Month: October 2011

017 – BROCHURE ASSIGNMENT

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Year 9 Genre Assignment: Due: 27th October.

You are part of a team that will produce a range of information brochures. Your brochure needs to provide detailed information about one genre and a 15 step process on how to make a film.

Your brochures will help a group of Year 8 students who have been asked to create their own film trailers in one specific genre. You must create an information brochure for these students that will help them in this process.

 

The brochure will need to include:

-The key features and overview of one particular genre
-Key films within this genre that students can go to for inspiration
– What codes and conventions are and why a film makers needs to have a clear understanding of what they are
– What type of costumes and props the students will need to bring in and why
-What kind of sound effects and music to include during the editing phase
– What storyline is of that typical genre
– A 15 step instruction process that begins with coming up with the idea of a film and ends with the final product. Think about all of the steps involved, for example where would transferring the film to the computer come into it?
After the completion of your brochure any student should be able to pick your brochure up and able to create a trailer specific to one particular genre.

 

Make sure you take into consideration the assessment criteria when creating your brochure.

 

Criterion Allocated marks Marks awarded
1. Thorough exploration of codes and conventions in relation particular production roles. 12 marks __/12
2. Clear and accurate definition of genre, codes and conventions, mixed genre and sub genre. 5 marks __/5
3. Clear definition and explanation of a specific genre. 3 marks __/3
4. Clear fluent and original expression of thoughts and ideas. 3 marks ___/3
5. Neat, clear and engaging presentation. 2 marks ___/2

 

 

 

 

 

 

 

 

 

 

 


016 – THINKING ABOUT THE CODES AND CONVENTIONS OF TRAILERS

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In your workbooks divide a page into three sections and label each heading with: Always, Usually & Sometimes. Under the heading ‘Always’ write what conventions are always in a film trailer. Under the ‘Usually’ heading write what is usually in most trailers and under the ‘Sometimes’ heading write what is sometimes or occasionally in trailers.

View the following trailers below:

040 – Clear contentions

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It is cruicial that you write your contention in clear and concise language, so the audience understands exactly what your opinion is.

Read the section of the Nelson book entilted ‘Developing a contention – have you got something to say?’ on page 152 and complete the task outlined on page 153.

 

039 – Analysing images

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You are required to deconstruct an image in the exam; this image will be related to the issue that is discussed in the two articles. Your job is to explain where you think the image sits on the spectrum of the debate. Is it more in favour or against the issue being discussed? Does it support article A or article B more?

The process for analysing an image is as follows:

  1. Describe the image
  2. Explain any text that appears with it
  3. Explain the relationship between the text and the image.
  4. Explain how this relationship reveals the artists view
  5. Compare the artist views with the views expressed in the article it is associated with
E.g.
The image depicts two police officers talking with two parents, requesting a chance to speak to their children. The parents response to the police officers’ request is revealing: ‘Could you lower your voice?’ the father replies, ‘I have a terrible hangover.’ The fact that the parents are hung over is reinforced by the tired lines under their eyes and their decision to remain seated, slouched on the sofa, even though two police offers are standing in their living room. The artist is implying that teenage binge drinking is an issue because parents of teenagers are heavy drinkers themselves. This assertion supports the contention of Dr. Carr-Gregg, who claims that the vast majority of alcohol consumed by teens is obtained through ‘secondary supply,’  which predominantly comes through parents giving alcohol to their children.

Occupy Wall Street: What’s Really Going On

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On Friday, October 7th, a beautiful blue-sky and warm-ish October day, I went to Zuccotti Park in NYC with Livio Sanchez (film editor) and Debby Brand (camera operator) to see firsthand what Occupy Wall Street was all about and record what we could.

What we found were people united by a sense that our national narrative is off course and that resentment over the patent unfairness of our current system is building. Perhaps the most common expression we found was that people, to varying degrees, thought that there was something systemically wrong.

Because of this widespread view of ‘everything being wrong,’ there was, naturally, no single message or thing around which everyone had gathered. Instead, the view was simply that the system being discussed — political, capitalist, economic, or monetary — was broken.

When you hold such a view, there’s really no ‘ask’ that makes sense. If the political system is irretrievably in the clutches of special interests, then voting new members into that system is perceived to be a waste of effort.

The short video (less than four minutes) captures well what we observed.

Disclosure Imminent? Part II: Many More Bases Destroyed

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MANY underground bases have now been completely cleared out… materials, equipment, and personnel… by yet-unknown forces.

An international coalition, intending to overthrow the Old World Order and free humanity from enslavement, is claiming responsibility. They also appear to have extraterrestrial assistance in this mission.

Truth or fiction? You decide.

Full article here.