* Create a Padlet wall that looks like the one above. We will use this to produce a sample response to an examination question. HOME LEARNING
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Today's task was a difficult one but it was good to see so many of you giving it a go and coming up with some good information. It is surprising how much information can be communicated through what a film shows an audience. Remember that nothing appears in a film by mistake - if it is meant to be there it must be there for a reason! HOME LEARNING what information is communicated by these images?Today we looked at Mise-en-scene and started by discussing the images above and elements that communicated meaning about the character/narrative/genre through what we could see. It was good to see so many of you making deductions and coming to conclusions by interpreting what you were seeing. We discovered that it was possible to deduce a lot about a character from just what was shown - as is the case in the opening scene to Seven where we are introduced to Morgan Freeman's character and very quickly come to know an awful lot about him despite the lack of dialogue. This is called MISE-EN-SCENE. This literally means "put in the scene" and includes anything that you can see on screen - but not what you can hear. We will spend the next lesson also considering further uses of MISE-EN-SCENE and how meaning is communicated.
Today you spent the time applying the knowledge gained on Friday about the use of sound in film. You each worked on your own version of this Prezi and should have a completed copy saved. I hope that the language is starting to make sense to you and that you are becoming increasingly comfortable at using it to describe what is going on with sound within moving image texts. HOME LEARNING Today we looked at sound and how it is used in film. I have included the notes on the terminology that we started to discuss and have also added the two film clips that we used at the end of the lesson to discuss the use of sound and the effect that it had on the audience. See if you can watch the clips and use the language in the presentation to discuss what is happening. It is important that you understand and can use this language and these ideas for Question 2 of Section A of your upcoming examination.
Today we started reminding ourselves of what constitutes camerawork in preparation for the second question on the media studies exam. You all did very well finding examples of the elements of camerawork and considering how they are used to manipulate and effect the audience. We will continue this work in future lessons when we consider sound, editing and muse-en-scene so that we can look at how to answer question 2 in the exam.
Today we explored how we could turn our notes into a well structured response to the first question on the media exam. Look below for the resources that we used and a reminder of the structure, the sentence starters and the question. Don't forget to look at the Home Learning at the bottom.
HOME LEARNING
Today we started looking in more detail at the requirements of the question 1 in the exam and what we might write about if we were faced with the Thor fight scene. We began to discuss how to make notes and the structure that we need to follow to produce a good quality response.
Today we looked at the range of films that could be included under the Action/Adventure umbrella. We started to look at the main elements that make up the Quest, Disaster, Fantasy, Swashbuckler, Historical and Thriller sub-genres. The film clip in your exam could come from any of these sub-genres - or a hybrid of more than one - and so it is important that you become familiar with them. HOME LEARNING |
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