S2 Curriculum for Excellence

S2 Curriculum for Excellence

Media Unit

Stephen Spielberg’s ‘Jaws’

By the end of this unit you will be able to write a critical essay on the movie ‘Jaws’, directed by Stephen Spielberg.

Your critical essay will focus on the ways that the director builds tension and scares his audience.

In this unit you will study several filmmaking techniques which you will be able to discuss in your critical essay.

These techniques include:

·  Analysis of the front cover

·  Analysing the second attack

·  Camera Angles

·  Characterisation

·  Music

Critical Essay Question

Analyse the ways that the director builds tension and scares the audience in the film ‘Jaws’.

Skills

At the end of this unit I will have developed my skills in talking and listening, reading and writing.

I will be able to:

ü  watch a text for enjoyment and interest, and express how well it met my needs and expectations and give reasons, with evidence, for my personal response. (LIT 3-01a, 3-11a)

ü  identify and comment on aspects of the director’s style and other features appropriate to the genre using relevant evidence (ENG 3-19a)

ü  show my understanding of what I watch by commenting, with evidence, on the content of the text (LIT 3-07a, ENG 3-17a)

ü  make notes and organise them to develop my thinking, help retain and recall information, using my own words as appropriate. (LIT 3-05a,3-15a )

ü  identify and give an accurate account of the purpose and main concerns of the text (LIT 3-04a)

ü  discuss and evaluate the characterisation using supporting evidence (ENG 3-19a)

ü  review and edit my writing to ensure that it meets its purpose and communicates meaning at first reading (LIT 3-23a)

‘Jaws’ background

The Film

•  Jaws was made in 1975

•  Thriller film

•  Directed by Steven Spielberg

•  Based on Peter Benchley‘s novel of the same name.

•  Jaws is widely regarded as one of the greatest films of all times.

•  Original title was ‘Still in the Water.’

Characters and Story

The police chief of Amity Island, a fictional summer resort town, tries to protect beachgoers from a giant great white shark by closing the beach, only to be overruled by the town council, which wants the beach to remain open to draw a profit from tourists during the summer season. After several attacks, the police chief enlists the help of a marine biologist and a professional shark hunter.

‘Jaws’ - Characters

Chief Brody
Ø  He is the main character and the film follows him.
Ø  He is the Police Chief and has just moved to Amity Island.
Ø  He is scared of water.
Ø  He wants to close the beach because of the shark, but the mayor won’t let him
Hooper
Ø  He is a shark specialist who comes to Amity Island to help catch the shark.
Ø  He is the person who confirms that the first shark they catch isn’t the right shark.
Quint
Ø  He is a professional shark hunter and he is hunting the shark for the reward money.
Ø  He was involved in a harrowing incident during WW2 which involved sharks.
Ø  He is an unstable character.
The Shark
Ø  The shark is a Great White shark and it is hunting off the Coast of Amity Island.
Ø  It doesn’t behave like a normal shark.
Ø  We see things from the shark’s point of view at different times.

Media techniques

Camera Shots and Angles

¶  Extreme Long Shot

In this type of shot camera shows the landscape and lots of background. Any people in the shot are shown from head to toe. The setting dominates the picture.

¶  Long Shot

The camera remains distant but not so far off. The setting continues to take up most of the space in the frame. A standing actor fits completely within the frame, neither his head nor his feet being cut off, though they are not far from the frame edge.

¶  Mid-shot

Camera shows a person from their middle up and a little bit of background.

¶  Close up

The camera is zoomed in on something – often a person’s head.

¶  Extreme close up

The camera is so close that only a part of something is seen, like a hand, eye or ear.

¶  Point of View

The camera takes up the position of a character so we feel as if we are looking at the scene from the character’s point of view, or over their shoulder. This is done so the audience can identify with that particular character.

¶  High Angle

The camera is high up, looking down on something, making the character seem subject small, weak and vulnerable.

