A PowerPoint presentation covering a wide range of topics, ideas and strategies for approaching the Paper 2 GCSE Film Studies exam for the WJEC Exam Board. A large amount of this content is adapted from the original presentation by Belina Raji whose original can be found here: http://www.slideshare.net/belair1981/exploring-films-outside-of-hollywood-revision-21172170
Tsotsi Scheme of Work / Viewing Guide / e-book / Revision BookletIan Moreno-Melgar
If you would like to download a copy of this without the watermark, please visit here: https://sellfy.com/iandoublem
A comprehensive scheme of work with over 60+ pages of detailed information and activities, designed to support in teaching Tsotsi for WJEC/Eduqas GCSE Film Studies. This version comes with 2 PDF versions as well as editable versions in Word and Pages format.
Written by an experienced examiner and consultant, this booklet on Tsotsi, directed by Gavin Hood in 2005, provides a huge range of activities. Some of the work includes: the context of South Africa, including details on apartheid, key facts and information on the making of the film, systems for keeping notes during watching with templates using the Cornell notes system. There are also in-depth details on key scenes, dozens of screenshots from the film as well as images from other relevant areas that have influenced the film. There are also dozens of activities for students including mock exam questions, comprehension questions on location, characters and more. PLUS: guidance on how to analyse scenes from the film using hexagaonal learning and summary sheets to help with revision. Key scene analysis include links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete! Many of the tasks have also been designed to be peer or self-assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task.
This guide has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own.
This guide / ebook is designed to help in the delivery of GCSE Film Studies, focusing on Component 2 Global Film. This guide focuses on the key aspects of Representation and film language, as per the Eduqas Specification.
Tsotsi Scheme of Work / Viewing Guide / e-book / Revision BookletIan Moreno-Melgar
If you would like to download a copy of this without the watermark, please visit here: https://sellfy.com/iandoublem
A comprehensive scheme of work with over 60+ pages of detailed information and activities, designed to support in teaching Tsotsi for WJEC/Eduqas GCSE Film Studies. This version comes with 2 PDF versions as well as editable versions in Word and Pages format.
Written by an experienced examiner and consultant, this booklet on Tsotsi, directed by Gavin Hood in 2005, provides a huge range of activities. Some of the work includes: the context of South Africa, including details on apartheid, key facts and information on the making of the film, systems for keeping notes during watching with templates using the Cornell notes system. There are also in-depth details on key scenes, dozens of screenshots from the film as well as images from other relevant areas that have influenced the film. There are also dozens of activities for students including mock exam questions, comprehension questions on location, characters and more. PLUS: guidance on how to analyse scenes from the film using hexagaonal learning and summary sheets to help with revision. Key scene analysis include links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete! Many of the tasks have also been designed to be peer or self-assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task.
This guide has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own.
This guide / ebook is designed to help in the delivery of GCSE Film Studies, focusing on Component 2 Global Film. This guide focuses on the key aspects of Representation and film language, as per the Eduqas Specification.
Pan's Labyrinth A-Level Film Studies student booklet e-book workbook study guideIan Moreno-Melgar
A detailed guide and workbook for Pan's Labyrinth as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Spanish Cinema, Civil War, as well as work on representation and aesthetics as well as the aesthetic influences of Director Guillermo Del Toro.
If you like the look of this document, you can purchase it from here:
https://sellfy.com/p/4ALc/
Please note: the District 9 study guides are slightly more expensive due to the sheer size and detail of them.
This is a comprehensive scheme of work with 100 pages of detailed information and activities, designed to support in teaching District 9i for WJEC/Eduqas GCSE Film Studies. This version comes with 2 PDF versions as well as editable versions in Word and Pages format.
Written by an experienced examiner and consultant, this booklet on District 9, directed by Neil Blomkamp in 2009, provides a huge range of activities. Designed to be a digital textbook as well as study and revision guide, this resource features dozens of activities and hundreds of questions as well as information to support students and teachers appreciation of District 9 in relation to Component 2 of Eduqas GCSE Film Studies.
Some of the work includes:
+the context of South Africa, including details on apartheid,
+key facts and information on the making of the film,
+systems for keeping notes during watching with templates using the Cornell notes system,
+dozens of activities on narrative in film studies,
+information and activities on narrative theorists such as Vladimir Propp, Tzetvan Todorov and Claude Levi-Strauss,
+work on narrative techniques such as Chekov's Gun, cause and effect and many more,
in-depth details on key scenes,
+dozens of screenshots from the film as well as images from other relevant areas that have influenced the film,
+dozens of activities for students including hundreds of questions,
+guidance on how to analyse scenes from the film using hexagaonal learning, summary sheets to help with revision key scene analysis which includes links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete!
