Arthouse film screening: United 93

Our arthouse screenings continue today (Wednesday) with United 93 (2006) - 3.05pm in DF07.



This remarkable documentary-style drama from British director Paul Greengrass recreates the events that took place on September 11, 2001 when four planes were hijacked with the intention of flying them into major American landmarks. Three hit their targets in New York and Washington but United 93 crashed in a field in Pennsylvania after the passengers attempted to re-take control of the plane.

Shot entirely using handheld camera to emphasise the documentary feel, Paul Greengrass (along with his main Editor Christopher Rouse) has been credited with "re-writing the rules for action editing" with his ultra-realistic style. As Variety magazine states:

"Over the span of 10 years, Greengrass and Rouse have rewritten the rules for action editing, bringing an illusion of spontaneous immediacy to carefully choreographed set pieces.

Certainly, Greengrass’ impact can be detected in films as diverse as “The Hunger Games” (with its jittery handheld lensing and skittish cutting) and “Short Term 12” (which applies restless multi-cam coverage to a low-budget indie drama).

But the director’s immersive eyewitness aesthetic shouldn’t be reduced to so-called “shaky cam” shooting and editing that intensifies the action onscreen with quick cuts and dynamic cross-axis jumps between angles.

As Rouse suggests, these strategies work in service of a new way of telling stories, one that relies just as much on recreating factual events (“United 93,” “Green Zone” and “Captain Phillips”) as it does heightening the impact of Hollywood thrillers (the “Bourne” sequels).

The film also raises interesting questions in terms of the representation of nationality, race and ethnicity (America; Muslims etc.) and fits perfectly with A2 theoretical work we will cover next year in terms of post-9/11 and the media and post-colonial theory.

Enjoy the film!

MIGRAIN Representation: Photoshop collages

Create two Photoshop collages offering the dominant and alternative representations for a certain group or place. 

Think about the usual stereotype for that group and collect words, images and colours that capture that dominant representation. For the alternative, you need words, images and colours that don't fit the usual stereotype.

For example, if you were to create a collage of the dominant representation of women, you would look for feminine colours, jobs that are associated with women and more. For the alternative representation, you'd do the opposite.

You will be using Photoshop for your MEST2 print work so it's important you get to grips with it if you're not confident already. Use YouTube tutorials, Mr Qureshi and other students in the class to help you learn the software.

When you have finished the collages, save them as JPEGs (low quality) and post them to your blog along with an explanation of the task.

If you finish one set of collages in class, consider creating another set on Photoshop while taking on a more complex challenge - perhaps a dominant and alternative representation of an event or place?


Representation: work so far

Before you get to grips with Photoshop, make sure you've completed the initial work on representation - analysing a film or TV clip for the representation of people, places or events. You'll need this for the next steps on representation theory if you haven't done this already.

MIGRAIN: Representation theories

When analysing representation in media products we need to be able to apply media theories as well as discussing dominant and alternative portrayals.

A reminder of the notes on Representation theories:

Richard Dyer: Stereotyping and power
Richard Dyer's theory suggests that the complexity and variety of a group is reduced to a few key characteristics. An exaggerated version of these characteristics is then applied to everyone in the group. 

He states that those with power stereotype those with less power. 

Therefore, we have stereotypes of non-white people, poor people and women... but not so many of white, middle class men.


Medhurst: shorthand that carries value judgements

Andy Medhurst suggests stereotyping is shorthand for identification. This means we use stereotypes to tell audiences a lot in a short space of time.

However, this can carry value judgements and therefore be very negative for the representation of minority groups. Medhurst gave the example of the representation of gay men: 

"The image of the screaming queen does not just mean 'all gay men are like that', it means 'all gay men are like that and aren't they awful', which in turn means 'and they are awful because they are not like us'."

Perkins: stereotypes can be positive or partly true

Tessa Perkins suggests some stereotypes can be positive and are often true.

Specifically, she stated that stereotypes are...

• Not always negative (the French are good cooks)
• Not always about the less powerful (Politicians are corrupt)
• Can be about our own social groups (Students are lazy)
• Not always false (The Scottish wear kilts)
• Can change over time (A typical British holiday was in Blackpool; now it is Spain)

Mulvey: the male gaze

Laura Mulvey suggests that the dominant view in the media is masculine and created for the benefit of men. Women are presented for men to look at, hence the ‘male gaze’. This links to the idea of ‘sex sells’ and women being represented as sex objects.

More recently, the idea of the ‘female gaze’ has been suggested. Rosalind Gill suggests the objectified male is an example of post-feminist media culture in modern Britain. Task: write down an example for each.

Linked to Mulvey...

Berger: ‘Ways of seeing’

An additional representation theory that influenced Mulvey:

John Berger (1972) stated that: “Men act and women appear”

“Men look at women. Women watch themselves being looked at.”

Levi-Strauss: Representation and ideology

Claude Levi-Strauss suggests that representations in the media are informed by ideology: the set of beliefs and values held by the producer of the text.

Some things are included and others are left out to create a dominant or preferred representation. 

Representation blog task

Return to your TV or film clip that you have already analysed for dominant/alternative representations and stereotypes (original blog task was here).

You now need to write an in-depth analysis of the representation in this clip as if you were writing an essay or exam answer. 

Apply the representation theories we have learned (you must apply at least three of the theories) and write a minimum of 500 words.

