Resource Materials on the Learning and Teaching of Film

This set of materials aims to develop senior secondary students’ film analysis skills and
provide guidelines on how to approach a film and develop critical responses to it. It
covers the fundamentals of film study and is intended for use by Literature in English
teachers to introduce film as a new literary genre to beginners. The materials can be
used as a learning task in class to introduce basic film concepts and viewing skills to
students before engaging them in close textual analysis of the set films. They can also
be used as supplementary materials to extend students’ learning beyond the
classroom and promote self-directed learning.

The materials consist of two parts, each with the Student’s Copy and Teacher’s Notes.
The Student’s Copy includes handouts and worksheets for students, while the
Teacher’s Notes provides teaching steps and ideas, as well as suggested answers for
teachers’ reference.

Part 1 provides an overview of film study and introduces students to the fundamentals
of film analysis. It includes the following sections:

A. Key Aspects of Film Analysis

B. Guiding Questions for Film Study
C. Learning Activity – Writing a Short Review

Part 2 provides opportunities for students to enrich their knowledge of different

aspects of film analysis and to apply it in the study of a short film. The short film “My
Shoes” has been chosen to illustrate and highlight different areas of cinematography
(e.g. the use of music, camera shots, angles and movements, editing techniques).
Explanatory notes and viewing activities are provided to improve students’ viewing
skills and deepen their understanding of the cinematic techniques.

While this set of resource materials is pitched at beginner level, references to websites
and video clips that support further exploration are provided throughout the package.
The weblinks and URLs included were accurate at the time of dissemination but may
be subject to change in the future. Teachers may make use of a search engine to regain
access to any relocated resources or look for similar resources on the web.

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 Acknowledgements
Special thanks are due to Nima Raoofi for permission to show shots from his film
“My Shoes” in this set of materials.

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 Part I
A. Key Aspects of Film Analysis

Film is a genre which shares some common features of other literary texts (e.g. a
novel) and theatrical features of other performing arts (e.g. a drama), while having
unique cinematic features of its own.

Literary aspects Dramatic/theatrical Cinematic aspects

(as in a novel/short story) aspects
(as in a play/drama)
 Plot (the story-line,  Visualisation of action  Framing/mise-en-scène
development of (movement of the  Camera angles (high
events, narrative characters, stage angle, straight-on/
sequences and combat) and setting eye-level angle or low
techniques, e.g. (stage design) angle shots)
foreshadowing,  Acting (actors’ facial  Camera position and
flashback) expressions, actions distance (close-up,
 Characters and speeches) medium and long
(protagonists, villains  Costumes (clothing of shots)
and heroes, round the characters)  Camera movements
and flat characters)  Make-up and hairdo (panning, tilting,
 Point of view (e.g. rolling)
narrative voice and  Editing (continuity
perspective) editing, montage
 Setting (time and editing, cuts, fades)
place where the story  Lighting
happens)  Visual effects
 Theme (the subject  Use of sound effects and music
and ideas explored)
 Sub-genre (comedy,
tragedy, science
fiction, horror,
suspense, romance)

As film shares many features with other literary genres covered in the Literature in
English curriculum (e.g. prose fiction, drama), you should start analysing a film by
bringing in your previous knowledge of textual studies and skills for literary

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appreciation and critical analysis. It is important to realise the parallel features
between film and the other literary genres while understanding how film appeals to
the audience’s sense of sound and sight more directly.

B. Guiding Questions for Film Study

The following guiding questions may help you examine the core elements of a film
and form a basic understanding of the film you are viewing:

Literary aspects: questions to consider

1. Who are the main characters in the film?
2. When and where is the film set?
3. What are the main plot elements?
4. Which is the most striking or exciting part in the film?
5. From whose point of view is the story told?
6. What is the theme or main message of the film?
7. What is the mood of the film?
8. What symbols are used in the film?
9. Does the film belong to a particular genre?

Dramatic aspects: questions to consider

1. Do the actors perform so well that you think the story is real?
2. How important are the costumes and make-up to the success of the film?
3. Are there any scenes particularly difficult to act?
4. How do the actors use their voice, speech/dialogue, body movement and facial
expression to achieve the desired effects?
5. Do the actors establish their characters more through speech/dialogue or
through body movement and facial expression?
6. Is there anything about the acting, set or costumes that you particularly like or
dislike?
7. Do you recognise any particular style of the director?
8. How does the film compare to other films by the same director or other films of
the same genre?

Cinematic aspects: questions to consider

1. What visual images impress you the most? What do the images make you feel or
think about?
2. Are there any scenes which use colours and lighting effectively to create the

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 desired effect?
3. What sound or music does the film use? What do they make you feel or think
about?
4. Which part of the film has special or unusual editing? What impact does the
editing have on the overall effectiveness of the film?
5. Are there other technical or special effects used in the film? Do they add to the
overall effectiveness of the film?

C. Learning Activity – Writing about a Short Film

Watch Ferdinand Dimadura’s short film “Chicken a la Carte”, which was awarded The
Most Popular Short Film in the Short Film Competition on the theme FOOD, TASTE &
HUNGER at the 56th Berlin International Film Festival in February 2006. The short film
can be accessed at the URL below:
www.youtube.com/watch?v=DxjzgFlnUyk

As you are watching, note down what happens in the film, as well as the audio-visual
effects in the template provided. Some examples have been provided for your
reference:

What happens Audio-visual effects

Signboards of KFC, McDonald’s, Jollibee  Close-up to clearly show the brands
and Chow King are shown before the of the fast food chains
film title appears.  Mysterious and mystical music
Two girls walk into the restaurant, look  Tense drum sound
at the menu, place their orders and wait
for the food to be brought by the
dumbwaiter.
The two girls chat and giggle, while
other customers line up to place orders.
The girls eat little, leaving the restaurant
with a lot of leftovers on their plates.
A man travels on the road on a tricycle  Mysterious and mythical music
with a rubbish bin. again

The man checks the leftovers in the

rubbish bin and picks out some meaty
pieces of chicken.

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6
With reference to the guiding questions in Section B, choose one of the following
aspects of the film to focus on:
 Literary aspects
 Dramatic aspects
 Cinematic aspects

Watch the short film a second time and focus on the aspect you will work on. Enrich
your notes.

Form groups of three, with each student focusing on a different aspect. Share your
general observations of the film with your classmates.

Individually, write a few paragraphs on the chosen aspect of the film. You do not
need to answer all the guiding questions listed in Section B and may select a few
relevant ones to focus on. You should explain and elaborate on your points and offer
personal responses with supporting details from the film.

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 PART 1 – TEACHER’S NOTES

Warm-up Activities
Before introducing film as a new genre and explaining the literary, dramatic and
cinematic aspects to students, teachers may arouse students’ interest and
enthusiasm for talking about films with some of the following warm-up activities:

 Ask students to brainstorm what comes to their mind when they hear the word
“film” (e.g. Oscar, cinema, movie stars, Hollywood, director, box office, new
releases)
 Show some film reviews on the latest box office hits taken from the Internet
sources, newspapers or film magazines
 Play short clips of the Oscars or other film awards and events
 Ask students to talk about the last film they watched and what they like or
dislike about it
 Ask students to think of a film that they would recommend to their classmates
and share why this film is worth-watching
 Arrange a group visit to the cinema

Make it clear to students that in the Literature in English subject, they need to go
beyond passive entertainment to active study and in-depth analysis of a film. It is not
advisable to bombard students with a comprehensive list of technical film
terminology at the early stage, as this can be intimidating to beginners.

A. Key Aspects of Film Analysis

To build on students’ previous experiences and activate their prior knowledge,

teachers may start by guiding students to think about the differences between a
printed text (e.g. a novel, a short story) and a non-print text (e.g. a film, a drama
performance).

It would suffice at this stage if students can identify some of the following similarities
and differences between printed and non-print texts.

Similarities Printed texts (e.g. a novel, a Non-print texts (e.g. a film, a

short story) drama performance)
Common  Subject matter/theme
features/  Plot

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 elements  Characters
 Point of view
 Setting
 Sub-genre
Differences Printed texts (e.g. a novel, a Non-print texts (e.g. a film, a
short story) drama performance)
Mode of  Written words  Speeches
presentation  Written words
 Actions
 Images
 Music and sounds
Interaction  More subtle and indirect  More direct appeal to the
with the appeal to the reader, audience’s sense of sound
audience involving their imagination and sight with the use of
 More room for free technical effects
interpretation  Less narrative subtlety and
 Readers can adjust the room for imagination
reading speed and pace  Spectators cannot adjust
the viewing speed and pace
of the film in the cinema
(can rewind, fast-forward
and re-watch with films on
DVDs or the Internet)

After students point out the similarities and differences between the printed and
non-print literary texts based on their previous learning experiences, teachers can
refer to the table on page 3 and explain to students that the similarities are mainly
the “literary aspects” (i.e. the left column) and the differences are mainly the
“dramatic/theatrical aspects” (i.e. the middle column).

