Q1.Action Adventure codes and conventions
Some more
gcse media studies revision
(This is from last year the 13th of June is NOT the date of the exam!!!)
Some more
•There is a hero or band of heroes who may be on a quest or in some kind of danger
•The danger is due to a villain or band of villains or some dangerous force of nature
•The danger will lead to actions, or preparing for action, such as violence, explosions, a chase or an escape
•The setting will often be exotic or threatening or trapping
•The film language will be fast moving, with active camerawork, fast paced editing, and dense and exciting soundtrack with sound effects and music to the action
Link to Action Adventure Codes and Conventions PowerPoint Action Adventure
Remember this is the question you will be answering:
Remember this is the question you will be answering:
Q1. Explain two ways in which the narrative (the characters and events) in the extract fits the action adventure genre. Use examples from the extract. (10 marks)
This reading was taken from the OCR media Studies text book. (If you have the book, it is on page 118-120)
This reading was taken from the OCR media Studies text book. (If you have the book, it is on page 118-120)
Writing structure
1. Overview
The narrative (how the story is told) and/ or characters in the extract fits the action adventure genre in various ways.
2. One conventions is (Pick one of the conventions above) ………………………………………………………………………………………which is conventional of the genre.
3. This is signified by (give the example using key terminology – convention, protagonist, antagonist) and use of technical/ visual, codes and where you saw it . …………………………………………………………………………………………………….
Example: The fact that the protagonistis chewing gum in the close-up at the beginning
4. What meaning does this create for the audience?
Example: signifies his confident attitude as if he wasn’t expecting a difficult battle, connoting he has the skillsand is brave in the face on the various antagonists who outnumber him.
Q2. Media Language
2.Explain how eachof the following is used to create effects that fit the action adventure genre:
•Soundtrack
•Camerawork
•Editing
•Mise-en-scene
Use examples from the extract
Soundtrack, Editing, Mise-en-scene, Camerawork
Describing
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Effect/ Purpose to create pleasure
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emulates
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Tension
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emphasize
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Humour/ comedy
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mimic
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Audience recognise
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heighten
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Surprise/ familiar
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Draw attention to
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action
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utilize
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Conflict
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Depict
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realism
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Bring to focus
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Excitement
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Create sense of
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Emotions (e.g. anger, fear, joy)
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Hints at
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chaos
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Sound
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signify
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Character importance
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crescendos
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connotes
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Suspense
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builds
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Bring together
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Urgency/ intensity
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climax
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help to |
Atmosphere (hectic, fun, intense)
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Tempo (speeds up/ slows down)
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Builds up
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Mood (scary, joyful, tense)
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Sympathy
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Q2. Writing Structure
1. Overview
The Soundtrack/ Editing/ Mise-en-scene/ Camerawork is notably/extensively used to create effects which fits the genre/ help heighten the action/ connote ideologies…………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
2. Give the example and when you saw it…..The editing is very slow paced at the beginning of the extract
Or Then the editing speeds up and cross cutting is used frequently during the imminent fight scene…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..............................................................................................................................
Or Then the editing speeds up and cross cutting is used frequently during the imminent fight scene…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..............................................................................................................................
3. Give the purpose/ effect of this……this hints at the upcoming battle which creates a tense atmosphere.
Or to help bring together the characters in an imminent fight scene, and the fast editing builds-up
to the action, heightening tension.
Or to help bring together the characters in an imminent fight scene, and the fast editing builds-up
to the action, heightening tension.
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….......................................................................................................................
Q3. REPRESENTATION
Representation in Action Adventure Films
Representation Toolkit
Q3. Representation Writing structure
1. Overview
Throughout the extract, characters are portrayed stereotypically and anti - stereotypically to connote and celebrate different values and ideals.
2. Say who/ what is being represented? Pick - Age, Gender (men, Women), Ethnicity, Race, Police Officers, Rural towns, Disability…..
The representation of……..
