Self Directed Report...
1) http://www.bfi.org.uk/features/imagineasia/index.html
2)http://www1.medialiteracy.com/representation.jsp
3) http://www.aber.ac.uk/media/Modules/MC30820/represent.html
4) http://www.uiowa.edu/~commstud/resources/GenderMedia/index.html
5) http://www.allisonmedia.net/Concepts/representation.htm
6) http://media.guardian.co.uk/race/0,11027,584215,00.html
7) http://theoryhead.com/gender/
8) http://www.uiowa.edu/~commstud/resources/GenderMedia/femmedia.html
9) http://www.ape-connections.org/exorcisingpatriarchy.htm
10) http://feminism.eserver.org/
11) http://www.friesian.com/feminism.htm
12) http://www.dailymail.co.uk/pages/live/femail/article.html?in_article_id=398998&in_page_id=1879
13) http://www.aest.org.uk/survivors/female/
14) http://www.immi.se/ir/ir2001/yassine.htm
This is some of the links i have posted up,as these will help me in my study. They are useful sites that will come in handy with some useful information.
Books:
* Gender Studies, This book is about Females and Patriarchy and how the males are seen to dominant in today's world.
Friday, 19 October 2007
Thursday, 18 October 2007
Med 5 Cw Task 7
10 Keywords
* Male Gaze: Laura Mulvey, used this word to describe what she saw the male point of view adopted towards the Camera. This is very useful to me because throughout Provoked, we see alot of this.
* Zoom: When the camera lense takes a extreme close up of a object. This is useful to me because when Aishwarya shows her marks it is zoomed in so that the audience can identify with her.
* Realism: When a movie/television focus on a subject that is seen in the real world. This is handy for me because Provoked focuses on Abuse which is a current issue in today's world.
* Prejudice: Pre-judging of an issue or social group, in a negative way, or streotypical way. This is handy for me because alot of this is seen in Provked, they treat Aishwarya different due to her being the only Asian.
* Power: it's a type of control seen through economic, social, cultural and ideological dominance. This is useful for me because we see social power such as the Black Sisters.
* Edit: The way a text has been edited to see it's final result: Looking at Provoked, the edits are seen to be fast when Aishwarya gets abused. So that it can catch the audiences eyes.
* Fade: When a images fades or dissapeares often leaves a black screen. We see alot of fades when Aishwarya looks at her past or has flashbacks, lets the audience know that it's going in the past.
* Suspense: When a film creates tension for the audience: Provoked shows this, during the beginning of the film, when we see the cameara focusing on the fire, the audience are eager to know who is holding it.
10 Keywords
* Male Gaze: Laura Mulvey, used this word to describe what she saw the male point of view adopted towards the Camera. This is very useful to me because throughout Provoked, we see alot of this.
* Zoom: When the camera lense takes a extreme close up of a object. This is useful to me because when Aishwarya shows her marks it is zoomed in so that the audience can identify with her.
* Realism: When a movie/television focus on a subject that is seen in the real world. This is handy for me because Provoked focuses on Abuse which is a current issue in today's world.
* Prejudice: Pre-judging of an issue or social group, in a negative way, or streotypical way. This is handy for me because alot of this is seen in Provked, they treat Aishwarya different due to her being the only Asian.
* Power: it's a type of control seen through economic, social, cultural and ideological dominance. This is useful for me because we see social power such as the Black Sisters.
* Edit: The way a text has been edited to see it's final result: Looking at Provoked, the edits are seen to be fast when Aishwarya gets abused. So that it can catch the audiences eyes.
* Fade: When a images fades or dissapeares often leaves a black screen. We see alot of fades when Aishwarya looks at her past or has flashbacks, lets the audience know that it's going in the past.
* Suspense: When a film creates tension for the audience: Provoked shows this, during the beginning of the film, when we see the cameara focusing on the fire, the audience are eager to know who is holding it.
Evaluation
· Attainment: I would give myself a 3, for attainment. The reason for this being is because I feel as if I can produce more tasks towards my independent study and do more research.
· Effort: I would probably give myself a 2. This is because I feel that I do put in effort in my work and produce it to my ability.
· Punctuality: I would give myself a 1. I am never late to my lessons and I am always in the lesson.
· Submission and quality of Homework: For this I would give myself a 2. I do all the tasks set on time, and I produce it to my ability.
· Ability to work independently: I would give myself a 3. I do contribute to my independent blog, and do basic research but I feel I can do more.
· Quality of writing: I would again give myself a 3. I can do standard writing but at points I lack expression
· Organisation of Media Folder: this I would give myself a 1. I have all my previous class work on me, and I am always equipped.
· Standard of module 5 blog: I would give myself a 2. However I feel that I can add more.
· Standard module 6: Again I would grade myself about a 2, but I can add more.
WWW
1) I met all my homework deadlines.
2) I studied my text well
3) I have basic knowledge of theorist I can link to.
EBI
1) Do Background information.
2) Look at more texts.
3) Look at other theorists.
· Attainment: I would give myself a 3, for attainment. The reason for this being is because I feel as if I can produce more tasks towards my independent study and do more research.
· Effort: I would probably give myself a 2. This is because I feel that I do put in effort in my work and produce it to my ability.
· Punctuality: I would give myself a 1. I am never late to my lessons and I am always in the lesson.
