- Camera shots, movement and composition
- MES
- Sound
- Editing
Tuesday, 9 May 2017
Mock Tuesday 9th May
Monday, 8 May 2017
Friday, 5 May 2017
Generic Connotations of Elements AND Key Terms
These are a list of generic terms and possible connotations of some of the most common elements used when constructing a representation.
NOTE: Please don't use these generically as they still have to be applied to whatever representation the question asks.
CAMERA
Types of shots
CU: Normally used to draw audiences closer to reactions/emotions key characters are feeling or highlight what is happening. This could be used to encourage or challenge stereotypes. For example: a CU of the "traditional man" becoming emotional when watching a movie with his wife could be challenging his stereotype.
MS or Head and Shoulder shot: Normally used to involve the audience within a scene, perhaps in the middle of a conversation between characters. For example: A shot-reverse-shot editing combination, filming a conversation between a man and a woman happily having dinner at a restaurant, using low key lighting and a non-diegetic sound of slow romantic music, could be used to create a preferred reading that they are on a date.
LS: Normally used to establish where the scene takes place. It could construct a positive or negative representation of the location the scene takes place in. For example: A LS of a decaying prison building using low key lighting could connote that the kind of criminals inside are the worst of the worst. An LS of a beautifully decorated house lit using high key lighting could connote that a happy family lives in there.
Wide shot: Essentially a very LS. This could be used to establish a location or to emphasise isolation of a single figure.
High-Angle shot: Makes characters look vulnerable and weak/powerless. It could be used to challenge of encourage stereotypes. For example: A high angle shot looking down to an MS of a prisoner from a warden's POV could connote that the prisoner is powerless in relation to the warden.
Low Angle shot: Makes characters look powerful, in control and/or dominant. For example: A low angle shot looking up at the warden from the prisoner's POV could connote that the warden is more powerful than the prisoner.
Hand Held shot: the camera is not on a tripod, which creates a feeling slight shakiness. Usually used to position the audience within a scene (POV) or to add energy to a moment. For example: a frantic scene in which a prison riot breaks out could be filmed using hand held camera to encourage the stereotype that fighting is dangerous.
Rule of thirds: States that there needs to be space in front of the characters depending on where they are positioned within the frame... if they are framed to the right, they should have space on the left. When a character is framed in the middle it usually connotes that they are either addressing a large group of people (usually breaking the forth wall - classic presidential shot) or they are very important within the scene.
Tight Frame: Describes a shot is composed with the person or object given very little space around them. Usually connotes that the person is either trapped within a situation or that they are very important. For example: If a teacher is having a go at a student we might use a tight frame in a CU of the student's face to symbolise that he is feeling very uncomfortable in a situation he can't get out of.
Soft focus: Creates a hazy light around the subject. Usually connotes romance.
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Camera movement
Pan: Camera moves gently 180 degrees across the subject in a horizontal plane. Usually used to follow an "important" action within a scene. For example: We see a CU of leather boots walking across a classroom as the camera follows with a pan, this could connote that the person wearing the boots is important in the scene.
Tilt: Camera moves vertically up and down from a fixed position. Usually used to follow an important action within a scene. For example: We see a CU of rose falling from a desk as we follow it with a tilt, this could connote that a relationship is about to end.
Zoom: Used to get closer or further away from the subject. Usually used to enhance importance to a subject or to something they are saying or doing.
EDITING
Cut: The move from one shot to another. You need to use this term in your answer when you're writing about the scene... "we then cut to...". Just by using the term you're already addressing editing elements in your answer.
Dissolve: This happens when one shot dissolves into another. This is normally used to connote the passing of time.
Fade: This happens when a shot disappears into a black or white screen. A fade to black usually connotes the end of a situation. A fade to white normally suggests a dream sequence.
Montage: Series of shots edited together to show passing of time. Usually accompanied with music. Famous example is in the movie Rocky when he is training and getting better before his fight.
