Monday, 31 January 2011

Collective Identity Research Task

Part one
My film of choice is Napoleon Dynamite.
This film presents an unusual look at the classic American teen ideology because at its very core it aims to prove the cruel reality of general teenage life instead of the Hollywood look on teens. It does this principally by setting the story in the suburbs and in the local high school but instead of depicting the hustle and bustle of teenage life in a busy California school the setting of the state of Idaho is coated by an over whelming sense of boredom.


This is why the film focuses on the odd character of Napoleon who finds his solace in drawing and his wild imaginations which are never shown or depicted most likely to keep the atmosphere of cognitive depravity. Instead of following the classic high school flick of the girl or boy who becomes popular over time or of the geek that seizes the day by confronting the high school bully, the film instead finds the lowest of the crop in an already removed school.


Like the rest of the characters Napoleon has no grasp on Fashion or current culture which in some aspects relates to the American geeks which have their own sub culture to attend to. However Napoleon is so detached that he can’t even seem to find friends to enjoy is imagination with. This means that the character of Napoleon is viewed as neither a geek nor a popular student but instead has his own identity; this leads most to think that he may even be retarded. But this is not only apparent in Napoleon but in every other character as they all have their own vividly obscure dreams. Kip his brother trains to be a cage fighter and chats up ‘babes’ on the internet, his Uncle dreams of being a world class football player.


The attitude and speech of Napoleon reflects an inner sense of loathing for everything around him as he avoids subtleties such as sarcasm and instead speaks openly and negatively about most things. This is extremely different to the classically enthusiastic morals that the teens of America carry, their inability to show true feelings behind certain subjects is completely destroyed by Napoleon’s self destructive ways.


Ultimately all students at this high school try to follow the same stereotype of the American teenager and this is reflected towards the end of the film where the story-line actually seems to exist and even Napoleon prepares for the event to encompass all teenage dreams: the prom.


The film still, rather unfortunately, follows the well established conventions of teen films and teen stereotypes and instead of breaking this as intended, the film actually proves that its existence can be found almost anywhere, even in the deep corners of a cut off county. This just goes to show that even when trying to create a film that parodies the classic teen lifestyle of America, it can’t avoid follow the conventions of teen movies.



Part two


Part three
Napoleon - Alternative
Its only by Napoleon's appearance that we guess he is representing the geek sub culture which has become popular of late. However this image is sadly not enforced by his personality or by his actions instead the view of the geek is reformed around Napoleon's escapist nature which is shown by outlandish claims and miniture explorations of his wild imagination. Napoleon states during the film that he spent his summer with his Uncle in Alaska hunting wolverines.





Because at no point Napoleon expresses an academic talent or follows the stereotype of being smart the geek representation is being rewritten to include those who are so individual they know only the boundaries of themselves.
This new image is carried so far the film even shows the classic geek doing something as creative as dancing, in front of his peers. The way this is shown is to be a complete opposite to the American stereotype of a geek.



Pedro - Redundant
Although Pedro is almost the exact replication of Napoleon in his attitude and behaviour his identity doesn't change through the film as does Napoleon's and Deb's because they grow together. Instead Pedro remains in representing the spaced out geek or loner that has no real connection to the classic American teen stereotype or with any British identities. This is shown classically in his ineptness where by he shaves all of his hair off because he thought it was making him too hot.
His involvement in the film is so small and with very little significance his purpose can be whittled down to just comic value, as shown by this extra video seperate from the film and based upon the bike scene within the film.
Bike scene




Pedro Advert


Deb - Alternative
As Deb experiences the same progression as Napoleon but expresses it in a much more clearer way by changing her appearance she is also part of an alternative group. She is first shown as another unpopular lone student but as the film enters her identity more we see a complete different side to her. This video describes her first interactions with Napoleon.




Part four
Given that my film selection is a comedy of such an odd level its purpose at first glance can only be to make fun of the American lifestyle that is apparently enforced in all aspects of film. This view boasts that films are engineered by adults of authority to direct young American and even young British lives into an idealistic lifestyle. But what if a film is made by the younger audience especially one that has their own view.
I believe that Napoleon Dynamite seeks to make fun of American teen films but unfortunately still falls into the trap of showing teenagers the lifestyle they should live. However its comic intentions are much more apparent so the classic structure of a teen flick is blurred.
Ultimately its more the case that the makers of the film have already fallen foul to believing in this classic view of teenage hood so have created their own film based on its structure.
Thankfully however the film doesn't enforce any traditional standards but instead paints such a dull lifestyle that the effects of its standard are cancelled out.

