Richard Gent | Tuesday June 04, 2024
Categories: Hot Entries, GCSE Film Studies
Files you will need for the lessons: Worksheet 1 Film Viewing Notes Worksheet 2 Plot and Story Notes Plot and Narrative Five Major Plot Points Three Act Structure Worksheet 6 Key Sequence Analysis Representation Worksheet 8 In-depth Analysis Film Aesthetics Film Aesthetics (simpler version) Worksheet 9 Summin Up the Film Practicing Application of Glossary Applied Sentence Level Five Major Plot Points and Three Act Structure Applied Five Major Plot Points and Three Act Structure Study Tasks…
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Richard Gent | Wednesday August 24, 2011
Categories: EDUQAS A2, EDUQAS A Level, EDUQAS AS, A Level, Hot Entries, Legacy
Legacy Resources Welcome to Edusites Film’s comprehensive resources and materials link covering every aspect of the WJEC AS and A2 Film Studies specification. Studying film is a skill and a pleasure for both students and teachers focussing on key areas of academic study and we like to think we have covered all bases. This includes in depth schemes of work with embedded links, mini student schemes of work, student guides and many, many, many case studies to kick start or embed the topic.…
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Richard Gent | Monday March 11, 2024
Categories: EDUQAS A Level, EDUQAS AS, British Film, Horror, A Level, Hot Entries, Films & Case Studies, Hollywood Films, Non-Hollywood Films, Genres & Case Studies
click on image to enlarge How do genre conventions in the films that you have studied link with messages and values? (40) My chosen genre is horror and the two texts I have chosen to focus on are The Wicker Man (1973) and 28 Days Later (2002). The Wicker Man falls into the sub genre of horror and psychological thriller, with its own recognisable codes and conventions. As a film that was seen as problematical then in 1973 (hence its X/18 certificate) it has since become a cult classic exploring…
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Richard Gent | Wednesday September 20, 2023
Categories: Cinema History, Hot Entries
Copyright © 2023 Edusites. All rights reserved. Permission granted to reproduce for educational use within the subscribing school only. Copying or lending of any part of this document in any form or by any means to external bodies and / or individuals is prohibited. Rationale Section A of Paper 1 focuses upon the micro-elements of film form and the construction of meaning and response by both filmmaker and spectator, with a particular focus on US films from the Silent Era to 1990. Knowledge…
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jclarke | Thursday March 10, 2022
Categories: Drama, Thriller, GCSE, Hot Entries, Audience, Film Analysis, Film Language, Representation, Films & Case Studies, Non-Hollywood Films, Genres & Case Studies, Analysis, Key Concepts
click on image to enlarge Introduction Exploring films that have been produced outside of those made and distributed globally by the Hollywood film studios offers us an exciting opportunity to broaden our horizons: in terms of storytelling (the way of telling, or organizing the elements of a story), the stories themselves become of broader interest in other cultures and their cinemas. Watching films from around the world, rather than only those made by American and British film producers is an…
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Rob Miller | Sunday January 23, 2022
Categories: Drama, Crime, World Cinema, GCSE, Hot Entries, Tsotsi, Audience, Film Analysis, Film Language, Representation, Films & Case Studies, Genres & Case Studies, Analysis, Key Concepts
Clips Tsotsi Opening Sequence Tsotsi End Sequence Further Reading Studying Tsotsi: Judith Gunn (Auteur Publishing) Awards Best Foreign Language Film - 2006 Academy Awards Institutional Factors and Representation of People, Places, Events and Issues Tsotsi (urban slang – thug) is a film based on a novel by Athol Fugard set in the impoverished township of Soweto, Johannesburg in South Africa – Fugard is best known for his plays with political narratives opposing the historical South…
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Rob Miller | Friday October 01, 2021
Categories: OCR A Level, Drama, British Film, Comedy, Romance, A Level, Hot Entries, Film Analysis, Films & Case Studies, Non-Hollywood Films, Genres & Case Studies, Analysis
Institutional Factors | Distribution Submarine was written and directed by Richard Ayoade and released at UK cinemas in March 2011 after significant critical success at festivals including the London Film Festival (LFF) but particularly the Toronto Film Festival. Toronto success secured the film a distribution contract with the Weinstein Company (formerly Disney owned Miramax) – Bob and Harvey Weinstein’s company in essence can be described as a ‘Mini Major’ film…
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jclarke | Thursday September 13, 2018