+many of the tasks have also been designed to be peer or self-assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task.
This guide has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own.
Pan's Labyrinth A-Level Film Studies student booklet e-book workbook study guideIan Moreno-Melgar
A detailed guide and workbook for Pan's Labyrinth as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Spanish Cinema, Civil War, as well as work on representation and aesthetics as well as the aesthetic influences of Director Guillermo Del Toro.
If you like the look of this document, you can purchase it from here:
https://sellfy.com/p/4ALc/
Please note: the District 9 study guides are slightly more expensive due to the sheer size and detail of them.
This is a comprehensive scheme of work with 100 pages of detailed information and activities, designed to support in teaching District 9i for WJEC/Eduqas GCSE Film Studies. This version comes with 2 PDF versions as well as editable versions in Word and Pages format.
Written by an experienced examiner and consultant, this booklet on District 9, directed by Neil Blomkamp in 2009, provides a huge range of activities. Designed to be a digital textbook as well as study and revision guide, this resource features dozens of activities and hundreds of questions as well as information to support students and teachers appreciation of District 9 in relation to Component 2 of Eduqas GCSE Film Studies.
Some of the work includes:
+the context of South Africa, including details on apartheid,
+key facts and information on the making of the film,
+systems for keeping notes during watching with templates using the Cornell notes system,
+dozens of activities on narrative in film studies,
+information and activities on narrative theorists such as Vladimir Propp, Tzetvan Todorov and Claude Levi-Strauss,
+work on narrative techniques such as Chekov's Gun, cause and effect and many more,
in-depth details on key scenes,
+dozens of screenshots from the film as well as images from other relevant areas that have influenced the film,
+dozens of activities for students including hundreds of questions,
+guidance on how to analyse scenes from the film using hexagaonal learning, summary sheets to help with revision key scene analysis which includes links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete!
+many of the tasks have also been designed to be peer or self-assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task.
This guide has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own.
Film Language: Camera angles and shot size introduction for Film Studies. Als...Ian Moreno-Melgar
A long PDF that has been used to introduce GCSE Film Students to the complicated process of identifying and explaining the use of camera shot sizes and angles. This is a fairly detailed series of slides which I have used in school for a couple of classes now. As it is a PDF the clips do not play but where possible I've labelled what the film is. Similarly, as it was designed to be used in lessons the overall 'structure' is somewhat disjointed and is missing slides that includes answers or ideas that were discussed in lessons. In order to help where possible, I've included large versions of worksheets so that these can be clipped and printed out if necessary. Many thanks for taking a look and please feel free to take a look at my other uploads as you will find plenty there on other aspects of Film Studies.
GCSE Film Studies revision guide for WJEC Paper 1 exploring film superhero filmsIan Moreno-Melgar
Please note: I have had to remove the download and embed options as I've unfortunately seen this being sold by others and embedded elsewhere, claiming credit for crediting it.
If you would like to download it, you can find the full 100+ page revision guide compiled as a PDF here: https://sellfy.com/p/J0Ei/
____________________________________
A comprehensive revision guide to the current WJEC GCSE Film Studies Paper 1, focusing on Hollywood films. This revision guide and workbook focuses on Superhero films, the film industry, how movies are marketed, has explanations and guides as to how the exam works and a series of exercises, worksheets and bespoke tasks for students. I've used this with my own students for the last 2 years and have had some great feedback from it. However, as with all of my resources, please note that it's by no means a definitive guide and there is plenty that could be improved or developed.
An activity booklet and guide to to film history, mise-en-scene, cinematography, and editing, designed for GCSE Film Studies.
Featuring over 170 pages of information, analysis, tasks, assessments, insights and examples, this guide is the definitive introduction to the basics of film studies, designed to introduce students at GCSE to key concepts that they need for their whole film education.
Lady From Shanghai booklet for A-Level Film StudiesIan Moreno-Melgar
A 55 page guide to the film The Lady From Shanghai for the A-Level Film Studies course for Eduqas. This highly detailed guide to the film is available to buy as an editable Word doc and PDF from here:
This workbook and guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints. There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of Orson Wells, film noir, auteur cinema, Classical Hollywood, a thorough exploration of ideology, plus analytical work and tasks , work on exam questions and much, much more. This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download.