Part five
I strongly believe that my chosen text has absolutely no intention to teach me or any others and this is purely based upon how absurdly unusual it is and the mind numbing atmosphere it brings. Its comedy is so individual and almost boyish in its own right that its pure and simple purpose is to bring all viewers back to a childish sense of logic and to laugh at a collective people that all lead tragically dull lives.
This leads me to conclude that because of the sheer comedic value of the film, it is only trying to entertain its viewers.

Tuesday, 21 September 2010

Busted Risk Assessment

The Risk Assessment has purely been made to make us more aware of the hazards we could face while filming because for obvious reasons our minds will be kept busy with filming and not our surroundings.

Activity - Hazard Identified - Control Measure
Jumping to chorus - Hitting others with guitars - Point guitars downwards
Walking in high heels - Tripping over the high heels - Clear area before walking
Dancing - Pulling a muscle from too much movement - Stretch before hand
Pencil being dropped - Some one could trip over it - Pick up straight afterwards

Busted Prop List

After deciding ideal acting roles we listed all props needed and assigned who could bring the various props in. The list went as follows.

A school - Lutterworth College
Projector - Lutterworth College
Pencil - Nicky
Guitars - Channan, Tim, Mark
Blazer - Channan and Tim
Ties - Channan, Tim, Hannah
Folder - Nicky
Tables - Lutterworth College
Chairs - Lutterworth College
Skirts - Nicky, Hannah, Alex, Catherine
High Heels - Nicky
Screaming groupies - Lutterworth College

Busted Cast List

Before deciding anything to with the actual method of filming or props we decided a cast list because we had already established through watching the music video how many characters there are. We decided firstly on swapping gender roles and following a slight parody move on the music video but were later informed on the importance continuity and getting used to putting it first. This was the decided final cast list.

Charlie: Mark
Matt: Tim
James: Ricken
Several groupies/crowd: Hannah, Alex, Channan.
Smiling girl: Catherine
Teacher: Nicky

Busted Prelim

For this prelim we were asked to get into 3 groups out of our whole class, I sided with Hannah and Alex to then pair up with Chanan, Ricken, Nicky and Mark and Catherine which have all worked together on previous Lip Syncing practises. The task was to carry out similar subtasks to those that we will be completing for our coursework to help us get back into the swing of things.



Pre production: For this we had to create a cast list, a prop list and a risk assessment and a storyboard. My involvement of this stage was mostly concentrated on storyboarding where I helped Hannah and Alex draw out and label the different shots of the video from 25 to 50 seconds whilst the rest of our group storyboarded from other 25 second stages. I was helpful in this but i lacked the quick drawing skills that Hannah used in the drawing process however i was able to suggest better ways of portraying different shots and noting down key information. I was also helpful in the risk assessment and providing good examples of possible harmful events that could potentially happen. But looking back on this stage i would say in some aspects i acted as a leader in that i gathered the group, assigned tasks and started our creative engines.

Production: During this stage I was chosen to act out a role in the actual video, I was chosen originally for Matt, the second in line Busted man, but due to props and costumes I was later assigned to Charlie most likely considered the front man. For this i brought in classic school wear, a blazer and a bass guitar. We started filming at the start of our lesson but had to run through the video several times till we decided on a similar location to film which in our case was to the side of the library. While filming myself and other actors/actresses provided constant help in understanding the video and replicating the many shots, I worked closely with Sophie who was director for the chorus and consistently confirmed the actions and words the actors had to carry out before we filmed. Overall I provided not only a acting role but tried to help with relaying key actions and lip syncing words to my fellow actors and actresses, therefore I may have in process of filming ensured a greater quality outcome. But as for my acting-i was decent enough to lip sync in time but my portrayal of Charlie was terrible and overall i could've done a lot better in showing how

Post production: In this stage we were set back into smaller groups so that everyone in the class could get used to editing again and using the software we have. We used the old Emacs and the 2000 edition of imovie. Whilst doing this we were highly aware of how we all desire perfection in editing and slowly developed conflicts in some shots but after noticing this we set ourselves back to the job in hand. In this area of work i was most effective in providing a third opinion on how to edit and in some form i acted as final consideration which in light of this i was happy to do. However for future editing in a group i would prefer to extend my experience and work more as a key role.

Lip Sync Practise