How important are film stars to the film industry?

In the film industry there are many different things that make a film successful. One of the main things that makes a film successful is the actors who are in it and mainly the film stars. and then there are many other thing that the audience wouldn't expect to be important in making a film successful.

There are many reasons why Film stars are very important to the success of a film industry. One reason is because they bring an audience with them as all major film stars have fans and these fans all want to watch there favourite film stars new film so thats why producers hire these people so that they can bring a large target audience with them

What themes and issues do the films deal with.

The Krays

•       Organised crime

•       Gun culture

•       A life of crime (i.e. crime as a profession)

•       Honour among villains

•       Loyalty and brotherhood

•       Gritty and realistic depictions of crime

•       Failure of law and the police

•       Appearance and reality

Bullet Boy

•       Poverty and deprivation

•       Gang crime

•       Gun culture

•       A life of crime (i.e. falling unwillingly into crime)

•       Desire to break away from criminal influences

•       Access to guns, especially for youngsters

•       Youth, the pressures on youth and a lack of opportunity, especially for black working class youth

•       Gritty and realistic depictions of crime

•       Innocent victims

•       Breakdown of the family

•       Strong female characters

•       Failure of the justice system

•       Under-privilege/disadvantage

Harry Brown

•       Drug abuse

•       Gang crime

•       Gun culture

•       Housing estates and the failure of social housing

•       Age (old age in particular)

•       Honour among criminals (how does this compare to The Krays?)

•       Gritty and realistic depictions of crime

•       Fractured British Society

•       The professionalism of the police

•       Strong female characters

•       Innocent victims

•       Breakdown of the family

•       Ineffective law enforcement and the failure of society to hold it to account

·                           Sexual abuse

To which character does the title refer?

I believe that the title Bullet Boy refers to the character Curtis (Luke Fraser) who is the brother of the main character Ricky (Ashley Walters). I think that this is the case as Curtis is brought up in a world where he is seeing crime happen all around him and this taking a toll on who he is and the actions he will be involved in. first off we see the people who Curtis is growing up with around him and these people are his brother Ricky, Ricky's friend wisdom and his best friend Rio, all these people who Curtis is growing up with around him are linked with crime in a certain way. First off we have his brother Ricky who influences Curtis in the film the most as younger siblings look up to there elders as role models and Ricky is not the best role model for Curtis as he has been in prison and has been involved with drugs and crime and Ricky brings this crime into the household by bringing the gun in which is not good for Curtis too see and this will have an influence on him in the long run. Then we have Wisdom who is Ricky's friend and he has an effect on Curtis not intentionally this is because he is the person who ropes Ricky back into crime and gives him the gun and this will mean Curtis will see his brother getting involved with crime and this will make him think that its the path to choose. Then we have Rio who is Curtis's fiend, Rio is a bad influence for Curtis as he does drugs and tires to peer pressure Curtis into trying and also he is the person who peer pressures Curtis into using the gun which then leads to the shooting of Rio which is he reason why i believe Curtis is the Bullet Boy. Furthermore the objects around Curtis are not good for him and this talking about the previously mentioned gun. When Curtis first gets his hand on the gun he seems to be very intrigued by it and he plays around with it and pretends to use it. The next time Curtis gets the gun is when he wants to show it off to Rio and this then leads to Rio using peer pressure to get Curtis to take it out of the house and ply with which then leads to Rio being shot by Curtis by accident but even though it is by accident we still see how this is leading to Curtis eventually getting involved with crime like his Brother and many of the people living in the area around him. Moreover the area of London that Curtis grows up in will have an influence on him as it is a run down area where there is a lot of crime going on and Curtis will find it very hard o escape this place and that will probably mean he will end up getting involved with the crime around him and following down the same path as his brother.

What are the main the main messages, values and social issues in the film?

A message in the film is that it is hard for Black kids growing up in the east end of London. This is shown in the film with the character Curtis as we see that it is hard for him as he is very exposed to crime and drugs and will be hard for him not to get involved with that sort of stuff when he grows up. 

A key message in the film that it is hard to get a way from crime. We see this in the film  as when Ricky comes out of jail he wants to move a way and get a fresh start but instead he gets roped back into crime by Wisdom, this is shown in the scene when Wisdom makes Ricky go with him to kill Godfrey's dog. 

