Bullet Boy Questions

1. To which character do the title refer to? Explain your answer.

Technically the title could refer to either ; Wisdom, Ricky, Rio, or Curtis as throughout the film they all come into contact with a gun. Personally I think that the title refers to curtis, as he as actually just a boy. In my opinion the film is about him as nearly every decision made in the film affects him somehow, which his mum picks up on later on in the film when she kicks ricky out in order to protect curtis. I think he is the main character and the films about him.


2. What are the main messages, values and social issues in the film?

A major issue present in the film 'Bullet Boy' is conflict. Firstly the most obvious conflict is the physical conflict between the gangs, and as a result of this people end up killed such as Wisdom. This rivalry takes place throughout the film right to the end when a gang murder ricky. However, Ricky also faces an internal conflict, he battles in his mind between his loyalty to his best friend wisdom, and also doing whats best for himself and his family/girlfriend. His loyalty to wisdom gets him into trouble, furthermore he actually ends up dead because of it.

A theme portrayed all the way throughout this film is the deprivation, furthermore poverty. The area is poor, therefore youths have turned to crime in order to maintain their social position, and earn respect from other youths, rather than being valued for their achievements, they judge one another dependant upon their 'street cred'. They are deprived of opportunities to escape their poverty and area, furthrmore it appears as though no one can help , Ricky attempts to make his life better and to escape his life of crime however his loyalty (also another prominent theme) to Wisdom prevents this.


3.How are the people and places represented in the film? Consider:

In my opinion London is quite a diverse area, there is both the wealthy part such as Chelsea and the deprived areas such as those shown in the film, where crime is rife. The stereotypical view of London is that its a place of tourism consisting of things such as Buckingham palace, the London eye and parliament etc.This film explores the less deprived less talked about parts of london that are hidden by the media. Its a more realistic but negative view of London and is actually set in an area referred to as 'the murder mile' therefore I believe that the film is an accurate representation of what the area is like, two people (Wisdom and Ricky) are shot and killed in this film with not much time between the deaths, this also shows that some youths in that area don't place much value upon a life.

A stereotype that is fulfilled is that of youths in deprived areas. They look out for their friends, for example Ricky looks out for Wisdom and vice versa, furthermore Godfrey and his friends also watch out for one another, they all have an obscene amount of loyalty for one another and are willing to put their self in danger in order to look out for their friends. This may be due to the lack of family influence in their life.

Ricky both refutes and follows the stereotype of a black youth. He reinforces the stereotype that he is associated with crime as he has been in prison furthermore owns a gun. However throughout the film we see Ricky develop as he attempts to change his life around for the better, unlike many of the other black youths in the area.

-whether the film offer a realistic view of London. How this representation differs from other common representations of London.

-How the characters challenge and fulfil stereotypes.

Character Analysis - Bullet Boy

Character:                             Ricky (Ashley Walters)
Character Detail:                  Main Character, was released from prison due to stabbing someone.                                                       Very loyal to his friend wisdom. Young teenage black meal, lives in a                                                   poor deprived area.
Relationship With Crime:   Was a criminal however wanted to get away from it. He tried to escape.



Character:                             Curtis (Luke Fraser)
Character Detail:                  Looks up to his older brother.
Relationship With Crime:



Character:                             Wisdom (Leon Black)
Character Detail:               
Relationship With Crime:    Pulls Ricky into his old criminal ways and encourages him to                                                                 participate.



Character:                              Rio (Rio Tison)
Character Detail:
Relationship With Crime:



Character:                              Beverley (Clare Perkins)
Character Detail:
Relationship With Crime:    Doesn't want her son involved in crime.



Character:                              Shea (Sharea Samuels)
Character Detail:
Relationship With Crime:    Didn't want to be involved in crime.



Character:                              Godfrey (Clark Lawson)
Character Detail:                   
Relationship With Crime:    Conflict between him and wisdom. Actually kills Ricky.

Messages and Values Developed later in the film

Message - Ronnie is Insane - He is uncontrollable and takes things to the extreme, for example he cuts into a member of his gangs mouth just to get Reggie's attention.

