aspects (about acting)
The 30 Most Famous Film Scores
www.youtube.com/watch?v=0di9tiulb4Q
2. Pause after each track to ask students to jot down a few adjectives to describe the music and complete the template below:
Track Adjectives to describe the music
Adjectives to describe the mood/feelings created
Film genre (e.g. comedy, horror, thriller, sci-fi, fantasy, war,
romance) 1
2 3
Before students do Questions 2-3, teachers may play “My Shoes” again with the screen off to ensure students focus solely on the music and events. Ask students to jot down sounds they hear and recall the events in the film as they listen. Signal to students when the tempo and pace of music change to check if they can remember
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what happens at that moment. In doing so, students will realise how the change in music corresponds to the development of the plot.
When teachers provide feedback on students’ answers to Questions 2 and 3, the focus should be on whether students can describe the music and discuss its change and effects with appropriate vocabulary. Where necessary, guide students to use sample sentence structures to explain the effects of the music in Question 3, for example:
The music creates a sense of [feeling nouns].
The music imparts a feeling of [feeling nouns] to the scene.
Below are the suggested answers to Questions 2 and 3:
2. List the diegetic and non-diegetic sounds you hear in the film “My Shoes”.
*Diegetic sounds People teasing and laughing, birds’ chirping, footsteps, water flowing in the stream, sound of the big bird flapping wings, the frantic cry of the boy (in wild excitement)
Non-diegetic sounds background music (piano)
* Note: Teachers may tell students that despite being considered on-location sounds, most diegetic sounds made by people (e.g. footsteps) and props (gunshots) in the scene we hear in films are not recorded on location, but are added in the post production stage. The on location shooting and recording focusses mainly on the characters’ speeches and dialogues.
3. Select two memorable excerpts from the film. Describe how music is used in the selected scenes and explain the functions and effects.
Brief descriptions of the chosen footage
What and how music is used
Functions and effects
The opening scene with the close-up on a pair of worn-out shoes, followed by a tilt-up to show the boy sitting on the bench with a long face. (0:05-0:25)
Slow and sentimental piano music is used.
Music is used to set the sad tone of the story, bring out the loneliness of the boy and portray him as a dejected outcast wanting his peers’ acceptance.
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The scene when the two boys switch their roles after the poor boy’s wish has come true.
(2:29-2:37)
The music starts to surge and gather momentum at the moment when the boy’s wish is granted. The tempo/pace of the music has also changed from slow to fast.
The change in pace and mood of the music signifies a magical moment and a sudden change, which is also the climax of the story.
The fast music creates excitement and an uplifting mood, which helps build the viewer’s anticipation and provides a stark contrast with the painful realisation and poignant ending.
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(III) Cinematic Aspects: Camera Shots
Explain to students the following three factors to be considered in the discussion of camera shots:
Length of shots
Camera angles
Camera movements
To develop students’ understanding of cinematography progressively, the three factors are dealt with one by one as three separate items. In reality, the three elements are intertwined in film making and often considered holistically. For example, as the camera moves, the camera angles and the length of the shots (or the amount of space contained within a frame) are also altered. Teachers might like to follow the approach and sequence adopted in this set of materials to introduce basic concepts and terminology of camera shots to students. When students have acquired basic understanding and mastered the language to discuss film shots, teachers can encourage them to apply the knowledge integratively to analyse selected scenes from the set film in the syllabus or their own-choice film for the portfolio.
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(i) Length of Camera Shots
The purpose of the section is to enable students to identify and describe shots of varying lengths in a film.
Go through the notes to introduce the basic types of camera shots to students.
Remind students that in addition to the five levels listed on the handouts, there may be finer distinctions. For example, a medium close-up is half way between a medium shot and a close-up, which shows the face more clearly without getting uncomfortably close.
To deepen students’ understanding of different shot lengths before they complete the exercise, teachers may:
show film images with different shot lengths to illustrate the concept
ask students to search for images of different shot lengths from the Internet (They can simply do so by typing “close-up shot” and select “image” for search engines like “Google” or “Yahoo”)
ask students to use cell phones to take photos of different shot lengths and show them in class
Below are some suggested answers to Question 4. Any other reasonable answers should be accepted.
