MOCK and WACE Exam Film Extracts

Selected examples from the DVD disk.

Chinatown:
*Neo-Noir (1974)
-OTS (Over The Shoulder), driving car during night [first shot], illegal entrance to water reserve site – no warrant, “No Trespassing”, no dialogue
-Characterisation: typical formal suit, very detective
-Gun shots, forced into water system {like rat}
-“Hold it there kitty cat” – Thug tone, very urban USA slang from gangster group
-Nose slice, use of graphic violence – style
-Office talk
-Restaurant discussion, use of smoking and introduction to a/the femme fatale, anger and sexual discussion, sudden facial expression of shock and her characterisation is constructed as ‘unmasked’ or ‘hidden’ as her vail symbolises this notion, admits to her having {an} affair/s
-Reconstruction of the 1940’s through the costume, objects [cars], placement of people
-Detective (Gitties) directly tells the femme fatale of what he knows – typical mistake that will have major consequences, close up shot displaying intimacy

The Matrix:
*Neo-Noir [with science-fiction] (1999)
-Technological Dystopian Future.
-High use of technology, data, security issues [science-fiction]
-Referencing noir – dark lighting, detective, torch lights, costuming of old fashion policemen
-The colour green in shots reference the numbers as data – seen from the first shot
-City (urban environment), sketchy side of town
-Conflict between classic cops and cops who are above them (the uniform conflict)
-Femme Fatale – highly sexual expressed through costuming and attitude, sense of fear [empowerment] “By now your men are already dead” said by policeman
-Cinematic violence, stylised adrenaline through slow-motion to grasp the actions for entertainment, she takes them all out through martial arts
-High pace trace (panic sense, underground [terrorist] movement – telephone calls), open roof tops over looking the city (shots below and within the background), slow-motion used again to entertain, the government wants her dead – juxtaposed to the reality of what it should stand for (lethal)
-Science fiction is put forward through the use of wall running and immposible long roof top jumping – non human qualities
-The telephone is much valued in the film rather than in modern society – transfer, the communication of data that was valued in the past (1940s-1980’s)
-Shot of typical tech geek (programming), isolated, anti social, highly intelligent

Bicycle Thieves:
*Surrealist – Italian Culture [Dramatic Film] (1948)
-Historical context; first shot of church [Tridentine Mass]
-Juxtaposition of Rich [up front] and Poor [behind]; strong political and social statement
-To eat… go to mass – hence the flyers handed out… “whats to eat?”… “Pasta and Potatoes”
-The older poorer man is bullied by the rich [main male character]… all he wants is food but is dragged from his seat in church; Economic crisis
-The hitting of his child impacts on the desperation of the context
-Angry to shock of sons presence to hungry – emphasis of poorness/poverty
-Enter the restaurant – orders a pizza… classed as poor class food hence why the waiter replies “This is a restaurant”. Juxtaposition of upper classes looking down on them as through their ordered food and clothing is different. Class division through cutlery skills are very limited… “Use your hands”. This meal is to be kept as a secret from the mother as they know about their position in class.
-Viewer response: from the extract we are left not knowing if they were able to even afford to pay the restaurant bill.
-Each scene is long [not cut and fast paced action shots to create a thrill that entertains, it is so that the audience can grasp the details and emotions through the characters… really see from the main characters perspective]. The bicycle is the object [symbolic] of his independence and potential to be successful.

The Fog of War:
*Documentary (2004 [Australian Release])
-Broken up into 14 different ‘Lessons’, extract is Lesson #4: Maximum efficiency.
-Black and White Archival footage of people, rushing in and out, around and about and the development of construction of the B-29 Bomber Plane. Edited with fast motion.
-Music is militaristic. (sound of marching and triumphant determination)
-Music and shot length are timed and consistent.
-Animation (Archival or Reconstructed?) footage – Imported (B-29 Bomber Plane) materials from India to China so that America can cheaply bomb Tokyo, Japan.
-Black and White Archival footage of chinese slave laborers at work. Edited with slow motion.
-Slower tempo of sad moody music.
-Longer shots of slavery.
-“100,000 Tokyo civilans, all dead. Men, women and children”. Change of tone, hidden sorrow.
-Slow motion of Tokyo burning.
-War = Mechanism. Next shot of statistics of data recorded of the resolution to the actions of the event.
-Archival footage with edited numbers – graphically drops to Tokyo… Enhances the notion of War = Mechanism as it represents the numbers of bombs that were dropped.
-Stylised construction of data and graphs to demonstrate the mood developed from computer graphics… the slow motion shots of the B-29 Bomber Plane and the Bombs that are dropped.
-3D appeal through the bevel effects added to the bombs. As it is a still image that has been edited with the Ken Burn tool, the ‘camera’ zooms into the center… forms the feel of being dropped.
-The increased tempo and low bass music sound are timed to the shots changing to create an impact of danger on the viewer, to allude to something more dramatic to come next.
-“We lost one wingman, and we bombed Tokyo”. Chocked up at “one wingman”, but pulls a straight face for “bombed Tokyo”. – The Interviewee.
-The Interviewee is focused on the camera, direct communication feeling.
-Several shots of burnt and destroyed Tokyo.