Message - Reggie Smothers Frances (male domination) - when she wears the gloves, she wears them because reggie likes them. She says she doesnt even know what she likes anymore.

Message -Mental Illness and crime can have catastrophic consequences - self harm (frances) and harm to others (Ronnie). (2 above)

Message - The failure of police to control criminal activity - The Kray's get away with so much even killing people.

Message - Ronnie is jealous of Reggie - When Reggie first met Frances, Ronnie Lashes out to get his attention.

Message -Brotherly relationships mean more than spouse relationships - When Frances meets Reggie's family, Reggie goes upstairs to a meeting with his gang rather than sitting with his wife. He then goes out with them and leaves her. Ronnie told his boyfriend to get out of the bathroom so that he could speak to his brother.

Message - The Krays were very ambitious - they always want more power.

Message - The Krays are invulnerable - they become more and more powerful and feel like they are
invulnerable.

Message - Ronnie Is homosexual - This is unusual for the time period, however it increases his vulnerability as he has a lack of care and his family also turn a blind eye.

Messages and Values in opening scene of the krays.

1. Message - The Krays believed themselves to be invulnerable - Even at a young age they fight against a crowd of children.

2. Value - When people fear you its good because you can do anything - Violet takes the twins home from hospital even though she is not allowed because the doctor fears her.

3. Message - The east end was a place of poverty - The housing was very poor furthermore there were big factories and the women were even scrubbing the steps outside etc. Furthermore they did have much.

4. Value - High value is placed upon family- Violet tells the boys that no one will harm them and they look after one another in times of need.

5. Message - Community looks out for each other - all the sisters come out to try and keep the constable away so that the father can hide.

6. Value - Women have had to work hard and struggle in a male dominated world - For example Violet says to the constable 'If you find Charlie, let me know i have hungry mouths to feed' This shows her place, she has to feed the children and look after them. Also she says that 'housework is a dangerous occupation'.

7. Message - Krays never had a male influence/ male dominant figure in their life. - They have a lack of relationship with their dad furthermore their Grandfather allowed them to fight one another which really upset their mother. He leads them astray.

Female And Male Representations (The Krays)

Females:

1.Outline some of the main female stereotypes that exist in the media broadly

There are both negative and positive stereotypes of females, however most broadcasted in the media tend to be rather negative. Such as; women are seen as sex objects and their purpose is to provide for men in the home by doing the housework, cooking and cleaning etc. Furthermore a very typical stereotype of women is that they are inferior and may need a man to 'look after them'. However in modern society there are much more positive messages and stereotypes being broadcasted about females, such as: feminism, many females are strong independent and believe heavily in girl power.

2.How are Frances and violets (and her sisters) represented in the krays? (give specific examples) consider how their gender affects their experiences.

Frances (Reggie's wife) is represented as an unstable person, she's not suited to the limelight lifestyle that she is thrust into by Reggie. She has her individuality taken away from her as Reggie metaphorically suffocated her with affection to the point where she didn't even know what she liked herself- only what reggie liked. She is a weak character and completely in contrast with violet, Reggie and his family attempt to mould her like Violet however it became too much as she was a completely different type of person. Violet and her sisters were completely different to Violet. Violet Kray was the matriarch of the Kray family, she mollycoddled the twins and instilled a sense of vulnerability into the twins, furthermore made them extremely close. She represents the 'rock' of the family, as the Kray's father wasn't very involved or much of a strong character in their life. Therefore violet actually took on both roles and was very well respected. Also the Kray twins Aunt Rose was another main mother figure in their life, much like Violet she was also a strong independent women who cared for their twins as though they were her own and empowered them by telling them that they're invincible.

3.How do the representatives challenge or reinforce these stereotypes? (or do they?)

Frances very much fits the old stereotype of females that they are inferior to men and need to be 'looked after', Reggie seems to think that showering his wife with so much love and affection and gifts that it will keep their marriage strong, when in matter of fact it actually weakens it, and actually weakens her, to the point where she actually takes her life. In comparison to Frances, violet is the complete opposite and challenges this stereotype as she is a strong matriarch in a patriarchal time era.

