90856 - Achievement Standard
Exemplars and Commentary
Not Achieved
In the film Twilight, I looked at the scene where Edward and his protagonist, Bella, meet. We see what their relationship is at the beginning of the movie. Katherine Hardwick, the director, uses facial expression, make- up, gesture and sound effect. At the beginning of the scene when Bella first walks into the science lab she walks past a fan, as she does this her scent is blown towards Edward and his facial expression changes to show us what he feels (1). Another technique that the director uses is make-up. Edward is very pale compared to the rest of the people in his class. The director (2) "why is he so pale?" The director also uses the technique gesture. She does this by having Edward stand up and rush out of the classroom before the bell even goes. This shows us just how much he can't stand to be around her (3). The final technique used by the director is sound effects. In the scene we can hear the teacher talking in the background, this is called background dialogue. (4).
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THE EXAMINER SAID...
Point 4 - "shows some understanding of sound effects" |
Achieved
In the film Edward wears make up. He has a sheet white face with dark purple/black circles under his eyes. The director uses makeup to (1) related and involved with Edward's character. (1).
Kathryn also uses sound effects to emphasise the lack of dialogue between Edward and Bella. During the scene there is a lot of background sound effects, noise and chatter to emphasise the lack of dialogue between the characters which shows they are not very comfortable together (2). Gesture is also another technique that Kathryn used. During the scene Edward passes Bella a piece of science equipment, he does this with extreme caution, and with a look of discomfort. This shows the awkwardness between the two protagonists (3). Finally the director uses set composition at the start of the scene when bella sits down next to Edward by placing a stuffed owl behind Edward which then appears to the viewer that he has wings. This makes the viewer think that there is some mystery about Edward (4). |
THE EXAMINER SAID...
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Merit
Hardwicke uses set composition to introduce the idea of Edward being "otherworldly" (1). In one shot, with Edward beside the window, a stuffed owl is placed behind him so that it appears as though white wings are sticking out of his Edward's back. The wings are white (2) which makes him appear angelic. In this scene he is portrayed as a good rather than a bad guy. However the make up that Edward wears has a different effect. It makes him look extremely pale with dark under eyes . The effect of this is that Edward's mysterious origins are hinted at. His strange, unfamiliar appearance sets him apart from everyone else and causes confusion in our understanding of him. (3)
Gesture is used by Hardwicke to emphasise the extreme tension(4) between Edward and Bella. Edward passes over a piece of science equipment to Bella with extreme reluctance as though trying to control himself. (4) The effect of this is that the tension between Edward and Bella is enhanced by the awkwardness (4). It causes the audience to question Edward's bizarre behaviour and to plant the idea in their minds that Edward is different, and hints at mystical origins which are revealed later in the film. This technique emphasises the conflict between the two which later sparks the unlikely relationship that grows between Bella and Edward. Another technique used to show this is dialogue. During the scene there is absolutely no dialogue between Edward and Bella and they sit in awkward silence. In the background the voices of the other students and the teacher are played and this makes us wonder about the reason for this contrast between the rest of the happy light-hearted classroom and the tense atmosphere between Edward and Bella (6). |
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HOW THEY COULD IMPROVE TO EXCELLENCE
- further explanation of the effect of the contrast between the 'light hearted' and the 'tense' (6) atmospheres created by the use of dialogue and silence in terms of normal human experience
- further development of the effect created by the set composition, the 'other worldly' (1) effect, and what that communicates about society's beliefs, fears and expectations.
Excellence
Key Questions to Help You Learn
· Why did the director choose this shot/ group of shots/ camera
angle/ setting/ sound effect/ lighting/ special effect?
· What does the director want me to think? How do I know?
· How does the director want me to feel? How do I know?
· What techniques have been used to structure the sequence? Why?
· How well does the transition support the structure of the sequence?
· How is the director making me laugh, feel sad or worried?
· What do I learn about a character or setting in the scene? How did
I learn this?
angle/ setting/ sound effect/ lighting/ special effect?
· What does the director want me to think? How do I know?
· How does the director want me to feel? How do I know?
· What techniques have been used to structure the sequence? Why?
· How well does the transition support the structure of the sequence?
· How is the director making me laugh, feel sad or worried?
· What do I learn about a character or setting in the scene? How did
I learn this?