Teachers can then ask students to explain how a film is different from a drama
performance on stage. This will help draw students’ attention to the “cinematic
aspects” (i.e. the right column), which are unique to films.

B. Guiding Questions for Film Study

After students have realised the similarities of film with the print-based genres they
have studied, it may be a good idea to play a film version, or an excerpt of a film

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version, of one of the set texts students have studied. This can encourage students to
go beyond the literary elements (e.g. plot, characters, themes) that they are already
familiar with and focus more on the dramatic and cinematic aspects to consider how
the audio-visual elements create effects and change their understanding of the
original text.

The guiding questions aim to provoke students’ thoughts on a film and encourage
them to interact with the texts more actively instead of just viewing the film for
passive entertainment. Not all questions are applicable to all films. For example, the
use of sound effects may be more prominent and effective in one film, while another
film may rely a lot on the use of colours and lighting to achieve artistic effects.
Students may focus on a few relevant questions that allow them to explore and
discuss the salient features of the film.

C. Learning Activity – Writing A Short Review

Ferdinand Dimadura’s “Chicken a la Carte” is chosen for this activity because it is a

short film with a clear narrative structure. Students can easily identify the central
message and audio-visual effects used to present the ideas.

This learning activity allows students to practise being a critical viewer and applying
the three-aspect model to examine a film. The ultimate aim of the activity is to help
students generate more ideas and critical responses from the viewing.

Note-taking Process
The note-taking process is crucial to helping students turn their viewing experience
from passive entertainment to active interaction with the film. The notes taken also
provide useful information for them to review key scenes and reflect on what they
have watched, so that they can complete the subsequent discussion and writing
activity more effectively.

Teaching Suggestions to Cater for Learner Diversity

Supporting the less advanced students:

Before students conduct the note-taking activity, teachers may ask them to focus
on the left column and note down what happens in the clip (i.e. the plot and
storyline) in the first viewing and complete the right column in the second viewing.

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Where necessary, teachers may freeze the screen to show a static image from the
film and then demonstrate how to describe scenes with different levels of detail.

Take the shot showing a skinny girl with dishevelled hair eating a drumstick (around
3:26 in the film) as an example. Below are three descriptions of the same image
with different levels of detail:

1. A girl is eating a drumstick.

2. A skinny, hungry girl is munching on a drumstick and sucking every bit
of meat from it.
3. In the close-up shot, a skinny, hungry girl is sucking every bit of a
drumstick hungrily. She looks straight at us with her pleading eyes as if
she was asking for more.

While describing the same image, a progression from factual to descriptive and
then interpretative can be seen from the three versions. Students could be
encouraged to model after the samples and describe a few powerful shots from
“Chicken a la Carte”.

Challenging the more advanced students:

Teachers may introduce two terms and concepts to help students describe and
analyse a filmic image in detail and heighten their awareness of how a film-maker
selects details to include in a scene to convey meaning:

(1) Mise-en-scène
It is a French term that literally means “put in the scene”. It refers to everything
that goes into a film before the shot is taken. It is generally made up of the
following six elements:

 Setting and props

 Costumes, hairdo and make-up
 Facial expressions and body language
 Lighting and colour
 Sound
 Blocking/positioning of characters and objects

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(2) Framing
Framing refers to how the camera sets the bounds of the image (usually a
rectangle) to select the part of the scene to feature to audience. Camera
movements lead to reframing of the image. Framing works with mise-en-scène to
determine the overall composition of the image and define the relationship of
people and objects in the shot. This works the same in still photography as it does
in films.

When students are able to describe what they see in a static image (e.g. a photo),
they are ready to explore the relationship between a static image and the motion
picture (a film). Teachers may tell students that a film is made up of a series of still
images which create the illusion of moving images when being shown at a high
speed on screen.

Suggested points for the note-taking activity:

What happens in the clip Audio-visual effects

Signboards of KFC, McDonald’s, Jollibee  Close-up to clearly show the brands
and Chow King are shown before the of the fast food chains
film title appears.  Mysterious and mystical music
Two girls walk into the restaurant, look  Tense drum sound
at the menu, place their orders and wait
for the food to be brought by the
dumbwaiter.
The two girls chat and giggle, while
other customers line up to place orders.
The girls eat little, leaving the restaurant
with a lot of leftovers on their plates.
A man travels on the road on a tricycle  Mysterious and mystical music
with a rubbish bin. again
 Dollying/tracking is used to follow
the tricycle’s movement from
behind
He checks the leftovers in the rubbish  Mysterious, mystical and spiritual
bin and handpicks some meaty pieces of music goes on
chicken.  Close-up of the hands selecting the
chicken

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The man travels on the road in the dark  Tracking shot is used to follow the
to return home. movement of the bicycle from the
back.
The tricycle enters the suburb. Kids flock  Contrast between the dark road
to the tricycle, opening the trash bin and the bright countryside.
eagerly to dig out the food, munching  A soulful song “Let Me Tell Their
on them contentedly and excitedly. Story” is played, arousing sad
emotions.
The man returns to his dimly-lit house.  The song “Let Me Tell Their Story”
The pregnant wife lays the table. The goes on, with lyrics slowly shown.
children are waiting eagerly and
excitedly for the father to deal out the
chicken and spaghetti.
The daughter wants to have a quick bite
but the father stops her, reminding her
to say a prayer to thank God for the food
before eating.
Words on the screen show 25,000
people die of hunger every day.
Happy faces of children opening the
garbage bin excitedly to get the food are
shown again along the closing credits.

Teachers may, in the process of viewing and answer-checking, introduce some basic
film terms with examples from “Chicken a la Carte”. Below are some suggestions:

Term Meaning Example from the

short film
Close-up A type of shot that is taken from very The camera zooms in
near and displays the most detail. It for a close-up of the
tightly frames a person or an object and KFC signboard
does not include the broader scene. (00.01-00.02)
Moving in from a longer and wider shot
to a close-up is a common type of
zooming.
Dolly/tracking A continuous shot in which the camera The camera follows
shot moves alongside or parallel to its the movement of the
subject, often used to follow a subject man on a tricycle

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 while it is in motion(e.g. a walking from his back
person or a moving vehicle (2:49-2:52)
Diegetic sound Actual sound made by characters and The background
objects in the story (e.g. characters noise in the
talking) restaurant
Non-diegetic Sound which comes from a source The song “Let Me Tell
sound outside the story space (e.g. mood Their Story”, which
music, narrator’s commentary, sounds arouses the viewers’
added for dramatic effects) and plays a sympathy
key role in creating the atmosphere and
mood of the film

It should be noted that film terms should only be introduced in context or with clear
examples and students’ readiness should be taken into consideration. Memorisation
of a long list of technical terms is not encouraged, as stated in the Literature in
English Curriculum and Assessment Guide (Secondary 4-6).

Teaching Suggestions to Cater for Learner Diversity

Assigning students to work on different aspects

Teachers may, according to students’ ability levels and interests, assign them to
work on one of the three aspects (i.e. literary, dramatic and cinematic aspects). For
example, the less advanced students could be assigned to look at the literary
aspect, which is more on the content and messages of the clip, whereas the more
advanced students could be assigned to look at the cinematic aspect, which
focusses more on identifying the audio-visual and technical elements, and explain
how they create effects in the film.

Students taking up different roles can form groups to share their observations, as
well as conduct discussion to enrich one another’s ideas. The mixed-ability
grouping facilitates peer learning and provides opportunities for stronger students
to support less advanced students in developing a more complex and thorough
analysis of the film. The sharing of findings on different aspects also prepares
students for writing a more comprehensive analysis. After the lesson, students
could be encouraged to do further research and reading on the film outside class.

