I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
This pack contains:
1 PowerPoint Quiz - 31 questions [and answers]
1 - picture round - 20 questions
1 - student handout to record answers/scores
**
All resources are editable**
This is a fun way to end the term!
This PowerPoint addresses representation of ethnicity and race in Blade Runner (Scott, 1982).
The lesson covers:
Whiteness in Blade Runner
Techno-fascism
Replicants - ubermensch, and analogue for US slave trade
Asian culture and characters - Use of Asian cultural symbols in the city
othernesses
Other as exotic
Representation of Latino/hispanic characters
Essay structure/note taking handout
This pack contains a detailed 37-page Power Point presentation, one student handout, one ‘answer booklet’ for mini assessments.
**This is a very detailed and focused session that will enable students to address both context, technical analysis and aesthetics of SkyFall **
The lesson covers:
Re-cap of exam, example questions discussed, special focus: Aesthetics introduction
**- Starter 1 **- Key terms task
Starter 2 - Questions about Bond/Skyfall - students encourage to draw out central themes that will later be linked to aesthetic choices
Feedback
Answering Questions 1 a, b,c,
- Scene analysis
- Student analysis activity
- detailed feedback slides
- sample paragraphs and review of sample
Question D - breakdown of question / key terms
Case study - discussion of Aesthetics using German Expressionism and The Cabinet of Dr. Caligari
Question C - use of colour juxtapositions and how colour is used to convey meaning i.e.
Use of framing to position Bond centrally - detailed scene analysis, clear links to meaning and context
Mirrors/Reflections/Doubles - detailed analysis of the use of Doubles/mirrors in the film - links to the film’s central themes discussed and reinforced.
Assessment:
Content from session is used to plan, write and review answers to the questions posed at the start of the session.
The lesson contains sample paragraphs and an essay plan
This pack contains a 32-slide PowerPoint presentation that covers Quentin Tarantino’s experimental Auteur status [using Pulp Fiction as primary text]
The lesson covers:
Hyper-Real nature of QT’s work
Starter Task: revisit Auteur theory
Discuss exam questions - then introduce exam question this PowerPoint will answer
Group task - mind-map everything you know about QT and his signature style
Feedback - mind-map included within the PowerPoint - run through this with students after their task
optional research task
How to write an introduction to this question
The following signature features of QT’s ouevre are covered:
Subversion of genre / influences
Post Modern approach / narrative
French New Wave - influences (with scene analysis/comparison task)
‘Subversion of realities of social structures’ aka QT’s approach to representation (essay to be read by students then discussed)
More technical features and interior meaning - foot fetishism and representation of women in his films
mise-en-scene
Music
Essay planning acticity
Pack also includes:
Essay discussing QT’s approach to representation
sample essay
**This pack is designed for the Eduqas Film A Level, but it suitable for any one teaching/studying Non-Linear narratives/Pulp Fiction and narrative.
The pack contains a 26-slide PowerPoint presentation that covers:
Pulp Fiction: Experimental Narrativ**e [Specialist Study Area]
starter - recap key narrative terms
intro discussion: how does Pulp Fiction subvert traditional approaches to narrative?
Section 1 - Goal Orientated Narratives - study of how PF’s approach to goal orientation is experimental
Section 2 - Narrative resolutions - study of how PF’s approach to narrative resolution is experimental
Section 3 - Binary Oppositions - study of how PF’s approach to binary oppostions is experimental
Dialogue - how dialgue is used in place of cause and effect
Themes - how themes drive the narrative and give coherence
Final scene - analysis
Plenary activities
Assessement activities - essay planning and writing
Additional resources:
11-page gapped handout for students to complete in the lesson
A3 sized print out of film’s non-linear structure
Breakdown of the three chapters and how themes are used
This pack contains TWO lessons designed for the EDUQAS Film Studies course: Component 2 - Section B- DOCUMENTARY. Focus film: Amy
The lessons cover:
What does ‘filmmakers’ theories’ mean?