Thanks for taking a look at my resource. This resource is a 53 page, 18,000 word guide to the A-Level Film Studies section on Silent Cinema and Buster Keaton as part of the Component 2 aspect of the course. This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints. There is so much in this guide that it’s almost impossible to list, but some key aspects include a variety of contextual information and tasks, from work on American silent cinema, the life of Keaton, a look at Soviet montage theory, German expressionism, a detailed analysis of the 4 short films Cops, One Week, The High Sign and The Scarecrow, plus explorations of critical debates and an introduction to expressionism, work on exam questions and much, much more. This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
GCSE Film History booklet updated for new spec from 2022_watermark.pdfIan Moreno-Melgar
Fully updated to take advantage of the updated 2022 GCSE Film Studies specification, this booklet is designed to cover the Technology of Film aspect of the course. Featuring nearly 25 pages, this in depth guide expands the timeline provided by the exam board by offering more detail, facts, anecdotes, information and a wide range of tasks. There is also a suggested viewing task at the end to ties things together. This version contains the Word AND PDF versions of the booklet. The PDF version can be instantly printed and distributed to students to be used as a workbook. It's also great for revision, for digital distribution or hosting for students or just for your own reference. The Word version is perfect for editing and adapting to you and your students needs.
You can buy this from here:
https://ko-fi.com/s/e7f83fdf7d or here:
https://www.tes.com/teaching-resource/resource-12414478
Thanks for taking a look at my resource. This resource is a 69 page, 24,000+ word guide to the A-Level Film studies film BLADE RUNNER.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of Ridley Scott, sci-fi, auteur cinema, American New Wave cinema, a thorough exploration of ideology, details on the aesthetics of the Cyber Punk movement, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high-quality PDF, ready for printing or sharing immediately.
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Under the Skin booklet - a guide, workbook and text book for A-Level film stu...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 61 page, 16,000+ word guide to the A-Level Film studies film Under The Skin.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
City of God A-Level Film Studies student booklet e-book workbook study guide Ian Moreno-Melgar
A detailed guide and workbook for City of God as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Third Cinema and Cinema Novo as well as work on representation and aesthetics.
The idea behind this booklet is essentially to cover a broad range of topics and ideas related to both GCSE Film Studies exams but in a way that is very much revision: this booklet works best when you already have studied the individual films and topics needed and just need to revise those key ideas in a practical manner.
If you'd like to buy a copy please find here: https://iandoublem.sellfy.store/p/armbcq/
or here: https://www.tes.com/teaching-resource/-12649950
Throughout you will see references to ’30 Days of Film Revision’: the original plan was to include 30 different tasks that could be completed one day at a time leading up to the day of the Component 1 exam. There are actually 31 activities in total now, in part because I added an extra day to relax, but also to include additional material that focuses on each exam in specific focus; these are the final “exam on a page’ resources you will find on pages 31 and 32.
When designing this booklet, I have done so with the methodology of recalling more generic, broad ideas at the beginning and then eventually becoming more focused and nuanced on specific films and possible exam questions. I also incorporated techniques related to spaced learning, interleaving and dual encoding and for this reason it may seem as though the tasks and ideas are being repeated or are revised once and then pop up again later on.
Finally, I find this booklet works best when printed and photocopied to A3 size allowing for more space to write, but it was designed and therefore works well, at A4 size, ideally as one complete booklet with a page completed each day.
Editing booklet gcse a level film studies revision homework distance lerning ...Ian Moreno-Melgar
This is a comprehensive guide to editing for film studies students and teachers alike. With over 30 pages of content and at over 13,000 words in length, you’ll not find a guidebook, resource or textbook that is as detailed, as insightful or as adaptable as this.
If you like the look of the booklet please find it available to purchase by searching online for FILM STUDIES IAN MORENO-MELGAR SELLFY
The booklet is separated into the aspects of editing that are defined in the specifications of the GCSE and A-Level Film Studies courses from Eduqas/WJEC. The guide then explores ideas relating to pace, transitions, cuts, editing with sound, how editing creates relationships as well as information about visual effects, special effects and CGI in general.
Each section includes detailed explanations, expert analysis and insight, dozens of tasks, dozens of images, links to hundreds of videos on YT, a mini-glossary for students to complete and assessments.
It’s also a great resource to copy information from and then paste into whatever work you need to set or deliver. This means that you can use this electronic text book as a guide for you as the teacher, as a resource for students to use in the classroom, to be broken up and used as individual worksheets, for revision, for homework, for remote learning or for students who are self-isolating and unable to be in lessons in person.
Written by an experienced teacher, examiner and CPD presenter with extensive experience in writing guides for film studies, I guarantee that this resource will prove to be an invaluable tool for you and your students and worth every penny.
This is a comprehensive guide to cinematography. With nearly 60 pages and over 17,000 words of content, you’ll not find a guidebook, resource or textbook that is as detailed, as insightful or as adaptable as this.
