Tuesday, 30 September 2014

Texts-Editing

You will learn about the 180 degree rule then study clips from the films Goodfellas and Leon before discussing the effect the camera work has on the audience.



  • Key words: Post production. Edit. Sound Effects. Music.

Basic camera set up for conversation between two people.










Watch this to help you get a grasp of the 180 degree rule.


Task 1: Watch how this clip from Leon The Professional breaks the 180 degree rule and consider how the audience decodes the message of the sequence. What is the director trying to convey?
Write a paragraph in your orange books.

 



Editing Pace
Picture an action scene. Do you see: A gunfight? A car chase? A battle?
All of the above are prime examples of an action scene, which has one ma­jor defining characteristic: A fast pace. But who sets a scene's pace? While the director, actors and cinematographer affect the timing within each shot, it is the editor who ultimately creates the rhythm of a scene.
SETTING THE PACE
An editor establishes pace through his or her selection of static and moving shots, as well as the length and placement of those shots, Long shots and wide shots contain more information, so they are usually held on the screen longer, allowing the audience to register everything they're seeing. Since the audience grasps close-ups and medium shots mare quickly, they don't need to be on-screen far as long as a wide shot, making them perfect for action scenes. Short shots can heighten the dramatic tension of a scene and keep an audience an the edge of their seats.
The cuts in action scenes tend to get shorter and the angles closer until the edi­tor pulls back for the next big moment, For example, the notorious shower scene in Al­fred Hitchcock's Psycho spreads a whopping 50 cuts over three minutes before ending with a still shot of the murdered Marian Crane. But it's not the number of quick cuts that makes an action scene effective, it's the juxtaposition of these shots=short and close, long and wide--that sets the pace.
REPEATING THE ACTION
A common tactic when cutting action scenes is to repeat the same action in two or more shots. This is done to milk the dra­matic impact of same incredible event, be it an explosion, bridge collapse or car crash. By intercutting different angles and slow motion shots, an editor can prolong the ac­tion far as long as it sustains the story.
Editors also regularly repeat frames when cutting between shots. Since view­ers' eyes don't instantly catch up when watching fast-paced sequences, repeating a few frames of the action bath at the tail of a long shot and the head of a close shot results in a smooth cut that the audience will perceive as one, continu­ous action,
Frequently, the repeating of action is obvious due to the editor's duplication of longer portions of the action over a series of shots, frequently from different angles. This over­ lapping amplifies the action far dramatic or comic impact and expands time. In the three frames below from "Burn Notice," the hero's descent from a helicopter repeats over three cuts to increase the drama.
IT'S ALL IN THE TIMING
The way you pace shots renders the action either shorter or longer than it occurs in real time. In the former case, making short, quick cuts, employing jump cuts or using a dissolve compresses time and moves the story along. In the scene below, from Zhang Yimou's Hero, the editors em­ployed both short and slow motion shots to speed up time and hasten the hero's journey across the plain, while still giving the scene a feeling of timelessness.
Conversely, by repeating action, setting a slower pace and using dissolves or other effects in different ways, you can expand time, letting the audience absorb informa­ tion, savor a fun or exciting bit of action orfully experience the emotion of a scene. The three shots below from Sylvain Chomet's The Triplets of Belleville employ long, languorous dissolves to take the audience not only through the seasons, but through the  years as a town grows up around the house at the center of the film.
KEEP IT EMOTIONAL
I was the assistant editor on a sitcom with Dann Cahn, a television editor famous for his innovative comedy editing on "I Love Lucy." We worked on an episode where a boy got a tractor going and couldn't stop it until it smashed into a partially constructed house. There were many camera angles and takes of the action, but no reaction shots of the boy. Dann brought this omission to the attention of the director, who claimed that it was too late to go back to the location. But Dann persisted, suggesting they put the actor in a chair. So the crew stepped outside the soundstage, hoisted the actor into a chair above their heads and wiggled him from side to side against the sky while the camera caught him in a close-up. When this new foot­ age was cut in, the boy's reactions made all the difference in the scene.
Cutting in a character's reaction heightens a scene's emotional intensity, therefore increas­ing the level of drama, as a character's response to the events in a scene can send the plot in unexpected directions. Reaction shots can also help bridge locations, cover up for continuity errors, speed up slow sections and skip over unnecessary action. Ideally, you should include reaction shots from minor participants and bystanders as well as those of all the scene's vital characters.
The frames below from James Cameron's Avatar illustrate how the editors dropped in a reaction to increase the audi­ence's concern for the characters and the story.
FINAL APPROACH
There's a lot more that goes into editing satisfying action scenes than just cutting shots, together. While I haven't touched on how sound and music can affect an action scene, I have tried to hit the highlights in order to place you on firm ground as you move forward.
If you are still unnerved about cutting an action se­quence, remember this: An action scene is a mini-story, and each cut-no matter how long or short-must advance that story. If you're buried in a ton of footage (which is normal  for action scenes shot. using multiple cameras), organize the shots meticulously on your digital system and become thoroughly familiar with the script or outline. Most importantly, familiar­ize yourself with the footage and know all the angles, literally. With knowledge and organiza­tion you can access a clip instantly and not lose your train of thought in the heat of editing. So go for it; your audience looks forward to experiencing the result.
Task 2: watch the clip from Goodfellas then write a short paragraph on what you think the director was trying to convey to the audience.

