Transcript Hunger games media analysis

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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.
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.
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.
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
Group A
(0-3.40)
Information
about
Panem and
Hunger
Games
What is
happening?
Give details
What aspects
of film
language are
being used?
Give details
What effect do
these
techniques
have?
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.
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
Action - what is
happening?
What do we learn about
the characters / their
lives?
Mise-en-scene (setting,
costumes, props, lighting)
Sound - diegetic (in the
world of the film) and nondiegetic
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.