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Witnesses + The Missing

Media Language
The Missing is a complex mainstream television product in which the codes and conventions of
the crime drama are recognisable but they are also challenged and sometimes subverted.
Detailed analysis of this media form including the process through which media language
develops as genre will provide students with an opportunity to understand and reflect on the
dynamic nature of genre.


Analysis should include:
• Mise-en-scene analysis
• Semiotics: how images signify cultural meanings

Narrative
• Which narrative techniques are used to engage the audience in the opening episode of The
Missing?
• How does the use of the narrative conventions of the crime drama – use of enigmas, binary
oppositions, restricted narration etc. – position the audience?
• A narrative approach to crime drama could include analysing the appeals of the structure as
reassuring and predictable – even when dealing with difficult subject matter.
• The ways in which the narrative structure of The Missing offers gratification to the audience.
• Narratology including Todorov

Letter to the free

Common is an Oscar and Grammy award winning hip/hop rap artist who wrote Letter to the Free as a soundtrack to The 13th – a documentary by Ava DuVernay named after the American 13th amendment (the abolition of slavery). His output is highly politicised, existing in the context of a variety of social and cultural movements aimed at raising awareness of racism and its effects in US society (e.g.: Black Lives Matter). The product can also be considered in an economic context through the consideration of if and how music videos make money (through, for example, advertising on YouTube).

‘Shot me with your ray-gun
And now you want to trump me’

‘We staring in the face of hate again
The same hate they say will make America great again’

The arguments around postcolonial critical thought ‘constituted a fundamentally important political act’ (MacLoed, 200: 16)

In this view, the outlying regions of the world have no life, history or culture to speak of, no independence or integrity worth representing without the West.‘ (Said, 1993: xxi). Orientalism (1978) alongside Culture and Imperialism (1993) are key texts written by the respected academic Edward Said. He asked if ‘imperialism was principally economic‘ and looked to answer that question by highlighting ‘the privileged role of culture in the modern imperial experience’ (1997:3)

the power to narrate, or to block other narratives from forming or emerging, is very important to culture and imperialismEdward Said Culture and Imperialism, 1993: xiii

Jacques Lacan:

The Other

Often discussed by contempoary philosopher Slavoj Zizek, the recognition of the ‘Other’ is mainly attributed the French philosopher and psychoanalyst Jacques Lacan. A good way to develop an understanding of this term is in his exploration of the mirror stage of child development, whereby, as we cannot actually see ourselves as whole, we use a reflection to understand who we are / who we are not. Lacan proposed that in infancy this first recognition occurs when we see ourselves in a mirror.

… Applying that theory to culture, communications and media studies, it is possible to see why we are so obsessed with reading magazines, listening to music, watching films, videos and television because, essentially, we are exploring ‘The Other’ as a way of exploring ourselves.

The Language of moving image

The language of moving image suggests that there is a grammar or convention or set of rules. It deals with the aesthetic concepts of shape and size.

One of the most important camera tools in a movie is focus and depth of field. The focus is used to direct the audience’s eyes and prioritise the elements in a shot to present certain information.

  • High angle / Low angle / bulls-eye / birds eye / canted angle
  • Tracking / Panning / Craning / Tilting / Hand held / Steadicam
  • Establishing Shot / Long Shot / Medium Shot / Close-up / Big Close-Up / Extreme Close Up (students often struggle with the first and the last again issues with SCALE, SIZE & SPACE, so practice is really important)
  • Insert Shot

Sizes: Establishing shot – Insert shot – Long shot – Medium shot – Close-up – Extreme close-up.

Angles: High – Low – balls-eye – Birds eye – Canted angle

Movement: Tracking – Panning – Craning- Tilting – Hand-held – Steadicam

But the key question is WHEN TO EDIT ie when is it best to move from one shot to another? The answer is usually found in the following list:

  1. EDIT ON ACTION
  2. EDIT ON A MATCHING SHAPE, COLOUR, THEME
  3. EDIT ON A LOOK, A GLANCE, EYELINE
  4. EDIT ON A SOUND BRIDGE
  5. EDIT ON A CHANGE OF SHOT SIZE
  6. EDIT ON A CHANGE OF SHOT CAMERA POSITION (+30′)

Shot Sequencing 1: Parallel Editing

The use of sequential editing (editing one clip to another) allows for a number of key concepts to be produced:

  • parallel editing: two events editing together – so that they may be happening at the same time, or not?
  • flashback / flash-forward – allowing time to shift

Shot sequencing 2: Montage

Editing is the process of putting one element / idea next to another. It was first conceptually theorised as the Kuleshov effect, in that adding one element / idea to another actually produces a third idea / element, which if constructed well can produce in the audience an idea that isn’t actually present! This is the basis of MONTAGE EDITING – often the connection of images / ideas to create a new meaning (1 + 2 = ?). It is often seen as an allegoricalmetaphorical way of editing to create symbolism, in the same way COLLAGE and MONTAGE ART creates meaning through putting ideas and objects next to each other.