Categories: EDUQAS A2, EDUQAS A Level, Metropolis, World Cinema, A Level, Hot Entries, Audience, Film Analysis, Film Language, Representation, Films & Case Studies, Genres & Case Studies, Analysis, Posters, Film Poster Analysis, Key Concepts
European Cinema History: German Cinema of the 1920s Introduction One of the most rewarding aspects of Film Studies is to be found in recognising how films produced at one, quite distant moment in time often made long ago, continue to influence more contemporary films with which we might all be more familiar. This is certainly true of the impact of some examples of German cinema produced in the 1920s. If you watch Edward Scissorhands (1990), Bram Stoker’s Dracula (1992), Bringing out the…
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Richard Gent | Thursday March 01, 2018
Categories: EDUQAS A2, EDUQAS A Level, World Cinema, A Level, Hot Entries, Films & Case Studies, Hollywood Films, Non-Hollywood Films, Key Concepts
Click to see our Revision Part 1: Knowledge Organisers The exam reports from the Summer 2018 AS exams identified areas for development which may well be similar for the A Level students taking the exam this summer. I certainly identified with some of the issues as they were very similar to ones I had seen on the student attempts at the Mock exams. A knowledge organiser (KO) sets out the important, useful and powerful knowledge on a topic on a single page. Linked below are Knowledge Organisers…
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jclarke | Thursday January 25, 2018
Categories: IB Film Resources, Teacher Blogs, IB, Film Library, A Level, Hot Entries
With the NEA in mind we have put together a list of things for your students to think about when they approach their filmmaking work for both Eduqas and OCR. There’s a nice opportunity from the very beginning of this work to encourage and support your students in recognising the connection between their own creative work and particular examples from films that they have studied which can inform their creative choices. In turn this will become useful for their reflective analysis and will…
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Rob Miller | Thursday September 08, 2016
Categories: Action, Batman v Superman, Deadpool, GCSE, Hot Entries, Film Analysis, Films & Case Studies, Hollywood Films, Genres & Case Studies, Superhero, Analysis, Action Adventure
Batman v Superman: Dawn of Justice (2016) Batman v Superman: Dawn of Justice (Batman v Superman) is a 2016 blockbuster superhero movie produced by DC, and distributed by Warner Bros. From a marketing point of view (common question 3 in Paper 1) it is an attempt to compete with the most successful franchise in film history – Marvel Cinematic Universe, whose recent films have been distributed by the owner of the franchise, Disney Motion Picture Studios. To simplify, Marvel and DC Comics were,…
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nicoleponsford | Saturday June 25, 2016
Categories: GCSE, Hot Entries, Production Zone, Audio Production, Print Production, Moving Image Production
Download Link: Evaluative Analysis.doc The Evaluative Analysis is about their FINAL production. Evaluation needs to explain how they: Used Technical and Creative Skills Used an appropriate format with the appropriate codes and conventions Demonstrated an understanding of: Film Language - how do the mise en scene and technical codes construct meaning? Organisations - what production companies and distributors would typically be involved in the project? Audiences - who is the target audience, how…
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Richard Gent | Tuesday April 19, 2016
Categories: Useful Sites, Useful Sites for Film Studies Teachers, Hot Entries
Rob Miller | Thursday November 19, 2015
Categories: EDUQAS A Level, EDUQAS AS, Horror, A Level, Hot Entries, Film Analysis, Films & Case Studies, Non-Hollywood Films, Genres & Case Studies, Analysis
Section B: British Film Topics – British Film and Genre To answer this question, students must show a detailed knowledge of a minimum of two films. This resource explores two contemporary British horror films and can be used in conjunction with the following other case studies and exemplars: British Film and Genre (Horror and Comedy) 28 Days Later Case Study The Wicker Man Case Study WJEC AS Film Studies FM2 Section B British Film Horror Exemplar Past Exam Questions Analysis of both films…
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abateman | Friday October 16, 2015
Categories: Theory, Film Theory, Hot Entries
Life, as no doubt we have all noticed, is for the most part rather more mundane and less predictable than that and films like Chungking Express seek to capture that ‘normality’. The real messages that the film is trying to convey about Hong Kong, its people, their relationships, globalisation and the apprehension felt in the run up to the handover of Hong Kong from British to Chinese rule in 1997 is told not through the traditional narrative structure but through the visual elements such as…