Parallel Action/editing: used to show two or more scenes happening at the same time. It could be used to connote that both activities are as important as each other to the narrative.
Quick editing: A range of quick shots cut together could connote that the action being filmed needs to happen quickly. For example: students hiding something from the teacher before the teacher comes in the classroom, if this is done using quick editing then it connotes urgency.
Slow motion: A technique that slows down the footage. This is normally used to emphasise that the action taking place is important. For example: an old man walking in the street trips over and falls, if filmed in a slow motion this could connote that his fall will be fatal to him.
Fast motion: A technique that speeds up footage. Normally used to compress time within a shot. A car travelling fast through the streets of London from a Bird's Eye View shot can connote that the car is in a rush.
Shot-reverse-shot: Technique used when a conversation is taking place between two or more subjects. This in itself just positions the audience in the middle of a conversation but when edited quickly this could construct other connotations - see quick editing.
MISE-EN-SCENE
High Key Lighting – A bright and well lit scene with very few shadows. Often used to make a location or character seem friendly, happy, safe.
Low key Lighting – a dimly lit scene with lots of shadows. Often used to make a location or character seem shady, untrustworthy, dangerous, unsafe.
Body Shape and Language – the way a character’s body looks and the way they hold their body eg confident, slumping down, covering from someone, etc. It tells us what type of person they are and how they feel about others. For example: The old teacher standing around taking to students with his hands in his pockets connotes that he is in control of a situation.
Facial Features and Expression – the way a character’s face looks and shows emotion. For example a shocked expression, sadness, a look of love. You can also comment on the way they look, such as an interesting feature such as bad teeth, small, squinty eyes, etc. It tells us what type of person they are and how they feel about others.
Props – Items a character possesses or picks up eg a gun or a bunch of flowers etc.. They can tell us lots about what type of person someone is.
Costumes – clothes a character is wearing. You could comment on the style, shape, choice of item, colour, etc. They can tell us lots about a character, what type of person they are, how they are feeling etc. For example a floaty dress might represent someone as being traditionally girly. A policeman’s uniform might represent someone as having authority and power. Baggy, shapeless clothes might suggest someone is shy, where as tight clothing might suggest they are confident and flirtatious.
Hair & Make Up – the appearance of the hair of a character and the cosmetics a character might be wearing such as lipstick, a skin head etc. They tell us things about the character. For example a woman wearing very little make up might be seen as being very naive and innocent.
Voice / Tone – The way a character speaks tells us a lot. Someone who stutters might be nervous. Someone who shouts may be angry and powerful.
Colour – Colours in a scene often represent things. Red can represent anger, passion, danger, love. Blue can seem calm and peaceful, sometimes sad. You must pick the most appropriate meaning for the scene.
Location – A place where the scene is set. A location can tell us lots about the people in it. For example a dirty, bloodstained basement could signify that a character was a villain or up to no good. A messy bedroom might signify that the character who owned it was disorganised. Don’t forget to look out for how a character reacts to their location as well (eg if they are comfortable there or not)
Breaking the Fourth Wall (Direct Address) – Describes a time where a character may look directly at the camera and speak to the audience. This is highly unusual but can be seen regularly in shows like Malcolm InThe Middle and House of Cards. This is designed to emphasise that character as the most important, as powerful, and as someone we should be siding with as it helps us feel like we are “one of them” and as though we are one of their friends.
Tuesday, 2 May 2017
Question 1s samples
Please post in the comment box below your own question. This will be shared in the class and someone else will have a go at answering them.
Past Papers
Check the past papers below... we will be covering them in class anyway.
