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.