Film:
What makes a mainstream film? (Jungle Book)
- High production value - Big budget.
- Lots of advertisement - E.g. trailers.
- Well known producers - E.g. Disney (The big six)
- Well known actors/characters.
- Interesting storyline
- Remake of originals
- High quality music and film production.
- wide market available - Family friendly
- CGI and soundtrack
- Wide/saturated distribution.
What makes an independent film? (I, Daniel Blake)
- Low production value - low budget.
- Low quality
- Small range distribution
- unknown actors.
- unknown producers (not one of the big six)
- Low advertising
- Simple storyline
- political film
- part funded of different industries (BBC, BFI)
- Lack of star marketing
Synergy: Where 2 or more compatible products/organisations sell each other.
Convergence: Where film is available/consumed and can be marketed on a number of cross media platform.
Straight Outta Compton (2015)
- Gangs, violence, police violence - Emotive representations
- Star marketing - Ice Cube, Easy E, Dr Dre
- Elements of mainstream films but very political.
- Hip Hop influence.
- Big Six - Global distribution.
- Younger male target audience
- $50 million budget - Medium production budget.
Tabloids: (Daily Mirror, The sun, Daily Star)
- Restricted language code.
- Emotive dramatic facts.
- High ratio of photo - text.
- Bold headlines.
- Red tops
- Subjective Epistemologies (Ways of telling stories - opinionated)
- Direct mode of address.
- Variation in typography
- Primary male skew
- C2, D, E - Working class, urban/city living, 18-45 mainstreamers.
Mid Market Tabloids - Daily mail, Daily Express etc.
240 local newspapers (mostly owned by Trinity Mirror)
Broadsheets: (Guardian/Observer, Financial Times, The I.)
-Daily Telegraph, Financial times(salmon colour) - Big sized broadsheet
1) What was the task you were given and who were the target audience? As the audience wasn't typical of the product, how did you manage to sell it? What was the name of your brand?
The task was the in groups, we had to make a brand and an advert for a product that we were given for a specific audience that we were also given. My group was given perfume for pre - teens (11 - 13) so we began researching some other brands of perfume that were for that audience which were very uncommon. We started to brainstorm how we were going to sell this to an audience that isn't usually associated with this, so we started to think what girls of that age liked. We came up with the idea that girls of that age like glitter, pink, sparkles etc. and also accessories so we came up with the idea of a bracelet that has perfume inside it that you wear and it sprays every two hours like a timed spray to keep them smelling nice. We called our brand Agent Rainbow with the slogan 'Brace yourself!'
2) Who did you work with and how did you divide the research, planning, filming, and responsibilities?
My group was myself, Molly C, Olivia and Oakley. We gave ourselves allocated roles, I was the Production manager, meaning I helped with filming, editing, planning and also organising, Molly was In charge of research, helped with filming and editing, Olivia helped with filming and editing along with planning shots and the advert. Oakley was in charge of planning, he made the shot list and helped with organising.
3) How did you plan your sequence?
First of all, we talked over the basic storyline and the order of what shots we should do and where we were going to film. After, liv made a storyboard of all the different scenes and shots so we had a rough copy while Oakley made a shot list of all the different shots, where they were going to be and the different angles/movements. In was writing a basic script so that when we got our actors they knew what to do and molly was writing out a props list so we knew what we had to get. After, we were all done, we put all our work together and discussed who could film when, resulting in myself and Molly filming after school Tuesday and myself and Liv filming after school Wednesday. We got our actors by going to a drama club after school Tuesday and asked if anyone wanted to be in our advert.
4) What research and planning did you undertake?
After discussing our brand and product, as a team we looked up similar products that had similar audiences. After, Molly, Liv and Oakley made a profile of 3 different similar brands and I started to organise what we needed, who we needed and I got a classroom for us to work in along with our actors. I also asked our actors what they preferred as they were within our target audience and they said they liked our idea and they would wear it. After all this research we made our storyboard, shot list, script and prop list and after school Monday, myself, Liv and Molly went out to buy our props.
5) What was your initial feedback? what did others say about your production? how successful was your sequence?
