Unit 2 Outcome 1 | OLD VCE Site

Media Unit 2

Outcome 1: Narrative, style and genre

The official part:

In this area of study students explore and examine how narratives construct realities and meaning for audiences. Narratives are constructed and shaped referencing a rich production history. This includes the personal and distinctive style of media professionals who play leading roles in the construction of the narrative, the selection and manipulation of media codes and conventions that stem from a range of cultures and histories, and the influence and constraints of contextual factors affecting the creation, construction and distribution of the narrative. Notions of audience, engagement, consumption and reception play a key role in understanding how a narrative is formed. Audiences are able to articulate their personal preferences in the type/s of narratives they engage with, consume and read. These preferences are related to the construction of narratives. Students study at least two narratives in two different media forms to gain an understanding of the construction of narrative.

' (VCAA, Media Study Design, p126 https://www.vcaa.vic.edu.au/Documents/vce/media/MediaSD_2018.pdf).

Outcome 1:

On completion of this unit the student should be able to analyse the intentions of media creators and producers and the influences of narratives on the audience in different media forms. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge:

• the development and communication of a distinctive style by media creators and producers in the construction of narratives in different media forms

• the manipulation of media codes and conventions by media creators and producers in the construction of narratives in different media forms

• the influences of historical and cultural context on the construction of narratives in different media forms

• the influences of institutional, economic, social and/or political factors and constraints on the work of media professionals

• notions of audience and engagement and how these influence the construction, production, distribution, consumption and reception of narratives

• the influence of narratives on audience engagement, consumption and reception in different media forms

• media language.

Key skills:

• analyse the distinctive style of media creators and producers in different media forms

• analyse the structure of narratives in different media forms

• analyse the influences of historical and cultural context on the construction of narratives in different media forms

• analyse the influences of institutional, economic, social and/or political factors and constraints on the work of media creators and producers in different media forms

• analyse and reflect on the way personal values relate to individual interest and engagement in narratives in different media forms

• analyse the influence of narratives on audience engagement, consumption and reception in different media forms

• use media language.

What are we going to do:

READ:

Chapter 3 text book

Investigating Narrative

To gain knowledge in the essentials of story-telling

which are as follows:

Audience,
purpose,
cause and effect,
time and place.
Style exists in how a story is told, regardless of the

form and it is genre that helps to shape the style.

Source: MediaKnite.com

What is Genre?

Genre is a French word that means ‘type’. In Media Studies, we classify films into different genres. When you walk around your local video store or browse through films to buy online, they are often categorised into genres. Some notable genres include: action, adventure , comedy, crime, epic films, horror, musicals, science fiction, war films, westerns and film noir.

The conventions of a genre are the elements that commonly occur in such films, they may include things like characters, situations, settings, props, themes and events. For example, a convention of the science-fiction genre is that the narrative often incorporates advanced technology. Here is a list of genres that you can read about further:

Rom-com,

Sometimes, films cannot be easily classified into a single genre. Back to the Future Part III is a good example, because it is a science-fiction film, western and comedy.

(Source: https://lessonbucket.com/media/year-10/understanding-narrative/)

GENRE: A class or category of artistic endeavour having a particular form, content, style and or technique.

Homework TASK:

Focus on Film Noir

Film noir is a cinematic term for a genre of American films know for highly stylised, overtly theatrical, with imagery often drawn from an earlier era of German “expressionist” cinema.

Film noir focused on social outcasts, criminals and private detectives – trapped in violent circumstances- Film noir was the style of Hard-Boiled detective films.

READ THE ARTICLE AND WATCH THE VIDEO: http://nofilmschool.com/2014/10/peek-through-venetian-blinds-what-film-noir

WATCH THIS VIDEO: https://vimeo.com/groups/audiovisualcy/videos/38946362

(Source: https://medium.com/@meltycone/how-to-get-that-film-noir-effect-9eac97e6e319)

Many driectors have been influenced by Film Noir, for example Alfred Hitchcock's Psycho, and here is a compilation of Tim Burton's films:

After reading and watching, answer the following questions outlined within this Homework Task document:

Film Noir Homework Task

TASK:

The task will be broken into two parts as follows:

Part A - Narrative Photography

WHAT IS NARRATIVE PHOTOGRAPHY?