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Suggested points on the three aspects of the film:
Aspects Points/Observations
Literary  The story is set in two polar worlds (the affluent city and the
Aspect impoverished rural areas) of the Philippines. A sharp contrast
is created between lives of people in the city and the rural
areas. The beginning scenes are set in the fast food
restaurant to show city dwellers’ abundance and wastage of
food, while the final scenes are set in the decaying slum area
to show the underprivileged families’ shortage of food and
how they relish and treasure every bit of the leftover by the
city dwellers.
 The laughter and excitement of the slum children in some
scenes present an irony (i.e. incongruity and contradiction
between what is expected and what actually occurs). The
children are overjoyed to see the leftover and dash to the
trash. The family even say a prayer to thank God for such
treats. Their gratitude for food is a stark contrast to the city
dwellers’ disregard for food.
 The key characters in this film are the underprivileged family.
The man who brings refuse food home from the fast food
restaurant in the city is the character that takes the audience
into the filmic space (i.e. to travel between the two worlds
with him). The man supports kids in his village and his family
with leftover food from the garbage bins of fast food
restaurants. He brings home the leftover, which is the
treasure and source of joy to all the children.
 The spectators enter the narrative following the movement
of the two girl characters at the beginning and then switch to
the man when he enters the story.
 The film draws our attention to the magnitude of hunger and
poverty in the world (25,000 of people die every day due to
hunger and malnutrition.), as well as the plight of a forgotten
portion of society - people who live on the refuse to survive.
 The mood of the film is both sad and hopeful. The song “Let
Me Tell Their Story” arouses our sympathy for the
underprivileged people, but the smiles and joy on the
children’s faces remind us of the hope, positivity and
spirituality that never leave these people. The film is

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 therefore heart-rending, touching and inspiring.
 The film adopts a very realist and documentary style.
Dramatic  The way the characters dress (e.g. the trendy clothes of the
Aspect girls in the city and the shabby worn-out clothes of the kids
in the rural areas) shows their different socio-economic
backgrounds and reflects the wealth gap between people in
the city and the rural areas.
 In the film, very limited speeches and dialogue are used to
tell the story, except in the opening restaurant scenes where
the young girls place order for the food.
 The rest of the film relies on the body movements and facial
expressions of the characters. The absence of speech and
reliance on facial expressions and actions enhance the
emotional appeal of the film, making it all the more
heart-rending and poignant. The shots showing the
overjoyed faces of the kids and how they dive excitedly into
the bin for the leftover are emotionally gripping and
overwhelming. Their contented look with the undesirable
food is an irony, as described in the lyrics of the theme song
“Let Me Tell Their Story” – “How can someone’s laughter
bring me close to tears”.
Cinematic  The film is very realist in style. The camera movement is
Aspect unsteady, similar to how a documentary is filmed with a
handheld camera, making the spectators feel they are with
the characters. Spectators seem to be shown the actual daily
life of the people in poverty and the characters do not look
like they are acting.
 The film uses the contrast of night and day, darkness and
light to show the differences between the two worlds (e.g.
the affluent city and the poverty-stricken countryside).
 The close-up of the neon signboards and the dazzling light of
the restaurant in the beginning scenes show the sensational
bombardment of city life and the proliferation of chained fast
food restaurants.
 Music is effectively used to contrast the two worlds. The
fast-paced drumming sound is used when featuring the city
girls in the fast food restaurants, mystical and spiritual music
is used when the man enters the scene to pick out leftover at

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 the back kitchen. The soundtrack “Let Me Tell Their Story”
played in the later part of the film when the man takes the
leftover to his home village is moving and sad, which
enhances the mood of the film created by the camera work
all along.
 The song “Let Me Tell Their Story” also serves as a voice-over
from a narrator/onlooker/observer. The lyrics seem to
suggest that the singer observes the sad stories of the poor
repeating every day but people do not care or learn any
lessons about the poverty and hunger problem. The singer,
who acts almost like a witness of the sufferers, expresses pity
and endless sadness towards the situation.

As the theme song is central to the message of the short film, teachers might like to
go through the lyrics below with the students and discuss the meaning of the song.

Chicken a la Carte by Ferdinand Dimadura

Let me tell their story

That no one else can hear
How can someone’s laughter
Bring me close to tears

And you’ll never know

‘Cause you’re never there
After what we’ve seen
Can we close our eyes again

Let me tell you their story

You won’t think it’s true
I have not forgotten
So I’m sharing it with you

For all the things we know

What have we really learned
Though I close my eyes
The images remain
And their story begins again

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 Part 2

“My Shoes” by Nima Raoofi

A. Viewing and Note-taking

1. Scan the QR Code on the left with a mobile

device or access Nima Raoofi’s short film
“My Shoes” online with the URL provided.

2. Watch the short film once to understand its

“My Shoes” message and main ideas.

3. Watch the short film again focusing on the

set of questions ( Question Set 1 or 2) as
assigned by your teacher. Answer the
questions by jotting down some points and
your observations.
https://goo.gl/ymM3U

Set 1
1. When and where is this short film set?

2. Who are the main characters in this

short film? Briefly describe them.

3. What do you notice about the

costumes and make-up of the
characters?

4. Comment on the ending of the short

film.

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5. Choose two memorable shots from
the short film and identify the position
of the camera in them (i.e. Is the
camera put far away/near/high
up/down below?).

6. Does the film tell the story and appeal

to your emotions effectively? What
makes the 3-minute short film
powerful?

Set 2
7. What is the main plot of the film?

8. What is the theme or main message of

the short film?

9. Are there any objects/images with a

symbolic meaning in this short film?

10. Which is the most striking part in this

short film?

11. Identify the sounds you hear in the

film.

12. Explain how music is used to create

the mood and effect with two
examples from the film.

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B. Discussion and Information Exchange

After finishing Section A, pair up with a classmate answering another set of questions.
Share your answers with each other.

Review the questions above, which can be grouped under the three different aspects
of film analysis. Work together with your partner to classify the questions into the
respective categories. Some examples have been provided.

e.g. 1
Literary aspects
(about the story)

Short Films

e.g. 3 e.g. 11 Cinematic

Dramatic aspects
aspects (about camera
(about acting) and sound
effects)

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C. Close Analysis of Selected Aspects and Scenes

(I) Dramatic Aspects: Costumes and Acting

The way the characters look (e.g. appearance, make-up and hairdo) and dress (i.e.
costumes) reflects their personalities, socio-economic status, as well as cultural and
historical backgrounds (particularly in period drama). Characters also express
themselves through facial expressions, body movements, speeches/dialogues, which
are all parts of the acting.

1. Look at two shots from “My Shoes” below. Describe the two characters’ costumes
and acting. Share your answers with your classmates.

Describe his appearance and costumes

e.g. fluffy hair

What do these features tell you about his

socio-economic/family background?

What is he doing in this shot? Who is he

speaking to and what is his speech about?

What does his speech tell you about his

personality and feelings?

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 Describe his facial expressions

e.g. eyes gazing far away

What do his facial expressions tell you

about his personality and feelings?

 Some films rely more on acting (facial expressions, body movements) than
speeches or dialogues, but they can be very effective in presenting deep feelings
and appealing to audience’s emotions.

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 (II) Cinematic Aspects: Music and Sound Effects

Sounds in film can be classified into two categories:

 Diegetic sounds refer to the actual sounds from what is happening in the film.
They include :
 voices of characters
 sounds made by objects or actions in the story
 music represented as coming from instruments in the story space

 Non-diegetic sounds refer to sounds coming from a source outside the story
space. It includes:
 the narrator’s commentary or voice-over
 sound effects added for dramatic effects
 mood music (e.g. film scores and sound tracks)

Non-diegetic and diegetic sounds are equally important in a film, since diegetic
sounds are about what the characters hear and non-diegetic sounds are about what
the audience should feel. The interplay between the diegetic and non-diegetic
sounds can advance the story and create different moods and effects (e.g. ambiguity
in horror films, surprise in comedies).

