KS3 Literacy projectSummer term 1

Introduction

This half term, the topic for KS3 literacy is Film analysis.

In this topic, pupils will use written response to analyse films, discuss media techniques used and share your opinions on the action.

The topic will explore genre, characters, plot lines and mise-en-scene.

Each week, there will be medium difficulty in yellow (suggested for 2A, 1C and some of 1B) and challenging tasks in green (1A and some of 1B) to choose from. You may wish to dip in and out of different levels. 1A should follow the challenging pathway. Each slide is one week of work. Any images or resources can be made bigger on the screen if your are using a computer.

Pupils should have five sessions per week. The length of the sessions will need to be tailored to the specific pupil:

1. Reading (see next slide)

2. Topic

3. Topic

4. Topic

5. Speaking and communication- this may include conversation games, making telephone calls, giving a speech, doing some drama.

The main film for suggested analysis is Coraline. There is also a book to read for Coraline. You

could read this as your reading material and compare what happens in the two different

versions? You can also choose your own film from home if preferred.

There will be a variety of clips for you to analyse. I will add the links where possible for you

to watch on YouTube. If you do not have internet access, you can use films/ DVD’s of your

choice to watch short scenes. Try to find a range of genres in your DVD collection.

Reading

Additionally to the topic, pupils should continue to read regularly. 1A, may

wish to order a copy of ‘Hacker’ (Malorie Blackman) to finish.

In class, we read a chapter each week (ideally aloud). We discuss what has

happened in each chapter and write a short summary of what we have read,

using bullet points. Then, comprehension questions can either be written by

an adult for pupils to answer, or discussed verbally together, based on the

chapter read.

Here is a reading list of books pupils may wish to read, suitable for our stage.

Alternatively, they could choose a book from home. How about reading non-

fiction too, like newspapers, cookbooks, fact files and manuals?

https://schoolreadinglist.co.uk/reading-lists-for-ks3-pupils/suggested-reading-

list-for-year-7-pupils-ks2-age-11-12/

Communication & speaking

This session involves pupils talking and communicating.

This could be through conversation, drama, speeches or

games. Pupils may need support with communication. You

could work on skills such as starting conversations, asking

and answering questions, conversations that I may need in

the community, buying something in a shop, telephone

conversations etc.

Many pupils find it difficult to consider what other people

may wish to talk about. This is something else that can be

worked on.

Here are some ideas (next slide). I have also attached a

‘speak out’ booklet which can be worked through.

ALL: Understand what the word genre means

MOST: Can identify two different genres

SOME: Can think of some examples of film with specific genres

ALL: Understand the meaning of the term genre

MOST: Comment on moods and atmospheres created by genre

SOME: Identify some generic conventions of film genres

• Find out what the word ‘genre’ means

• Either draw or look for some pictures in magazines / online which match the

genres:

1. Action

2. Horror

3. Western

4. Fairytale

5. Sci-Fi

Can you think of some examples of your own?

• Adults: Find a DVD or picture of a book or film poster to the pupils and ask

them to identify the genre.

• Pupils name a favourite book/ film and pupils should identify the genre.

• Watch a short clip of a ‘scary’ film (Coraline). Pupils should discuss and list

all of the things in the clips that helped them to know it was scary. E.g dark

shadows, graveyards, creepy music, old trees.

• Watch another clip, this time of an adventure film (Maybe Spy Kids Movie).

Pupils should write down all of the things that helped them to know it was an

action film e.g. fast music (tension), gadgets, hero costumes, lasers.

• Give the genre ‘fantasy e.g Harry Potter’. Pupils should write down what

conventions they would expect to see in a fantasy film.

• Discuss- what films do I like? What genre do they fit in to?

• Use a dictionary to find out what the word ‘genre’ means. Write a definition/

summary of the genres:

1. Action

2. Horror

3. Western

4. Fairytale

5. Sci-Fi

Can you think of some examples of your own?

• Adults: Find a DVD or picture of a book or film poster to the pupils and ask

them to identify the genre.

