http://www.youtube.com/watch?v=auSAGvpM7W8&feature=youtu.be
As the extract begins, we have "ambient sound" of the flat which is very quiet. In the beginning minutes of the exctract there is no any form of soung except the "dialogue", which creates awkwardness.
The voices are quiet weak and the dialogue is not long, they do not finish their lines and this creates the pregnant awkwardness mood. The locking of the door makes the boy look anxious and more unfinished sentences add awkwardness.
Outside in the van the "diegetic sound" that plays on the radio is "asynchronous", it do not match the mood he is in, so he turns it off.
A "sound bridge" is used when the track starts in the car and bridges over to the bedroom and it's used to cross from the father's anxiousness in the car to the scene that is happening in the bedroom.
The type of the sound track used is sad and depressing, creating the sense on sorrow. A "harmonica" was used to play the sad music.
Thursday, 29 September 2011
EDITING ANALYSIS
HOW EDITING HELPS TO CONSTRUST DISABILITY
In this extract there is a lot of "continuity editing" which is typical for such an extract.
As soon as they got in the house "eyeline match" is used as the girl looks down on the boy and also his dad and then he told the dad to get the envelope, and this creates awkwardness as she want to get paid for what was about to happen. The "Iong take" of the dad looking for the envelope increases the sence of awkwardness.
As the dad picks up his son from the wheelchair, an "eyeline match" is used even when the boy is put on the bed. When the girl returns to the bedroom an "eyeline match" is used and adds for awkwardness as the dad was try to show his t-shirt.
When the girl was locking the door, a "shot reverse shot" is used while the boy was on the bed and this creates his vulnerability and he does'nt want him to lock the door so the "shot reverse shot" showed the relationship between the locking of the door and his anxietyof being separated from the dad.
The "pace" of the extract have been slowed down to generate the feeling of anxiety and it also creates more awkwardness as they are long takes. "180 degree" rule have also been mantained through out his whole extract to keep the continuity editing.
The "eyeline match" for the dad in the car shows his protectiveness as he looks at the flt window upstairs and he is also uncomfortable. The dad is also very anxious as it is highlighted with his fidgeting shown by the"jump cuts". "Cross cutting" is also used as they doing their thing in bedroom and the dad in the car, so this shows us what's going on simultaneously. The editing is "privileging" the master shot when they are all on the bed together, as it keeps on appearing.
Monday, 26 September 2011
CAMERA WORK / CINEMATOGRAPHY ANALYSIS
http://www.youtube.com/watch?v=qTQDipfN8JA&feature=player_embedded
Straight up as the extract starts we have a "dolly shot" which is used so that the camera can move along with the characters. This dolly shot also allows us to see some parts of the location, which is important for it will give the audience a small idea of where they are or maybe where they are going.
As we move along we have a "long shot", which is used to introduce Amy into the extract and this allowed us to see her whole body structure as she comes out of the house. At this stage the camera "pans" following Amy as she walks though the court yard. As Amy was talking to the older boy in the court yard an "over the shoulder shot" was used and as she grabs the car keys a "mid shot" is used. When Amy was about to move off the camera "dollies" on her as she was in the car and changes to a "close up" which emphasised her uncertainty and confusion of not knowing how to drive.
After the accident happened a "wide shot" was used for us to see the scene well. On the same scene a "mid shot" was used for us to see the headmaster as he is introduce into the extract. Still on the same scene the camera starts to "pan" as the older boy was shocked that Amy was 16years old and this also made her look more venerable as the camera looked down on her. As she was hugged a "two shot" is used.
As they get into the office a "long shot" is used to establish the new location and this is an advantage to the audience for they will know where they are and where the scene is taking place. As they talk in the office and the headmaster is given brandy, the audience are placed into Amy's shoes as a "low angle shot" is used, this angle is used again as Amy was being told off, to show that she had no power at the moment in time and it was also used to show that the man had more power, he was the authoritative figure. At the point Amy was being told off, a "wide shot" was used to establish the new location.
As the audience were taken to the new location which was the bedroom, a "mid shot" was used at the beginning and then the camera starts to "pan" down straight after, as it reviewed the goodbye note and then "pans" again to review the teddy bear, and then the camera "tilts" to review Amy with her backpack.
As the old woman was looking for Amy, the camera "tilts" from the outside to show the window way and it bring an ideology that she did not leave the house through the door. As soon as the woman realised that Amy was gone a "mid shot" was used to show the emotions on her face.
Straight up as the extract starts we have a "dolly shot" which is used so that the camera can move along with the characters. This dolly shot also allows us to see some parts of the location, which is important for it will give the audience a small idea of where they are or maybe where they are going.