Introduction to Kapadia and his style
Analysis task - watch first 15 mins of Senna, and first 15 mins of Amy - what conventions does Kapadia adopt/reject in his approach to documentary?
Kapadia’s narrative film background and his ‘true-fiction’ approach
Research task
Article review to consolidation learning of Kapadia’s ‘filmmakers’ theory’
Lesson 2- Michael Moore
Who is Moore?
How does Moore define his style?
Criticisms of Moore’s style
Analysis - watch first 30 mins (or entire film) of Bowling for Columbine
Students to analyse his film and identify what conventions of documentary he uses/rejects
Detailed PowerPoint slides that explicitly explain each filmmakers unqiue approach, conventions of documentary they use and the ideological nature of their work.
plenary - essay planning and setting activity
Also included:
articles about Moore and Kapadia’s style
Sample responses
Filmmaker profiles for each filmmaker
and more…
This pack contains TWO lessons.
Lesson 1 - Social Context:
Intro to film and module
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
Film’s genre and director/stars
Social Context - post war USA
Boomer generation and conflict with teens/youth
Rebellion in the 1950s
Series of key scene analysis tasks covering: social context, mise-en-scene
Lesson 2 - Production Context
What is ‘Production Context’
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
Classic era Studio system/factory filmmaking
Sound in cinema - analysis and history
Stars
Studio model
Patriarchal nature of the classic era
Male Gaze
Genre
In-depth analysis of Cinematography - 10 mark past paper question - analysis tasks and in-class assessment for this question
This pack contains TWO lessons.
Lesson 1 - Social Context &
Intro to film and module
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
Film’s genre and director/stars
Genre
Series of key scene analysis tasks covering: genre, CHARACTER TYPES
Lesson 2 - Production Context
What is ‘Production Context’
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
How to compare the films directly
Social context: 80s, latch-key kids, Booming economy, new understanding of ‘teenagers’, teens re-positioned as important consumers
Reaganism and rise of patriotic attitudes in the USA
John Hughes; Auteur
Example exam questions, tasks
Students are guided through the response and analysis needed for each question
Assessment task and essay plan included in PowerPoint
This pack can be used to introduce any DOCUMENATRY module for both Film and Media studies A Level courses.
This pack contains a 40-slide PowerPoint AND an accompanying YouTube video that covers the following topics/content
PART I -
What is a documentary - Student starter task: define ‘documentary’
Discussion of how uses of key elements may differ from narrative film
Student experiences with documentary
Types of Documenaty (task)
Technical conventions of Documentary (task)
True/false / discussion task
Introduction to Bill Nichols and ‘Documentary Modes’
Short research task - students given one ‘mode’ each and then asked to research for 10 mins - feedback to the class
Discussion for each of Nichols’ Modes
Polemic
Expository
Observational
Participatory
Reflexive
Performative
PART II -
John Grieson on what a documentary is
‘Edge of Reality’ - dealing with actuality; the real
Task - comparing the represenation of WWI in narrative film (Paths of Glory) with documentary film (They Shall Never Grow Old)
Slides are included that go through each clip and consolidate the key points
Fictional Actors / Social Actors
PLenary: this is to be added but suggest task is:
Research the documentary that you and your students will be studying for your course - note down:
Documentary mode
Conventions used etc
This pack contains:
49 slide PowerPoint
2 part student booklet
Essay planning booklet / assessment materials
The PowerPoint has been designed to answer the question: “How far does your chosen films reflect its production context?
[20/40]”
The PP covers:
Explanation of ‘Production context’
Starter: students reflect on ‘classica era’ films they have seen
Introduce exam / essay question for this module
Introductions
Case study: The Classical Era
Studio system / The Big Five & Little Three
Vertical Integration / Studio heads control everything!
Scorsese explains the Studio approach (video and task)
The Key signifers of the classical approach: macro and micro elements
Narrative in the Classical era
Protagonists of the CLassical Era
The Hays Code
Analysis task: Angels with Dirty Faces
Analysis of Vertigo: How does it reflect the production context?