By trentwhitworth

Waltz with Bashir

“Waltz with Bashir is a 2008 Israeli animated documentary film written and directed by Ari Folman. It depicts Folman in search of his lost memories of his experience as a soldier in the 1982 Lebanon War.”

  • Opening Scene: A pack of angry dogs runs through backstreets and a park, arrive at an apartment building, introduction to main character. (haunted by the past…the dream/vision/nightmare of these dogs).
  • Flashback to army/war days.
  • Cold feeling of doubt and regret, some decision made in the past has made an impact on the present.
  • Delusion: Tall blue naked women swims towards boat, lifts the deluded man and returns to the water. An image of a mans dream. In the distance, the boat suddenly explodes, the sky turns from blue to orange, representing a disturbance.
  • New flashback of the army men, open-firing at a Mercedes, killing a whole family.
  • Interview with soldier, the hard times of being the last man still standing in his crew. The other two tanks retreated.
  • Time lapse of reconstructed footage of soldiers who celebrated the bombing and shooting of the lost soldiers. (Above).
  • JUX: Classical music as bombing takes place in what appears to be a pleasant setting.
  • Bashir is simply dancing in the middle of the street, shooting at the enemy in all random directions. The next day he was murdered.
  • Flares signifying hope and attention to need (help).
  • Dead children
  • Archival Footage of the event

Audience Positioning:

Challenging Conventions:

Representations made through Conventions:

IN CLASS QUESTIONS

Initial Response:

  1. How did the film make you feel? Explain your response, making reference to moments from the film to illustrate your points. The animation has that cartoonish feel and therefore has positioned me to respond in a humorous way. It is not until you see death where you start to question yourself, yes there is death in cartoons, but this film is a documentary, and was not created for entertainment. The shootings of innocent families and lonely struggling people in the last 30mins is just horrific. The death of soldiers is to be expected seeing how this is a war, but even still the death of a person is still wrong, in my mind.
  2. How closely did the film match the expectations you had from the trailer and the poster? What i saw in the trailer is what is saw in the film, all about confusion, war and death. The poster is basically a still shot from a scene in the film. What i expected was what i got.
  3. How would you categorise this film if you were to describe it to someone who hadn’t seen it? Imagine fear and death right on your door step and multiply it by eleven. Waltz with Bashir is an intense and dramatic documentary which graphically explains the horrors of the war experience
  4. Now consider the film in terms of genre. In what ways does Waltz with Bashir qualify as a documentary? What generic conventions do you remember seeing in the film? Beyond war and documentary, what other genres could Waltz with Bashir be placed in? Several use of flashbacks, archival footage, interviews and juxtapositions were used to outline the message that was being shown about the experience of solider who fought in the war.

    Representations:

    1.  How are the Christian – Phalangists and the Palestinians represented?

    2.  Did you feel sympathetic towards any particular characters or groups? What factors do you think affected the way your sympathies lay?

    3.  What comparable characterisations and stereotypes do you recall from other war films?

    Mise en Scene:

    1.  Aside from any economic considerations, do you think animation was the best way to tell this story? Would it have worked as well if it were live image throughout?

    2.  How is each ‘interview’ and flashback differentiated visually? Consider backgrounds, lighting and signifiers.

    3.  How effective do you think the film’s use of real-life footage was?

By trentwhitworth

Swastika

1974 Documentary – Philippe Mora > Born in 1949 Paris, France then moved to Melbourne, Australia in 1951.

Opening scene:

