Wednesday, 7 November 2012

Film Industry News

National Schools Film Week draws record audiences

This year’s National Schools Film Week drew more than half a million pupils and has drawn praise from Culture Minister Ed Vaizey.
The UK event, run by film industry-funded organisation Film Education, saw attendance rise 14% on last year and notched up 538,468 attendances from children of primary and secondary school age.
Ed Vaizey, Minister for Culture, Communications and Creative Industries, said:  “National Schools Film Week is an excellent way of helping young people engage with great cinema and I am very pleased it has had such a successful year.”
A programme of films screenings and talks was held across 530 cinemas – 71% of all UK cinemas –and hosted pupils from 4,165 schools from Oct 15-26.
A total of 180 films were screened and included Mike Newell’s Great Expectations, Lynne Ramsay’s We Need to Talk About Kevin, Pedro Almodovar’s The Skin I Live In and Michel Hazanavicius’ The Artist.
First visit
Figures from Film Education reveal that it was the first visit to the cinema for 15% of the schoolchildren.
Now in its 17th year, the event aims to give pupils the experience of seeing a film in the cinema accompanied by talks from film-makers, cinema managers, education officers and academics.
These included events with writer Michael Morpugo (Private Peaceful, War Horse) and film-makers Mike Newell and Allison Abbate (Frankenweenie).
The film week featured 177 supporting events for both schoolchildren and teachers, offering access to an online library of resources linked directly to the curriculum.
New partnerships
In addition, new partnerships struck by Film Education with Film Africa and the British Federation of Film Societies (BFFS) offered screenings of Cilia Sawagodo’s animated Tree of Spirits. BFFS brought community cinemas and film societies into the programme to increase the opportunities for children to take part.
James Lennox, managing director of Film Education, said: “Film plays a central role in formal and informal education for young people today helping them to learn more about the world we live in and also has direct links to curriculum subjects.
“The growth of National Schools Film Week, which is an important part of the work that Film Education undertakes year round with schools, underlines how valuable teachers feel it is for children to learn about and from film, and for the film industry offering the opportunity to young audiences to experience a wider range of film is vital.”
Raising awareness
Nick Walker, festival director of National Schools Film Week, added that the event “raises awareness among teaching professionals of using film in the curriculum”.
“In setting up the programme we talk to teachers in order to screen films, host discussions and provide online resources that fit with their curriculum needs, and as a result we show a wide range of films – British, American studio and independent, European and World Cinema.”

Semiotics of Rag'e's 'unorganised personality' constructed scene picture

 
Semiotics of Rag'e's 'unorganised personality' constructed scene picture

Audience's (my) encoded message of his shot.
The semiotics for Rag’e’s constructed scene I’d say would be for an unorganised, messy person. There are bright blue scattered folders, suggesting the fact that this person is unorganised and lazy as they have taken no care to line resources up neatly. Furthermore, there are a few books, pieces of paper and a planner but yet again these are scattered in an unorderly fashion, highlighting the fact that this person is carless with their work. Aswell as this, there are some more scattered objects which are bright highlighter pens in the colours green, orange, yellow and pink. These are luminous colours suggesting that the person is perhaps loud and bold and likes things to be exciting. Lastly, we can see that the lighting is low key suggesting that this person is not as ‘good’ a student/person that they could be, and furthermore the low key lighting adds a slightly negative atmosphere to the shot.

Semiotics of my 'unorganised personality' constructed scene picture

Semiotics of my 'unorganised personality' constructed scene picture

Producer's (my) encoded message of my shot.
The semiotics of my constructed scene are meant to portray the personality of a lazy, unorganised person who is not interested in school or studies. It is a picture of a table/desk with messy objects on it. Firstly, there is a Pepsi Max can on the table, displaying indexical reference to the suggestion that this person is careless about their diet. Furthermore, there is a phone and headphones which highlight the idea that this person is easily distracted and don’t take their attempt to work very seriously as they allow themselves to be drawn in to social networking whilst they’re meant to be working, and it also proves that they have a lack of interest with the subject in which they are meant to be studying. Similarly, there is a chocolate bar and a packet of chewing gums scattered over the table in a messy fashion reinforcing the fact that this person is uninterested in keeping healthy and has chosen inappropriate snacks whilst working, suggesting that they are irresponsible and lazy. Furthermore there is also 2 blank sheets of paper scattered in an unorganised fashion. From here we can see that the person is not a hard worker and does not put a lot of effort into studies at school as the pieces of paper lack any writing and is not lined either, which suggests that they are not organised with appropriate resources for school. Aswell as this, the fact that the pieces of paper are not organised properly highlights the fact that they do not care to organise their work. Similarly, the fact that the chair infront of the desk is set out diagonally and not tucked under neatly, emphasises the fact that this student is not organised and perhaps not very polite or considerate. Notice how the light is low key which furthermore reinforces the idea that this person is not considered as 'good' a student as they should be perhaps. It adds a negative atmosphere to the photo.



