Juno Storyboard

 

Juno- All I want is you

Film Language

Camera

Frame: 

Extreme Close up, Close up, Mid-shot, Mid long shot, long shot, extreme long shot

Angle: Birdseye view (high angle) and worms-eye view (low angle)

Movement: Pan R+L               Tilt up and down

                    Tracking Shot       Hand held               - zoom up and down

                     Steadicam

Sound

• Dialogue
• music
• Diegetic Sound/ Non Diegetic Sound

Boyz in the Hood- Textual Analysis
At the start the opening uses a tracking shot to move with the children as they walk to school. The frame then moves into a mid shot for when the child wants to talk about something serious with the other kids. The blood as gunshots into the wall are there to show the type of neighborhood they are living and growing up in. The child also talked about how his brother had been shot which is implying because he is black that it was crime and gang related. The camera then transitions from the blood to the children in school. The pictures are done by the children in the class and they are pictures of what they have seen and this includes a police helicopter, someone in a coffin (maybe a family member) and a black person being arrested. This yet again is there to show what the children are seeing daily and what its like growing up in the neighborhood that they live. This also shows yet again the fact that its gangs. When he is walking home at the end it has the dialogue of his mum and the teacher about him, what we can see though is a group of black people beating up another black person and as he hardly reacts this would show that he is used to seeing this. This says about race that a lot of the gangs were filled with black people committing crimes where he lives   

Film Openings (Star Wars)

This is the opening scene to Star Wars. The scene starts off with fast paced music which indicates that something is going to happen or something is going on. Anyone can tell from the setting of the film that it is in space which would say that this film is a sci-fi film. This trailer also shows an enigma code at the end as the drone at the end goes off from the ship and its then unknown what happens to them which leaves the audience wanting to know more.

Institution

Institution
The main film going audience is 15-25
The big six film institutions:

• Sony
• 20th Century Fox
• Warner Bros                                                   - 90% of the worlds Media
• Paramount
• Disney
• Universal

Mass Market- Everyone

Niche- A certain group of people

Representation- Class Notes

Representations

The way in which people, events and ideas are presented to the audience.

For example, the media takes something that is already there and represents it to us in the way they choose. 

These representations are created by the producers (anyone who makes a media text) of media texts.

What they choose to present to us is controlled by gatekeepers.

Gatekeepers

A media 'gatekeeper' is any person involved in a media production with the power to make a decision about something the audience are allowed to read, hear or see - and, of course, not get to see; for instance, a newspaper editor has the final say on what goes into his or her newspaper, where it goes within the pages, next to what other piece, with which pictures, strap-lines and headlines, etc.

Moguls

But in the example of the newspaper editor's decision, this will not be made freely: it will have been affected by technical issues, by the kind of person who owns the newspaper, for example (i.e. the so-called media moguls, such as Rupert Murdoch), and by many things.

Media Consumers, that is you and me, the audience for media texts, are mostly unaware of the 'gatekeeping' decisions; indeed, the gatekeeper's job is to ensure his or her decisions and actions are 'transparent' or 'invisible' to the audience: But our perceptions of the news - and the version of the world it represents for us - are often strongly influenced by the gatekeeper's decisions.

Who, What, Why, Where

When you're analysing representation, think about the following questions:

• Who or what is being represented? Who is the preferred audience for this representation?
• What are they doing? Is their activity presented as typical, or atypical? Are they conforming to genre expectations or other conventions?
• Why are they present? What purpose do they serve? What are they communicating by their presence? What's the preferred reading?
• Where are they? How are they framed? Are they represented as natural or artificial? What surrounds them? What is in the foreground and what is in the background?

The Male Gaze (Laura Mulvey)

The cinema apparatus of Hollywood cinema puts the audience in a masculine subject position with the woman on the screen seen as an object of desire Film and cinematography are structures upon ideas.

Protagonists tended to be men. Mulvey suggests two distinct modes of male gaze - "voyeuristic (women as whores) and fetishist - women as unreachable Madonna's". (Also narcissistic - women watching film see themselves reflected on the screen).

How we treat people (Richard Dyer)

Dyer argues that how we are seen determines how we are treated and how we treat others people is based on how we see them. This comes from our understanding of representation.