A key value shown within the film is loyalty. This is shown within the film during the scene when Wisdom forces Ricky to go with him when he goes to 'shoot up Godfrey's yard', as Wisdom tells him that Ricky should do this for him  because he owes him, he wears the scar on his neck to show he saved Ricky's life.

A social issue shown within the film is gun crime and the access young people have to weapons. This is shown within the scene when after Ricky has been released from prison and they are at Wisdom's flat, and Wisdom just produces the gun from out of a draw. This shows how easy it is to be able to find a gun and to keep a hold of it for a long period of time without being caught by the police.

How are people and places represented in the film?

Within the film the representation of London is a slightly more realistic view of London. This is because the film is set in London's East end, this is unusual because many films show London as being the upper class, busy city many people know. However this film shows a side to London many people don't see, it shows a lower class of living, where youth and gun crime is more present. Also, it shows many stereotypical views of Afro Caribbean families, being lower class and the youths of this ethnicity being more prone to being involved in crime or being involved with the police.

The males within this film are shown as being the stereotypical 'man', they are all shown as being shown as strong characters who are more prone to getting into crime. Also they all seem to want to be independent and wanting to do things by themselves. The only male character who seems to challenge this stereotype is Leon, this is because he seems to be more religion orientated and seems to be more family based with Beverly rather than wanting to be out more often. The females in the film also challenge the typical female stereotype, this is because they are are very strong women who seem to have to put up with a lot, Beverly has to cope with Ricky being in and out of prison and being afraid of Curtis going down the same path as Ricky. Whereas, Shea has to cope with Ricky getting in trouble with the police constantly, and when someones after Ricky they are after her as well because they seem to come as a pair. 

Messages and Values in the opening scenes of The Krays

A message in the film is The Krays believed themselves to invulnerable. We see this when there mothers tells them nobody will hurt them so this will give them a sense of invulnerability.

A value in the film is when people fear you it is good because you can do anything. We see this in the scene at the hospital when their mother shows her power and takes her child out of the hospital and no one will stop her.

A message is that the community is very close in the east end. We see this when all the housewives spend a lot of time together and support each other like when the police come for the father they all try and keep them away to give him enough time to hide.

A Message in the film is that the mother will influence the children. We see this in many times in the film like for example she tells them that no one will ever hurt them this makes them think that they are invulnerable and this is shown later on in the film.

A message in the film is that people will get back what they give. for example in the scene when the Father goes to strike the mother the twins stand up and fend for there mother as she looked after them a lot more than the father so the twins will look after her.

A value in the female stereotype is challenged in the film. We see this in violet and the other Female family members as they prove to be strong independent women and they prove they don't need men to survive.

A message in the film is the the lack of a male role model in the film. We see this as the Father is most of the time absent in the growing up of the twins and when we do see him he is either sleeping or attacking the mother another male role model in the film was the grandad and when we see him  provoking them against each other.

Alternative Points

Ronnie's insanity
Reggie's smothering of Frances (Male dominance)
The failure of the police to control the criminal activity
Male/Female relations (remember "men are born boys and they stay boys")

