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Evaluation of project, Week 5

On tuesday the 29th of September, we looked at the differences between the plot and the story of a film. We concluded that the story is about the characters in order from start to finish and the plot is about everything from the first shot to the last shot. We then looked at and discussed different theories to describe the plot of a film. We looked at three theories by, Tristan Tadorov, Vladimir Propp and Claude Levi-Strauss. They had different views on what a film plot is like. We worked mostly on Tadorov's theory, wondering what films are examples of that theory. I can think of many films that follow this theory, which is why it is my favourite out of the three, because I can relate to it most. His theory shows that the plot has five sections: the Equalibrium, which is the normal before something goes wrong; the Disruption, oppositional characters; Recognition of disruption, tension builds as main character life is interwoven; Attempt to repair disruption, highest point of tension, where there is a win or lose; and the Reinstatement of Equilibrium, where things are back to normal or at a new normal, better or worse.

Claude Levi-Strauss's theory mainly reflects the values, beliefs and myths of a culture. This is done by using binary codes, where one image is shown next to a contradicting image. Vladimir Propp has a different based theory, where the films based on his theory have 8 characters and 31 narrative functions. the characters are: the villain; the donor; the (magical) helper; the princess; her father; the dispatcher; the hero/victim; and the false/anti-hero/usurper.

When we wrote our own plot for the film, "The Secret" we based it on Tadorov's theory. On Thursday, the 1st of October, I brought in some modelling clay and pens ready to make our characters for our film. We were given a video camera, which had a flat battery, so while we charged it, we created our characters. We made six characters, none of them had a name: the main character; the queen; the doctor; the investigator; the villain and an extra. Our new plot was very different to our planned plot as our teacher found many flaws with it. After the camera was charged we recorded our film, using techniques like zoom and different camera angles. If we could do it again we would use more camera angles and techniques such as tilted angle and freeze frames to add drama. I would also spend less time wondering how to work the camera, such as how to turn it on.

We managed to finish it just in time and went back to the classroom when we finished. We uploaded all the scenes onto IMovie, we edited them by cutting mistakes and putting the scenes in order. We havent finished as we still need to add special effects.

Using the Apple Mac computers to upload our film was new for me, so the teacher gave a presentation on how to upload them. I've also rarely used a camera, so now i am a little experienced with the school cameras now. Next time I try this, I would spend less time wondering how to upload the footage as I would be more experienced. One thing I am pleased with is that our group worked together well when filming and uploading.

Western Film Codes

Camera angles:

Over the shoulder- see part of one’s reactions as they look directly at each other or made so the audience feels they are part of the townspeople watching.

Very long shot-to view challenger from a distance as if we were one of the townspeople in the movie, also to add mystery to the character or to make it seem as if he had suddenly appeared.

Walking room-show where they are riding, walking or running to.

Extreme close up-add tension, see reaction in face.

Medium long shot-watch body actions, such as drawing guns, while still being able to view the face.

Low angle shot-shown when someone has won and looking down over someone who has lost a fight or to show superiority.

High angle shot-to show when someone has been defeated or to show low level of superiority.

Lighting:

Outside scenes: natural light or made to seem like natural light

Scene for mainly duelling and travelling.

Bar/saloon: dark and dusty or smoky with light shining from windows and doors.

Scene for bar room brawls, building characters or showing relationships with others.

Symbolic:

Cowboy hats-colour determines good or bad characters

Wooden houses- set in the past, not a modern film.

Guns- going to be shootouts and deaths.

Horses- set in the past, riding around town.

Sandy towns- set in the old west in the desert.

Exposure:

Unfocussed: something in the distance that is important but is unknown.

Focussed on subject: something small and significant, other areas are faded so we are not distracted.

Faded/shaky: for looking through the eyes of a drunk or disorientated person in pain.

Written codes:

Speech- American accent. Snappy insults. Mistakes in villain’s dialogue.

Dustaposition:

Flowers next to a gun- show that the cowboy has a feminine side or has a feminine person close to him.

Evaluation of Genre Music

Evaluation of research

For our research into fantasy music, we used Google first of all, we typed fantasy instruments into the search engine and we looked at the results giver. we didnt find this very useful as we didnt find many instruments we didnt already know to have. we found that most fantasy music need an instrument from the string section, which we already thought to do. we then decided to talk about fantasy films and what instruments we remember about them, aswell as other qualities such as pitch and texture. we thought of films such as lord of the rings and harry potter and thought about the tune and what instruments stick out. We found this useful as we were able to identify that our music should have a more remembered tune and we discovered what instruments to use the most, which were wind and string.

