Film & TV Language: Mise-en-scene video feedback and learner response

Your mise-en-scene recreation videos were a brilliant introduction to the creative challenges demanded by A Level Media.

Video projects take time - as well as comprehensive planning, organisation and execution. The more projects you complete the better prepared you will be for the practical coursework when we come to it in the summer. As a first assignment, it's fantastic to see how many of you have created well planned and technically proficient videos that meet the brief you were given. 

Mise-en-scene recreation: Learner response

Create a new blogpost called 'Mise-en-scene video feedback and learner response'. Make sure your completed recreation video is uploaded to YouTube and embedded in the blogpost.

1) Type up your feedback from your teacher in full.

2) Type up a summary of the feedback you have had from the rest of the class - bullet points is fine.

3) Use all the feedback you've been given to write your own self-assessment of your video using WWW (What Went Well) and EBI (Even Better If...)

4) Now reflect on your own work in more detail. How did your planning (script, shot list) help clarify and develop your ideas?

5) Thinking technically, how could you improve your work for future videos? (E.g. filming, editing, audio levels etc.)

6) Finally, what have you learned regarding the importance of mise-en-scene in film and television? Write a paragraph to answer this.

Due date: on Google Classroom

MIGRAIN: Reading an image - media codes

The ability to 'decode' a media text is a critical skill for A Level Media students.

It's vital that you can break a text down into its key conventions (typical features) and explore what effect the different aspects may have on an audience.

Media codes

A media code is simply something in a media product that communicates meaning to an audience.

There are several different types of media code: 

• Technical
• Written or verbal
• Symbolic or non-verbal
• Narrative

Technical codes

Technical codes include the following:

• Camerawork/photographic
• Lighting
• Sound
• Editing

Written or verbal codes

Written or verbal codes involve the words selected for the media product and what they communicate:

• Language/words
• Slogan or anchorage text (for advert)
• Cover lines / main flash / title (for magazine cover)
• Dialogue (if analysing a TV/film text)

Written codes are sometimes called lexical codes (simply another way of saying ‘related to language’).

Symbolic or non-verbal codes

Symbolic or non-verbal codes include the following:

• Mise-en-scene (CLAMPS)
• Body language/facial expression
• Colour codes
• Typographic codes (e.g. font/typography)

Narrative codes

Roland Barthes suggests narratives are driven by specific codes. The two most common narrative codes he discusses are:

• Enigma codes: something that creates a question the audience want to see answered.
• Action codes: something that promises drama.

Reading an image - media codes blog tasks

Your blog tasks are to be completed on your Media 1 Exam blog (exam teacher) and are as follows:

Create a new blogpost called 'Reading an image - media codes'.

1) Analyse this RBK 50 Cent advert using the media codes you learned in the lesson: Technical, Written or verbal, Symbolic or non-verbal, Narrative. Write a paragraph for each one exploring the way meanings are created using those media codes.

2) Next, analyse a print advert of your choice using the same media codes: Technical, Written or verbal, Symbolic or non-verbal, Narrative. Make sure you add your chosen print advert using the 'Add image' button in blogger (use Google Images to find the advert first and save it to your pictures or downloads).

For both adverts, remember to put media language in bold or highlight/colour it. 

When writing any media analysis, always ask yourself key questions: What meanings are being created for the audience? How? Who do you think is the target audience for this product and what effect might the product have on that audience? How does it address/attract that audience? What are the deeper connotations created by the media language choices in the product and do they reflect aspects of culture, society or ideology?

Due date on Google Classroom

A Level Media reading list and wider opportunities

It's brilliant to see several of you already asking about reading lists or additional work you can be doing to get ahead in Media.

This kind of attitude is exactly what you need if you want to aim for A/A* grades in your A Levels and below you will find all the extras you need to aim for that A* in Media. 

