Tuesday, 17 December 2013
Tuesday, 10 December 2013
Monday, 9 December 2013
Tuesday, 3 December 2013
Lesson 2.4 Genre & Themes
Genre Mood board - what are the conventions of Dystopian Sci-Fi?
http://leighmediaasfilm.blogspot.co.uk/search/label/MACRO%20Genre
Questions for the end:
What other genres are present in the film?
How is Sci-Fi used to raised themes?
What Generic Stock characters - which genre are these from - Superhero/Thriller?
How do V and CoM compare - which key scenes?
Lesson:
http://leighmediaasfilm.blogspot.co.uk/2013/01/31-genre-v-mock-lesson-plan.html
Tuesday, 26 November 2013
Lesson 2.3 Style & Themes
Ending: http://www.youtube.com/watch?v=SMJqQ3VrcCA
What happens next?
Write a treatment for the sequel keeping with the style of the film
Take a role of the character - psychological motivation
Discuss: How does the film use style to convey messages?
http://leighmediaasfilm.blogspot.co.uk/2013/11/lesson-plan-21.html
Using the style of Children of Men, recreate the action scene in V for Vendetta
What differences?
What happens next?
Write a treatment for the sequel keeping with the style of the film
Take a role of the character - psychological motivation
Discuss: How does the film use style to convey messages?
http://leighmediaasfilm.blogspot.co.uk/2013/11/lesson-plan-21.html
Using the style of Children of Men, recreate the action scene in V for Vendetta
What differences?
Friday, 22 November 2013
Set work for this afternoon 22nd November
Write your conclusion and 5 key points of comparison as a video essay (using clips edited and recorded from your film texts)
Here is an example of what I want to see at the start of Tuesday afternoon's lesson.
Can the Media students please help the non media students You can use Quicktime Player to record screen when you play the video Or Clip converter (website) will let you rip them to a MOV file Add your text as titles to make your key points Once again: 3-5 clips from each film compared to make a unifying point (theme, narrative, representation, style) And a conclusion - what have you found?
Here is an example of what I want to see at the start of Tuesday afternoon's lesson.
Can the Media students please help the non media students You can use Quicktime Player to record screen when you play the video Or Clip converter (website) will let you rip them to a MOV file Add your text as titles to make your key points Once again: 3-5 clips from each film compared to make a unifying point (theme, narrative, representation, style) And a conclusion - what have you found?
Friday, 15 November 2013
Set work for this afternoon
Set work for this afternoon - please prepare a video essay comparing V with Children of Men for Tuesday
Get clips that demonstrate similarities or points of comparison using the MACRO area that you focused on (ie Narrative etc)
See the recent post below where you researched your area.
Good luck
Get clips that demonstrate similarities or points of comparison using the MACRO area that you focused on (ie Narrative etc)
See the recent post below where you researched your area.
Good luck
Friday, 8 November 2013
Tuesday, 5 November 2013
Lesson Plan 2.1
Starter:
Hypothesis link examples & MACRO to the study
Genre changes over time
Men act, women appear
Style over substance (Visual style is more important than narrative substance)
Culture eats itself (there are no new ideas in Film)
Film is a voyeuristic act (Mirror Stage we project our own meaning, hopes, identity and inadequacies onto these characters)
Film does not reflect culture, it creates it through its messages
For Friday Present
your film ideas (10 min presentation)
1.MACRO & SPECIFIC ASPECT OF YOUR STUDY
2.CLIPS
KEY SCENES COMPARISON
3.ANALYSIS WHICH
ASPECT OF MICRO MEANING IS SIGNIFICANT
4.CONCLUSION - WHAT HAVE YOU FOUND?
5.HYPOTHESIS/THESIS
QUESTION (TITLE OF YOUR STUDY) - WHY?
Lesson 2
TO APPLY MACRO UNDERSTANDING INITIAL
ANALYSIS OF CHILDREN
OF MEN – NARRATIVE, THEMES & MESSAGES, STYLE, GENRE
Work through the activities: all can do > most can do > all can do
GENRE –
WHAT CONVENTIONS BLENDING? (COLLAGE)> STOCK CHARACTERS FROM THE GENRE > TO WHAT EXTENT IS THIS A
THRILLER OR A SCI FI? > ENIGMA
CODE & IS THIS SATISFIED?