Of all the non-diegetic sounds, music plays an important role in creating dramatic
moments in a film. Music can perform various functions, including:
 Arousing the audience’s emotions (e.g. fear, shock, pity)
 Establishing the setting (e.g. using jazz music to provide the aural backdrop for a
film set in the 20th century America)
 Building up the mood and setting the tone of the story (e.g. slapstick humour in
physical comedies with comic violence, horror in thrillers, romance in romantic
comedies)
 Influencing the audience’s perception of time (e.g. altering the tempo of music
to make a 30 second waiting scene painfully long) and space (e.g. using full
orchestra music to suggest spatial largeness)
 Facilitating editing (e.g. cutting the scenes according to the rhythm of music)
and connecting scenes together (e.g. softening harsh scene changes with music)
 Creating contradictions and parodies (e.g. unexpected music in a romantic scene
to show the instability beneath the surface)
 Enhancing plot relationship and linking up the plot (e.g. assigning a leitmotif to a
main character with the music recurring in all scenes involving him)

23
The following are some adjectives that help you describe the music and sound effects
in films:

Aspects Adjectives
Genre classical (e.g. Baroque, Romantic), avant-garde, experimental,
contemporary (e.g. Jazz, Rock), popular, folk/country
Instrumentation orchestra, solo, piano, violin, percussion, guitar, acoustic,
electronic
Melody lyrical, lilting, melodious, repetitive, catchy/memorable,
disjointed/fragmented, constantly changing, soft, muted,
subdued, ghostly, delicate, loud, intense, powerful, thundering,
dramatic, sentimental, relaxed, tense, suspenseful,
light-hearted, serious, religious, sad, reflective
Tone dark, light, warm, resonant, velvety, harsh, rough, shrill,
piercing, ethereal, breathy, crackling, noisy
Tempo fast, quick, lively, spirited, hurried, rapid, speedy, frantic,
moderate, steady, relaxed, slow
Harmony clashing, harmonic, harmonious, discordant, dissonant,
cacophonous
Mood epic, tragic, romantic, comical, triumphant, foreboding,
ominous, eerie, scary

Changes in rhythm and dynamics of music in films can be expressed with the
following verbs:

 The music accelerates/speeds up/gathers momentum/hastens (gets fast)

when …
 The music decelerates/slows down/loses momentum/slackens (gets slow)
when …
 The music fades in/fades out (gets increasingly loud/soft) when…
 The music softens/wanes/recedes/decreases in volume (gets soft) when …
 The music surges/increases in volume/is amplified (gets loud) when …

2. List the diegetic and non-diegetic sounds you hear in the film “My Shoes”.

Diegetic sounds

24
Non-diegetic sounds

3. Select two memorable excerpts from the film. Describe how music is used in the
selected scenes and explain the functions and effects.

Brief descriptions of What and how music is used Functions and effects
the chosen footage

25
 (III) Cinematic Aspects: Camera Shots

In the discussion of camera shots, the following three factors are considered:
 Length of shots
 Camera angles
 Camera movements

This section will deal with the three factors one by one.

(i) Length of Shots

Camera shots are described based on the length of the shots and the amount of
space contained within a frame (which are usually decided by how far the camera is
from the subject). Camera shots are used in all forms of visual texts (e.g. photos,
postcards and advertisements) for different purposes and effects. They help present
the setting, characters and themes and can shape meaning in a film.

Camera shots commonly used in films are identified and briefly explained below:
extreme long long/wide/full medium close-up extreme close-up
far (distance of the camera) near

small (size of objects) BIG

 An extreme long shot (also known as an establishing shot) contains a large

amount of landscape. It is often used at the beginning of a film/scene to show
the background and setting. An extreme wide shot is also useful for capturing
actions that are very spread out (e.g. in a war movie to show the scale of the
warfare).

 A long shot (sometimes known as a wide shot) contains landscape but gives the
viewer a more specific idea of setting. A long shot may show the viewer the
building where the action will take place.

 A full shot shows the subject fully. It offers a complete view of the character(s)
from head to toe, allowing the viewer to see the whole body and costumes
clearly. A full shot may also help demonstrate the relationship between
characters through showing their physical positioning in the frame.

26
 A medium shot (sometimes known as a mid shot or social shot) shows a
character/characters from the waist up. The viewer can see the faces and
interaction between characters more clearly. A medium shot shows part of the
subject in greater detail but still allows the viewer to feel as if they were looking
at the whole subject. It is commonly used when the characters are speaking
without intense emotions and concentration (e.g. when TV news presenters are
providing information or talk show hosts are greeting audience and introducing
the interview subjects).

 A close-up (sometimes known as a personal shot) is taken at a very short

distance from the subject and permits a close and detailed view of an object or
a character. A close-up shows a character’s face only and can capture the
character’s facial expressions clearly. It often helps arouse the audience’s
empathy for the character.

 An extreme close-up focuses on one part of a character’s face or an object. It

helps express strong emotions, create an intense mood and provoke the
viewer’s feelings. This kind of shots is also commonly used in horror films to
arouse fear.

4. Look at the following shots from “My Shoes”. Identify the type of camera shots
used in each shot and explain the effects created.

Shots Descriptions
___________________ is used to
____________________________
____________________________.
(what you see in the scene)

The shot _____________________

____________________________
____________________________
____________________________.
(the suggested meaning and/or
effects created)

27
 ____________________ is used to
____________________________
____________________________.
(what you see in the scene)

The shot _____________________

____________________________
____________________________
____________________________.
(the suggested meaning and/or
effects created)
____________________ is used to
____________________________
____________________________.
(what you see in the scene)

The shot _____________________

____________________________
____________________________
____________________________.
(the suggested meaning and/or
effects created)
____________________ is used to
____________________________
____________________________.
(what you see in the scene)

The shot _____________________

____________________________
____________________________
____________________________.
(the suggested meaning and/or
effects created)

28
 (ii) Camera Angles

Camera angles are decided by the positions where the camera is placed. They are
used to give emotional information to viewers, manipulate their perspectives and
guide their judgment about the character(s) or object(s) in the shots. Extreme
camera angles are often adopted for shots loaded with symbolic meaning to draw
viewers’ attention.

Camera angles commonly used in films are identified and briefly explained below:
bird’s eye view high-angle eye-level low-angle

Up (position of the camera) Down

 A bird's-eye view shot (also known as an aerial shot) provides an elevated view
of an object from directly above, as if seen from the perspective of a bird in
flight. A bird’s eye view is adopted for floor plans and maps (similar to what one
sees in Google map). When used in films, it shows a scene from a very unnatural
and strange angle, with the audience in a bird’s eye (high above) position,
looking down on the characters’ action. Characters may look insignificant,
ant-like (as if they were part of a wider scheme of things). It is sometimes used
to create a sense of helplessness.

 A high-angle shot is not as extreme and unnatural as a bird's eye view, but it is
also taken from a camera positioned above the action. The object(s) and
character(s) often get swallowed up by their setting and become part of a wider
picture. High-angle shots can make the objects in the frame appear small, short
and less significant. It can be used to create a sense of vulnerability when
applied with a particular mood and setting.

 An eye-level shot is the most natural and neutral shot with the camera
positioned at the subject's height. It is called an eye-level shot because if the
character is looking at the lens, he/she does not need to look up or down.
Eye-level shots are most common in films as they put the audience on an equal
footing with the character(s) and allow the viewer to feel comfortable with
them. Eye-level shots provide the most “real-world” view and show subjects in
the way the audience would expect to see them in real life.

29
 A low-angle shot is taken with the camera placed in a position below and
pointing upward at the subject. Contrary to the high-angle shot which makes
people look weak and submissive, a low angle shot makes the subject looks big
and powerful. It is sometimes used to suggest dominance and aggression.

5. Look at the following shots from “My Shoes”. Identify the camera angles used
and explain the effects created.

Shots Descriptions
__________________ is used to
___________________________
___________________________
___________________________
___________________________
___________________________

__________________ is used to
___________________________
___________________________
___________________________
___________________________
___________________________

__________________ is used to
___________________________
___________________________
___________________________
___________________________
___________________________

30
 __________________ is used to
___________________________
___________________________
___________________________
___________________________
___________________________

31
 (iii) Camera Movements

Camera movements serve many different functions in films. They can alter the
relationship between the subject and the camera frame, shape the viewer’s
perspective of space and time, control the delivery of narrative information and
create expressive effects. As the camera frame orients the viewer’s within the
mise-en-scène, camera movements create the illusion of the viewer’s journeying
through the world of the narrative and support the advancement of the story.

Types of camera movements are distinguished by direction and the equipment used
to achieve motion. Camera movements commonly used in films are identified and
briefly explained below:

 A pan is a camera movement in which the camera scans a scene left and right
on a horizontal axis. This swivelling camera movement is often used to give the
viewer a panoramic view of the setting to help establish a scene.

 A tilt is a camera movement in which the camera scans a scene up and down on
a vertical axis. This is similar to nodding one’s head up and down.

Panning and tilting are two most basic camera movements. Both involve the rotation
of the camera while it is attached to a fixed stand.

