Film Studies

 

Intent and Vision

In Film Studies we have the Ravens Wood vision at heart of our curriculum planning, and it has informed the learning journey of our students. Our vision for Film Studies is to engage learners with the drama, history, and creativity of Film Studies through practical and theoretical study. We have chosen a range of films for study that chart the evolution of film and highlight some of the most innovative, visionary Film Directors of all time. Media Studies GCSE is a good starting point for Film Studies at A Level (although not an essential) as the knowledge and understanding of micro features, genre and narrative learned serve as a useful introduction to the specific application of these terms to Film Studies at A-Level.

 

Key Concepts that Underpin the Curriculum
  1. Micro Features, Film Form & Aesthetics
  2. Genre
  3. Narrative
  4. Context and Film Movements
  5. Auteur Theory
  6. Spectatorship
  7. The Ideological Critical Approach
  8. British Cinema
  9. World Cinema
  10. Documentary Filmmaking & Documentary Modes
  11. Silent Film
  12. Experimental Film
  13. NEA Pre Production
  14. NEA Production
  15. NEA Post-Production
  16. Reflective Analysis of NEA

 

Key Features of Learning

Films from each Section of each exam component are screened in their entirety over a course of lessons and then broken down into keys scenes for close study and analysis. Students are then encouraged to choose and annotate their own keys scenes from each film to encourage personal engagement and develop independent analytical skills. Film lessons thrive on discussion and sharing of ideas as films are full of poetic imagery and reflect the social, historical, cultural, political and industrial context of their production.

Learning film production is like learning film analysis in reverse. Rather than unpicking meaning from micro features, students learn to use the camera and edit as tools to encode their own meaning. Students can express themselves through dialogue, mise en scene, narrative, cinematography, technology and editing and we encourage students to experiment with whichever element they enjoy most.

 

How Does our Curriculum Shape Learners?

Our curriculum is sequenced in a way to introduce them to Core and Critical Concepts of Film Studies in the first year of study, before moving to the more oblique concepts in Y13. Films have been deliberately selected to engage our leaners and expand their film literacy. We have designed a Film watch list for students to expand their film literacy beyond the curriculum, links to these other films are embedded in our lessons. Analysis of film studies goes beyond simple film criticism and provides students with a lens through which to examine the context of each film’s production. In the words of renowned critic Mark Cousins, "It has enriched lives, broadened awareness and opened minds. Cinema is an empathy machine; it lets us see into other people’s hearts, minds and lives. It combats racism, helps us understand social class and religious difference, and challenges prejudice about gender and sexuality.”

 

The Learning Journey: End Points for Each Academic Year
Year 13

By the end of Year 13, students will be able to apply their knowledge and understanding of genre, narrative, auteur theory, spectatorship and ideology learned in Year 12 to the new contexts and movements of Global Film, Documentary, US Silent Film Comedy and Experimental Film of the 90s.

Students will learn more about the historical and international contexts of film movements and have a greater understanding on the impact of these movements on contemporary film around the world. Students will learn about documentary modes as genres of documentary and learn about the distinct methodologies of three contemporary documentary filmmakers.

Students will learn about postmodern and experimental approaches to filmmaking that attempt to alter or throw away the rulebook of traditional Hollywood Film Production.

Students will be able to write detailed analyses of all films studied, using comparative language where necessary. They will be able to apply micro feature language to their written responses and be able to chain together examples for detailed sequence analysis.

Students will have completed the production of their Short Film NEA production and written a reflective analysis of their work in comparison to a selection of prolific professional short films using the same skillset they have developed in terms of comparative analysis for their examined units.

Year 12

By the end of Year 12, students will be able to recognise and criticise genre conventions. They should know and be able to apply narrative theory to the study of the films selected for study for Component One, Section A. They will all understand and be able to apply auteur theory to the films selected for study for Section A and some will be able to criticise it by applying historical context.

Students will understand the concept of Spectatorship and be able to apply it to the films selected for Component 1 Section B and Section C.

All students will be able to analyse the films Studies for Component 1 Section C using the ideological critical approach, some will be able to criticise the application of the ideological critical approach

Students will have some understanding of some film movements and a basic understanding of the history of film.

Students will be able to write detailed analyses of all films studied, using comparative language where necessary. They will be able to apply micro feature language to their written responses and be able to chain together examples for detailed sequence analysis.

Students will have scripted and storyboarded for their NEA and know the value of this pre-production. Students will know how to shoot and edit their short film for their practical NEA.

Year 11

Media Studies GCSE

By the end of Year 11 students will have covered the entire media theoretical framework including Political context and have completed their NEA.

NEA: Completed by the end of the September half term.

Students will study the core concepts of Genre, Narrative, Media Language, Representation, Mediation, Audiences & Institutions and Context for the following Media Platforms:

Radio: Students will have learned about Radio, specifically the BBC Radio 1 Live Lounge. They will be able to analyse an Episode of Live Lounge for media messages and apply the theoretical framework to the study of Radio, including the application of context. Students will practically consolidate their learning in the construction of a roleplay of a segment of a radio show.

Magazines: Students will have learned about Magazines, specifically the Mojo Magazine. They will be able to analyse the front cover of Mojo for media messages and apply the theoretical framework to the study of Radio, including the application of context. Students will practically consolidate their learning in the construction of the design a front cover of a Music, Special Interest Magazines.

Newspapers: Students will have learned about Newspapers, specifically the Observer, both online participatory and in print. (Contemporary and historical). They will be able to analyse several editions of the Observer including three font covers from the 1960’s for media messages and apply the theoretical framework to the study of Newspapers, including the application of context. Students will practically consolidate their learning in the construction of an article for the front page of a Newspaper or the construction of social media for an existing newspaper.

Year 10

Media Studies GCSE

By the end of Year 10, students will have covered the whole media theoretical framework (except Political context which will be covered in Year 11 in the News topic). Students will have been introduced to Uses and Gratifications, Audiences and Representation. They will have pitched a product for a media platform as an introduction to the variety of media platforms that exist.

Students will study the core concepts of Genre, Narrative, Media Language, Audiences & Institutions and Context for the following Media Platforms:

Promoting Media (Film): Students will have learned about the advertising and marketing of a Film product including advertising in terms of trailer, in television and in print and have covered intertextuality and video games relating to the film. They will be able to analyse media messages and apply the theoretical framework to the study of Film. Students will practically consolidate their learning in the creation of a Film advertising campaign.

Television: Students will have learned about contemporary and historical Television Dramas, specifically Cuffs and The Avengers. They will be able to analyse media messages and apply the theoretical framework to the study of television, including the application of wider cultural, historical, industrial, and social context. Students will practically consolidate their learning in the creation of a TV show budgeting task with a focus on the difference between state and commercially funded PSB remits.

Music Video: Students will have learned about the form and function of Music Videos, specifically ‘Uptown Funk’ by Bruno Mars and ‘If I Were a Boy’ by Beyonce. They will be able to analyse media messages and contexts and apply the theoretical framework to the study of music videos. They will practically apply this to the completion of research and planning for their own music videos for their NEA. Students will be prepared with the skills and knowledge required to shoot their video over the summer break. Students will practically consolidate their learning through the Research and Planning portfolio for their NEA.

 

 

Provision Maps