EXAM DATES 2017

EVALUATION Q.5 ATTRACTING & ADDRESSING AUDIENCES

PREP (BY TOMORROW)

1.On your 'page' answering q. 5, copy and paste the following:

In order to attract our audience, we used the same methods that a professional distribution company would create: 

A poster for P & A

A film website

A Facebook page
Instagram, Tumblr, and a Twitter feed. 

2. Then read through this page from a student in last year's cohort.

3. Then start making the framework for your final answer by putting in the main headlines, together with a description of what they are and why you are using them to attract and address your audience. Use your own words; do not copy. 
FACEBOOK
INSTAGRAM
TWITTER
WEBSITE PAGE
TUMBLR

4. Then pick a professional example of each that you think fits In with your own film, as an inspiration. Screenshot it and add it to your page, as in the exemplar student page. PICK RECENT FILMS. Pick at

Add a brief description such as "Our group got inspired by the Facebook page of... because...."

Or "A success Instagram page that was used to attack and address audiences and get inspired by..."
Or "An example of a successful Tumblr blog is the character of Wolverine. This page helped the movie create a strong audience communication as they knew more about the character of the Wolverine."

EVALUATION Q.2: REPRESENTATION OF SOCIAL GROUPS

Today you are introduced to Evaluation q. 2: What social groups are represented in your film opening?
You present your answer using Pinterest. Please use homework time tonight to make a Pinterest account and complete this work. Below is a list of previous Claremont film openings with their responses to this question. Look at these example pages for guidance:

• Hush Little Baby
• An Eye For Danger
• The Unhinging 
• Ten Years
• Lights Out
• This is an example of a different presentational format PhotoPeach, for your interest, for the film Ten Years

REPRESENTATION: ISSUES

We tackle issues raised when analysing representation today: 

Language issues. The Spastics Society to Scope: The story of the name change and relaunch November 1994. 

• People with cerebral palsy, particularly younger adults living moreindependently in the community, reaffirmed their disquiet over the continuing use of the word ‘spastic’ in our name. 
• Parents of children and adults with cerebral palsy also expressed reservations in many instances. It was particularly worrying that a significant number of younger parents had chosen not to seek the services of The Spastics Society to avoid their child being associated with the stigmatising label.
• Most staff and volunteers expressed pride and support for the organisation for whom they worked but had reservations about the word ‘spastic’ in the name – some to the extent that they would be reluctant to say the name of the organisation they worked for when asked.
• Individual and corporate donors were reluctant to link the name with their bran

Analysing diversity
Lenny Henry draws attention to the lack of diversity in UK television and film, and the failure of broadcasters to reflect ethnically diverse Britain in their representations.

Cultural Appropriation 

• is the term for the adoption or use of elements of one culture by members of another culture, such as the representations in The Black and White Minstrels Show.
  Article 31 1 of the United Nations Declaration on the Rights of Indigenous Peoples states:
  Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts. They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions.
• In the UK, there have been objections to representations of other cultures in university balls. For instance, a Japanese-themed ball at Cambridge University was scrapped and Cambridge University was embroiled in a race row after students complained about an African-themed dinner which was based on the Lion King and invited guests to "Bring your Rafikis along". Some students called for a boycott of the traditional end-of-year event because it represents 'cultural appropriation' rather than appreciation.
• In 2016, author Lionel Shriver gave a speech^[97] at the Brisbane Writers Festival, asserting the right of authors to write from any point of view, including that of characters from cultural backgrounds other than their own – as writers "should be seeking to push beyond the constraining categories into which we have been arbitrarily dropped by birth. If we embrace narrow group-based identities too fiercely, we cling to the very cages in which others would seek to trap us." She also asserted the right of authors from a cultural majority to write in the voice of someone from a cultural minority, attacking the idea that this constitutes unethical "cultural appropriation". Referring to a case in which American college students were facing disciplinary action for wearing sombreros to a 'tequila party', she said "The moral of the sombrero scandals is clear: you're not supposed to try on other people's hats. Yet that’s what we’re paid to do, isn't it? Step into other people's shoes, and try on their hats." During the speech, Australian social activist Yassmin Abdel-Magied walked out.^[98] In a subsequent opinion piece published in The Guardian, Abdel-Magied called the speech "a poisoned package wrapped up in arrogance and delivered with condescension". She argued that "marginalised groups, even today, do not get the luxury of defining their own place in a norm that is profoundly white, straight and, often, patriarchal. And in demanding that the right to identity should be given up, Shriver epitomised the kind of attitude that led to the normalisation of imperialist, colonial rule: 'I want this, and therefore I shall take it.' The attitude drips of racial supremacy ..."^[99]

This reproduction of a 1900 William H. West minstrel show poster, originally published by the Strobridge Litho Co., shows the transformation of a white American actor using blackface makeup. Blackface was both a cultural appropriation of African-American culture and way of portraying racist stereotypes.

Describing ethnicity

• Historical terms for people of colour or black people are now considered offensive because of their connotations, for example, the taint of slavery. Racist terms give offence: we discuss some examples in class.

TV DRAMA: COMING DOWN THE MOUNTAIN

PREP In Word, printed out, by Monday 9 January 2017, to be given in at the start of the day before the afternoon lesson.

 

Answer the question below, with detailed reference to specific examples from the extract

only.

1   Discuss the ways in which the extract constructs representations of disability using the following:

  • Camera shots, angles, movement and composition

  • Editing

  • Sound 

  • Mise-en-scene [50]
Summer 2012
 
Extract : Coming Down The Mountain

Summer 2012 video

PADLET: PRESENTATIONAL TOOL

Have a look at Padlet.  It is like a digital corkboard (noticeboard).
What could you use it to present? You can use it in your group work as a collaborative tool. Below is one example of a student using it as a record of film reviews and under that some of its features are explained. Here is another example of one to which I contributed when I participated at a training day on animation.

G322 TV DRAMA: MY MOTHER AND OTHER STRANGERS: CHRISTMAS PARTY

We return to Moy Beg for the Christmas Party on the airforce base in order to analyse the representation of regional identity:

• Differences between American and Irish identity, shown through sound (accents of speech, vocabulary choices);  diegetic sound such as jitterbug, swing, Jingle Bells
  
• American identity, shown through mise-en-scene (party costumes such as cowboy hats and airforce uniforms; the US flag; red, white and blue motifs, jeeps, affluence of having cookies, soda and candy, the towering Christmas tree and other luxuries); brassy blondes as opposed to mousy, natural Rose; colour and warmth of base compared to drab, dark pub and houses
• Irish identity shown through sound (speech about Irish rights, heritage, history, ownership of land, forms of address that attempt to put the liaison officer in his place); awe of children as they gaze silent and open mouthed at party colours, Santa's sleigh and food
• British identity of Mrs Rose Coyne seen through camerawork (CUs of Rose's face in haughty coldness as contrast to party spirit; concern on Captain Dreyfuss's face); her dialogue, vocabulary choices
• Editing choices with shot/reverse shot as Irish intruder is brought before Captain Dreyfuss.