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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/

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

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

March 25, 2008 2 comments

240. FS3 Swinging Sixties Essay Questions

March 18, 2008 Leave a comment

img002.pdf

Categories: FS3

213. FS3. Swinging Britain – social realism

March 11, 2008 Leave a comment
Categories: FS3

146. FS3 Film Studies – Elizabeth links

February 20, 2008 1 comment

http://www.elizabeth-themovie.com/genesis.html

http://www.imdb.com/title/tt0127536/

www.salon.com/ent/movies/reviews/1998/11/06reviewa.html

http://en.wikipedia.org/wiki/Shekhar_Kapur

http://en.wikipedia.org/wiki/Elizabeth_%28film%29

www.tipjar.com/dan/kapur.htm

www.aboutfilm.com/movies/e/elizabeth.htm

www.viewlondon.co.uk/films/elizabeth-the-golden-age-film-review-20782.html

www.film.guardian.co.uk/interview/interviewpages/0,,2202924,00.html

and

www.shekharkapur.com

The Genesis of Elizabeth

Based on the remarkable story of the rise of the young Elizabeth Tudor to Queen of England,

Elizabeth depicts the early life of a woman of independent spirit who ascended to the throne in 1558

to a reign of intrigue and betrayal. The conflict of her private passions and personal friendships with

her duty, as monarch, to achieve national unity, form the basis of a story that is both heartbreaking

and inspiring.

Elizabeth stars Cate Blanchett in the title role, with Academy Award winner Geoffrey Rush as

Sir Francis Walsingham; Christopher Eccleston as the Duke of Norfolk; Joseph Fiennes as the

Queen’s favorite, Lord Robert Dudley; and Richard Attenborough as Sir William Cecil. The

distinguished international cast also includes Fanny Ardant, Kathy Burke, Eric Cantona, Vincent

Cassel, Daniel Craig, Jamie Foreman, James Frain, Edward Hardwicke, Emily Mortimer, Kelly

Macdonald, Terence Rigby, Amanda Ryan, and Sir John Gielgud.

Filmed on location in Northumberland, Derbyshire, North Yorkshire, and at Shepperton Studios,

Elizabeth is directed by Shekhar Kapur. The producers are Alison Owen, Eric Fellner, and Tim

Bevan.

Elizabeth is the latest production from Working Title Films, Britain’s most successful production

company, which boasts credits that include Four Weddings and a Funeral, Dead Man Walking,

Fargo, Bean, and The Borrowers.Explaining the attraction of bringing Elizabeth to the screen, Alison Owen says, “We had often

talked about doing a ‘modern’ film about a historical character. We had discussed Boadicea, Henry

VIII, Guy Fawkes, and Cromwell, but I was happy when Elizabeth I was decided upon, as it had so

much potential for a modern audience.” Tim Bevan adds, “We were keen to do a period movie, but

one that wasn’t in the recent tradition of what I call ‘frock flicks.’ We wanted to avoid, as it were, the

Merchant Ivory approach, and we thought it would be great to do a picture set in Tudor times, as that

was the most exciting of historical periods. We settled on Elizabeth I and her early life, a period that

hasn’t been particularly well documented on the screen, and one which would give us more dramatic

life. We also wanted to stamp a contemporary feel onto our story, and with the early part of her reign

being filled with such uncertainty, we decided to structure it as a conspiracy thriller.”

Alison Owen continues, “We were a lot more influenced by films like ‘The Godfather’ than by

previous historical dramas. Although it is a film that is very true in spirit to the Tudor times,

historical veracity has not been our main point of contact. We have not changed facts but

manipulated time periods. In doing so, we have given our film so many things to attract an audience.

At the heart of it is a wonderful love story.”

She adds, “For me, it was very appealing that the central character is a woman. Her story seemed

to have lots of parallels with modern twentieth-century women who are often faced with that choice

between career and personal life. It is a dilemma many contemporary women are trying to resolve in

their own lives that Elizabeth had to face. She had to give up the chance of marriage and children in

order to achieve stability in the country. I thought that was very interesting.”