2015
http://www.ocr.org.uk/Images/319358-question-paper-unit-g322-01-key-media-concepts-tv-drama.pdf
2014
http://www.ocr.org.uk/Images/242471-question-paper-unit-g322-01-key-media-concepts-tv-drama.pdf
2013
http://www.ocr.org.uk/Images/175337-question-paper-unit-g322-01-key-media-concepts-tv-drama.pdf
2012
http://www.ocr.org.uk/Images/131203-question-paper-unit-g322-01-key-media-concepts-tv-drama.pdf
2011
http://www.ocr.org.uk/Images/66934-question-paper-unit-g322-key-media-concepts-tv-drama.pdf
2015
http://www.ocr.org.uk/Images/319358-question-paper-unit-g322-01-key-media-concepts-tv-drama.pdf
2014
http://www.ocr.org.uk/Images/242471-question-paper-unit-g322-01-key-media-concepts-tv-drama.pdf
2013
http://www.ocr.org.uk/Images/175337-question-paper-unit-g322-01-key-media-concepts-tv-drama.pdf
2012
http://www.ocr.org.uk/Images/131203-question-paper-unit-g322-01-key-media-concepts-tv-drama.pdf
2011
http://www.ocr.org.uk/Images/66934-question-paper-unit-g322-key-media-concepts-tv-drama.pdf
Media Theories relevant for Section A
Media Theories relevant to Section A
Media Theory 1 - Uses and Gratification - Blumler and Katz
Examples of Uses and Gratification Theory
In situations like watching movies and listening to the music of your own choice, this theory is applicable. People choose from their own choices and moods. The needs of the particular person are met through the media used.
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Media Theory 2 - The Male Gaze - Laura Mulvey
The U&G model is a theory that states that audiences consume media products because they have to satisfy needs:
Goals of Media
The goals of media use are:
- To be informed or educated
- To get entertained
- To develop social interaction
- To feel connected with the situations and characters emotionally
- To escape from real life situations
In situations like watching movies and listening to the music of your own choice, this theory is applicable. People choose from their own choices and moods. The needs of the particular person are met through the media used.
Some people might watch news for information, some for entertainment, and some for self-reassurance. Some watch according to their moods. There are various needs which gets fulfilled by the media.
Similarly, internet and mobile phones have become a source of media that tries to fulfill not only the mass communication needs, but also interpersonal needs like interaction and emotional involvement. People can use internet, text, call, talk with photos or with videos. It is portable and accessible. It has come to be useful for many and serve many purposes.
This theory was developed by Laura Mulvey, and she states that:
The male gaze is the way in which the visual arts and literature depict the world and women from a masculine point of view, presenting women as objects of male pleasure.
Techniques used to encourage Male Gaze:
- Slow motion
- Back lighting
- Body language
- Montage of shots
- Shot-reverser-shot between the woman and the men watching her
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Media Theory 3 - Reception Theory
Passive audience: Accept the text without questioning it.
Active audience: Seek alternative meanings of the text.
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Media Theory 4 - Reception Analysis Reception analysis is an active audience theory that looks at how audiences interact with a media text taking into account their ‘situated culture’ – this is their daily life. The theory suggests that social and daily experiences can affect the way an audience reads a media text and reacts to it.
This theory about how audiences read a text was put forward by Professor Stuart Hall in ‘The television discourse – encoding/decoding’ in 1974 with later research by David Morley in 1980 and Charlotte Brunsden.
He suggests that an audience has a significant role in the process of reading a text, and this can be discussed in three different ways:
1 The dominant or preferred reading. The audience shares the code of the text and fully accepts and understands its preferred meaning as intended by the producers (This can be seen as a hegemonic reading).
2 The negotiated reading. The audience partly shares the code of the text and broadly accepts the preferred meaning, but will change the meaning in some way according to their own experiences, culture and values EG These audience members might argue that some representations – ethnic minorities perhaps – appear to them to be inaccurate.
3 The oppositional reading. The audience understands the preferred meaning but does not share the text’s code and rejects this intended meaning and constructs an alternative meaning.