After filming and editing our advert, we showed the actors who starred in it and some of the class who said that it was very good and put together very well as it showed the product and what it did. After showing the teacher, our only feedback was to contrast the colours more so it popped and really stood out and also cut out some unnecessary scenes. After doing this, our sequence was very successful as it looked like an advert that would be seen on the TV. We also got the feedback that our advert worked very well in showing the target audience.
6) identify what went well and with hindsight what you would do differently?
I think that overall our advert was very good, with our planning, our filming went smoothly and we got all the shots we needed in a limited time frame. Also, I think our editing was very well as there was 3 of us that would do bits on our own and then sometimes came together to help each other and improve anything. Also I think our team work was very good and made us work quicker and more efficient as there was no arguing. In hindsight, I think we could have managed our time a bit better so that we could get double shots so we could pick the best one and also spend more time on research as we could have developed our idea a bit more.
7) What have you learnt from completing this task?
from this task I have learnt that it does not matter who you work with but as long as you communicate, plan and work as a team, a lot more can get done and the end project would look better. Also, I have learnt more about creative input from planning, when brainstorming, we all had our input and contributed to the end product. I have developed my knowledge of editing and camera shots as in this task I had more practice with this so I feel more confident in editing by myself and using more difficult tools and also when filming, I can use a variety of shots, angles and movements as I had a chance to film in this task.
8) Looking ahead, how will this learning be significant when completing future productions?
In future production, I feel that whoever I am put with, I can work with them by communicating and also work more efficiently by researching and planning before starting straight away as this can help with the end product. Also I think that in the future I can take a lead on filming and editing as I feel more confident in doing this as I have had more practise. Finally, I think that when planning in the future, any contribution may be helpful but even if it isn't then still contribute ideas because it may help develop the product.
Audience - Although this advert features teenagers around the age of 16-18, pre teens around the world still use it. You can tell this by the phrase it states underneath the video " The girls with youthful spontaneity and personality". The continuous shots of all of these three best friends hanging out with each other is what tweens all around the world do, just wanting to laugh and chill with their besties. I also find that placing the video with older teenager girls makes them like role models to the pre teen girls watching this advert, as typically when your young you want to act like the older girls which i feel is why they based it on teenagers. This is an established brand that has been around for ages and its sweet scented fragrances are constantly changing and updating whilst being at affordable prices e.g. buy two get one free. I also know Hollister bases its products around pre teens and teens as the retailer recently debuted a mobile video game for its Hollister California-style clothing brand, so it can keep up to date with current trends. Language - The images presented in this Hollister advert are the sunglasses, beach towels, polaroid cameras, surf boards, bikinis etc. which i think stand out the most and what i understand from these is the strong friendship between the friends and how they could possibly be running away from their troubles and the unity together. The camera shots of the waves, beach, van and photos add a cool laid back summer vibe to the advert. Whilst the vibrant colours of pink, orange, red, purple are very girlish colours which stand out the title at the end of the video. The sound in the background is also very pop/hip-hop, catchy music which tween girls listen to. Also the outfits all three girl are wearing are all stylish and very trendy which is the style girls sometimes like to opt for. This advert immediately catches the attention of young girls just from the setting of the beach and the bright pink colours used. Representation - I think Hollister represents friendship and fun, something all young girls love. Their perfumes present fresh, sweet scents and it is a great first scent for pre teens to use when they first start getting into new things like this. And not just from its perfumes but its clothing ranges and other accessories too which attract and represent all different types of young girls. Plus their advertisement appeals to all younger viewers in a fun, exciting way.
Pink:
Audience -While the brand says Pink is geared toward college-age women, an executive admitted last year that many core customers are teen girls. The strategy makes sense. Teens girls have shown that they're obsessed with having cute lingerie from a already popular brand, therefore introducing a 'sweet scented' fragrance line that is reasonably priced will also appeal just as much. With the PINK brand ever growing more and more kids are loving it which is also fitting in and being loved by the tween audience. Especially the popular and ever growing line of sprays. It is evidently aimed at teens as in their fashion shows they are shown feature balloons, smiley faces, hearts and a variety of bright colours that stand out.
