Media Studies: February 2012

Tuesday 28 February 2012

Development

You can find out more about University courses and explore Degree level audio/visual work. Here are some of the bets places to study film and media.

Students who have been to Leeds Met speak very highly of their courses. High production values and working with budgets make this almost an industry experience

http://www.northernfilmschool.co.uk/

Bournemouth University has long been regarded as running the best Media courses in the country

http://media.bournemouth.ac.uk/studentshowcase/studentwork.html

Warwick is very prestigious and high grades are needed. Their courses are academic rather than practical and they are re-knowned for the study of film

http://www2.warwick.ac.uk/study/undergraduate/courses/depta2z/film/

Coventry University has a Media centre based in a converted cinema. The show-reel of student work is interesting

http://wwwm.coventry.ac.uk/course/ug2012/pages/Media_Production_BA_Hons_degree.aspx

My advice is to think about the place you wish to study aswell as the course.

The Film Education web-site produced by the BFI has a lot of resources for you to explore

www.filmeducation.org.uk

The Media Magazine is an absolute must for students o Media courses. It is written by students, teachers and creative practitioners. It is full of case studies and hints and tips about coursework and media production. Your school will subscribe to the online and print editions so hat you can access this in your library

http://www.englishandmedia.co.uk/

Sight and Sound is the magazine produced by the BFI and has articles about film which you may find challenging but are appropriate for Advanced level where you are developing your knowledge of film and subject specific terminology

http://www.bfi.org.uk/sightandsound/

The Guardian newspaper has excellent online content and the print editions run a media section on Monday and a Film and Music section on a Friday

www.guardian.co.uk

These are some text-books that you can use to further your understanding of media studies:

The Media Student’s Book (Gill Branston with Roy Stafford) Chapter 14

AS Media Studies for WJEC (Anthony Bateman)

Exploring the Media (Barbara Connell)

Evaluation

For 40 marks out of 100 you need to write an evaluative report to accompany your pre-production and production.

This report must be completed individually and must be a maximum of 1600 words. The skill is to revise and re-draft your written response so that you are clear and concise.

You must;

Discuss the most significant research findings which informed the pre-production

Provide a brief justification of the target audience for the production

Evaluate of the production highlighting its strengths and weaknesses through, for example, a comparison with existing media products.

You must;

Discuss the most significant research findings which informed the pre-production

Provide a brief justification of the target audience for the production

Evaluate the production highlighting its strengths and weaknesses through, for example, a comparison with existing media products.

You should break the task down into the following parts.

Part One - Textual Analysis

Use Task two to write a semiotic analysis of two comparable media products (300 words)

You could begin, ‘ I decided to create two film posters in the ‘horror’ genre for my pre-production. I de-constructed …

Part Two – Research Findings

Use Task One to discuss your secondary research explaining how this helped you to create ideas for your film. (200 words)

You could begin, ‘I explored local myths and legends to gain ideas for my film. I came across a local legend of a headless horseman ..’

Part Three – Target Audience

You need to conduct a focus group for this part. You can do this by creating questions for a group of people who constitute your target audience. If you are making a horror film then your class-mates fit the demographic aged 16-24. You need to explain why this group are the target audience for most films of this genre. Consider their lifestyle as well as obvious things like gender and age. What is it that this group do with their time ?

Create a questionnaire with open (qualitative) and closed (quantitative) questions.

For example;

Would you watch this film I am promoting through this poster and trailer ? (Yes/No)

How would you improve the trailer so that people of your age will want to watch the film ?

Show the focus group your film posters and watch the trailer as a group.

Record the discussion using an audio or video device and reflect on the comments using quotations and figures gained in your primary research.

Write about the target audience using the results of your focus group (200 words)

Part Four

Evaluate the production evaluation highlighting its strengths and weaknesses whilst comparing it with existing media products.

Be honest about what you think the strengths and weaknesses are and ask other people for their opinions. Your focus group should help you with this. (300 words)

Compare your production to existing film trailers and explain how they inspired you to make creative decisions. Use task five to help you structure your response. (300 words)

You could refer to;

Pace and style of editing

Voiceover

Music

Titles and credits

Transitions

You can present this task in three ways;

an illustrated report

an essay

a suitably edited blog

Production

All media texts are made with an audience mind. Producers want their production to be a success and this is measured by how many people ‘consume’ their text. You must now use your knowledge and understanding gained in the previous tasks to create your own media text.