Tim Bevan says, “To bring the elements together, we put the project out to two or three writers,

one of whom was Michael Hirst. He reacted to it immediately and worked out a whole construction.

It was his idea to end the movie with the Queen painting her face and becoming the icon we all know

and the person where most movies about her would start. We commissioned Michael to do a first

draft, and although much has evolved since then, the bricks and mortar of the structure of the story

were very much laid in that first draft.”

With a script in place, Working Title then set out to find a director to take on the challenge of

bringing to the screen a historical-based story with a contemporary feel.

“We put it out to a few English directors,” said Bevan, “but soon decided to widen the net to

attract a director who would really interpret it, and not get bogged down with the sort of tradition that

we have of our own history. We met with Shekhar Kapur and he immediately responded to the

material. Shekhar knew nothing about Elizabeth I when he came to it, and so, in many ways, his

journey is the film’s journey. He has learnt about this character and this period of history, and has

brought a completely different sensibility to the movie than any western director would have done. It

is a fresh approach which an audience will immediately react to. Shekhar is an extremely visual

director, and he brings to the project a shooting style that is imaginative and that has great energy.”

The cast of Elizabeth is both international and eclectic. Shekhar Kapur was captivated by the

then-little-known Australian actress Cate Blanchett after viewing a show-reel of footage from Oscarand Lucinda

. He knew immediately that he had found his Elizabeth.

“In some movies,” says Tim Bevan, “When you have up-and-coming stars in them, it brings a

whole new level of magic to what can happen to that film. For example, with Four Weddings and a

Funeral, Hugh Grant turned into a huge star. Similarly, Wish You Were Here and My BeautifulLaundrette

made stars out of Emily Lloyd and Daniel Day-Lewis. If I was a betting man, I would say

the same thing is going to happen to Cate Blanchett with this film.”

Coincidental to this, another Australian actor entered the Elizabeth casting frame. The role of Sir

Francis Walsingham, the Queen’s confidant, called for an actor of extreme power and influence.

Academy Award winner Geoffrey Rush was the producers’ first choice.

When it came to the role of the Duke of Norfolk, casting director Vanessa Pereira championed

Christopher Eccleston. Although initially not interested in playing in a period film, Eccleston was

soon enthused by the script and the prospect of working with Shekhar Kapur.

The important role of the romantic lead was decided after Cate Blanchett screen-tested with a

number of young ‘Brit Pack’ actors. The standout was Joseph Fiennes, who was duly cast in the role

of Lord Robert Dudley.

“What is good about Geoffrey, Christopher and Joe,” Tim Bevan points out, “is that they are very

different. The film is really about the influence these three characters have on Elizabeth’s life. You

have Joe as the romantic character, Geoffrey as the almost mystic Walsingham, and Christopher as

the ambitious thug and villain. It’s a mix of casting that has worked, and will track well through the

movie.”

“On the next level, we have a fantastic backup of actors like Richard Attenborough and Kathy

Burke—who establishes a huge presence as Queen Mary—plus some fine French actors: Fanny

Ardant as Mary of Guise, Vincent Cassel as the Duc d’Anjou, and Eric Cantona as Monsieur de Foix,

the French ambassador.”

To many, soccer star Cantona was a surprising piece of casting, but when Shekhar Kapur went to

Paris to meet with various French actors and had lunch with Cantona, he was convinced that

Cantona’s physically imposing presence would translate to the screen.

“This is not stunt casting,” Bevan maintains. “It is going back to our original concept of not

wanting to see actors popping up who had been seen in other ‘frock flicks.’ It was a deliberate

strategy, and one that helps give the film its freshness. The look of the film is extraordinary, and

coupled with a very tight story and powerful performances, it is a cracking good yarn—which is

basically the first rule of any movie.”

Categories: FS3

132. What you should ‘revise’ for the exam: FS3

February 17, 2008 Leave a comment

1. Watch your ‘single film’ again so you are familiar with it.2. Be able to analyse the opening, the ending, themes, visuals and any key sequences.3. Know about  director or genre or audience or critical reception of the film to give some sense of context to an answer.

