DYM Applying Barthe's Theory

Roland Barthes wrote an essay called S/Z, in it he identified a number of codes (set of rules) which he proposed are linked together in the production of all kinds of stories.  Therefore, he postulated that all stories used the same 5 codes and that all genre signifiers can be grouped under them to create narrative.  These codes are:

1. Action Code

Depicts the events which take place in the narrative - the who, where, when of the story.  Action codes are sequential.

2. Semantic Code

Refers to character and characterization.  The actions in the story are explained by the character's view point on events.

3. Enigma Code

Involves the setting up of a mystery, it's developed and resolution.

4. Referential Code

Involves explaining or informing.  Mise-en-scene is a referential code.

5. Symbolic Code

Involves the reading of the connotations of signs which transforms them into symbolic representations eg. a character can symbolize bravery.

Applying Barthe's Theory to opening of 'Rear Window'

1. Action Code

A man wakes up an apartment and answers a phone call from his boss, we guess he is the main character.  There are other people we see, a man shaving across the road, a couple wake up on a balcony with their bed there and a woman dances in another apartment.

2. Semantic Code

We see the film from the main character’s point of view.  He is in a wheelchair.  He keeps looking across the road to women dancing in her underwear. 

3. Enigma Code

Why is the man in a wheelchair? What is the job his boss wanted him to do? Why are people sleeping on their balconies? Why does he have so many magazines/photo’s?

4. Referential Code

The film is directed by Alfred Hitchcock which creates big expectations and a typical storyline the audience would expect.

5. Symbolic Code

The cast and wheelchair symbolise the fact he can’t walk.  As he is trapped in his apartment because of his broken leg, we see that he can see everything from his window which suggests he may see something he doesn't want to see.

DYM Applying Levi-Strauss' Theory

Strauss argued that narrative has two main characteristics..
1. That it’s made of units that are put together according to certain rules.
2. That these units form relations with each other, based on binary opposites, which provide the basis of the structure.

The idea of opposites that he proposed roughly works out something like this, we often understand a concept by knowing what it isn’t. This, he said, meant that in texts we had direct (or roughly direct) opposites that reflected differing ideas in narratives. These opposites were often in conflict in the narrative and that was where the crux of the story or the crisis of the narrative lay.

Pale Rider
Good vs Evil
Quiet vs Loud
Still vs Action
Slow vs Fast
Night vs Day
Life vs Death
Sun vs Storm
Dark vs Light
Calm vs Panic
Innocent vs Evil
Threat vs Safety
Town vs Country
Death vs Survival
Attacker vs Victim
Cowboys vs Villagers
Peace vs Destruction
High Angle vs Low Angle
Open Space vs Enclosed
Black Horse vs White horse
Peacefull Village vs Chaotic Speed
Slow Editing vs Choppy Fast Editing
Spiritual Experience vs Everyday Normality

Die Hard
Good vs Evil
Hero (cop) vs Villians (terrorists)
Past vs Future
Home vs Away
New York vs LA
Husband vs Wife
Single vs Married
Marriage vs Career
Relaxed vs Arguing
Maiden Name vs Husband’s Surname
Outside vs Inside
Open Space vs Enclosed
Empty vs Crowded Party
Happy Light Party vs Sinister Dark Street
High Technology (terrorists) vs Old Fashioned (mcclane)
Light Upbeat Music (party) vs Dark Tense Music (terrorists)

DYM Applying Propp's Theory

Propp's theory

Vladimir Propp proposed that there are distinctive character types and actions in all fairy tales. He said that characters have narrative functions as well as being representations of people, he said that all fairytales had only 8 main character types:

• The villain - struggles against the hero
• The donor - prepares the hero or gives the hero some magical object
• The (magical) helper - helps the hero in the quest
• The princess - person the hero marries, often sought for during the narrative
• Her father
• The dispatcher - character who makes the lack known and sends the hero off
• Hero or victim/seeker hero - reacts to the donor and weds the princess
• False hero/Anti hero - takes credit for the hero’s actions/tries to marry the princess

He also suggested that all fairytales had a similar narrative structure and he broke it down into 31 functions that followed roughly the same order. He then broke these 31 functions down into 4 spheres which were:

• 1st Sphere - The introductory sequence
• 2nd Sphere - The body of the story
• 3rd Sphere - The donor sequence
• 4th Sphere - The hero returns

Propp's theory applied to Lion King

Synopsis

A young lion prince is born in Africa, thus making his uncle Scar the second in line to the throne. Scar plots with the hyenas to kill King Mufasa and Prince Simba, thus making himself King. The King is killed and Simba is led to believe by Scar that it was his fault, and so flees the kingdom in shame. After years of exile he is persuaded to return home to overthrow the usurper and claim the kingdom as his own thus completing the "Circle of Life".

The 8 main character types

• The villian - Scar
• The donor - Rafiki
• The helper - Timon and Pumba
• The princess - Nala
• Her father - Her mother Sarafina
• The dispatcher - Nala
• Hero - Simba
• False hero - Scar

Our board game

We showed the character/character types in the following way:

• Scar - If you land on a square with Scar, you have to go back or miss a go which disrupts your game as Scar disrupts Simba’s life.
• Rafiki - There is a big drawing of Rafiki in the centre of the board with the words “What will your destiny be”, showing he is the magical donor as he is in the film.
• Timon and Pumba - If you land on Timon and Pumba, they take you across a bridge which advances you in, and lets you skip some of the game, this is a memorable part of the film when they take Simba across the bridge and we are shown the time skipping as he grows from a child to an adult.
• Nala - If you land on Nala, she helps you move forward a few spaces and when you reach the end of the game, you marry her.
• Simba - You play as Simba so you are the hero moving through.
• Also if you land on a certain square, you must return to Prideland and miss a go to ‘restore’ it as Prideland needs restoring by Simba in the film.
• We drew a small image of Rafiki holding up Simba over Pride Rock when he is born symbolising Simba’s importance.

Examples of functions in Lion King

1st Sphere

• Villian attempts to deceive hero with trickery – Scar tricks Simba into believing it is his fault his dad Mufasa died
• Hero is deceived - Simba believes Scar

2nd Sphere

• Hero leaves home - Simba leaves home because he is so ashamed of what he thinks he has done, what Scar has convinced him to believe
• Hero discovers the lack - Nala finds Simba and tells him about what has happened to Prideland
• Hero decides on counteraction - Simba decides to return to Prideland, fight for it and restore it

3rd Sphere

• Hero and villian in direct combat - Simba and Scar have a big physical fight
• Villian defeated - Simba defeats Scar and Scar dies

4th Sphere

• True hero recognised - Simba restores Prideland and becomes king
• Hero marries and ascends throne - Simba marries Nala and is now king

Evaluation of Propp's theory

The biggest problem with Propp’s theory is that it was written such a long time ago, in the 1920’s, and it is hard to apply it to modern films. Also, the 8 character types are meant to be different characters but some of them double up in Lion King eg. Nala is the princess and the dispatcher and some of them were different characters completely eg. Nala’s father is not mentioned. Also, we found it hard to identify all of the functions as some didn’t happen and some weren’t quite right. As his theory is so old, contemporary films might not match his theory completely.

DYM Applying Todorov's Theory

Todorov’s theory of Equilibirum

Tzvetan Todorov discovered that folk tales and fairy stories all followed a similar structural pattern. This is known as the classic narrative pattern, and is directly applicable to mainstream films and TV dramas today. The classic narrative pattern works like this – Equilibrium --> Disruption --> Resolution --> Restored order --> New equilibrium.

1. Who are the agents: the protogonist (the main hero who propels the narrative forward) and antagonist (opposing agent)?

The protagonist in this film is obviously Cady as the film is based around her, we are introduced to her straight away and we see her with her family showing us she is the main character, the audience are made to sympathise with her as we she is going through a big change in her life. The antagonist seems to be ‘the plastics’, they are the most popular girls in the school and are shown to be ‘superior’ to everyone else, Damien describes them as "teen royalty", but to the audience they come across that they think they’re better than everyone else and very self-obsessed. Janis and Damien introduces the audience to all 3 of them individually emphasising their ‘importance’, also describing the main one as "evil in human form" emphasising their role as the antagonist.