• Pupil chooses a genre (Horror, Romance, Science fiction, Romantic comedy, Western). Pupils research key conventions of chosen genre. Create a poster or summary sheet to summarise convention that may be used in order to clearly portray genre. This

could include: Key characters, lighting, music, props, plot line.

• Make bigger for extra help:

Week one

Genre images

ALL: To write some sentences explaining conventions used in

specific genres

MOST: Identify a hero and villain (goodie and a baddie)

SOME: Identify a range of character types

ALL: Understand the term mise-en-scene

MOST: Use technical language to analyse film sequences

SOME: Can comment on the effect on the audience created by

key conventions.

• Look at pictures of a ‘scary house’ and ‘romantic meal’. What words can we

use to describe the scene and why do we think of these words? (Adjectives)

• Pupils should use the above activity to make a list of all of the items/ colours

that come to mind when presented with the word ‘HORROR’. Repeat with

‘ROMANCE’.

• Complete the sentences (lighting, setting, props, costumes, characters)

In a horror film I would expect to see…

In a romance film I would expect to see…

• Pupils should draw three symbols or props which link to the genres of

discussion e.g. a heart, a rose, a wedding ring.

• Watch a clip of Gnomeo and Juliet.

https://www.youtube.com/watch?v=tgO03BFtvSc

Pupils should identify who is the prince and who is the princess in the story.

They should also identify who are the goodies and who are the badies.

• Character study- Pupils choose character from a film of choice. They an print

or draw a picture of the character. They should write three or more

sentences to explain:

-Who is the character?

-Is it a goodie or a badie and why?

-What does the character wear to help us to know if they are good/ bad (hero/

villain?)

• Find the meaning of the term mise-en-scene.

• Learn the names and purpose of different camera shots. Explain the effect of

different camera shots (next slide) Watch two different scenes from

contrasting genres. (Omaha Beach landing; Romeo meets Juliet clips) What

effect have the camera shots/ angles had? Are there any important shots

which show specific extracts/ expressions/ landscapes?

• Understanding types of film music. Identify and explain effects of music in

specific scenes. Pupils should listen to a range of music used in films.

Students should write down their reactions to each piece of music- describe

the atmosphere created and the mood of the music. Justify what effects this

has on you and for a wider audience. Pupils watch three clips from chosen

films and should write down the following- type of music used, the

tone/mood created, the effect on the audience.

• Understand how ‘technical feature’s of a scene enhance characterisation.

Students should look at film characters and identify denotation and

connotations of each (find out meanings). They should explain how character

has been created by artistic director/ directors choices. Such as costumes,

lighting, music, movement, accent.

• Pupils watch three film clips. They should comment on the following: How

character is created through costume, body language, appearance, facial

expression. How the camera shots help to create character. How music helps

to emphasis characteristics. (Darth Vader’s entrance in Star Wars, James

Bond’s entrance in Q of S, Maximus in battle in Gladiator)

Week two

Camera shots & angles

ALL: Understand the basic plot of a film

MOST: Identify categories of key characters in a film

SOME: Identify some key conventions within the genre of a film

ALL: To identify key aspects of print media in film using formal

language

MOST: Can use technical language to analyse print media

SOME: Can comment on and justify why director/ artist choices

have been made

Choose a film (Coraline or chosen film from home) What genre is

your chosen film? How would you know this from the front cover?

Discuss or write throughout:

• Who are the characters? What are their character types?

• Where is the scene set?

• What costumes are worn?

• What lighting is used?

• Does the music help us to understand the story?

• Create a storyboard of the film to summarise the plot. This can

be done after watching the whole film, or section at a time.

• Re-cap mise-en-scene, connotation and denotations.

• Pupils list a range of colours and should explain what they

signify. E.g. the colour red signified danger, blood, passion.

• Label key features of a film poster using technical language

(Batman is suggested but you could do a few examples).

• Write an analytical piece to explain choices made in film poster.

This must include technical language and analysis of Mise-en-

scene (see next slide)

• Pupils should create their own film poster using conventions

explored and original photography.

Week three

Genre:• What genre is the

film? • Are there any

features on the poster that tell us the genre (generic conventions)?