4. Look at the following shots from “My Shoes”. Identify the type of camera shots used in each shot and explain the effects created:
Shots Descriptions
An extreme wide/long shot is used to show the boy walking to a tree to lean under it.
The shot shows the vast outdoor setting and the boy’s relatively marginal position in the scene, which matches his feelings of unimportance and abandonment as well as his sense of inferiority.
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A long shot is used to show the two boys gazing at each other on the bench.
The shot helps establish the two boys as polar opposites and highlight the huge gap between them, as the two boys are each seated at one end of the bench.
A medium close-up is used to show the boy in deep thought and his displeasure.
The shot draws the audience’s attention to the boy’s facial expressions and state of mind.
An extreme close-up is used to show the boy closing his eyes to make a wish.
The shot captures the fine details of the boy’s face and accentuates his intense feelings and emotions.
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(ii) Camera Angles
The purpose of the section is to enable students to identify and describe shots taken from different camera angles in a film.
Go through the notes to introduce different kinds of camera angles to students.
Remind students that in addition to the four generally used terms to describe camera angles, there may be finer and more precise descriptions (e.g. over the shoulder, over the head shot). If students can master the four types of camera angles listed on the handouts, teachers may introduce one more term to them:
Dutch angle (also known as German angle or Dutch tilt) is a camera shot in which the camera angle is deliberately slanted to one side. The oblique and canted angle can be used to create dramatic effects and portray unease, confusion and disorientation (e.g. madness, intoxication).
To deepen students’ understanding of different camera angles before they complete the exercise, teachers may:
show film images with different camera angles to illustrate the concept
ask students to search online for images taken from different camera angles (They can simply do so by typing “high-angle shot” and select “image” for search engines like “Google” or “Yahoo”)
ask students to use their smart phones to take photos from different camera angles and show them in class
Below are some suggested answers to Question 5. Any other reasonable answers should be accepted.
5. Look at the following shots from “My Shoes”. Identify the camera angles used and explain the effects it creates.
Shots Descriptions
An eye-level shot is used to allow the audience to look straight on the boy in a comfortable and natural way. The shot presents the subject in a more neutral and objective manner with little visual distortion and emotional manipulation.
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An over the shoulder shot is used to highlight how the shoes are imbued with life and used as puppet characters for the boy to express his pent-up feelings. The camera angle allows us to see clearly how the boy speaks in the roles of the puppet characters and synchronises the movement of the “puppets’ mouths” with his worn-out shoes.
A high-angle shot is used to show the boy is focusing his attention on the other boy’s new shoes.
This high-angle shot is used as a point-of-view shot to suggest a view from the poor boy’s perspective.
A low-angle shot is used to show the poor boy as being hostile and unfriendly and somewhat threatening, staring at the other boys’ legs and shoes. The camera angle helps capture the boy’s silent aggression.
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(iii) Camera Movements
The purpose of the section is to enable students to identify and describe different kinds of camera movements used in the film-making process.
Go through the notes to introduce different kinds of camera moves to students.
Remind students that the six types of camera moves listed on the handouts are the basic ones. Sometimes, a combination of camera moves are used simultaneously (e.g.
pedding while panning, dollying and zooming at the same time [also known as a zolly] ).
To help students talk about how the camera moves in different shots, it may be necessary to introduce the verb form of these moves as well:
Nouns Verbs
A pan The camera pans across the room.
A tilt The camera tilts up/down to show the person from head to toe.
A dolly/tracking shot
A trucking shot
The camera tracks a soccer player running through the shadows while kicking the ball.
The camera dollies/trucks to the right as flowers sway in the breeze.
A pedestal shot The camera peds down to capture the contours of the man’s body.
A crane shot The camera cranes up to slowly reveal an almost endless expanse of wounded and dying soldiers.
A zoom The camera zooms in to show two people sitting by the side of a river.
To deepen students’ understanding of different camera moves before they complete the exercise, teachers may:
show film excerpts with different camera moves to illustrate the concept
play a short scene from a film, mute it and ask the students to call out the camera movement they can spot as they are watching the scene
ask students to make short videos with their smart phones to demonstrate the use of different camera moves
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Below are some suggested answers to Question 6. Any other reasonable answers should be accepted.