As we move along we have a "long shot", which is used to introduce Amy into the extract and this allowed us to see her whole body structure as she comes out of the house. At this stage the camera "pans" following Amy as she walks though the court yard. As Amy was talking to the older boy in the court yard an "over the shoulder shot" was used and as she grabs the car keys a "mid shot" is used. When Amy was about to move off the camera "dollies" on her as she was in the car and changes to a "close up" which emphasised her uncertainty and confusion of not knowing how to drive.
After the accident happened a "wide shot" was used for us to see the scene well. On the same scene a "mid shot" was used for us to see the headmaster as he is introduce into the extract. Still on the same scene the camera starts to "pan" as the older boy was shocked that Amy was 16years old and this also made her look more venerable as the camera looked down on her. As she was hugged a "two shot" is used.
As they get into the office a "long shot" is used to establish the new location and this is an advantage to the audience for they will know where they are and where the scene is taking place. As they talk in the office and the headmaster is given brandy, the audience are placed into Amy's shoes as a "low angle shot" is used, this angle is used again as Amy was being told off, to show that she had no power at the moment in time and it was also used to show that the man had more power, he was the authoritative figure. At the point Amy was being told off, a "wide shot" was used to establish the new location.
As the audience were taken to the new location which was the bedroom, a "mid shot" was used at the beginning and then the camera starts to "pan" down straight after, as it reviewed the goodbye note and then "pans" again to review the teddy bear, and then the camera "tilts" to review Amy with her backpack.
As the old woman was looking for Amy, the camera "tilts" from the outside to show the window way and it bring an ideology that she did not leave the house through the door. As soon as the woman realised that Amy was gone a "mid shot" was used to show the emotions on her face.
MISE-EN-SCENE ANALYSIS
http://www.youtube.com/watch?v=qTQDipfN8JA&feature=player_embedded
How the Mise-en-scene help construct the representation of age.
As the movie sequence start we see people holding farming tool (props), which are normally used by older people and also the work suits (costume) they are putting on suggests that they are older people. As we follow the sequence we are introduced to Amy who is wearing colourful casual clothes (costume) which also suggest her youthful age. As soon as Amy is introduced, she lied about knowing how to drive after she was asked and as she gets in the car she is confused as shown by her body language and starts mumbling about the gears, this shows her youthful age as well as that's what is typical to most teenagers, they lie as they are so eager to drive at a young age.
After they accident happened, we are introduced to the headmaster whose car was involved in the accident as well and he looks porch, his costume is carefully chosen but it is the old fashioned smart way, which suggests that he is quiet a grown man. The beard and the grey hair also shows how old the headmaster is. Still at the accident location Amy runs to the older boy's arms after she crashed, showing that she is still a young person, child like reaction.
As the extract continues we are taken into an old school style designed office, it's all woody and the design shows it's for old people rather that young people, as young people would prefer something more technological and stylish. The headmaster is offered BRANDY which is an expensive drink that old people drink and also suggest that these two people are both old.
The man who gave Amy car keys is also presented acting as an authoritative figure, waging his finger and this shows that he is older and also shows how young Amy is. After Amy was given a lecture, she shouts " l hate you" and starts to run away and showing that child like behaviour shows that she is a young girl.
At the last scene when Amy appeared, we are shown the magazines she had which are for young people, writing and putting hearts and the child like room and all this contributes to the representation of Amy's young age.
How the Mise-en-scene help construct the representation of age.
As the movie sequence start we see people holding farming tool (props), which are normally used by older people and also the work suits (costume) they are putting on suggests that they are older people. As we follow the sequence we are introduced to Amy who is wearing colourful casual clothes (costume) which also suggest her youthful age. As soon as Amy is introduced, she lied about knowing how to drive after she was asked and as she gets in the car she is confused as shown by her body language and starts mumbling about the gears, this shows her youthful age as well as that's what is typical to most teenagers, they lie as they are so eager to drive at a young age.
After they accident happened, we are introduced to the headmaster whose car was involved in the accident as well and he looks porch, his costume is carefully chosen but it is the old fashioned smart way, which suggests that he is quiet a grown man. The beard and the grey hair also shows how old the headmaster is. Still at the accident location Amy runs to the older boy's arms after she crashed, showing that she is still a young person, child like reaction.
As the extract continues we are taken into an old school style designed office, it's all woody and the design shows it's for old people rather that young people, as young people would prefer something more technological and stylish. The headmaster is offered BRANDY which is an expensive drink that old people drink and also suggest that these two people are both old.
