Wednesday, 12 December 2012

V for Vendetta and Children of Men Characters

Children of Men

Theo - The protagonist of the film. He allows the story to progress as the choices he makes, determines what the audience witnesses next. This is on the basis that he is the focus of the film. He is depicted as the hero, ensuring Kee remains safe until she reaches the Human Project. In the end he lays down his life in the process of this cause, illustrating more hero like qualities.     

Jasper - Can be known as the helper of the film. Throughout, he provides sanctuary and protection to Theo our protagonist. He is good friends with Theo and tries to help in every way he can. To ensure the protagonist and various other characters escape the clutches of evil, Jasper stays behind and is willing to die so that others may live. In some respects he can be classed as the dispatcher. This is concluded from the idea that he informs Theo of Syd as well as how to get through Bexhill.       

Kee - This character can be labelled as the princess in accordance with stereotypical narrative character roles. Although the hero does not seek to marry or win the heart of the princess, the purpose of Theo’s journey is to ensure Kee remains protected. She is the key to human survival, making the hero lost without her. She is under threat by several parties such as the organisation headed by Luke (the evil), revealing to the audience that she is the victim of the escalating situation.      

Luke - The purpose of Luke is to create the threat and villain of the film. He becomes the leader of an organisation which sets out to use Kee for their own political gain. Although the views of this organisation are classed as evil through a matter of perspective, they still act as the threat, establishing them as the villains of the film. At first he is portrayed as a helper to the protagonist, which allows the audience to connect with him on certain levels.       

Syd - The character of Syd can be said to have two roles. At first he can be interpreted as the donor, who provides Theo, Kee and Miriam with safe passage to Bexhill. But in discovering who Kee truly is, he becomes motivated and blinded by self-gain purposes. This therefore turns him into a villain.    

Julian - Julian is considered the main dispatcher in the film. She gives the role of protecting kee to Theo. This sets the hero on his journey and gives him purpose. She also bears similar traits to that of a princess, being the woman Theo loves and the person he initially begins the journey for. 

Miriam - She is also partially responsible for the safe passage of Kee. She helps Theo in protecting Kee and is communicated as a caring mother like figure. She mainly falls into the category of the helper, as she does not support Kee all the way to the of the film.   

Marichka - After the removal of Miriam, Marichka steps in as the helper. She becomes responsible for ensuring Theo and Kee escape the dangers of Bexhill.  

V for Vendetta

Evey - She is portrayed as the princess, falling in love the hero. She begins with feminine like qualities, but develops into a character which bears purpose and meaning. Evey can also be depicted as a hero, by choosing to send the train full of explosives to Parliament. This is also supported by the idea that she outlives V, leaving the most important decision with her to make.  

V - V is one of the main protagonists. He is the hero of the film, with a set cause fighting until he achieves his goal. He battles with evil and rallies the public to side with his ideas, through the use of his symbol. Although he seeks revenge, another of his motivations is to liberate society from the control and corruption of the totalitarian government. In doing this, V sacrifices his life, an expectation of the hero.   

Sutler - Chancellor Sutler is the villain of the film. The role of Sutler is to act as a threat and obstacle to the hero. He represents evil and is the symbol of power, spearheaded by the Norsefire party.  

Dietrich - Dietrich can be interpreted as a father figure for Evey. He contributes to the plot by representing the people of society and their fears and oppression. He also adds a sense of comedic value to the film.     

Finch - He contributes to the storyline by pursuing the protagonists. In doing this communicates the character’s job. This reinforces the idea that individuals such as Sutler are considered villainous, not all the people with careers related to extinguishing terrorist threats.    

Creedy - Creedy acts as Sutler’s pawn and henchman. He reinforces the negativity of the government, but also gives the story additional action and a physical threat to the protagonists. He accomplishes this by carrying out Sutler’s dirty work and uses the governments resources at his disposal, such as man power and weaponry.       

Protheroe and Bishop Lilliam - These characters act as middle men in communicating the acceptable norms and values, determined by the government, to society. This is through the use of controlling the church and the media, two of the largest influences in modern day life towards peoples beliefs.     