However she does fit the stereotypical housewife, violet covers both the female and male roles in the household, whilst bringing up her children and doing household chores she also raises the children single handedly and covers everything that a father figure should have done for the twins.

Males:(completed by Marnie)

1. Outline some of the main male and masculine stereotypes that exist in the media broadly. 

There are both positive and negative stereotypical views of males. One of these stereotypes is dominance, some people believe men are in charge and have power over females. Men are also seen as more likely to cause disruption and be involved in anti social behaviour as they are expected to be more violent, which is a negative stereotype of men. Men are often represented as strong and also involved in business. 

2. How are Reginald and Ronnie ( and other male characters ) represented in The Krays.

In the Krays, Ronnie is represented in different ways. Firstly, he is homosexual and has a boyfriend within the film yet is still represented as a strong, invincible man. Ronnie carries out violence in order to satisfy his needs, whereas Reggie carries out violence for business reasons in order to achieve something. Reggie again is represented as a strong, invincible man. During the film he smothers his wife, Frances Kray, and makes her unstable.

3. How do these representations challenge or reinforce these stereotypes. 

The fact that Ronnie is homosexual yet represented as invincible challenges the stereotypes of homosexuals as they are thought to be passive, gentle and friendly towards men however Ronnie is the complete opposite as all the people he shows violence towards are men. Although in other ways the homosexual stereotype is reinforced as he is represented as very fashion and image conscious in the film. Reggie smothers his wife, Francis, this reinforces the stereotype of dominant males.

The Krays Opening Sequence

1>What words would you use to describe the atmosphere in the opening scenes? (setting, environment)

The atmosphere in the opening scene is very dark and dirty, the east end was a place of poverty. Furthermore the twins were alive during the war period so the city was literally like a bomb site.


2>how is a sense of community represented in the east end of london.

As this film is set during the war, many people have to 'make do' with what they have due to rations etc however they all appreciate what they have and club together in order to help one another out in times of need.


3>how have the twins personalities been shaped by events/circumstances, consider:
1 -their closeness to each other
2-their attitude towards weak snd vulnerable people .
3- their feelings of strength and invulnerability 


The twins closeness has been formed from birth, naturally they were very close as they were twins however the behaviour of their mother had a massive impact on the twins and she was the main reason for their strong bond. Violet Kray instilled the closeness between the twins, she always told the boys that they needed one another. For example - hospital scene. Reggie Kray was hospitalised with an infection/disease which needed to be treated medically however Violet suggested that all he needed was to be at home with Ron, then she took him home.The fact she believed a twin bond would be better than actual genuine medical treatment shows how strong and close she believed the twins were. Also after the boxing scene where the two brothers had a fight Violet said to the twins 'we fight the others, not each other'. The twins are also treated as one person rather than two, their mother and their aunt tell them to do everything together furthermore they do everything together. Their aunt gives them both the exact same present (the crocodile), their individuality is taken away from them. Both of the twins tend to think that they are dominant over people, furthermore they feel that vulnerable people are inferior and actually a way to make money through protection rackets etc. They feel that their dad is weak and not a strong figure in their life unlike their mother who they admire greatly.Although, the twins may not like vulnerable people they equally they do not like dominant people either who may be a match for them, such as other gangsters/criminals. They like the fact that people fear them as they feel invincible and invulnerable so they will not get caught by the police, nor will anyone try to harm them / be of a nuisance in anyway to them.

Micro Essay

Explore how  Mise-en-Scene and Sound is used to construct meaning and provoke audience response in the film 'The Shining'.

This essay will analyse how audience meaning and response is created in the film 'The Shining' (1980), Focusing upon the 'Danny Come play With Us Scene' featuring Danny and The Twins.
The focus micro elements in this essay will be sound and mise-en-Scene, -to  explore how the film instils fear and mystery in the audience, by solely focusing upon the 'Danny Come Play With Us Scene' featuring Danny and the twins.

The Film is set in a hotel. Generally, hotels are associated with safety, somewhere you go for a break where you can relax and enjoy yourself. However, it is sparse and agoraphobic this creates a contrast to the stereotypes of hotels, creating an understanding for the audience that Danny and his family are alone in a place that is difficult to escape from. Furthermore, it makes this scene quite scary as it's an unexpected place for negative things to happen.