4. For the group of films studied, make sure you can write about the focus film and two others.

5. Do some timed practices, in and out of class.

Categories: FS3

130. FS3 Exam Technique

February 17, 2008 Leave a comment

FS3 Exam Technique and General Advice

 Learning from FS1 coursework (formal components of editing and sound, movement and POV) and from FS2 (Producers and Audiences) should inform your responses in this exam.               Note the allocation of marks: more marks are given to Section A. What to do:Spend 10 minutes reading the questions.  Take notes on what the question is asking and which Assessment Criteria (below) will be addressed.  How will you structure your answer?  Make sure you are answering the question – not simply saying all you know about that (or even another!) topic.Assessment Criteria:AS3              Identify messages & values through the              study of representation in British & Irish cinema.AS4     Show understanding through … the textual study of film.How do these criteria fit in with your answers?  Have you addressed them?  Do they lead into each other? The key to this paper is Representation. You must consider how aspects of national life are formally constructed (through character, story type, social issues, theme dealt with etc.).  Are they symptoms of national attitudes and values specific to a place at a particular time?  Or are these forms led by genre conventions of Hollywood (star, colour, music – the conventional pleasures of cinema)?  How? Give specific example – use your FS1 knowledge of form here. Are national values conveyed?  Do they communicate to audiences through locations, character type, subject matter? Again, specific examples – use key sequences for Section B. Who gets represented and why?  How does gender, race, class or age get played out?  Who is missing from this?  Who is given power?  Who is ignored?  What does this say about the values of the time? How does this affect message and values?  Or as Alfie asks, “What’s it all about?” Using your time wisely.You can tackle the questions in any order you wish.  BUT you should give 45 minutes to writing your answer to Section A and 35 to Section B.  Watch the clock – put your watch on the table in front of you. When the time is up for that Section – whether you have finished that question or not (and this is most important) – leave a space and start the next Section – use all of the allocated time for that section writing your response to your chosen question. FINALLYIf you run out of things to say for your second question – and only if – then you can return to the space you left after your first question and finish it.   But only if there is time.  If there is no time then do not fret – you might jot down a few words to say what you would have said.

Categories: FS3

125. FS3 Previous Exams Example

February 17, 2008 Leave a comment

SECTION A: Topic Study (30 marks) Answer one question from this section.

REMINDER: Your close-study film for Section B should not be one of the two main films used in your answer to Section A.

The 1940s – The War and its Aftermath

Make reference to Went the Day Well and at least one other appropriate film. Either, 1. Do you think the films you have studied show that different class backgrounds influence people’s attitudes to Britain at war? Or, 2. How do the filmmakers show changes in key characters during the course of the narrative in the films you have studied?

The ‘Swinging Sixties’ Make reference to A Hard Day’s Night and at least one other appropriate film. Either, 3. How are the lives of young people in the sixties represented in the films you have studied for this topic? Or, 4. How far do filmmakers show a sense of the ‘swinging sixties’ through visual style in the films you have studied?

Passions and Repressions Make reference to Brief Encounter and at least one other appropriate film. Either, 5. What messages and values influence characters’ behaviour in the film you have studied? You may wish to refer to one key character from each film. Or, 6. Do you think that the male and female characters in the films you have studied have different attitudes to passion and/or repression?

Justice and the Law Make reference to In the Name of the Father and at least one other appropriate film. Either, 7. How far do social class and/or regional identity affect key characters’ experience of justice and the law? Or, 8. How far have the films you have studied challenged your views on justice and the law?

Scottish Cinema in the 1980s and 1990s Make reference to Local Hero and at least one other appropriate film. Either, 9. How far is a sense of national identity reflected in the films you have studied for this topic? Or, 10. How are different aspects of masculinity represented in the films you have studied for this topic?

