1. ‘Skyfall’ (2012, dir. Sam Mendes)

2. Why are we studying this? Unit assessment (will take place in October), to allow us to continue with National 5 Media. For final exam – you will be asked questions about media texts you have studied, and you will answer on this.

3. Lesson 1 Learning Intention To learn to describe and analyse various aspects of a film production. Success Criteria To be able to make predictions about aspects of representation, audience and narrative based on promotional material. KEY TERMINOLOGY: Key art, narrative, representation

4. What are our expectations of a ‘Bond’ film?

5. Action Fast cars/chase sequence Bond girls Expensive suits International setting Fancy venues A ‘baddie’

6. What information do we get about the film from the poster? Comment on the following: – Text – Font – Key art (subject matter, colour…)

8. What information do we get about the film from the trailer? Comment on: – Shots used – Use of intertitles – Use of music – Use of voice over – … or lack of?

9. What predictions can we make about the following key aspects: Representation – Stereotypes, non-stereotypes, nationality, gender… Narrative – What will happen, conflict (good vs bad), who will prevail? Audience – Target audience, how do you know?

10. Plenary Reduce your findings to 5 words that sum up your expectations of representation, narrative and audience. Did your findings from the starter match your findings from advertising analysis? If so, how?

11. Lesson 2 Learning Intention We are learning to describe and analyse film sequences. Success Criteria To be able to comment on aspects of mise-en-scene, camera, signs and their effect in a film sequence. Key terminology: sign, signifier, signified, mise-en-scene, camera angles, diegetic/non-diegetic sound, tone.

12. Starter Fill in the camera angle key

13. Signs, Signifiers and Signified Signifier – an image or object Signified – the arbitrary (cultural/non-literal) associations that we have with an image or object Sign = signifier + signified

14. Example Signifier – A red rose Signified – Love, romance, Valentine’s day… The director includes the sign of a red rose, which signifies love and romance.

15. Example Signifier – A black flag with skull and cross bones (jolly roger) Signified – Illegal activity, pirates, danger, death, fighting… The director uses the sign of a jolly roger flag to signify

16. Task We will watch the opening scene twice – First viewing: identify signs (clue: can be a type of music, too!) – Second viewing: analyse mise-en-scene, including camera.

17. Tone A mood or feeling that is evoked in a film. What tone is created in the opening of ‘Skyfall’?

18. Lesson 3 Learning Intention We are learning to develop note taking skills whilst watching a film Success Criteria Make relevant and concise notes on our first note taking grid in booklet. Key terminology: camera angles, diegetic/non-diegetic sound, mise-en-scene, representation, narrative, audience, categories, genre

19. Taking notes We will watch 5 minutes of the film and take notes. You will share this with another person and then with the class.

20. Taking Notes Good notes Specific description Picks out the most interesting aspects/patterns Not constantly writing Link your examples to an analysis Bad notes Forget and just watch Includes every close-up and other camera angle Hard to read Is just a description – no explanation of why it is significant

21. Plenary Share your thoughts on this section of the film.

22. Lesson 4 Learning Intention To describe and analyse aspects of a film text. Develop note taking skills. Success Criteria To be able to take relevant and concise notes. To be able to discuss a key aspect with reference to the relevant terminology and give evidence from the text. Key terminology: Camera angles, diegetic/non-diegetic sound, mise-en- scene, audience, target audience, preferred reading, differential decoding.

23. Starter Paired discussion: – Discuss the key aspect of ‘Audience’ in relation to what you’ve seen of the film so far. Mention Target audience Preferred reading Differential decoding

24. Notes Representation – Q Language Sets: National Gallery (mise-en-scene), Underground MI6, Shanghai; Signs: ‘a gun and a radio… not exactly Christmas is it?’

25. Plenary Add to starter task: – How has the section you have watched add to your understanding of the key aspect of audience?