Analysis of Ernie’s:
Narrative
Contunity editing
Star System
Orchestral Score
Shooting on a sound stage
Hays Code & Veritgo
The Studio’s attempt to enforce an alternative ending
Hitchcock’s refusal to attach the ending
Decline of the studios / rise of the auteur director as signified by the ending of Vertigo
PLenary:
Detailed essay planning activities
Assessment: students to write a 20-mark response using their plans.
**This pack contains one 23-slide PowerPoint that teaches how to answer this question using Pulp Fiction as the chosen film.
One 12-page booklet - note taking, fill in the gaps, analysis, detailed slides and essay planning document. **
Explore how far cinematography contributes to the experimental nature of your chosen film or films. [20]
every analysis task comes with multiple slides breaking down the scenes and provide guidane for essay writing
Lesson covers:
Starter - Re-cap of conventional/mainstream American cinema approach to camera
Short Martin Scorsese/ history of the Hollywood style - documentary extract and tasks
Explanation of the ‘formal’ approach to cinematography - with examples
Discussion of Tarantino’s most common ‘experimental’ uses of camera - with examples from the film
How to write an introduction to the question - writing task
Part 1 - 'using the camera to restrict information and create active spectators.
The ‘Trunk shot’
Part 2 - Subversion of conventional approach / experimenting with scene construction
Analysis of scene from Fast and Furious 7 -
Comparative analysis of the ‘Marcellus meets Butch’ scene from the film
Part 3 - French New Wave: camera in service of the characters, not narrative
Analysis - scene from Breathless
Analysis - comparison to final scene from the film
Detailed visual breakdown of the final sequence
Plenary/assessment:
Read exemplar essay
Review and re-write activity
optional research task
Essay planning activity [with booklet]
Mark scheme
This pack contains ONE PowerPoint presentation and one student booklet
This session is largely students led, hence the price
The PowerPoint covers:
Starter: students discuss their thoughts on the soundtrack/use of sound in Alien [feedback and class discussion]
KEY TERMS: task/re-cap
Students to make list of ajdectives that describe the sound
Short reading activity: define the sound of alien as ‘dread’
Anlaysis scene 1 - The Nostromo {interoir and exterior]
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 2 - TheFace Hugger
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 3 - The Death of Brett
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 4 -Ripley vs. Alien (final escape/chaotic sound)
screen extracts
student group anlaysis
class feedback and note taking
Consolidation:
Reading (two detailed analyses for students to review/annotate)
Guided essay planning activity
Optional assessment included
This pack contains a 20-slide PowerPoint presentation, a booklet students fill in and complete during the lesson
The lesson covers:
A Starter Task - students complete a short key term starter task - vowels have been removed, students must identify the word AND provide a definition
‘What is genre?’ recap
Types of Musicals
-Task - compare a sequence from Yankee Doodle Dandy to a sequence from The Greatest Showman
Analysis and feedback tasks
Non-Integrated vs. Integrated musicals
Richard Dyer = Entertainment as Utopia
Musicals Reflect ‘Social Tenions’ and 'Utopian Solutions
PLENARY
Grease Case study - application of all theory that has been taught in the lesson
EXT task - analysis of *La La Land’s opening sequence
This pack contains a 22 slide PowerPoint, and an accompanying 16-page student booklet.