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Rob Miller | Monday September 07, 2015
Categories: EDUQAS A Level, EDUQAS AS, Drama, Crime, Thriller, A Level, Hot Entries, Film Analysis, Films & Case Studies, Hollywood Films, Genres & Case Studies, Analysis
FM2 British and American Film Section C: US Cinema Comparative Study For further details of assessment requirements and past Section C exam questions, please go to FilmEdu’s Gilda (1946) and L.A Confidential (1997) Comparative Case Study and FilmEdu’s Minority Report and Blade Runner Comparative Study for other comparison resources. Taxi Driver Like No Country for Old Men, Taxi Driver is a film about nihilism – with 31 years between them both films have characters that…
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jclarke | Friday September 04, 2015
Categories: EDUQAS A2, EDUQAS A Level, Production Companies, World Cinema, A Level, Film Industry, Hot Entries, Film Distribution, Censorship & Regulation, Film Marketing, Film Publicity, Audience, Film Promotion, Film Analysis, Film Language, Representation, Films & Case Studies, Non-Hollywood Films, Genres & Case Studies, Analysis, Key Concepts
Across the varied and diverse ways in which a film text can encode and emphasise meanings and a specific viewpoint on or presentation of a subject, realism is a key aesthetic and formal choice and approach that has functioned as a key creative direction of so much western expression across literature and the visual arts. This resource, then, explores the characteristics of a particular film style that we call neorealism. It stems from post World War Two Italian cinema and its influence has been…
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Rob Miller | Thursday July 16, 2015
Categories: Cinematography, EDUQAS A Level, EDUQAS AS, Micro Analysis, A Level, Hot Entries, Key Skills, Mise-en-Scene, Macro Analysis, Up, Gravity, Grand Budapest Hotel, The Shining, Skyfall, Genre, Narrative, Editing, Pre-Production, Planning, Production Zone, Shot Analysis, Moving Image Production, Film Analysis, Representation, Films & Case Studies, Hollywood Films, Non-Hollywood Films, Analysis, Film Opening Analysis, Key Concepts
Overview Analysis of a 3-5 min Film Extract – Mise-en-Scene, Cinematography and Editing only: (30 Marks) Creative Project – Planning, Producing and Editing a 2 min approx. film sequence of between 10-25 shots (50 Marks) Reflective Analysis – (10 Marks) Edusites Film recommends a logical time to introduce the FM1 coursework is in week 6, the second week in October, 1 week before the Half Term. By then, students will have learnt skills of textual analysis in regards to micro and macro…
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Rob Miller | Wednesday July 01, 2015
Categories: EDUQAS A2, EDUQAS A Level, A Level, Hot Entries, Audience, Film Analysis, Films & Case Studies, Hollywood Films, Analysis, Key Concepts
An Analysis of Two Close Study Films This resource analyses two close study films All That Heaven Allows (1955) and Far From Heaven (2002) in relation to the FM4 Spectatorship topic, Popular Film and Emotional Response while cross-referencing key points with Imitation of Life (1959). Todd Haynes’ 2002 American drama Far From Heaven makes clear intertextual references to Douglas Sirk’s 1955 and 1959 films All That Heaven Allows and Imitation of Life in terms of style and themes although…
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Rob Miller | Thursday April 16, 2015
Categories: GCSE, Hot Entries, Film Language, Genres & Case Studies, Superhero, Key Concepts
Superman (1978): First recognised, and globally successful superhero film of the modern era. Marvel: American publisher of comic books, frequently pertaining to the superhero genre founded in 1939 e.g. Hulk, Thor, Fantastic Four, Spider-man, Iron Man and Wolverine. Disney acquired (bought and owned) Marvel in 2009. Stan Lee: At age 92, Stan Lee is president and chairman of Marvel Comics and co-creator and writer of Spider-man, the Fantastic Four, Iron Man and X-Men among others. Marvel…
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Rob Miller | Monday November 17, 2014
Categories: EDUQAS A2, EDUQAS A Level, Bollywood, A Level, Hot Entries, Genres & Case Studies
Associated Resources Edusites Lesson Plan Template.docx NB. Please note this is a suggested template, your school may require a different layout. Length of Lesson (minutes): 60 Lesson Title: An Introduction to Bollywood as a National Cinema Context This lesson would be delivered in the first or second week after the Christmas break with the assumption that students are close to completing their FM3 projects – an understanding of World Cinema has been embedded but needs to be revisited at the…
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Rob Miller | Friday November 14, 2014
Categories: OCR A Level, OCR A2, World Cinema, A Level, Hot Entries, Films & Case Studies