 A dolly/tracking shot involves the camera travelling forward, backward, from

side to side, diagonally or in a circle generally following a moving figure/object.
A dolly involving motion left or right is also known as a trucking shot. A dolly is
often created with the camera mounted on a moving vehicle (e.g. a cart or even
a shopping trolley) and moving alongside the action. Complicated dolly shots
involve a track being laid on set for the camera to follow, hence the name
“tracking’. While a pan or a tilt reveals what one might see when standing still
and rotating one’s head, a dolly/tracking shot provides the impression of
actually advancing into space. A dolly shot can give the viewer a detailed tour of
a situation. It is also an effective way to portray movement and the journey of a
character.

 A pedestal shot (or a ped movement) means moving the camera vertically with
respect to the subject. This is often referred to as "pedding" the camera up or
down. A ped is different from a tilt. The camera tilts the angle of view up and

32
 down in the same position in a tilt, but the whole camera is moving, not just the
angle of view, in a ped movement.

 A crane shot (also known as a boom or jib shot) is like the dolly shot in the air
taken with a camera mounted on a crane or jib. The crane enables the camera
to move very high and then swoop back down to the ground. Crane shots are
most frequently used to show the actions from above, or to signify the end of a
scene/film.

 A zoom is technically not a camera movement as it does not require the camera
itself to move at all. Zooming means altering the focal length of the lens to give
the illusion of moving closer to or further away from the action. While zooming
is effectively magnifying a part of the image, moving the camera creates a
difference in perspective — background objects appear to change in relation to
foreground objects. Zooming can be used to add interest to a shot, for example,
a quick zoon can add energy to a fast-paced action film. It can also be used in
combination with dollying to create a dolly zoom (i.e. the camera angle is pulled
away from a subject while the lens zooms in, or vice versa, to keep the subject
the same size in the frame throughout) that can cause an unsettling effect and
undermine normal visual perception.

6. Watch the three excerpts from “My Shoes”. Describe the camera movement in
each and the purpose(s) /effect(s) achieved.

Duration Camera movement and the purpose(s)/effect(s)

0:13-0:25

0:33-0:38

0:57-1:03

33
 (IV) Cinematic Aspects: Editing

Editing is the coordination of one shot with the next shot. It serves the following
main purposes:
 It controls the speed at which events move along and the duration of a shot,
thus also the pace and mood of the film. In general, the longer the shot duration,
the slower the pace of the film.
 It determines the order and amount of information the viewer receives about
the plot and narrative. Some editing gives the viewer access to bits of
information important to subsequent events while some withhold information
to surprise the audience.
 It manipulates the viewer’s feeling towards the events and characters. For
example, showing a couple talking in a two-shot may create more intimate
feelings than showing their conversation in a shot reserve shot.

Editing is an attempt to establish connection and meaningful relationships between

shots. Below are four kinds of relationships considered by the editor in the editing
process:
 Graphic relations between shots – This is most obvious in a “graphic match”,
where an editor links two visually similar shots that show different things
together. For example, in the film Aliens (James Cameron, 1986), the curve of a
character’s face is matched with the curve of the Earth’s surface. Graphic editing
invites the comparison of pictorial qualities from shot to shot.

 Rhythmic relations between shots – This is common in music videos, where

shots are often “cut to the beat,” with the rhythm of the music determining the
timing of the edits.

 Spatial relations between shots – This is often seen when two points in space
are juxtaposed through editing to imply some kind of relationship between the
two shots/scenes.

 Temporal relations between shots – This is most common in narrative

filmmaking, where editing allows the filmmaker to control the flow of the story
as it moves forward or backward in time.

The following are two major editing styles and conventions:

 Continuity editing (also known as classical editing) aims at hiding (or at least

34
 minimising) the shift from one cut to the next, making the edit as unnoticeable
as possible to create a seamless chain of events. Commercial films (e.g.
Hollywood cinema) tend to adopt continuity editing to present a smoother
narrative transition and create a logical flow that enables the viewer to suspend
disbelief and follow easily.

 Montage editing (also known as the Soviet montage or Kuleshov effect)

highlights the power of editing to alter the perception of the subject. Montage
editing usually involves the splicing together of a series of shots filmed out of
sequence in different times and places. It is characterised by jumbled narratives,
abrupt cuts and the juxtaposition and joining together of seemingly unrelated
shots. Contrary to continuity editing, montage editing makes the cut
conspicuous and noticeable, thus serving to remind the audience that the film is
a fictive space rather than a representation of reality. Montage editing solicits
the viewer’s intellectual participation as the viewer has to play an active role in
piecing the shots together to work out the meaning of the film.

Below are some common film editing terms and techniques:

 Fades – darkening gradually the end of a shot to black (i.e. a fade-out) or
lightening a shot from black (i.e. a fade-in)
 Dissolves – superimposing the end of Shot A and the beginning of Shot B to
allow the disappearing image to linger
 Wipes – Shot B replacing Shot A by means of a boundary line moving quickly
across the screen
 Cuts – the most common edit involving splicing together two shots.
Cuts can be broken down further into different types, for example:
 A jump cut is a sudden and often jarring cut from one shot to another
(usually involving two sequential shots of the same subject taken from
slightly different camera positions) to create the effect of jumping forward
in time. This kind of shots communicates the passing of time abruptly
compared to other editing techniques like a dissolve.
 A cross-cut is the cutting between actions in two different locations that
are occurring simultaneously to draw parallels or contrasts between them.
 A match cut carries over visual or audio elements from one shot to another
to make the edit natural and invisible. Match cuts help establish a logical
flow and maintain temporal and spatial continuity between disparate shots.
It is a technique commonly used in continuity editing to present a
smoother narrative transition.

35
 There are three main types of match cuts:
 A graphic match uses a visual element (such as a shape of an object)
in one shot and carries it over to another shot. A typical example is
the opening scene of Martin Scorsese’s Hugo (2011), in which the
ticking part of the clock is transformed into the streets of Paris. The
circular clock centre and straight bars that stretch out in the first shot
gradually turn into the round turnabout and straight streets of the city
in the next, creating a graphic match.
 A match on action cut (also known as “cutting on action”) refers to
cutting from one shot to another that matches the action in the
previous shot. The movement of the character(s) of object(s) is carried
over from one shot to the next. For example, a shot showing a man
walking up to a door and searching for his keys is cut to a shot of the
door opening from the other side.
 A sound bridge uses an audio and sound element from one shot and
carries it over to the next shot. For example, in Paul Haggis’ Crash
(2004), the door slamming sound is used to connect the stories of two
different characters. When the door slams in one scene, it wakes up
the character in the next scene.
 A shot reverse shot is another editing technique commonly used for
editing dialogue sequences. In a shot reverse shot, one character is shown
facing one direction in the first shot and another character is shown facing
the opposite direction in the next shot. Since the characters are shown
facing in opposite directions, the viewer assumes that they are looking at,
talking and responding to each other.

7. Choose two segments from “My Shoes”. Identify the editing techniques used and
the purpose(s)/effect(s) achieved:

Duration Editing techniques used and the purpose(s)/effect(s) achieved

36
8. Which editing style does “My Shoes” adopt – continuity editing or montage
editing? Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

37
 PART 2 – TEACHER’S NOTES

A. Viewing and Note-taking

Short films are good for introducing basic viewing skills as they are often condensed
and concise. Their short length also facilitates re-playing for a focused examination
and detailed analysis. The film chosen for this activity lasts for only three minutes.
Teachers may play it in class or ask students to view it at home.

Two sets of questions are provided for students in this activity. Before viewing the
short film, teachers can assign half the class to work on Set 1 questions and the other
half to work on Set 2 questions. Alternatively, teachers can ask students to form pairs
and decide with their partners which set of questions they each will work on.

Remind students that:

 More critical, analytical and reflective viewing is expected in this task, which is
different from viewing for leisure and entertainment.
 They should read the questions before viewing and give more attention to the
details in the viewing process with the questions in mind.
 They may focus on understanding the content of the film in the first viewing and
then the audio-visual effects and cinematic techniques in the second viewing.
 Only brief notes and key words are required for the answers, mainly to facilitate
oral sharing in class.

Teaching Suggestions to Cater for Learner Diversity

Supporting the less advanced students

Teachers may put students in groups of four and assign each student to be
responsible for three questions only.

Where necessary, the table used in Section C of Part 1 for note-taking can be
re-used to help students focus on different aspects of the film in each viewing.