SECTION B: Close Study (20 marks)
Answer question 11,12 or 13 in relation to any one of the following films:
The Thirty Nine Steps (Hitchcock, 1935) Last of England (Jarman, 1986)
The Red Shoes (Powell & Pressburger, 1948)                           The Crying Game (Jordan, 1992)
The Ladykillers (MacKendrick, 1955) Orlando (Potter, 1993)
Goldfinger (Hamilton, 1964) Secrets and Lies (Leigh, 1996)
The Wicker Man (Hardy, 1973) Twin Town (Alien, 1997)
Jubilee (Jarman, 1977) Elizabeth (Kapur, 1998)
Chariots of Fire (Hudson, 1981) House of America (Evans, 1998)
My Beautiful Laundrette (Frears, 1985) East is East (O’Donnell, 1999)
REMINDER: Your close-study film for Section B may not be one of the two main films used in your answer to Section A.
Either, 11.      How are the messages and values of the film you have studied conveyed visually in a key sequence of your choice?

Or,        12.      Is your understanding and enjoyment of your close-study film increased by placing it within the context of either the genre of the film or the director’s work?

Or,       13.     In what ways has your study of production and/or audiences increased your understanding of the film you have studied?
Categories: FS3

126. FS3 Previous Exams Examples

February 17, 2008 Leave a comment
fs32.pngfs31.pngIn this exam you will be given two pieces of resource material which will be a combination of the pictorial and the printed and then asked to answer two questions using the provided material as well as refering to your own knowledge and research into the two broad areas above.
Please refer to attached images.
SECTION A  (25 marks) Answer one question from this section. Either, 1.    Examine the following material:
3D pictures were a craze in the 1950s – but after a year disappeared, to be occasionally reintroduced
as a novelty.The IMAX ExperienceThe difference between the IMAX Experience and watching a film at a conventional cinema is the feeling that you don’t merely watch a film – you feel as if you are actually there – inside the human body, fighting for survival in Antarctica or plunging into the depths of the sea. The key to this experience is cinema’s largest film frame, being projected by the world’s most sophisticated projector onto a huge screen that encompasses the viewer’s peripheral vision.-from the British Film Institute’s IMAX websiteThursday April 24th 2003: Press release Matrix sequels get IMAX releaseThe Matrix Reloaded or\6 The Matrix Revolutions will both be getting IMAX releases, an announcement that led to a 13% increase in the share prices in the big-screen company.-from the IMAX Corporation website, 24 April 2003Using this material and your knowledge of film-going in the present and in the past, answer the following question.How important for audiences is the sensation offered by the cinematic experience?Or,2.    Look at Item A in the Resource Material, which shows the audience profiles for four films released in 2002.Using this material and your knowledge of the marketing and distribution of films, answer the following question.Does the expected age and gender of film audiences shape the marketing and distribution that films get?

SECTION B (25 marks) Answer one question from this section. Either, 3.   Changes in the revenue sources for Hollywood feature films between 1980 and 2000Year
1980 (percentage share)
2000 (percentage share)
Change 1980-2000US Cinemas
36%
17%
-19%
Non US Cinemas
28%
16%
-12%US TV
18%
6%
-12%
Non US TV
3%
8%
+5%Pay as you view Cable and Satellite TV
7%
9%
+2%
World-wide Home Video
8%
44%
+36% Total
100%
100% -from Harold Vogel, Entertainment Economics (Cambridge University Press, 2001)Using this information and your knowledge of Hollywood cinema over the past 25 years, answer the following question.How has Hollywood reacted to changes in film exhibition over the last 25 years? Or,4.    Examine carefully the advert relating to Asif Kapadia’s ‘The Warrior’, Item B in the Resource Material, and then study the following information.The Warrior was written and directed by Asif Kapadia, who was born in Hackney, London. His debut feature film is a variation on a classic story – feared bad guy tried to go straight and his former employers put a price on his head. 29 years old, Kapadia himself described it as a Samurai film set in India and it took its inspiration from a Japanese folk tale.The film won the award for best film by a new director at the 2001 London Film Festival and was Best British Film at the BAFTAs in 2003.“I felt quite limited by the choices you can make in British cinema. I don’t want to make a small first-time film. Two people in a room doesn’t interest me. You have got to make films that sell abroad. You can’t rely on a British audience for your film to be successful…! don’t believe we are in a culture where people are that into cinema”- Sources: IMDb and BBC4 ‘British Cinema: The End of the Affair?’Using this material and knowledge of other British films you have studied, answer the following question.How important is it for British Films to appeal to an international market? 