Danny, a young boy, is in a hallway. It's very bright which refutes the stereotypical lighting in a horror film. The room is very sterile, and old fashioned resembling the interior of a hospital. This creates a negative impression for the audience as Hospitals hold connotations of illness and pain.The setting has green/mauve colours which aren't very friendly and are quite dull. This heightens the dense atmosphere created they have a 'suffocating effect' such as decay. Furthermore these colours resemble that of camouflage as though Danny and his family are isolated.There are plates and metal cutlery to the side which looks a lot like a prison. The audience will question why a family with a young child are in such an unfriendly dull place.

The next hallways lighting is similar to a candelabra, it's quite dark and hellish notifying the audience that the scene is getting darker both literally and metaphorically. The decor is old, there is a vending machine which is empty. This shows the audienceRed exit signs and red alarms hung up around the hallway act as subliminal warnings to the audience, also stand out against the pale decoration. The props pre-warn for the audience of what's about to happen. A significant prop in this scene is Danny's bike. A bike requires him to sit down therefore making him smaller and emphasises his vulnerability to the audience. Bikes have connotations of fun, however ;this bike leads Danny to danger. Bikes are for outside use,however he is inside, trapped and excluded from the rest of the world. This intensifies the danger in the scene as the audience can see he is unable to escape outside. The bell on the bike is red which has connotations of danger, Danny must ring the bell as a warning sign.

The setting is old fashioned in decor, allowing the audience to prepare to go back in time, to the twins who are from the past. The fact that its in the same setting frightens the audience as the massacre was in a nice supposedly safe setting and happened to innocent children. Finally the setting is of major importance as it takes the audience on a journey, the transfer through the different hallways represents the shift from safety to danger, the danger aspect worsens the further Danny travels down the hallways. The fact that the murder scene and present day has the same setting warns the audience that nothing has changed, implying it could happen again, and the twins are still present in spirit.

Another aspect of mise-en-scene is makeup, hair and costume. Danny is wearing modern clothing- suitable for the time setting of the film. His costume is jeans and a t-shirt. The twins costume allows the audience to recognise that they are from a different time period. They are wearing blue victorian dresses with lace frills, the fact they are wearing the exact same, warns the audience they are twice the danger.When the girls are dead their  neat pale clothing becomes ripped and full of blood, this major contrast is more drastic and shocking for the audience connoting a brutal murder.

Facial expression and body language in this clip allows the audience to understand character motive and emotion. The twins stance is very awkward, they are stood up straight and very still, making the audience on edge as this is a rigid posture for children, making the twins appear emotionless. The girls are also holding hands, this shows the audience that the girls are united as a team and are 'unbreakable' as they are linked together as one. Their facial expressions are blank, making it difficult for the audience to read their emotion. The body position of the murdered twins appears unnatural and staged, as their arms are twisted in an awkward manner across the floor. This tells the audience that their death was very brutal and forceful.

Danny abruptly stops on his bike as he is faced with the twins murdered bodies, the audience see the shift in his body language as he braces himself  in a tense manner. The audience empathise with Danny and feel motherly towards him. The fact that he peaked through a hole in his hands further encourages the protective instinct in the audience. The difference in body language between the twins and Danny highlights Danny's vulnerability as the audience can see he is exposed to unexpected dangers. The props on the wall are knocked sideways which represents the disruption of peace and shows the panic and anger as it has been knocked during an intense murder. The main colours used within this clip is Red and also pale cream colours, these contrasting colours act as a permanent reminder to the audience of flesh and blood.

Both diegetic and non diegetic sound is used in this clip to create suspense and affect the audience. The diegetic sound of Danny cycling down the hallway is accompanied with a very high pitched violin strings crescendo which increases in volume. It is an uncomfortable sound which creates tension and prepares the audience for a build up to an event. This noise continues until a loud low pitched piano chord is played suddenly. This abrupt contrast shocks the audience, preparing them for danger. The loud crash of a cymbal signifies to the audience that Danny has come to the end of his journey. A low pitched drum beat sounds like a rumbling noise along with this is a very low pitch brassy noise. The low tones create tension and instils fear into the audience.