Twitter / X

The Greenford Media department runs a Twitter / X account that tweets and retweets useful articles, links and questions that A Level Media students should be keeping up with. You don’t need to join X/Twitter or tweet yourself but follow us @blogmacguffin or simply visit twitter.com/blogmacguffin to look at the account from any web browser. You'll also see the feed embedded on our Media blog.

Media Theory at A Level by Mark Dixon

I'd be tempted to make this my top recommendation for A Level Media. It covers all the theories in the A Level Media specification and if you visit Mark Dixon's Essential Media Theory website you can sign up to view sample exam answers and more for free. Highly recommended! Note that if you are eligible for the Post-16 bursary then you will have some resources provided for you (including this book).

A Level Media Textbooks

There are textbooks available for the AQA A Level Media Studies course. These are written by the people writing the AQA exams so they can be helpful to understand what the exam board are thinking about a topic or product.

Important note: if you're eligible for the Post-16 bursary (or even think you might be eligible) then the school may be able to buy some of these books for you! Speak to your tutor or Mr Halsey to find out more.

The textbook details:

AQA Media Studies for A Level: Student Book - Revised Edition

• Author(s): Stephanie Hendry, Elspeth Stevenson
• Paperback ISBN: 9781398388017 
• Paperback cost: £42
• Digital edition ISBN: 9781398387911
• Digital cost: £12
• PAGES: 344 

AQA Media Studies for A Level : Close Study Products

• Author(s): Stephanie Hendry, Elspeth Stevenson
• Paperback ISBN: 9781398388024 
• Paperback cost: £13
• Digital edition ISBN: 9781398387942
• Digital cost: £3.50
• PAGES: 96

Reading around the subject

I've been incredibly impressed that so many Year 12 students want to read beyond textbooks and have requested some university-level reading to help boost understanding (and personal statements further down the line!) Here's our top tips for reading around the subject in Media:

Media Magazine

The best reading for A Level Media is free to you - by reading copies of Media Magazine (you can find these in our Media Magazine archive.) This magazine is designed specifically for A Level Media students and contains articles about the terminology, concepts and media products we are studying - plus lots more!

If you're looking for books by media academics, it really depends what topic you are interested in. For example...

Here Comes Everybody: The Power of Organizing Without Organizations by Clay Shirky is a great read if you're interested in the impact the internet has had on business, media and the world. Shirky is a great writer and you'll find this easy to read.

Gender Trouble by Judith Butler is the classic text for feminism and gender discussions - it's still a key media theory today and can also help with Sociology and English Literature. Beware though - it's a challenging read!

There Ain't No Black in the Union Jack: The Cultural Politics of Race and Nation by Paul Gilroy can also be a tough read in places due to its complexity (very much university-level academic writing) but is highly recommended if you're interested in the representation of race and ethnicity and the experience of British culture for black Britons.

Creative Mentor Network

The Creative Mentor Network is an incredible opportunity for post-16 students to make connections in the creative and media industries by shadowing a professional for several weeks. We’ve had a number of students complete the project and develop a fantastic range of contacts and experiences that will help them to get a job in the creative industries in future.

You can find more details on the CMN website or watch the video below (featuring our very own Hussein from a few years ago!)

BFI Film Academy

The BFI Film Academy is a national talent development project for young aspiring filmmakers organised by the BFI. It is aimed at 16-19 year olds and this year's focus is on Animation & Video Effects. It's extremely competitive and difficult to win a place but if you do there are funds available to pay your expenses and it's a quite incredible opportunity to meet people from the industry and learn professional-level skills. You can find out more about this project and other opportunities at the BFI Film Academy website here. 

Film & TV Language: Mise-en-scene blog tasks

Mise-en-scene is a critical aspect to our work on film language and textual analysis.

Remember the mnemonic that will help you recall the different aspects of mise-en-scene: CLAMPS.