2. Describe the equilibrium. How is it represented? What kind of camera shots can you identify?

The equilibrium is introduced immediately and is shown to be a nice innocent girl who is very naïve about starting an American high school, the film starts with some close up shot-reverse-shots of Cady talking to her parents focusing on their relationship, this forces the audience to realise she has a good happy relationship with her parents and they get along very well, but the title suggests this may change later on in the film. It also cuts back to an establishing shot showing us her surroundings, the street is a typical leafy homely American street suggesting to us they are quite wealthy as they have a big house and everything looks very nice. She meets Janis and Damien who are her real friends in the film and they guide her about ‘school life’.

3. Is the Disruption/Disequilibrium introduced or hinted at?

The disruption or disequilibrium is not introduced in this clip but it’s hinted at by the introduction of the plastics at 7:27, we can gather they will play a big part in the film and that Cady may be manipulated by them and sucked into their lifestyle as she is vulnerable and as she isn’t used to school life, could be easily influenced.

4. Are there any visual/verbal/aural clues that hint at what the hero's journey might be?

We don’t really get an idea of what the hero’s journey will be from this clip but we can assume that Cady will get caught up with the plastics, this is hinted at when Damien says “Oh you’ll get socialised alright”. Also, we can tell that Cady won't go on a physical journey as she has just moved to America but she will go on a mental/emotional journey in this film.

5. From your knowledge of the film, how will the equilibrium be restored and what will be the new equilibrium?

Throughout the film, we see how Cady gradually changes into one of the plastics, she becomes so obsessed with Regina, her scheme to make her unpopular and being a fake friend, that she becomes a ‘mean girl’ as she acts just like Regina and lets her real friends, Janis and Damien, down. There is a huge disruption when everyone finds out about Cady’s scheme, but the equilibrium is restored when Cady apologises to Regina so there is no longer an antagonist. The new equilibrium is that the plastics all go their separate ways, people are no longer divided into cliques and Cady, Janis and Damien are friends again.

BLK Continuity Sequence Analysis

I decided to use a clip from the film ‘Definitely Maybe’ looking at the techniques that have been used to create narrative flow.

• The clip starts with an establishing shot with a slow pan of the character’s walking, this sets the scene as we see clearly where they are and their position in relation to each other and other people.
• Then there is a reverse tracking mid-shot so it appears as if the characters are walking towards the audience. The camera then slowly pans around as the characters stand opposite each other so the transition to the close-up shots isn’t jumpy.
• A conversation then happens between Isla Fisher and Ryan Reynolds where shot-reverse-shot is used, this puts the audience in the conversation and makes them feel much more involved as oppose to watching the conversation from a distance, it also forces us to look at the character’s facial expressions and emotions. The dialogues for the shot-reverse-shot, which starts at 0:27, would have been filmed twice, once from her point of view and once from his point of view and then would have been edited together to create the conversation.
• The technique match on action is used at 0:34 when he opens the box. We see him start to open the box in a close up and then the shot is an extreme close up of the box the same amount open, this makes narrative flow and avoids confusion with the audience.
• Between the shot-reverse-shot, the camera cuts to the master shot eg. at 0:46 and 2:14, this breaks up sequence and reminds the audience where the character’s are in relation to each other and their surroundings etc.
• At the end of the sequence, 2:42, the camera cuts to a long shot so we see the characters exit the screen.
• Finally the 180 degree rule is used throughout this sequence as the character’s always have the same left/right relationship, Isla Fisher is on the left and Ryan Reynolds is on the right so the ‘imaginary line’ is not crossed. This avoids disorientation with the audience and creates narrative flow making it very easy to watch.

BLK Accident Sequence Evaluation

1. What did you think was the point to this activity?

I think the point of this activity was to learn about the rules of continuity, we did a six-shot sequence of an accident and by doing this you see how important continuity is for the shots to look right and make sense.  Also, it was helpful to break these rules as you see how ineffective the shots look without them.