The lesson covers:
Starter - students review the cinematography of Alien - feedback
Explain past questions - exemplar question included; this will be returned to at the end of the session
**
Style and approach of Scott / how to start the analysis:**
Scott wanted a grimy sense of realism
Short reading activity - Scott explains how he rejected ‘traditional’ cinematographers in favor of new, unknowns - all to increase the realism of the film
**
Analysis Part 1 - The Nostromo (Exterior)**
Dicsussion of techniques used, their effect
Links to social/political contexts are made
Analysis Part 2 - The Nostromo (interior) - workplace of the future
Dicsussion of techniques used, their effect
Analysis of = The Ship, the sleeping/living quarters
Links to social/political contexts are made
Analysis Part 3 - The Death of Brett - in-depth /deep dive analysis
[this task has been designed to help students develop SKILLS, as well as their knowledge and understanding of Alien)
This section will break down each shot of this sequence
Screen the extract
Students (in groups) analyse the camera
Powerpoint then goes through each shot in detail (6 slides of focused analysis)
Assessment:
Exam question
Planning activity
(Optional - set assessment)
This pack contains a 40-slide PowerPoint presentation, a 24-page student booklet, and several other resources to be used in the session.
The lesson covers:
Starter - student experiences with crime and deviance in media
Media Representation of Crime and Deviance overview: (1 slide on each of these topics:)
Violence and Sex Crimes
Media representation of victims
Media exaggeration of certain crimes
Media exaggeration of risk to victims
Crime represented as a series of events
Media overplay extraordinary crimes
Dramatic Fallacy
Soothill & Walby: the Balaclava Rapist / exaggeration of criminal acts
New Values and Coverage
Mediation of Crime / Crime as a social construct
Selection / Organisation /Focus
Task - students read Sky News article covering the mugging of Sajid Javid and analyse the use of langauge, exaggeration of crime, idelogical underpinning of this media report
(the entire article is broken down in the PowerPoint (see screenshots for examples)
News Values
Fictional Representations of Crime:
Surette [1998] – Fictional representations of crime, criminals and victims are the opposite of the official statistics.
Immitaiton
Arousal
Desensitisation
Transmission of Knowledge
Stimulating Desire
PROTRAYING THE POLICE AS INCOMPETENT or CORRUPT
BY GLAMOURISING OFFENDING
Evaluation of Fictional Representations of Crime
Reading task - students read extract from the ‘Myth of Media Violence’ study and compare the findings to what we have covered in the lesson
FEAR OF CRIME:
Distortion of crime in the media
RELATIVE DEPRIVATION AND CRIME
Left Realist view
Cultural Criminology
Cultural Criminology with examples
Global Cyber Crime
The PowerPoint has a short ‘Moral Panics’ lesson attached to it. The slides are not to the same standard as the content listed above and have been included free of charge. I have covered Moral Panics in a more depth and with better resources in a previous Crimes and Deviance lesson pack: https://www.tes.com/teaching-resource/aqa-sociology-paper-3-conflict-theories-of-crime-and-deviance-12790478
Tasks are included throughout the lesson and student knowledge is tested throughout the session.
The student booklet is to be filled in and completed during the lesson.
This pack of resources contains FOUR lessons that cover the following aspects of the Component 1 Section C module:
One lesson covering: Introduction to Mainstream and Indie cinema (production context)
Three lessons covering:
Specialist writing 1 - Finding the Frame
Specialist writing 2 - What Makes a Film Independent?
Specialist Writing 3 - Representation of Masculinity
Each lesson has accompanying hand-outs; one for detailed note taking, a second to complete a timed-assessment.
The lessons offer a comprehensive look at the topics under discussion, essay planning sections, detailed break-down of each piece of ‘Specialist Writing’.
This pack contains one 43-slide PowerPoint lesson and a 24 page student booklet.
The lesson covers:
What is ‘digital technology’ starter?
Review of former exam questions
Celluloid vs. digital
Tasks: how has digital technology impact the viewing, exhibition and distribution of film? (student research task)
Discussion in class: How has digital tech changed/impacted the students’ own use of digital media?
Article / reading task: Jenkins and ‘Transmedia’; unbundling, convergence, etc.
How is this all relevant to documentary?
Exploration of documentary in the digital world.