· Submission and quality of Homework: For this I would give myself a 2. I do all the tasks set on time, and I produce it to my ability.
· Ability to work independently: I would give myself a 3. I do contribute to my independent blog, and do basic research but I feel I can do more.
· Quality of writing: I would again give myself a 3. I can do standard writing but at points I lack expression
· Organisation of Media Folder: this I would give myself a 1. I have all my previous class work on me, and I am always equipped.
· Standard of module 5 blog: I would give myself a 2. However I feel that I can add more.
· Standard module 6: Again I would grade myself about a 2, but I can add more.
WWW
1) I met all my homework deadlines.
2) I studied my text well
3) I have basic knowledge of theorist I can link to.
EBI
1) Do Background information.
2) Look at more texts.
3) Look at other theorists.
Saturday, 13 October 2007
Task six, Analysis of a scene from Provoked
Media Language:
Looking at this scene of Aishwarya and Naveen, it can easily be said that there is a lot to say. First of all the shots that are scene continuously throughout the scene are close up shots. The reason for this being maybe so that the target audience can get a sense of identification with the characters. Looking at the mise en scene, the setting is taking place in a Kitchen; we see cupboards and glasses that a typical family would have in their kitchen. Again the purpose of this is to give a sense of identification with the target audience and that it gives a sense of realism towards the audience. Looking at what both the characters are wearing, Aishwarya is seen to be wearing a Blue saree with gold jewellery while Naveen is seen to be wearing a jumper and trousers. The connotations of this are that Aishwarya is seen to be a typical housewife and belonging to her country, while Naveen’s clothing shows us that the weather maybe cold and that his clothes also connote that he is a every day man.
The abuse seen in this scene if a close up, the camera heavily focuses on the Protagonist Aishwarya while she is sitting down and crying. Again this may be done to show realism and her feelings, so that the audience can identify with her and would be able to tell who is seen to the main target.
The lighting seen in this is very bright as it coming from the kitchen in the scene. We call this type of lighting high key lighting also it can be seen as natural lighting. Adding on to this, we can say again that this was done so that the target audience get a sense of realism and identification.
The sound heard was the voice of the characters speaking which was Aishwarya and Naveen, having a argument. Shows the audience who to identify with. The edits seen in the scene are quiet slow, however when it comes to Naveen slapping Aishwarya it was fast, again it catches the audience’s attention and it makes the whole scene look dramatic.
Institution (I) Eros International have produced the text ‘Provoked’. The text as it’s on is a British Asian film. Trailers were seen in various cinema’s so that it can promote it and that audience get a insight into it. The certificate for this is 15, due to some of the scenes that are seen, may not be acceptable. The text overall is aimed at everyone as we are leaving in a multi cultural society.
Genre (G) The genre for ‘Provoked’ is a Drama. The themes that Provoked covers throughout the film is Feminism and abuse, it shows the whole idea how we are leaving in a Patriarchal society and that how males are seen to be Superior and women’s seen to be inferior. The film shows that how females are fighting for their rights.
Representation (R) in Provoked, the film focuses on gender a lot. We see the male figure being all superior through his abuse and we see the female being inferior as she does not fight back. Again it shows how our society is seen to be dominant, and that it portrays the males to be Breadwinners.
Focusing on the race, it shows us that how inequality is seen. As Naveen is from British, and Aishwarya from India, injustice is seen. He treats her different due to her being from India, so he feels that he will not tell her what he does. It makes people from India look Naive.
Audience (A) The audience for this film I would personally say are women’s aged about 20+, it also targets men’s due to the actions the film shows. The secondary audience can be couples who are married. I would say that the film targets Asians as well as White due to the race that it is portraying. Also it appeals to middle class people, as they might experience problems like this and would be able to identify with this issue, again it shows a sense of realism.
Ideology & Values (I) The message that the film portrays out is that the whole idea of active and passive. How females are seen to be passive due to the work they do, domestic work, and the males are seen to be active breadwinners. The film deals with issues such as Feminism, and how they can fight back for their rights. It also shows us that there is a role reversal in today’s society, as Women’s now are seen to be independent and hardworking. This shows us how females can be seen as superior and are fighting the Patriarchal society we are leaving in.
Narrative (N) The story is shown through a flashback and Aishwarya who is the main protagonist tell the story. It may have been does like this so that the target audience can identify with her and see her viewpoint. This is then known as a non-linear narrative. The film follows Barthes enigma theory due to a lot of dark scenes that are seen in the film, the whole point of this is so that it gets the target audience going and keeps their attention alive.
Media Language:
Looking at this scene of Aishwarya and Naveen, it can easily be said that there is a lot to say. First of all the shots that are scene continuously throughout the scene are close up shots. The reason for this being maybe so that the target audience can get a sense of identification with the characters. Looking at the mise en scene, the setting is taking place in a Kitchen; we see cupboards and glasses that a typical family would have in their kitchen. Again the purpose of this is to give a sense of identification with the target audience and that it gives a sense of realism towards the audience. Looking at what both the characters are wearing, Aishwarya is seen to be wearing a Blue saree with gold jewellery while Naveen is seen to be wearing a jumper and trousers. The connotations of this are that Aishwarya is seen to be a typical housewife and belonging to her country, while Naveen’s clothing shows us that the weather maybe cold and that his clothes also connote that he is a every day man.