Montages tell the audience a lot of information in very little time. They can tell an entire story or show you who a character is in just a few shots.

Shot Sequencing 3: Invisible Editing / Continuity Editing

Continuity editing can be seen as the opposite of montage editing as the main aim is to create a sense of realism or ‘believability’ known as verisimilitude and has it’s own structure of rules where shots are edited together at particular times or on particular shots, as previously highlighted above.

  • match on action
  • eye-line match
  • graphic match
  • sound bridge
  • 30′ rule
  • 180′ rule

Can use a flash-back or flash-forward to show extra information on the character.

Shot sequencing 4: Shot progression

Conventional shot progression – to create VERISIMILITUDE (ie realism, believability) usually involves the following shots (although not always in the same order).

  • establishing shot / ES, moving to
  • wide shot / WS,
  • to medium shot / MS,
  • to close up / CU,
  • to big close up / BCU;
  • and then back out again

The use of these shots allow the audience to understand SPATIAL RELATIONSHIPS between locations, people, movements etc. The length of shot will determine the drama, empathy, theme etc. The choice of how to sequence each shot will determine the AESTHETIC QUALITY of the product. The next sequence will then follow a similar pattern, which again allows the audience to understand concepts such as SPACE, TIME, DISTANCE, MOVEMENT, MOTIVATION, PLOT, THEME etc.

Shot Sequencing 5: Shot / Reverse Shot

The Shot / Reverse Shot a really good starting point for students to both think about and produce moving image products. The basic sequence runs from a wide angle master shot that is at a 90′ angle to (usually) two characters. This sets up the visual space and allows the film-maker to to then shoot separate close-ups, that if connected through an eye-line match are able to give the impression that they are opposite each other talking. The shots are usually over the shoulder.

Firstly, they include both characters – which are called EXTERNAL REVERSES. As the drama increases, the framing of each shot then excludes the back of the head of the other character and moves in to a much closer over the shoulder shot – which are called INTERNAL REVERSES. Remember that these shots are not creating a direct look to camera. To look directly at the camera creates a very different relationship between the characters and the audience and is a technique that is only used for specific techniques / genres / film-makers.

These type of shots are known as Point of View Shots – POV shots, or even direct address to the camera, and are quite different to over the shoulder shotsclose-upsreaction shotsinternal and external reverses etc. All of which are deliberately used to create a range of subjective / objective positions for the audience as they engage with characters in the moving image products. AND NOT FOR THE CHARACTERS TO LOOK DIRECTLY AT THE AUDIENCE (ie directly into the camera)

Key Terminology (ie Kahoot test!)

  1. Linear – arranged in or extending along a straight or nearly straight line.
  2. Chronological – (of a record of events) following the order in which they occurred.
  3. Sequential –
  4. Circular structure
  5. Time based
  6. Narrative arc
  7. Freytag’s Pyramid
  8. exposition,
  9. inciting incident,
  10. rising action,
  11. climax,
  12. falling action,
  13. resolution,
  14. denouement 
  15. Beginning / middle / end
  16. Equilibrium
  17. Disruption
  18. Transgression – often disequilibrium is caused by societal / moral / ethical transgression (ie challenging Aristotelian virtues)
  19. New equilibrium
  20. Peripeteia
  21. Anagnoresis
  22. Catharsis
  23. The 3 Unities: Action, Time, Place
  24. flashback / flash forward
  25. Foreshadowing
  26. Ellipsis
  27. Pathos
  28. Empathy
  29. diegetic / non-diegetic
  30. slow motion
  31. In Media Res – starting in mid-action
  32. Metanarratives – drawing attention to the process of storytelling
  33. Quest narratives

Media essay – ghost Town

Media products often challenge the social-cultural contexts in which they are created.

