Messages and Values in opening scenes in The Krays.

Message- The Krays believed themselves invulnerable, as children in the play ground they would push around other people and get into fights with them.

Value- When people fear you it is good because you can do anything, they believed this as they walked away from national service after they have punched the drill Sargent.

Message- The relationship between the family is strong, we see this with how the entire family live on the same street all next to each other and just go into each others homes when they need to.

Value- Family is extremely important, when, in the hospital, Aunt Rose grabs a doctor and explains to him in a very aggressive manor that is he stays in the way of they trying to take him home she will put up a fight.

Message- The Krays have always had a violent streak, when Aunt Rose handed them the new toy crocodiles they are more interested in the blood and gore from them rather than the crocodile itself.

Value- The Kray brothers find each others safety important, we see this when one of them is ill and the other screams for his mother to try and help him get better however he didn't need the medicine he needs his brother.

Message- Women had the war a lot harder, we see this when the women are all cleaning and helping in the hospital scene we only see one man and the rest are all women.

Value- The brothers love there mother unconditional, as we see when the father threatens the mother and the Krays stand up and refuse to allow them to hit there mother no matter what.

Messages and Values developed later in the film

Message- The Krays believe themselves invulnerable, whilst Ronnie is fighting in the ally he opens his shirt and gives someone an opportunity to stab him knowing he wouldn't.

Value- Reg may love too much, as Reg is slowly smothering Frances which eventually leads to her suicide.

Message- Ronnie is a psychopath, this is developed with his loving of the violent animals such as snakes and by shooting Cornell with out even flinching even before that he begins to stroke the gun as if it was his pet.

Value- Ronnie enjoyed killing people, we see this when ever he goes to murder anyone for example when they gun doesn't fire when he is trying to kill Jack Ron comes over with a knife in hand telling him to do it, egging him on so to speak.

Microanalysis essay.

This essay will analyse the micro elements of sound and cinematography In the film Shawshank Redemption, focusing on the opera scene, where Andy Dufresne has locked himself in the office with the box of records just as he is about to play them. in the film The Shawshank Redemption. The essay will analyse how the micro elements create meaning and audience response. 

At the start of the scene there is a medium shot of Andy's face as he looks at the records in awe and amazement, this allows the audience to understand his love of the music and the fact they allow him to escape the reality of prison.  The low angle shot looking up towards him allows the audience to perceive him as powerful when conducting his role of librarian. This allows the audience to understand that his duties in the prison give him a sense of authority. 

The camera pans across the exercise field looking over all the inmates of Shawshank looking up at them making it seem like, if only for a moment, they were free men once again. This makes the inmates  look like they hold the power and not the guards. The use of the camera movement makes the inmates seem free for a moment and makes them seem equal to the prison wardens rather than underneath them on a social scale.

The camera pans up to show a children's comic magazine, the camera continues to move to reveal the reader is a warden. This allows the audience to judge the intelligence of the officer which makes Andy Dufresne look more intelligent in comparison to the defecting prison warden. The shot makes the warden look inferior compared to Andy which emphasises his importance in his role within the prison, despite him just being a librarian.

As the camera close up looks at the switches for the intercom we see Andy switch them all on to show that not one person will go without the music. also we watch him stop as he is about to press the intercoms start button. which will make the audience feel that Andy is regretting his decision before he has done it. Which will allow the audience to empathise with him knowing that they have been in a similar situation to him.

The high angle shot used to look over the exercise yard makes the inmates look up in shock whilst the music is being played out of the speaker. The fact that both the inmates and the wardens are looking up to the speaker in confusion shows that the playing of music is an anomaly in the prison.

Male (as done by Peyton Conway) and Female representations in The Krays

Some Female stereotypes-

• Women are supposed to have "clean jobs" such as secretaries, teachers, and librarians
• Women are nurses, not doctors
• Women are not as strong as men
• Women are supposed to make less money than men
• The best women are stay at home mums
• Women are quieter than men and not meant to speak out
• Women are supposed to be submissive and do as they are told
• Women are supposed to cook and do housework
• Women are responsible for raising children
• Women are meant to be the damsel in distress; never the hero
• Women are supposed to look pretty and be looked at
• Women are never in charge

