Film Analysis

Assessment 1 is a short essay in response to one of four prompts. These questions will require close analysis of a film from Block I of the subject (Weeks 1-4) and critical engagement with **AT LEAST TWO READINGS**

ONLY USE READINGS PROVIDED FOR CITATION

ASSESSMENT PROMPTS
1.CLOSE READING OF TWO SCENES
In what ways do the formal features of the film chosen contribute to constructing significant meanings for the film overall? The formal features can include cinematography (e.g. long and medium shots, tracking
shots), mise-en-scène, sound-tracking (e.g. diegetic and non-diegetic sounds), and editing (e.g. continuity editing, cross-cutting), among others. This question invites close readings of two scenes in the single film that you have chosen, and it is recommended that you engage with subject readings that discuss specific
formal features of films (see also ‘Glossaries of Film Terms’ on UTS Online). This prompt requires critical engagement with at least two readings from Block I in Global Cinema (either Required or Extended) and involves demonstrating an understanding of the argument in these readings, rather than simply citing the
readings.

2.GENRE (requires discussion of at least two films)
In the film that you have chosen, analyse the relationship between the formal features of the film and the genre to which the film belongs, which may be specific to a national and/or cultural context. You may consider some or all of the following questions:
–In what ways does the film modify or depart from conventional patterns of storytelling in the genre to which the film belongs?
–How do the key characters in the film resemble or depart from characterisations found in other film belonging to this genre?
–To what extent does this film combine or link together multiple genres?
Discussion of at least one other film in the genre is required. You can find films grouped by genre in the ‘Extended Viewing’ lists in the Global Cinema subject outline and in the Weekly Resources pages on Canvas, or through films discussed in the subject readings. It is recommended that you choose one or two
key scenes to highlight the aspects of each film shaped by the genre under consideration. This prompt requires critical engagement with at least two readings from Global Cinema (either Required or Extended)
and involves demonstrating an understanding of the argument in these readings, rather than simply citing the readings.

3.PLACE, IDENTITY AND CHARACTER
How do places produce characters and identities in cinema? This prompt requires you to closely analyse a film of your choice, focusing on the ways that the location(s) of the film contribute to different kinds of social and cultural identities. As part of this, you may want to consider the ways that cinematographic devices contribute to a place-based mise-en-scène (all the visual material contained within a frame). You will need to engage with the academic scholarship on the cultural meanings of your chosen film, either in
the Required or Extended readings. This prompt requires critical engagement with at least two readings from Global Cinema (either Required or Extended) and involves demonstrating an understanding of the argument in these readings, rather than simply citing the readings.

4.NARRATIVE FORM
How does the narrative form of the film chosen contribute to its overall themes or meanings? This essay prompt invites you to consider the relationship between the story overall and specific uses of editing and montage (i.e. the way that shots are put together) to link causes and effects, actions and consequences,
different time periods in a character’s life, and/or social themes linked to temporal change (e.g. coming of age narratives, narrative allegories for social transformations, and so on). For this question, engagement with Bordwell, Thompson and Smith’s ‘Narrative Form’ is strongly recommended. This
prompt requires critical engagement with at least two readings from Global Cinema (either Required or Extended) and involves demonstrating an understanding of the argument in these readings, rather than
simply citing the readings.