Photo-journalistic approach in documentaries
Cannon Mark II digital camera
Editing - digital non-linear editing and ‘avid’
Analysis of Amy:
Scene 1 - Amy is introduced to Heroin by Blake / attempted rehab - detailed notes for students/teacher included in PowerPoint and booklet
Assessment included - sample response also included (original response)
**This pack contains a 31 slide PowerPoint addressing a contextual reading of the film. A 14 page student booklet is also included. **
This lesson covers:
**Aesthetics - magical realism, Phantasmagoria, The Grotesque in Del Toro’s work
Aesthetics of PL **- Blue/Black for the real world vs. Orange/red for the fantasy world.
Discussion of how aesthetic choices drive meaning in the film.
Consideration of past exam question (students will work towards answering this question as they go through this lesson with you)
Magical Realism - define and explore.
Magical Realism - a vehicle for exploring the horrors of the 20th century.
Dr. Tom Shippey article re: magical realism and fascism in the 20th century.
Film Analysis
Each scene is explored in DETAIL with the students. There are detailed notes provided (these can be given to students, used by teachers to inform their own reading, or ignored in favour of a student lead approach)
1 - intro to the film
2 - Intro to Ofelia
3 - The Captain
**
Using Disturbing Art to reflect a disturbed world **
Discussion of 'disturbing art’
Introduction to Goya and his Black Paintings
Study of Saturn Devouring his Son - primary aesthetic inspiration for the Pale Man
**Analysis:
**
4 - the Dinner scene
5 - the Pale Man - links to fascism, the catholic church, symbolism of the Pale Man as the Captain.
Assessment included.
This pack contains a 39 page PowerPoint presentation and a 16 page student booklet.
The lesson can be taught as one linear session, or split in to smaller, more manageable sessions. This lesson contains everything you need to prepare students for the contextual issues, and stylistic choices, that inform the film.
The lesson covers:
Look at past questions - looking for trends and recurring topics
Intro to film (basic production context info)
Del Toro - mini-auteur study and formation of his style / themes.
(Task - watch clips from some Del Toro films. Students to note down stylistic and thematic consistencies in his work)
Contextual Issues
What is Fascism?
History of Fascism in Europe
Franco’s Spain - rise of fascism in Spain.
Gender - how Franco’s fascist policies impacted women, minorities, non-Fascists in Spain (specific focus on women and how this informs the representation of gender in the film).
Role of the Catholic Church - links to Fascism and Franco
Additional research links
Pre-screening consolidation task - this can be re-visited AFTER the screening. Students can begin building contextual links to the film on their own/in groups before in-depth study begins with the teacher.
This pack contains a 33 slide PowerPoint presentation and accompanying student booklet that covers the following:
This lesson will show students how to analyse Beasts of the Southern Wild whilst applying theories of spectatorship. The lesson is structured to help students ‘build an A Level response’ to several spectatorship/ideology questions.
Starter:
Key term re-cap (key terms with missing vowels = student must identify the term then define it)
Example questions
Preferred reading - group task
Detailed feedback on PowerPoint
Students to list technical approaches that encourage a preferred reading of the film
Detailed feedback on PowerPoint
IDEOLOGY: - introduce the importance of ideology in driving response
Define and explore: Libeterianism and Anarchism
Tentants of Anarchism explored
Group task: students find examples of anarchistic principles found in the film
feedback
Scene analysis - opening scene (recognition / driving the preferred response
Detailed analysis of intro scenes (including ‘community party’ sequences)
Address The Levee = anti-corporate/capitalistic ideologies
Detailed feedback on PowerPoint
ACTIVE RESPONSE - discussion: What does the Auroch represent?
Negotiated response
Detailed feedback on PowerPoint
FEMA/Hospital scene analysis
Detailed feedback on PowerPoint
Oppositional response
Detailed feedback on PowerPoint
‘Beast It’ scene analysis
Bell Hook’s response to the film
NEW CONTENT: viewing BOTSW from a 2024conservative perspective: oppositional responses in 2024
Detailed feedback on PowerPoint
Assessment: planning time and assessment included [optional use]