The abuse seen in this scene if a close up, the camera heavily focuses on the Protagonist Aishwarya while she is sitting down and crying. Again this may be done to show realism and her feelings, so that the audience can identify with her and would be able to tell who is seen to the main target.
The lighting seen in this is very bright as it coming from the kitchen in the scene. We call this type of lighting high key lighting also it can be seen as natural lighting. Adding on to this, we can say again that this was done so that the target audience get a sense of realism and identification.
The sound heard was the voice of the characters speaking which was Aishwarya and Naveen, having a argument. Shows the audience who to identify with. The edits seen in the scene are quiet slow, however when it comes to Naveen slapping Aishwarya it was fast, again it catches the audience’s attention and it makes the whole scene look dramatic.
Institution (I) Eros International have produced the text ‘Provoked’. The text as it’s on is a British Asian film. Trailers were seen in various cinema’s so that it can promote it and that audience get a insight into it. The certificate for this is 15, due to some of the scenes that are seen, may not be acceptable. The text overall is aimed at everyone as we are leaving in a multi cultural society.
Genre (G) The genre for ‘Provoked’ is a Drama. The themes that Provoked covers throughout the film is Feminism and abuse, it shows the whole idea how we are leaving in a Patriarchal society and that how males are seen to be Superior and women’s seen to be inferior. The film shows that how females are fighting for their rights.
Representation (R) in Provoked, the film focuses on gender a lot. We see the male figure being all superior through his abuse and we see the female being inferior as she does not fight back. Again it shows how our society is seen to be dominant, and that it portrays the males to be Breadwinners.
Focusing on the race, it shows us that how inequality is seen. As Naveen is from British, and Aishwarya from India, injustice is seen. He treats her different due to her being from India, so he feels that he will not tell her what he does. It makes people from India look Naive.
Audience (A) The audience for this film I would personally say are women’s aged about 20+, it also targets men’s due to the actions the film shows. The secondary audience can be couples who are married. I would say that the film targets Asians as well as White due to the race that it is portraying. Also it appeals to middle class people, as they might experience problems like this and would be able to identify with this issue, again it shows a sense of realism.
Ideology & Values (I) The message that the film portrays out is that the whole idea of active and passive. How females are seen to be passive due to the work they do, domestic work, and the males are seen to be active breadwinners. The film deals with issues such as Feminism, and how they can fight back for their rights. It also shows us that there is a role reversal in today’s society, as Women’s now are seen to be independent and hardworking. This shows us how females can be seen as superior and are fighting the Patriarchal society we are leaving in.
Narrative (N) The story is shown through a flashback and Aishwarya who is the main protagonist tell the story. It may have been does like this so that the target audience can identify with her and see her viewpoint. This is then known as a non-linear narrative. The film follows Barthes enigma theory due to a lot of dark scenes that are seen in the film, the whole point of this is so that it gets the target audience going and keeps their attention alive.
Saturday, 6 October 2007
TASK FIVE
del.ici.ous Links x10
1) http://www.bfi.org.uk/features/imagineasia/index.html
I took this website because this website talk alot about Asian's and Bollywood. This will be very useful to me as I am focusing on how Asians are being portrayed.
2)http://www1.medialiteracy.com/representation.jsp
This website is useful because it tooks about various types of Race such as Black Afro Carribean, Asians and this is really useful as Provoked shows different races in the film.
3) http://www.asiansinmedia.org/
This website is good too, because it talks alot of Asian Representation and this will be in good use to me.
4) http://www.aber.ac.uk/media/Modules/MC30820/represent.html
This website talks about various types of representaion such as Racism, which will be useful to me because in Provoked that is one of the themes seen. Also this website has got excellent links to theorist that talk about the race.
5) http://www.uiowa.edu/~commstud/resources/GenderMedia/index.html
This website, talks about various types of gender, race and ethnicity such as Asian Americans. This will come in handy for me so that i can make links and comparisons.
6)http://www.allisonmedia.net/Concepts/representation.htm
I was told by Mr.Bush to get this link, i had a look over it and it's great. It tells alot about representation. Will come in handy.
7)http://media.guardian.co.uk/race/0,11027,584215,00.html
This link is from the Media Guadian website, it talks about religion and Race and gives alot of useful information.
8) http://theoryhead.com/gender/
This website talks about Gender. This will be useful to me because Provokes shows how gender is seen, such as Males being Active and Womens are seen to be Passive.
Sorry i could only find 8 that link to my study :(
del.ici.ous Links x10
1) http://www.bfi.org.uk/features/imagineasia/index.html
I took this website because this website talk alot about Asian's and Bollywood. This will be very useful to me as I am focusing on how Asians are being portrayed.
2)http://www1.medialiteracy.com/representation.jsp
This website is useful because it tooks about various types of Race such as Black Afro Carribean, Asians and this is really useful as Provoked shows different races in the film.
3) http://www.asiansinmedia.org/
This website is good too, because it talks alot of Asian Representation and this will be in good use to me.
4) http://www.aber.ac.uk/media/Modules/MC30820/represent.html
This website talks about various types of representaion such as Racism, which will be useful to me because in Provoked that is one of the themes seen. Also this website has got excellent links to theorist that talk about the race.