The song, Ghost Town by The Specials, clearly challenged the social-cultural context of the time period, commenting on subjects such as class, race, and politics. At the start of the songs music video, there are lots of run-down areas and empty streets. This creates an enigma for audiences and makes the town seem desolate and sad. The lines “Government leaving the youth on the shelf” and “Can’t go on no more / The people getting angry” illustrate the uneasiness that many young English men and women felt about how the country was being governed under Margaret Thatcher. In the music video, all the men have serious/vacant facial expressions, which suggests this song is sad and tackles serious issues. At the time of the song’s release (in 1981) there where there were many marches, protests and riots, where people showed their anger towards the government and its decisions to privatise and close many industries. Young men at the time were particularly angry and frustrated about the lack of jobs and support. This is shown through the line “No job to be found in this country”. Jerry Dammers, The Specials primary song-writer, stated that the overall mood he wanted to convey in the song was ‘impending doom’. The Specials were a Two-Tone band; meaning they fused Jamaican ska music with punk rock / new wave music. They had a huge following in the early 80s, and their music, therefore, had a great influence over culture. By producing protest music such as ‘Ghost Town’, the band could raise awareness about the issues going on in the country at the time. The aesthetic of the music video – the run-down streets and frantic, nauseating feel – as well as the lyrics, are a direct criticism of `the British Government, which introduced stop and search laws in the 1970s – 80s, which allowed police to abuse the laws and target black and Asian people to harass.

In conclusion, the song typifies the idea of using music as a political protest. The song’s writer, Jerry Dammers stated that when it came to the state of England under Thatcher “It was clear that something was very, very, wrong”. And the song lyrics paired with the hypnotic, almost nauseating music video, do a great job at making viewers (and listeners) aware of the state of political unrest that the country that the country was in at the time.

Ghost town plan

  • lots of run-down areas shown at the start.
  • empty streets create an enigma for audiences and make the town seem desolate and sad.
  • A diverse mix of people in the car represents the band as being integrated and multicultural, which was fairly unusual in the early 1980s. 2 tone.
  • The way that 7 people are all crammed in the car together suggests that they are close friends.
  • They all have serious facial expressions which suggests this song is sad and tackles serious issues.
  • In the late 70s and early 80s there was a period of very high poverty and unemployment which many saw as a result of government policy.
  • Young men at the time were particularly angry and frustrated about the lack of jobs and support. Links to Thatcher.
  • These were periods of marches, protests and riots in 1981, with people angry about the government decisions to privatise and close many industries.
  • The video reflects the way that many young men felt at the time.
  • Jerry Dammers said to the independent “the overall sense I wanted to convey was impending doom”.
  • Stop and search laws in the 1970s – 1980s highlighted the police racism and discrimination, as the police abused the laws and targeted back and asian people to harass.

Genre

The genre may be considered as a practical device for helping any mass medium to produce consistently and efficiently and to relate its production to the expectations of its customers. Since it is also a practical device for enabling individual media users to plan their choices, it can be considered as a mechanism for ordering the relations between the two main parties to mass communication.

Dennis McQuail 1987, p. 200

. . . saddled with conventions and stereotypes, formulas and
clichés and all of these limitations were codified in specific genres. This was the very foundation of the studio system and audiences love genre pictures 
. . .

Scorcese, A personal Journey through American Cinema (1995)

Each director has their own different style, and this is a genre in it’s own right.

Steve NealeNeale believes that films of a type (genre, like romance or horror) should include features that are similar, so the audience know it is a horror film or romance, but also include features that are different, to keep an audience interested. This is his theory of repetition and difference.
 predictable expectationsexpectations that others have too that are set before and also throughout reading a book, watching a film or listening to a song.
reinforcedstrengthen (an existing feeling, idea, or habit).
amplifyenlarge upon or add detail to (a story or statement).
repertoire of elementsthe repetition of components that make up the ‘body’ of similar texts – corpus.
corpusbody of similar texts.
verisimilitudethe appearance of being true or real.
realismthe quality or fact of representing a person or thing in a way that is accurate and true to life.
construction of reality
historically specificin accordance with or with respect to history an historically accurate account
sub-genres
hybrid genres
different

Claude Levi-Strauss

Claude Lévi-Strauss was a French anthropologist and ethnologist whose work was key in the development of the theories of structuralism and structural anthropology.

This theory suggests that NARRATIVES (=myths) are STRUCTURED around BINARY OPPOSITIONS eg: good v evil; human v alien; young v old etc etc. As such, it encourages students to understand narrative as a structure of key (oppositional) themes that underpin action and dialogue to develop a set of messages that the audience are able to decode and understand.

Binary Thinking in Ghost Town


CONCEPT
strongly
agree
agreeneutralagreestrongly
agree
OPPOSITE
CONCEPT
FEMALEMALE
SATISFIEDUNSATASFIED
WHITEBLACK
URBANREGIONAL
POORRICH
MATURECHILDISH
OBIEDIENTDISOBIDIENT
NON-CONFORMITYCONFORMITY
YOUNGOLD
CRITICAL OF GOVERNMENTACCEPTING OF GOVERNMENT