  • Statistika rotating in space with german triumphant music in the background… the sound of marching.
  • Berlin, Germany 1933-1939
  • A vision of happy Germans passing each other in a uniform like, no sense of danger or fear as Hitler has not turned to a vision of negativity. The setting is clean and no panic arises.
  • Black and White footage suddenly changes to Colour as film was so important. So the Germans were capable of developing colour footage then the Americans (late ’50’s).
  • Hitler appears in a private German castle-like building, in colour.
  • Art and Culture was very important, but it had to be structured around Germany (the Nazi party mostly).
  • Several hundred and thousands of Germans gathered in the centered of Berlin, celebrating and praising the German party. Power has over taken the mind, and such today these Germans are blind to the horrible execution of the Jews.
  • Slow-motion montage of Hitler – shows his superiority – not really about Germany, all about his work and how he got into power.
  • Archival footage is mostly used and has the most power to manipulation.
  • Fireworks display of Hitler, his face and a sign “HAIL HITLER”.
  • Propaganda Minister – proud to present the German ideology.
  • Nazi merchandise was sold to the public to increase support over the current 700,000 of them.
  • Catholic religious songs such as silent night are played during the triumph – symbolising Hitler to be as good or better then God. Amen was replaced by “Hail Hitler” – prayer, was praised before eating meals.
  • The media such as the Radio is used to communicate and broadcast Hitler around the Europe.
  • After the loss of WW1, massive unemployment occurred, and so Hitler made sure that everyone had a purpose and worked, earning back the German pride of a strong community. ‘Go build roads, train tracks and buildings…we have to rebuild this country from the ground up’. – By this Hitler was building his Army.
  • Montage – Repetition of the same message being played over and over until it gets to the point of confusion. (An audible mess, distortion).
  • Slow-motion shot of achievement through patting on the back.

4/7/14

  • Berlin 1936 – The 12th Olympic Games (Experimenting with TV technology (one of the first broadcasts)
  • Jesse Owens wins the olympic event – not a good look for the German race.
  • The Germans are getting ready for WWII – Army, the beginning of Hitler wanting Europe to be German.
  • The training of German soldiers, and them writing home.
  • Sound effect of German soldiers marching (A brainwashing effect)
  • Juxtaposition – Hitler happy playing with child, cuts to poor jewish children begging.
  • First bit of footage outside of Germany. New York, USA jewish protest to the Nazi Party.
  • Albert Einstein flees to England. (Jewish German)
  • Destruction of poland, then Germany (1945) – Everything that Hitler built has been blown up. Nazi Germany is defeated. Echoing of german soldiers in slow motion – ghost like.
  • Shot of the jewish concentration camps… death.
  • Hitler announced dead.
By trentwhitworth

Bowling for Columbine

Issue/Context: Gun Control in USA

Directed by: Michael Moore’s 2002 American Documentary

Box Office $58,008,423
Budget $4 Million

Opening Scene:

  • Black and White Archival Footage of soldier, with narrator/voice over, American theme music. 500 firearms handed to costumers when they open a free account at the Bank – Ironic of violence.
  • Introduction to history of Michael Moore’s childhood, growing up around the Gun.
  • Gun ammo can be purchased at the Barber Shop.
  • Male Hunter – “Every American is entitled to a firearm and should therefore own one”.
  • Female Hunter – “I got my first gun, as soon as i was able to…It is a means of protection”.
  • Interview: Kid: “I got kicked out of school, expelled…yeah 380 days or 176 days, or whatever a year of school is”.

John Nichols: No one has the right to tell me I can’t have it. That is protected on our constitution.

Michael Moore: Where does it say a handgun is protected?

John Nichols: No, gun. We should…

Michael Moore: [interrupting] It doesn’t say gun. It says “arms”.

John Nichols: Arms. What is “arms”?

Michael Moore: Could be a nuclear weapon.

John Nichols: It’s not these – That’s right. It could be a nuclear weapon.

Michael Moore: Do you think you should have the right to have weapons-grade plutonium here in the farm field?

John Nichols: We should be able to have anything…

Michael Moore: [interrupting] Should you have weapons? Should you have weapons-grade plutonium?

John Nichols: I don’t want it.

Michael Moore: But, should you have the right to have it if you did want it?

John Nichols: [thinking about it] That should be restricted.

Michael Moore: Oh. Oh, so you do believe in some restrictions?

John Nichols: Well, there’s wackos out there.