Audience:• Who are the target audience? E.g.

male, 18-30.• What features on the film poster

appeal to them?

Colour:• What are the main

colours? • Are there any

connotations with these colours? E.g. red connotes love, passion.

M-E-S:• What is in the image?• What camera shot/angle is used?• What lighting is used?• What are the people wearing?• What are the connotations (suggested meanings) of all of these things?

Institutions (companies):• What companies

are visible? E.g. social media, production companies –high/low production.

Re-presentation:• How is the character

represented? What view of the world is presented on the poster?

• Is the person a stereotype of a particular group or person?

• Do the audience identify, aspire to be like or relate to them?

Analysing print media in film

Genre

Audience or Demographic

Connotation and Denotation

Protagonist/ Antagonist

Narrative

Representation

Stereotype

USP

Institution (companies)

Shot Type/angle

Mise-en-scene

Lighting

ALL: Can give my opinion on something I like and dislike about a film

MOST: Can justify reasons for my answer

SOME: Can suggest improvements and solutions to make the film betters

ALL: To watch two versions of the same scene and notice differences

MOST: To engage with directors choices and respond to questions posed

SOME: Can explain and justify directors choices made for a scene

• Read some examples of film reviews written by children (next slide).

You could also find some of your own examples online but make sure

you are working with an adult to check that the reviews are

appropriate.

• Talk about your opinions on the film Coraline (or chosen film)

• Discuss your opinions on:

1. The plot/ storyline- did you like this? Was there a happy ending?

How did the film make you feel? Do you think that the story could

have been more interesting?

2. The characters- who did you like/ not like? Do you think there were

any characters that were not needed? Did you have a favourite

character and why?

3. The costumes- why did the characters wear what they did? Do you

think the colours of their costumes were representing anything? Wo

were the goodies/ badies?

4. Recommendations- would you tell others to watch this film? Why/

why not? Would you like to see a sequel? What do you think could

happen in the sequel?

• Pupils should use writing frame to complete a film review of Coraline

(or other chosen film). See following slides.

1. Explore Romeo and Juliet (Baz Luhrmann and 1968) Watch up to where Romeo and Juliet meet for the first time. Explore and discuss elements of Mise en Scene in clips. Pupils should consider different choices made by directors – costume, lighting, sound, setting, use of language.

BL= https://www.youtube.com/watch?v=SEzskNtFnIY1968= https://www.youtube.com/watch?v=FZBjlKf3AW4&list=PLjT3Z589ba7OpE9o1zsLA1U3Q3HLHCtBqRead Baz Luhrmann review and interview (following slides) of his directors visions for R&J.

Explore questions over a series of lessons/sessions: What does Luhrmann mean by ‘re-reveal-it’? Who is the target audience he has in mind? Do you think he has succeeded in doing this? What does Luhrmann mean by icon? Make a list of as many modern day icons as you can.

If you were making a version of R&J, which modern day icons would you use to signpost the world that we live in?

Look closely at the scene where R meets J at the ball. Why are the shots all in close up? Why has the director chosen an aquarium for their eyes to meet across? What is the effect of water and the fish floating past? How does the sequence contrast with what is going on around them?

Think of locations in the film, which emphasise and intensify ideas about the characters and the atmosphere (Beach fight scene) How is the scene lit? Are there any predominant colours? Is it day or night? How did the directors choices contribute to the meaning of the scene?

Look at the moment when Tybalt step from the car on to the beach. What does his dress and movements remind you of? What does he do? What are the details of his clothes? How does he move? Why has the director made these choices? What are the connotations of cats? Mercutio refers to Tybalt as the ‘Prince of cats’- Can you find any other references to these qualities in Shakespeare’s written text?

Week four

Reading and writing film reviews

Film review template

Luhrmann interview (1A) Baz Luhrmann’s film Romeo and Juliet’ is introduced to the audience as a segment from a news bulletin. During an interview, Luhrmann explains:

"I've always wanted to do 'Romeo and Juliet'. The themes it explores, the tragedy that is born of a prohibited love in a world of learned hate is one of those

primary myths that appeals to all people. 'Romeo and Juliet', like all of Shakespeare's plays touched everyone from the street sweeper to the Queen of England.