5) http://www.uiowa.edu/~commstud/resources/GenderMedia/index.html
This website, talks about various types of gender, race and ethnicity such as Asian Americans. This will come in handy for me so that i can make links and comparisons.
6)http://www.allisonmedia.net/Concepts/representation.htm
I was told by Mr.Bush to get this link, i had a look over it and it's great. It tells alot about representation. Will come in handy.
7)http://media.guardian.co.uk/race/0,11027,584215,00.html
This link is from the Media Guadian website, it talks about religion and Race and gives alot of useful information.
8) http://theoryhead.com/gender/
This website talks about Gender. This will be useful to me because Provokes shows how gender is seen, such as Males being Active and Womens are seen to be Passive.
Sorry i could only find 8 that link to my study :(
Thursday, 4 October 2007
TASK FOUR
Keywords x10
1) Ambient sound : This is the natural sounds we might hear in a moving text, for example a bird singing. It then becomes diegetic. Relevance to my study: This will be very useful for my study as i can use this to describe the Mise-En-Scene and how it relates back to the audience. So in this case, ut gives a sense of realism and makes the audience identify with what is happening.
2) BCU (Big Close Up): This is when the camera gets a extra zoom shot of an object, it may be a eye and goes in detail. Relevance to my Study: I can use this while I am analysing how the pratagonist Aishwarya gets abused by her husband, and how the camera focuses on her marks. This again gives the target audience to identify with her.
3) Chiaroscuro: When sharp lighting is used and dark shadows are created. We will often find this is horror films. Relevance to my Study: The opening of 'Provoked' alot of dark colours are seen and shadows are seen of Aishwarya, it creates alot of Enigmas and makes the audience think who is behind the shadows.
4)Dominant Ideology: This is when a society is dominant through being elite and passes down norms and values to the lower class. Relevance to my study: Provoked focues on alot of 'White culture' and the whole idea of White being dominant. I can talk about how the Asians are seen to be inferior comapred to them and how inequality is seen.
5) Enigma code: It's a structure of a narrative, alot of riddles and confusion may be left, in order for the audience to solve the problem it also gains their attention. Relevance to my study: Provoked shows alot of enigma codes such as Aishwarya crying in the blue, dark shadows, we see black screens with Aishwarya crying, the whole purpose of this is to gain the attention of the audience and make them think what is happening.
6) Feminism: The whole idea of a status of a women and how her role can be challenged by men: Relevance to my Study: Provoked's main genre/theme is about Feminism and how they are no longer seen to be inferior towards men, as they now can be seen as being Active and not subordinate due to the rights out now.
7) Gender: Behaviour and cultures of Femininty and Masculinity and how they behave towards the society: Relevance to my Study: Provoked looks in depth at the gender roles of both males and females. In this I will be able to see how both are portrayed for example males seen to be breadwinner and female seen to be Housewifes? The whole idea of cheap labour.
8) Hero: This can either be a male or female, one of the main Pratagonist and the audience look upto and can identify with. Relavance to my Study: This is one of the main parts to my study as Aishwarya is seen to be the Hero as she fights for her rights and fights back her husbans abusive behaviour.
9) Long Shot: The camera has a far distance of the object, this shot is often used in a scenery such as parks or buildings. Relevance to my study: There is a long shot of where Aishwarya lives it gives a idea to the audience of the area and can identify with it.
10) Narrator: An individual tells the story it can be seen as a voice over: Relevance to my Study: Aishwarya tells the story in her voiceover it makes the audience feel as if she is directly talking to them, gives a sense of identification.
Keywords x10
1) Ambient sound : This is the natural sounds we might hear in a moving text, for example a bird singing. It then becomes diegetic. Relevance to my study: This will be very useful for my study as i can use this to describe the Mise-En-Scene and how it relates back to the audience. So in this case, ut gives a sense of realism and makes the audience identify with what is happening.
2) BCU (Big Close Up): This is when the camera gets a extra zoom shot of an object, it may be a eye and goes in detail. Relevance to my Study: I can use this while I am analysing how the pratagonist Aishwarya gets abused by her husband, and how the camera focuses on her marks. This again gives the target audience to identify with her.
3) Chiaroscuro: When sharp lighting is used and dark shadows are created. We will often find this is horror films. Relevance to my Study: The opening of 'Provoked' alot of dark colours are seen and shadows are seen of Aishwarya, it creates alot of Enigmas and makes the audience think who is behind the shadows.
4)Dominant Ideology: This is when a society is dominant through being elite and passes down norms and values to the lower class. Relevance to my study: Provoked focues on alot of 'White culture' and the whole idea of White being dominant. I can talk about how the Asians are seen to be inferior comapred to them and how inequality is seen.
5) Enigma code: It's a structure of a narrative, alot of riddles and confusion may be left, in order for the audience to solve the problem it also gains their attention. Relevance to my study: Provoked shows alot of enigma codes such as Aishwarya crying in the blue, dark shadows, we see black screens with Aishwarya crying, the whole purpose of this is to gain the attention of the audience and make them think what is happening.
6) Feminism: The whole idea of a status of a women and how her role can be challenged by men: Relevance to my Study: Provoked's main genre/theme is about Feminism and how they are no longer seen to be inferior towards men, as they now can be seen as being Active and not subordinate due to the rights out now.
