceptions of what to expect(51)).  

Genres, however, must continue to develop if they are to maintain their popularity(52), something the Western has struggled to do in the last 20 years(53).
In the early 1990s it was been revitalised by variations on its generic formulae such as a black perspective in Posse (54) and even a rethinking of the gunfighter and film star

Okay, throughout these essay I ‘harp’ on about giving appropriate examples in your answers: can you give concise and useful examples for this paragraph? I can’t……but I can give examples of the opposite which serves to demonstrate my wide-ranging knowledge.
myth in Unforgiven (55).
Despite the success of Maverick, one of the blockbusters in summer ’94, it did not presage the return of the western as a staple Hollywood genre; the ubiquitous action film has dominated since.Use of film stars is in many ways similar to that
of genre: going to see a Bette Davis movie had all the audience expectation of going to see a Western(56).

Stars have a specific persona which transfers across films(57), thus Arnold Schwarzenegger plays ‘Arnold Schwarzenegger’(58), with minor variation, whether the film is Kindergarten Cop or The Terminator(59).  

Stars are also used to market the product(60).  

The publicity of a film has always been important in creating an audience(61) (in 1993 it cost half as much again as the film!(62)); the publicity for would-be summer ’98 blockbuster, Godzilla, began in 1996.

In the Golden Age of Hollywood much of this publicity was generated in the gossip columns of newspapers(63) and stars private lives were often managed by the studios in order to get the best ‘press’(64).

Because film making is a capital intensive business it is inevitably a conservative one(65).
Very few radical films ever come out of the Hollywood system(66) (although film noir did manage to subvert some of the classical conventions(67)).

Indeed, Hollywood films have had an important role in socialising the public into the dominant ideology*(68), notably during the silent era in the U.S.A. when they were able to  communicated to audiences who frequently could not understand English(69).

The conventional forms of representation give a clear picture of how Hollywood reflected the dominant bourgeois ideology(70).Women were generally characterised in three ways: virgin, whore or mother(71).

It was the men who were the heroes, acting to save the woman and/or the world(72).

The fact that some film stars, like Bette Davis(73), sometimes managed to transcend this typography merely demonstrates its dominance in other films(74).

It should become clear by now that the original list of eight points in the agenda was not randomly selected. For example, film stars fit nicely with both genre and publicity. This careful ordering helps in both the revision and writing.This is the sort of material you are likely to have covered in  the key concept ‘representation’. All key concepts are adaptable across all the media.
In the ‘Golden Age’, before anti-trust legislation forced them to divest themselves of the cinemas(75), vertical integration meant that Hollywood studios had complete control of the cinema apparatus in the U.S.A.(76).They had ready-made markets in a mass audience which had not yet developed a home-based perspective(77), typified by television(78), that led to the decline in cinema attendances in the ’50s(79).
This was financially very beneficial for the studios as exhibition is the most profitable part of the film business(80).

Whatever films were produced they were all created to be entertainment – escapist fictions to take people ‘out of themselves’ for a few hours(81).
This was particularly potent during the economic depression of the 1930s(82).  
Hollywood has always been coy of categorising itself as art(83), believing this would somehow ‘turn off’ the mass audience it was pursuing(84).

The U.S.A. studio system of film-making was a business and profit was the motive for the studios(85). Indeed, a salary was the motive for most who worked within the system(86).
However, creative artists cannot operate on a simple production line basis(87), and this has led many critics to dismiss anything out of Hollywood as trash(88).
However, popular culture is now accepted as having a vitality of its own(89). It is fascinating to observe, in some films, the clash between the artists’ (directors, writers, stars etc.) dreams and the conventions they were obliged to use(90).

While popular culture is not a key concept it is very likely to have been covered. Always look for links between theoretical material that way you can ‘spend’ your knowledge many times. Think laterally.
It is likely that you can’t write as many words as I have done in the time available. A useful exercise would be to go through this essay and decide what could be left out without damaging the main argument. Examiners know you only have forty five minutes; they don’t expect miracles. It is important to have a clear idea of the institutional aspects of Hollywood and how the anti-trust suit eventually led to the studio systems demise in 1948.
Categories: FM 2

215. FS2 Hollywood etc – revision advice

March 11, 2008 Leave a comment

Hollywood cinema: the system  Explain what is meant by oligopoly.What is meant by vertical integration?

In what ways did Hollywood cinema employ assembly-line production techniques?

List three aspects of classic Hollywood style.

What advantages did genre offer the Hollywood system?

Explain briefly the contract system.

In what year was sound introduced into films?

What effects did the American Depression and the Second World War have on Hollywood?

In what way is the genre of the film Casablanca interesting?

Decline of the studio system

List the seven reasons why the studio system began to decline after 1949. The language of film.What are the elements covered by the term mise en scene?

What are the five main shot sizes?

The list the four types of camera movement.

Explain the term depth of field.

What is a reverse track zoom?

Explain shot/reverse shot edits.

What is meant by crosscutting?

What is meant by  discontinuity editing?

What is a freeze frame?

Explain  diegetic and non diegetic sound.

What is ambient sound?

What do we mean by parallel and contrapuntal sound?

What is a sound bridge?  Narrative.What do we mean by linear narratives?

What is meant by a chronologically presented narrative?

In what ways can flashbacks be useful?

How can time be expanded in film?

What do we mean by an open ended film?

What are the advantages of using voice-over?

What is meant by restricted and unrestricted narration?

What is meant by objective and subjective narration?

What is meant by identification? 
The Big Cinema Exhibition test.
1. Why did early cinema licensing come into effect?

2. Why were there separate entrances in early cinemas?

3. What difficulties for the cinema industry did World War One introduce?

4. Why was Cinema opening on Sundays prohibited?

5. Which decade was the great cinema building decade?

6. What were newsreel cinemas?

7. What happened to cinema going during World War Two?

8. Why was a weekly change of cinema programming necessary?

9. Describe a typical programme in the immediate post-war years.

10. Why  did attendance numbers decline between 1956 and 1960? Offer three reasons at least.

  The Short French “New Wave” Zut Alors!
(Based on the definition page on katpad.co.uk)1. Name three new wave directors.

2. List four technical advances which made the new wave style possible.

3. What four cinematic areas did these technical advances change?

4. In what ways were these new wave directors deliberately self conscious?

5. In what ways was the editing style of the new wave unconventional?

Your answers to the above would be very useful on a revision card.

  Stars and Stardom. 1. List the five key elements attaching to stardom.
2. Why does Dyer argue that the real identity of a star is inconsequential?
3. How is a star a capital commodity?
4. Why has star power increased?
5. How is a star valued?
6. What is meant by a star vehicle?
7. Explain  the categories, impersonation and personification.
8. What are Dyer’s three possibilities between star and role?
9. What is a commutation test?
10. What is meant by typecasting?
11. What is the  Kuleshov effect?
12. How is star image constructed?
13. How can stars represent ideologies or values?
14. What does Dyer mean by star intertextuality?
15. List  the three categories Star value can be broken down into. 

Categories: FM 2
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