He believes that stereotypes come down to power. Those who have power stereotypes those who don't.

Myths (Roland Barthes)

Barthes theory looks quite closely at the idea of mythology, usually in regards to people and places. He suggested that the media often gives us mythic representations or a fairy-tale-style portrayal or a particular place person.

Subculture (Dick Hebdidge/Ken Gelder)

Hebdidge said that a subculture is a group of like minded individuals who feel neglected by societal standards and who develop a sense of identity which differs to the dominant on to which they belong.

Ken Gelder lists 6 ways in which a subculture can be recognised: 

1. Often have negative relationship to work
2. Negative or ambivalent relationship to class
3. Through their associations with territory (The street, The hood, The club) rather than property.
4. Through their stylistic ties to excess
5. Through their movement out of home into non-domestic forms of belonging (social groups as opposed to family)
6. Through their refusal to engage with they might see as 'banalities' of life.

Film Language

Camera

Frame

Angle

Movement

Frame -

ECU (Extreme Close-Up)

CU (Close-Up)

MS (Midshot)

MLS (Medium Longshot)

LS (Longshot)

ELS (Extreme Longshot)

Angle -

Worm's eye-view

Low angle

Level

POV (Point of view)

Bird's eye-view

Movement -

Pan (movement right and left)

Tilt (movement up and down)

Tracking shots

Steady cam

Handheld 

Mise En Scene

Costume - What actors and actresses are wearing in the scenes?

Lighting - The level of light, bright, dark etc.

Actors - What class are they, their age, gender, ethnicity, sexuality, body language?

Make-up - Do they have any make-up on, do they need fake blood on them from a fighting scene.

Props - Do they have anything in their hands, are they using any objects for a particular scene.

Setting - Where are they? What's their surroundings? What type of place are the filming in?

Editing

Transitions - What are they putting in between scenes, how are they moving from one scene to the next.

Order of Narrative - How the film has structure to it and how to order the scenes.

Pace - How fast is the film moving, are their fast scenes, slow scenes etc.

Special Effects - Are there any effects used to add emphasis to the scenes. Are there any explosions, stunts etc.

Sound

Dialogue - Is there a form of speech that is adding an effect to exaggerate the scenes ambience.

Music - Is music added to create an effect or dramatise the scene.

Diegetic Sound/Non Diegetic - Music in the background, voice-over narration.

Lesson on Editing

Editing in Adobe Premier
Today in lesson we were asked to try and practise some editing using some clips with dancing animals and also from an action movie. This is to get used to for future tasks. This helps us find out what effect and so on do what. I have completed the dancing animals 30 seconds long film, using effects, transitions and music to make the dancing animals look better. Then in next lesson I will be working on the action part of the task, and will use the whole of the lesson and similar to the dancing animals part, I will be using transitions, effects and music to make the action 30 second clip look better

Narrative

Narrative
Narrative is the retelling of a story

Roland Barthes- 5 codes

• Enigma Code
• Action Code
• Semantic Code
• Symbolic Code
• Referential Code

Enigma Code-mystery- makes the audience want to know more, usually at the start of a story,                                                    unanswered enigmas can frustrate viewers.
Action Code- Sequential elements of action in text
Semantic Code- refers to additional elements- an extra layer of meaning + actual meaning
Symbolic Code- Symbolism within text. Exercises opposites to show contrast, creates greater                                         meaning and tension
Referential Code- refers to other knowledge such as scientific,historical and cultural etc.

Todorov- 5 stages

1. Equilibrium- State of Normality 
2. Disruption of Equilibrium- Something goes wrong/disrupts Equilibrium
3. Recognition- Protagonist recognizes that the Equilibrium has been disrupted 
4. Restoration- Protagonist restores the Equilibrium
5. New Equilibrium- New state of normality

Propp- 8 stages
Levi-Strauss- Binary oppositions

This is the opening scene of the film Indiana Jones: Raiders of the lost Ark. It starts of straight away with an enigma code. This because it shows the Golden Idol in the middle just sitting there. The music then builds up to when he takes the Golden Idol. Next is the action code as there is a sequence of events after the Idol has been taken which involves him running away with very close calls to death. The scene then ends with another enigma code as he retrieves the idol again but the audience wants to know what will happen next? and will he get out alive?