7) Gender: Behaviour and cultures of Femininty and Masculinity and how they behave towards the society: Relevance to my Study: Provoked looks in depth at the gender roles of both males and females. In this I will be able to see how both are portrayed for example males seen to be breadwinner and female seen to be Housewifes? The whole idea of cheap labour.
8) Hero: This can either be a male or female, one of the main Pratagonist and the audience look upto and can identify with. Relavance to my Study: This is one of the main parts to my study as Aishwarya is seen to be the Hero as she fights for her rights and fights back her husbans abusive behaviour.
9) Long Shot: The camera has a far distance of the object, this shot is often used in a scenery such as parks or buildings. Relevance to my study: There is a long shot of where Aishwarya lives it gives a idea to the audience of the area and can identify with it.
10) Narrator: An individual tells the story it can be seen as a voice over: Relevance to my Study: Aishwarya tells the story in her voiceover it makes the audience feel as if she is directly talking to them, gives a sense of identification.
Monday, 1 October 2007
Genre Theory (Theorist)
Rick Altman, in a 1984 article, proposed a semantic/syntactic approach to film genre. His aim was to ‘problematise’ the discussion of genre within film studies. He recognised that the development of film studies had seen a swing from ‘genre as history’ -- an approach which often used the film industries’ own terms to describe how genres changed over time -- to ‘genre as (semiotic) theory’ -- an approach which largely ignored industry practices.
Altman pointed out that genre (up until the 1960s) was often discussed in either ‘inclusive’ or ‘exclusive’ terms. Critics could refer in an almost tautological sense to a genre as comprising all the films that fulfilled a particular simple definition, e.g. westerns were films set in the American West between 1840 and 1900. But most analysis by scholars concentrated on a much more ‘inclusive’ list of ‘canonical’ films, which appeared to utilise the ‘essential’ elements of the genre.
Altman initially proposed an approach which would combine the ‘inclusive’ and ‘exclusive’ via a general semiotic/structuralist approach. Thus the semantic approach to genre attempts to take a broad definition of a genre repertoire and to include for potential study all the films that appear to share the elements of the repertoire or ‘common traits’ such as characters, locations, shooting style etc. By contrast, the syntactic approach looks at the relationships between these elements and how they are structured in narratives. Altman’s example of this is the western in which the semantic approach concentrates on identifying the constituent elements and how they are presented, whereas the syntactic approach (e.g. via Jim Kitses, 1969/2004) concentrates on thematics such as the opposition of ‘East’ and ‘West’ or ‘garden’ and ‘desert’.
In his 1999 book Film/Genre, Altman admits that the straight semantic/syntactic approach is lacking because it ignores the crucial key concepts that have since been re-inserted into film and media studies -- audience and institution. He adds a further ‘pragmatic’ approach which seeks to ask questions about exactly how producers conceive of genres and cycles etc. He also recognises that as ‘fluid’ groupings of elements, genre texts are open to a diversity of readings -- so audiences may, in effect, create and re-create genres through 'reading'. Earlier approaches had tended to see audiences as passive and to consider genre as formulae through which Hollywood ‘peddled’ its ideologies.
Altman’s earlier 1984 article is included as an appendix in the 1999 book. The genre events offered by itp largely follow Altman’s revised semantic/syntactic/pragmatic approach.
References
Rick Altman (1999) Film/Genre, London: bfi
Jim Kitses (1969, revised 2004) Horizons West, London: bfi
Nick Lacey (2000) Narrative and Genre, Basingstoke: Palgrave
Steve Neale (2000) Genres in Contemporary Hollywood, London: Routledge
Steve Neale (ed) 2002 Genre and Contemporary Hollywood, London: bfi
Steve Neale and Murray Smith (eds) (1998) Contemporary Hollywood, London: Routledge
Tom Ryall (2000) ‘Genre and Hollywood’ in John Hill and Pam Church Gibson (eds) The Oxford Guide to Film Studies, Oxford: OUP
Rick Altman, in a 1984 article, proposed a semantic/syntactic approach to film genre. His aim was to ‘problematise’ the discussion of genre within film studies. He recognised that the development of film studies had seen a swing from ‘genre as history’ -- an approach which often used the film industries’ own terms to describe how genres changed over time -- to ‘genre as (semiotic) theory’ -- an approach which largely ignored industry practices.
Altman pointed out that genre (up until the 1960s) was often discussed in either ‘inclusive’ or ‘exclusive’ terms. Critics could refer in an almost tautological sense to a genre as comprising all the films that fulfilled a particular simple definition, e.g. westerns were films set in the American West between 1840 and 1900. But most analysis by scholars concentrated on a much more ‘inclusive’ list of ‘canonical’ films, which appeared to utilise the ‘essential’ elements of the genre.
Altman initially proposed an approach which would combine the ‘inclusive’ and ‘exclusive’ via a general semiotic/structuralist approach. Thus the semantic approach to genre attempts to take a broad definition of a genre repertoire and to include for potential study all the films that appear to share the elements of the repertoire or ‘common traits’ such as characters, locations, shooting style etc. By contrast, the syntactic approach looks at the relationships between these elements and how they are structured in narratives. Altman’s example of this is the western in which the semantic approach concentrates on identifying the constituent elements and how they are presented, whereas the syntactic approach (e.g. via Jim Kitses, 1969/2004) concentrates on thematics such as the opposition of ‘East’ and ‘West’ or ‘garden’ and ‘desert’.