Analysis of a Film Extract – 30 Marks
Level 0 – 11	• Candidates will give few indications that they have gained knowledge and understanding of the micro features of the film they are concentrating on and will tend to rely on 'common sense'. • There may be some reference to their chosen film but this will have no clear analytical purpose. • There may either be little attempt at personal engagement or only a set of personal statements that fail to demonstrate any learning. Quality of written communication • Struggles to communicate clearly.
Level 2 12 - 14	• Candidates will show a basic ability to identify and describe specific aspects of the micro features of film but, compared with work at higher grades, knowledge will be insecure, generalised and with significant inaccuracies. • There will be basic reference to the chosen film but only indicating basic analysis. • Personal response may be strongly stated but be characterised by description of personal feeling and unsupported assertion. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate.
15 - 17	• Candidates will demonstrate some ability to identify and describe specific aspects of the micro features of the film they are concentrating on. • This will be reflected in work that is generally accurate, though inconsistent in its level of detail. • References to the detail of the micro features of film will sometimes be clear but there will be a tendency toward imprecision. • Personal response may be strongly stated but lacking in any conceptual focus on how meaning is made. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate.
Level 3 18 - 20	• Candidates will demonstrate a sound knowledge and understanding of specific aspects of the micro features of the film they are concentrating on. • This will be reflected in their ability to refer in some detail and with a generally high level of accuracy to particular films. This will be supported by sound analysis of aspects of the micro features of film. • Personal response will focus on the process of making meaning(s) in particular instances but may reveal limitations in broader conceptual understanding or in interrogating the interaction between film and spectator. Quality of written communication • Soundly structured and reasonably accurate use of appropriate language to communicate clearly.
21 - 23	• Candidates will have a good knowledge and understanding of the micro features of the film they are concentrating on. • This will be reflected both in their ability to refer in detail and with accuracy to their chosen film and in their analysis of how micro features produce meaning(s). • Personal response will show a competent appreciation of the production of meaning(s) through the interaction of film and spectator. • However, compared with the very best candidates, more will be taken for granted and a less exploratory approach will be adopted. Quality of written communication • Well-structured and accurate use of appropriate language to communicate clearly.
Level 4 24 -30	• Candidates will be distinguished by an excellent knowledge and confident understanding of the micro features of the film they are concentrating on. • This will be reflected both in their ability to refer in detail and with accuracy to their chosen film and in their analysis of how micro features produce meaning(s). • Personal response will be characterised by a high level of analysis of the production of meaning(s) through the interaction of film and spectator. • The interaction between film and spectator will be perceived as complex, subtle and resistant to simplistic assumptions. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.

Creative Project

Applying the Micro Features of Film to Create Meaning

“Create a sequence to demonstrate how micro features produce meanings and responses.”

WJEC Film Studies Specification

The Creative Project should build upon the work you have covered understanding how meaning is created at a micro level and the consequent relationships between producers and audiences.  In other words you will be expected to show your understanding of how films are created by producing a creative project.  Your project is not group work although you may need to ask friends to help you depending on the complexity of your individual idea. Your Assessment Objectives are:

A03 Demonstrate the ability to devise film projects creatively, applying appropriate planning and production skills effectively; and

AO2 Apply knowledge and understanding, including some of the common critical approaches that characterise the subject, when exploring and analysing films and when evaluating their own creative projects to show how meanings and responses are generated.

1          Aims and Context

A clarification of the aims and context of the project to be completed on the Exam Board’s Cover Sheet FM1a.  This will be about 50 words in length.

2          Film Sequence or Short Film – 40 Marks

You must produce either a film sequence envisaged as an extract from longer film or a complete short film.  Emphasis is on visual communication rather than dialogue. The purpose is to demonstrate youe understanding of the micro features of film.  Therefore this coursework should definitely be a case of style over substance.  You may choose:

·      A film sequence or short film of approximately 2 minutes and containing between 10 and 25 different shots (some of which may be repeated); or

·      A photographed storyboard of between 10 and 25 different shots (some of which may be repeated).  You can use up to 5 found shots, which must be acknowledged, but you are strongly discouraged from this unless critical to your storyboard; or

·      An extended step outline of 1000 words covering between 5 and 8 scenes.  This is a detailed description of a set of scenes not a screenplay.

3          Reflective Analysis – 10 Marks

This should select key micro features of the sequence and demonstrate how they create meanings and aim to provoke responses in audiences. The Analysis must be 750 words in length.    You will write your Reflective Analysis after you have produced your Micro Analysis.  Your Reflective Analysis is a micro analysis but of your own work this time!

What Do You Need to Do?

Aims & Context

This is a very important part of the project, but you don’t actually get any marks for your work!  It explains the meanings you are trying to develop and the learning you are applying in the practical activities.  The Aims & Context also helps you get your thoughts together – this is why a draft must be written before you commence any production work.

·      Come up with a title for the film, this locates the film in the mind of the audience, is shows that you have genuinely thought about the nature of the movie and that you are engaged with the task.

·      Do not offer a synopsis of the sequence.  You should cover the micro features being focused on and the way in which each will be applied to the practical work.