The booklet is separated into the generally regarded aspects of cinematography including shot size, camera angle, camera movement, light and colour but also includes detailed explorations of other aspects.
Each section includes detailed explanations, expert analysis and insight, dozens of tasks, dozens of images, links to hundreds of videos on YT and assessments.
This is also a great resource to copy information from and then paste into whatever work you need to set or deliver. This means that you can use this electronic text book as a guide for you as the teacher, as a resource for students to use in the classroom, to be broken up and used as individual worksheets, for revision, for homework, for remote learning or for students who are self-isolating and unable to be in lessons in person.
Written by an experienced teacher, examiner and CPD presenter with extensive experience in writing guides for film studies, I guarantee that this resource will prove to be an invaluable tool for you and your students and worth every penny.
This booklet provide an in-depth insight into key aspects of Eduqas GCSE Film Studies with a detailed overview of the history of film technology. Providing key context about the nature of film as a technology from Nicéphore Niépce's first photo the rise of CGI, this booklet covers it all. With dozens of images, photos and links to various clips, videos and bespoke examinations, this booklet will provide students with a thorough examination of how film technology has changed and developed over the last 200 years.
A core focus of this booklet is on the technology timeline which is a key aspect of component 1 in the Film GCSE and this guide is a useful way of providing not only the core details but some extra context and history that helps to provide further insight and context to the technology and the development of it.
This textbook is perfect as a printable textbook for students to work straight onto, as a guide for teachers and staff as it's fully resourced and contains a huge range of tasks and links to YouTube videos, it also works brilliantly as cover work, work for remote learning such as those isolating at home, as a homework or for revision. You could even use this as an introduction, extension or home learning task for A-Level Film Studies.
To purchase, please go to selly.com/iandoublem
A compilation of the presentations from the zoom presentation and meeting on June 24th covering a range of aspects about planning a GCSE Film Studies course.
A study/revision guide that introduces film students to (or reminds them of) mise-en-scene. 33 pages of activities, commentary, analysis and screenshots, all designed by an experienced film studies teacher and senior examiner.
This guide, which is perfect as a unit of work, homework booklet or as a revision guide, can be purchased for just £2.50 at: https://www.tes.com/teaching-resource/-12009989 and can then be easily printed and handed out to students.
A discussion on Facebook about the dwindling numbers of students electing to study Film at GCSE / AS/A Level. Hopefully with the beginnings of a plan to tackle the issues.
GCSE Film Studies Captain America First Avenger: A Scheme of Work and Case StudyIan Moreno-Melgar
A mini-scheme of work for WJEC GCSE Film Studies Paper 1 on Hollywood genre study of superhero films. This case study is designed to support the Marvel film Captain America The First Avenger (2011). There are 3 YouTube videos embedded to aid certain tasks.
Designed to accompany the animation I uploaded to YouTube here (https://youtu.be/g-WuZisCi20), these are some documents designed to help with student engagement and revision.
A booklet designed for secondary school students (broadly speaking Year 7) that provides a range of questions to help track reading and comprehension of any book or text. Includes a wide-range of questions and activities as well as a section to list unknown words, a reminder of word class and a section to print out and turn into bookmarks.
Film language micro elements toolkit and revision mats for analysing key scen...Ian Moreno-Melgar
A series of 'mats' I use for analysing different aspects of film language. Useful for film and media studies, there is a variety of 'mats' here that I've found to be very useful for students who are analysing or revising when working with whole films, key scenes, or extracts. The final page of this PDF document contains a description/explanation of how I have used these documents in my classroom.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Tsotsi revision - Exploring Films Outside Hollywood - Paper 2 GCSE Film Studies Revision
1. Exploring films outside of
Hollywood
This is paper 2
The film you are studying
is
Tsotsi made in 2005 and
directed by
Gavin Hood
1
2. Aims of the exam paper
2
To have detailed
knowledge of the
film and it's
themes
To have
improved
textual
analysis
skills and
apply them
to the text
To have an
understandin
g of issues of
audience and
institution in
respect of the
film
To have
increased insight
into the context
and issues of
equality and
diversity the film
3. Representations and
Stereotypes
3
Every time we
watch a film,
we are not
seeing reality,
but someone's
version of it.
Representation
therefore refers
to the
construction of
‘reality'
Representation involves
analysing how identities are
re-presented or rather
constructed to communicate
a certain meaning
Look at these images
and using your textual
analysis skills determine
what or who is being
represented, consider
how the representation
is constructed.