6. Watch the three excerpts from “My Shoes”. Describe the camera movement in each and the purpose(s)/effect(s) achieved.
Duration Camera movement and the purpose(s)/effect(s)
0:13-0:25 The camera tilts up to move away from a close-up on the worn-out shoes to reveal the owner of the shoes. The camera movement not only draws our attention to the boy’s long face, but also explains the reason why he is feeling so.
0:33-0:38 A dolly/tracking shot is used to follow the movement of the boy, first focusing on his feet, and then to his upper body. The dolly shot gives the audience a three-dimensional feeling of moving through space with the character.
0:57-1:03 The camera peds down to capture the movement of the falling feather. The camera movement not only shows the lightness of the feather in the air, but also helps link up the two main characters with an object (i.e. the feather from the bird flying over the poor boy eventually falls on the smiley boy) and smooth out the narrative transition.
To enrich knowledge on camera movement, teachers may refer to the following website, which provides a comprehensive analysis of different camera moves:
Camera Movement
www.filmreference.com/encyclopedia/Academy-Awards-Crime-Films/Camera-Move ment.html
For students who wish to know more about the topic of camera movements, teachers may recommend the following YouTube video clips to them:
Videos Descriptions
Camera Movement
www.youtube.com/watch?v=45e1XuA-oLY
The video explains different kinds of camera moves (e.g. a tilt, a pan, a dolly/truck movement) with extracts from films. It also shows the equipment or methods used to create the camera movements.
Camera Movement Tutorial: How to Create The video explains how different
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Emotion
www.youtube.com/watch?v=_P3oxjnFr0c
camera moves (e.g. craning up/down, a quick pan) can create different feelings and emotions (e.g. fear, tension, uneasiness, surprise, shock, a sense of loss and abandonment) in a film.
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Extended Learning Activities
To help students consolidate their knowledge about camera shots, teachers might play one of the following clips in class as a recap after covering the three sub-sections on camera shot lengths, angles and movements:
Video Clips Descriptions
Basic Camera Shots for Filmmaking www.youtube.com/watch?v=ICcE72RwEyc
The filmmaker illustrates with a girl’s face how different camera shots, angles and movement can be used to tell a story in the absence of any speech or dialogue. Cinematic terms are displayed to help students identify the relevant shots and understand the concepts.
Camera Angles with Zach King
www.youtube.com/watch?v=tD63b6Z-Tr0
Different camera shots, angles and moves are illustrated with examples from films and on-location shooting. The speaker in the video provides explanations with a mix of theory and action.
Useful references
For students who wish to explore the topic of camera shots further on their own.
Teachers can recommend the following websites to them:
Websites Descriptions
Camera Angles - Mediaknowall
www.mediaknowall.com/camangles.html
The website provides clear descriptions, explanations and examples on different camera shots, angles and moves.
Media College – Shot Types
www.mediacollege.com/video/shots/
The website offers clear explanations on different camera shots and film terms with examples. It also provides a search function for students to enter film terms that they wish to know more about.
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(IV) Cinematic Aspects: Editing
The purpose of the section is to enable students to identify and describe the basic editing in a film.
Editing describes the relationship between shots and the process by which they are combined. It is essential to the creation of narrative space and to the establishment of narrative time. Editing is a huge topic that can be too technical and complicated for students. The handouts serve to simplify concepts of editing to suit students’
cognitive level. Teachers should exercise their professional judgement to draw a line between cinema studies and the study of a film in the Literature in English curriculum. While a better understanding of film concepts can sharpen students’
critical eye and awareness of details of the film they study, it is not necessary for students to memorise the definitions of these concepts and use technical terms to talk about the production of a film.
Teachers can go through the notes on (1) the purposes of editing, (2) the relationships between shots established by editing, (3) two major editing styles and (4) major editing techniques with students.
To enhance students’ understanding, the following YouTube videos can be used to explain complex editing terms and concepts:
Concepts Videos Descriptions
Editing styles
Continuity and Montage
www.youtube.com/watch?v=OHutAjyyfCw
The story of two characters is presented first with the use of continuity editing and then montage editing to illustrate the difference between the two editing styles.
Match-cuts Match-cuts in Film Editing
www.youtube.com/watch?v=El28XrjtcMI
Three types of match cuts are explained in simple language and illustrated with examples from famous films.
