approaches to tv drama
Post on 28-Nov-2014
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Approaches to TV Drama G322
• Summer entry • Coursework unit selected to provide foundation to
exam skills • Opening of film • Develop practical skills- prelim task 360 degree rule,
match on action, shot reverse shot • Use of blogging • Main Task- Creating own sound track • Evaluation- textual analysis of own work
My Approach TV Drama
Don’t spend lots of time exploring the genre
Do spend time looking at each technical aspect in detail particularly editing and sound.
Do look a wide range of TV Drama, US can be a rich area of study.
Do use practical activities to explore micro aspects as can consolidate learning more effectively than written analysis alone.
My Approach TV Drama
Activities to explore TV Drama
Cinematography
Still Image Analysis
Continue the next three shots of the scene………
Activities to explore TV Drama
Editing
Re-create Task Pace of Editing
Activities to explore TV Drama
Blogging
My students enjoy having their own blogs where they can embed clips and type their analysis underneath.
Alternatively you can use http://www.mediaconverter.org/ to download from YouTube and can remove the sound from the clips and record a DVD commentary over the clip analysing the use of shot types, composition and camera movement.
Activities to explore TV Drama
Sound
Dialect, tone and language can represent a great deal about how characters are represented. A quick activity can be extracting some lines of dialogue from a some scenes of the following characters and playing the audio alone:
Posh Kenneth (Skins)
Miles (This Life)
Frank Gallagher (Shameless)
Select a relevant scene and remove the soundtrack
Using garageband get students to create appropriate music to represent the characters
The Wire Students enjoy and can engage with
Can explore representations of
Social Class
Sexuality
Gender
Ethnicity
Age
Provides alternatives to stereotypes
Interesting technical elements-sound/editing
Jan Session
Editing Weakest area of analysis. Some candidates making no reference at all.
Stronger responses discussed the use 180-degree rule and continuity editing. These candidates also referred to eyeline matches, shot reverse shot, simultaneous action and use of ellipsis. Also some discussed the pace of editing to represent age
Sound Was tackled well by some but too much focus on dialogue.
Clear distinction between diegetic and non-diegetic sound by some candidates.
Need to address use of music in more detail-tempo, pace, sound bridges and link specifically to representation.
Mise-en-scene Often very well discussed but at times too much focus on this area. Some entirely focused on mise-en-scene
Concentration on clothing and props but little exploration of lighting.
Must link to how it constructs representation.
Cinematography Well handled by most with the most confident use of terminology in this area.
Problems for some in just identifying camera shots/angle/position and not linking this to the construction of representation.
Marking Criteria
Frequent and Accurate use of media terminology
Consistent evidence from the extract offered. Offers frequent relevant examples from the extract
Clear analysis of how the technical aspects are used to construct the particular representation Understanding of the constructed nature of representation
10
Terminology
20
20
Use of Examples
Analysis/Explanation
Weak Responses
Described the action rather than analyse Focus primarily on one area and neglect others Stray from the relevance question- discuss gender/social class etc Were concerned with TV Drama as genre rather than focus on representation Use terminology rarely or inaccurately Write a short response
Strong Responses
Use note taking effectively and were well practiced in working under timed conditions. Understood the constructed nature of representation and were able to explore this through all four micro elements Used media terminology frequently. Selected the most relevant examples form the extract and analysed how the technical aspects constructed age. Could see the range of representations rather than ‘old’ and ‘young’ Considered weather these representation were conformed to or subverted stereotypes
1. Students must ensure they cover all four technical areas although depending on the extract it may not be relevant to cover each in equal depth.
2. Whilst it must be written in continuous prose students should not waste time with an introduction and conclusion-go straight into analysis
3. Students should look at a wide variety of TV Drama’s but representation and how it is ‘constructed’ through the technical areas must be the primary focus. They do not need to study the genre in depth.
4. Whilst the extract will be a British TV Drama, US TV Dramas can be used a rich area of study and provide some interesting representations that students can engage with.
5. Students should have a lot of practice in note taking and writing under timed conditions
Final Advice
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