Frances is represented as a damsel in distress in the film, an innocent little girl who needs Reginald to look after her as she is not as strong as him so she becomes a bit of a push over and a quiet girl who lives in Reginald's shadow and she lives up to the stereotype of being submissive doing what she is told and not speaking up for herself. Violet is represented as a complete opposite to Frances as she is a loud character and she refuses to be oppressed by her husband as when she is threatened before Reg and Ron get involved she responds to him threatening to hit her by telling him 'If you hit me you had better make sure you kill me or I swear on my mothers life I will slit your throat in your sleep'. Violet also sometimes lives up to some stereotypes by being the house cleaner and cooking and raising the kids but she is anything but submissive she is loud, out spoken and a very strong woman. Violets sisters are also shown off as strong independent women also the auntie was a strong hater of men because as she says they are born children and they die as children. In the film the majority of the women are shown off as strong independent women. Aunt Rose is expressed as a strong independent woman who has a slight hatred towards most men because of the war. We see this in the scene where they return from the wedding and she sits there saying that men are immature and goes on to say that when they drain the lake all they will find are bullets and dead babies and she believes that men come back from war and classed as heroes however the women will remember the death of the children and bullet shells. Aunt Rose challenges the typical stereotypes of women because she didn't have a man to fend for her also she was never a damsel in distress she was the hero she was strong and needed no one she had inner strength.

Males:
Outline some of the main male and masculine stereotypes that exist in the media broadly

Males are often stereotyped especially in 70's and 80's as strong and dominant. They provide the income for families whilst women stay at home. Nowadays they are stereotyped with violence, sport and business. Also, there is the metrosexual man who cares a lot about their appearance. They spend lots of money on hair, skin and weight products in order to maintain their looks.

How are Reginald and Ronnie (And other male characters) represented in The Krays (Give specific examples)

Reginald Kray is presented as a strong business man trying to make a living. Reggie is very caring towards his wife Frances, but treats her as Violet treated him, being extremely protective and overbearing. When leaving Frances in the car to go in the shop, two males approached the car to speak to Frances. Reggie immediately fled out and began beating up the men. This shows his possessive nature, despite genuinely loving Frances. Also, Reggie has a dangerous side which is mostly influenced by his brother Ronald. He is more controlled and pragmatics in his crimes compared to Ronnie as he uses crime as a business to get what he wants. Reggie is aware that what he is doing is wrong, however is prepared to go to extreme lengths.
Ronnie Kray is presented as a psychopath who cant see what he is doing is wrong. When committing crimes and hurting others he gets pleasure and satisfaction. He is also homosexual and has a man he regularly goes with. He does not hide his sexuality as he knows people wont question him out of fear. Although psychopathic, Ronnie is extremely caring towards his family and will do anything to protect them. On finding out his Aunt Rose died, he broke down and cried, storming down the street.

How do these representations challenge or reinforce these stereotypes? (Or do they?)

Reggie mostly reinforces the male stereotypes by being strong and powerful, in charge of his relationship. Unlike some men, Reggie did actually love his wife and wanted to provide and protect her. After her committing suicide, he did not leave his room and was extremely depressed over the loss of his wife, challenging the male stereotype by being emotional.
Ronnie challenges male stereotypes by openly being gay. At the time it would still technically be illegal to be homosexual, however this does not bothered Ronnie as he knows nobody will question him. He too is emotional when it comes to family which challenges male stereotypes. His strong and violent demeanour crashes and he shows a vulnerable side of him. On the other hand, Ronnie is psychopathic and therefore extremely violent and power hungry. This would be typical of a male to reinforce dominance.

Mark Scheme

Analysis of a Film Extract

Exploring how micro features of film construct

and provoke response

The task here is to produce a continuous piece of prose, 1500 words in length, focusing on two micro features of film.  Your Assessment Objective is:

AO2 Apply knowledge and understanding, including some of the common critical approaches that characterise the subject, when exploring and analysing films to show how meanings and responses are generated.

• You must choose your own film extract, you can not work in a group.  The extract should be approximately 3-5 minutes.

• You can support your arguments and discussion with screen shots to avoid long detailed descriptions in favour of analysis.

• The best work will particularly concentrate on one or two of the micro aspects of film, but there is no limit in the number of features you cover or discuss.

The purpose of studying micro features of film (mise-en-scène, performance, cinematography, editing and sound) is to identify how these construct meanings and contribute to the sensory impact of film.

The task is to reflect on the individual’s response to micro features of film as a means of exploring the relationship between film and its audience.  This means that your analysis is a personal response whilst taking into consideration the possible response of others.

You are looking to identify what features have been used, the meanings created by their use and their impact on the spectator.