Categories: FS3

124. FS3 Exam Revision

February 17, 2008 1 comment

FS3: Messages and values in British Cinema Section A: the comparative study           The comparative study element of the Unit 3 exam requires you to analyse a group of films that have been linked under a specific topic heading. It involves evaluating representation within your chosen films and the textual and contextual factors that have been created these representations.          You might find representations of class, gender, sexuality, religion, race or national identity in a film or you might decide that it is a social institution, such as the family, or a political institution, such as the legal system, which is being represented. In addition, your essay should comment on the social and historical contexts of a film and how they have influenced the film’s representations.          Demonstrating an understanding of representation in your exam is extremely important. Representational analysis should begin with an analysis of the micro features. For example, a consideration of the different camera angles used o present a character will tell you what kind of position they have within the film and how they are seen by other characters within the film’s narrative. You should also identify the diegetic and non-diegetic sound elements that have been used in connection with this character, what kind of mise-en-scène elements are used to present them, and how a scene uses transitions to relate meaning about that character. All of these micro elements contribute towards your understanding of the way in which the film uses characters and what it seems to be saying about them. You can then move on to a discussion of whether or not the film seems to be presenting a certain individual or group of characters in a stereotypical way; whether the film is challenging the viewer’s perceptions about a particular group and their associated issues; and whether the representations in the film seem to confirm dominant social attitudes, or challenge them.          The attitudes and ideas that seem to be the most commonly held influential within a society at any one time are called ‘dominant social ideologies’. It is the relationship between these attitudes and the ones you have identified in your film text that will provide you with the core of your discussions. For example, if your film seems to be suggesting that Britain does not particularly accepting of ethnic minorities, you will need to discuss to what extent you think this suggestion from the film is confirmed in the social reality surrounding the film. An ideology is a set of shared beliefs. These beliefs might concern gender, sexuality, religion, nation, regionality or age. Your task will be to compare and contrast the ideologies apparent both within your film and within the society around it. Comedy           This is potentially a very broad topic and can be translated in many ways. The main issue to bear in mind, however, is that of intent and audience. What is the film attempting to say and to whom is it speaking?          In terms of your approach to this topic, there are three over-arching categories that you could use within your preparation. Try to group you film examples into those that: ·        Explore social and national stereotypes·        Seek to challenge social assumptions·        Create humorous scenarios through plot and circumstance Obviously, there will be some overlap with this sort of categorisation, but these three types of comedy could provide a useful organisational strategy within your notes. Remember that you will be analysing the way in which textual features help to create representation and how the film’s attitudes relate to those that are held outside of it. You are not just evaluating whether or not you think the film is funny.          There are many examples of films that explore the issue of stereotyping and, of course, this exploration might be implicit or explicit. The film that you are evaluating might also entrench stereotypes, rather than deconstruct and challenge them. All three of our study films for this section have a lot of opportunities to open up debate concerning stereotypes. You could also bring the ‘Carry On’ films into a discussion of this area. These films employed a whole range of sexual, nation and gender-based stereotyping in their stories and could help you determine the audience’s expectations of comedy in the 1960s and 1970s. films such as Carry on Doctor and Carry on Up The Khyber presented extremely typical depictions of men, women, homosexuals and foreigners, but were also incredibly successful at the box office. Whether these very obvious stereotypes were being offered up for challenge by these films, or whether the Carry On series tapped into common national attitudes, would prove an interesting topic of debate. Ealing Films          The films produced at Ealing under the leadership of Michael Balcon (from 1938 to 1955 when the studio was sold to the BBC) typically concern a small, contained community.          