In his 1999 book Film/Genre, Altman admits that the straight semantic/syntactic approach is lacking because it ignores the crucial key concepts that have since been re-inserted into film and media studies -- audience and institution. He adds a further ‘pragmatic’ approach which seeks to ask questions about exactly how producers conceive of genres and cycles etc. He also recognises that as ‘fluid’ groupings of elements, genre texts are open to a diversity of readings -- so audiences may, in effect, create and re-create genres through 'reading'. Earlier approaches had tended to see audiences as passive and to consider genre as formulae through which Hollywood ‘peddled’ its ideologies.
Altman’s earlier 1984 article is included as an appendix in the 1999 book. The genre events offered by itp largely follow Altman’s revised semantic/syntactic/pragmatic approach.
References
Rick Altman (1999) Film/Genre, London: bfi
Jim Kitses (1969, revised 2004) Horizons West, London: bfi
Nick Lacey (2000) Narrative and Genre, Basingstoke: Palgrave
Steve Neale (2000) Genres in Contemporary Hollywood, London: Routledge
Steve Neale (ed) 2002 Genre and Contemporary Hollywood, London: bfi
Steve Neale and Murray Smith (eds) (1998) Contemporary Hollywood, London: Routledge
Tom Ryall (2000) ‘Genre and Hollywood’ in John Hill and Pam Church Gibson (eds) The Oxford Guide to Film Studies, Oxford: OUP
Texts i can compare my text to...
Bend It Like Beckham is a British film released in 2002 in the UK and released in the United States in March 2003. The film was directed by Gurinder Chadha and was based on the screenplay she wrote with Paul Berges and Guljit Bindra. The film was a box office success and has achieved a cult-like status. It tells the tale of two young London women from different backgrounds who share an aptitude for football (soccer) and pressure from their families to conform. One is a British Indian Sikh girl who struggles against her family's orthodox mindset to fulfill her dream of playing professional football; the other is a white girl who has to combat her mother's stereotypes about athletic prowess and lesbianism. The film's title is a reference to the English footballer David Beckham and his skill at scoring from free-kicks by "bending" (curving) the ball (making it swerve as it flies through the air).
The movie was filmed in West London, specifically Hounslow (where the main characters live) and Southall, and central London, including Soho for the football store and pub, and Piccadilly Circus. Scenes were also shot in Hamburg, Germany.
Plot
The film is a coming-of-age tale about 18-year-old Jesminder "Jess" Bhamra (Parminder Nagra), a Sikh girl living in the western suburbs of London, not far from Heathrow Airport. Her first-generation Punjabi immigrant parents push her hard to study to get into university and become a solicitor, and wish to arrange a marriage for her in due course. Jess instead dreams of football, inspired by one of England's most famous players, David Beckham. She displays unusual talent for the game in park matches with the local boys, running them ragged with her evasive skills.
While playing in the park Jess is spotted by Juliette "Jules" Paxton (Keira Knightley), the star player at the Hounslow Harriers, a local amateur women's football club. She happily accepts Jules's invitation to join the club, even though she knows her parents would disapprove. Jess becomes a key member of the side and Jules's best friend. She also develops a special bond with the team's coach, Joe (Jonathan Rhys-Meyers), a young man whose dreams of football stardom were shattered when he injured his knee. Meanwhile, there are rumours that a scout from an American college is looking for players for the school's women's team. The resulting situation sets up a number of culture clashes ranging from the comical to the serious, as Jess, her friends (both from the Indian community and the football club), and family, try to negotiate their way between the expectations of two cultures and their own dreams and desires.
The movie also shows that immigrant families are not unique in their adherence to tradition. Jules's mother (Juliet Stevenson), who has very conventional views of femininity, pressures her daughter to wear frilly lingerie rather than sports bras and fears that her tomboy daughter is in a lesbian relationship with Jess. Instead of the standard plot device of the unyielding father and the understanding mother, the roles are reversed with the father having the wisdom to let his daughter fulfill her dreams and the mother clinging to her ideas and traditions. In Jess's case, her father (Anupam Kher) decides to let her play in the football tournament even when it means leaving her sister's wedding early. In Jules's case, her father encourages her to play football instead of chasing boys and doing normal "girl things".
When he realises she has sneaked out to play football, Jess's father takes ten minutes to watch Jess in her game and sees just how good she really is. He is surprised to find her a fantastic player and a key member of the team, but he is not as impressed when he finds her hugging her coach. During the wedding party, Jess's father allows her to go to the final football match, saying it would be the only way to see her happy on her sister's wedding day - her joy of playing is contrasted with her sister's joy of getting married, in a montage.
The American scout sees Jess and Jules at the game and offers them a place at a college in the USA with a well known and successful women's soccer program (Santa Clara University). Jules accepts straight away, but Jess does not as she knows her parents would never let her. She returns to the wedding party (which was just finishing) and tells her best Indian friend - Tony (a gay man who is infatuated with David Beckham) what has happened. Tony sees how much Jess wants to take up this opportunity, so he tells Jess's parents that he and Jess want to get married but he wants her to have a chance to go to the college of her choice first (i.e. the college in America to which she has been offered admission). Jess realises that she cannot let Tony make such a sacrifice for her, and she also wishes to stop deceiving her family, so she speaks up and asks permission to go to America.