Friday, 26 September 2014

Texts- Modes of address, Mulvey, Millum.


You will analyse magazine images and produce a list describing the modes of address.

Key words: Marjorie Ferguson. Chocolate box. Invitational. Smiler. Romantic.
Scopophilia; from Greek "love of looking", is deriving pleasure from looking. As an expression of sexuality, it refers to sexual pleasure derived from looking at erotic objects: erotic photographs, pornographynaked bodies, etc.


 

Categorizing facial expressions


Marjorie Ferguson 1980

 Identified four types of facial expression in the cover of women’s magazines:
Chocolate Box: half or full-smile, lips together or slightly parted, teeth barely visible, full or three-quarter face to camera. Projected mood: blandly pleasing, like a warm bath, where uniformity of features in their smooth perfection is devoid of uniqueness or of individuality.

Invitationalemphasis on the eyes, mouth shut or with only a hint of a smile, head to one side or looking back to camera. Projected mood: suggestive of mischief or mystery, the hint of contact potential rather than sexual promise, the cover equivalent of advertising’s soft sell.

Super-smiler: full face, wide open toothy smile, head thrust forward or chin thrown back, hair often wind-blown. Projected mood: aggressive, ‘look-at-me’ demanding, the hard sell, ‘big come-on’ approach.

Romantic or Sexual: a fourth and more general classification devised to include male and female ‘two-somes’; or the dreamy, heavy-lidded, unsmiling big-heads, or the overtly sensual or sexual. Projected moods: possible ‘available’ and definitely ‘available’.

Task 1: Ferguson undertook this work over 15 years ago. Does it still apply?
Look at a range of magazines and try to categorise them according to Ferguson. 
Pick two covers of women’s magazines, and think about what they suggest about what women are like, what they are interested in, and what they are NOT like 
and NOT interested in. 
Look at the main photo and any other images, the cover lines (the language 
they use as well as their content) and draw up a list of the following:
• What do women look like, according to the covers?
• What DON’T they look like?
• What are women interested in, according to the covers?
• What things are they NOT interested in (ie things that the cover lines don’t, er, cover)?
• Describe women’s personalities according to the covers.
Do this exercise on a new post on your blog call it Marjorie Ferguson modes of address.