Mark Scheme

Analysis of a Film Extract – 30 Marks
Level 0 – 11	• Candidates will give few indications that they have gained knowledge and understanding of the micro features of the film they are concentrating on and will tend to rely on 'common sense'. • There may be some reference to their chosen film but this will have no clear analytical purpose. • There may either be little attempt at personal engagement or only a set of personal statements that fail to demonstrate any learning. Quality of written communication • Struggles to communicate clearly.
Level 2 12 - 14	• Candidates will show a basic ability to identify and describe specific aspects of the micro features of film but, compared with work at higher grades, knowledge will be insecure, generalised and with significant inaccuracies. • There will be basic reference to the chosen film but only indicating basic analysis. • Personal response may be strongly stated but be characterised by description of personal feeling and unsupported assertion. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate.
15 - 17	• Candidates will demonstrate some ability to identify and describe specific aspects of the micro features of the film they are concentrating on. • This will be reflected in work that is generally accurate, though inconsistent in its level of detail. • References to the detail of the micro features of film will sometimes be clear but there will be a tendency toward imprecision. • Personal response may be strongly stated but lacking in any conceptual focus on how meaning is made. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate.
Level 3 18 - 20	• Candidates will demonstrate a sound knowledge and understanding of specific aspects of the micro features of the film they are concentrating on. • This will be reflected in their ability to refer in some detail and with a generally high level of accuracy to particular films. This will be supported by sound analysis of aspects of the micro features of film. • Personal response will focus on the process of making meaning(s) in particular instances but may reveal limitations in broader conceptual understanding or in interrogating the interaction between film and spectator. Quality of written communication • Soundly structured and reasonably accurate use of appropriate language to communicate clearly.
21 - 23	• Candidates will have a good knowledge and understanding of the micro features of the film they are concentrating on. • This will be reflected both in their ability to refer in detail and with accuracy to their chosen film and in their analysis of how micro features produce meaning(s). • Personal response will show a competent appreciation of the production of meaning(s) through the interaction of film and spectator. • However, compared with the very best candidates, more will be taken for granted and a less exploratory approach will be adopted. Quality of written communication • Well-structured and accurate use of appropriate language to communicate clearly.
Level 4 24 -30	• Candidates will be distinguished by an excellent knowledge and confident understanding of the micro features of the film they are concentrating on. • This will be reflected both in their ability to refer in detail and with accuracy to their chosen film and in their analysis of how micro features produce meaning(s). • Personal response will be characterised by a high level of analysis of the production of meaning(s) through the interaction of film and spectator. • The interaction between film and spectator will be perceived as complex, subtle and resistant to simplistic assumptions. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.

Creative Project

Applying the Micro Features of Film to Create Meaning

“Create a sequence to demonstrate how micro features produce meanings and responses.”

WJEC Film Studies Specification

The Creative Project should build upon the work you have covered understanding how meaning is created at a micro level and the consequent relationships between producers and audiences.  In other words you will be expected to show your understanding of how films are created by producing a creative project.  Your project is not group work although you may need to ask friends to help you depending on the complexity of your individual idea. Your Assessment Objectives are:

A03 Demonstrate the ability to devise film projects creatively, applying appropriate planning and production skills effectively; and

AO2 Apply knowledge and understanding, including some of the common critical approaches that characterise the subject, when exploring and analysing films and when evaluating their own creative projects to show how meanings and responses are generated.

1 Aims and Context

A clarification of the aims and context of the project to be completed on the Exam Board’s Cover Sheet FM1a.  This will be about 50 words in length.

2 Film Sequence or Short Film – 40 Marks

You must produce either a film sequence envisaged as an extract from longer film or a complete short film.  Emphasis is on visual communication rather than dialogue. The purpose is to demonstrate youe understanding of the micro features of film.  Therefore this coursework should definitely be a case of style over substance.  You may choose:

• A film sequence or short film of approximately 2 minutes and containing between 10 and 25 different shots (some of which may be repeated); or

• A photographed storyboard of between 10 and 25 different shots (some of which may be repeated).  You can use up to 5 found shots, which must be acknowledged, but you are strongly discouraged from this unless critical to your storyboard; or

• An extended step outline of 1000 words covering between 5 and 8 scenes.  This is a detailed description of a set of scenes not a screenplay.

3 Reflective Analysis – 10 Marks

This should select key micro features of the sequence and demonstrate how they create meanings and aim to provoke responses in audiences. The Analysis must be 750 words in length.    You will write your Reflective Analysis after you have produced your Micro Analysis.  Your Reflective Analysis is a micro analysis but of your own work this time!

What Do You Need to Do?