The word "narrative" is not exclusive to photography, narrative photography is photography "that tells a story" , as we know, all media products have a narrative. Narrative photography "uses the power of the visual image to ignite imaginations, evoke emotions and capture universal cultural truths and aspirations. What distinguishes Narrative Art from other genres is its ability to narrate a story across diverse cultures, preserving it for future generations." (TATE http://www.tate.org.uk/learn/online-resources/glossary/n/narrative; Lucas Museum of Narrative Art, 2013,http://www.lucasmuseum.org/collection/narrative-art-1.html)

WATCH:

Explore the style of a photographer of your choice:

Task

What is Narrative?

Narrative is simply a word for describing the plot or storyline of a film. Most mainstream films follow a very straightforward, linear structure. At the beginning of the narrative, the audience is introduced to the central characters. There is some kind of disruption to the normal state of affairs which leads to a series of problems and complications that the characters must deal with. The narrative pushes towards a resolution – sometimes happy, sometimes not – where the problem is solved.

We study narratives so we can learn how to be better filmmakers, discovering how directors – using camera techniques, acting, mise en scene, editing, lighting and sound – to tell a story.

(Source: https://lessonbucket.com/media/year-10/understanding-narrative/)

CONVENTIONS OF NARRATIVE STORYTELLING

• Opening / Development & Closure

• Multiple Storylines

• Narrative Possibilities

• Character Development

• Cause & effect

• Setting

• Structuring of Time

• Point of View

Watch this following Oscar winning animation Hair Love (2019):

While you are watching, take note of the narrative qualities listed above.

Discuss with your table group.

Tracey Moffatt

Gregory Crewdson

Cindy Sherman

Photographer: Alfred Eisenstaedt

Title: Ice Skating Waiter, Grand Hotel, St. Moritz, 1932

Silver print

20 × 16 in

50.8 × 40.6 cm

High Scoring response:

Introduce photographer: Eisenstaedt was a photojoournalist that became renowned for his ability to quickly capture moments ofgreat significance.

Photograph 1: The first of Eisenstaedts photos that I have chosen is titled "Ice Skating Waiter, Grand Hotel, St. Moritz". It was taken in 1932.

Identify and discuss the narrative: The narrative being presented here is plafun and fun. Of enjoyment, specifically for the wealthy who spend time holidaying in St Moritz. The waiter that is pictured here was serving drinks to people who were enjoying skating on the ice. It seems to be proting the good times you might have if youu travel here.

Use evidence from the photograph(s); refer to specific examples of photographs within discussion: The Swiss Alps in teh [sic] background and the suit with tails that the waiter is wearing demonstrates the oppulance [sic] of the location, emphasising that this si [sic] for the wealthy. The camera angle, being a fullshot, allows us to see the full body of the waiter within the frame. The eye level shot means that we as the audience feel like we are on the ice with the waiter, possibly waiting for our champagne to be deivered.There is a feeling that we are part of the wealthy, in crowd, with the waiter doing our bidding. I noticed that Eisenstaedt was photographing for LIFE magazing, and was interested if this was the actucal target audience for this magazine in the 1930s. Interestingly enough, I found this quote "Promoted by its founder, Henry Luce, to be "The Show-Book of the World," for an imagined national audience whom Luce wanted to entertain and instruct through a format of photo essays that the magazine perfected, Life's readership was actually primarily urban and suburban, white, and middle-class." (Sorce [sic]: https://www.h-net.org/reviews/showrev.php?id=7096)

Other possible photographers to explore:

Ansel Adams

Edward Weston

Man Ray

David Strick

Andre Kertesz

Cecil Beaton

Patrick Lichfield

Robert Cappa Roger Phillips

Harry Bakkers

Michael Boys

Bill Brandt H.

Cartier-Bresson

John Hedgecoe

Eugene Smith

Dave Waterman

David Hamilton

Respond: Choose 3 photographs by your photographer to analyse, focusing on their application of narrative, style and genre within their photography.

Make: Create a series of 3-5 narrative photographs. Be sure to follow the Pre-production, production and post production for photography when documenting your work.