Tuesday, 11 December 2012

Feedback on Textual Analysis Presentations


Name
Film Language
(Micro - Macro)
Analysis of Macro
Personal
Argument
Comments
Jasmine
(Level 3)
  • Highlighted examples clearly.

  • Described each scene.

  • Level 2

  • Makes reference to deeper meaning of characters.

  • Includes messages about characters e.g. Mothers.

  • The messages link from each key scene provided.

  • Level 3
  • Clear Thesis Statement. 

  • Links back to the points made, throughout the presentation.

  • Could also look at other narrative aspects to reinforce analysis of characters. 

  • Conclusion answers the Personal Argument.

  • Level 3
  • Uses information on slides to expand on points. 

  • Large focus on characters which is a good link to narrative.

  • Could explain the plot of both films more, for the audience to achieve a better understanding. 
Megan
(Level 3)
  • Explores the micro and macro showing links through key scenes.

  • Use of advanced film terminology.

  • Level 3
  • Good understanding on macro points.

  • Leads from Mise-en-scene, highlighting alternative interpretation towards masculinity.

  • Level 4  
  • Clear meaning on personal argument.

  • Messages and Values might be easier to condense points.

  • Level 3
  • Clear plot understanding.

  • Might be good to summarise the personal argument more in the conclusion. 
Cara
(Level 3)
  • highlights Misc-en-scene micro aspect.

  • Includes clear layout towards the PEAS structure.

  • Level 3 
  • Representation through characters is detailed.

  • Level 3
  • Good direct Thesis Statement.

  • For more variety, could link to the sci-fi  aspect of both films.

  • Level 2
  • Clear structure to Textual Analysis points.

  • Clear comparison of the two films.

  • Youth resolution can be added as another point or add on.  
Ben
(Level 3)
  • Good use of key scenes to communicate micro aspects.

  • Good use of terminology.

  • Level 3
  • Provided alternative interpretations.

  • Explanation of genre can link to zombie and undead concepts.

  • Level 3 
  • Clear explanation towards the horror genre.

  • good contextual information.

  • Level 2
  • Good understanding of resolutions. 

  • Could include more information linked with expectations of a horror and the narrative structure in accordance with vampires.
Grace
(Level 3)
  • Use of micro and macro terminology.

  • use of PEAS structure.

  • Level 3
  • Good link to mise-en-scene. 

  • Representation of gangsters and antagonists is clear.

  • Clear key scenarios.

  • Level 3 
  • Clear Thesis Statement in accordance with representation and narrative. 

  • Answers the personal argument.

  • Level 3
  • Good historical context in thesis statement. 

  • Some conclusive points from the personal argument.

  • Could look more into micro features for each key scene.  
Martin
(Level 3)
  • Strong detection of Micro aspects.

  • Level 2
  • Reference to youth through representation.

  • Understanding of key scenes by using skills.

  • Level 3 
  • Clear understanding of the difference of youth.

  • Level 3
  • Describes the plot of both films for easier understanding for the audience.

  • Could be more specific about key scenes, and the links from micro to macro could be more direct. 
Peter
(Level 3)
  • Description of both films.

  • use of narrative character roles.

  • highlights mise-en-scene as a main micro aspect. 

  • Level 2
  • Analysis of micro aspects to show symbolism of father figure is a good in depth analysis.

  • Level 3
  • Clear personal argument. 

  • Description and analysis of heroes.

  • good conclusion of heroes e.g. Damaged characters.

  • Level 3
  • Some comparison to each film. 

  • Could talk more in depth about narrative character roles and the heroes rebirth. 
Ollie
(level 3)
  • Shows understanding of narrative.

  • Use of mise-en-scene to lead into micro aspect.

  • direct analysis.

  • Level 3
  • Strong link to characters about narrative. 

  • analysis of all key scenes provided in presentation.

  • Level 2
  • Clear in showing the contrast of the films. 

  • Could speak about generic narrative character roles.

  • Level 3
  • Descriptive about story lines. 

  • Can link to Peter’s study by talking about the heroes rebirth.

  • Could include more genre details (horror and humour aspects).
David
(Level 3)
  • Reference to mise-en-scene and cinematography.

  • Follows essay structure.