What happens in the clip Audio-visual effects

(Focus in the first viewing) (Focus in the second viewing)
 

38
  

Students can then complete the questions assigned based on their memory and
notes.

Alternatively, students could be asked to focus on the story and arrange the
following sentences into a logical plot sequence after the first viewing:
No. Events
6 The poor boy wishes that he could be the other boy.
9 The grandmother approaches with a wheelchair.
4 The two boys meet and they sit at the opposite ends of the bench.
With the new body, the rich boy is overjoyed, laughing and running
8
around in the park.
2 The poor boy wanders back and forth in the park.
A poor boy who wears a pair of torn sneakers is teased by his peers in a
1
park.
His wish is somehow granted. The poor boy switches his body with the
7
rich one.
3 A rich boy with a pair of new sneakers sits on the bench.
10 The poor boy learns of his physical condition and cries.
5 The poor boy is filled with jealousy. He walks away.
They will then be asked to note the audio visual effects that go with each stage of
the plot in the second viewing.

As this activity mainly serves as a warm-up to provide opportunities for students to

view critically and share their responses to the film with their peers, detailed answers
to the questions are not expected. Students will be guided to explore different
aspects of this film in greater detail through the remaining activities and they will
gradually develop responses of greater complexity.

Below are some suggested answers to the two sets of questions. Any other
reasonable answers should be accepted.

Set 1
1. When and where is this short In a park (outdoors) at daytime
film set?
2. Who are the main characters in Two boys – one wearing worn-out shoes

39
 this short film? Briefly describe (portrayed as with lower socio-economic
them. status), while the other wearing brand new
shoes (portrayed as from an affluent family)
3. What do you notice about the The way the two boys dress, especially the
costumes and make-up of the shoes they wear, highlights their difference
characters? in socio-economic status and family
background. The costumes help establish a
sharp contrast between the two characters.
4. Comment on the ending of the The ending is unpredictable and surprising.
short film. There is a twist as the poor boy and the
audience have never expected the cheerful
boy with new shoes to be paralysed.
5. Choose two memorable shots Any reasonable answers describing the
from the short film and identify people/things in the shots and positions of
the position of the camera in the camera, for example:
them (i.e. Is the camera put far  The scene with the rich boy smiling
away/near/high up/down contentedly on the bench – a close-up is
below?). used to show his happy face beaming
under the sunlight.
 The scene with the poor boy chanting “I
want to be like him!” – an extreme
close-up is used to focus on his eyes and
to highlight his fervent wish and strong
desire.
6. Does the film tell the story and Any reasonable answers, for example:
appeal to your emotions  The twist – surprise ending
effectively? What makes the  The use of music
3-minute short film powerful?  The message (i.e. never judge others by
their appearance and count your own
blessings)
 The clever use of symbolism – the two
boys are literally and metaphorically in
each other’s shoes in the story

Set 2
7. What is the main plot of the The boy wearing the worn-out shoes is
film? teased by his peers and very upset. He sees a
boy with a brand new pair of shoes and is

40
 filled with envy and bitterness. He wishes he
could be the wealthy boy wearing nice
trainers. However, when his wish comes
true, he realises that the boy is paralysed
and is filled with regret.
8. What is the theme or main Theme:
message of the short film? Contentment, appearance vs reality,
gratitude/thankfulness
Message:
 Don’t judge a book by its cover.
Appearance can be deceptive.
 Count our blessings – Be thankful for
what we have instead of envying others
for what they have.
9. Are there any objects/images  The title “My Shoes” carries a hidden
with symbolic meanings in this meaning. When the boys switch their
short film? roles and wear each other’s shoes, they
are in each other’s shoes both literally
and metaphorically. The poor boy begins
to experience life in the rich boy’s
position, see things in a different
perspective and realises the stark truth.
 The feather from the flying bird that
floats in the air may be another image
with a symbolic meaning, suggesting the
lightness of being and bringing out the
poor boy’s aloofness and lack of
attachment (no sense of belonging).
10. Which is the most striking part Any reasonable answers, for example:
in this short film?  The magical moment when the boy’s
wish comes true – it is exciting to see
the two characters switch their roles.
 The ending – it is a shocking realisation
for the boy and a surprise for the
audience.
11. Identify the sounds you hear in People teasing and laughing, birds’ chirping,
the film. footsteps, water flowing in the stream under
the bridge, sound of the big bird flapping

41
 wings, the frantic cry of the boy (in wild
excitement), background music (piano)
12. Explain how music is used to Any reasonable answers, for example:
create the mood and effect  Slow piano music is used as the
with two examples from the background music in the opening scenes
film. to create a sad mood that matches the
boy’s dejected heart.
 The pace of the music goes fast when
the story reaches its climax (i.e. when
the poor boy’s wish is granted and the
two boys switch their roles) to build
excitement and the audience’s
anticipation.

B. Discussion and Information Exchange

Teachers pair up students working on different sets of questions and allow 10

minutes for them to share their answers. As they are sharing, teachers can circulate
around the class to look at and listen to students’ answers to gauge their level of
understanding. Allow students some time to categorise the questions into three
aspects of film analysis.

e.g. 1, 2, 4, 6, 7, 8, 9, 10
Literary aspects
(about the story)

Short Films
e.g. 3, 6 e.g. 5, 6, 11, 12
Cinematic
Dramatic aspects
aspects (about use of
(about acting) camera and
sound effects)

42
Go through the answers to the two sets of questions and the categorisation diagram
with students. Invite some students to share their answers with the class and provide
feedback where appropriate. Question 6 in Set 1 encourages students to consider all
the aspects in an integrative manner to evaluate the aesthetic achievements and
literary merits of a film. Teachers can provide more opportunities for students to
express their personal responses in class regarding this item.

C. Close Analysis of Selected Aspects and Scenes

As most students find the literary aspects of a film quite manageable with the
experience gained from studying other literary genres, the focus of this part is on the
dramatic and cinematic aspects. Basic concepts and terms for discussing cinematic
techniques are to be introduced to students in the context of the chosen short film.
Given that a single film, particularly a short one like “My Shoes”, can only feature a
limited range of cinematic techniques, students are encouraged to extend their
viewing experience beyond this to films of different directors, genres and subgenres,
as well as films from different periods in film history to broaden their repertoire of
film knowledge. However, the notes and exercises can guide beginners to develop
basic knowledge and understanding about the genre systematically, which lays a solid
foundation for them to analyse a longer film or the set film in the Literature in
English curriculum.

43
 (I) Dramatic Aspects: Costumes and Acting

The purpose of the activity is to heighten students’ awareness of the roles costumes
and acting play in a film and enhance their ability to describe these in words.

Explain to students that in a film, characters are presented through:

 appearance (e.g. make-up, hairdo)
 costumes
 acting (facial expressions, body movements, speeches and dialogues)
The above can tell us about characters’ personalities, cultural and socio-economic
background.

Ask students to complete Question 1 to describe the appearance, costumes and

facial expressions of the two characters in “My Shoes”. Provide students with
language support if they have difficulty describing the characters’ appearance (e.g.
messy fluffy hair, worn-out clothes and shoes), facial expressions (e.g. frowning,
grinning), feelings (e.g. anxious, content, upset, dejected, bitter, jealous) and
personalities (e.g. optimistic).

Below are some suggested answers to Question 1. Any other reasonable answers
should be accepted.

1. Look at two shots from “My Shoes” below. Describe the two characters’
costumes and acting. Share your answers with your classmates.
Describe his appearance and costumes

e.g. fluffy hair,

shabby clothes,
worn-out shoes used as hand
puppets, bare feet

What do these features tell you about his

socio-economic/family background?

They show that the boy is probably

from a poor family that cannot
afford to buy new shoes and decent
clothes for him.
What is he doing in this shot? Who is he
speaking to and what is his speech about?

44
 He is using his worn-out shoes as
puppets to complain about the
unfairness in life. He questions why
somebody can have nice new shoes
but not him. He expresses envy and
his wish to be the rich boy.
What does his speech tell you about his
personality and feelings?

His speech is full of bitterness, envy

and resentment. It shows us that he
is discontent and dissatisfied with
his life.

Describe his facial expressions

e.g. eyes gazing far away, clean and

neat clothes, a bright satisfying
smile, soft shiny hair, a contented
look
What do his facial expressions tell you
about his personality and feelings?