4. Representations and
Stereotypes
4
A stereotype is a commonly held
image of a person or group, based
on an over simplification of some
observed or imagined trait of
behaviour or appearance
mise-en-scene
camerawork
sound
framing
editing
performance
5. Representations and Stereotypes
Hood up-
connotations
for audience.
Stereotypical
‘thug’
Teenager
represented
as criminal.
Crane shot shows
‘sprawling slum’
Poverty rife-
stereotypical view
of slums
People
represented as
being poor.
Using your own version of
this sheet, discuss in groups
and annotate with notes to
show how each of these
pictures represent the thing
on screen.
6.
7. In the middle of your paper, write the name
Tsotsi.
You will need lots of different ‘bubbles’.
Start with 1 on your initial impressions of
Tsotsi using the prompts from the next slide.
Character Analysis: It’s important that you
are able to analyse the representation of key
characters is the film.
For revision purposes let’s stick with Tsotsi.
Save space for other important information
on Tsotsi.
8. Tsotsi
What did
you think of
Tsotsi
during the
opening of
the film?
Initial
thought
s
How does his name
and initial actions
shape your thoughts?
9.
10.
11. Representations and
Stereotypes
11
A stereotype is a commonly held
image of a person or group, based
on an over simplification of some
observed or imagined trait of
behaviour or appearance
mise-en-scene
camerawork
sound
framing
editing
performance
12. Representations and
Stereotypes
Character Analysis: It’s important
that you are able to analyse the
representation of key characters is
the film. For revision purposes let’s
stick with Tsotsi.
In stories it is often suggested that something significant happens that change
things for the hero forever – initiating subsequent developments. The most
obvious such ‘agent’ in Tsotsi’s story is the baby but perhaps there are some
other more crucial moments in his story that were just as pivotal: as life-chang
13. Tsotsi
What did
you think of
Tsotsi
during the
opening of
the film?
Initial
thought
s
How does his name
and initial actions
shape your thoughts?
Tsotsi
in the
film
Use textual
analysis to
discuss the
scene
mise-en-scene
performance
camerawork
framing
editing
sound
14.
15. How far does Tsotsi change
over the course of the film?
15
Describe Tsotsi
at the
beginning of
the film
Describe
Tsotsi at the
end of the
film
Describe some
events that may
have caused him
to change
16. How far does Tsotsi change
over the course of the film?
Consider the list of events below
and decide which you feel might
have been a major cause of later
change. Can you suggest some
other events in the film and why
they are significant for the
development of the story.
1. Totsi stealing the baby.
2. The killing of the old man.
3. Boston’s self-disgust and his needling of Tsotsi leading to the fight.
4. The sight of Boston’s swollen, infected face.
5. The conversation with Morris – the crippled beggar, underneath the flyover.
6. The first rejection of Aap.
7. The second rejection of Aap – when they are in the hijacked car chopshop.
8. The dream of his mother.
9. Miriam and her home in the township. Her tale of her husband’s death
teaches Tsotsi something about his own crimes.
10. The memory of his father’s brutality triggered when visiting Miriam.
11. The burglary of the baby’s home and in particular time spent in the baby’s
bedroom.
12. Butcher’s discovery of the gun and threatening of John Dube – the father.
17. Tsotsi
What did
you think of
Tsotsi
during the
opening of
the film?
Initial
thought
s
How does his name
and initial actions
shape your thoughts?
Tsotsi
in the
film
Use textual
analysis to
discuss the
scene
mise-en-scene
performance
camerawork
framing
editing
sound
How
Tsotsi
changes &
why
18.
19. Tsotsi
What did
you think of
Tsotsi
during the
opening of
the film?
Initial
thought
s
How does his name
and initial actions
shape your thoughts?
Tsotsi
in the
film
Use textual
analysis to
discuss the
scene
mise-en-scene
performance
camerawork
framing
editing
sound
How
Tsotsi
changes &
why
20. To begin the lesson:
Write their names
down next to their
faces on your
character sheet.
Can you name the
characters in the
film Tsotsi?
43. What do you know about
Tsotsi?
43
Tsotsi is an extraordinary film by director Gavin Hood that manages
to map some of the huge contrasts in modern South Africa - its
affluence and grinding poverty, its haves and have-nots, its energy
and optimism alongside the disease, addiction and crime that
blights so many lives.
Hood’s film is an updated adaptation of a 1960s novella by
eminent South African playwright Athol Fugard, in which the
protagonist’s first-person account gives the reader insights
into the Tsotsi’s origins and motivations. At a time when so
many in South Africa live in fear of random-seeming violence
inflicted by so called ‘feral’ young people, this film is a
compelling attempt to delve beneath the statistics of modern-
day crime – to put an unsentimental but human face on
actions that otherwise might seem utterly inexplicable and
monstrous.