Language - When analysing the PINK VS fashion show they use words such as 'wow', 'omg' and 'love', all popular slang words used by todays tweens. Their outfits are very 'extra' highlighting the use of the popular emoji symbols as well as pink and fluffy clothing items to attract the attention of the younger audience. The brand PINK is seen to be the fun and bright side of the more adult and sophisticated Victoria Secret brand. When a new line is being promoted at the fashion show they use popular hip-hop music whilst modelling the PINK brand, in 2015 Ariana Grande performed as the catwalk artist who is extremely popular with the tween category. The catwalk itself is full of bright colours and fun lighting that flashes and changes throughout the show.
Representation - The brand PINK represents fun and colour; something all tweens love. Their colourful, popular fragrance represents fresh and desirable which is know seen to be owned by most teens and tweens. Their images picture and appeal achieves this representation without needing to use advertisement for everyone to know what it is.
Planning:
Inventing the product The product we had to base our idea off of was perfume for pre-teens. We decided to call it agent rainbow due to the USP point being that the person wears a watch and every two hours it squirts perfume out. The slogan is 'brace yourself' and we decided to give the story line of the advert of how everything is really boring and plain but as soon as the perfume is set off everywhere gains colour and becomes fun. We wanted to make it similar to a music video to draw the attention more of tween girls.
Specific roles Production assistant - Lee Wall Actors - year 7 and 8 students Props - banners, party poppers, party hats, silly string, confetti cannon, party horns, glitter, bracelet, balloons Editor - Liv, Molly and Lee Camera - Molly and Liv Blogger - Oakley
This is a stereotype because it shows that women should cook where as men should go out and work. This is shown by the positioning, the women is leaning on the man showing reliance portraying that women need men.
This is a stereotype because it shows that women should clean by saying that for mother's day they should get cleaning supplies as it is what a women should do.
This ad is a stereotype because it shows that women should have good bodies and they should all be skinny to make people happy.
Countertypes
This is a countertype because it goes against a stereotypical woman because it shows strength and independence which goes against the contemporary stereotype.
This is another modern countertype because it goes it against the stereotypical idea that woman are subservient and weak and this advertisement shows a strong woman with power.
Arab:
Head scarf, hairy, turban, robes, violent, religious.
Stereotype - Media industries use stereotypes because the audience will instantly understand them. Think of stereotypes as a visual shortcut. They're repeated so often that we assume they are normal or true.
Archetypes - This is the ultimate stereotype. For example, the white stiletto wearing, big busted, brainless, blonde bimbo.
Countertype - A representation that challenges traditional stereotypical associations of groups, people, or places.
Gatekeepers - control what is presented to us which is created by producers.
Evaluation:
1) Who did you work with and how did you manage the task between you?
The Fruitella advert was split into 2 groups since there was a lot of shots in this advert. My group was given the second half of the advert, my group was myself, Dan, Georgia and Emily. We decided that during filming we should team up with the other group so that we could have the same characters throughout and we could all work together. The group we joined up with was Bobby, Calvin, Aimee and Hannah. There were now eight of us to help out with the filming but when we got to editing we decided to split off into out separate groups to edit our half and then join them once we are done. We split the roles as follows; Dan was the main actor in the advert, alongside Bobby, Aimee, and Georgia as the small roles. Calvin was in charge of filming the first half and Georgia filmed the second half. Emily was in charge of props, myself and Georgia took the role of directors /managers. We made decisions on where we were going to film, what camera angles to have, comparing it to the original advert, telling the actors what they had to do and the main tasks behind the scenes with input from the whole group. When editing, Aimee and Hannah took charge editing the first part and Georgia, myself and Emily all had input on editing the second half. I was in charge in putting the two halves together and making them flow. We thought we all worked well together as the end product was very good.
2) How did you plan your sequence? What processes did you use?
First of all we watched the Fruitella advert over and over again. We then counted the number of shots and what angles they were, the camera movements (if any), the type of shot etc. We put this on a storyboard so we could keep referring to it. We also counted how long each shot lasted, it was often between 0.5 - 1 second as it was a quick pace and lots of shots.
3) What theorists do you think you could apply to your task?
I think that Stuart Hall's reception theory could be applied to this task as it is to do with advertisement and how we want to portray the product (Fruitella) to the audience. The end goal of this task is to get people wanting to buy Fruitella when they see this advert because it has persuaded them that it is something they want. Therefore, the advert must make the sweet appealing and this is done through encoding (by the producer). So for example, there is a lot of bright colours in the advert to create a happy atmosphere revolved around the sweet. Also, the advert is basically a big joke and should also make the audience laugh because of the characters actions. So overall I think, if any, the Reception theory is used because it is communication involving producers and audiences.