  • Narrator: Virginia “Every resident MUST have a gun in the household” – If not it is ILLEGAL.
  • Males are more attracted to guns when attractive women are involved with guns – Sexual link.
  • Juxtaposition: Montage of death shots by guns – CUT SCENE – “This is a great place to live”.
  • South Denver, Littleton: Demonstrating the protectiveness of a “middle class house”. <- Owner.
  • USAIF (USA Air Force): “missiles are purely for protection of America from other countries”. Jux: Montage of USA doing the opposite to protection, with missiles, with song ‘What a wonderful World’. Written Text: ‘1980’s: U.S. trains Osama Bin Laden and fellow terrorists to kill Soviets’. September 11, 2001 – As plane flies into building with ‘What a wonderful World’ music playing at the moment.
  • Written Text: ‘April 20, 1999’ – Shooting in Columbine High School – Slow Motion shots with distorted audio of panic. Actuality: CCTV camera footage of school. 2 Childern and 1 Teacher killed, 900 injured, several shots fired. Racial Shot of “Black, kid, because he was black”. Parent speaks out to public – loss his son, Daniel “There is something wrong in this country”.
  • Matt Stone: deep connection to the animation comedy TV Show, “South Park” – reflection of the Columbine town in the sense of “The land of the free”.
  • Columbine High School increases violence behaviour policy to nil through evidence of reference to harm to other students. “A Grade 2 student was sent home after bring a nail clipper to school, they say it could be a weapon”.
  • Marilyn Manson (Heavy Metal) – the music that was listened to, by the gunmen of Columbine High School stunt. “Keep everyone to consume” – the media using fear into manipulating Americans into purchases – TV adverts – is seen around the world however the connection is that Americans view weapon adverts on TV, as so to children. – Bad influence. -Through statistics, montage, archival footage, music from A Clockwork Orange (1971 British Film) : “11,127 people killed every year in America”. Gun ownership in America is the cause. Germany has around 335, France 220, Australia/Britain 60’s.
  • Animated history: appeal to children
  • Archival footage in montage: Popular culture is manipulated through the media – this supports Michael Moore’s view.
  • African Americans – “Violent”, European – “Passive”. Representation/Stereotype development of Racism.
  • A man would choose a gun over a dying baby…
  • TV Show – ‘COPS’ – Has more footage on African Americans then ‘white people’. – Producer/Director interview – Michael Moore is aiming to change the Industries as violence sells.
  • Windsor, Canada has very low crime rate – 1 in 3 years, and he was from Detroit.
  • Canadians dont lock their doors as exposure to no fear is displayed on the News. (The States always so the fear of gun use and murders and so on).
  • Youngest shooting (in American history) of a grade 1 girl, shot to death by a boy, grade 1 student [6 year olds] (in the same classroom).
  • “Gun Nuts” blame the parents for allowing guns to be in reach of children.
  • “After 9/11 Gun demand grew by 70% and Ammunition grew 140%”.
  • Michael Moore managed Kmart to ban the selling of guns and ammunition (from 90 days from that day).
  • “We [America] has a history of violence”.
By trentwhitworth

Documentary Codes

Documentary Codes:

  • Re-enactments
  • Interviews
  • Narration / Voice Over
  • Actuality
  • Stock  / Archival  / File – footage
  • Photographs
  • Footage of places/landscapes/cities
  • Documents
  • Graphics / Animation
  • Music
  • Sound effects
  • Montage
  • Location sound
  • Subtitles/ Titles/ Text / Captioning
  • Special effect e.g. slow motion etc.

Re-Enactments – Civil War

Interviews – Columbo

Narration and Voice Over – Once Upon a Time in Cabramatta

Actuality, Music, Subtitles/ Titles/ Text / Captioning Escaping North Korea

Stock  / Archival  / File  (footage) – Albert Einstein

Photographs, Documents – Donald Trump

Footage of places/landscapes/cities – Time Lapse

Graphics / Animation – Map Animation of Jordan

Sound effects – Wild Life

Montage – Top Gear UK 

Location sound – ‘AUSTRALIA’

Special effect e.g. slow motion etc. – National Geographic

Other Examples:

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By trentwhitworth

Triumph of the Will (Triumph des Willens) – 1935

Triumph of the Will (Triumph des Willens) – 1935

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Director: Leni Riefenstahl

The Production Context: This 1935 film involved 172 people in order to construct the product. During the lead up into the Second World War (WWII), starting from 1939 and ending in 1945, Leni Riefenstahl, the director of this production constructed this film for the benefits of Adolf Hitler. The production was considered to be a “very cheap film” costing only 280,000 marks or in other words $110,600 (US Dollars) in 1934.

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Analysis:
The film (through its editing) was intended to achieve Riefenstahl two main goals: “the glorification of the Nazi Party and the deification of Adolf Hitler”. The camera work is what is most appealing however, through the sweeping panning shots the audience is left to feel a sense of progression or journey through out the event.