The twins both say in sync 'Hello Danny' in an expressive tone. They then say 'Come play with us'  in a whisper tone. Their voices sound very sinister allowing the audience to understand that they are dead. The fact that a rumbling noise is played when the twins speak shows that the twins are very negative and adds to the suspense and tension.

A non-diegetic piano chord is played loudly, which represents the dead scene as its an uncomfortable noise. Music shows the difference in the twins being alive to them being dead. The sound is very dramatic and unexpected which would scare the audience and help them to understand the change in scenes. Again there is a low drum rumbling noise which is played underneath the twins speaking. A spiralling violin crescendo sound is heard as it gets louder and higher in pitch. This tells the audience the situations getting worse and is a build up to what they're about to say.

The diegetic dialogue of the twins whispering 'Forever' in unison has an echo effect which is further exaggerated by the repetition of the words 'and ever and ever'

Danny then says 'I'm scared' in a child-like innocent tone allowing the audience to hear his vulnerability, making them respond with sympathy. He starts talking in a low croaky voice using his finger as though it is a pretend person talking to him. The tone of his voice is lower than usual, representing his alter ego - Tony. This forewarns the audience of his alter ego, allowing them to understand his complex character.

To conclude, sound and miss-en-scene are used within this clip to provoke audience response. Both emotionally and physically. The micro elements create both suspense and mystery, a constant theme throughout the clip. Furthermore, this clip is a constant battle of trying to break free, subliminal messages are hidden throughout that Danny is trapped, from the rest of the world and also within himself with his alter ego (Tony) all of these aspects add to the effect of verisimilitude of the scene and create the illusion of reality.

Dances With Wolves

Dances With Wolves:

Dances with wolves has are many generic signifiers which determine that it is a western. Such as the characters, there are different tribes, a cowboy, the cavalry soldiers and a lone cavalry soldier. These are all characters typical to this genre. The film is set in  the southern states of america during the 1860s, in a dusty landscape without much infrastructure. The Native Americans live in wig-wams/ Teepees in large tribes and speak tribal languages. The main themes portrayed in this film are discovery and betrayal. John Dunbar wants to find out more about the sioux tribe who visit him occasionally and likewise the native americans feel the same towards john. The sioux want to know when the soldiers will be coming furthermore why. Also both John Dunbar and Stands With An Iron Fist discover love for one another. Betrayal is hugely centred around John Dunbar as he betrays his own soldiers for the native American tribe the sioux.

The Native Americans are stereotypically represented physically through their appearance; their costume and features.  They have long hair and wear animal skin clothing, furthermore they ride horses and live in teepees/ wigwams. However the sioux refute the stereotypical mannerisms and behaviour that a western would usually portray them to be like. Usually they would be portrayed as violent, non-merciful, animal-like savages with little/no respect for anyone. However 'Dances With Wolves' the film portrays them as loyal and respectful for not only their kind but for John Dunbar also. On the other hand the Pawnee (the opposing tribe) are represented stereotypically as savages.

The representations of different cultures and conflict hold messages for us today in modern life. The fear of the unknown between the native americans and John Dunbar represents that of society today. People are prejudice and unsure of other cultures due to their differences. In modern society today religion causes mass conflict amongst people as they don't understand properly and are feared of the differences in their religions. The two tribes fighting is also another very important example of this. People of the same culture clashing due to their uncertainty of one another, although they share the same culture. However respect and loyalty is gained between John and the tribe eventually, they go on to learn each others languages and ways of life. This still happens in society today as people are constantly learning new languages and cultures and sharing ways of life which may not be natural to them. A difference between the native americans and modern life today is the respect they hold for the land and nature. They don't damage the land and only use the resources when needs be, whereas today we abuse these privileges and use them profusely for example, land is constantly getting built on furthermore trees are being chopped down, whereas the sioux only kill buffalos when they need to for the sake of their survival.