  • Level 2

  • States how the macro is conveyed through key scenes in both films.

  • Level 3
  • Protagonist development included within Thesis Statement. 

  • Reference to antagonists and the restoring of equilibrium.

  • Level 3
  • Could link to narrative character roles. 

  • The key scenes could have a larger focus towards Harry Brown as a character.

  • Could make reference to the symbology behind Harry Brown walking through the tunnel at the end.  
Alex
(Level 3)
  • Direct in highlighting micro and macro.

  • Shows how the use of editing and mise-en-scene is used.

  • Level 3
  • Analysis of micro aspects in key scenes.

  • Level 3
  • Shows how they break the narrative of stereotypical horrors. 

  • Could talk more in detail about the change in horror conventions and genre.

  • Level 2 
  • Describes both films. 

  • Expand to the genre aspect, highlighting how Scream has changed conventional character roles.

  • Can talk about the use of gore and how the use of film stars help drive scream as a successful film. When in comparison to Paranormal Activity which was cheap to make. 
Becky
(Level 3)
  • Highlights editing techniques. 

  • Use of sounds as a micro aspect.

  • Level 3
  • Use of characters in a relationship to reflect stereotypical roles of men and women, 

  • Selected appropriate key scenes for analysis to communicate points being made.

  • Level 3
  • Representation  of women is clear. 

  • Character’s journeys which highlight independence.

  • Level 2
  • Good contrast of roles.

  • Could use more mise-en-scene as a micro aspect in highlighting costume e.g. Hippy appearance in One Day.

  • Could link to overall gender representation as a personal argument, not just women.   

Tuesday, 27 November 2012

Textual Analysis (Draft)

“We cannot change the cards we are dealt, just how we play the hand.” In light of this statement, the assignment will compare and contrast the narrative of two thrillers; Mr Nobody (2009) directed by Jaco Van Dormael, and Source Code (2011) directed by Duncan Jones. Through analysis of the films narrative, we see how it differs from the classical narrative structure of other films. In the film Source Code, the audience witnesses the experiences of the protagonist known as Colter Stevens. He is being used by a military program to help determine the identity of a train bomber. This is accomplished through a reoccurring simulation of the same event, where he slowly pieces together various details which lead him to the killer. The film Mr Nobody follows the life of a man called Nemo Nobody. It captures the various choices Nemo makes over his lifetime, but also the different scenarios as a result of alternative choices. To act as a point in time to show where Nemo currently is, the audience is referred back to the future in which Nemo is the last mortal on Earth. It becomes apparent in both films that our choices play a vital role in where we end up. This is shown through the experiences and actions of our protagonists. Exploring the narrative of these films communicates the character roles, the problems they must overcome, what lessons are learnt, how the audience is affected and the meaning of the films features through the analysis of key scenes.

In both Source Code and Mr Nobody the characters are faced with several problems to overcome. In Source Code, Colter Stevens is faced with the dilemma of doing as the military instructs him, under the false belief he can go home when his mission is accomplished. The main problem he faces is the threat of another terrorist strike, if he fails to locate and determine the identity of the train bomber.  This is demonstrated in the scene when Derek Frost (The Terrorist) speaks to Colter in the car park. When Derek begins to speak about “rubble”, Colter is left on the ground bleeding from a wound, which Derek inflicted. In this sequence the camera uses a low angle shot, which could be used to convey the idea that it is from the point of view of Colter, relating these problems to him. In filming the shot from a low angle, also communicates Derek’s power over Colter in the current scenario, making Derek the focus of his problems to overcome. In overcoming this problem, he must put the needs of others before his own to accomplish his goals. In this respect, it follows the stereotypical narrative structure, portraying the protagonist as someone willing to sacrifice themselves. By establishing the characters in the middle of a virtual scenario, causes the audiences to believe it is reality for the characters. This is one of the features that breaks the structure of a classical narrative.
In Mr Nobody it becomes apparent that each and every choice Nemo makes, determines the next stage of his life. With this idea in mind, it is in fact Nemo’s choices that generate the problems he must overcome. The main problem that the narrative revolves around is Nemo’s dilemma of choosing whether to stay with his father or leave with his mother. We see this in the sequence towards the end when Nemo talks of the chess move known as “Zugzwang”.  The sequence recaps over the future events that could happen, highlighting the problems each path has such as getting shot, being in a coma or even drowning in a car. The audience becomes aware of the different paths, through the use of train tracks to illustrate the choice between his mother and his father. This reveals to the audience that every path Nemo takes leads to a bad end. In recapping over these events previously seen in the film, highlights the many problems Nemo has to overcome. In the end Nemo conquers this dilemma by not choosing a parent, but in fact running off into the distance, a third pathway. This links back to the phrase in the sequence “Zugzwang”. When the only viable move, is not to move. In terms of narrative, the story is established on many paths that do not exist, except for in the imagination of a child. In following multiple story lines within one film is unlike the classic narrative structure. It is similar to Source Code in the way that both films defy classical narrative structure through the use of establishing the audience in scenarios that do not exist.                   