Trevor Millum

In a study of advertisements in women’s magazines, Trevor Millum offers these categories of female expressions:

  • Soft/introverted: eyes often shut or half-closed, the mouth slightly open/pouting, rarely smiling; an inward-looking trance-like reverie, removed from earthly things.
  • Cool/level: indifferent, self-sufficient, arrogant, slightly insolent, haughty, aloof, confident, reserved; wide eyes, full lips straight or slightly parted, and obtrusive hair, often blonde. The eyes usually look the reader in the eye, as perhaps the woman regards herself in the mirror.
  • Seductive: similar to the cool/level look in many respects - the eyes are less wide, perhaps shaded, the expression is less reserved but still self-sufficient and confident; milder versions may include a slight smile.
  • Narcissistic: similarities to the cool/level and soft/introverted looks, rather closer to the latter: a satisfied smile, closed or half-closed eyes, self-enclosed, oblivious, content - ‘activity directed inward’.
  • Carefree: nymphlike, active, healthy, gay, vibrant, outdoor girl; long unrestrained outward-flowing hair, more outward-going than the above, often smiling or grinning.
  • Kittenlike: coy, naïve (perhaps in a deliberate, studied way), a friendlier and more girlish version of the cool/level look, sometimes almost twee.
  • Maternal: motherly, matronly, mature, wise, experienced and kind, carrying a sort of authority; shorter hair, slight smile and gentle eyes - mouth may sometimes be stern, but eyes twinkle.
  • Practical: concentrating, engaged on the business in hand, mouth closed, eyes object-directed, sometimes a slight frown; hair often short or tied back.
    • Comic: deliberately ridiculous, exaggerated, acting the fool, pulling faces for the benefit of a real or imaginary audience, sometimes close to a sort of archness.

      Task 2: Watch the clip below from Disney's 'Who Framed Roger Rabbit' (1989) with consideration given to Mulvey's Male Gaze...What kind of character have the film makers created?



      Task 2 Answer:
      The character created in this animation is portrayed as a glamorous woman, very confident and unnerved. The way in which the animation is made gives her unnatural curves to make her even more likeable towards the male viewers in the light of Laura Mulvey's theory. There are very few shots of the face - simply focused close-ups of the curves which enhances the sexuality of the scene. The choice of hair colour gives the audience the assumption that this woman has a very fiery and aggressive personality, in the sense of being very straightforward and demanding.

      Task 3: Find two articles which are both about using body products, one from a men’s magazine and the other from a women’s. Read through each article and underline/highlight any elements which you 
      think show a difference in how the articles address men and women. Consider the followingo use of language (slang, metaphors etc)o underlying assumptions and attitudes about using body productso definitions of “natural”o appeals to “experts”

      Friday, 19 September 2014

      Texts- Narrative theory Barthes

      Texts- Narrative theory Barthes


      The Hermeneutic Code (or Enigma code)

      This refers to any element of the story that is not fully explained and which creates questions that need to be answered. The purpose is typically to keep the audience guessing until the part of the text when all is revealed, loose ends are tied off and the questions are answered.
      Most stories hold back details in order to increase the effect of the final revelation.

      The Proairetic Code (Action code) 

      This builds tension; any action or event that suggests something else is about to happen. An action that prompts the reader to predict what will happen next and will result in increased interest and excitement.
      For example, a gunslinger draws his gun on an adversary and we wonder what the resolution of this action will be. We wait to see if he kills his opponent or is wounded himself. Suspense is thus created by action rather than by a reader's or a viewer's wish to have mysteries explained.


      Friday, 12 September 2014

      TV Ads



      Guide to an Analysis of an Advert

      Choice of People – Have they chosen a celebrity or model to endorse their product?  Why?  What effect will this have on the audience?

      Facial Expressions – If there are people / animals / characters in the ad, what do their facial expressions suggest about the product?  Do they tell you how you would feel if you bought the product?

      Body Language – What does their body language tell you about how you would feel if you bought the product?  Are they close together, far apart?  Do they look energetic or relaxed etc?

      Colour –What colours have been used in the advert and what do they suggest about the product / brand?  Are the colours associated with any particular emotions or feelings?