Her father grants her permission to go, as during his youth in England he wanted to play cricket but he was unable to because the English men who were at the club he wished to play at made fun of the turban he wore and 'kicked him out like a dog'. He realises that Jess really wants to take up this opportunity and gives a speech in front of the relatives and friends there about how he was discriminated against and how he wants Jess to take up the opportunity he never had. Consequently Jess goes to America. The film concludes with family and friends assembled at the airport to bid Jess and Jules farewell. Jess and Joe, who throughout the film found themselves attracted to the other despite the restrictions of family and his position, kiss and decide to tell Jess' parents of the relationship when she comes back at Christmas. The credits roll with Joe and Jess's father playing cricket.
East is East
East is East is a BAFTA award-winning British comedy film released in 1999.
It is set in a mixed-race household with a Pakistani father and a British mother in Salford, in 1971. George Khan (played by Om Puri), the father, expects his family to follow his strict Muslim ways, but his children, who were born and raised in Britain, increasingly see themselves as British and reject their father's rules on dress, food, religion, and living in general.
East is East is based on the play of the same name by Ayub Khan-Din. It was directed by Damien O'Donnell
Synopsis
George Khan has been married to an English woman named Ella for 25 years, and has seven children with her. The trouble begins when Nazir, their first-born son (who later turns out to be gay), bails out of marrying the Pakistani girl his father has chosen for him at the last minute, leading to a bitter estrangement. Then the youngest son Sajid is discovered to be uncircumcised: the boy is horrified at his father's plans to have the ceremonial surgery carried out, and tries to resist, but in vain. Meanwhile, marriage is still on George's mind, and he accepts an introduction to Mr. Shah, who is looking for good Pakistani bridegrooms for his two ridiculously ugly daughters. Despite having seen the daughters' photographs, George promises Mr. Shah that his second and third sons, Tariq and Abdul, will marry them. Sajid overhears George's plans, and spills the beans to his brothers, which sends the family spinning into a crisis. At the end though they all see that George is wrong.
Bend It Like Beckham is a British film released in 2002 in the UK and released in the United States in March 2003. The film was directed by Gurinder Chadha and was based on the screenplay she wrote with Paul Berges and Guljit Bindra. The film was a box office success and has achieved a cult-like status. It tells the tale of two young London women from different backgrounds who share an aptitude for football (soccer) and pressure from their families to conform. One is a British Indian Sikh girl who struggles against her family's orthodox mindset to fulfill her dream of playing professional football; the other is a white girl who has to combat her mother's stereotypes about athletic prowess and lesbianism. The film's title is a reference to the English footballer David Beckham and his skill at scoring from free-kicks by "bending" (curving) the ball (making it swerve as it flies through the air).
The movie was filmed in West London, specifically Hounslow (where the main characters live) and Southall, and central London, including Soho for the football store and pub, and Piccadilly Circus. Scenes were also shot in Hamburg, Germany.
Plot
The film is a coming-of-age tale about 18-year-old Jesminder "Jess" Bhamra (Parminder Nagra), a Sikh girl living in the western suburbs of London, not far from Heathrow Airport. Her first-generation Punjabi immigrant parents push her hard to study to get into university and become a solicitor, and wish to arrange a marriage for her in due course. Jess instead dreams of football, inspired by one of England's most famous players, David Beckham. She displays unusual talent for the game in park matches with the local boys, running them ragged with her evasive skills.
While playing in the park Jess is spotted by Juliette "Jules" Paxton (Keira Knightley), the star player at the Hounslow Harriers, a local amateur women's football club. She happily accepts Jules's invitation to join the club, even though she knows her parents would disapprove. Jess becomes a key member of the side and Jules's best friend. She also develops a special bond with the team's coach, Joe (Jonathan Rhys-Meyers), a young man whose dreams of football stardom were shattered when he injured his knee. Meanwhile, there are rumours that a scout from an American college is looking for players for the school's women's team. The resulting situation sets up a number of culture clashes ranging from the comical to the serious, as Jess, her friends (both from the Indian community and the football club), and family, try to negotiate their way between the expectations of two cultures and their own dreams and desires.
The movie also shows that immigrant families are not unique in their adherence to tradition. Jules's mother (Juliet Stevenson), who has very conventional views of femininity, pressures her daughter to wear frilly lingerie rather than sports bras and fears that her tomboy daughter is in a lesbian relationship with Jess. Instead of the standard plot device of the unyielding father and the understanding mother, the roles are reversed with the father having the wisdom to let his daughter fulfill her dreams and the mother clinging to her ideas and traditions. In Jess's case, her father (Anupam Kher) decides to let her play in the football tournament even when it means leaving her sister's wedding early. In Jules's case, her father encourages her to play football instead of chasing boys and doing normal "girl things".
When he realises she has sneaked out to play football, Jess's father takes ten minutes to watch Jess in her game and sees just how good she really is. He is surprised to find her a fantastic player and a key member of the team, but he is not as impressed when he finds her hugging her coach. During the wedding party, Jess's father allows her to go to the final football match, saying it would be the only way to see her happy on her sister's wedding day - her joy of playing is contrasted with her sister's joy of getting married, in a montage.