You will create a film trailer in a genre of your choice. It will be approximately two minutes in length

Storyboard a film trailer

Film the footage using a variety of shot types and camera angles

Edit the footage using a variety of transitions between shots and adding appropriate effects

Script a voice-over for the film

Record your own music or add an appropriate soundtrack or sound effects

Edit the audio track so that it adds meaning to the trailer

Create titles that further enhance meaning for the audience

Planning is an essential part of creating a successful project so ensure that you spend time thinking about how you are going to complete the task.

Storyboarding

Scripting

Filming and recording footage of good quality is essential

Hold the camera steady by using a tripod

Use a range of shot types and camera angles

Frame and compose your shots carefully

Light your subject using key lights if you have them or be creative and use spotlights

Rehearse scenes with your actors

Film three takes ensuring you film for three seconds before and after the shot

Consider mise-en-scene as everything placed in the scene should create meaning

Audio should be recorded clearly using an external microphone if possible

Editing video and audio takes time and patience

Organise your workflow

Log and capture footage a scene at a time ensuring each scene is titled

Use effects appropriately and with restraint

Consider which transitions between shots are most effective

Explore the templates for titles and credits

Show your work to your peers to gain feedback as you edit

You will burn your final edit onto DVD and present this with your name and the title of your production on the menu page

A number of schools and colleges now showcase student work. Explore the following links to see what you are up against !

http://www.longroadmedia.com/

http://www.hurtwoodhouse.com/life/hurtwoodtv

http://www.ukstudentfilms.co.uk/

Textual Analysis for the Production

You are going to research film trailers to gain an understanding of the codes and conventions so that you can create your own. The Boat that Rocked is a film written by Richard Curtis who also wrote the ‘Blackadder’ series and hugely successful romantic comedies such as ‘Four Weddings and a Funeral’. There are a series of tasks on the Film Education web-site based around this film which can help you develop knowledge and understanding of film trailers.

Explore the resources on http://www.filmeducation.org/teachingtrailers/

Your teacher will use these in class to ensure that you understand the codes and conventions of film trailers

You should watch the trailers in the theory section. Your teacher will use these in the classroom for whole group analysis.

Complete the tasks in the analysis section.

Complete the close reading section to gain an understanding of the difference between a teaser trailer, A trailer for television and a full theatrical trailer.

There is an online editing activity which is also useful in preparation for making your own film trailer

Explore the resources on http://www.filmeducation.org/theboatthatrocked/activity3.html

Your teacher will use these in class to ensure you understand the codes and conventions of film trailers

Complete the tasks about the teaser trailer and the main trailer in preparation for your own analysis

Write an analysis of two film trailers of your choice using the following pointers to help you.

You must discuss the following;

Credits and intertitles: these are words on screen that give information to the audience

Dialogue: any conversations between characters

Genre: a type or category of film, e.g. horror, romantic comedy etc.

Music: the choice of music can have a huge impact on the ‘mood’ of a film

Narrative: the ‘story’ or plot structure of a film or trailer

Pace: how quickly or slowly the shots within the trailer play

Shot types/camera angles: for example, close-up, medium shot or long shot

Special effects: includes computer-generated graphics, stunts and explosions

Target audience: the group of people a film or other product is aimed at

Unique selling point: what makes a particular film unique and ‘sellable’

Voiceover: a voice recorded over the top of the trailer to give information to the audience

Use this as your checklist.

You must choose two contemporary film trailers and your analysis should be about 4oo words long

Write a 400 word analysis in any of the following formats;

an illustrated report

an essay

a suitably edited blog

Pre-Production

You should now have clear Ideas for your film.

Title

Stars

Director

Mise-en-scene

You have explored urban myths and local legends to gain possible ideas

Sketch out designs for possible film posters using your knowledge of the codes and conventions from tasks 1 and 2

You will then take photographic images and manipulate them. You will layout and design your own film posters

Once you have some firm ideas create sketches and designs. If you are writing a blog it would be good to evidence the planning process by scanning in your designs

Take photographic images. You will gain marks for original images so try to avoid ‘found’ images such as ones found on the internet unless it is appropriate to do so.

Here are two examples of film posters in the first stages of production.

Use the toolkit for analysis to discuss what needs to be added to complete the film posters

Do you agree with the assessment provided below each poster ?