Tsotsi as a film encourages empathy and develops your understanding of contemporary
global issues – the disparities between wealth and poverty and the implications for society
when so many are robbed of their childhoods. It is a film about chance, about opportunity
and choice.
THEMES?
MESSAGES?
REPRESENTATIONS?
BASED ON REALITY?
44. What do you know about
South Africa?
44
• Over half the population lives below the poverty line – many on
just a $1 a day.
• A quarter of the population is unemployed.
• More than a fifth (21%) of the adult population is infected with
HIV/Aids and thousands of children grow up orphaned due to the
premature deaths of their parents.
• Despite a rapid house-building programme over the last decade it
still has many of its people living in shantytowns and squatter
camps in shelters constructed from scavenged scrap.
• Violent crime, though falling, still costs the lives of over 20,000
people a year - and armed-robbery, car-jacking, rape and
aggravated burglary are the stuff of everyday anecdote.
Some or all of these are the painful legacies of
50 years of racism, discrimination and neglect
and also of the miseries in many other parts of
Africa - that make South Africa an incredible
melting-pot of nationalities and cultures.
47. How does the film Tsotsi
represent South Africa?
What impression of the country do you receive and what clues are there in it about the lives of
ordinary people living there?
The evidence of
poverty and affluence
– consider the logo on
Pumla Dube’s shopping
bag that Tsotsi steals to
carry the baby off in –
‘Expect More’.
The evidence of pollution
The evidence that South
Africa’s capital
Johannesburg and its
townships are lively,
energetic, bustling places.
The prominence of crime and
violence and the response of the
police to
crime and criminals – however
young.
The evidence of disease –
particularly HIV/Aids (clue: look
out for posters and also
Tsotsi’s flashback memories of
his mother)
Evidence of mixed
communities or highly
segregated
communities
(apart from the one
white policeman – why
is there so little
evidence of white
people in this film –
crossing Tsotsi’s path?)
The evidence of strong
cultural/artistic forces at work
in the townships
(clue: consider the language,
music and even the colourful
fabrics and hanging glass
and metal mobiles that
Miriam produces in her
home to
help make ends meet.)
53. Settings and locations in Tsotsi
53
Name a setting in
the film
Describe what it
looks like
What does the
setting suggest to
audiences?
How
does one
of the
settings
relate to
the
theme or
issue you
discusse
d?
54. South Africa &
Tsotsi
Poverty
Key
influence
s
South Africa
Culture:
music, art,
fashion
Settings and
locations
Police and
criminals
How do they
relate to the
issues in the
film? Link to
representatio
n, themes
and issues.
66. South Africa &
Tsotsi
Poverty
Key
influence
s
South Africa
Culture:
music, art,
fashion
Settings
&
locations
Police and
criminals
How do they
relate to the
issues in the
film? Link to
representatio
n, themes
and issues.
Themes
&
issues
67.
68. Write down 3 facts about
each character in Tsotsi.
These could be facts
about what they do in the
film or facts about what
they are like as people.
80. Tsotsi – the closing scene
Were you happy with the
ending of the film?
What is the message at
the end?
What do you think will
happen to Tsotsi?
How would you have
ended the film?
80
81. Micro Features and their effect
Technique Example Effect
Cinematography, costume and music Warm golden colours used to show
shanty town (aided by brightly
coloured African clothing worn,
upbeat Kwaito music played)
Shows that although it is poor it is
also a vibrant, colourful place that the
characters call ‘home’. (However at
night it becomes more sinister.)
Camera shots:
High Angle and Wide Shot and/or
Crane shots
Often used to show the shantytown
where Tsotsi lives – rows of makeshift
houses and when policemen find
Tsotsi’s abandons the car on highway.
Emphasises the size of the slum. It is
sprawling – we see the magnitude of
poverty. His story is just one of many.
It also makes it hard for the police to
find criminals – they become invisible
in the masses.
Camera shots:
Film uses a lot of
Wide Shots held for a long time
(alternated with Close Ups to show
Tsotsi’s face)
Tsotsi walking on tracks,
Tsotsi and gang melting into the
crowd in the railway station,
The pipes in the flashback
Tsotsi under bridge with Morris, etc
Two things:
1. Seems stage like – Tsotsi is a
character in morality play – he
has to go through certain
episodes and learn and grow.
