Gdbg

BTEC Level 3 Extended Diploma in Creative Media Production Assignment Sheet

Unit: 26: Film Studies

Teacher: AH

Week beginning: Monday 18th March 2013

Unit context
A theoretical approach to film is a way of recognising that we need to consciously apply specific ways of responding to film texts in order to make our interpretation clear, to ourselves and others. Through following this unit you will develop an understanding of a number of theoretical approaches to film and apply them to specific films.

You will come to understand that films do not exist in a vacuum, nor do they simply appear like flowers in the spring. They are created by a range of factors and influences which include the culture and politics of the country where they are produced, the finance that enables their production, the technology of film production, distribution and exhibition, and the nature and structure of the industry which produces them. Through this assignment you will also explore the often complex relationship between audiences and films and will be able to understand why and how audiences watch and make sense of films in particular ways.

Aim and purpose
This unit aims to develop your understanding of how films are created for specific audiences and how they make meaning for those audiences through an exploration of industry practices and the application of a range of theoretical approaches. The insights which you develop will inform their future production work.

Learning outcomes

On completion of this assignment a student will: 1 Be able to apply different analytical approaches to films 2 Understand the relationship between films and their production contexts 3 Understand the relationship between producers and audiences 4 Understand the relationship between audiences and films

Resources:
• Introducing Film (Roberts Wallis)
• Genre and Hollywood (Neale)
• Genre (John Flaw)
• AS Film Studies (Gaffney)
• Introduction to Film Studies (Nelmes)
• Film Studies the Basics (Villarejo)
• A wide range of international films (including Do the Right Thing, Attack the Block and La Haine)

Task 1: Genre essay (including semiotic analysis)
Individual work (Grading Criteria 1)

In class you will be introduced to the film industry and a variety of analytical models and film theories. Watching extracts and whole films from all over the world covering a diversity of genres will be essential both inside and outside of class for this assignment.

For task 1 choose a genre and two films belonging to that genre. Using detailed references from your chosen films write an essay explaining how film makers continue to surprise and please audiences of particular genres. We will cover a variety of films and genres in class but you are encouraged to pick your own films. Your essay will include a semiotic analysis of a sequence from one of your selected films to show how it is representative of the genre you have selected.

You may find it useful to use headings for your essay, points you need to include as well as details of the semiotic analysis are:

* Introduction: your chosen genre and the two films that will be discussed * The generic conventions of your chosen genre and how have they changed over time * A semiotic analysis of a sequence of one of your films to explain how it is typical of the genre. You will need to cover the points below: * Camera * Editing * Sound * Mise-en-scene * Graphics and special effects * Ideology * Representation * Codes/conventions * At least one film theory discussed in class such as structuralism or auteur theory (remember to relate this to your chosen films) * Why do we now have hybrid, cross genre films? Do your chosen films cross genres? * Why do directors use intertexuality and can you give examples from your films? (Are these ways to keep the genre alive, do they link to increasing media audience sophistication?) * Do changes in your chosen genre reflect issues or changes within society? * Does genre assist in film promotion and how does it benefit industries and filmmakers? * Are fans of particular genres and audience expectations considered when films are produced?

Deadline: Friday 19th April 2013

Task 2: Presentation
Group work (Grading Criteria 2)

Through this unit you will discover that although many major films are produced in Hollywood, other countries have their own growing film industries and can often play an important role in the production of a film (for example international co-productions such as Slumdog Millionaire).

In groups of three select a contemporary film made by a Bollywood, British, developing country or independent film producer. Research and create a presentation on the finance, regulation, marketing and distribution of your film.

You need to cover the following points: 1. How the film was funded e.g. private finance, funding bodies, quotas 2. What technologies were involved in the film’s production e.g. HD, IMAX, Online exhibition or 3D 3. How the film was distributed and exhibited; in cinemas as well as on DVD or TV 4. The genre the film belongs to and aspects such as trends and cycles in the popularity of the genre (now and or when the film was released) 5. The production company, director, stars that were involved in this film and how this might have helped funding and production 6. Social and political issues relating to the country of production; have these influenced the content of the film? 7. Regulatory issues that may have been considered (for example cutting scenes) in order for the film to be classified 8. Is there any synergy between your chosen film and other films (e.g. sequels) or between your film and other products relating to the production company (e.g. website or computer game)

Deadline: Friday 3rd May 2013

Task 3: Article for Empire magazine “Bums on Seats”
Individual work (Grading Criteria 3)

Choose a current or recent blockbuster film and write an article for Empire film magazine about the production and marketing of this film.