‘Basic ability to plan and construct media products appropriate for pre-production. Technical and creative skills demonstrated are also basic. You have photographed a portrait which is used effectively as a silhouette and you have manipulated this using Photoshop software, creating a layer that uses the sky at night to suggest the science fiction genre. The title also suggests that the genre has been understood and considered. However, you need to complete all the elements of a film poster to build on the potential of this product. Consider further film posters to see what you can add to this promising start to create an effective poster. (7/20)

Some ability to plan and construct media products appropriate for pre-production. Some technical and creative skills is also demonstrated. Skill is shown in framing a portrait and organizing a photo-shoot in a studio to create a very effective image. You have manipulated the image effectively using Photoshop software to create layers and effects. The colour scheme is appropriate for the genre and creates an atmosphere of mystery and a suggestion of an alter-ego or split personality. The poster is quite spare, leaving a lot to the imagination of the audience. It definitely intrigues. However there are some conventional elements of the film poster that you need to include. (11/20)

Use your toolkit for analysis as a checklist. Check that all elements of the film poster have been considered

Toolkit for analysis

Photographic codes;

framing

lighting

focus

camera angle

juxtaposition

types of shot

effects such as the use of digital editing

design and layout

Textual codes;

title

tag-lines

font

typography

the use of language

stars

director

classification

Symbolic codes;

costume

body language

facial expressions

props

use of colour

In the examples above, Photoshop software has been used to create the images. You can use any photo imaging software that you like. The key is to ensure that all elements of the film poster are evident and that it clearly appeal to a target audience.

You must produce two A4 film posters in a high quality resolution. If necessary ask your teacher to print the final productions

Textual Analysis for the Pre-Production

Once you have conducted secondary research your task is to conduct a textual analysis on two posters in a similar genre to the one in which you will be working.

For example;

Horror - ‘Saw 3D’ and ‘The Ring’

Romantic Comedy - ‘Four Weddings and a Funeral’ and ‘When Harry Met Sally’

Science Fiction – ‘Alien’ and ‘Star Wars’

You will be producing a conventional film poster so you need to understand the codes that govern this medium

Analyse two film posters using your toolkit for analysis.

De-construct the text analysing symbolic and technical codes

Toolkit for analysis

Firstly analyses photographic codes;

framing

lighting

focus

camera angle

juxtaposition

types of shot

effects such as the use of digital editing

design and layout

Secondly analyse textual codes which can also be referred to as anchorage as the text anchors the meaning. Tag lines are a convention of film posters and sometimes use the rule of three such as;

‘They are young…they are in love…and they kill people’ (Bonnie and Clyde,1967)

‘He is afraid he is alone, he is 3 million miles away from home’ (ET,1982)

‘Every generation has a legend. Every journey has a first step. Every saga has a beginning’ (Star Wars Episode 1,1999)

Consider the following textual codes;

title

tag-lines

font

typography

the use of language

stars

director

classification

Thirdly analyse symbolic codes which are all the things that are placed in the poster to create meaning. Essentially you are analysing the image that has been created. You can also use the filmic term mise-en-scene. For example if there is a lily in the scene this may connote death. Write down all the things you can denote (see) and then explain what they might connote or signify (mean)

Consider the following;

costume

body language

facial expressions

props

use of colour

Use the toolkit for analysis to write a semiotic analysis of film posters. (400-500 words)

As you are writing include discussion of how your own ideas have been influenced by your research.

Always try to ground your discussion in the specifics of the text. Use textual evidence.

Try to discuss the target audience as you write your analysis

If you go over the word limit do not worry. This is a first draft and will be revised with the guidance of your teacher into a report of 1600 words (see task 6)

If in doubt the advice is ‘Don’t get it right, get it written.’

You could begin;

‘I have chosen to deconstruct the poster for the horror film ‘Saw 3D’. The tagline ‘In eye-popping 3D’ drew my attention and really targets an audience with shock but also humour which attracts a young audience keen to be shocked. The image is of an eyeball dislodged from its socket suggests body horror and that the content in the film follows the recent trend of ‘gorenography’ where the audience is ‘grossed’ out by sickening violence. On closer inspection the image contains dismembered arms and hooks and chains with the blades of a jigsaw also evident suggesting the killer’s preferred tool for torturing victims. Whilst the content seems extreme I feel that modern audiences are active in their engagement with texts and use them to gratify needs. They are aware of the fictionality, which allows them to both laugh and feel terror as horror is so post-modern that the idea of such media affecting the audience is outdated. The shocking content of the poster will create interest amongst friends and allow word of mouth to spread. The key audience for this film is 16-24 year olds who want to be shocked and thrilled and a little disgusted at the extremes the film portrays. This has been called torture porn…

Word process an essay and include the film posters that you are using to illustrate your points

If you prefer you could present the task as a web-log. That way you can create links to clips, images and research sources that you have used