Although the Ealing comedies were not intended as star vehicles for individual performers, more often requiring ensemble playing from familiar key figures, Balcon nevertheless claimed that they made a star of Alec Guinness and that in America they were dubbed ‘Guinness comedies.’ Section B: the close study The Third Man (1949)Directed by Carol Reed, The Third Man is widely held by critics as the best British film ever made. This is surprising in that its ‘Britishness’ is problematic. It is not filmed in Britain, has few British actors, was partially funded by American money and could almost be considered a film noir, a genre which is as indigenous to America as the Western.The film was produced through collaboration between Alexander Korda and David O. Selznick. With his production company London Films’ Austrian currency reserves in mind, Korda first had the idea to make a film set in four-power Vienna. The initial fruition of this idea was that the film would be a comedy but things soon took a different turn.          Following the successful development of The Fallen Idol (1948), his first film with Reed and writer Graham Greene, which was then being shot, Korda took the idea to the novelist and pestered him about it until Greene came back to him with the opening sentence of the story: ‘I had paid my last farewell to Harry a week ago, when his coffin was lowered into the frozen February ground, so that it was with incredulity that I saw him pass by without a sign of recognition, among the host of strangers in the strand.’          In April 1949, with The Fallen Idol safely out of the way, Korda took Reed to visit Selznick in Bermuda. By the middle of May a deal had been signed for four films. In return for the right to release London Films productions in the US, Selznick would provide finance and access to his rostrum of contracted stars.          Selznick and Korda wanted Cary Grant to play Holly and Noël Coward to play Harry. Grant was interested but the terms he demanded were prohibitive. Reed objected to Coward but only because he wanted Orson Welles, in the teeth of Selznick’s objections and Korda’s reservations.          Before going on general release in the UK in October 1949, The Third Man was shown in competition at Cannes; it won the festival’s first Grand Prix. The wrangles over the American release scuppered its chances at the 1950 Academy Awards, but Robert Krasker won the Cinematography award. And, a few weeks earlier, Selznick accepted (on Reed’s behalf) the Critics’ Award of New York film writers. Critical reaction was overwhelmingly favourable in all parts of the press both in Britain and the US. The few that were not were mostly in communist papers unhappy with the unsympathetic representation of Soviet authorities.          The film begins with a voiceover. The voice in English, the delivery laconic and brisk, the mood cosmopolitan but hard-bitten. It is Carol Rees delivering the voiceover that sets the scene for the film.          The talk is of a new Vienna, after the war: an occupied city patrolled by soldiers from America, Britain, France and the Soviet Union, and a city partly in ruins. There is, to listen to it, no lamentation here, nor any solemn reflection on the recent carnage – just unsentimental plain-speaking, clipped and fast.          But the shots in the mock-documentary opening sequence tell a slightly different story. There are racketeers selling boots, stockings and wristwatches. Deprivation shows in their stubbled faces. The body of an ‘amateur’ floats among hunks of cracked ice in grimy-looking water, the low sun glinting, the wreck of a ship partly visible at the left edge of the screen. These images, and the ones of structures reduced to rubble, sit uneasily with the shots showing an official world of order: Vienna’s classical façades and statues, occupying troops on patrol or parade. The damage done in war is evident in the sequence even through Reed’s voiceover and the fast cutting (twenty-eight different shots in sixty-six seconds) discourage the viewer from dwelling on it.          And there is the music, played on a zither over the opening credits. It is also ambiguous. Like the montage of post-war Vienna it goes at a jaunty pace but there are darker things underneath its good cheer. It is music for bourgeois leisure, but something else can be heard in it too – unease, tension, some middle-European density.          