Associated Resources Edusites Lesson Plan Template.docx NB. Please note this is a suggested template, your school may require a different layout. Length of Lesson (minutes): 60 Lesson Title: An Introduction to F633 Global Cinema and Critical Perspectives Section A: Messages and Values in Global Film Context This lesson would be delivered early in term one to embed the notion of non-English language global cinema and develop a critical approach to film analysis required for the whole of F633.…
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Rob Miller | Wednesday November 12, 2014
Categories: OCR A Level, EDUQAS A Level, EDUQAS AS, A Level, Film Industry, Hot Entries
Associated Resources Edusites Lesson Plan Template.docx NB. Please note this is a suggested template, your school may require a different layout. Length of Lesson (minutes): 60 Lesson Title: An Introduction to the Film Industry Context This lesson would be delivered in the first week after induction of an AS Film Studies course, whether WJEC or OCR. It is a generic introduction to the core Film Studies concepts underpinning this academic subject. Aims and Objectives To introduce students to…
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Rob Miller | Tuesday November 11, 2014
Categories: World Cinema, GCSE, Hot Entries, Films & Case Studies
Associated Resources Edusites Lesson Plan Template.docx NB: Please note this is a suggested template, your school may require a different layout. Length of Lesson (minutes): 60 Lesson Title. An Introduction to World Cinema Context This lesson would be delivered between weeks 21-23, in April/May as a preparation for Paper 2: Exploring Film Outside of Hollywood. It is expected that pupils have not studied world cinema and are relatively unfamiliar with non-English language films at GCSE level, or…
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Rob Miller | Friday November 07, 2014
Categories: OCR A Level, EDUQAS A Level, EDUQAS AS, A Level, GCSE, Hot Entries
Welcome to FilmEdu’s Film Studies Induction Resource – please find belowsuggested only ways of introducing WJEC and OCR AS Film Studies students, and also GCSE students to the study of Film. Schemes of Work and assessment deadlines are tight these days but there is always/should always be an Induction Week, or week and a half at the very start of the course when the students/pupils can grapple with the fundamentals of the subject. What is Film Studies? In one sentence, write down what you…
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Rob Miller | Thursday November 06, 2014
Categories: EDUQAS A Level, EDUQAS AS, Drama, Comedy, A Level, Hot Entries, Film Analysis, Films & Case Studies, Non-Hollywood Films, Genres & Case Studies, Analysis
click on image to enlarge FM2 Section B: British Film Topics – British Film and Culture When we use the term ’British film and culture’ we are stating, or at least implying a connection between specific films and how they are partly, and in significant ways the product of a wider national cultural discourse and identity. In this context, a film can contribute to the way that a nation communicates messages and values about itself. In terms of film, these messages and values find expression…
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Rob Miller | Thursday October 30, 2014
Categories: EDUQAS A2, EDUQAS A Level, EDUQAS AS, A Level, Hot Entries, Production Zone, Moving Image Production, Film Analysis, Analysis
click on image to enlarge FilmEdu recommend that AS-A2 Transition is introduced on or around 18th May 2015, after FM2 examined unit is complete and after FM1 coursework has been assessed with the marks submitted to WJEC. For centres whose students stay on until the end of term, this means a valuable 8 weeks of study that can potentially mean the difference between grades in terms of final assessment. During this period, students should enjoy, as much as expand their understanding of film…
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Rob Miller | Wednesday October 29, 2014
Categories: OCR A Level, Drama, Crime, History, War, World Cinema, A Level, Hot Entries, Audience, Film Analysis, Film Language, Representation, Films & Case Studies, Genres & Case Studies, Analysis, Key Concepts
YouTube Link:
https://www.youtube.com/watch?v=Wd5Pz8KJeU4 Copyright © 2018 Edusites. All rights reserved. Permission granted to reproduce for educational use within the subscribing school only. Copying or lending of any part of this document in any form or by any means to external bodies and / or individuals is prohibited. In 2010, The Guardian newspaper published a story entitled “Algeria (national football squad) prepare for World Cup battle by watching The Battle of Algiers.?.…
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Rob Miller | Wednesday October 08, 2014
Categories: EDUQAS A Level, EDUQAS AS, British Film, A Level, Film Industry, Hot Entries, Film Distribution, Film Marketing, Genres & Case Studies