The man who gave Amy car keys is also presented acting as an authoritative figure, waging his finger and this shows that he is older and also shows how young Amy is. After Amy was given a lecture, she shouts " l hate you" and starts to run away and showing that child like behaviour shows that she is a young girl.
At the last scene when Amy appeared, we are shown the magazines she had which are for young people, writing and putting hearts and the child like room and all this contributes to the representation of Amy's young age.
Thursday, 15 September 2011
MEDIA STUDIES - "Key Concept"
It is a combination of the main media concepts which are Media Language, Representation, Audience and Institutions.
*THE FOUR MAIN KEY CONCEPTS*
"MEDIA LANGUAGE" - Media language can be broken down into four main technical aspects which are "Cinematography", "Editing", "Sound" and "Mise-en-scene". These four main technical aspects can also be broken down into several aspects.
"Cinematography" - This aspects can be divided into four different parts which l normally call "AMPS" which makes it easier to remember them all, meaning
* ANGLES - examples (a) high angle (b) low angle (c) eye level
*MOVEMENTS - examples (a) panning (b) tracking (c) cranes
*POSITIONS
*SHOTS - examples (a) long shot (b) birds eye view shot (c) close up shot
"Editing" - This can also be divided into a number of aspects (a) Fast purse editing (b) Special effects (c) Slow purse editing.
"Sound" - Under sound comes (a) diegetic sound (b) non diegetic sound
"Mise-en-scene" - This involves everything infront of the camera that is also in the frame for example
(a) location (b) props (c) costume
"REPRESENTATION" - Representation covers a lot of things and some of them are (a) Age (b) Gender (c) Ethnicity (d) Sexuality (e) Religional Identity (f) Ability / disability (g) Class / Social status
- The representation that is shown in films and other videos is not always true, some of it is "STERIOTYPE" for example after the 2011 Police Riots and Looting, youth from certain areas are now seen as antisocial and gang members, mainly from Packham, Woolwich and some areas of Birmingham and this is not always true because they are many people from such areas that are innocent.
"AUDIENCE" - Audiences are very important in media becuase they are the onces who see the products that will be produced, it might be a movie, music video, news or even dance video. Audiences can also be categorised or split into many parts which are:
*THE FOUR MAIN KEY CONCEPTS*
"MEDIA LANGUAGE" - Media language can be broken down into four main technical aspects which are "Cinematography", "Editing", "Sound" and "Mise-en-scene". These four main technical aspects can also be broken down into several aspects.
"Cinematography" - This aspects can be divided into four different parts which l normally call "AMPS" which makes it easier to remember them all, meaning
* ANGLES - examples (a) high angle (b) low angle (c) eye level
*MOVEMENTS - examples (a) panning (b) tracking (c) cranes
*POSITIONS
*SHOTS - examples (a) long shot (b) birds eye view shot (c) close up shot
"Editing" - This can also be divided into a number of aspects (a) Fast purse editing (b) Special effects (c) Slow purse editing.
"Sound" - Under sound comes (a) diegetic sound (b) non diegetic sound
"Mise-en-scene" - This involves everything infront of the camera that is also in the frame for example
(a) location (b) props (c) costume
"REPRESENTATION" - Representation covers a lot of things and some of them are (a) Age (b) Gender (c) Ethnicity (d) Sexuality (e) Religional Identity (f) Ability / disability (g) Class / Social status
- The representation that is shown in films and other videos is not always true, some of it is "STERIOTYPE" for example after the 2011 Police Riots and Looting, youth from certain areas are now seen as antisocial and gang members, mainly from Packham, Woolwich and some areas of Birmingham and this is not always true because they are many people from such areas that are innocent.
"AUDIENCE" - Audiences are very important in media becuase they are the onces who see the products that will be produced, it might be a movie, music video, news or even dance video. Audiences can also be categorised or split into many parts which are:
- Niche Audience - This is a small group of audince or people with a very unique interest or with the same taste, these are some of the simple definitions. Under "niche audience" there are what are called "DEMOGRAPHICS" and "PSYCHOGRAPHICS" and these also contribute in the differentiation of audience.
(b) "Psychographics" These also categories audience into groups in terms of their shared *taste *attitudes *personality types.
2. Mass Audience - This simply mean a large group of audence or people who watches a certain program, for example a program that have got a mass audience is news.
Still on the audience there are also "AUDIENCE PLEASURES" which are always considered by the production institutes when they are making any program. There are also "USES and GRATIFICATIONS" which were introduced or found by the "BLUMLER and KATZ" in "1974"
Subscribe to:
Comments (Atom)