This theory about how audiences read a text was put forward by Professor Stuart Hall in ‘The television discourse – encoding/decoding’ in 1974 with later research by David Morley in 1980 and Charlotte Brunsden.
He suggests that an audience has a significant role in the process of reading a text, and this can be discussed in three different ways:
1 The dominant or preferred reading. The audience shares the code of the text and fully accepts and understands its preferred meaning as intended by the producers (This can be seen as a hegemonic reading).
2 The negotiated reading. The audience partly shares the code of the text and broadly accepts the preferred meaning, but will change the meaning in some way according to their own experiences, culture and values EG These audience members might argue that some representations – ethnic minorities perhaps – appear to them to be inaccurate.
3 The oppositional reading. The audience understands the preferred meaning but does not share the text’s code and rejects this intended meaning and constructs an alternative meaning.
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Media Theory 5 - Cultivation Theory This theory also treats the audience as passive. It suggests that repeated exposure to the same message – such as an advertisement – will have an effect on the audience’s attitudes and values. A similar idea is known as densensitisation which suggests that long term exposure to violent media makes the audience less likely to be shocked by violence. Being less shocked by violence the audience may then be more likely to behave violently.
Media Theory 5 - Cultivation Theory This theory also treats the audience as passive. It suggests that repeated exposure to the same message – such as an advertisement – will have an effect on the audience’s attitudes and values. A similar idea is known as densensitisation which suggests that long term exposure to violent media makes the audience less likely to be shocked by violence. Being less shocked by violence the audience may then be more likely to behave violently.
Representation of Gender
AS EXAM - Section A - Representation of Gender
Some clips from TV dramas featuring different genders
GENDER ON TV
Gender Identity refers to whether the characters are men or women. It could also include transgender, transvestite, and androgynous characters.
There are several gender stereotypes widely seen on television:
Male Stereotypes
- · Traditional masculine man – often shown as being muscly, strong, brave, heterosexual, working in manual jobs such as building, plumbing etc. They are often aggressive, tall, and dominant over women, works to provide for family, does no cleaning, cooking or childcare
- · New Man – Often shown as being less masculine but still heterosexual, very peaceful, looks after the family, stays at home to look after family, does cleaning and cooking etc, shown as equal to women
- · Gay Man – Often shown as being very feminine, weak, working in jobs such as fashion or hairdressing, bitchy, etc
Female stereotypes
- · Traditional feminine woman – often shown as being girly, likes pink, wears dresses, does feminine jobs such as working in fashion, hairdressing or stays at home to look after the children, needs a man to cope, weak, scared of things, needs rescuing, pure and innocent
- · Sexy woman – very flirty, dresses in a revealing way, more powerful than traditional women, uses men to get what she wants, no loyalty to other women, bitchy
- · Lesbian Woman – Often shown as dressing in a masculine fashion, doing masculine roles, hating men, looking masculine
It is important to remember that not all characters will fit into these categories and you may have characters that are mixtures. All you need to do is work out what the technical elements say about them.
If you get “gender” as an issue in the exam, you should be thinking about the following things when watching the clip:
- · Can I identify what gender the characters are in the clip?
- · Are people from different genders shown as having different interests, personalities, attitudes, behaviours? If so, how?
- · Is their gender represented as being important in their life?
- · Are people of different genders portrayed as being better, more powerful, than others?
- · Are people from different genders portrayed as being abnormal /weaker/ more pathetic than others?
- · How do other characters in the clip treat the characters of different genders?
- What is the message the clip is trying to portray about gender?
Representation of Regional Identity
AS EXAM - Section A - Representation of Regional Identity
Clips from shows that feature different regional identities
REGIONAL IDENTITY ON TV
Regional Identity refers to the part of the United Kingdom someone is from. It could refer to a general area such a “north” or “south”, a country such as “English” or “Scottish” or specific towns such as “London” or “Manchester.”