¶  Low Angle

A low angle shot is one in which the camera is low and looks up at the character, making them seem larger, more formidable and menacing, or perhaps, tall, regal and powerful.

¶  Pan

Short for panoramic. The camera moves in an arc from a fixed point.

¶  Track

The camera moves as if on a track following a person or subject.

¶  Zoom

The camera moves in to a close up, often used to focus attention on a relevant detail or emphasise a character’s reaction.

Sound

¶  Diegetic – can see where the sound is coming from on screen (for example: conversations, a radio playing)

¶  Nondiegetic – there is no source for the sound on screen, the sound has been added.

¶  Parallel sound – the sound compliments what we see on screen (for example: children on the beach laughing.)

¶  Contrapuntal sound – when the sound goes against your expectations.

Lesson One – Camera Shots and Angles

Learning Intentions - By the end of today I will be able to:

ü  Identify and discuss different camera techniques.

Link to CfE –I can identify and comment on aspects of a director’s style and other features appropriate to the genre using relevant evidence. (ENG 3-19a)

Whole Class Task – Which Shot?

Look at the examples of the camera shots and angles on the board and decide which of the following is being shown.

1.  Boxer dog = high angle shot, close up or mid shot

2.  Young girl = low angle shot, point of view or close up

3.  Group of boys playing = long shot, extreme close up or zoom

4.  Hollywood sign = extreme long shot, close up or mid shot

Paired Task – Cameraman and Model

In your pair decide who will be the cameraman and who will be the model.

You should then use the camera cut out you have been given and practise the following shots:

·  Track

·  Zoom

·  Long Shot

·  Close Up

Try your best as you may be asked to demonstrate in front of the class.

Individual Task – Match Up

Read over the following worksheet and match the camera shots and angles with the correct definitions.

Lesson One Worksheet – Match the correct camera angle and shot to the correct definition. The first one has been done for you.

Extreme Long Shot / The camera is so close that only a part of something is seen, like a hand, eye or ear.
Long Shot / Short for panoramic. The camera moves in an arc
from a fixed point.
Mid Shot / The camera moves as if on a track following a person or subject.
Close Up / The camera moves in to a close up, often used to
focus attention on a relevant detail or emphasise a
character’s reaction.
Extreme Close Up / The camera remains distant but not so far off. The setting continues to take up most of the space in the frame. A standing actor fits completely within the frame, neither his head nor his feet being cut off, though they are not far from the frame edge
Point of View / The camera is high up, looking down on something, making the character seem subject small, weak and vulnerable.
High Angle / The camera is zoomed in on something – often a person’s head.
Low Angle / The camera takes up the position of a character so we feel as if we are looking at the scene from the character’s point of view, or over their shoulder. This is done so the audience can identify with that particular character.
Pan / A low angle shot is one in which the camera is low and looks up at the character, making them seem larger, more formidable and menacing, or perhaps, tall, regal and powerful.
Track / In this type of shot camera shows the landscape and lots of background. Any people in the shot are shown from head to toe. The setting dominates the picture.
Zoom / Camera shows a person from their middle up and a little bit of background.

Lesson Two – Sound

Learning Intentions – By the end of today I will be able to:

ü  Identify and discuss diegetic and nondiegetic sound

ü  Identify and discuss parallel and contrapuntal sound

Link to CfE - I can show my understanding of what I listen to and watch by commenting on the form and content of short texts. (LIT 3-07a)

Whole Class Task – Match Up

¶  Diegetic - can see where the sound is coming from on screen (for example: conversations, a radio playing) / A woman screams as a burglar breaks into her house.
¶  Nondiegetic – there is no source for the sound on screen, the sound has been added. / A man laughs when he finds a dead body in an alleyway.
¶  Parallel sound – the sound compliments what we see on screen (for example: children on the beach laughing.) / A narrator describes what the animals are doing during a documentary.
¶  Contrapuntal sound – when the sound goes against your expectations. / A couple having a conversation in a restaurant.