CHN -
NARRATIVE PLOT OUTLINE/ CAUSE/EFFECT/HEROES JOURNEY
CHN -
CLEAR RESOLUTION/ENDING HAS SENSE OF CLOSURE?
CHN -
CHARACTERS, PSYCHOLOGICAL PROFILE?
> Situational
Throughline >POST
MODERN NARRATIVE
5 x
DYSTOPIAN THEMES – MOOD BOARD > MESSAGES – WHAT IS THE FILM
'SAYING' THROUGH ITS PLOT/CHARACTERS > ADVERTISING?
STYLE –
HOW DOES IT VISUALLY CREATE DYSTOPIA? (9 KEY SCENES) > HOW/WHY DOES IT
USE THE LONG TAKE? > HOW DOES THIS AFFECT HOW THE AUDIENCE RECEIVES
THE MESSAGE OF THE FILM?
Carousel
– teach each other in a group with notes & find own key scenes
Apply to
demonstrate - select scenes to SWEDE of the Film for Next week
&
discuss why?
Review
Characters
& their function/purpose... message?
Friday, 18 October 2013
Representation in V swedes
What significant examples of gender roles (mother/father/strength/power) in the characters?
How does the film use it's stock characters - why?
How does the film represent Distopian Britain as a nation and does it follow film stereotypes?
What messages is the film trying to get across through its representation of gender and nation in these scenes?
Psychoanalysis - what Yonic or Phallic imagery does the film have in these scenes and what meaning can you read into this?
Tuesday, 15 October 2013
Work for Half Term & Intro to coursework
Prepare for Learning – 10 mins
Starter: Django unchained – stylistic dialogue
What Macro?
What clues?
What is
stylised dialogue?
Present New Information – 25 mins
What do you have to make?
1 minute
what is an independent film?
Create Meaning
– (15 mins) (sharing ideas/interpreting the criteria)
Analysis of last years work
What grades, what improvements?
Answer: Apply to demonstrate
What was their MACRO Framework (Mood Board)
Selecting
films/scenes MICRO focus – what did they look into (answer these)
Apply to demonstrate – 15 min
Watch trailers and feedback – what did you pick up on? MACRO & MICRO
Review - 10 mins
how MICRO meaning> MACRO contextual meaning – write 1 statement to show how this relates to your film
Friday, 11 October 2013
Cover work for Friday
Building on your lesson last week - apply what you have learned about the following aspects:
Pick the key scenes from the film that demonstrate this and Swede you own version.
Email to me to post to the blog
Some things to consider in your scene selection.
Here are your examples to choose from:
Email me your groups swedes from youtube so I can put on the blog before the lesson next Tuesday.
There were 3 groups so I am expecting 3 Swedes from the class
Homework: Individual Analysis 300 word commentary to the 3 swedes to answer the following questions
Good Luck
Next Week: Children of Men
Pick the key scenes from the film that demonstrate this and Swede you own version.
Email to me to post to the blog
Some things to consider in your scene selection.
Email me your groups swedes from youtube so I can put on the blog before the lesson next Tuesday.
There were 3 groups so I am expecting 3 Swedes from the class
Homework: Individual Analysis 300 word commentary to the 3 swedes to answer the following questions
Good Luck
Next Week: Children of Men
Tuesday, 8 October 2013
MACRO Representation Genre Stock Characters
| ' | Character Name | Description | Examples | |
| A | ||||
| Absent-minded professor | An absent-minded scientific genius[2] | Professor Calculus, Julius Kelp, Emmett Brown | ||
| Action hero | A film hero protagonist with unrealistic physical resistance and fighting capabilities | John McClane; John Rambo | ||
| Alien invaders | Extraterrestrials who mount an invasion against Earth[2] | War of the Worlds, Body Snatchers, Independence Day | ||
| Anti-hero | A cowardly, antisocial or honorless protagonist | Tony Montana, Faust, Falstaff | ||
| B | ||||
| Bad boy (archetype) | A roguish macho | Charlie Harper (Two and a Half Men), Johnny Strabler | ||
| Battle-axe (woman) | A domineering, brash and brazen woman | Carrie Nation, Xena | ||
| Bimbo | A dumb, pretty girl | Karen Smith (Mean Girls) | ||
| Black knight | Evil fighter antagonist | Modred, Nazgûl, Darth Vader | ||
| Blonde stereotype | A pretty, but stupid blonde | Blonde and Blonder | ||
| Boy next door | Average and nice guy | |||