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Cross-cuts Jump cuts Fade in/out Dissolve
Cut and Transition 101
www.youtube.com/watch?v=OAH0MoAv2 CI
The video provides good examples to illustrate a number of editing techniques.
“Cuts” are a particularly broad area in editing. The types of cuts listed on the notes (e.g. jump cuts, cross-cuts, match cuts) are the most obvious ones but are by no means exhaustive. Teachers and students may come across many other terms (e.g.
cut-away, cut-in) that describe cuts. Teachers should note that definitions and judgements on the types of cuts may vary from person to person, subject to one’s interpretations on the relationship and transition between shots. The emphasis of teaching should be put on describing the transition between shots in relation to the meaning of the film/scene(s), rather than the correct identification of editing techniques. Similarly, while different kinds of match-cuts are explained in simple language in this section, students are not expected to identify all these in a film as this level of detail are not expected in their film analysis. For the average learner, describing the editing in simple sentences (e.g. The shot showing …[descriptions of the 1st shot]… is cut to another shot that features …[descriptions of the 2nd shot]…, which highlights …[the effects of the edit]... ) would suffice in their essays and the portfolios.
For students who wish to explore the topic of editing in greater depth, teachers may recommend the following online resources to them:
EDITING | College Film & Media Studies collegefilmandmediastudies.com/editing/
The webpage provides detailed explanation of the graphic, rhythmic, spatial and temporal relationship between shots and the editing techniques that exemplify each. Clips from famous films are used to illustrate the concepts.
Breaking Down the 180-Degree Rule www.youtube.com/watch?v=HinUychY3sE
The video explains the “the 180 degree rule”, which is useful for understanding how editing techniques such as cutting on action and shot reverse shots work.
The video shows why the 180 degree action line is usually followed to maintain consistent directions of actors
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and actions in scenes with edited shots.
Below are the suggested answers to Questions 7 and 8. Any other reasonable answers should be accepted.
7. Choose two segments from “My Shoes”. Identify the editing techniques used and the purpose(s)/effect(s) achieved:
Duration Editing techniques used and the purpose(s)/effect(s) achieved 1:28-1:31 Shot reserve shots are used to show the two boys’ reaction and
attitude to each other. They exchange glances and study each other on the bench. The camera switches between their perspectives/points of view to show their interaction.
2:30-2:38 Cross-cutting is used to show the actions of the boys alternately (i.e. one sitting on the bench contentedly and the other running and yelling excitedly under a tree) after their role reversal. The cross-cuts show the two characters’ actions in two locations in parallel, inviting us to draw connection and contrasts between them, as well as paving way for the surprise ending.
8. Which editing style does “My Shoes” adopt – continuity editing or montage editing? Explain your answer.
Continuity editing is adopted in “My Shoes” to create spatio-temporal consistency and a logical coherence between events. The film unfolds the story of the two boys in a chronological and realist manner. The editing mainly serves to facilitate the smooth narration and transition of time and space.
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Conclusion
As in the study of any literary genres, understanding “what is presented” comes before analysing “how it is presented”. In the Literature in English curriculum and assessment, any analysis on the cinematography (e.g. the use of music and sound effects, shot lengths, camera angles and movements, editing techniques, use of lighting and colours) must be grounded in the context of the story. Students must fully comprehend the plot and message of the film before they analyse how the cinematic techniques contribute to thematic conveyance and evaluate the effectiveness and achievement of the film.
The tasks suggested in this set of materials are mainly noticing activities to build students’ film knowledge and analysis skills. The questions can easily be adapted for use with other short films or excerpts from longer films. For teachers who wish to provide students with more opportunities for application and practice, the following short films can be considered for use when designing follow-up/extended learning activities:
Short Films Synopses
Passing (directed by Jolie Hales)
www.youtube.com/watch?v=Pg_1Pn9YcKg
The five-minute short film tells the story of how Rob, a grumpy old man, sees his marriage in a different light upon watching a customer in a flower shop.
Too Shy (directed by Ryan Hutchins)
www.youtube.com/watch?v=W3vzWIU-gsg
The eight-minute short film is about how a boy is too shy to confess his love for a girl. The story is told with the use of flashbacks and flash-forwards and other editing techniques to facilitate narrative, spatial and temporal transitions.