nikki blackborow activities

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Can you read the signs? 1. Identify each sign. What does it stand for? 2. Does it have more than one meaning? 3. Is it symbolic or indexical? 4. Which groups will be able to read it? 5. Which groups may NOT be able to read it? 6. Which groups will have the deepest understanding of the sign? Discuss your thoughts on this briefly in your answer. 7. Has it been affected by time? If so, in what way? If not, why not Extension: Are any of these metonyms or contiguous? 1 2 3 4 5 6 7 8 9 10 11 12 H 2 0 13 14 15 16 17 18 19 20 21 22 23 24

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Page 1: Nikki Blackborow Activities

 Can you read the signs?

 

1. Identify each sign. What does it stand for?

2. Does it have more than one meaning?

3. Is it symbolic or indexical?

4. Which groups will be able to read it?

5. Which groups may NOT be able to read it?

6. Which groups will have the deepest understanding of the sign?

Discuss your thoughts on this briefly in your answer.

7. Has it been affected by time? If so, in what way? If not, why not

Extension: Are any of these metonyms or contiguous?

1 2 3 4

5 6 7 8

9 10 11 12

H20

13 14 15 16

17 18 19 20

21 22 23 24

Page 2: Nikki Blackborow Activities

Denotation & Connotation Denotation The ‘literal’ meaning of something, an image or idea. It is, in a way, the “dictionary” definition. Connotation The extra added meanings that we attach to images, objects and ideas that are not ‘literal’ but based on our experience, culture, age, gender etc. They are often shared within groups e.g. people of a similar age, people from a particular religion or country. Examples These pairs roughly denote the same thing but have different connotations Cat/Moggy Prostitute/Whore Nanny/Au Pair Connotation are usually

Shared Similar Influenced by each other, the media and personal experience

They are often understood and shared by groups. These groups can be based on many things, including; Race Age Geography/Where we live Gender Occupation Sometimes when reading a text, a person may read the text differently than was perhaps expected by the text’s producers – this is sometimes a partial acceptance of the ‘intended’ meaning and sometimes a complete rejection of it. These are called negotiated and aberrant readings respectively.

Page 3: Nikki Blackborow Activities

READING A FILM STILL Some initial questions…

1. What type of film is this from? How do you know?

2. Who do you think this film is aimed at? Why do you

think that?

3. Is this a real or fictional text? How do you know?

4. What do you think has happened immediately before

this moment? Why?

5. What do you think is going to happen next? Why?

6. What is the relationship between the characters?

Why do you think this?

7. Are there any relevant props or other elements in

focus in the frame that are important? Why?

In Media Studies you must get used to going beyond just describing

what you see. Everything in a frame is there for a reason: someone

purposefully put it there and so we must try to deduce why. This

action of placing things in a frame (for example on a film set) for a

reason makes them what we call MOTIVATED.

When writing about any still or extract of a text, you must always

say WHAT the effect is and WHY you think it is there. You should

always give alternatives if possible (or plausible) e.g. “it could

mean…” “it could have the effect…

Page 4: Nikki Blackborow Activities

     

     

 

   

               

The Beano & Narrative

WHAT DOES GENRE MEAN? 

A set of characteristics/ formula recognised by audiences over time e.g. iconography, narrative, Mise‐en‐scene and representation 

Not static but constantly renegotiated between industry and audience – a combination of the familiar and the unexpected 

Meeting audience expectations equals pleasure 

At an ideological level, genres offer comforting reassurance and a closing down of the complexities of life 

Films function like language – offering a set of rules and a vocabulary with which to organise meaning 

Provide a relationship between audiences and producers which minimises the risk of financial failure 

Genre films work through important cultural myths and fears by repetition, innovation and resolution 

Page 5: Nikki Blackborow Activities

Using the A3 sheet story of the Bash Street Kids, do the following;

1. Read through the story 2. Plot out how the story is told 3. Re-write the story in three different ways, one using a

different point of view, one using montage and one using a flashback

4. Thinking about Levi-Strauss – what oppositions are there in the story?

5. In what ways is ellipsis used in TWO of the story versions you created in number 3? How is it different?

6. Look at the following theories – what do you think are the advantages and disadvantages of each? What bits are ‘good’ or useful from each and which ‘bad’ or not useful?

NARRATIVE THEORY -Is it any use? COPY THIS ONTO A4 PAPER and complete  THEORIST Advantages/strengths Disdvantages/weaknesses PROPP

BARTHES

LEVI-STRAUSS

VOGLER

         

Page 6: Nikki Blackborow Activities
Page 7: Nikki Blackborow Activities

SHOT SEQUENCE ANALYSIS (2) NOTES….

 From “Pretty Woman”   

 From “Pretty Woman”    

  From “Pretty Woman”

Make notes about each image. ALSO, think about how the images work as a sequence. How do we read the images? What are the key differences? What is being indicated?

Page 8: Nikki Blackborow Activities

Reflections on shots

1. How similar were your actual photos for the thriller shoot in comparison to your planned drawings?

2. What did you actually do to achieve your shot?

3. Identify what works really well in your chosen still

4. Identify what could be improved upon, or what didn’t work in the shots you

rejected

5. Write up a short analysis of your shot, focussing on camera, character, and mise-en-scene

6. When you go out shooting again, what techniques or tips would you like to

practice or improve on?

7. What have you learnt from these sessions?

Extra question: Has your work in Photoshop enhanced your shot? If so, what did you do and what effect has this had?

 

Page 9: Nikki Blackborow Activities

Shot types activity Group Names: 

Shot No:

Shot Type Director Actor(s) PA Success?!

1

ECU

2

BCU

3

CU

4

MCU

5

MS

6

MLS

7

LS

8

VLS/Wide

9

2 SHOT

10

OTS

11

HIGH ANGLE

12

LOW ANGLE

13

TILTED FRAME

Page 10: Nikki Blackborow Activities

Camera movement activity Group:

Shot No:

Camera movement

Does it work? Why/ why not?

1

Forward track

 

2

Reverse track

 

3

Pan

 

4

Whip pan

 

5

Tilt

 

6

Canted angle/ Dutch tilt

 

7

Crab

 

8

Arc

 

9

Hand held     

10

Steadicam     

Page 11: Nikki Blackborow Activities

Opening Sequences 

Narrative functions

• To introduce character • Establish narrative structure • Captivate audience/interest • Establish core themes • Introduce core iconography • Establishes audience expectation through use of

generic conventions • Establish sense of enigma

Narrative conventions:

• Predominance of action codes • Significance of soundtrack – establishing mood • Use of titles as credits/ event signifiers • Pace

Page 12: Nikki Blackborow Activities