At the platform gate at Vienna station Holly is perplexed for an instant when Harry fails to meet him. He makes his way quickly to Stiftgasse 15, a roomy neoclassical apartment block with a great central stair. There is no reply when Holly knocks on his friend’s door, but the bustle below draws the attention of the elderly porter, who peers down from the stairwell on the next floor. When Holly explains that he understands no German the porter switches to faltering English. His eyes twinkle as he wonders whether Harry is in heaven or hell, pointing to the ceiling to indicate the inferno. It is a sharp little joke, an instance of comedy that, for the most part, will never be far away in The Third Man. It is also after this news that we first start to notice the tilted framing of the action that represents the skewed and fragmented nature of the narrative. Chicken Run (2000)Chicken Run was written and directed by Peter Lord and Nick Park. It is an example of stop-motion animation, a time-consuming process in which models are moved fractionally and then shot. The thousands of individual shots are then linked to approximate movement. The film was produced by Aardman Animations and Pathé Pictures Ltd from the UK, and Dreamworks SKG from the US. Aardman Animations is the company set up by Nick Park and his team, and its involvement in production ensured a good degree of artistic freedom for the filmmakers. Dreamworks SKG is the company founded and run by Steven Spielberg. Although Chicken Run did have some American backing, it is predominantly a British product. The Aardman Animations team has produced a number of financially and critically successful animated films.          In the late twentieth century, computer generated imagery (CGI) had become familiar to cinema audiences through films such as Toy Story (1995) and Shrek (2001) and it is a testament to the characterisation and expressiveness of the stop-motion techniques that within this CGI-saturated context, Chicken Run was such a success. The film is based loosely on the narrative of John Sturges’ 1962 film The Great Escape, and as such proved popular with adults who had seen the ‘original’, as well as with animation lovers and children. The themes of entrapment and escape are universal and this made the film accessible to a wide audience.          Chicken Run was nominated for many awards and won a significant number. It received the 2001 Blockbuster Entertainment award for Best Animated Film, the 2001 Motion Picture Sound Editors award for Best Sound Editing in an Animated Film and 2000 New York film Critics Circle award for Best Animated Film. Chicken Run took $175000000 in its opening weekend in America and £3850000 in its opening weekend in the UK, proving it to be both financially and critically successful.          The opening sequence of the film indicates its intertextuality. The sequence presents one of Ginger’s failed attempts to escape and her subsequent imprisonment in the coal bin. This echoes Steve McQueen’s ‘cooler king’ character’s escape in The Great Escape.          The non-diegetic soundtrack that accompanies the opening credits creates an atmosphere of adventure and excitement. The viewer is immediately introduced to a narrative that promises scenes of high tension and drama. The opening shot of the film is of the moon. The camera then pans down to frame the chicken run through the fence that imprisons the hens. The setting of the film is thus established as a prison. The camera then continues to pan away from the fence, eventually resting with a low-angle shot of the approaching Mr. Tweedy, with one of his dogs. He is presented as threatening and the close-up shot that follows, as he checks the padlock on the gate to the chicken run, seals his representation as jailer of the hens. The sequence cuts back to a shot of Ginger hiding in the shadows. The mise-en-scène establishes a sense of danger and risk – Ginger might be using the shadows to hide, but the darkness also hides the dogs and the farmer. The sequence cuts back to a shot of Mr. Tweedy circling the perimeter fence. This shot also contains the lookout tower, which is at the edge of the fence, an image that is superfluous to a chicken run but further reinforces the idea of a prisoner of war camp.          Mr. Tweedy is shot in fragments or the first few minutes of the film. We see his hand, his boots and shadowed sections of his face. This is a device usually associated with those characters in films that have malevolent intent, and it confirms Mr. Tweedy’s negative representation. The transitions used in this sequence are cuts and these speed up the tension of the situation mounts. After the hen gets stuck under the fence and the escape plan begins to founder, the fast cutting creates tension. Ginger attempts to flee from the dogs and Mr. Tweedy, eventually running up the steps towards the farmer’s house. She is framed in front of the door, trapped between it and the dogs. The music is fast-paced and builds to a pitch of tension when the dogs move to strike. At this point in the sequence, however, the pace changes. The front door opens and the non-diegetic sound quietens. The dogs are seen cowering, Ginger’s terrified eyes are shown in close-up and the camera begins to pan up the body of Mrs. Tweedy. The low-angle and upward pan present Mrs. Tweedy as powerful. The light source is behind her and she appears to stand out as the authority figure in the scene (and indeed the film). Ginger is thrown into the ‘cooler’ and one of the last shots of the sequence is a POV shot of Mr. Tweedy’s angry face as he closes the door on her. The sequence then cuts to another POV shot from the hens inside the chicken run, as they watch the angry face of Mr. Tweedy loom threateningly.          