2. In regard to your sequence, what worked well?

We used a range of shots which I think made the sequence realistic and successful. The first shot was the master shot, an LS of two girls facing each other and the audience get to see their surroundings so they get a sense of where they are and the space between them which builds up tension, then there is an over the shoulder shot which involves the audience and puts them in the scene and there is a CU of the girl’s angry facial expression forcing the audience to realise she is annoyed with the other girl. Also, action reaction is used in the last shot as we see her react to punching the pole, a high angle shot is used making the angry character look weak. We have 6 clear shots which makes the sequence flow and I think the cutaways between each shot breaks up the action and makes the sequence more effective. 

3. What would you aim to improve about your sequence?

I would improve quite a lot with this sequence as continuity rules were broken and the shot’s don’t really match together well. Firstly, we broke the 180 degree rule which is the most important continuity rule, the character’s should always have the same left/right relationship to each other but we filmed our shots on both sides of the ‘imaginary line’ which changes the viewer’s perspective, this can be quite disorientating confusing them. Also, I would make the establishing shot longer to give the audience more of a sense of the character’s surroundings and as one of the girl’s is walking towards the other in the next shot, she should be walking towards her in the master shot so the sequence flows better and isn’t jumpy. I think we should have used a shot-reverse-shot between the two girls before the punch, we only used an over the shoulder shot of one of the girl’s and I think a shot-reverse-shot would have been more effective because you would of seen both the girls expressions. Finally for the punch, the next 2 shots, we should of made sure there was match on action because it looks like she is punching twice. 

4. What did you learn from doing this activity?

From doing this activity I’ve learnt how difficult it is to achieve narrative flow and how important continuity rules are to make a sequence flow and be realistic. I’ve learnt how much attention is put in to timing and positioning etc. and that there is a lot more detail and work to create narrative flow than it looks.

DYM Opening Sequences Analysis

Legally Blonde..

Narrative Expectations

• The film starts with extreme close-ups of a girl brushing her blonde hair, doing her make-up painting her manicured nails and taking a lot of pride in her appearance, but the camera doesn’t show her face building up to what she looks like.
• This is in slow motion forcing us to focus on her showing she is the main character.
• A letter with the name ‘Elle’ is passed around the sorority suggesting the girl we keep seeing is Elle and this is also building up to seeing Elle.
• We are shown her perfect hair, perfect nails, perfect jewellery, pink clothes and a little dog suggesting she is very materialistic and gives the image of typical ditsy blonde, it also seems like a very girly fun film.
• We are also shown lots of labels eg. Tiffany and Prada and a Mercedes Benz showing she is rich.
• It’s set in a college showing different groups of teenagers socializing.
• Elle is shown to have a perfect life, she’s obviously very popular, everyone is signing a card wishing her luck for ‘homecoming queen’, she has great friends, a boyfriend and is extremely wealthy.
• All the girls are shown looking pretty and taking pride in their appearance showing looking good is a priority in this film.
• She blows a kiss to a picture of her boyfriend at the end implying their will be romance in the film, so the genre may be romantic comedy.
• Girls climb the stairs to give the card to Elle showing she is at the top and everyone looks up to her, when Elle gets the card is when we first see her face.
• The song ‘perfect day’ is playing in the background, it’s very upbeat, living and exciting which is signifying Elle’s life, everything seems a bit too perfect suggesting something may go wrong.

Shot Types 

• 
  
  A lot of ECU’s on Elle to show detail on her getting ready building up to seeing her face so we’re forced to focus on her.
• CU’s over all her belongings eg. nail polishes, perfumes, designer labels to add to the image of her being a rich materialistic girl.
• LS’s of the college, campus and surroundings to set this upbeat scene.
• Tracking shot following the journey of giving the card Elle showing her significance.

Character Information 

• 
  
  The main character, Elle, is made to look like a girly ditsy blonde who only cares about her appearance, shopping, and boyfriends, but who has the perfect life.
• We see that Elle was homecoming queen showing she is very popular and has a lot of friends.
• All the girls at the sorority are similar to each other and Elle, they seem perfect doing their hair and make-up and care a lot about their appearance. They’re very conventional.
• The boys are also very similar, they’re conventional, masculine and obsessed with the girls.
• All the characters seem very stereotypical.

Se7en..