FM2: British and American Film ‘How to Respond to Section A - Producers and Audiences: Resource Items’ This resource examines approaches to Section A of FM2 in terms of areas of questioning but specifically, how to respond to the range of stimulus WJEC could use, and expect students to refer to in Part A and Part B of the resource items. The section title, ‘Producers and Audiences’ is important in letting students know the type of response expected in the exam – an equal…
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jclarke | Tuesday October 07, 2014
Categories: EDUQAS A2, EDUQAS A Level, International/Non English Language, Drama, Queer Theory, Romance, World Cinema, A Level, Film Industry, Hot Entries, Film Distribution, Film Marketing, Film Analysis, Films & Case Studies, Genres & Case Studies, Analysis
click on image to enlarge Introduction Happy Together is a feature film directed by Wong Kar-wai. It was released in 1997, the year that Hong Kong’s governance from Britain ended and governance from China began. The fact that Happy Together begins with passports being stamped might well resonate with Hong Kong audiences particularly with when the film was released. We might suggest that a passport is a very tangible symbol of national identity. The film is encoded throughout with images…
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Rob Miller | Monday October 06, 2014
Categories: EDUQAS A Level, EDUQAS AS, British Film, A Level, Film Industry, Hot Entries, Film Distribution, Film Marketing, Film Publicity, Genres & Case Studies
Associated Resources WJEC AS Level Film Studies FM2 Exemplar Resource Material A.docx WJEC AS Level Film Studies FM2 Exemplar Resource Material B.docx Instructions Section A refers to the resource material (see associated resources) This is a Section A exemplar only Each question carries 40 marks You are reminded that assessment will take into account the quality of written communication used in your answers Section A: Producers and Audiences EITHER: 1. Study the items in Part A of the…
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Rob Miller | Monday October 06, 2014
Categories: EDUQAS A Level, EDUQAS AS, Mystery, Science Fiction, Action, Thriller, A Level, Film Industry, Hot Entries, Film Distribution, Film Marketing, Film Publicity, Film Promotion, Film Analysis, Films & Case Studies, Hollywood Films, Genres & Case Studies, Analysis
Introduction One of the most interesting ways to engage with genre is to select two films from the same genre and compare and contrast them. Critically, select two films produced in significantly different time periods and places - by doing this kind of analytical exercise we’re able to go some distance in identifying some of the ways in which a genre evolves. Science fiction film certainly seems to offer a particularly rich case study in terms of what kinds of ideas texts can be encoded…
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Rob Miller | Wednesday October 01, 2014
Categories: International/Non English Language, World Cinema, Hot Entries
click on image to enlarge There are key areas of study that WJEC recommend are explored for FM4 Section C – Solaris, and they are as follows: As a philosophical film about identity and memory
The role and function of Hari
The undemonstrative character of Kris and the reasons for this
Issues of representation in relation to conventions of the Sci-Fi genre
The significance of the earth sequences – including the emphasis on nature The overall pace and length…
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jclarke | Friday September 26, 2014
Categories: British Film, Hot Entries, Non-Hollywood Films
click on image to enlarge Introduction Lynne Ramsay, the director of the film Morvern Callar has made the valuable observation that “I love to see great dialogue in the cinema but I hate to see ‘Film TV’. When I go to the cinema I want to have a cinematic experience….I like dialogue when it’s used in a way where the body language says the complete opposite…? [1] Ramsay’s emphasis on the importance of the non-verbal is highly relevant in relation to…
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Rob Miller | Tuesday September 23, 2014
Categories: Film Noir, A Level, Hot Entries, Hollywood Films
Introduction In this section of the exam you will get a choice of one question from two – an absolute must is that you compare and contrast two films, either from the same genre or that both deal with a specific theme. Genre, narrative and representation are key areas of study - see below examples of past questions: How far do the American films you have studied convey key themes in similar ways? How far is the representation of characters in the American films you have studied influenced…
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Rob Miller | Monday September 22, 2014
Categories: Crime, Thriller, Hot Entries