The opening sequence establishes the pattern of representation that is explored in the rest of the film. Authority and gender roles are presented in this sequence via the cinematography, editing, sound and mise-en-scène. The intertexual elements of Chicken Run are highlighted from the outset and the viewer is introduced immediately to the themes of incarceration and escape.    Goldfinger (1963) According to Guinness World Records, the most profitable film series of all time is “James Bond.” It is also the longest continuing series of English language films. The modern day action-hero – the James Bond ’007′ character that was employed for Her Majesty’s Secret Service – was loosely based on the character in Ian Fleming’s twelve James Bond novels. A number of Fleming’s short stories were developed by other writers. Before the movies, Bond made his first appearance on TV, debuting on CBS in 1954, with Barry Nelson as the American 007 agent named Jimmy Bond in an adaptation of Fleming’s first Bond novel Casino Royale. Fleming made his sole cameo appearance in the Bond film From Russia With Love (1963).Beginning in the Cold War 60s (after restrictions on violence and sex were lifted somewhat), the slick, escapist Bond action/adventure appealed to large audiences with their exotic, travelogue locales, tongue-in-cheek humour and dialogue, nifty gadgets and ingenious toys to combat evildoers, fast-action suspense and audacious stunts, and gorgeous scantily-clad sexy women. The action-oriented, sophisticated and skilful agent, with a taste for fancy clothes (often tuxedos), dry martinis (‘shaken, not stirred’) and cars (notably the Aston Martin DB5, the Lotus Esprit, and various BMWs), battled various types of eccentric, deadly and infamous criminals who planned to assault the world. The intriguing superhero lead role has been played by five actors – Sean Connery, George Lazenby, Roger Moore, Timothy Dalton, and Pierce Brosnan. Social – How does Bond’s representation and behaviour relate to the way people in Britain were thinking, dressing or behaving at this time? Or their aspirations? Does he reflect real people of certain age, class, gender, race, and region? Or is Bond, like Alfie, another product of the 1950s brought ‘up-to-date’ and made into a sixties icon? Apply these questions to other people in the film. Does this approach change your view or enjoyment of the film?Cinema History – How does this genre or this type of hero (Bond) relate to other film characters? How does this film represent young people or relate to the kind of film practices (i.e. ways of representing) seen in A Hard Day’s Night for example? How do these considerations affect, change or influence your understanding? Filmmakers – What other films has Guy Hamilton made? What other films have been produced by Harry Saltzman and Cubby Broccoli? The Eccentric Cinema review says that this film “established the basic template for the 17 (and counting) James Bond adventures to follow.” What is the formula that gets created in Goldfinger and where do you think the filmmakers were getting their ideas from?ContentBy 1965 Boxoffice magazine already recognised that Saltzman and Broccoli, and director Hamilton had made in “this lurid adventure film” something that “seems destined to become one of UA’s biggest ‘blockbusters’”, and it is generally seen as one of the first true international movie blockbusters.  What is a blockbuster and what features of this film conform to such a definition?  Have those elements changed over the years?USEFUL SEQUENCESThe Opening Sequence: Before the credits a story seems to already be in progress – in fact, coming to a close – and we are forced to pay attention to catch up. Apart from making us sit up and pay attention, this sequence also introduces us to several characteristics of Bond and of the tone of the story to follow. Humour may undercut many of these themes, including Bond’s apparent misogyny – his gun is a symbol of an inferiority complex. Will its humour suddenly let us down into hard reality?The ‘After-Credits’ Opening Sequence: In Miami Beach, after meeting with American agent Felix, Bond observes Goldfinger playing cards, figures out how he is cheating, breaks into his hotel room and interrupts Jill Masterton with binoculars and radio transmitter informing Goldfinger of his opponent’s cards. Bond forces Goldfinger to throw the game and lose a lot of money: though he can afford it Goldfinger is obsessive about winning all competitions (this prepares us for the golf match later). Jill falls into Bond’s arms and we switch to Bond’s bedroom later with Jill. While getting a bottle of chilled champagne from the fridge he is rendered unconscious: we see the shadowed silhouette of (who we later will know as) Oddjob leaving. When he awakes Bond finds Jill sprawled across his bed covered in gold paint. And dead.The Closing Sequence: This runs from when Bond gets on the plane to the end.

Categories: FS3

123. FS3 Handy Website

February 17, 2008 Leave a comment
Categories: FS3
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