26. Lesson 5 Learning Intention To describe and analyse aspects of a film text Develop note-taking skills Success Criteria To be able to take relevant and concise notes To be able to discuss a key aspect with reference to the relevant terminology. Key terminology: Camera angles, digetic/non-diegetic sound, mise-en-scene, representation, selection and portrayal, stereotypes, non-stereotypes, cultural assumptions.

27. Representation In what way are the following characters stereotypes? In what way are they not stereotypes? Give descriptions of their representation using evidence from the text so far.

28. Plenary What has the section we have watched added to your understanding of the representation of these characters?

29. Lesson 6 Learning Intention To describe and analyse aspects of a film text Developing note-taking skills Success Criteria To be able to take relevant and concise notes To be able to discuss a key aspect with reference to the relevant terminology and give evidence from the text Key terminology: Language, cultural codes, dress, gesture, accent…

30. Cultural codes Cultural codes are codes that are used by and understood by, members of a particular culture – e.g. Scottish people, punk rockers, Christians, the Police, criminals. Cultural codes can be found in what people wear, how they speak, their mannerisms, vehicles, buildings, colours, background sounds music, flags, signifiers, and many other things.

31. Task Consider the use of cultural codes in the following scenes: – M in Westminster – Bond in Shanghai – Bond in Macau

32. Westminster

34. Shanghai

35. Macau

37. Plenary Write down 2 examples of technical and/or cultural codes from the section we have watched today. How do cultural codes link with representation and/or audience? – Consider stereotypes, ideas about nations, political context, preferred reading/differential decoding…

38. Lesson 7 Learning Intention To describe and analyse aspects of a film text Develop note-taking skills Success Criteria To be able to take relevant and concise notes To be able to discuss a key aspect with reference to the relevant terminology and evidence from the text Key terminology: Camera, diegetic/non-diegetic sound, mise-en-scene, representation, audience, binary oppositions

39. Think-pair-share Can you think of any way in which the filmmakers complicate the idea of good vs bad (i.e. are we ever in doubt that Bond is the goodie, and De Silva is the baddie?)

40. Binary oppositions Binary oppositions are two ideas that directly conflict with one another. For example: good vs evil, East vs West, male vs female. How binary oppositions are used in a media text give us insight into aspects such as narrative, preferred reading and representation.

41. Plenary Share notes

42. Lesson 8 Learning Intention To learn about how media texts are categorised Success Criteria To be able to categorise a media text with supporting evidence To be able to explain what implications we can draw from a media text’s categories

43. Categories Genre – what type of text is it: drama, action, romance etc. Form – TV programme, comic, magazine, film etc Medium – Film, print, web Purpose – To entertain, to persuade, to inform, to educate… Tone – Tense, dramatic, comedic,

44. Starter Stop the bus Get into groups of at least 3 List as many genres, tones or purposes you can.

45. Example ‘Avengers: Age of Ultron’ Genre – superhero/action Form – feature film Medium – film Purpose – to generate profit, to entertain Tone - dramatic

46. Example ‘Eastenders’ Genre – soap opera Form – TV serial Medium - film Purpose – to entertain Tone – dramatic

47. Example ‘Educating Cardiff’ Genre – fly-on-the wall documentary Form – TV documentary Medium - Film Purpose – to give information, to entertain Tone – uplifting, inspirational, humorous.

48. Categorizing ‘Skyfall’ Identify genre, form, medium, purpose, tone Give evidence which supports your identification (how do you know?) How does this influence the audience’s expectations of the text?

49. Plenary How do categories help the viewer to understand or make predictions based on: – Representation – Narrative – Institution – Language?

50. Lesson 9 Learning Intention To understand audience reactions to a media text. Success Criteria To be able to identify the target audience, preferred reading and differential decoding of a media text. To be able to select appropriate evidence to support your ideas. Key terminology: Audience, target audience, preferred reading, differential decoding

51. Starter Look at the following posters: – Identify the target audience – Give evidence to support your answer

54. Discussion What aspects did we look at to determine target audience? What aspects would give us clues about target audience in a film?