Single Film – Critical Study ‘Set in the early 1970s, Sweet Sweetback’s Baadasssss Song is actually a film about the black man in American history.’ Discuss the film in relation to this statement. What is the importance of movement and soundtrack in Sweet Sweetback’s Baadasssss Song? What does your chosen film reveal about the usefulness of one or more critical approaches you have applied? Consider debates that have arisen in the critical reception of your chosen…
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Rob Miller | Friday September 19, 2014
Categories: Surrealism, Hot Entries, Audience
click on image to enlarge Surrealism is a broad area of study and this resource attempts to contextualise surrealism in terms of both its historical origins but also how the style has been adapted by focusing on key texts. Surrealism, as an ‘International Film Style’ is taken as emerging out of the Surrealist Art Movement, particularly with the film work of Louis Bunuel. As a result, one of the key texts explored in this resource will be the seminal 1929 silent surrealist…
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Rob Miller | Monday September 15, 2014
Categories: EDUQAS A2, Theory, OCR A Level, EDUQAS A Level, OCR A2, A Level, Hot Entries, Audience, Representation, Key Concepts
The following theorists represent a selection of film theorists (from many) whose work can be cited in both A Level Film Studies coursework and external assessment, for both WJEC and OCR. For example, OCR Film Studies Section B F633 suggests: “candidates are encouraged to engage with critical frameworks relevant to the topic area? e.g. Film Regulation, Authorship and Film and Audience Experience while WJEC Film Studies FM4 states that students should: “apply key concepts and critical…
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jclarke | Tuesday September 02, 2014
Categories: OCR A Level, OCR A2, A Level, Film Industry, Hot Entries, Film Marketing, Audience, Film Language, Representation, Films & Case Studies, Posters, Film Poster Analysis, Key Concepts
The purpose of this unit is to assess students’ ability to independently research, investigate and analyse a film based topic and present the findings; secondly, to assess the students’ application of knowledge and understanding to the planning and construction of a creative realisation; and finally, to assess candidate’s application of knowledge and understanding in evaluating their own work. 1. ResearchIndependent Research Project: 40 marks Planning: evidence of planning for a filmed…
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jclarke | Monday August 18, 2014
Categories: EDUQAS A2, EDUQAS A Level, Mystery, Romance, Thriller, A Level, Film Industry, Hot Entries, Film Marketing, Film Publicity, Audience, Film Promotion, Film Analysis, Film Language, Representation, Films & Case Studies, Hollywood Films, Genres & Case Studies, Analysis, Key Concepts
click on image to enlarge Understanding the relationship between the micro and the macro elements of a film is an essential part of our analysis of movies. Every shot, every sound accumulates to form the expression of an idea. Thinking about movies in this way might prompt us to acknowledge that a camera move for example, can express a character’s psychology, sometimes more forcefully and memorably than a line of dialogue could ever do. In the opening scene of Vertigo (1958) as the film’s…
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jclarke | Thursday July 10, 2014
Categories: Drama, GCSE, Hot Entries, Audience, Film Analysis, Film Language, Representation, Films & Case Studies, Non-Hollywood Films, Genres & Case Studies, Analysis, Key Concepts
click on image to enlarge Introduction Lynne Ramsay’s film Ratcatcher is a key British production of the late 1990s and is notable for its thoughtful and sensitive focus on the representation of a young person. The film explores the representation of childhood, guilt and atonement in a dysfunctional environment. Although on the paper 2, GCSE list of films, Vicky LeBeau’s analysis of the narrative and ideological function that children typically embody in movies can apply when she writes…
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Rob Miller | Wednesday July 02, 2014
Categories: OCR A Level, OCR A2, A Level, Hot Entries
click on image to enlarge F633: Global Cinema and Critical Perspectives F634: Creative Investigations in Film This scheme provides a basic outline, in terms of structure and timescales over the period of one academic year – it is expected throughout the year that teachers will generate their own additional resources and materials. Edusites Film have suggested only a research investigation for F634 and have recommended only that Film Regulation and Classification be studied for F633…
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jclarke | Monday May 19, 2014
Categories: EDUQAS A2, EDUQAS A Level, Drama, Comedy, A Level, Hot Entries, Audience, Film Analysis, Film Language, Representation, Films & Case Studies, Hollywood Films, Genres & Case Studies, Analysis, Key Concepts
