Monday, 7 December 2009

Merlin - Mis-en-scene

Wooden textures and stone walls are used throughout the clip, this could connote medieval times because castles are usually stone built with lots of wood and stone inside. Lots of armour and swords and shields can be seen throughout signifying battle and action, this also shows its set in medieval times as these are old weapons. The main lady's servant is black, a link to representation of ethnicity, the fact that the servant is black, around those times black people were seen as lower class and were used for servants. She wears no makeup and her clothes are not as grand as the main lady's, again signifying her lack of wealth and status within the story.
Candles and tapestrys on the walls fill the rooms, this connotes medieval times as there is no electricity, and tapestrys were a main form of art and represent wealth. The main lady or 'princess' is brown haired, perhaps a countertype compared to the usual 'blond haired blue eyed' figure. However she wears red lipstick, signifying love/lust toward the Knight Valient who she flirts with, the lipstick being red could also signify she is sexually aware and is consious of how she looks to the opposite sex. This represents the female gender as being very aware on their appearance and constantly looking for love and romance.

Merlin - Camerawork

2 shots are used at the beginning showing Arthur and the young boy, the two of them are nearly always shot together, this signifies they are associated together with a working relationship. The other knight, Knight Valient is prodominantly shot alone, this connotes his power and masculinity. The camera tracks whichever character is dominant in a scene if they are moving, this shows the audience who they should be focusing on. Shot reverse shot are used between Arthur Valient and the young boy Merlin, this shows the reaction and body language between them in conversation and shows the audience the relationships between them. The young boy stands behind Arthur, this connotes he is weaker, younger and needs protecting. In the 'magic' scene, the camera pans across the room, this give times for the audience to acknowledge the situation and emphasizes the use of magic in the scene. A long shot is used when the older male figure enters the room and the music stops, this signifies his power and authority over the young boy, a slightly low angle mid shot is used after on the older man again signifying his power and authority. A link to representation of age can be made here, because the older man has power over the younger boy.
A long shot, also high angle is used showing the big hall the characters are now in, this establishes the next venue, and shows the scene has moved on. Over the shoulder shots are used when Knight Valient and the King speak to each other. Shot reverse shot is used between Knight Valient and the main lady, this establishes the attraction between them as the audience can see their body language toward each other. After this scene the camera then shows a shot of the castle, this shows the audience the scene has changed yet again. The camera then tracks the young boy signifying his importance and focus. Close ups on the armour are used as the young boy prepares Arthur, this connotes the theme of action and violence and signifies the battle is going to follow soon after this scene. The scene changes and the camera tracks Arthur then to a long shot showing him and the crowd, this shows the reaction of the audience and the fact that he is a 'hero' to them.

Merlin - Editing

Fast cuts are used throughout the clip especially at the beginning during the fight scene, this keeps the pace up and emphasizes the fast action fighting on screen. Editing is used to create 'magic' on screen, the scene in which the young boy uses magic to clean items, the items appear to hover in the air as cloths are polishing them. Also later in the clip, editing is used to show an image of a snake coming to life which frightens the young boy. Elliptical editing is used to speed up the process of the young boy helping his master by preparing him and his armour for battle.

Friday, 27 November 2009

Sound & Representation 27/11/09

Sound and representation

The sound of ‘clashing’ swords at the beginning are exaggerated diegetic sounds. The music used is non-diegetic. Music with a ‘dark’ mood is used when a stereotypical strong, dark knight appears on screen. The music used signifies he is an evil character. Non-diegetic music with a ‘magical’ mood is used in another scene when the young boy uses magic to do his chores. This creates a lighter mood. The music stops when the older, wiser character comes on. He is an older man, a countertype, because he very old, yet very powerful with a bellowing voice. The boy responds to him as if nervous and a bit scared. The ‘evil’ character has a very deep trembling voice, this emphasizes his appearance as the villain. The female characters in the scene have stereotypical higher voices. The non-diegetic ‘dark’ music is played again when the villain appears near the young boy, this builds tension for the audience and makes them nervous for him. Grand heroic music is played for another male character, he is the young boys master. The music is non-diegetic and signifies he is a good character, a hero. He is a binary opposition of the villain. The cheering at the end of the scene is emphasized again to signify a lot of power for the hero.

Tuesday, 20 October 2009

Report on the Film Festival - Screening 7

Screening 7
It was great to see the different ideas that people had come up with. It really inspires you to think up new ideas for yourself. Seeing something can spark an idea off in your head, like it did with me. The other great thing was that it was a wide range of ages that were involved. We saw films made by all ages, from children in the early years of primary school, to people who had finished school. It was made obvious that your age has an impact on your ideas in the films, your language used, and things like music and colour. Younger children tended to use more bright colours, simple stories, childish music, sometimes that they had sung and recorded themselves. The films we saw made by young kids tended to be made from plasticine and paper or cartoons. It shows that it is a good way for them to be creative without acting and dancing. 
We were shown music videos, movies based on legends and tales, movies made to send a message about drugs and knives. They were used to communicate.
The best and most effective videos in screening 7 were the ones with a message. They came across in a really clever way. Music has a massive effect on your films, and we could tell that from what we watched. I personally thought that a couple of films stood out as not being as effective as others. One or two used very little music, which made it harder to get the mood despite the acting on screen; the music can build an emotion, and have a big effect on the audience watching. The films without music didn't have as much effect on me as the ones which did. I felt like I didn't get them as much, or understand them, they didn't make me feel emotional, or finish and be amazed at what I'd seen, which I did think from some but not all.
Another thing I learned was about time. A film lasting half a minute can be just as effective as a minute and a half. What matters is what you put into the amount of time you have.