He looks friendly, optimistic, positive

and cheerful. He seems to be
satisfied with his life and enjoying
his time alone.

45
 (II) Cinematic Aspects: Music and Sound Effects

The purpose of the activity is to help students understand the significance of music in
a film and enable them to describe music used in a film.

Teachers can play the film “My Shoes” again and mute it to ask students what is
missing and lost in the viewing experience. Guide students to discuss the role music
plays in a film. Most students should be able to come up with general points such as:
 arousing audience’s emotions
 building up the mood and atmosphere of the film
 enriching the image
 facilitating plot development

Extend students’ knowledge by going through the definition of diegetic and non-
diegetic sounds, as well as the functions music performed, on the handouts. For
students who are interested to delve deeper into the role of music in film-making,
teachers may refer to the following website, which offers a detailed and
comprehensive analysis of the different functions of film music:

What is the function of film music? | Robin Hoffmann

www.robin-hoffmann.com/tutorials/guide-to-working-with-a-film-composer/12-wha
t-is-the-function-of-film-music/

As the power and effects of music are best illustrated with live examples, show
students the following Youtube video, which demonstrates how music can alter a
scene psychologically by setting different tones/moods with the boat scene from
Pirates of the Caribbean (starring Johnny Depp):

How Music Can Change a Film

www.youtube.com/watch?v=rn9V0cN4NWs

Go through the list of adjectives and verbs that help describe film music with
students. To deepen students’ understanding and provide opportunities for
application, teachers may:
 play some movie scores/sound tracks/themes songs from films, invite students
to describe the music and guess the genre of the film
 show some footages or film clips and ask students to describe the change in
music used and explain the reasons for the change in relation to the plot

46
 development, tone and mood of the scene, etc.

Teaching Suggestions to Cater for Learner Diversity

Teachers can reduce or increase the number of vocabulary items to be introduced

depending on students’ ability. If students are ready for learning more adjectives
that describe music, ask them to expand the list by looking for more words through
online research. The following website can be introduced to students:
Words for Music
www.words-to-use.com/words/music/

Challenging more advanced students

Teachers can challenge students with an extension activity:
1. Play the following YouTube video, which features a good collection of movie
scores from 30 famous films (e.g. A Space Odyssey, Love Story, James Bond
movies, Star Wars):

The 30 Most Famous Film Scores

www.youtube.com/watch?v=0di9tiulb4Q

2. Pause after each track to ask students to jot down a few adjectives to describe
the music and complete the template below:

Track Adjectives to describe the Adjectives to describe Film genre

music the mood/feelings (e.g. comedy,
created horror, thriller,
sci-fi, fantasy,
war,
romance)
1
2
3

Before students do Questions 2-3, teachers may play “My Shoes” again with the
screen off to ensure students focus solely on the music and events. Ask students to
jot down sounds they hear and recall the events in the film as they listen. Signal to
students when the tempo and pace of music change to check if they can remember

47
what happens at that moment. In doing so, students will realise how the change in
music corresponds to the development of the plot.

When teachers provide feedback on students’ answers to Questions 2 and 3, the

focus should be on whether students can describe the music and discuss its change
and effects with appropriate vocabulary. Where necessary, guide students to use
sample sentence structures to explain the effects of the music in Question 3, for
example:
 The music creates a sense of [feeling nouns].
 The music imparts a feeling of [feeling nouns] to the scene.

Below are the suggested answers to Questions 2 and 3:

2. List the diegetic and non-diegetic sounds you hear in the film “My Shoes”.
*Diegetic sounds People teasing and laughing, birds’ chirping, footsteps,
water flowing in the stream, sound of the big bird
flapping wings, the frantic cry of the boy (in wild
excitement)
Non-diegetic sounds background music (piano)

* Note: Teachers may tell students that despite being considered on-location sounds,
most diegetic sounds made by people (e.g. footsteps) and props (gunshots) in the
scene we hear in films are not recorded on location, but are added in the post
production stage. The on location shooting and recording focusses mainly on the
characters’ speeches and dialogues.

3. Select two memorable excerpts from the film. Describe how music is used in the
selected scenes and explain the functions and effects.

Brief descriptions of What and how music is Functions and effects

the chosen footage used
The opening scene Slow and sentimental Music is used to set the sad
with the close-up on a piano music is used. tone of the story, bring out
pair of worn-out shoes, the loneliness of the boy
followed by a tilt-up to and portray him as a
show the boy sitting on dejected outcast wanting his
the bench with a long peers’ acceptance.
face. (0:05-0:25)

48
The scene when the The music starts to surge The change in pace and
two boys switch their and gather momentum at mood of the music signifies
roles after the poor the moment when the a magical moment and a
boy’s wish has come boy’s wish is granted. The sudden change, which is
true. tempo/pace of the music also the climax of the story.
(2:29-2:37) has also changed from The fast music creates
slow to fast. excitement and an uplifting
mood, which helps build the
viewer’s anticipation and
provides a stark contrast
with the painful realisation
and poignant ending.

49
 (III) Cinematic Aspects: Camera Shots

Explain to students the following three factors to be considered in the discussion of

camera shots:
 Length of shots
 Camera angles
 Camera movements

To develop students’ understanding of cinematography progressively, the three

factors are dealt with one by one as three separate items. In reality, the three
elements are intertwined in film making and often considered holistically. For
example, as the camera moves, the camera angles and the length of the shots (or the
amount of space contained within a frame) are also altered. Teachers might like to
follow the approach and sequence adopted in this set of materials to introduce basic
concepts and terminology of camera shots to students. When students have acquired
basic understanding and mastered the language to discuss film shots, teachers can
encourage them to apply the knowledge integratively to analyse selected scenes
from the set film in the syllabus or their own-choice film for the portfolio.

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 (i) Length of Camera Shots

The purpose of the section is to enable students to identify and describe shots of
varying lengths in a film.

Go through the notes to introduce the basic types of camera shots to students.
Remind students that in addition to the five levels listed on the handouts, there may
be finer distinctions. For example, a medium close-up is half way between a medium
shot and a close-up, which shows the face more clearly without getting
uncomfortably close.

To deepen students’ understanding of different shot lengths before they complete

the exercise, teachers may:
 show film images with different shot lengths to illustrate the concept
 ask students to search for images of different shot lengths from the Internet
(They can simply do so by typing “close-up shot” and select “image” for search
engines like “Google” or “Yahoo”)
 ask students to use cell phones to take photos of different shot lengths and
show them in class

Below are some suggested answers to Question 4. Any other reasonable answers
should be accepted.

4. Look at the following shots from “My Shoes”. Identify the type of camera shots
used in each shot and explain the effects created:
Shots Descriptions
An extreme wide/long shot is
used to show the boy walking
to a tree to lean under it.

The shot shows the vast

outdoor setting and the boy’s
relatively marginal position in
the scene, which matches his
feelings of unimportance and
abandonment as well as his
sense of inferiority.

51
 A long shot is used to show the
two boys gazing at each other
on the bench.

The shot helps establish the

two boys as polar opposites
and highlight the huge gap
between them, as the two
boys are each seated at one
end of the bench.

A medium close-up is used to

show the boy in deep thought
and his displeasure.

The shot draws the audience’s

attention to the boy’s facial
expressions and state of mind.

An extreme close-up is used to

show the boy closing his eyes
to make a wish.

The shot captures the fine

details of the boy’s face and
accentuates his intense
feelings and emotions.

52
 (ii) Camera Angles

The purpose of the section is to enable students to identify and describe shots taken
from different camera angles in a film.

Go through the notes to introduce different kinds of camera angles to students.

Remind students that in addition to the four generally used terms to describe camera
angles, there may be finer and more precise descriptions (e.g. over the shoulder,
over the head shot). If students can master the four types of camera angles listed on
the handouts, teachers may introduce one more term to them:
Dutch angle (also known as German angle or Dutch tilt) is a camera shot in which
the camera angle is deliberately slanted to one side. The oblique and canted angle
can be used to create dramatic effects and portray unease, confusion and
disorientation (e.g. madness, intoxication).

To deepen students’ understanding of different camera angles before they complete

the exercise, teachers may:
 show film images with different camera angles to illustrate the concept
 ask students to search online for images taken from different camera angles
(They can simply do so by typing “high-angle shot” and select “image” for
search engines like “Google” or “Yahoo”)
 ask students to use their smart phones to take photos from different camera
angles and show them in class

Below are some suggested answers to Question 5. Any other reasonable answers
should be accepted.