4) What factors do you have to take into account when planning, shooting and editing?
When planning, you need to take into account; What you need to film, Who will be in the advert, When will your group meet up to film, Where will you film (multiple places), How many scenes will there be, How much footage do you need, How long is each shot, How many shots?
When shooting, you need to take into account; What angle are you shooting from, is it the same as the original advert, How long is this shot meant to be, has everything been covered in the shoot, what camera movements are there (if any), What is the shot size, what/who needs to be in the shot?
When editing, you need to take into account; How long should it be, is it too long/short, how long does each individual shot need to be, is there any effects that need to be added, is there any transitions between shots, do the shots match up with the music, does your advert match up with the original advert?
5) How successful was your sequence? Please identify what worked well and with hindsight what would you improve/do differently.
Overall, I think our sequence was very good. Our advert remake was the same length as the original, our audio matched up with our visuals very well so that the lip syncing of the main character looked very effective. Also, I think that when joining both halves of the advert, it flowed from one another very well and looked as if it was all one. I think that because we all worked well as a team and all had our different roles, we made a very good and successful sequence. In hindsight, there are some shots that don't exactly match up with the original advert which we could have done while editing but we didn't have enough time, therefore, time management would be what our group should have done differently. Also, if we were to do anything differently then I would make sure that we have multiple takes of a single shot so that we could use the best one instead of using the first one that we shot.
6) What did others say about our production?
When asking others what they thought of our video once they watched it, our feedback was that it was very funny and it was filmed and edited very well because it looked very similar to the original. People also said that we were very creative when getting around issues, for example, one of the main issues was that in the real advert there was a mouse, but instead of a real mouse, we got creative and improvised by printing out a photo of a mouse and put it on a stick and then waved it in front of our camera. There was some feedback that gave us some constructive criticism such as, we could have matched it up better to the real advert in editing so that they would change shots at the same time. Also that there were some dark scenes so maybe we could brighten some of them up to make it more positive and happy.
7) What have you learnt from completing this task?
Since doing this task I have had more experience in editing and I feel more confident when using the editing software. Also, I have learnt about a variety of different camera shots, angles and movements and how to apply them to a sequence of scenes. I have learnt to take a closer look when remaking things to pay attention to detail.
8) Looking ahead, how will this learning be significant when completing your future productions?
In the future, I will now be quicker at editing videos and using more detailed effects, transitions and tools. Also, I can now look at shots and tell what angle the camera is, the type of shot and if they are using any movements. Looking ahead, if we are given anymore tasks which involve remaking an advert, scene, production etc. I now know how to tackle this task, what we can plan, what factors to consider and what we can focus on.
Overall, I found this task fun, interesting and also challenging as it was our first big task where we work together to create something good and funny.
Curran and Seaton are industry theorists. They theorised the idea that the media is controlled by a small number of companies primarily driven by the logic of profit and power. Also the idea that media concentration generally limits or inhibits variety, creativity and quality. Finally the idea that more socially diverse patterns of ownership help to create the conditions for more varied and adventurous media productions.
Overall, if we had more of a variety of media companies, we'd have more of a variety of texts.
Feedback: What went well? - It was a "clear well prepared presentation". - Lots of "information about all the films". - It was "very factual" of all the genres. - Definitions were "clear" How could we Improve? - Use "less examples" - "Quite repetitive"
Albert Bandura is a media theorist on audience. He states the idea that the media can implant ideas in the mind of the audience directly. He also states the idea that audiences acquire attitudes, emotional responses and new styles of conduct through modeling. He also says that media representations of transgressive behavior, such as violence or physical aggression, can lead audience members to imitate those forms of behaviour.
Bandura looks at the way that media texts have a direct influence on its audience. For instance, he argues that violence is prevalent in the media and therefore, exposure in this violence in various forms enables us to perceive violence as an acceptable way to deal with situation. Bandura calls this 'modeling' behavior.