2. Shows how the characters lives
are intertwined with their setting
– eg Tsotsi’s life would be
different if he did not grow up
poor/orphaned by AIDS/ in
Soweto’s township
81
82. Micro Features and their effect
Technique Example Effect
Mise-en-scene Tsotsi’s corrugated iron hut is stacked
with stolen audio-visual equipment
Setting reveals character’s history –
life of crime but also practice in
townships of ‘making do’- Illegal
connection to mains power when he
puts on music.
Contrast in lighting Warm, earthy colours used for
township v. cool, sterile lighting used
to show train station, hospital
Emphasises the difference in the ‘two
worlds’ in South Africa. We see the
gap between rich and poor more
clearly. The new black middle class
(John and Pumla) have access to
electricity, clean surroundings,
modern amenities. Poor must make
do with dirt floors, no running water.
Contrast in Mise-en-scene Water pump, use of wooden boxes as
makeshift furniture, houses made
from scrap timber in the shanty town.
This contrasts with a high-tech
security system, high iron gates,
spacious modern home with luxurious
furnishings.
Same as above
82
83. Micro Features and their effect
Technique Example Effect
Mise-en-scene Colourful pastel mural of African
plains with animals in baby’s room
Shows the ‘myth’ of South Africa that
foreigners come to see - the
savannah, the wildlife. The reality
that people want to ignore is the
poverty.
Music / Soundtrack Booming Kwaito music (modern
South African music with hip-hop
beat, strong bass line and spoken
lyrics) used when Tsotsi and his gang
walk through township and in Soekie’s
bar where the boys fight.
Creates mood – suggests their tough
natures. Music brings to mind US
gangster rap – we think youth gangs,
crime, feeling angry / estranged from
society, violence.
Sound effects Use of ‘snake rattle’ sound effect
when Tsotsi is following Morris and
Miriam
Creates sense of fear and suspense.
Highlights the sense of J’burg as
dangerous/crime-ridden. Audience
fears for the ‘victim’ – suggests
predator is stalking his prey.
83
84. Creative response to Tsotsi
In the exam the last
question will allow you to
show your knowledge and
understanding of the ways
in which Tsotsi
communicates all the
issues and ideas that you
have explored and
discussed in class, in a
creative way. You may be
asked to:
Write a review for a
specific target audience
Create a poster
Design a webpage
Produce a blog
Whatever task you are
given, it is important that
you include a consideration
of performance, issues and
themes, people and places
and combine these with
your personal response to
the film.
84
85. Paper 2: Exploring Film
Outside Hollywood
1. (a) Name and briefly describe the main character from your
close study film.
(2)
(b) Say why you think this character is the main character. (3)
( c ) Choose another character who is in conflict with the main
character. How does the film show this conflict? (5)
Total=10 Marks85
86. Paper 2: Exploring Film
Outside Hollywood
1. (a) Name and briefly describe the main character from your
close study film.
(2)
(b) Say why you think this character is the main character. (3)
( c ) Choose another character who is in conflict with the main
character. How does the film show this conflict? (5)
Total=10 Marks86
Make sure you spell
their name correctly!
Briefly describe who the
character is – including
personality and
appearance.
87. Paper 2: Exploring Film
Outside Hollywood
1. (a) Name and briefly describe the main character from your
close study film.
(2)
(b) Say why you think this character is the main character. (3)
( c ) Choose another character who is in conflict with the main
character. How does the film show this conflict? (5)
Total=10 Marks87
Is it their story? How do
they drive the story? Do
they raise any
important issues or
themes?
88. Paper 2: Exploring Film
Outside Hollywood
1. (a) Name and briefly describe the main character from your
close study film.
(2)
(b) Say why you think this character is the main character. (3)
( c ) Choose another character who is in conflict with the main
character. How does the film show this conflict? (5)
Total=10 Marks88
For this you will need to
use film language as
well as dialogue and
representation.
Make sure you name
them correctly,
including spellings.
Think carefully about
the kinds of conflict
involved in your film.
Choose a character you
know well who suits the
question.
How are the differences
or oppositions shown in
the film?
89. Paper 2: Exploring Film
Outside Hollywood
2 (a) Identify one key theme or issue your chosen film raises. (2)
(b) Briefly summarise what the film suggests about the theme or issue.
(6)
( c ) Choose one important sequence from your close study film. Explore how the
film represents its key theme or issue. (12)
In your answer you may wish to refer to the role of one or two of the following:
Mise-en-scene
Camera shots and movement
Editing
Sound
89
Total=20 Marks
90. Paper 2: Exploring Film
Outside Hollywood
2 (a) Identify one key theme or issue your chosen film raises. (2)
(b) Briefly summarise what the film suggests about the theme or issue.