Embedding a video

How to embed a video 
In the lesson our teacher showed us how to embed videos on to our blog which was very helpful. This meant I could post blogs using  the "DISTINCTIVE" acronym and analyse films accordingly. When you are on you tube, the first step you will do is go down to the "share" button which is below the video itself. When you click on this, three options will come up, share, embed and email. You need to click on the embed and copy the HTML code it gives you. The reason you have to do this compared to just obtaining the URL code on the top of is the screen is you have to turn it into a HTML code for it to work. When you are typing up a new blog, you need to click on "HTML", in the top left of your screen, once you have clicked on that you click "compose" for it to be finalised onto your blog. If its not in the correct place, click on "HTML" and move your embed code and adjust where you want it to go.

Film Openings (Clueless)

This the opening scene of the film clueless. This opening scene starts with music that is upbeat and this can tell what kind of film this is going to be and that it is going to be happy and more child friendly. Next the opening credits comes up which is in a colorful and very bold font. This also underlines the fact that the film will be more child friendly. The film is also set in a family home with teenage girl going to school.

Film Openings (Harry Brown)

We looked at films opening scenes and from this we had to work out the genre using DISTINCT and from our own knowledge the films we looked at included Clueless and Harry Brown.

This is the Harry Brown opening scene. In this scene the it is shown to be on the streets of a city possibly London and under an underground pass in a dark and unknown place. In the scene there is peer pressure of a gang members forces another member maybe a new member to do the drugs. The next scene is during the day and shows the aftermath of the drug use and them going crazy. This scene is very fast paced as he is going at high speeds on a motorbike whilst also getting out a gun. This shows in the scene that a lot is going on for the opening scene. The camerawork is extremely close up like it is on a mobile phone and is like you are actually there experiencing what is going on.

Genre

Genre:

Our task was to present different genres by using different themes by taking photos from around the school. The genres that were given was Adventure, Comedy, Crime and Horror.

Adventure

Comedy

Crime

Horror

The image on left was supposed to represents adventure. We tried to this by having the image low down and closer to the grass making this closer to nature which is could have connotations of exploring and finding something new.









This is image what we used to represent comedy. We tried to do this by the laughter expression and also by having someone fall over which can be seen as funny by many people. By doing this we hope this image made people smile.









This image is shown to represent crime. We tried to shows this by having people behind what we tried to represent as the bars of a jail cell. We also tried to shows this as each person is showing different emotions just as there are many different characters and emotions of people in prison.

This image is supposed to represent horror. We tried to do this by making it mysterious and also with trees which would make it look like a forest which is the setting of many horror films. As the person in the image can only just be seen it makes it mysterious and unknown.

Semiotics

Today in  Media studies we learned about semiotics. Semiotics is the study of signs and the different connotations that each images have and how every person can see an image differently.
Denotation- What we see when we look at an image
Connotation- What we understand from the image
For example:
 Red- Angry and Violence, Blue- Sad and Cold, Yellow- Happiness and Light, Green- Envy and greed
Polysemia- Is when there is more than 1 reading or interpretation of an image
Preferred Reading- This is the creator of the image wants to have a certain connotation or interpretation
Opposition Reading- When the connotations given are mixed and different from what the creator wanted

This is a movie poster of the Green Lantern. The image shows 5 characters and from the images shows the importance of each character depending on the whether the are in the background or closer up. As the Green Lantern is closer this shows he is more important and stronger than the others but at the same time that they are united as a team. In the film Green is used to represent the willpower that they have. Green also has many other connotations and meanings. Green also can symbolize growth, harmony, freshness, and fertility. Green has strong emotional correspondence with safety. Dark green is also commonly associated with money.Green has great healing power. It is the most restful color for the human eye; it can improve vision. Green suggests stability and endurance. Sometimes green denotes lack of experience; for example, a 'greenhorn' is a novice. In heraldry, green indicates growth and hope. Green, as opposed to red, means safety; it is the color of free passage in road traffic.