| Breeches role | A role in which an actress appears in male clothing | Shakespeare in Love | ||
| Byronic hero | A proud, moody and cynical man, yet capable of deep and strong affection | Childe Harold, Eugene Onegin | ||
| C | ||||
| Contender (stock character) | A competitive underdog | Rocky Balboa, Terry Maloy | ||
| D | ||||
| Damsel in distress | A noble Lady in need of rescue, traditionally from dragons | Princess Peach, Princess Buttercup, Princess and dragon | ||
| Dark Lady (character) | A dark, malicious or doomed woman | Lady Macbeth | ||
| Holmesian detective | A private or police detective who solves crimes by using logical deduction | Sherlock Holmes, Columbo, Hercule Poirot | ||
| Hardboiled detective | A gruff, tough and streetwise, but generally honest detective | Sam Spade, John Hartigan, Philip Marlowe | ||
| E | ||||
| Elderly martial arts master | A wise, powerful man teaching his powerful craft to a young student. Often needs to be avenged | Keisuke Miyagi, Snake in the Eagle's Shadow, Pai Mei | ||
| Everyman | An ordinary individual | Everyman (play) | ||
| F | ||||
| Fall guy | A scapegoat | |||
| Femme fatale | A beautiful, but mischievous and traitorous woman | Ruth Wonderly, Xenia Onatopp, Poison Ivy | ||
| Final girl | A "last girl standing" in a horror film | Laurie Strode, Sally Hardesty, Lila Crane | ||
| G | ||||
| Girl next door | An average girl with a wholesome conduct | Winnie Cooper | ||
| H | ||||
| Hag | A wizened old woman, often a malicious witch | Hansel and Gretel, Baba Yaga | ||
| Hero | A powerful and morally integer protagonist, often on a quest[2] | Luke Skywalker, John Carter of Mars, Neo (The Matrix) | ||
| Hotshot | A reckless character known for taking risks. Also referred to as a "Badass". | Martin Riggs, Pete Mitchell (Top Gun) | ||
| I | ||||
| Ingenue (stock character) | a young woman who is endearingly innocent and wholesome | Ophelia, Cosette | ||
| J | ||||
| Jock (athlete) | A male athlete, often muscular, but not very smart | Tommy Ross, Luke Ward | ||
| K | ||||
| Killbot | Usually large, menacing machines created to perpetrate murder | Terminator | ||
| Knight-errant | A noble Knight on a Quest | Galahad, Sir Gawain | ||
| L | ||||
| Legacy Hero | A hero who inherits or adopts the name and attributes of an already or previously existing hero | The Phantom, Green Lantern, Robin (comics) | ||
| Lipstick lesbian | Lesbian and bisexual women who exhibit extremely feminine gender attributes | |||
| Lone Vigilante | Loner who becomes a vigilante for Justice | Charles Bronson's Death Wish Movies; Dirty Harry; The Outlaw Josey Wales | ||
| Lovers (stock characters) | Main characters who deeply and truly fall romantically in love, despite the blocking effect of other characters. Often moonstruck, star-crossed lovers that are strongly fraternizing with the enemy. | Romeo & Juliet Tony and Maria (West Side Story) Buttercup & Westley in The Princess Bride |
||
| M | ||||
| Mad scientist | An insane or highly eccentric scientist, often villainous or amoral.[2][12] | Dr. Frankenstein Dr. Moreau Emmett Brown Girl Genius |
||
| Mother's boy | A man who is excessively attached to his mother | Private Frank Pike | ||
| N | ||||
| O | ||||
| Outlaw (stock character) | A romanticized, often charismatic or social bandit. | Robin Hood, Billy the Kid | ||
| P | ||||
| Professor (stock character) | A common generic name for fictional characters who fill the role of doctors, scientists, or mad scientists. | The Professor (Gilligan's Island) | ||
| R | ||||
| Rake (character) | A man habituated to immoral conduct. | Francis Charteris (rake), Lord Byron, Gully Foyle (The Stars My Destination). | ||
| Redshirt (character) | An expendable character who dies soon after being introduced; this refers to characters from the original Star Trek television series, often from the security of engineering departments of the starship, who wore the red variation of the Starfleet uniform and whose purpose in the narrative was to serve as cannon fodder | Star Trek. | ||
| Reluctant hero | A person who doesn't seek adventure or the opportunity to do good, and often doubts his or her abilities to rise to heroism. However, circumstances inevitably result in the character's becoming a true hero. | Bilbo Baggins, Han Solo from the Star Wars series, Neo from The Matrix. | ||
