Yr 10 - film poster analysis

Questions:

• Does it contain standard poster features (picture, tagline, credit block, use of star names, use of star, release date, producer/director, enigma)?
• What are the main colours used? What do they connote?
• What symbols are used? Does the audience need foreknowledge to decode them?
• What are the main figures / objects / background? Are they represented photographically, graphically, or illustratively?
• Are the messages primarily visual, verbal, or both?
• Who is the intended audience?
• What genre conventions are there?
• Is a star used as a USP?
• Are 'expert witnesses' quoted?
• What pleasures (gratifications) are promised?
• How is attention gained (humour, shock, surprise, familiar face)?
• How does the tagline work (humour, pun, alliteration)?
• Is it a good poster?
• Does it communicate effectively with the audience?
• Are there any alternative readings which might harm the marketing message?
• Is it offensive?

The Amazing Spiderman assessment clips

Yr 10 - assessment part 2

You've looked at how teenagers are represented, stereotypes and anti-stereotypes. You also now need to consider HOW the trailer communicates those ideas to you.

Remember your four areas of textual analysis:

• Mise en scene
• Camera work
• Sound
• Editing

You need to provide at least ONE example of each of these areas in your essay.

Mise en scene:

• Colour
• Clothing and hair and makeup
• Lighting
• Body language and facial expressions
• Setting and props

Camera work:

• Long shot, mid shot, close up, extreme close up
• 180 degree rule
• Over the shoulder shot, two shot, establishing shot
• Pan, tracking, crane, zoom
• Birds eye, high and low angle

Sound:

• Diegetic - anything on screen, belonging to the 'real' world
• Non-diegetic - anything not on screen that characters wouldn't hear
• Music, sound effects, voiceovers

Editing:

• Pace
• Special effects, slo-mo
• Cut, shot reverse shot, cross cutting, jump cuts, fade
• Eye line matching

Yr 10 media - practise essay

Task title:
How are teenagers represented in the Hunger Games trailer?

Think about:

• Individual characters
• Groups of characters (adults/teens)
• Dialogue, clothing, etc.
• Anti stereotypes as well as stereotypes

Have a look at the lesson blog post to re-watch the trailer.

Year 10 - lesson 1

L1 representation from Sarah Ghost

Individual portfolio checklist

Individual Portfolio Checklist

Yr10 media - film poster analysis

Movie posters are designed to attract and persuade potential audiences to purchase a ticket to the cinema to watch the film.

Task 1:
Work in pairs/threes and analyse the film poster you have been given using the question sheets. Create a presentation using Powerpoint or Prezi, and be prepared to share your ideas with the class. The best work will be displayed on this blog.

Questions:

• Does it contain standard poster features (picture, tagline, credit block, use of star names, use of star, release date, producer/director, enigma)?
• What are the main colours used? What do they connote?
• What symbols are used? Does the audience need foreknowledge to decode them?
• What are the main figures / objects / background? Are they represented photographically, graphically, or illustratively?
• Are the messages primarily visual, verbal, or both?
• Who is the intended audience?
• What genre conventions are there?
• Is a star used as a USP?
• Are 'expert witnesses' quoted?
• What pleasures (gratifications) are promised?
• How is attention gained (humour, shock, surprise, familiar face)?
• How does the tagline work (humour, pun, alliteration)?
• Is it a good poster?
• Does it communicate effectively with the audience?
• Are there any alternative readings which might harm the marketing message?
• Is it offensive?

Task 2:
Find your own film poster and use the questions above to analyse it. Produce a written piece of analysis, including a copy of the picture, in Word. Email your work to Miss Ghost.

Task 3:
Now look at your own poster designs. Swap with a peer and analyse each other's designs using the above questions - write your findings in your class book. Produce two constructive pieces of feedback for your peer to help them improve their work.

Task 4:
Continue working on and improving your film poster flat plan designs. Check with Miss Ghost if you're ready to begin designing your poster on the computer.