Aims & Context

This is a very important part of the project, but you don’t actually get any marks for your work!  It explains the meanings you are trying to develop and the learning you are applying in the practical activities.  The Aims & Context also helps you get your thoughts together – this is why a draft must be written before you commence any production work.

• Come up with a title for the film, this locates the film in the mind of the audience, is shows that you have genuinely thought about the nature of the movie and that you are engaged with the task.

• Do not offer a synopsis of the sequence.  You should cover the micro features being focused on and the way in which each will be applied to the practical work.

• Offer some sense of where the chosen sequence sis in the film timeline and in relation to the conventions of narrative structure.

• If you are working with a particular genre or adopting a particular style then it would be helpful to highlight how these issues will be developed through the micro elements of film to shape the sequence.

• Finally, you need to identify what the intention is behind the use of the micro elements involved in the production.

The Idea

The starting point!  The idea develops into an outline for a story (although remember the point is to demonstrate understanding of the micro features of film.  Keep control of the idea to stop it spiralling off into unstructured developments.  Adopt a few simple sets of questions to keep your ideas tight, focussed and therefore most likely to produce an effective production:

What is the situation? /  Whose situation is it? / From whose perspective is the story to be told?

What is the central quest? / Where do the events happen? / Who stands in the way of success?

How does the quest end?

Production

Although the final piece will have taken you on a journey through pre-production, production and post-production, as this is not a vocational course, only the final piece itself is marked and neither planning material or editing sheet need to be handed in.

However, planning is essential to a good piece.  Documents are available for you: storyboards, lighting plots, properties list, location visit, wardrobe design, risk assessment

Preparation

You will be given some time in lessons to think about what you would like to produce.  You may feel that you need training in particular software or hardware in order to make your product.  If this is the case you must make this known to your teacher and workshops will be arranged.   Remember this FM1 is worth 50% of your AS course, so it can really make a difference to your final grade!

Mark Scheme

Film Sequence – 40 Marks
Level 1	0 - 15	Level 1 is characterised by incomplete work and achievement which is uneven and basic. Some or all of the following are characteristic: Sequence • Slight and inconsistent indications of understanding of micro features demonstrated in sequence • Slight and inconsistent indications of ability to realise cinematic ideas with few indications of understanding of appropriate conventions. Quality of written communication • Struggles to communicate clearly
Level 2	16-19	Sequence • Basic understanding of micro features demonstrated in sequence • Basic ability to use appropriate micro features • Basic ability to visualise, demonstrating some understanding of appropriate conventions. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate
	20-23	Sequence • Some understanding micro features demonstrated in sequence • Some ability to use appropriate micro features • Some ability to visualise, demonstrating an understanding of appropriate conventions. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate
Level 3	24-27	Sequence • Sound understanding of micro features demonstrated in sequence • Sound creative use of appropriate micro features • Sound visualisation, demonstrating reasonable understanding of appropriate conventions Quality of written communication • Soundly-structured and reasonably accurate use of appropriate language to communicate clearly
	24-31	Sequence (extended step outline, storyboard and film) • Good understanding of micro features demonstrated in sequence • Good, at times creative, use of appropriate micro features • Good visualisation, demonstrating a good understanding of appropriate conventions Quality of written communication (where relevant) • Well-structured and accurate use of appropriate language to communicate clearly
Level 4	28-31	Sequence • Excellent understanding of micro features demonstrated in sequence • Excellent, creative use of appropriate micro features • Excellent visualisation, demonstrating high degree of understanding of appropriate conventions Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.
	32-40	Sequence • Excellent understanding of micro features demonstrated in sequence • Excellent, creative use of appropriate micro features • Excellent visualisation, demonstrating high degree of understanding of appropriate conventions. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly

Mark Scheme

Reflective Analysis – 10 Marks
Level 1	0 - 3	• Slight and inconsistent indications of ability to reflect analytically on the micro features of sequence. Quality of written communication • Struggles to communicate clearly.
Level 2	4	• Basic ability to reflect analytically on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate.
	5	• Some ability to reflect analytically on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate.
Level 3	6	• Sound analysis on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Soundly-structured and reasonably accurate use of appropriate language to communicate clearly.
	7	• Good, at times perceptive, analysis of how the sequence uses micro features to make meaning(s) for audiences. Quality of (written) communication • Well-structured and accurate use of appropriate language to communicate clearly.
Level 4	8-10	• Excellent, perceptive analysis of how the sequence uses micro features to make meanings for audiences. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.