| S | ||||
| Secret identity | An alias a character may take so that he or she may act in secrecy. | Superman's alias Clark Kent, Spider-Man's alias Peter Parker, and Batman's alias Bruce Wayne. | ||
| Sidekick | A plucky but generally subordinate close companion of the protagonist | Robin, Dr. Watson, Sancho Panza | ||
| Space Nazis | Nazi-like antagonists in science fiction works | Patterns of Force, Iron Sky | ||
| Spinster | An older, childless woman who has never been married | Miss Havisham | ||
| Superhero | An unrealistically powerful hero dedicated to protecting the public[2] | Superman, Spider-Man, Batman | ||
| Supersoldier | A soldier who operates beyond human limits or abilities | Captain America; Soldier (1998 American film), Master Chief (Halo) | ||
| Supervillain | Antithesis to the Superhero | Lex Luthor, The Joker, Dr. Doom | ||
| Swashbuckler | A joyful, noisy and boastful renaissance era swordsman or pirate | Captain Jack Sparrow, The Crimson Pirate, Swashbuckler (list). | ||
| T | ||||
| Tomboy | A girl with boyish and/or manly behavior. | Juno Macguff | ||
| Town bully | A bully oppressing meeker residents of a town. | Biff Tannen, Nelson Muntz. | ||
| Tragic hero | A hero with a major flaw that leads to his or her eventual death and downfall. | Sigurd, Boromir, Orpheus | ||
| Tycoon | A person who wields considerable economic power, often acting at the expense of the less fortunate | Montgomery Burns, Scrooge McDuck, Ebeneezer Scrooge | ||
| V | ||||
| Villain[2] | An evil character in a story | Snidely Whiplash, Fu Manchu Master (Doctor Who) | ||
| W | ||||
| Whisky priest | A priest or ordained minister who shows clear signs of moral weakness, while at the same time teaching a higher standard | Father Callahan | ||
| Wise old man | An elderly character who provides wisdom to the protagonist. | Albus Dumbledore, Yoda, Gandalf Mickey Goldmill | ||
Tuesday, 1 October 2013
Themes & Values
Freedom is more important than life
One man's freedom fighter is another man's terrorist
People should not be scared of their governments, governments should be scared of their people
Fascism/Oppression/Dictatorships happen only if the people allow it
Which scene shows Freedom
Does V deserve his Revenge?
Which scene shows Religious Corruption
What scene shows Fascism
Give 2 Themes
Is Torture justified
What is the message of the film?
What scene shows Oppression?
What scene shows Terrorism?
One man's freedom fighter is another man's terrorist
People should not be scared of their governments, governments should be scared of their people
Fascism/Oppression/Dictatorships happen only if the people allow it
Which scene shows Freedom
Does V deserve his Revenge?
Which scene shows Religious Corruption
What scene shows Fascism
Give 2 Themes
Is Torture justified
What is the message of the film?
What scene shows Oppression?
What scene shows Terrorism?
Lesson Plan Mod 1 assessment Themes & Messages
Starter:
Decade in 7 minutes video – Mind Map Quiz game: What is?
Discuss: What are messages?
“There's no mistaking the political statement in V for Vendetta, in which the hero is also a terrorist. “ Discuss
New Info: What is Dystopia?
What are Distopian Themes?
V for Vendetta Messages & Values 2 - Categorise
New Info/Create Meaning (mood board) Themes in V for Vendetta - Mood Board
Research, Sharing & Learning:
Group 1
Themes & Social relevance
Group 2
V for Vendetta - some Themes
Group 3
V for Vendetta Messages & Values - Key Scene & Values
Group 4
V for Vendetta - Messages & Values Religion
Apply
Exam Skills: How to write a thematic essay & structure
Section
A Question 1
How
are the key messages and values communicated in the films you have
studied? [40/100 marks]
For questions set on the area of
messages and values, candidates may offer discussions centring on the
types of messages and values that can be interpreted from the
texts selected for response and also discuss the processes
by which these messages and values may be communicated.
Stage 1: Point (Themes)
In mixed groups, short list to 5 Distopian Themes - select based on how this links to the messages and values of the film.