• Costume
• Lighting
• Actor (placement and movement)
• Make-up
• Props
• Setting

This is a great video introduction to mise-en-scene from YouTube:



Mise-en-scene blog tasks

Create a blogpost called 'Mise-en-scene blog tasks' on your Media 2 Coursework blog and complete the following tasks from your Film and TV Language booklet:

1) Find a distinctive still image and write an analysis of the mise-en-scene. Use each of the aspects you've learned in the lesson.

2) Find TWO film or TV extracts on YouTube from different genres (e.g. horror, sci-fi, costume drama). Embed them in your blogpost and write a comparison of the mise-en-scene in each.

You'll have a certain amount of lesson time for this but will need to complete the rest for homework - deadline on Google Classroom.

Reminder: your Mise-en-scene scene recreation video project is also homework for mise-en-scene - make sure you complete all aspects of the practical filmmaking task too!

MIGRAIN: Semiotics blog tasks

Semiotics is the study of signs and it underpins everything we learn in A Level Media Studies.

There are many key theorists and terms we need to learn connected to semiotics and we will be returning to these ideas at points throughout the two-year course.

Here's a good video introduction:



Ferdinand de Saussure

Ferdinand de Saussure, a Swiss linguist, is considered the godfather of semiotics and heavily influenced Barthes’ ideas. Saussure suggested that meanings:

• Are polysemic – open to interpretation/ more than one meaning.
• Are culturally determined by the society we live in.
• Are open to personal interpretation based on our own experiences.

Signs and semiotics

Signs have TWO parts

The signifier - the thing that does the communication
The signified - that which is communicated

Semiotics is the study of signs, it asks how meaning is created rather than what the meaning is. Roland Barthes studied the cultural ideas and attitudes carried in the images of popular culture and everyday life. 

Barthes

Denotation & Connotation: Literal and implied meanings in signs - building on de Saussure's original work.

Myth: when the connotation is so well established we don’t consider other meanings: a “naturalised meaning” or “dominant connotation”. This is defined by the culture and society we are part of and Barthes suggests that because meaning is “naturalised” we accept it without question.


Semiotics terminology: icon, index, symbol notes

These terms were coined by the American philosopher and scientist Charles Sanders Peirce in the 1800s.

An Icon has a physical resemblance to the signified, the thing being represented. A photograph is a good example as it certainly resembles whatever it depicts.

An Index shows evidence of what’s being represented. A good example is using an image of smoke to indicate fire.

A Symbol has no resemblance between the signifier and the signified. The connection between them must be culturally learned. Numbers and alphabets are good examples.

Source of these definitions: Vanseo Design Blog 


A brief introduction to icons, indexes and symbols:

 



Semiotics: blog tasks

There are three parts to this week's homework - make sure you complete everything: 

Part 1: English by Tarun Thind analysis

Watch (or re-watch) the short film English by former Greenford Media student Tarun Thind and then answer the two questions below:


English from Tarun Thind writer | director on Vimeo.

1) What meanings are the audience encouraged to take about the two main characters from the opening of the film?

2) How does the end of the film emphasise de Saussure’s belief that signs are polysemic – open to interpretation or more than one meaning?

Part 2: Media Magazine theory drop - Semiotics 

Greenford Media department has a subscription to Media Magazine - a brilliant magazine designed exclusively for A Level Media students and published four times a year. We strongly recommend you read it regularly and also set plenty of work for the course based on the articles inside. You can find our Media Magazine archive here and for this task need to go to MM68 (page 24) to read the introduction to Semiotics. Once you've read it, answer the following questions:

1) What did Ferdinand de Saussure suggest are the two parts that make up a sign?

2) What does ‘polysemy’ mean?

3) What does Barthes mean when he suggests signs can become ‘naturalised’?

4) What are Barthes’ 5 narrative codes?

5) How does the writer suggest Russian Doll (Netflix) uses narrative codes?

Part 3: Icons, indexes and symbols

1) Find two examples for each: icon, index and symbol. Provide images or links.

Icon:

Index:

Symbol: 

2) Why are icons and indexes so important in media texts?

3) Why might global brands try and avoid symbols in their advertising and marketing?

