Transcript *Reading* a Film

“Reading” a Film
Expanding Analysis Skills
What were the three steps to analysis?
1. Taking in all of a text
2. Finding significant evidence
3. Using that evidence to reach some conclusions
and well-informed opinions.
• We’ve started to practice this with “Tragedy in
the Bathroom.” Now we’re going to equip
ourselves to analyze something a bit more indepth: film.
• But you need some terminology and background
in order to really find evidence to analyze a film.
Long Shot
• Why might filmmakers choose a shot like this?
What effect would it have?
• Shows the entire object or subject, and is
intended to place them in relation to the
character’s setting.
Medium Shot
• Why might filmmakers choose a shot like this?
What effect would it have?
• Shows a partial view of the subject(s). Mainly
shot from the waist up when focused on a
character. Shows facial expressions in the
context of the character’s body language.
Close Up
• Why might filmmakers choose a shot like this?
What effect would it have?
• Tightly frames a person or object. They display
the most detail of the character’s facial
expression but do not give the audience
context of the broader scene.
High Angle
• Why might filmmakers choose an angle like
this? What effect would it have?
• Places the camera high above the eye-line of a
character and points downwards towards
them. It can cause the subject to appear
inferior, weak, or threatened.
Eye-Level Angle
• Why might filmmakers choose a shot like this?
What effect would it have?
• The camera is placed at the characters’ height
and is not tilted at all. This is a neutral shot
and the most common angle used. It shows a
view of the character as we would expect to
see him or her in real life. A “real-world” view.
Low Angle
• Why might filmmakers choose a shot like this?
What effect would it have?
• Camera is positioned low and facing upwards
towards a subject or object. It usually makes
the characters appear dominant, threatening,
and much larger.
Shots and Cuts
• A shot is a single “run” of a camera.
• A cut is where that shot ends and moves on to
a new “run” of a camera.
• Directors and editors choose when to keep the
camera going and following the action and
when to cut and pick up at another angle,
another location, or at another time.
Other things to note:
• Lighting and color (what’s lit well and what’s
hidden in the shadows, colors used and the
emotions/effect of those colors on the
audience)
• Sound (instrumental music, songs, sound
effects and their impact on the scene)
• What did you notice about the lighting, color,
and sound?
• How did those choices by the filmmakers
affect the story/mood/message?
Important Lines
• Sometimes a character will say something that
hints at a larger message (theme) that the action
of the movie is describing.
“The past can hurt. But the way I see
it, you can either run from it or learn
from it.” Lion King
“Love is putting someone else’s
needs before yours.” Frozen
“Fear always works.” Zootopia
One last note:
• Pay attention to ANYTHING that’s repeated.
(Dialogue, shots of characters or objects,
songs, situations, actions). The filmmakers
keep bringing it up for a reason.
List the following in your notes:
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•
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•
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Shots: Long/Medium/Close-up
Angles: High/Low/Eye-Level
Long takes or cuts in shots
Handheld or steady
Lighting/color
Sound
Dialogue
Repetitions
• What did you notice about the choices the
filmmakers made and how they affected the
scene?
• What do you think a subject (topic) of this
scene could be?
– Examples of a subject: fear, self-esteem,
confidence
• What do you think a theme (message) of this
scene could be?
– Example of a theme: People should not let fear of
failure and judgement get in their way of trying
new things. Doing so might cause one not to
realize one’s true potential.
Evidence I could point to for this theme:
• There is a lack of background music during the scene.
It’s very still and quiet. This partly just conveys what
a classroom often sounds like. It also can be a bit
unsettling to not have music—which mimics the
unsettled feeling Todd has about speaking up.
• The actor who plays Todd made the choice to have
his first few “yawps” be relatively quiet and passive.
When he finally screams “yawp,” it conveys some
frustration. Perhaps some of that is directed at the
teacher, but it is probably also reflective of Todd’s
frustration with himself and his fear of failure.
• Medium shot that rotates around the main
character. At the beginning of his poem, it’s
moving around fast and is a bit unsteady
conveying the chaos and fear Todd feels at the
situation of speaking in front of the class.
• As he progresses in telling his poem, the camera
stops rotating and becomes more steady. This
conveys that Todd has become more confident
and has allowed a part of himself to grow and
develop.
Tracking evidence leads to theme
• In analyzing any literature (book, article,
movie, video game), it is important to note
the choices the author(s) made in the
presentation of the information.
• Those choices become evidence that you can
use to try to figure out the central
purpose/themes of any given story.
Homework:
• Read, annotate, and review the article about
film analysis. Be familiar with the terminology.
• Annotations due next time. Thoroughly
annotated and marked. Needs at least eight
thoughtful and full annotations throughout
the article.