Embedded Files
The word “genre” is a common one, encountered in the disciplines of art, literature, music, theatre and film. At its most basic, “genre” means grouping similar kinds of styles and expressions together. Genres can change over time, evolve, mutate into sub-genres or join with other genres to establish hybrid forms or even completely new styles and modes of expression. Film scholars and theorists sometimes even contest the idea that “genres” even exist. The Film guide does not, however, go that far.
“Genre” is a useful term that can help students understand how the internal components of a film (such as its mise-en-scène, cinematography, editing, sound, and so on), the kinds of stories they convey, as well as the types of effects they seek to provoke can provide an opportunity to organize our exploration of global film.
As another film focus, the study of genre relies on students to research and construct supported arguments that justify why we might consider two or more films as related to one another. These films could come from radically different time periods or geographical regions but the power of genre can link them together. Film scholars have developed many tools to help in this process of association and, in the following activity, students are challenged to consider how best to assign “a fact” (or, in this case, a film) to its “correct place”.
Below is captures our thinking on emerging genres and what we feel the contextual backgrounds for these might be:
9_film_genres_and_sub-genres_e.pdfTask 10) In teams explore one new genre and one sub-genres outlined in the document to the left or identified in the starter or two from the list to the left.
a) Gather as much information about this genre and sub-genre as possible, including the names of associated directors, actors, production personnel and studios as well as the titles of at least three films that best exemplify the chosen genre or sub-genre.
b) Create an online (or analogue) dossier that showcases the emerging genre or sub-genre, including the previously gathered information as well as images and screenshots from the chosen film titles that highlight specific techniques, codes and conventions and connect each of the chosen films to the emerging genre or sub-genre.
c) Extend your research and dossier by linking your chosen emerging genre or sub-genre to at least three historically significant and/or major genres in film (such as the Western, the musical, the screwball comedy, and so on). Specifically, consider how the codes, conventions and styles explored in your dossier have changed, revised and evolved over time with direct reference to evidence in the form of film images, screenshots, promotional materials, film clips, and so on.
Task 11) What genre is our film? How can we know?
Please outline the qualities that make your film a specific genre, link it to other films in the genre include images and screenshots from the chosen film titles that highlight specific techniques, codes and conventions and connect each of the chosen films to the emerging genre or sub-genre.
Provide a lesson for small groups or pairs to present their findings to the whole class.
8_film_movements_e_1.pdfList of Movements supplied by the IB
Please use the document here to capture your thoughts
Next we will do a very cheeky pop into film movements, but more on this later!
Task 12)
In small groups or pairs, consult online research resources (including Wikipedia and the Berkeley Media Resource Center) to discover and explore two film movements that are associated with either a contrasting geographical region or time period (or both). Ensure that you do not replicate the same movements as your peers to allow for the greatest diversity of results for the entire class.
Gather enough information about each film movement so that they can identify the cultural contexts that gave rise to, or influenced, the movement, as well as important names, film titles, images, methods and filmmaking techniques related to each movement. Groups or pairs should also provide an explicit justification for their choice of each film movement.
Provide an opportunity for the small groups or pairs to compile and reproduce basic course materials (excerpts from relevant readings, handouts, short class activities, selected scenes or sequences, and so on) prior to their scheduled lesson.
You will lead a session on these movements through discussion, presentation and exercises.
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