Student example:

Responding/Analysis

Takuya Tsukahara

James Henkel

Leo MasonOzaki Kakuji

John Hillbom

Derek Gould

Louis Daguerre

Edward Muybridge

Brian Duff

Mervyn Rees

Giuseppe Balla

Shabbir Dossaji

Deborah Turbeville

Sacha

Sarah Moon

Caroline Arber

Karin Szekessy

Terry Phelan

John Lamb

Bruce Postle

Kazumi Kurigami

Peter Magubane

Annie Liebowicz

David Bailey

Rennie Ellis

Tony Ray-Jones

Alice Springs

Marcia Resnick

Shirley Beljon

Christa Peters

Jo Alison Feiler

Linda Benedict-Jones

Frank Hurley

Diane Arbus

Dean Brow

Wynn Bullock

Imogen Cunningham Lewis Hine Jacob Riis

Aaron Siskind

Paul Strand

Alfred Stieglitz

Jerry Uelsmann

Weegee

Minor White

Walker Evans

Irina Ionesco

(Source: https://www.manganmedia.com/narrative-in-photography)

Low scoring response:

The artist Alfred Eisenstaedt make this photo in 1930. It feels fun and like it would be fun to be there. Like maybe it is a performance of some sort.

The waiter is skating and holding some drinks. and there is a chair for some odd reason. It is a bit surreal.

This is a very basic response that does not address the requirements of the task. They have merely described and taken a guess. There is limited identification of possible narrative and limited evidence from the image.

This is a very high response that has used the dot points in te task to ensure success to address the requirements of the task. They have identified a legitimate narrative being presented with evidence from the photograph. They have used Media language (codes/conventions) to further back up their idea. They have considered the possible audience, also back up by visual cues from the photograh and then gone above and beyond and have researchd this image and confirmed their idea/narative.

To improve, this student could have referred to the time period and Post War enjoyment of themiddle/upper classes.

Student example:

Making

Pre-Production

Annotation:

"I am interesting in how our imagination and wondering changes as we get older. I wanted to be a vet and an acrobat when I was a kid. I could take care of the animals by day and perform stunts by night. I am now a bitolder and realise that this is unachievable, but it makes me sad. So, I asked some kids to remind me of the whimsy that was:

Q: "When you grow up, wat do you want to be?"

Blake, 7 "A basejumper that designs big buildings to jump from in work breaks"

Olivia, 6 "A Vet that takes care of the ants and snails"

I admit these are odd, but I would like to explore this further..."

Annotation:

"I used an online storyboard creator to map out my narratives that I want to show.

I found it difficult t show exactly what I was thinking with limitations of preset scenes and backgrounds.

I think I would like it to be a bit more dream like. I will explore this further by hand I think..."

Online storyboarding: Storyboard that

LessonBucket: Storyboard Template

Annotation:

"I initially wanted to use a digital storyboard because I wasn't confident with my drawing skills, but then I found it easier to explain what I am trying to achieve whn drawing by hand!"

The thought process and decision making has been documented by the student. They began pre-production with a storyboard and a survey based on their chosen narrative, to broaden their scope. The digital storyboard was limited and the student documented why theyr changed. Possibly using the provided storyboard template might have made the story board neater/more professional. It was good to see that she included indication of camera angles and why this would add to communicating the narrative

Production

Annotation:

"PHOTOSHOOT - BLAKE

I asked Blake to jump as though he was basejumping in the future. Working at home and not at school, I am limited to using my phone camera. I tried to take the shots from a low angle, to get as much sky as possible. It was a beautiful sunny day, so that helped! The colours are hopeful and fun, naturally lit and emphasising Blake's hopes for the future. I will add a b&w thought bubble, with "future Blake" base jumping. I will be using an image from the internet as I am limited by COVID". The two pictures (Right) are ones I identified as possible photos to develop further"

Post Production

Annotation:

"BLAKE FINAL - I got the base jumper image from https://www.pngwave.com/png-clip-art-nyfmu which is a png (transparent background). I changed it to B&W using a filter. I overlaid it on the photo and also put a speechbubble behind it.

When I opened the picture of Blake, it opened sideways and gave me the idea to present it in this way. I remembered Mrs C saying that the title can add meaning, so I think I want to title my series smething that relates to my narrative... WHEN I GROW UP (Blake, 7)"

McDonald, S, 2020 When I grow up (Blake, 7), Digital Photograph

Part B - Film

Wes Anderson

Explore the style of an auteur/director or creative team:

Some examples include:

Prepare an investigation into an international or Auteur of your choosing. You may present this as a Video Essay, Prezi/Power Point/Slides, website or print item (ie poster).

You will need to:

Give a detailed explanation of how they started out and became prominent and how they developed their style, including influences
Refer to two of their films within your discussion
aim to emphasise the style of the auteur within your presentation

Tim Burton

Sofia Coppola

Check out Studio Binder's YouTube to explore more

Book Write

InDesign CC

InDesign CC clip

Auteur, Wes Anderson is known for using slow motion shots within his films, most notably during the final shot.