      Lighting – Where is the light and shadow in the picture?  What effect does this have on the audience?  Does it draw your eye to any particular points?  What effect does it have on the look of the product?  Is it subtle or dramatic?

      Slogans / Wording – Is it catchy?  Is there alliteration? What words have they used and why?  What do the words tell you about the product?  Are they using puns, plays on words, metaphors and similes?  Why? Do the words suggest something about the product?  Have they used scientific words or statistics to make the product seem professional and effective?

      Font – Why have they used a certain font?  What does it tell you about the product / bran / target audience?  Is it big and bold, or small and delicate?  Is anything in a different font and why?  What about the size of the letters?

      Props / costumes – what do the props and costumes in the ad tell you?  Do they suggest something about the person who uses the product?  Do they tell you something about the way the product will make you feel if you use it?

      Image Size – Have they used close ups, wide shots, medium shots?  Why?  Do they want you to see detail?  Or do they want to show you the whole picture?

      Image Angle – Have they used an eye level shot?  A low angle shot (looking up at something) or a high angle shot (looking down at something)?  What effect does this have?

      Product – How and why have they shown the product and its packaging?  What does the bottle / packaging / appearance of the product suggest about it?

      Other images – what do any of the other images suggest to the audience?  Eg background images etc..

      Product Name / Company Name – what do they suggest to the audience about the product or the institution?  Eg The brand name “L’Oreal Paris” suggests the product was made or associated with a capital city famous for fashion.  This signifies to the audience that the product is fashionable and chic.

      KEY WORDS TO USE (tick them off as you go and use them as many times as you can)
      Connotation / Denotation
      Signify / Signifies
      Target Audience
      Visual Codes... Costume / Facial Expression / Colour / Body Language / Graphics
      Technical Codes... Sound / Editing / Framing / Lighting
      Represents (eg the image of diamonds represents the product as being quality)
      Stereotypes...Challenge or Reinforce
      Slogan
      Brand Image
      Shot Type...Close up / Extreme Close Up / Medium Shot / Wide Shot / Extreme Wide Shot
      Low Angle / Eye Level / High Angle
      Product
      Packaging
      Institution

      ABOVE ALL
      You should be writing about WHO the product is aimed at and how you know that.. and HOW it makes an audience WANT the product...

      MS1 Requirements

      MS1 (Written Exam) requirements.

      This unit is marked against the following assessment objectives:


      AO1 Demonstrate knowledge and understanding of media concepts, contexts and critical debates.


      A02 Apply knowledge and understanding when analysing media products and processes, and when evaluating their own practical work, to show how meanings and responses are created.


      Candidates will be required to study how media texts are constructed and how audiences and users respond to and interpret them using the following framework:


      (a) Texts

      • genre conventions
      • narrative construction
      • technical codes such as camerawork, lighting, editing and sound for audio-visual media and graphic design elements for print-based and interactive media
      • language used and mode of address.

      (b) Representations


      • the role of selection, construction and anchorage in creating representations
      • how the media uses representations
      • the points of view, messages and values underlying those representations.

      Candidates will be expected to have studied a range of representations of:


      • gender
      • ethnicity
      • age
      • issues
      • events
      • regional and national identities.


      (c) Audience Responses

      Candidates will need to consider the ways in which different audiences can
      respond to the same text in different ways. This will involve studying:


      • the ways in which audiences can be categorised (e.g., gender, age, ethnicity, social & cultural background, advertisers' classifications)
      • how media producers and texts construct audiences and users
      • how audiences and users are positioned (including preferred, negotiated and oppositional responses to that positioning).

      Any media can be explored but the media texts used in the examination will
      be selected from the following:


      • advertisements
      • DVD covers
      • CD covers
      • newspaper front pages
      • magazines (including comics)
      • radio sequences
      • film extracts
      • television sequences
      • music videos
      • websites (if selected for examination, websites will be reproduced in
      • print-based format)
      • computer game extracts.


      A look at exemplar work.