We then discussed objects relating to fantasy, which gave us an idea of what other instruments to use. For example, we suggested fairies and we thought of soft bells or chimes.

We found this method more useful than typing "fantasy film music" into Google because we couldn't get feedback from what was given.

Garageband Practical

After our research, we had a vague idea of what to do. We needed the piece to be thirty seconds and be recognized as a fantasy. When we opened up Garageband, I was unsure how to use the program as I was inexperienced and haven't has any practice with it. However, I was paired up with my friend who was excellent at managing Garageband as she had done GCSE music and was used to it. She taught me, and the class, how to add and choose instruments and how to play and edit the music. At first we practised different pieces for the main tune on the keyboard. We couldn't find one we liked so my friend echoed the keyboard, which was more effective as it created a more mysterious image listening to it, which was what we wanted. We then chose different instruments, flute, chimes and viola and played them in appropriate ways that suited our piece. Our finished product sounded all right, the teacher complemented it and said we chose the right instruments. If I could do it again, I would make it longer as it did not reach the thirty seconds target.

Landscape

This picture is effective because the path and floweres, the memorial and the trees are on the effective lines of the rule of thirds. The sunlight highlights the flowers well and also allows the memorial to be clearly seen, even at a far distance.

For this photo i tried using the post and a plant at the top of the frame, but i realise now it didnt work very well.

The sunlight caused the photo to be too bright so the detail is unclear.

I also realise that the subjects are in the middle of the shot, which is boring but I like how you can see where they are walking, which helps the photo be more interesting. Also, one of the posts is on a line of the rule of thirds.

Camera Angles

Extreme Close-Up

This shot magnifies the subject to view what normally can't be seen at normal length.It is used to see an emotion the person is feeling and the reaction the face gives off, such as a smile or a twitch. It is used to create drama such as tension or suspense.

Big Close-Up

Used to show a person's feelings or reactions. this can be seen normally if a person is quite close to the subject, so this shot is usually used to show that we can trust the person, especially if they are smiling.

Close up

Similar to big close up, this is used to show someone we can trust as the only time we see someone that close if it's someone you trust, such as family or a lover.

This can also be used to make the viewers uncomfortable if it is not someone we trust and possible someone we're supposed to loath.

Medium close up

This can show the face clearly without getting unnaturally close to the subject, this stops the viewer feeling too comfortable or uncomfortable with the subject.

Medium shot

This shot is used when the subject is talking or interesting without showing too much emotion. this shot also allows hand gestures in the shot.

Medium long shot

This shot is used to see the background aswell as the subject. It is not usually used when the subject has a strong emotion.

Long shot

This shot is as close to the subject without losing any part of the subject. This also shows the background, or mise en scene.

Very long shot

This is very much like the long shot, only it's more comfortable as the subject's head and feet do not meet the frame.

Two shot

This shot is good to show a couple's relationship, whether its friendly or not. We can also follow the interaction with the two subjects.

Over the shoulder shot

This shot can be used to show the subject reactions with another. We can see how the subject feels about the other person as well.

It also allows us to view the scene as if we are in the shot with them as another person looking over someone's shoulder.

Looking room

Allows the viewer to see what the subject is looking at or allow us to comfortable watch the subject speaking with letting the subject speak into the frame.

Walking room.

Gives the subject room to walk, it allows us to see where they are walking to, so it doesn't look like they're going to walk off the frame, or bump into it.

High angle shot

This shot makes the subject seem less significant or important. It can be used to make the subject smaller and show a low level of authority.

Low angle shot

This shot creates the opposite affect as the high angle shot. It makes the subject appear more significant, and also making the subject seem bigger.

Tilted frame

This shot is used to almost control gravity for the subject. It can create the effect that the subject is upside down or at an angle.

Why I chose Media Studies

I considered Media Studies because I was told I can enjoy it a lot. I chose it because I knew it will be very useful in our generation and I hope to work in media in the future. I mostly would like to learn about why different camera shots are used and when they are used so I can recognise them watching different movies and shows. I would also like to study different medias and understanding some of the language used. I regret not choosing Media GCSE as my friends enjoyed it and learned plenty from it.