Narrative Expectations

• The film starts with a middle-aged man getting ready for work, he is very smartly immaculately dressed. There is no music, low lighting, dull colours and dark clothes which suggest a serious and dark film.
• We see clips of the man in his home and then the camera following him to work showing us he is the main character.
• Morgan Freeman’s character is very immaculate, everything is neat and lined up, nothing is out of place. For example, his suit is pristine and his belongings are very carefully lined up on his bedside table as if this is a daily routine for him. This suggests he is very precise and accurate, always in control of the situation.
• The main character comes across dull, serious and almost boring. He also seems very isolated, he lives alone and seems very independent.
• The setting is a crime scene implying that Morgan Freeman is probably a detective in an investigation. The rain, thunder and dark surroundings suggesting the film is a thriller.
• Brad Pitt and Morgan Freeman’s character’s are a complete contrast, they clash and don’t seem to get along. Brad Pitt’s character is loud and spontaneous, whereas Morgan Freeman’s character is quiet and methodical.
• In the credits, we see blood and the font used is quite chilling connoting the film will be chilling.

Shot Types 

• 
  
  ECU’s of his belongings, not him, forcing us to pick up on how immaculate he is.
• LS’s of him in his home showing us his loneliness and isolation.
• LS’s tracking the two character’s as they walk along the street, as if we’re following them and listening in on something.
• Low angles used to make the characters seem superior and more important.

Character Information 

• 
  
  Morgan Freeman’s character seems very quiet and lonely, he keeps to himself.
• He seems to have OCD as he is obsessed with everything being neat and perfect and he uses a metronome to help him sleep.
• Brad Pitt is very relaxed etc. and is portrayed as the complete opposite to Morgan Freeman.

BLK Shot Evaluation

1. Describe your shot and identify in what way it could be seen as representing ‘horror’

This is a medium long shot that focuses on a young teenage girl, she is hiding in a small cupboard full of clothes, the door is open and looks as if she has just been discovered by someone. She is white with long blonde hair and blue eyes which is the stereo-typical description of a victim in a horror movie so we get the impression she is the innocent vulnerable victim, we can also see this vulnerability in her facial expression as she looks terrified and nervous. Half of her face is covered by clothes which suggest she is hiding from someone, but also suggests mystery as if she has a dark secret or there is something we don’t know as half her face is in darkness. You can only see one of her eyes and she is directly addressing the camera which I think is really effective, hiding in a cupboard is also a common theme in horror movies. She is clutching a weapon in her right hand which shows she is brave and will try to defend herself but will not be enough as she is probably facing her killer. In this shot, the flood of lights suggests the killer has been sneaking up on her, has opened the door and found her. I think the lightness of the shot also represents her innocence and naivety, as if she wouldn’t even imagine what is about to happen. This shot represents the genre of horror as it shows the theme of the unknown as we cannot see the killer which creates suspense and fear for the audience and it shows the theme of isolation as the young girl is all alone and has no-one to save her.

2. What did you actually do to achieve the effect?

To achieve this effect we used padlights and had them half open to create the effect of the cupboard having just been opened. We also closed the door slightly so this would create a flood of light to create the effect the killer had just found his victim. To make the high angle as if the shot were from the killer’s view, we put the camera on the tripod and tilted it down, this makes the girl look even more terrified and exposed.

3. What is successful about your shot?

I think the most successful part of the shot was the fact it was from the killer’s view. As the killer is looking down of her, this shot shows the killer has control of the situation and has a lot more strength and power than the girl, the high angle makes her look helpless and defenceless. Also, I think the distance is very effective, if it had been a close-up shot we wouldn’t have created an atmosphere of isolation, being alone and fear. I like the fact she is hidden in a cupboard aswell, it shows her privacy and safety has been invaded and has been forced to hide in her own home, this is a common theme in horror movies as your home is the place where you’re meant to feel safe.

4. What would you do in hindsight?

If I were to do this shot again, I would darken the lighting a lot and create a lot more shadows to add fear and horror. I would also clear the cupboard as all the clothes distract attention away from the victim and I would make all the clothes that were visible dark colours to create a darker atmosphere.