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3. Say if this is………… (pick one)conventional =follows stereotype (conforms)/
unconventional= doesn’t follow the stereotype (subverts)
(Use Representation Toolkit)
unconventional= doesn’t follow the stereotype (subverts)
(Use Representation Toolkit)
This is………………………………………….as it doesn’t/ does follow the stereotype of (give the group - eg older people)…………………………………………. Being (give the stereotype)……………………………………or………………………………………
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4. Give an example from the extract using media terminology.
This is shown……… (say where/ when you saw it – eg. during fight scene, in opening sequence)………………………………..
Then give the specific example and the representation (eg. the elderly women with a machine gun, who is represented as violent)………………………………………………………………………………………………..
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5. Say what ideals and values (ideologies) these representations tell the audience
(what the film says is good/ positive/ important)
(what the film says is good/ positive/ important)
The representation therefore celebrating (give the group eg. Older people) ……………………………connoting……………………………(eg. equality, as Old people can protect themselves just like younger people)
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6. Then give what effect this has on the audience (See Rep – Why sheet)
the effect this creates for the audience is …………(eg. humor, shock, suspense, excitement) because the audience doesn’t/ does expect this representation through the use of the stereotype.
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Representation Toolkit
Students may need an all-purpose representation toolkit to take into the exam so they can identify stereotyping and other representation issues for question 3.
Past extracts include:
Serenity (Jan 2009)
Anti-stereotypical representation of a strong, fearless African-American female character and a contrasting representation of a macho looking man as fearful and vulnerable, plus the anti-stereotypical woman engineer but the stereotypical female sex worker.
The Bourne Identity (June 2009)
This represented the stereotypical combination of an active, violent male protagonist (and antagonist) and a more passive, fearful female companion.
Master and Commander (Jan 2010)
Women are completely absent from the extract's depiction of a battle scene, anti-stereotypical representation of teenagers being in charge of older men (due to class differences).
Lara Croft (June 2010)
Anti-stereotypical active female protagonist but with stereotypical sexualisation, stereotypical Greek warm, comic characters, stereotypical faceless Chinese villains.
Representation toolkit
Here is an attempt to cover stereotyping for each of the social groups listed in the specification for this unit. See what you might want to add to this toolkit.
Social Group
Stereotyping
Anti-stereotyping?
Gender - stereotype
Men do things
Men are brave
Women are to be looked at
Women are vulnerable
A male sex object
Anti- stereotype
Vulnerable men
A brave woman who makes things happen
Age - stereotype
Elderly people are weak
Children need to be looked after
Teenagers are moody
Young people are more attractive
Anti- stereotype
Strong older people
Children in charge
Emotionally stable teenagers
Older models
Ethnicity - stereotype
Ethnic minorities are different
The ethnic majority (e.g. white British or white Americans) is normal
Anti- stereotype
Integrated casting
Not taking the point of view of the ethnic majority
Nationality - stereotype
Foreigners are different (strange, exotic, sensual, threatening)
‘The unreliable French’
‘The efficient German’
Anti- stereotype
Taking the foreigner's point of view
Showing a range of characteristics for any nationality
Sexuality - stereotype
Gay people are defined by being gay
Heterosexuality is normal
Anti- stereotype
Characters who happen to be gay
Nothing is normal
Physical ability/disability
People with disabilities are weak and vulnerable
More physically attractive people are better people
Anti- stereotype
Heroes or models with disabilities
Integrated casting
Very attractive villains
Class and status - stereotype
‘The upper class twit’
‘The middle class suburban snob’
‘The chav’
(This is from last year the 13th of June is NOT the date of the exam!!!)
Action Adventure Codes and Conventions
Propp's Character types
Narrative and Todorov structure (equilibrium - Disruption - new equilibrium) and Roland Barthes (Action and enigma codes) & Levi Strauss (Binary opposition)
Specific Representations
Action Adventure Representation - Heroes and Villains - Gender
Representation in Action Films - Ethnicity, disability
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