click on image to enlarge The first image that we see in Modern Times is of a clock - a symbol of the workplace and productivity as Chaplin’s Little Tramp struggles in the modern, industrialised world of which he is so critical during the time of the Great Depression, see more on that here. As such the image is emblematic of the entire film. Modern Times is a silent film comedy that is as ideologically rich and meaningful as a wide range of far more ‘serious’ dramas about ‘serious’…
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Richard Gent | Wednesday May 14, 2014
Categories: Hot Entries
FilmEdu and MediaEdu writer, James Clarke, sees the publication of his new book this June. Entitled Bodies in Heroic Motion: The Cinema of James Cameron the project is published by Columbia University Press imprint Wallflower Press. “The very first writing that I had published in print about movies was with Wallflower Press, back in 2001, so this is a really welcome ‘full circle’ moment for me.? James explains. “The new book, I think, is written to be accessible to undergraduates and…
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jclarke | Friday May 09, 2014
Categories: EDUQAS A2, EDUQAS A Level, Drama, Comedy, Romance, World Cinema, Talk To Her, A Level, Hot Entries, Audience, Film Analysis, Film Language, Representation, Films & Case Studies, Genres & Case Studies, Analysis, Key Concepts
click on image to enlarge In this resource we will consider the film Talk To Her (2002) and explore some aspects of its film style, by which we mean the choices made by the filmmakers in their deployment of sound and visual elements in the construction of the narrative. As such, we are considering how storytelling devices express a range of meanings and values embodied within the drama. Talk To Her offers an opportunity for us to think about how film (and non Hollywood films, particularly)…
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Rob Miller | Wednesday April 16, 2014
Categories: X-Men, GCSE, Hot Entries, Mock Exams, Films & Case Studies, Hollywood Films, Non-Hollywood Films, Genres & Case Studies, Superhero, GCSE Mock Exams
Associated Resources
WJEC GCSE Film Studies Mock Exam Paper 1 A Grade Response 2013.docx
WJEC GCSE Film Studies Paper 2 A-B Exemplar The Boy in the Striped Pyjamas.docx
WJEC GCSE Film Studies Mock Exam Paper 2 A Grade Response 2013.docx
WJEC GCSE Film Studies Mock Exam Paper 2 D-C Grade Response 2013.docx
WJEC GCSE Film Studies Paper 2 Non Hollywood Exemplars
WJEC GCSE Film Studies Paper 1 A-B Grade Response Summer 2014.docx
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jclarke | Wednesday April 16, 2014
Categories: Drama, Adventure, GCSE, Hot Entries, Audience, Film Analysis, Film Language, Representation, Films & Case Studies, Non-Hollywood Films, Genres & Case Studies, Analysis, Key Concepts
click on image to enlarge In this resource we will consider the film Rabbit Proof Fence (2002) and explore some aspects of its film style, by which we mean the choices made the filmmakers in terms of how they deploy sound and vision. As such, we are considering the storytelling devices with which the film expresses a range of meanings and values embodied within the drama. Through the way that the stylistic choices of the film’s producers’ (writer/director/producer/actors/camera/sound/music)…
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abateman | Tuesday March 25, 2014
Categories: Hot Entries
Associated Resources Lesson Plan.docx Ofsted Inspections: What Makes An Outstanding Lesson? For many teachers, the anxiety and worry of being observed are all too real. With new government initiatives such as the fact that pay is linked to performance, and the new Ofsted Framework (2012) breathing down our necks, it could enhance these worries and fears even more. It was therefore thought that it will be helpful to provide some guidance in terms of what makes an outstanding lesson. I was…
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| Tuesday March 25, 2014
Categories: Trips & Visits for Film Studies, Film Studies Extracurricular Activities, Hot Entries
click on image to enlarge The Making of Harry Potter trip can be described as one of the most magical and exciting school trips I have ever undertaken with my AS Media Studies group in June 2013. Students arrived at the studios where Harry Potter was produced just after 11:00, and the process was slick and organised. Tickets were reserved and we were even moved forward in the queue to go in. (In any teacher’s book this is fantastic service.)The two studios were aptly named J and K, and the…
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Rob Miller | Wednesday March 19, 2014
Categories: EDUQAS A Level, EDUQAS AS, A Level, Hot Entries
click on image to enlarge
Open WJEC AS Film Studies Revision Quiz
Click on the back button to return to FilmEdu when you’ve finished using the quiz.
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