Screen Shot 2014-06-15 at 3.10.01 pm

The long triumphant music, swells the audience through a ‘feel good mood’ as we are being persuaded in the process, to side with Hitler through his life event of propaganda and portrayal of Germany and the German people. From capturing working men, siding with the Nazi shoulders, challenges the audience of today as from knowing about the event, this is unusual. However at this time several German parties took place were the Germans could rejoice and have fun. Not knowing about the truth of Hitler, the audience at the time would view this as a visual presentation of a great man who shares the same beliefs as the public, which is what most politics demonstrate then go against their word, just so that they can get into parliament, just what Hitler did, however it was demonstrated though visual posters and constant advertisement.

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Summaries from IMDB.com

  1. A legendary propaganda/documentary of the Third Reich’s 1934 Nuremberg Party Rally. Featuring a cast of thousands as well as, of course, Hitler, Himmler, Goebbels, Hess, Goering and other top party officials.

            – Written by Dawn M. Barclift

  1. Triumph of the Will was commissioned by Hitler in 1934 and directed by Leni Riefenstahl, and covers the events of the Sixth Nuremberg Party Congress. The original intention was to document the early days of the NSDAP, so future generations could look back and see how the Third Reich began. In reality, Triumph of the Will shows historians how the Nazi state drew in the masses through propaganda and also how Adolf Hitler had a unique and terrifying ability to entice crowds to his beliefs by the very power of his words.

– Written by Anthony Hughes

  1. This is a documentary of a three day gathering of the Nazi Party faithful in Nuremberg, Germany, in 1934. The film can be subdivided into a number of sequences documenting arrivals, parades, preparations and speeches. Only one scene the review of the German cavalry actually involved the German military. Characteristic of all the sequences are beautifully composed shots of Nazi flags and symbols, and of faces of enraptured people. Except during the speeches, there is martial music playing by a military band.

    [1] An airplane is flying through beautiful clouds, then over the city of Nuremberg, and lands at the airport. Nazi party bigwigs descend, finally Adolf Hitler, and there is a welcoming ceremony.

    [2] Adolf Hitler enters the city, standing in an open four door Mercedes Benz in a motorcade. Adoring crowds wave and give the Nazi salute, including children, women, uniformed soldiers. A woman hands him a bouquet of flowers while holding up a small child in her other arm. Flags with swastikas are flying or hanging on every street.

    [3] At a rally in a large indoor venue, the party faithful members hear speeches by a dozen party bigwigs. Only a couple of sound bytes from each are shown, ending with a brief speech by Hitler.

    [4] Night falls on the city of Nuremberg. There are parades through the old streets by small groups carrying torches. Patriotic songs are sung.

    [5] Dawn over the city. Aerial views of the quiet streets.

    [6] At an enormous campground of tents, young adult men are getting up, washing in communal basins. Breakfast is being prepared in enormous vats. They eat and sing and play good natured games, with lots of smiles all around.

    [7] At the enormous stadium built by the Nazis in Nuremberg, the crowds march in and sit and wait for a speech by Hitler.

    [8] There is a youth rally at another enormous venue, with another speech by Hitler.

    [9] Military parades follow. In fields outside the city, motorised and cavalry troops display their equipment in marches and advances. Then various military groups each in a different uniform march through the old part of the city, past the Cathedral. In a square next to the Cathedral Hitler reviews the marching groups.

    [10] Speech by Hitler to military groups.

    [11] Night falls again, there are fireworks and parades by torch bearing groups.

    [12] In another motorcade, Hitler is hailed by the populace. Many observe from windows opening onto the motorcade route. Others hail him after having climbed onto any high place, even up lamp posts.

    [13] In the same venue of the first speeches, Hitler gives a speech closing the proceedings. This speech, just like all the others documented, have no programs or explanations but are designed to create enthusiasm for a new Germany, united, that can do extraordinary things, that can solve problems and build for a better future, where the ordinary worker is treated with dignity, and all are motivated by patriotic love for the German nation.

Written by fbmorinigo and Shimon-Haber

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By trentwhitworth

Mise en Scene

The Mise en Scene is interpreted to be everything seen in the framing of the film. By this the audience can identify what is seen and what has been left out. For what purpose? It as all dependent on the director and what he/she wants to symbolise. “This French term was originally used in theatre to describe the arrangement of actors and materials on a stage.” Everything that is selected in the scene (framing) is another way to interoperate the definition. The key conventions used to set the Mise en Scene are: Light and Colour, Space and Staging, Framing and Composition.

http://prezi.com/gbsfqvplhmds/mise-en-scene/

By trentwhitworth