55. Identify and give evidence to support: Target audience – who is the film aimed at? Preferred reading – what do the producers want us to think about characters, storylines, themes? Differential decoding – what other readings could be made based on cultural differences?

56. Lesson 9 Learning Intention To understand audience reactions to a media text. Success Criteria To be able to identify the target audience, preferred reading and differential decoding of a media text. To be able to select appropriate evidence to support your ideas. Key terminology: Audience, target audience, preferred reading, differential decoding

57. Lesson 10 Learning Intention To understand common narrative structures, identify these. To link these to audience experiences and expectations. To select appropriate evidence to support Success Criteria To be able to pick out common narrative structures in Skyfall. To be able to justify why this is an important consideration when studying a film. Key terminology: Todorov, Hermeneutic and Proairetic codes

58. Starter Write a brief summary of the plot of the film. Which bits are the most important? Which bits are the most exciting?

59. Todorov Tzvetan Todorov was a Bulgarian theorist who noted that most narratives follow the following structure: – State of equilibrium (normality) – Disruption of equilibrium – Characters attempt to restore equilibrium – Return to/ establishment of a new equilibrium How does Skyfall follow this narrative structure?

60. Hermeneutic and Proairetic Codes Hermeneutic Codes: The text contains certain enigmas that require answering over the course of the entire narrative. We keep watching the film to find out… Proairetic Codes: Action that maintains our interest throughout the narrative. More instant gratification, when exciting things happen throughout the text.

61. Plenary Why is narrative structure important in shaping audience’s expectations of a film? How does it impact on audience satisfaction at the end of a film?

62. Lesson 11 Learning Intention To identify representations and how they are constructed. To link the construction of representations to themes and ideologies of the text and its producers. Success Criteria To be able to identify stereotypes, non- stereotypes, representations of gender and nationality To be able to examine main characters as a representation. Key terminology: Representation, stereotype, non-stereotype, ideology

63. Starter Identify common stereotypes: – Teenager – Elderly woman – A premiership footballer

64. Representation Broadly speaking, media texts can either reinforce or reject stereotypes. A film where everyone was a stereotype would be boring, but use of stereotypes can provide a useful ‘shortcut’ for filmmakers to convey something to an audience.

65. Representation In what way is James Bond a stereotype in ‘Skyfall’? Consider aspects of gender, class and characterisation. In what way does he challenge the stereotype? Same tasks with M, Mallory, Moneypenny

66. Plenary How does the representation of individuals fit in with the themes of the film as a whole? Youth vs age, the modern world vs the old world, good vs evil…

67. Lesson 12 Learning Intention To identify representations and how they are constructed. To link the construction of representations to themes and ideologies of the text and its producers Success Criteria To be able to identify stereotypes, non- stereotypes, representations of gender and nationality. To be able to examine main characters as a representation.

68. Representation So far we have focused on the idea of stereotypes. However, we should be aware that representation can refer to bigger ideas like nationality, gender, sexuality, race, religion, class...

69. Current events which deal with representations of nationality, gender, sexuality, class Benefit reforms Refugee crisis (refugee/migrant difference) Caitlin Jenner Equal marriage

70. Stereotypical ideas around nationality, religion, race, sexuality and gender are still promoted in the media. These can be more subtle (unlike, for example, a comedic stereotype of a working class teenage girl such as Vicky Pollard) due to the fact that they can cause offence.

71. Ideology A system of ideas, ideals or beliefs held by a person, a group of people or an organisation. – Newspapers can be said to have a right wing or left wing ideology. – Big film production companies have a capitalist ideology as their main focus is making money.

72. Examples to examine Describe representation Explain how it is created What impact does that have on our understanding of ideology in the text.