Moral panics - "the process of arousing social concern over an issue – usually the work of moral entrepreneurs and the mass media"
Hypodermic Needle theory - The idea that the media is injecting ideas into the ideas just like a hypodermic needle injects a person with liquid.
Media effects:
Marilyn Manson - On the 20th of April, 1999 there was a massacre at the Columbine High School in America. The shooters were considered to have been influenced by 'violent entertainers' such as Marilyn Manson. This had a huge effect of his career, the entertainer saying that it almost ruined his career and that he had to seek legal action against those who claimed he had influenced the criminals. Natural born killers -Natural born killers is a movie about two lovers who become serial killers. The storyline goes on to show how they become 'tabloid-TV darlings' because they are young and attractive despite murdering 52 people. The film inspired "copy-cat killers", people who took the ideas and completed them in real life. One of the most famous copy-cat killers were two teens from Oklahoma, Ben Darras and Sarah Edmonson. They murdered one shop owner then shot and paralyzed another. Consequently, there were lawsuits made against not only the teens but also the filmmakers as they had given the inspiration for the crime.
Stuart Hall is a media theorist on audience. He states the reception theory - the idea that communication is a process involving encoding by producers and decoding by audiences.
He states the idea that there are three hypothetical positions from which messages and meanings may be decoded:
- The dominant-hegemonic position:the encoder's intended meaning (the preferred reading) is fully understood and accepted. (you agree and believe what its telling you)
- The negotiated position: The legitimacy of the encoder's message is acknowledged in general terms, although the message is adapted of negotiated to better fit the decoder's own individual experiences or context. (You wont do what the ad says but you agree with it)
- The oppositional position: The encoder's message is understood, but the decoder disagrees with it, reading it in a contrary or oppositional way. (You completely decline what the ad offers becasue it is useless or wont work)
*encoder = producer
*decoder = audience
Gillette: A best a man can get
-Language: Technical, visual, Audio codes (Camerawork, Mise en scene, sound, editing), Narrative, Genre....
By starting to advert with the song lyrics, your looking sharp, it immediately catches the attention of the people who are in the room or walking past making them watch the advert. The lyrics continuously are directed towards the intended audience which would be males as they keep saying you. Finally, in the chorus where the song says the best a man can get, also the tag line, it persuades the audience to buy the Gillette product as it says that once they buy it they will be better for it. There is no dialogue and only a small bit of narrative by the characters as the song speaks for it. The narrative at the end adds information about the product. The visual shows the scenes cutting between each other with scenes of positivity and happiness for a family man. The scenes cut to the beat of the song so that they flow together. The mise on scene is quite standard so that it can appeal to everyday men so it is more attractive with simple costume, high key lighting, minimal actors, simple make-up, little props other than the product and the setting is things you would see everyday such as house, park etc. The camera work is simple as it follows the character throughout and his daily life which is better now that he has Gillette.
- Representation: Stereotypes, Encoding/Decoding, Contexts...
The advert consists of a stereotypical family, mum, dad and child. The mum is a stereotypical woman as she does everything for the man, e.g. tie his tie. The dad (The man character) is a stereotypical traditional man, strong, intelligent, role model etc. The child is a stereotypical kid, looking up to his dad, wanting to copy him etc. The context consists of a normal family whose life has changed for the better because of the product.
-Audience: Categories, Mode of address, Response, interaction...
The intended audience for this advert is a middle aged man who has a family, job (The A, B, C1, maybe C2 category) and a social life. This is shown as the main character fits these boxes. The advert targets this audience by showing them what they could have of they have this product which would be appealing to a man back when this advert was made as it showed the dream lifestyle. The advert interacted with the audience by addressing them with the song lyrics when saying 'you,' 'your.' etc... The intended response would want to make the audience go out and buy this product.
- Application of theorists...
The theory that applies to this advert would be Stuart Hall and his Reception theory as they would want the viewer to be the dominant audience, the theory that they should believe that if they use this product then they will be the best and their life will change for the better. Other parts of this theory include the negotiated audiences where they believe that the product will be good to use but it wont affect their life as drastically as shown in the advert or the oppositional audiences where they believe that the product wont help them at all and there's no point in buying it. The producers of this advert would hope that most of their audience would be dominant viewers.