Film Education has produced a series of useful case studies online that will help you to de-construct film posters and to understand how meaning has been created. Follow the links to view this example which discusses the marketing strategy surrounding the romantic comedy, ‘The Boat that Rocked’

http://www.filmeducation.org/theboatthatrocked/

http://www.filmeducation.org/theboatthatrocked/activity4.html

Research for Pre-Production

MS2 Media Production Processes (25%) Coursework

This involves completing three components:

· One pre-production

· One production which develops from the pre-production

· One report on the production process

This unit is designed to enable you to demonstrate knowledge, understanding and skills in media production processes through research, planning, production and evaluation. (50% of AS — 25% of A2)

You will have gained an understanding of media texts through your work on MS1. You now need to apply your knowledge and understanding to create your own media products. There are three parts to the coursework;

· Pre-production work which shows your research and planning

· A media production which has developed out of the pre-production

· A report of 1200-1600 words

The pre-production must be linked to the production. Here are some examples of linked tasks;

· A storyboard of the trailer for a new BBC1 television crime drama (pre- production) and the trailer for that drama (production)

· A script or shooting script for the opening sequence of a teen horror film (pre- production) and a marketing campaign for a new teen horror film, to include at least the dvd cover and one poster (production)

· Draft designs for two magazine front covers (pre-production) and a double page spread for one of those magazines (production)

The pre-production must be completed individually. If you choose to create an audio/visual production then you can work in groups for this element.

The production can be completed in groups but it must be made clear what your role within the group is

A report of 1400-1600 words needs to be written to show your knowledge and undrerstanding

The guide below should help you to conduct your research. Put the key words highlighted in red into a search engine and explore their meaning further.

1) Take a historical perspective and explore the development of film posters from early illustrations to the use of images from the film http://en.wikipedia.org/wiki/Film_poster Although the creator of the poster is usually anonymous some are renowned as artists in their own right. Explore their work on this link to Wikipedia. A favourite of mine is the poster for ‘Star Wars Episode One’. The original films were so well known that the poster worked in a very unconventional way. The shadow of the boy is that of Darth Vader. The artist is counting on the audience to be aware of the content of the earlier films to read the text successfully. It is a risk as it gives minimal information about the content of the film but the power of the image is greater. Due to our collective cultural inheritance, blockbusters like Star Wars are familiar to a global audience. It is expected that most audiences will understand the preferred reading of this text, which is that the young boy who is the protagonist in the film will grow up to be Darth Vader.

2) Develop this historical perspective in the genre that you will be working in. For example, for the ‘Horror’ genre you could research the ‘Hammer House of Horror’ films which feature monsters such as ‘Frankenstein’ and ‘Dracula’. Observe the house style that they used. In the 1970’s films such as ‘Rosemary’s Baby’ and ‘The Exorcist’ moved the genre away from monsters to psychological terror. The 1970’s also saw the infamous ‘video nasties’ that were banned and induced a moral panic. Films such as ‘I Spit on Your Grave’ and ‘Texas Chainsaw Massacre’ are easily available today but audiences were protected from these when they first came out. A recent trend has been films in a genre that has been named ‘Gorenography’ which suggests they are extreme in their content. Perhaps the modern audience for horror films has become de-sensitized. Films such as ‘Saw’ and ‘Hostel’ are examples of this genre. The changing tastes of audiences and their threshold for being shocked reveals a lot about changing attitudes in society. There are some films that were made in the past that equally may not have been made today. In the case of ‘Straw Dogs’ the content has been altered in a re-make catering to a different audience to the infamous original. Revealingly different countries have differing attitudes towards what should be censored. American audiences are considered prurient about sexual content whilst European countries are maybe more concerned about the violence in American film.

There are a number of studies about the effects that the media has on society. It is a controversial topic often discussed in the media after a violent incident such as the Columbine massacre and the Jamie Bulger murder. The effects of screen violence can be explored further.

3) Research local legends and urban myths to gain ideas for your own film. Local legends may lead you to ideas about locations and a possible narrative for your film. For example, paranormal activity in Ipswich http://www.paranormaldatabase.com/hotspots/ipswich.php may lead you to create a narrative about poltergeist in a local hotel or you could find out more about the ghosts that haunt Hampton Court.

Urban myths are often used as narratives in horror films as they tap into commonly held fears of the target audience which are young adults facing common anxieties about the new pressures that they are facing. They are often cautionary tales or merely fantastical. However, they all have the power to scare the key demographic of 16-24 year olds in some way.

Consider the story of the babysitter and the man upstairs and see how it has been adapted into a number of films such as ‘When a Stranger Calls’. This urban legend plays on the common fear of being alone and being responsible for the welfare of others.