CCR 1.pptx
- 1. CCR TASK 1: ‘HOW DOES YOUR PRODUCT USE OR CHALLENGE CONVENTIONS AND HOW DOES IT REPRESENT SOCIAL GROUPS OR ISSUES’ By Rufus Gleave
- 2. Genre ■ Our opening sequence is an adventerous, coming of age film ■ Some key iconography of this genre that can be seen in our opening sequence is that it can be seen to be an adventurous journey by teenagers who want to explore the world which follows the cponventions of coming of age movies an example of this is the smiliarity between our opening sequence and the sisterhood of the travelling pants which is also set around an adventure of young adults wanting to explore. The music also follows conventions with a indie style theme
- 3. Similar Films The Kings of Summer (2013, Jordan Vogt-Roberts) Stand by me (1986, Rob Reiner) The sisterhood of the travelling pants (2005, Ken Kwapis) Trainspotting (1996, Danny Boyle)
- 4. Editing comparison A comparison that can be made between our opening sequence and trainspotting is the switching between fast paced and slow paced cutting between shots used in the running sequences.
- 5. Camera Comparison In our opening sequence we used a handheld camera during the running shots which created a sense of immersion and pace to the sequence this is the same in trainspotting where the same techniques are used.
- 6. Mise en scene comparison Our opening sequence takes place in a very small british styled train station in the middle of the day. Just like our opening title sequence Trainspotting takes place in a similar location of a british styled town.
- 7. Sound Comparison The same style of music has been used in our opening sequence as in train spotting following the british indie music genre
- 8. Narrative Comparison The narrative of our opening sequence follows basic structure of coming of age stores with teenagers, an adventure, an argument, a romance and different stereotypical characters. We have shown this through use of technical skills: ■ Camera – Wide shots to show the train tracks and arguments about being late ■ Sound – Indie music soundtrack to create an upbeat theme to the sequence ■ Editing - eye matches, long shots with not many cuts to create an elongated peaceful moment ■ Mise en Scene – dressed up in raincoats and tracksuits for a gap year adventure
- 9. Opening sequence titles – How do these connect to the themes ■ We used a “mindflyers regular” font – conveys the coming of age genre ■ White colour to fit with the bright colourful scheme of our opening sequence ■ We placed some of our titles in spaces so that when the train passes the title disappears however this was done with editing the time on screen instead of animation ■ These connect with the upbeat hopeful teenagers themes as the font adds a cheerful and animated twist to the titles
- 10. How does the ordering of the titles follow institutional conventions of the form? ■ Ordering of titles in films is laid out as a Hierarchy building up to the most important at the end ■ Conventions for titles usually start with the people involved with editing and sound and build up to the write, producer and editor at the end of the sequence ■ We started the titles by introducing the director to show her importance in the film, distrubutors and a production team to establish expectations of the film for the audience ■ We then introduced the actors which flows into introducing the editor and then the director of cinematography, the director again to show her importance and the writer ■ This means that my group diverted from institutional conventions of titles
- 11. Have we challenged any conventions? ■ My group have conformed to Steve Neale’s genre theory since we have stuck to conventions of the coming of age genre but also diverted from them in other areas ■ Some of the ways we conformed to the coming of age genre was by including arguments and recognisable individual personalities of different teenage girls ■ However in other ways we have strayed from the conventions through
- 12. Social groups and issues present in our opening sequence ■ In our opening sequence we have presented a middle class social group of girls on their gap year. ■ However a working class group has also been hinted at in this title sequence ■ We have set up this title sequence in a setting that can introduce many different social groups and arguments as a train features many different classes of people
- 13. How these social groups and issues have been represented ■ We have presented these girls in the middle class by having the camera following them. ■ These girls are also represented as middle class through the editing by switching between shots of them and a peacuful countryside model. ■ Using the cheap yellow rain coat we have hinted at the idea of a working class gap year student through costume
- 14. How these social groups and issues have been represented ■ We have represented a middle class through presenting them in tracksuits and north face jackets. ■ This title sequence also takes place in the country side as seen by the model train. ■ This sequence is also set on a very modern public train and the actors enter the train to be seemingly quite loud.
- 15. Theories of representation ■ Tessa Perkins: Adhering to Stereotypes “Although stereotyping can have negative effects often it is based of some degree of reality but distorted and manipulated for the purpose of entertainment values”. We have stereotyped the middle class though use of a north face puffer jacket ■ Levi-Strauss: Theory of binary opposition. In our title sequence this can be seen through the difference in the working class jacket and the middle class puffer jackets. https://revisionworld.com/a2-level- level-revision/media-studies-level- revision/key-media-studies- theorists/representation-theorists