George Gerbner is a media theorist on audience George Gerbner stated the cultivation theory - The idea that exposure to repeated patterns of representation over long periods of time can shape and influence the way in which people perceive the world around them.
He also states that media messages aren't directly injected into the passive media audience but are built up by a series of repetition and and enforcing of the message.
Task 2 - What meanings/Emotions do the following images convey:
The guy on the left looks like he is in deep thought thinking about what to do next, therefore is feeling confused and maybe worried. The guy on the right looks focussed on something and looks intrigued, therefore is feeling angry and bewildered.
The man on the left looks worried and protective of the other guy, showing feelings of eagerness and also tenseness. The man on the right looks determined but also confused showing feelings of courage.
The soldiers all around look nervous and afraid showing feelings of panic and anxiousness. The guy in the middle looks superior and in charge showing that he is feeling confident, Strong and brave.
Task 3 - What does the positioning in the following images reveal about the characters/Films:
In this image, the characters are in a position which shows that they have maybe had an argument and the man has dine something wrong that the woman was not happy with. This may reveal that the story line may be about the guy trying to fix what he has done to make it up to his wife.
In this image, the axe is positioned into the middle of the screen so is the main focus for the viewer so can imply that maybe the axe will be used, maybe to harm someone. The axe blends in with the wood around it so even though it could be important it may not be easily recognised.
In this image, the main focus is the two guys in dark who lean on each other maybe implying that they rely on each other and are partners. The other main focus is the weapons they are holding which is very futuristic showing that this could be a sci fi film where these main characters fight alien crime.
In this image, there are soldiers all around with planets in the background showing that this sci fi film may include a battle between the planets. The main focus is the man in the middle showing that he is the main character and maybe the hero. The soldiers are facing the audience which can be seen as threatening so they may be the bad guys.
Low Key Lighting - Created by using only the key and back lights, produces sharp contrasts of light and dark areas, Deep, distinct shadows/silhouettes are formed.
High Key Lighting - More filter lights are used. Lighting is natural and realistic to our eyes. Produces brightly lit sets or a sunny day.
Task 4 - What types of lighting are used in the images?
Ghostbusters film poster,
Denotations and connotations:
- The first thing that stands out is the big icon in the back ground, the ghost in the cross suggests that this film is about getting rid of ghosts.
- The big red cross connotes that the ghost may be dangerous so that is why they need to be captured.
There are 5 actors in the poster showing that these are the main characters of the storyline showing that the one if the centre may be the main character and going outwards, the other characters may not be as vital to the storyline.
-As well as this, there is also a car peering through the people which is in the background, maybe showing that they are kind of like the police but for ghosts as there is a siren on the car.
- The women all are in costume and have machines on their back showing that they may be the ones catching the ghosts and the machine is what catches them.
- The guy on the end does not have a costume or machine so may be an assistant of theirs or a villain or a friend etc.
- The title in bold with the symbol inside shows that there are a lot of ghosts and these characters have to 'bust' them so have to get rid of them.#
- The tag line underneath the title stating 'answer the call' is based on the fact that most people should know the original Ghostbusters film where the original tag line was ' who are you gonna call.' So this is a follow up based on that but if you didn't know that then this could be interpreted that the ghostbusters have a hot line where people call up if they see a ghost maybe.
- The woman all have high tech on them and around them connoting that they may be scientists.
-The man can be seen as quite thick and oblivious based on the way he is standing and his facial expressions showing that he may be confused.
- The woman on the far right is standing a different way to the other 3 women showing that she may be an outsider and they might all be well-known friends and she has just joined. She also looks a bit scared whereas the others look confident and fierce showing they may have had experience in this field before.
This was the first video that i edited using premiere pro. The task given was that we had to edit a clip so that the end product would include dancing animal scene with music over the top of them and all the scenes had to flow together using transitions. First of all i imported a video of these animals dancing and the song over the top 'too cold.' After this i used the cutting tool to cut the clips down so that the music went over the dancing. After that i had to use transitions to get rid of the black screen parts that were integrated through the clip. Once successfully doing this i tried out some video and audio effects to put in the final clip and chose my favorites including waves.
I found this task quite difficult as it was the first time that i had used this software. This gave me the chance to try out different effects and transitions and it allowed me to play around with the tools. Now i have a better knowledge of how to use premiere pro and will use this for the next time that i edit a video.