Through encountering these problems, the characters learn various lessons that they can use throughout the rest of their lives. Colter Stevens learns that what has already happened cannot be changed, but that he can learn from the past and apply it to future scenarios. This is referring to the many attempts of the Source Code simulation. An ethical lesson that is brought before the audience is whether keeping Colter alive, in a state where he is unable to physically function, is morally right. This is conveyed through the sequence when Colter makes a phone call to his father. Parallel editing is used to compare the character of Colter between two situations, one where he is fully functional and feels emotions, whilst the other he is in a vegetive state, being kept alive to serve the needs of the military. The lesson to gain from this is that we should think of the needs of individuals, as well as the needs of a collective.
In Mr Nobody we learn that choices cannot be avoided, nor can we always make the right decision when faced with a choice. It becomes apparent that we should use our basic principles and morals to guide us through life and make the most of it. This is seen in the sequence which talks about “Innate Fears”. It is filmed in the way that the audience interprets the sequence as a scientific television show, to ensure the principles described are related to the rest of the film. The film also reinforces the lesson that the smallest decision can in fact alter the rest of our lives. Another lesson that can be communicated is the idea that the things we perceive to be important, do not actually effect the bigger picture. This is demonstrated through the introduction of the film when the concept of “pigeon superstition” is discussed.

After exploring the problems that must be overcome and the lessons that have been learnt, the audience is affected in several ways. The audience can have mixed feelings towards the film Source Code. It can be viewed as very positive in the way that the terrorist is stopped, and Colter gets to live out a new consciousness with the passenger he falls in love with. The negative outlook is that in reality he dies and has has been manipulated by the military. This brings about the question whether or not it was morally right to keep him alive for the greater good. This is expressed in the sequence towards the end, when Colter has his life support cut off. A freeze frame is used to capture the emotions of everyone on the carriage. In doing this allows the audience to witness the positive impact of Colter’s good deeds, even if they change nothing, it brings piece of mind to Colter. Once the audience recognises this, they can feel sympathy for the protagonist, or even empathy by some who relate to the themselves to characters.
The film Mr Nobody can make the audience relate some of the messages to their own lives and cause them to think a bit more about the consequences of their actions. It also results in the audience questioning their existence, whether or not it is in fact real or just the outcome of a choice which hasn’t been made yet. Two key scenes in Mr Nobody where this can be demonstrated is towards the end when the futuristic society begins to collapse and when Nemo discusses “Entropy”. In collapsing the surroundings of Nemo and the journalist, causes the audience to realise that it never even existed. Throwing a twist in follows the stereotypical thriller narrative, but the twist questioning existence itself adds a unique spin to both films. This shows how the thriller genre has developed from thrillers such as Vertigo, to what they are present day.

In conclusion, both films use a unique technique to communicate narrative. It becomes apparent that the Thriller genre has changed over time, in order to fit the needs of a post-modern audience. To help understand the new technique the two Thriller films have adopted, a sophisticated audience is required. This is done to make the audience draw conclusions and thoughts towards characters and plot developments, keeping the audience captivated throughout the film. In making the audience interact more with the film, begins to link to the realm of video gaming, where the individual can contribute to deciding the actions of the character and plot.       