Paired Task – Creating examples

Working with your partner, try to come up with two examples of:

ü  Diegetic sound

ü  Nondiegetic sound

ü  Parallel sound

ü  Contrapuntal sound

Paired Task - ‘Lifted’

Watch the short animation film, ‘Lifted’, and then complete the following table with your partner. We will then go over the answers as a class.

Sound / Example
Diegetic
Nondiegetic
Parallel Sound
Contrapuntal Sound

Individual Task – ‘Bounding’

Watch the short animation film, ‘Bounding’, and the complete the following table by yourself. We will then go over the answers as a class.

Sound / Example
Diegetic
Nondiegetic
Parallel Sound
Contrapuntal Sound

Lesson Three – Description and Analysis

Learning Intentions – By the end of today I will be able to:

ü  define what is meant by description

ü  define what is meant by analysis

ü  be able to explain the difference between these two terms

Link to CfE – I can identify and comment on aspects of a director’s style and other features appropriate to the genre using relevant evidence. (ENG 3-19a)

·  Description is when you explain the action that is happening in the scene.

·  Analysis is when you think about the effect the action has on the audience and why the director chooses to show the action in a certain way.

Whole Class Task – Description or Analysis?

A)  A young boy walks towards his mother and asks if he can go back into the water for another ten minutes?

B)  The lion roars and chases after the group of tourists.

C)  The camera follows the young boy, suggesting that he is going to be important.

D)  The camera focuses on the lion’s sharp teeth, showing that he is dangerous and suggesting that something bad might happen to the tourists.

E)  As the young girl turned on the light her friends leapt out to yell surprise.

Whole Class Task –Analysing an Image

Look at the still from ‘Jaws’ displayed on the board. We will analyse this image as a class. For example:

Description (what we can see) – a man is facing the camera

Analysis (the effect the image has) - he is unaware of the danger behind him, making us feel scared for him.

Individual Task – Analysing the DVD cover.

Complete the worksheet overleaf, remembering to both describe and analyse.

Lesson Three Worksheet – Analysis of DVD cover

Lesson Four – Analysis of opening sequence, creating fear and tension

Learning Intentions – By the end of today I will be able to:

ü  identify different camera techniques used in the opening sequence of the film

ü  identify different sound techniques used in the opening sequence of the film

ü  comment on why these techniques may scare an audience

Link to CfE – I can identify and comment on aspects of the director’s style and other features appropriate to the genre using relevant evidence (ENG 3-19a)

Task One – Music

You are going to listen to the music of the opening sequence. You should then write down what you think is happening in this scene.

You should think about why the music might seem scary to an audience.

Task Two – Analysis of opening sequence (T.E.E)

This time you are going to watch the opening sequence and complete the analysis grid overleaf. You will see the sequence more than once but you need to concentrate.

Reminder

Technique - camera angle/shot or type of sound

Explain – what is happening on screen

Effect – how does the camera angle/shot or sound make you feel scared or tense?

Jaws TEE table (Analysis of opening sequence)

Technique
What camera shot/angle is being used and/or what sound technique is being used. / Explain
Describe what is happening in the scene. (denotation) / Effect
Analyse how the camera and sound help build up tension and suspense for the audience. (connotation)
1.  Point of view.
2.  Nondiegetic sound. / This is the title sequence, which is filmed showing what the shark can see. The audience is shown weeds as the shark swims through them. The music gets louder and faster as the scene goes on. / By playing the scary music at the same time as showing the point of view of the shark the director makes the audience identify the music with the shark. This creates tension because the audience knows there is something dangerous in the water.
The music builds up and gets louder and faster.
The camera pulls back to show a wide shot of the sea. We can hear the noise of the sea in the background
There is a shot of the girl’s legs kicking in the water and the camera moves closer. We cannot see the shark.
There are pauses in the attack, and the camera shows the boy slumped on the beach.
After the attack there is a sudden silence. At the end of the scene all we can hear is the sound of the sea.

Lesson Five – Analysis of second attack