The first constitutive contradiction of Rick Altman's is individual freedom and community action. John Dunbar represents individual freedom as he is alone surviving on his own, furthermore, 'community action' is portrayed through the tribes. John then becomes part of the community in which the native americans form. His second contradiction is respect for the environment and industrial growth. The Native Americans have major respect for their land, and the nature around them, whereas the soldiers have come to fight for the land as they want to build upon it and develop the country. His third contradiction is reverence for the past and desire to build a new future. The tribes live very traditionally and will have lived like this for a long time, john brings his new ways of living into the tribe for example, the rifles and clothing. Theres a massive difference between the natives and soldiers as the soldiers were much more modern in comparison to the Native Americans.

Genre Research Task

Genre Research Task:

My chosen genre is horror. This genre has a range of different repertoires depending upon the sub genre however the one main feature is the fear that the film attempt to instil in the audience.    
There are deviations of the horror genre, for example theres cross-genericity such as horror and comedy, an example of this would be 'scary movie'. There is Action-horror, science fiction horror etc. These are also sub-genres of horror films along with gothic horror, psychological horror, slasher films and zombie films. Each of these horror sub genres have similar repertoires however they usually have their own individual generic elements.

The usual settings for a horror film is in a dark place/with dark lighting. Houses, Asylums,ghost towns,or isolated places etc, usually somewhere that represents loneliness and isolation. However some horror films could be places in a normal everyday setting and example of this would be the film 'the shining', this film refutes the stereotypically horror setting and is actually set in a really light hotel building. Some of the sub genres have specific settings/locations, such as in a sci-fi horror it would be located in outer space.

Costumes in horror films depend upon the sub genre. Sub genres such as psychological horror or action horror films tend to have quite normal everyday costumes, whereas sub-genres such as science fiction horrors or vampire films have distinct clothing. Vampire horrors will have dated costumes, that are very dark and focused around black and red, capes and fangs etc. Their makeup will make them look extremely pale with dark hair. Science fiction horrors will contain alien like costumes and extra terrestial makeup.

Similar to costume, different props are associated with different types of sub genres of horror. In science fiction horror films there would be examples of spaceships, and rockets etc.

Coursework Mark Scheme

Film Studies coursework:

Creative project and analysis of a film extract.

Analysis of a Film Extract

Exploring how micro features of film construct

and provoke response

The task here is to produce a continuous piece of prose, 1500 words in length, focusing on two micro features of film.  Your Assessment Objective is:

AO2 Apply knowledge and understanding, including some of the common critical approaches that characterise the subject, when exploring and analysing films to show how meanings and responses are generated.

·      You must choose your own film extract, you can not work in a group.  The extract should be approximately 3-5 minutes.

·      You can support your arguments and discussion with screen shots to avoid long detailed descriptions in favour of analysis.

·      The best work will particularly concentrate on one or two of the micro aspects of film, but there is no limit in the number of features you cover or discuss.

The purpose of studying micro features of film (mise-en-scène, performance, cinematography, editing and sound) is to identify how these construct meanings and contribute to the sensory impact of film.

The task is to reflect on the individual’s response to micro features of film as a means of exploring the relationship between film and its audience.  This means that your analysis is a personal response whilst taking into consideration the possible response of others.

You are looking to identify what features have been used, the meanings created by their use and their impact on the spectator.