Media Frameworks - LIAR - Language, Industries, Audience, Representations
Genre - A type or category
Genre Analysis - DISTINCT - Describe, In detail, Setting (location, time of day etc..), Themes (E.g. Love, good vs Evil etc..), Icons (significant objects), Narrative (plot), Characters, Textual analysis (Camera, editing, sound, Mise en Scene)
Semiotics - The study of signs - Something that symbolizes another thing - E.g. Red can be seen as anger or love.
Denotation - The literal meaning
Connotation - What the denotation implies - read between the lines.
Mise on scene - CLAMPS - Costume, Lighting, Actors, Make-up, Props, Settings.
Audience - Anyone who watches the media.
Demographic profiling - putting the audience into categories by age, money and occupation.
psychographic profiling - Putting the audience into categories by what they are looking to find in media.
Steve Neale's theory is that genres are examples of repetition and difference. He states that in order for a film to be a certain genre it must comply with that genres stereotypes and rules in order to classified in that genre. That is repetition and when he says differences he means that a film must push the rules and stereotypes in order to be individual.
Starts with happy, upbeat music and pink writing which misleads our emotions as they think everything is going to be alright which makes people more shocked when they get cu in half.
Lights are a significant focus and the boat is straight which foreshadows the straight wires which cut everyone in half . The boat looks like the Titanic which can tell us that there will be a bad ending. This would be prior knowledge of the audience.
Direct mirroring of the end shot (Birds eye view) with the beginning (Foreshadowing).
The singer is wearing red, symbolising danger, blood and death.
Violin strings - Foreshadowing the straight lines.
The music puts the audience into a false sense of security.
There is communication (E.g. eye contact) between the singer and waiter showing that they may be connected - could be the bad guys.
The singer leads everyone to dance on the top deck, so that the wire can kill more people. She says 'belato' which encourages the passengers to get up.
The singers gestures when singing symbolise the future.
There are harsh lines everywhere which cross the screen.
Music echoes and is slower above deck creating a ghostly atmosphere.
There is a statue in the background with no arms showing the future where their limbs are cut off.
The camera circles the but then there are sharp camera cuts into the different areas.
The young girl is singled out, the fact that she is the only child that is shown may show that she is the only one left.
Flowers are the first thing cut - Her childhood being cut.
The girl is wearing white showing innocence.
Lights slice across the screen - showing the harsh lines again.
Music is drowned out by loud sounds and bangs.
The pace of the scene speeds up.
The shots alternative from quick to slow motion movements.
Horror show sounds drown out music.
There is a change of focus to the wire which makes our eyes focus on the bloody wire.
The teacher on the left is laid back and smiling showing that he may be the good teacher.
The teacher on the right is wearing red and sneering showing that she may be the bad guy. Also she is pulling the power plug showing that she may be out to sabotage the good guys.
The cheerleader in the back is also wearing red showing that she may also be a 'bad guy.' Also she has her hands on her hips showing she might be angry with the jock.
All the other students are wearing blue showing they are the good guys.
The woman in green on the left has her hands on her heart showing that she might have a crush on the male teacher. Also that she is neutral as she is wearing green. She may also be an assistant as she is not as young as the others.
The boy and girl in the middle are staring into each others eyes showing that they may be in love.
The jock and girl may have forbidden love as they are from different cliques in the school but are still part of this club.
The group are all considered social rejects so maybe this club is for them to feel included.
The main themes that this poster presents are - Love, competition, Equality, Diversity and theatrical.
I was with Jen and Emily. Jen was put in place to what angle we were filming. Emily was in charge of the camera and filming and i was the voice over reading out the different types of shots and what they were usually used for and what they represent.
The following shots, angles and movements were from the following sheet.
Roland Barthes is a media theorist about language. He is one of the leading theorists of semiotics, the study of signs.He states that every sign have also have connotations, further meanings, that is implied.
The idea that texts communicate their meanings through a process of signification.
The idea that signs can function at the level of denotation, which involves the literal or common-sense meaning of the sign and at the level of connotation which involves the meanings associated with the sign.
The idea that constructed meanings can come to seem self-evident achieving the status of myth through a process of naturalisation.