·      Offer some sense of where the chosen sequence sis in the film timeline and in relation to the conventions of narrative structure.

·      If you are working with a particular genre or adopting a particular style then it would be helpful to highlight how these issues will be developed through the micro elements of film to shape the sequence.

·      Finally, you need to identify what the intention is behind the use of the micro elements involved in the production.

The Idea

The starting point!  The idea develops into an outline for a story (although remember the point is to demonstrate understanding of the micro features of film.  Keep control of the idea to stop it spiralling off into unstructured developments.  Adopt a few simple sets of questions to keep your ideas tight, focussed and therefore most likely to produce an effective production:

What is the situation? /  Whose situation is it? / From whose perspective is the story to be told?

What is the central quest? / Where do the events happen? / Who stands in the way of success?

How does the quest end?

Production

Although the final piece will have taken you on a journey through pre-production, production and post-production, as this is not a vocational course, only the final piece itself is marked and neither planning material or editing sheet need to be handed in.

However, planning is essential to a good piece.  Documents are available for you: storyboards, lighting plots, properties list, location visit, wardrobe design, risk assessment

Preparation

You will be given some time in lessons to think about what you would like to produce.  You may feel that you need training in particular software or hardware in order to make your product.  If this is the case you must make this known to your teacher and workshops will be arranged.   Remember this FM1 is worth 50% of your AS course, so it can really make a difference to your final grade!

Mark Scheme

Film Sequence – 40 Marks
Level 1	0 - 15	Level 1 is characterised by incomplete work and achievement which is uneven and basic. Some or all of the following are characteristic: Sequence • Slight and inconsistent indications of understanding of micro features demonstrated in sequence • Slight and inconsistent indications of ability to realise cinematic ideas with few indications of understanding of appropriate conventions. Quality of written communication • Struggles to communicate clearly
Level 2	16-19	Sequence • Basic understanding of micro features demonstrated in sequence • Basic ability to use appropriate micro features • Basic ability to visualise, demonstrating some understanding of appropriate conventions. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate
	20-23	Sequence • Some understanding micro features demonstrated in sequence • Some ability to use appropriate micro features • Some ability to visualise, demonstrating an understanding of appropriate conventions. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate
Level 3	24-27	Sequence • Sound understanding of micro features demonstrated in sequence • Sound creative use of appropriate micro features • Sound visualisation, demonstrating reasonable understanding of appropriate conventions Quality of written communication • Soundly-structured and reasonably accurate use of appropriate language to communicate clearly
	24-31	Sequence (extended step outline, storyboard and film) • Good understanding of micro features demonstrated in sequence • Good, at times creative, use of appropriate micro features • Good visualisation, demonstrating a good understanding of appropriate conventions Quality of written communication (where relevant) • Well-structured and accurate use of appropriate language to communicate clearly
Level 4	28-31	Sequence • Excellent understanding of micro features demonstrated in sequence • Excellent, creative use of appropriate micro features • Excellent visualisation, demonstrating high degree of understanding of appropriate conventions Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.
	32-40	Sequence • Excellent understanding of micro features demonstrated in sequence • Excellent, creative use of appropriate micro features • Excellent visualisation, demonstrating high degree of understanding of appropriate conventions. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly

Mark Scheme

Reflective Analysis – 10 Marks
Level 1	0 - 3	• Slight and inconsistent indications of ability to reflect analytically on the micro features of sequence. Quality of written communication • Struggles to communicate clearly.
Level 2	4	• Basic ability to reflect analytically on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Basic ability to structure ideas and use appropriate language to communicate.
	5	• Some ability to reflect analytically on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Some ability to structure ideas and use appropriate language to communicate.
Level 3	6	• Sound analysis on how the sequence uses micro features to make meanings for audiences. Quality of written communication • Soundly-structured and reasonably accurate use of appropriate language to communicate clearly.
	7	• Good, at times perceptive, analysis of how the sequence uses micro features to make meaning(s) for audiences. Quality of (written) communication • Well-structured and accurate use of appropriate language to communicate clearly.
Level 4	8-10	• Excellent, perceptive analysis of how the sequence uses micro features to make meanings for audiences. Quality of written communication • Excellently structured and accurate use of appropriate language to communicate clearly.