Mark Scheme

Analysis of a Film Extract – 30 Marks
Level 0 – 11	• Candidates will give few indications that they have gained knowledge and understanding of the micro features of the film they are concentrating on and will tend to rely on 'common sense'. • There may be some reference to their chosen film but this will have no clear analytical purpose. • There may either be little attempt at personal engagement or only a set of personal statements that fail to demonstrate any learning. Quality of written communication • Struggles to communicate clearly.
Level 2 12 - 14	• Candidates will show a basic ability to identify and describe specific aspects of the micro features of film but, compared with work at higher grades, knowledge will be insecure, generalised and with significant inaccuracies. • There will be basic reference to the chosen film but only indicating basic analysis. • Personal response may be strongly stated but be characterised by description of personal feeling and unsupported assertion. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate.
15 - 17	• Candidates will demonstrate some ability to identify and describe specific aspects of the micro features of the film they are concentrating on. • This will be reflected in work that is generally accurate, though inconsistent in its level of detail. • References to the detail of the micro features of film will sometimes be clear but there will be a tendency toward imprecision. • Personal response may be strongly stated but lacking in any conceptual focus on how meaning is made. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate.
Level 3 18 - 20	• Candidates will demonstrate a sound knowledge and understanding of specific aspects of the micro features of the film they are concentrating on. • This will be reflected in their ability to refer in some detail and with a generally high level of accuracy to particular films. This will be supported by sound analysis of aspects of the micro features of film. • Personal response will focus on the process of making meaning(s) in particular instances but may reveal limitations in broader conceptual understanding or in interrogating the interaction between film and spectator. Quality of written communication • Soundly structured and reasonably accurate use of appropriate language to communicate clearly.
21 - 23	• Candidates will have a good knowledge and understanding of the micro features of the film they are concentrating on. • This will be reflected both in their ability to refer in detail and with accuracy to their chosen film and in their analysis of how micro features produce meaning(s). • Personal response will show a competent appreciation of the production of meaning(s) through the interaction of film and spectator. • However, compared with the very best candidates, more will be taken for granted and a less exploratory approach will be adopted. Quality of written communication • Well-structured and accurate use of appropriate language to communicate clearly.
Level 4 24 -30	• Candidates will be distinguished by an excellent knowledge and confident understanding of the micro features of the film they are concentrating on. • This will be reflected both in their ability to refer in detail and with accuracy to their chosen film and in their analysis of how micro features produce meaning(s). • Personal response will be characterised by a high level of analysis of the production of meaning(s) through the interaction of film and spectator. • The interaction between film and spectator will be perceived as complex, subtle and resistant to simplistic assumptions. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.

Creative Project

Applying the Micro Features of Film to Create Meaning

“Create a sequence to demonstrate how micro features produce meanings and responses.”

WJEC Film Studies Specification

The Creative Project should build upon the work you have covered understanding how meaning is created at a micro level and the consequent relationships between producers and audiences.  In other words you will be expected to show your understanding of how films are created by producing a creative project.  Your project is not group work although you may need to ask friends to help you depending on the complexity of your individual idea. Your Assessment Objectives are:

A03 Demonstrate the ability to devise film projects creatively, applying appropriate planning and production skills effectively; and

AO2 Apply knowledge and understanding, including some of the common critical approaches that characterise the subject, when exploring and analysing films and when evaluating their own creative projects to show how meanings and responses are generated.

1          Aims and Context

A clarification of the aims and context of the project to be completed on the Exam Board’s Cover Sheet FM1a.  This will be about 50 words in length.

2          Film Sequence or Short Film – 40 Marks

You must produce either a film sequence envisaged as an extract from longer film or a complete short film.  Emphasis is on visual communication rather than dialogue. The purpose is to demonstrate youe understanding of the micro features of film.  Therefore this coursework should definitely be a case of style over substance.  You may choose:

·      A film sequence or short film of approximately 2 minutes and containing between 10 and 25 different shots (some of which may be repeated); or

·      A photographed storyboard of between 10 and 25 different shots (some of which may be repeated).  You can use up to 5 found shots, which must be acknowledged, but you are strongly discouraged from this unless critical to your storyboard; or

·      An extended step outline of 1000 words covering between 5 and 8 scenes.  This is a detailed description of a set of scenes not a screenplay.

3          Reflective Analysis – 10 Marks

This should select key micro features of the sequence and demonstrate how they create meanings and aim to provoke responses in audiences. The Analysis must be 750 words in length.    You will write your Reflective Analysis after you have produced your Micro Analysis.  Your Reflective Analysis is a micro analysis but of your own work this time!

What Do You Need to Do?

Aims & Context

This is a very important part of the project, but you don’t actually get any marks for your work!  It explains the meanings you are trying to develop and the learning you are applying in the practical activities.  The Aims & Context also helps you get your thoughts together – this is why a draft must be written before you commence any production work.

·      Come up with a title for the film, this locates the film in the mind of the audience, is shows that you have genuinely thought about the nature of the movie and that you are engaged with the task.