Stage 2: Planning: Point & Examples (Key
Scenes)
Evey's
Torture (Guantanamo, Rendition) & awakening
http://www.youtube.com/watch?v=0EWnPG_yKYk
http://www.youtube.com/watch?v=ruEUCwVgHdk
Larkhill (GMO & Vaccines) & Valerie's Letter
http://www.youtube.com/watch?v=0EWnPG_yKYk
http://www.youtube.com/watch?v=ruEUCwVgHdk
Larkhill (GMO & Vaccines) & Valerie's Letter
http://www.youtube.com/watch?v=JHC94ubuTEM
http://www.youtube.com/watch?v=k2W0-z8EnaM
Bishop & Evey
Bishop & Evey
http://www.youtube.com/watch?v=M2SuiGJAEoE
Ending (Revolution) & Evey's role
http://www.youtube.com/watch?v=_-gHVGOoE48
V's Speech (Suicide Bomber, Media Network)
V's Speech (Suicide Bomber, Media Network)
http://www.youtube.com/watch?v=chqi8m4CEEY
Dietrich's Secret Life
http://www.youtube.com/watch?v=jtVWdplyDx8
Conclusion: Which of these beliefs/ideas is the film supporting or criticising?
Stage 2: PEAS Main Body - Using your Themes List (last lesson)
“The character personifies (the theme of)... therefore film condones the belief that...”
“The theme of vengeance is used to explore the idea that Terrorism is...”
“The film explores the theme of... through the scene/character... (description) the costume is... (analysis) and symbolises...(synthesis) this celebrates/criticises/warns the ideal/belief that...”
“The film has strong...values, and questions the role of... by exploring the themes of...”
Stage 3: Write your Thesis Statement (Answer the question): what are the ideas of the film?
>Freedom is more important than life
>One man's freedom fighter is another man's terrorist
>People should not be scared of their governments, governments should be scared of their people
>Fascism/Oppression/Dictatorships happen only if the people allow it
Check Your Learning
Apply to demonstrate (essay plan – points & Key scenes examples)
Collage of the Themes of
the film you will focus on from looking at the key scenes (using homework 4 hrs
of prep – all posts labelled “messages and themes”
Do not use stills from the
film or any of the iconography – use google images
Review
Why does the film raise
these themes – what message is it trying to put across?
How
are the key messages and values communicated in the films you have
studied? [40/100 marks]
Stage 2: Conclusion
Character Profile Role Play – ‘Black Bag”
Stage 2: Conclusion
Character Profile Role Play – ‘Black Bag”
Interrogate V about his story/motivation - what are his beliefs, values, message of his actions
Interrogate Sutler
Interrogate Evey
Interrogate Dietrich
Conclusion: Which of these beliefs/ideas is the film supporting or criticising?
Thematic approach (as opposed to Chronological)
Theme> Example> (Analysis of scenes)> Message & Ideas (Explain meaning)
Essay frameworks (given out)
“Through the theme of … the film conveys the message that...”
“The character personifies (the theme of)... therefore film condones the belief that...”
“The theme of vengeance is used to explore the idea that Terrorism is...”
“The film explores the theme of... through the scene/character... (description) the costume is... (analysis) and symbolises...(synthesis) this celebrates/criticises/warns the ideal/belief that...”
“The film has strong...values, and questions the role of... by exploring the themes of...”
Stage 3: Write your Thesis Statement (Answer the question): what are the ideas of the film?
>Freedom is more important than life
>One man's freedom fighter is another man's terrorist
>People should not be scared of their governments, governments should be scared of their people
>Fascism/Oppression/Dictatorships happen only if the people allow it
Check Your Learning
Exemplar: Thesis Statement V for Vendetta exam response exemplar (messages &
values)
Point (Theme)
Examples (Clips/scenes)
Analysis (HOW they create this theme Mise, Sound, Edit, Cinematography & the PURPOSE of this, meaning behind it)
Explain (How it links, explores the Ideas & Messages the film)
Homework:
Preparatory Reading on Representation
http://leighmediaasfilm.blogspot.co.uk/2012/12/macro-representation.html
Q. What meaning can you read into how National Identity or Gender is represented in V clips?
MACRO Representation V & CoM clips for analysis directors commentary
Task: Video Essay Next Week...(more Sweding...)
Subscribe to:
Posts (Atom)