4) Find an example of a media text (e.g. advert) where the producer has accidentally communicated the wrong meaning using icons, indexes or symbols. Why did the media product fail? (This web feature on bad ads and marketing fails provides some compelling examples).

5) Find an example of a media text (e.g. advert) that successfully uses icons or indexes to create a message that can be easily understood across the world.


Extension work: additional semiotics terminology

The new Media specification identifies further semiotics terminology that could potentially appear in an exam question. Read this document with semiotic terms and definitions to become a true semiotician. 

Complete for homework anything you don't finish during the lesson - due date on Google Classroom.

Film & TV Language: Mise-en-scene recreation practical task

Mise-en-scene is crucial for film and TV producers to communicate genre and get across important details about the characters and narrative.

Indeed, film genres are known for certain aspects of mise-en-scene - lighting, costume, make-up and more. In television, primetime shows such as X Factor use costume and make-up to transform 'ordinary' contestants into the next pop star or boyband.

Practical task: create a 30-60 second recreation of an iconic movie or TV scene, trying to make the mise-en-scene as accurate as possible to the original clip.

Suggested scenes

Scream (1996) - opening scene

Rocky (1976) - training montage

Scary Movie - Wassup

The Blair Witch Project - apology scene

Example recreation: Fight Club (1999) - "I want you to hit me"

Here's an example recreation that some American film students did by taking the classic David Fincher movie Fight Club and recreating the "hit me" scene shot-by-shot. Here's the original:

...And here is the recreation with real thought behind the mise-en-scene and camerawork:

Mise-en-scene recreation - full task list:

Create a blogpost called 'Mise-en-scene recreation planning' and complete the following tasks:

1) Get into groups of up to four. Note: although the planning and filming can be done as a group, all students MUST edit their OWN version of the chosen scene. Make a note of who you are working with.

2) Create a plan of how you will do the recreation using CLAMPS. For each aspect of mise-en-scene, work out how you will recreate it as accurately as possible to the original. 

• Costume
• Lighting
• Actor placement, movement, expression
• Make-up and hair
• Props
• Setting

3) Write a script and shot list of every shot you will need for the 30-60 second recreation. Use as much detail as possible or alternatively take screenshots of the original scene to help you. Use the BBC Writers' Room script library to see what real film and TV scripts look like. For your shot list, you can create a table or list of every shot in the scene you are recreating. Here's an example from a previous Media student's coursework.

4) Film your scene using one of your phones - we have phone tripods you can sign out from Mr Ray in DF06 if you need one. Alternatively, you can sign out a Canon DSLR if you'd like a more cinematic experience. 

5) Edit your video to recreate 30-60 seconds of the original clip as accurately as possible. Add music if it is in the original scene. 

6) Export your finished video, upload it to YouTube and post it to your blog along with a 100-word explanation of your work.

Deadline: two weeks. Good luck!

Film & TV Language: Film poster analysis

A key aspect to A Level Media Studies is developing the technical knowledge and vocabulary to analyse film and television texts.

The Film & TV Language unit will introduce or revise the key media terminology that is vital across your coursework and exams. Over the next term, you'll be watching clips from some of the most iconic films and TV programmes in history while researching genres and learning the technical language of cinematography, editing, lighting and sound. Alongside this, you'll also be carrying out practical, technical exercises to develop your filming and editing skills.

Your first task involves looking at iconic film posters and considering genre and audience.

Blog task: Complete the 'Film Poster Analysis' from the Film Language PowerPoint:

• Analyse all EIGHT posters in as much detail as possible;
• Try to include media terminology that you might have learnt at GCSE. Highlight media terminology in bold or yellow!
• Explain WHY for each of the three questions for each poster;
• Post up all your answers on your new Media 2 coursework blog;
• Include the actual posters in your blog posting (you'll need to find them, save them to file then add them using the 'insert image' icon in Blogger).

Complete for homework: due date on Google Classroom