He was a violent and entertaining storyteller. We're tried to make this movie the way Shakespeare might have if he was a filmmaker."

"Everything that's in the movie is in the play. Violence, murder, lust, love, poison, even death. - it's all in there. It's just that we have come to associate

productions of 'Romeo and Juliet' with a certain style of speaking and certain types of costumes. In fact, those costumes tend to be 19th century Victorian

interpretations of Shakespeare, or even Renaissance versions. When Shakespeare staged his productions the actors wore their street clothes or costumes from

the previous season."

"He is just such an extraordinary storyteller" says Luhrmann. "What I really loved is that he had this dilemma in terms of audience. He had to knock dead those

people selling pigs and the nobles because they were all in the same theatre. They had to have a different experience of the material but enjoy it equally."

"That's what is so phenomenal about it - everyone can experience his work albeit in different ways. That's an incredible accomplishment. Everyone, from a child

to an adult can have a very rich experience from 'Romeo and Juliet' and I think that's why it's still performed and why it's worth doing. Shakespeare had an

amazing genius for capturing who we are and revealing it to us. My job is just to re-reveal it."

The Created World To enhance and de-mystify Shakespeare’s language, Baz Luhrmann set ‘Romeo and Juliet’ in what he calls a created world; a collage of

modern and classical images drawn from religion, theatre, folklore, technology and pop culture. The idea behind this is that "…it's a made-up world comprising

twentieth-century icons" says Luhrmann "and these images are there to clarify what's being said, because once you understand it the power and the beauty of

the language works its magic on you. The idea was to find icons that everybody comprehends, that are overtly clear. The hope was that by associating the

characters and places with those images the language would be freed from its cage of obscurity."

Luhrmann and his scriptwriting partner, Craig Pearce, decided that, although they didn’t want to set the film against an Elizabethan backdrop, they agreed that

the social, religious and political aspects of Shakespeare's time certainly influenced the play. Pearce explains the process: "When we started to describe the

created world we considered Shakespeare's views on Verona. In the research we found that he was not historically or geographically accurate in his depiction of

Verona. To Shakespeare and to Elizabethan audiences, Verona was a hot, violent, Catholic country. So we needed to find a place that exists in an equivalent way

for our audience. It didn't necessarily have to be naturalistic but we wanted it to ring true. Essentially, we wanted to create heightened circumstances where

the characters do the real things.“

The filmmakers finally decided on Mexico as the location for the created world. Pearce continues: "There are textual facts in 'Romeo and Juliet' connected with

Elizabethan society that exist in Mexico. For instance, during Shakespeare's time religion was involved in politics and there was a very small percentage of great

wealth with a large population of poor. It was violent and people were openly armed. We've interpreted all of these Elizabethan things in the context of the

modern created world. In fact, much of this occurs in modern-day Mexico, in varying degrees…It has a mysticism about it and for me it's exotic."

ALL: Can navigate a script using character names

MOST: Can play one character within a scene using a script

SOME: Can experiment with voice and movement

ALL: To comment on how genre is created

MOST: To comment on mise-en-scene within trailer

SOME: To comment on artistic conventions and directors choices

• Have a go at reading and performing a script (see

following slides). You could try this with a family member

or try each part on your own. Think about how your

character would talk, walk and behave- maybe you could

find or make a costume for your chosen character?

• Watch some film trailers- talk about what you like/

dislike? Would you watch the film? Why?

• Write/ Draw a storyboard (or film on an ipad?) to make

your own film trailer. You could make a trailer for an

existing film or make a film idea of your own.