(6)
( c ) Choose one important sequence from your close study film. Explore how the
film represents its key theme or issue. (12)
In your answer you may wish to refer to the role of one or two of the following:
Mise-en-scene
Camera shots and movement
Editing
Sound
90
Total=20 Marks
Think carefully before you choose
your theme or issue; make sure
that it is one that you can write
about in detail.
91. Paper 2: Exploring Film
Outside Hollywood
2 (a) Identify one key theme or issue your chosen film raises. (2)
(b) Briefly summarise what the film suggests about the theme or issue.
(6)
( c ) Choose one important sequence from your close study film. Explore how the
film represents its key theme or issue. (12)
In your answer you may wish to refer to the role of one or two of the following:
Mise-en-scene
Camera shots and movement
Editing
Sound
91
Total=20 Marks
Remember that your film may have
explored a theme or issue in
several ways and that different
audiences may respond differently
to these.
92. Paper 2: Exploring Film
Outside Hollywood
3. Write either a blog entry or an internet film review focusing on
why you think people should go and see your close study film.
Include some of the following:
Camera work or visual style.
Music or or sound.
Performances or characters.
How it compares with other films you have seen.
Any other aspects that you found interesting.
92
Total=20 Marks
93. Paper 2: Exploring Film
Outside Hollywood
3. Write either a blog entry or an internet film review focusing on
why you think people should go and see your close study film.
Include some of the following:
Camera work or visual style.
Music or or sound.
Performances or characters.
How it compares with other films you have seen.
Any other aspects that you found interesting.
93
Total=20 Marks
How to start:
In this blog post I will…
I recently saw the South African film Tsotsi
and…
On my blog today I want to tell you
about…
94. Paper 2: Exploring Film
Outside Hollywood
Question 3 will always be a creative response. This means
that you will have to create something and be expected to
use your film for the answer.
This creative response is likely to be a written one, unlike
the response on paper 1.
In previous years the creative response has been to write a
blog, an internet review, an article for a school magazine, a
review for a newspaper and a feature to be read out on
radio.
94
Total=20 Marks
95. Paper 2: Exploring Film Outside Hollywood
Format
Important, but not crucial. You are being marked on the content, NOT how it
looks, but a newspaper review will
Layout
Potentially quite important, but again, not crucial. You may want to include the
name of the person speaking when writing a ‘script’ for example, or add in a
space where a clip from the film could be played.
Audience
Vital. Firstly look carefully at what you are being asked to write and decide who
would read/watch/listen. Then you can begin to plan and think carefully about
the sort of language you might use. For example, a newspaper article would be
much more formal and go into a lot more detail than a blog post or feature for
school magazine.
Purpose
Crucial. What are you being asked to write? Why are you being asked to write
it? To entertain? To inform? To convince? Your language and content will depend
on your purpose. Make sure that you know what this is before you start writing.95
97. Paper 2: Films outside
Hollywood
Context is key-the paper is about non-US film and you’ll
need to explain why that’s important for your film-it’s set in
South Africa and this is important.
Basic information is important-Showing an
understanding of South Africa will show that you know the
text and why it’s important. Also allows you to provide
background to the film in your creative question.
Detailed information is useful-you can drop this into the
last question and could allow you to show off and
differentiate yourself from other candidates.
98. Paper 2: Films outside
Hollywood
Know your themes-You need to be able to explain what
themes are in the film and be able to write about one if it
comes up on the exam paper. Don’t know what themes
are in Tsotsi? REVISE! Use the sheet from last week!
Always write a technical analysis-If something is good
or bad, explain why with technical information. This is a
film studies exam, show that you know about film.
Don’t simple retell information-yes, you need to show
that you know about Tsotsi, but don’t simply retell the
story. Explain your feelings, ideas and the film way that
the film deals with these.
99. Paper 2: Films outside
Hollywood
Character analysis-look at what you’re being asked and
show off with it the question. You have (probably) already
been asked about a character, write about another if you
can. This is a review, who was your favourite character?
Why? (remember, not just a retelling, explain your opinion)
Be personal-this is your chance to explain YOUR opinion.
There is no right and wrong here, just a chance for your to
explain what you feel about the film. The key thing is
WHY. Show off, display your knowledge, explain that your
opinion is ‘correct’ because you can link it to the technical
analysis that you can do.
100. Plan a creative response to Tsotsi
Write a review for a specific target audience
Plan an outline for a review based on what you’ve discussed this
morning. Some pointers to use:
What would your introductory paragraph be about?
How can you then begin to get your opinion across?
Remember to get in those detailed points about the film.
Link the task to your own opinion and technical anaylsis.
What’s the best way to end a review?
100