Thursday, 22 November 2012

Textual Analysis (Essay Plan)


Introduction (Thesis Statement)

“We cannot change the cards we are dealt, just how we play the hand.” In light of this statement, the assignment will compare and contrast the narrative of two thrillers; Mr Nobody (2009) directed by Jaco Van Dormael, and Source Code (2011) directed by Duncan Jones. In the film Source Code, the audience witnesses the experiences of the protagonist known as Colter Stevens. He is being used by a military program to help determine the identity of a train bomber. This is accomplished through a reoccurring simulation of the same event, where he slowly pieces together various details which lead him to the killer. The film Mr Nobody follows the life of a man called Nemo Nobody. It captures the various choices Nemo makes over his lifetime, but also the different scenarios as a result of alternative choices. To act as a point in time to show where Nemo currently is, the audience is referred back to the future in which Nemo is the last mortal on Earth. It becomes apparent in both films that our choices play a vital role in where we end up. This is shown through the experiences and actions of our protagonists. Exploring the narrative of these films communicates the character roles, the problems they must overcome, what lessons are learnt, how the audience is affected and the meaning of the films features through the analysis of key scenes.

Body Paragraphs (Domino / PEAS Structure)

  • Character roles and problems to overcome -> Key Scenes 3 (Rubble) and Key Scenes 1 (Zugzwang) -> Talk about the connection to the scene, highlight the various micro aspects which are used to reinforce the point -> Talk about how the character(s) will overcome the problems they face, link to how their morals and values impact the decisions they make. Make reference to how this effects the narrative. Best location for possible messages or philosophical quotations.

  • What lessons are learnt -> Key Scenes 1 (Freeze Frame) and Key Scenes 3 (Pigeon Superstition) -> Talk about the connection to the scene, highlight the various micro aspects which are used to reinforce the point -> Talk about how the lessons the characters have learnt effect them and their future decisions. State how these lessons have been learnt. Make reference to the purpose of these lessons.  

  • How the audience is affected -> Key Scenes 2 (Phone Call) and Key Scenes 2 (Entropy) -> Talk about the connection to the scene, highlight the various micro aspects which are used to reinforce the point -> State how the audience can relate to some of the features of the film, then how they can apply them to their own lives. Discuss what morals and messages can be communicated to the audience. 

Conclusion

In conclusion, both films use a unique technique to communicate narrative. It becomes apparent that the Thriller genre has changed over time, in order to fit the needs of a post-modern audience. To help understand the new technique the two Thriller films have adopted, a sophisticated audience is required. This is done to make the audience draw conclusions and thoughts towards characters and plot developments, keeping the audience captivated throughout the film. In making the audience interact more with the film starts to link to the realm of video gaming, where the individual can contribute to deciding the actions of the character and plot.       

Tuesday, 13 November 2012

Textual Analysis Thesis Statement


“We cannot change the cards we are dealt, just how we play the hand.” In light of this statement, the assignment will compare and contrast the narrative of two thrillers; Mr Nobody (2009) directed by Jaco Van Dormael, and Source Code (2011) directed by Duncan Jones. In the film Source Code, the audience witnesses the experiences of the protagonist known as Colter Stevens. He is being used by a military program to help determine the identity of a train bomber. This is accomplished through a reoccurring simulation of the same event, where he slowly pieces together various details which lead him to the killer. The film Mr Nobody follows the life of a man called Nemo Nobody. It captures the various choices Nemo makes over his lifetime, but also the different scenarios as a result of alternative choices. To act as a point in time to show where Nemo currently is, the audience is referred back to the future in which Nemo is the last mortal on Earth.      
It becomes apparent in both films that our choices play a vital role in where we end up. This is shown through the experiences and actions of our protagonists. Exploring the narrative of these films communicates the character roles, the problems they must overcome, what lessons are learnt, how the audience is affected and the meaning of the films features through the analysis of key scenes. 

Propaganda Poster


Friday, 2 November 2012

Textual Analysis Presentation

The following link will take you to my Textual Analysis Presentation:

http://www.slideshare.net/luke_nutter/textual-analysis-presentation-15000113












Zugzwang


Entropy


Pigeon Superstition


Innate Fears


Freeze Frame Scene



Phone Call