The title of your article will be “Bums on Seats” and you need to think about how film producers get their films across to audiences, using your chosen film to illustrate this. The finished article should be a double page spread produced in InDesign and should include at least one image

The article must cover: 1. The publicity and marketing strategy for the film before, during and after release, e.g. stars, screenings, advertising, reviews, media coverage 2. How the producers increased audience interested in the film e.g. competitions, promotions, viral campaigns 3. How the producers have considered the target audience and who that audience is, e.g. through certificate given to film, stars and music used 4. How and where the film was distributed and how this relates to the target audience

Deadline: Friday 17th May 2013

Task 4: Audience research report
Group discussion and individual work (Grading Criteria 4)

You are required to watch the films Do the Right Thing, Attack the Block and La Haine in class and in groups you will discuss the issues below. You need to choose one of these films only which then needs to be individually written up as a piece of audience research. Your audience research report needs to be tied in with media theories e.g. active spectatorship. You should consider Do the Right Thing, Attack the Block or La Haine but also the wider relationship between film and audience. Points to consider are:

1. Who the audience is and how they are targeted; are they fans? 2. What opportunities are there for audiences and fans to discuss or feel involved in the film before or after viewing? (e.g. forums, social networking sites) 3. How active were you as a spectator? 4. What was your reading position? (e.g. preferred , negotiated) 5. Does your viewing experience depend on how and when you watch the film? (e.g. in the cinema, at home, in class) 6. What pleasures are offered by the film? E.g. identification, escapism, surveillance? 7. How does the film link to your own life/experience of the world? Discuss frameworks of interpretation and how different audiences may gain differing messages from the film 8. How does the film’s portrayal of gangs and or gun crime compare with other media representations of this issue e.g. news? 9. How are audiences more media literate in contemporary society and does this have an effect on how they watch and understand films? 10. Does the film remind you of any other films you have seen? 11. What is the main message given by the filmmaker? 12. What are the possible negative effects the film may broadcast? 13. What did you expect of the film at the start, did the film realise these expectations?

Deadline: Friday 24th May 2013

Assessment Evidence

Task 1 Genre essay (including semiotic analysis) | Unit: 26: Film StudiesP1 apply approaches to analysing films expressing ideas with sufficient clarity to communicate them and with some appropriate use of subject terminologyM1 apply approaches to analysing films coherently with reference to well-chosen examples, expressing ideas with clarity and with generally appropriate use of subject terminologyD1 apply approaches to analysing films critically, supporting points with arguments and elucidated examples, expressing ideas fluently and using subject terminology correctly | Task 2Presentation | Unit: 26: Film StudiesP2 describe the relationship between films and their production contexts expressing ideas with sufficient clarity to communicate them and with some appropriate use of subject terminologyM2 explain the relationship between films and their production contexts with reference to well-chosen examples, expressing them with clarity and with generally appropriate use of subject terminologyD2 fully explain the relationship between films and their production contexts justifying ideas and points made with supporting arguments and elucidated examples, expressing ideas fluently and using subject terminology correctly Unit 2: Communication Skills for Creative Media Production P4 deploy and manage appropriate technology to pitch a media production proposal M4 deploy and manage technology to pitch a media production proposal effectively and with some imagination D4 deploy and manage technology to pitch a media production proposal with creativity and flair and to near-professional standardsP5 employ appropriate forms of address in a media production pitch to communicate ideas.M5 employ forms of address in a media production pitch to communicate ideas effectively.D5 employ forms of address in a media production pitch with flair to communicate ideas with impact. | Task 3Article | Unit: 26: Film StudiesP3 describe the relationship between producers and audiences expressing ideas with sufficient clarity to communicate them and with some appropriate use of subject terminologyM3 explain the relationship between producers and audiences with reference to well-chosen examples, expressing them with clarity and with generally appropriate use of subject terminologyD3 fully explain the relationship between producers and audiences justifying ideas and points made with supporting arguments and elucidated examples, expressing ideas fluently and using subject terminology correctly. | Task 4 Audience Research Report | Unit: 26: Film StudiesP4 describe the relationship between films and audiences expressing ideas with sufficient clarity to communicate them and with some appropriate use of subject terminologyM4 explain the relationship between films and audiences with reference to well chosen examples, expressing them with clarity and with generally appropriate use of subject terminologyD4 fully explain the relationship between films and audiences justifying ideas and points made with supporting arguments and elucidated examples, expressing ideas fluently and using subject terminology correctly |

Teacher Comment |

Student Comment |

Agreed Action Plan for Development |