There are several regional stereotypes widely seen on television:
- · Scottish – often shown as being money obsessed, won’t pay for anything, drinks a lot of alcohol, loves the outdoors, wears kilts, eats haggis, quite aggressive and violent
- · Welsh –Often shown as living in the middle of the countryside, with people making jokes about them “shagging sheep”
- · Irish – often shown as living in the countryside, working in rural areas such as farms, being very religious, being good at dancing and singing, very friendly but less intelligent
- · English – often shown as being racist, obsessed with beer and football living in London. Sometimes the stereotype goes in the opposite direction of showing English people as very rich, posh, happy, living in castles and being very “royal.”
- · London – There are 2 main stereotypes of Londoners. One is that they are often shown as being rich, posh, snobby, upper class, Hugh Grant types from central or west london. The other is that they often shown as being from north, east or south London, poor, common, lower class, criminalistic, violent “Kidulthood” style
- · Manchester / Newcastle / Liverpool – Often shown as being “chavs”, wearing fake designer labels, or tracksuits, drinking a lot, being aggressive, uneducated, criminals
- · Essex – often shown as being glamourous but cheap, footballer’s wives, lots of partying, being quite stupid
- · Yorkshire – Often shown as living in rural countryside, with rolling hills and cobbled streets, being quite old fashioned
- · Cornwall / Somerset – Often shown as being “backwards”, living in rural areas, working on farms
- · South England – often shown as being the centre of culture, modern, classy, clever, sunny, richer, doing middle class jobs such as managers etc
- · North England – often shown as being poorer, bad weather, lower class, aggressive, less culture, less clever, doing working class jobs such as builders etc
If you get “regional identity” as an issue in the exam, you should be thinking about the following things when watching the clip:
- · Can I identify where the characters are from within the country?
- · Are people from different areas shown as having different interests, personalities, attitudes, behaviours? If so, how?
- · Is their regional identity represented as being important in their life?
- · Are people from particular regions portrayed as being better, more powerful, than others?
- · Are people from particular regions portrayed as being abnormal /weaker/ more pathetic than others?
- · How do other characters in the clip treat the characters from different regions?
- · What is the message the clip is trying to portray about regional identity?
Representation of Age
AS EXAM - Section A - Representation of Age
Clips with examples of age
Monarch Of The Glen http://www.youtube.com/watch?v=gLQwQk_PQtE
Eastenders http://www.youtube.com/watch?v=s7ohiEFW2e0
AGE ON TV
The representation of people of different ages has changed massively over the years. Up until the 1950’s, there were really only two age groups shown in films and television (adult and child). This was because that most children left school at a young age and went straight to work and became adults. In the 1950’s more young people started staying in education and began leading very different lives from both children and adults and so developed the idea of the “teenager”
Having said that, there are still some stereotypes associated with different ages:
- · Children – often shown as being young, innocent, naive, pure, sweet, helpless, powerless
- · Teenagers – Often shown as being aggressive, moody, lazy, criminals, hate school,
- · 20’s-30’s – Often shown as the ideal age for love, parties, fun, making money, being glamourous and attractive. In films the heroes are often this age group.
- · Middle Aged – often shown as being past it, unattractive, not aware of popular culture, uncool, boring lives, dominant over others, no real connection to their kids, grumpy. In films the villains are often from this age group.
- · Elderly – often shown as being unattractive, slow, weak, ill, confused, pathetic, powerless, not important, dependent on others.
If you get “age” as an issue in the exam, you should be thinking about the following things when watching the clip:
- · Can I identify what approximate age the characters are?
- · Are people from different age groups shown as having different interests, personalities, attitudes, behaviours? If so, how?
- · Is their age represented as being important in their life?
- · Are people from particular age groups portrayed as being better, more powerful, than others?
- · Are people from particular age groups portrayed as being abnormal /weaker/ more pathetic than others?
- · How do other characters in the clip treat the characters from different age groups?
- · What is the message the clip is trying to portray about age?
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