Pupils should watch a film trailer.Suggested: Jurassic World; Fallen Kingdom. This is a PG 13. https://www.youtube.com/watch?v=vn9mMeWcgoMPerhaps Avatar for younger pupils https://www.youtube.com/watch?v=5PSNL1qE6VYThey should write an analysis of the trailer using their learning from the half term. Prompt sheets can be used forsome pupils (next slide). The analysis should consider the following objectives:Analyse elements of mise-en-scene

- Genre and how genre is enhanced - Camera shots/ angles- Characters- Signs/signified- Connotations/ denotations - Directors choices- Identify technical features within the trailer- Explain the effect of a range of technical features- Evaluate the overall effectiveness of the trailer

Week five

Writing a trailer analysis (1A)Paragraph 1: What does the trailer show (narrative)? How does it appeal to a particular audience?

KEY TERMS: Narrative/Linear or Non-Linear/Antagonist/Protagonist/Demographic

Paragraph 2: Is the genre portrayed clearly? What generic conventions are evident? Does the trailer match/ fit the genre of the film?

KEY TERMS: Genre/Iconography

Paragraph 3: How are the institutions shown? Are they displayed? When is this?

KEY TERMS: Institutions/Production Values/Audience Expectation

Paragraph 4: What are the main images/ key shots shown? (Pick a couple of examples that stand out to you – you will need to include screenshots). Are any key themes created? How? What does this tell us about the film?

KEY TERMS: High Angle/Low Angle/Eye-level/Direct Address/Close-up/Mid shot/Long shot/ High-key/Low-key Lighting/Connotations/Enigma

Paragraph 5 How are the characters represented? How is the protagonist/ antagonist represented? Are the characters stereotypical? Why/ How? Do the audience identify with/recognise the character type?

KEY TERMS: Representation/Stereotypes/Ideology/Protagonist/Antagonist

Paragraph 6: Colours and lighting – what do these suggest? Signify? Connote?

KEY TERMS: High-key/Low-key Lighting/Connotations/Enigma

Paragraph 7: Camera angles/movement? Editing? Music?

KEY TERMS: High Angle/Low Angle/Eye-level/Direct Address/Close-up/Mid shot/Long shot

KEY TERMS: Pan/Crab/Tilt/Boom/Arc/Dolly/Zoom

KEY TERMS: Cut/Fade/Dissolve/Pace of editing

KEY TERMS: Diegetic/Non-diegetic/Parallel/Contrapuntal/Narrative voice-over/Sound Bridge

Script 1: Shrek https://www.youtube.com/watch?v=mFl8nzZuExE

DULOC - KITCHEN A masked man is torturing the Gingerbread Man. He's continually dunking him in a glass of milk. Lord Farquaad walks in.

FARQUAAD That's enough. He's ready to talk.

The Gingerbread Man is pulled out of the milk and slammed down onto a cookie sheet. Farquaad laughs as he walks over to the table. However when he reaches

the table we see that it goes up to his eyes. He clears his throat and the table is lowered.

FARQUAAD (he picks up the Gingerbread Man's legs and plays with them) Run, run, run, as fast as you can. You can't catch me. I'm the gingerbread man.

GINGERBREAD MAN You are a monster.

FARQUAAD I'm not the monster here. You are. You and the rest of that fairy tale trash, poisoning my perfect world. Now, tell me! Where are the others?

GINGERBREAD MAN Eat me! (He spits milk into Farquaad's eye.)

FARQUAAD I've tried to be fair to you creatures. Now my patience has reached its end! Tell me or I'll...(he makes as if to pull off the Gingerbread Man's buttons)

GINGERBREAD MAN No, no, not the buttons. Not my gumdrop buttons.

FARQUAAD All right then. Who's hiding them?

GINGERBREAD MAN Okay, I'll tell you. Do you know the muffin man?

FARQUAAD The muffin man?

GINGERBREAD MAN The muffin man.

FARQUAAD Yes, I know the muffin man, who lives on Drury Lane?

GINGERBREAD MAN Well, she's married to the muffin man.

FARQUAAD The muffin man?

GINGERBREAD MAN The muffin man!

FARQUAAD She's married to the muffin man.

The door opens and the Head Guard walks in.

HEAD GUARD My lord! We found it.

FARQUAAD Then what are you waiting for? Bring it in.

Script 2: Bugsy Malone (48mins 17secs) https://www.youtube.com/watch?v=5S5xgqYXA3E