73. Examples to examine De Silva, running his hands up Bond’s thigh (also consider Bond’s response) Severine, as a ‘damsel in distress’ M as an example of ‘Britishness’ Moneypenny, ‘not cut out for fieldwork’ Goodies = British/ Baddies = not British

74. Plenary - Link How do these examples link to ideas of preferred reading and differential decoding?

75. Lesson 13 Learning Intention To identify aspects of media language in a text. To comment on specific examples Success Criteria To be able to identify technical and cultural codes as used in sequences from the film To be able to explain how these enhance our understanding of the film as a whole and/or our understanding of another key aspect of the film. Key terminology: Cultural codes, technical codes, costume, setting, gesture, accent, mise-en-scene, camera, sound, special effects

76. Revision Opening Sequence Examples of technical and cultural codes How do these link to how representations are constructed/categories? How is this sequence effective in setting up the audience’s expectations for the rest of the film?

77. Look at the following examples Bond vs Patrice in Shanghai Macau hotel suite Bond chases Silva on Tube/Select committee Skyfall

78. 1 Lighting – blue, neon; suggests futuristic. Chinese writing – east vs west binary. Use of electronic music – introducing futuristic setting. Establishing shot of Shanghai, at night, showing lights and highlighting technological advance. ‘Cliffhanger’ shot as Patrice dangles from window – common action trope.

79. 2 Traditional Chinese roof, use of fireworks – cultural associations with China. Red/gold lighting – associated with traditional China – contrast with Shanghai… Old razor

80. Lesson 15 Learning Intention To understand the internal and external constraints on a film production To understand the potential roles of media products To learn how to make relevant analyses of a media text based on societal contexts. Success Criteria To be able to analyse further examples of internal and external constraints Key terminology: institutions, internal constraints, external constraints, role of media, legal constraints, copyright law, BBFC, audience, censorship, ownership, finance, policy

81. Key findings: Institutions Internal Production Reputation – Bond franchise. 50 th anniversary. Content has to relate to key expectations about Bond. Large budget – must contain well-known actors, special effects, exotic locations, complex action sequences – be of a high quality visually. External 12A certificate, must adhere to guidelines Music – theme written especially

82. Skyfall Preferred reading: Bond suggested as being bisexual (or rather, having had a homosexual experience), Silva suggested being not-heterosexual. Suggests progress/that this is acceptable in this day and age. Differential decoding: Silva’s sexuality is an attempt to disturb Bond – suggestion of deviance, a trait associated with a disturbing character as opposed to a normal thing. OR an unacceptable move away from the masculine ideal of Bond.

83. 2012 London Olympics Queen’s Diamond Jubilee Skyfall Why is this context important in studying ‘Skyfall’?

84. Role of media How many of these roles does ‘Skyfall’ fulfil? Back up your answer with reasons and evidence: – Meeting needs: entertainment, education, information – Achieving particular purposes: profit, promotion, public service – Influencing attitudes and behaviour: intentionally, unintentionally

85. Plenary Fill in work book.

86. Lesson 16 Learning Intention To revise key elements of the film Success Criteria To be able to understand language and think of examples for each area.

87. Context and content Context based – institution and audience Content based – language, representation, narrative, categories – Effect of content on audience – Effect of audience on content – Effect of institution on content – Effect of content on institution

88. Narrative Narrative theories – Todorov: equilibrium/disequilibrium/return to new equilibrium – Binary oppositions: east vs west, male vs female – how do these support conflict in the narrative? In ‘Skyfall’, some complication between good vs bad

89. Audience Target audience Preferred reading Differential decoding

90. Society 2012 British identity – an old power, sense of nostalgia for a golden age but acceptance that it is over and new things must be embraced. 2012 Olympics – exploration of British identity (opening ceremony) Tourism Queen’s diamond jubilee year

91. Representation Individual characters Age, class, gender, sexuality, nationality… Stereotypes/non-stereotypes