The American scout sees Jess and Jules at the game and offers them a place at a college in the USA with a well known and successful women's soccer program (Santa Clara University). Jules accepts straight away, but Jess does not as she knows her parents would never let her. She returns to the wedding party (which was just finishing) and tells her best Indian friend - Tony (a gay man who is infatuated with David Beckham) what has happened. Tony sees how much Jess wants to take up this opportunity, so he tells Jess's parents that he and Jess want to get married but he wants her to have a chance to go to the college of her choice first (i.e. the college in America to which she has been offered admission). Jess realises that she cannot let Tony make such a sacrifice for her, and she also wishes to stop deceiving her family, so she speaks up and asks permission to go to America.
Her father grants her permission to go, as during his youth in England he wanted to play cricket but he was unable to because the English men who were at the club he wished to play at made fun of the turban he wore and 'kicked him out like a dog'. He realises that Jess really wants to take up this opportunity and gives a speech in front of the relatives and friends there about how he was discriminated against and how he wants Jess to take up the opportunity he never had. Consequently Jess goes to America. The film concludes with family and friends assembled at the airport to bid Jess and Jules farewell. Jess and Joe, who throughout the film found themselves attracted to the other despite the restrictions of family and his position, kiss and decide to tell Jess' parents of the relationship when she comes back at Christmas. The credits roll with Joe and Jess's father playing cricket.
East is East
East is East is a BAFTA award-winning British comedy film released in 1999.
It is set in a mixed-race household with a Pakistani father and a British mother in Salford, in 1971. George Khan (played by Om Puri), the father, expects his family to follow his strict Muslim ways, but his children, who were born and raised in Britain, increasingly see themselves as British and reject their father's rules on dress, food, religion, and living in general.
East is East is based on the play of the same name by Ayub Khan-Din. It was directed by Damien O'Donnell
Synopsis
George Khan has been married to an English woman named Ella for 25 years, and has seven children with her. The trouble begins when Nazir, their first-born son (who later turns out to be gay), bails out of marrying the Pakistani girl his father has chosen for him at the last minute, leading to a bitter estrangement. Then the youngest son Sajid is discovered to be uncircumcised: the boy is horrified at his father's plans to have the ceremonial surgery carried out, and tries to resist, but in vain. Meanwhile, marriage is still on George's mind, and he accepts an introduction to Mr. Shah, who is looking for good Pakistani bridegrooms for his two ridiculously ugly daughters. Despite having seen the daughters' photographs, George promises Mr. Shah that his second and third sons, Tariq and Abdul, will marry them. Sajid overhears George's plans, and spills the beans to his brothers, which sends the family spinning into a crisis. At the end though they all see that George is wrong.
COMMENTS ON PEOPLE'S BLOG
Islamophobia said... HASNAA
WWW*Excellent research on the topic* Loads of Pictures and Videos which are analysed.* Good use of Delicious Links/Tags
EBI Maybe you could add in some bullet poin/too much wrting! (but that is good)XxNaziyaXX
AMRIT...
Islamophobia said...
WWW (what went well)* Good key points, which are short and snappy* Key concepts are short and handy, easy to refer back to.* Good Background information of the text
EBI More pictures can be added in and analysed and videos.
Dips
Islamophobia said...
WWW (what went well)* Good background iformation is provided about the text.* Pictures are also on your blog,makes it look visual and appealing.* Key concepts are put up, easy to refer back to.
EBI* Maybe you can add in some theorist about your idea?XxNaziyaXx
Pardeep
Islamophobia said...
WWW (What went well)* Good links of theorist you have put up, easy to refer back to.* Excellent in-dept study of the text.* Excellent background information, such as Interviews and newpaper articles.
EBI (Even better if)* You can probably get a few videos maybe 1 or 2 and just analyse them! XxNaziyaXx
Kirandeep
WWW (What went well)* Detail knowledge about the text* Loads of pictures which makes your blog look visual and appealing.* Background information in also provided.
EBI* You can add in a few video clips and analyse them, so that we the audience can get a insight into the text!XxNaziyaXx
Islamophobia said... HASNAA
WWW*Excellent research on the topic* Loads of Pictures and Videos which are analysed.* Good use of Delicious Links/Tags
EBI Maybe you could add in some bullet poin/too much wrting! (but that is good)XxNaziyaXX
AMRIT...
Islamophobia said...
WWW (what went well)* Good key points, which are short and snappy* Key concepts are short and handy, easy to refer back to.* Good Background information of the text
EBI More pictures can be added in and analysed and videos.
Dips
Islamophobia said...
WWW (what went well)* Good background iformation is provided about the text.* Pictures are also on your blog,makes it look visual and appealing.* Key concepts are put up, easy to refer back to.
EBI* Maybe you can add in some theorist about your idea?XxNaziyaXx
Pardeep
Islamophobia said...
WWW (What went well)* Good links of theorist you have put up, easy to refer back to.* Excellent in-dept study of the text.* Excellent background information, such as Interviews and newpaper articles.
EBI (Even better if)* You can probably get a few videos maybe 1 or 2 and just analyse them! XxNaziyaXx
Kirandeep
WWW (What went well)* Detail knowledge about the text* Loads of pictures which makes your blog look visual and appealing.* Background information in also provided.
EBI* You can add in a few video clips and analyse them, so that we the audience can get a insight into the text!XxNaziyaXx
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