·      Do not offer a synopsis of the sequence.  You should cover the micro features being focused on and the way in which each will be applied to the practical work.

·      Offer some sense of where the chosen sequence sis in the film timeline and in relation to the conventions of narrative structure.

·      If you are working with a particular genre or adopting a particular style then it would be helpful to highlight how these issues will be developed through the micro elements of film to shape the sequence.

·      Finally, you need to identify what the intention is behind the use of the micro elements involved in the production.

The Idea

The starting point!  The idea develops into an outline for a story (although remember the point is to demonstrate understanding of the micro features of film.  Keep control of the idea to stop it spiralling off into unstructured developments.  Adopt a few simple sets of questions to keep your ideas tight, focussed and therefore most likely to produce an effective production:

What is the situation? /  Whose situation is it? / From whose perspective is the story to be told?

What is the central quest? / Where do the events happen? / Who stands in the way of success?

How does the quest end?

Production

Although the final piece will have taken you on a journey through pre-production, production and post-production, as this is not a vocational course, only the final piece itself is marked and neither planning material or editing sheet need to be handed in.

However, planning is essential to a good piece.  Documents are available for you: storyboards, lighting plots, properties list, location visit, wardrobe design, risk assessment

 

Preparation

You will be given some time in lessons to think about what you would like to produce.  You may feel that you need training in particular software or hardware in order to make your product.  If this is the case you must make this known to your teacher and workshops will be arranged.   Remember this FM1 is worth 50% of your AS course, so it can really make a difference to your final grade!

Mark Scheme

Film Sequence – 40 Marks
Level 1	0 - 15	Level 1 is characterised by incomplete work and achievement which is uneven and basic. Some or all of the following are characteristic: Sequence • Slight and inconsistent indications of understanding of micro features demonstrated in sequence • Slight and inconsistent indications of ability to realise cinematic ideas with few indications of understanding of appropriate conventions. Quality of written communication • Struggles to communicate clearly
Level 2	16-19	Sequence • Basic understanding of micro features demonstrated in sequence • Basic ability to use appropriate micro features • Basic ability to visualise, demonstrating some understanding of appropriate conventions. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate
	20-23	Sequence • Some understanding micro features demonstrated in sequence • Some ability to use appropriate micro features • Some ability to visualise, demonstrating an understanding of appropriate conventions. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate
Level 3	24-27	Sequence • Sound understanding of micro features demonstrated in sequence • Sound creative use of appropriate micro features • Sound visualisation, demonstrating reasonable understanding of appropriate conventions Quality of written communication • Soundly-structured and reasonably accurate use of appropriate language to communicate clearly
	24-31	Sequence (extended step outline, storyboard and film) • Good understanding of micro features demonstrated in sequence • Good, at times creative, use of appropriate micro features • Good visualisation, demonstrating a good understanding of appropriate conventions Quality of written communication (where relevant) • Well-structured and accurate use of appropriate language to communicate clearly
Level 4	28-31	Sequence • Excellent understanding of micro features demonstrated in sequence • Excellent, creative use of appropriate micro features • Excellent visualisation, demonstrating high degree of understanding of appropriate conventions Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.
	32-40	Sequence • Excellent understanding of micro features demonstrated in sequence • Excellent, creative use of appropriate micro features • Excellent visualisation, demonstrating high degree of understanding of appropriate conventions. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly

Mark Scheme

Reflective Analysis – 10 Marks
Level 1	0 - 3	• Slight and inconsistent indications of ability to reflect analytically on the micro features of sequence. Quality of written communication • Struggles to communicate clearly.
Level 2	4	• Basic ability to reflect analytically on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate.
	5	• Some ability to reflect analytically on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate.
Level 3	6	• Sound analysis on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Soundly-structured and reasonably accurate use of appropriate language to communicate clearly.
	7	• Good, at times perceptive, analysis of how the sequence uses micro features to make meaning(s) for audiences. Quality of (written) communication • Well-structured and accurate use of appropriate language to communicate clearly.
Level 4	8-10	• Excellent, perceptive analysis of how the sequence uses micro features to make meanings for audiences. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.