Tuesday, 6 November 2012

Constructive Mise-en-scene images that portray opposing personalities



Constructive Mise-en-scene images that portray opposing personalities


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In the viewing of Dr Who the audience begin to explore the ways in which the extract constructs the two opposing representations of gender between the two protagonists by analysing the Mise-en-scene


In the viewing of Dr Who the audience begin to explore the ways in which the extract constructs the two opposing representations of gender between the two protagonists by analysing the Mise-en-scene.

In the viewing of the clip ‘Dr Who’, the audience can explore the ways in which the extract constructs the two opposing representations of gender by analysing the mise-en-scene, editing, camera, sounds etc. In elaborating on this, I will use the Levi-Straus’ theory called ‘binary opposites’ to illustrate the differences that are portrayed within the two protagonist genders. I will discuss how the male gender is portrayed to be more in demand and physically stronger, whereas the female gender is conveyed having less power and control.
Levi-Straus’ theory ‘Binary Opposites’ is simply a conflict between two terms or qualities that oppose to one another. For instance, Binary Opposites could be anything from ‘male vs female’ to ‘hero vs villain’ to ‘youth vs old’ to ‘good vs bad’. However, the two characters I have chosen to analyse are the male enemy and the female character that are displayed at the start of the extract using the ‘male vs female’ binary opposite.

Firstly, I will be discussing the way in which the female character is portrayed. From the first few seconds in, there is a long shallow focused shot which allows the audience to see the male enemy in most focus, and the female character far behind him as she enters the door, blurred out. This straight away illustrates to us that the female character has less control and in effect, is less important compared to the male character. This displays the binary opposite ‘power vs weak’. Going on from here, we can interpret this binary opposite even more so from observing the facial expressions displayed on both characters in the next few shots. The male enemy looks smug and very sure of himself, whereas we can see that the female character looks wary and anxious of her surroundings. This therefore portrays the typical stereotyped view of women being weak and displaying their emotions physically and through facial expressions and body language. Similarly, from the positioning of the two characters we can see that this clearly emphasises the theory of binary opposites ‘control vs helplessness’ as the male character is presented at a higher level with stairs leading up to it demonstrating a hierarchical structure of being more important and having most control, whereas the woman is presented as a lower level which portrays her lack of control and lower importance. Furthermore, the audience can see that the male character does not choose to go down the stairs and meet the female at her level; - instead he stays at his high level and beckons her to come towards him in a controlling manner, and here we can see that the female obeys and steps forward anxiously. Also, the audience can see that as the female walks in, there is a shot displaying two female characters watching and their facial expressions very scared, in comparison to two male characters next to them, both armed with guns and looking very firm and tough. This portrays the idea of power in males even more so as the purpose in this would be the guns being a symbol illustrating the fact that the males point of view are being in charge of sorting things out in the violence area and coping with this well, whereas the females’ point of view is conveyed through emotions. However, even though the female character is portrayed to have less power, authority and control, the use of Todorov’s theory of having an equilibrium, disruption and resolution in a clip allows the audience to see in more depth of how the female character’s role can change and can therefore interpret even more so how the two opposing genders contrast to eachother and the way in which they deal with things leading to the theory of ‘Binary Opposites’. Furthermore, the audience have been displayed that the male character is the one that holds more control, power and authority and is seen as much more dominant compared to the opposing gender (female) as the male is the one giving out orders as if he is the boss over the woman and has all control over her. This therefore portrays the stereotyped image of men being in demand and having control over all females. Aswell as this, this particular scene highlights that men also have a stronger verbal approach to things in comparison to woman due to the fact that the male character here speaks loudly and clearly down to the female character, and the female character hardly speaks at all (and if she does, it’s quietly and uncertain) which therefore emphasises how the two genders handle situations verbally.
The Binary Opposite of ‘power vs weak’ is conveyed once again in the next few shots of the clip as the male character orders the woman to get down on her knees, and the woman obeys and does as she is old. This scene metaphorically acts as if it is a King-like figure, demonstrating respectful authorative royalty, and furthermore this portrays the male gender even more so as being the breadwinner as he is also wearing a suit displaying a smart businesslike approach, whereas the female character is wearing all-black. This can lead to another interpretation for the audience as the colour black has connotations of many negative things such as death, violence, mystery etc portraying them as perhaps the bad gender, and also leading the audience to start thinking about what could happen in the next few scenes of the extract. Nevertheless, the male character is portrayed as a confident character that is very comfortable in his own skin and he also is the gender that is speaking the majority of the time and giving orders, which therefore reinforces the Binary Opposite of ‘power vs weak’ or perhaps even ‘confidence vs shyness’.

As the extract progresses, it displays a clear role reverse as it reaches and equilibrium (Todorov’s theory). The female character is portrayed to ‘come out of her shell’ as the way she was previously portrayed, switches completely. She gains confidence throughout, and during the middle of the extract the audience sees that the female character suddenly gets an urge to fight the dominant male character back and is determined to display her point. As the female character begins to get her point across verbally, she does it in a very polite manner, maintaining calmness to ensure that all of her facts and opinions are heard, maintaining a professional and respectable manner. Therefore, in conclusion this highlights how the two opposing genders settle things and how they are conveyed in their approach of the matter.