Media Analysis

Experiences and Outcomes Listening and Talking Tools for listening and talking – to help me when interacting or presenting within and beyond my place of learning When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a

Experiences and Outcomes Listening and Talking Finding and using information – when listening to, watching and talking about texts with increasingly complex ideas, structures and specialist vocabulary As I listen or watch, I can:  identify and give an accurate account of the purpose and main concerns of the text, and can make inferences from key statements  identify and discuss similarities and differences between different types of text  use this information for different purposes. LIT 3-04a

Experiences and Outcomes Listening and Talking Understanding, analysing and evaluating – investigating and/or appreciating texts with increasingly complex ideas, structures and specialist vocabulary for different purposes I can show my understanding of what I listen to or watch by commenting, with evidence, on the content and form of short and extended texts. LIT 3-07a

Experiences and Outcomes Listening and Talking Creating texts – applying the elements others use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary When listening and talking with others for different purposes, I can:  communicate information, ideas or opinions  explain processes, concepts or ideas  identify issues raised, summarise findings or draw conclusions. LIT 3-09a

Experiences and Outcomes Listening and Talking Creating texts – applying the elements others use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. LIT 2-10a / LIT 3-10a

Experiences and Outcomes Writing Organising and using information – considering texts to help create short and extended texts for different purposes By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT 3-26a / LIT 4-26a

Experiences and Outcomes Writing Creating texts – applying the elements which writers use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary I can convey information, describe events, explain processes or concepts, and combine ideas in different ways. LIT 3-28a

Learning Intentions I will work well in a group I will carry out a specific role in a group I will work with my group to analyse the film language techniques used to create tension in a specific part of the film’s opening section I will work in a group to create a poster analysing these techniques I will take part in a presentation to the class about our section of the film I will apply my knowledge by storyboarding and filming / editing a short film / trailer which creates tension.

Find the other people with the same picture from the film and sit with them. This is the group you are going to work with. There is a number on the back of the card. This tells you what your role in the group will be.

1 Chairperson - It is your job to manage the discussion. Try to get all members of the group to contribute. Make sure everyone stays on task. Feedback the group’s ideas to the rest of the class. 2 Resource Manager - It is your job to manage the resources. At the start of the activity you should distribute the resources and collect them at the end. Make sure the resources are being looked after. Encourage the group to tidy up and organise tables and chairs back to the original place. 4 Timekeeper - It is your job to manage the time instructions given by the teacher. Tell your group when it is time to move on to the next stage of the activity. Tell your group when it is time to stop. Encourage the group to follow your instructions. 3 Secretary - It is your job to manage the writing. Make sure you write down the ideas/answers that the whole group decide on. Remember everyone’s ideas and answers are important. Write clearly and use correct spelling.

Media Analysis

As a class, we are going to be looking at the following aspect of ‘The Hunger Games’: How effective are the first 15 minutes of the film in establishing character and setting and building tension? We are going to watch the first fifteen minutes of the film again. Each group is going to take notes on part of the opening.

Group A - Start to Katniss running through District 12 (0-3.40) Group B - Katniss hunting to Katniss and Prim getting ready (3.40-8.27) Group C - People arriving for the Reaping to the tv screen and Kitness being impatient (08.27-11.25) Group D - People arrive on stage to film shown on screen (11.25-13.10) Group E - Children waiting to Prim’s face (13.10-14.15)

Use the sheets you have been given to: Describe, in detail, what is happening; Comment, in detail, on what aspects of film language are being used; Comment on the effect which these techniques have. Use TWO of the sheets for rough notes and ONE sheet to write up your final ideas.

Look at the next slide for an example of how to take notes

What aspects of film language are being used? Give details   Group A (0-3.40) What is happening? Give details What aspects of film language are being used? Give details What effect do these techniques have? Information about Panem and Hunger Games While the film company titles are still on screen, music starts. We then see white text on black screen giving information about Panem and The Hunger Games. Dialogue starts before we see anyone talking. Sound – music, electric guitar and strings. Quite gentle, laid back, atmospheric. Black background makes the plain white writing stand out. Sound ‘bridge’ – dialogue before we see who is talking. Music – false sense of security? The language of the text sounds quite Biblical, more impact. We are shocked by what we learn. We know what HG is before the action starts (not like book) Why? Voice first – links what he is saying with the text.

Remember the question which you should be answering in your poster: Each group is going to use their notes to produce an A3 poster which analyses their section of the film’s opening. Remember the question which you should be answering in your poster: How effective are the first 15 minutes of the film in establishing character and setting and building tension? You can use stills from the film in your poster if you want – ask your teacher to print these. Once you have finished your poster, your group will make a short presentation to the class about your section of the film.

Analysis Poster - How effective are the first 15 minutes of the film in establishing character and setting and building tension? You could have sections on: Camera - Angles and movement Mise-en-scene (setting, costumes, props, lighting) Sound - diegetic (in the world of the film) and non-diegetic Action - what is happening? What do we learn about the characters / their lives? How well is tension created in this section? OR have a different section for each box on your notes sheet

Extension You are going to work in your group to apply your knowledge of techniques used to create tension in films: Create a storyboard for a short film or trailer (1 – 2 mins) which creates tension film and edit your film using mobile phones / i-movie.