Complete for homework: due next week in double lesson

Year 12 cover work: Monday 28 November

Apologies - we will have to cancel Year 12 Media lessons on Monday as we're out on a Year 13 trip to the BFI Reuben Library for critical investigation research.

Normally Mr Qureshi would be able to cover but he is unavoidably out of school too. You do not need to attend the lessons or register in Media but you do need to complete the following work:

P3&4 Mr Bush / P6 Mr Halsey: MEST2 existing product research

You should already have started thinking about the MEST2 coursework brief and confirmed who you will be working with. 

Now you need to be working on your MEST2 Existing product research.

This is an extensive task and requires genuine research and engagement with the texts. It is vital you don't think of this as an extra bit of paperwork but as an opportunity to really get an in-depth understanding of and appreciation for arthouse cinema.

All the details are on the link above but don't forget you can always do more - there is a minimum requirement but not a maximum. The more arthouse cinema you watch the better your coursework will be!

Your deadline for the existing product research will be confirmed by your coursework teacher.

This will give you plenty to get on with both in lessons and for homework - good luck!

Year 12 work period 7 Thursday 24th November

Apologies Year 12 - I have gone home early because I am not well.

I hope you enjoyed the rest of It Follows at the screening, a wonderful example of an atmospheric indie, art house horror.

Please can you complete the following tasks today before going:

1) Make sure that you have done your MIGRAINE index on your blog so that I can see any areas that are weaker / missing. Do this by embedding 'Link' and using the html link from your blog posts so that I can click on each link and access your work.

2) Identify any areas that are unfinished, unpublished or need doing and make sure those are up to date by next week's lesson.

3) Do the Representation Blog post:

Find a YouTube clip from film or TV and complete the same activity we have just done in class:

1) List the different people/groups represented in the trailer (men/women/Americans etc.)

2) For each group, decide whether the representation is a dominant or alternative portrayal.

3) What stereotypes can you identify in the trailer?

Complete for homework if you don't complete it in the lesson - due next double lesson.

Thank you. 

See you next week!

Miss Fowler :)

MEST2: Existing product research

Existing product research is an essential first step in any media project. You need to know what an arthouse film sequence might look like before planning your own.

Complete the following as an extended blog post or a selection of five blog posts, one for each film. For each one, make sure you write a detailed, thoughtful analysis. Important note: a selection of this research will be submitted to AQA with your production work and evaluation.

1) Find five arthouse film clips or sequences – ideally in a genre similar to your film idea or preferred genre. There is a list of example arthouse films below.

2) Write an analysis of each two- to three-minute sequence using everything you have learned about film language (camerawork, sound, mise-en-scene, editing etc.)

3) Research the target audience for each film (including the BBFC certificate) and produce your own assessment of who it appeals to and why. 

You should be aiming for at least 300 words per film - though you may want to write much more than this.

Arthouse films

There are a huge number of arthouse and independent films out there - you may well know of many yourself. These are a few to get your research started if you're unsure:

• Eternal Sunshine of the Spotless Mind
• It Follows
• Girlhood
• Donnie Darko
• The Falling
• Run Lola Run
• La Haine
• Boyhood
• Lilting
• Borrowed Time
• Monsters
• Appropriate Behavior

You need to find YouTube clips of scenes from these films (not trailers - though you may want to watch the trailer to find out more about the narrative). There are usually scenes available, for example:

Eternal Sunshine of the Spotless Mind




Girlhood





Donnie Darko




The Falling




Your existing product film research due date will be set by your coursework teacher. 12D - Monday 5 December.

MEST2 Coursework brief

Now your preliminary exercises are complete, we need to start our actual MEST2 coursework planning.

The first aspect of this is to interrogate the brief you have been given - you can find the full 2017 MEST2 brief here.

We are working on Brief One - The Little Picturehouse.

Your tasks will be broadcast and print:

(a) Broadcasting
Select one of the following topics as a general inspiration for the film you wish to create:

• Modern-noir
• Play!
• Urban Life
• Summer
• The Secret
• Romance
• Friendship.

Create approximately 3 minutes of moving image footage as an extract from the proposed film.

For example, you might choose to create:

• the film's opening to establish genre, character and location;
• a moment of conflict to show your ability to create emotion/atmosphere/tension/excitement;
• contrasting scenes with transitions to show how you can create changes in tone and pace;
• a specific set-piece for example: a family conversation over dinner; a training montage; a chase scene;
• scenes that create or communicate a specific emotion such as unease, wonder, suspense, surprise etc.

You should identify where the extract would appear within the proposed film.

Your production should demonstrate an understanding of the way film uses camera shots, sound and editing to communicate story and ideas to the audience. Care should be taken when selecting locations, wardrobe, make-up and props. If appropriate, you could use post-production effects.

(b) Print
All entrants have been asked to create pages for a promotional booklet which will demonstrate the variety of local film-making talent and provide information on the shortlisted entries. Each entrant is therefore asked to create their own pages for the booklet. You should create two to three A4 pages. 

You are encouraged to be creative in your approach and try to make your pages distinctive and visually appealing. You should include information about you, your production team and the film itself.

As discussed in class, AQA have given us permission to create four pages of an A5 booklet - e.g. front cover, contents page, double page spread feature.


Your initial task is simple:

Confirm who you will be working with for MEST2.

Read the brief, look over the topics for inspiration and start brainstorming ideas for your short film extract.