5. Look at the following shots from “My Shoes”. Identify the camera angles used
and explain the effects it creates.
Shots Descriptions
An eye-level shot is used to allow
the audience to look straight on
the boy in a comfortable and
natural way. The shot presents
the subject in a more neutral and
objective manner with little
visual distortion and emotional
manipulation.

53
 An over the shoulder shot is used
to highlight how the shoes are
imbued with life and used as
puppet characters for the boy to
express his pent-up feelings. The
camera angle allows us to see
clearly how the boy speaks in the
roles of the puppet characters
and synchronises the movement
of the “puppets’ mouths” with
his worn-out shoes.

A high-angle shot is used to show

the boy is focusing his attention
on the other boy’s new shoes.
This high-angle shot is used as a
point-of-view shot to suggest a
view from the poor boy’s
perspective.

A low-angle shot is used to show

the poor boy as being hostile and
unfriendly and somewhat
threatening, staring at the other
boys’ legs and shoes. The camera
angle helps capture the boy’s
silent aggression.

54
 (iii) Camera Movements

The purpose of the section is to enable students to identify and describe different
kinds of camera movements used in the film-making process.

Go through the notes to introduce different kinds of camera moves to students.

Remind students that the six types of camera moves listed on the handouts are the
basic ones. Sometimes, a combination of camera moves are used simultaneously (e.g.
pedding while panning, dollying and zooming at the same time [also known as a
zolly] ).

To help students talk about how the camera moves in different shots, it may be
necessary to introduce the verb form of these moves as well:
Nouns Verbs
A pan The camera pans across the room.
A tilt The camera tilts up/down to show the person from head to
toe.
A dolly/tracking The camera tracks a soccer player running through the
shot shadows while kicking the ball.
A trucking shot The camera dollies/trucks to the right as flowers sway in the
breeze.
A pedestal shot The camera peds down to capture the contours of the man’s
body.
A crane shot The camera cranes up to slowly reveal an almost endless
expanse of wounded and dying soldiers.
A zoom The camera zooms in to show two people sitting by the side of
a river.

To deepen students’ understanding of different camera moves before they complete

the exercise, teachers may:
 show film excerpts with different camera moves to illustrate the concept
 play a short scene from a film, mute it and ask the students to call out the
camera movement they can spot as they are watching the scene
 ask students to make short videos with their smart phones to demonstrate the
use of different camera moves

55
Below are some suggested answers to Question 6. Any other reasonable answers
should be accepted.

6. Watch the three excerpts from “My Shoes”. Describe the camera movement in
each and the purpose(s)/effect(s) achieved.

Duration Camera movement and the purpose(s)/effect(s)

0:13-0:25 The camera tilts up to move away from a close-up on the worn-out
shoes to reveal the owner of the shoes. The camera movement not
only draws our attention to the boy’s long face, but also explains the
reason why he is feeling so.
0:33-0:38 A dolly/tracking shot is used to follow the movement of the boy, first
focusing on his feet, and then to his upper body. The dolly shot gives
the audience a three-dimensional feeling of moving through space
with the character.
0:57-1:03 The camera peds down to capture the movement of the falling
feather. The camera movement not only shows the lightness of the
feather in the air, but also helps link up the two main characters with
an object (i.e. the feather from the bird flying over the poor boy
eventually falls on the smiley boy) and smooth out the narrative
transition.

To enrich knowledge on camera movement, teachers may refer to the following

website, which provides a comprehensive analysis of different camera moves:

Camera Movement
www.filmreference.com/encyclopedia/Academy-Awards-Crime-Films/Camera-Move
ment.html

For students who wish to know more about the topic of camera movements,
teachers may recommend the following YouTube video clips to them:

Videos Descriptions
Camera Movement The video explains different kinds of
www.youtube.com/watch?v=45e1XuA-oLY camera moves (e.g. a tilt, a pan, a
dolly/truck movement) with extracts
from films. It also shows the
equipment or methods used to create
the camera movements.
Camera Movement Tutorial: How to Create The video explains how different

56
Emotion camera moves (e.g. craning up/down,
www.youtube.com/watch?v=_P3oxjnFr0c a quick pan) can create different
feelings and emotions (e.g. fear,
tension, uneasiness, surprise, shock, a
sense of loss and abandonment) in a
film.

57
 Extended Learning Activities

To help students consolidate their knowledge about camera shots, teachers might
play one of the following clips in class as a recap after covering the three
sub-sections on camera shot lengths, angles and movements:

Video Clips Descriptions

Basic Camera Shots for Filmmaking The filmmaker illustrates with a girl’s
www.youtube.com/watch?v=ICcE72RwEyc face how different camera shots, angles
and movement can be used to tell a
story in the absence of any speech or
dialogue. Cinematic terms are displayed
to help students identify the relevant
shots and understand the concepts.
Camera Angles with Zach King Different camera shots, angles and
www.youtube.com/watch?v=tD63b6Z-Tr0 moves are illustrated with examples
from films and on-location shooting. The
speaker in the video provides
explanations with a mix of theory and
action.

Useful references

For students who wish to explore the topic of camera shots further on their own.
Teachers can recommend the following websites to them:

Websites Descriptions
Camera Angles - Mediaknowall The website provides clear descriptions,
www.mediaknowall.com/camangles.html explanations and examples on different
camera shots, angles and moves.

Media College – Shot Types The website offers clear explanations

www.mediacollege.com/video/shots/ on different camera shots and film
terms with examples. It also provides a
search function for students to enter
film terms that they wish to know more
about.

58
 (IV) Cinematic Aspects: Editing

The purpose of the section is to enable students to identify and describe the basic
editing in a film.

Editing describes the relationship between shots and the process by which they are
combined. It is essential to the creation of narrative space and to the establishment
of narrative time. Editing is a huge topic that can be too technical and complicated
for students. The handouts serve to simplify concepts of editing to suit students’
cognitive level. Teachers should exercise their professional judgement to draw a line
between cinema studies and the study of a film in the Literature in English
curriculum. While a better understanding of film concepts can sharpen students’
critical eye and awareness of details of the film they study, it is not necessary for
students to memorise the definitions of these concepts and use technical terms to
talk about the production of a film.

Teachers can go through the notes on (1) the purposes of editing, (2) the
relationships between shots established by editing, (3) two major editing styles and
(4) major editing techniques with students.

To enhance students’ understanding, the following YouTube videos can be used to

explain complex editing terms and concepts:

Concepts Videos Descriptions

Editing Continuity and Montage The story of two
styles www.youtube.com/watch?v=OHutAjyyfCw characters is presented
first with the use of
continuity editing and
then montage editing to
illustrate the difference
between the two editing
styles.
Match-cuts Match-cuts in Film Editing Three types of match cuts
www.youtube.com/watch?v=El28XrjtcMI are explained in simple
language and illustrated
with examples from
famous films.

59
Cross-cuts Cut and Transition 101 The video provides good
Jump cuts www.youtube.com/watch?v=OAH0MoAv2 examples to illustrate a
Fade in/out CI number of editing
Dissolve techniques.

“Cuts” are a particularly broad area in editing. The types of cuts listed on the notes
(e.g. jump cuts, cross-cuts, match cuts) are the most obvious ones but are by no
means exhaustive. Teachers and students may come across many other terms (e.g.
cut-away, cut-in) that describe cuts. Teachers should note that definitions and
judgements on the types of cuts may vary from person to person, subject to one’s
interpretations on the relationship and transition between shots. The emphasis of
teaching should be put on describing the transition between shots in relation to the
meaning of the film/scene(s), rather than the correct identification of editing
techniques. Similarly, while different kinds of match-cuts are explained in simple
language in this section, students are not expected to identify all these in a film as
this level of detail are not expected in their film analysis. For the average learner,
describing the editing in simple sentences (e.g. The shot showing …[descriptions of
the 1st shot]… is cut to another shot that features …[descriptions of the 2nd shot]…,
which highlights …[the effects of the edit]... ) would suffice in their essays and the
portfolios.

For students who wish to explore the topic of editing in greater depth, teachers may
recommend the following online resources to them:

EDITING | College Film & Media Studies The webpage provides detailed
collegefilmandmediastudies.com/editing/ explanation of the graphic, rhythmic,
spatial and temporal relationship
between shots and the editing
techniques that exemplify each. Clips
from famous films are used to illustrate
the concepts.
Breaking Down the 180-Degree Rule The video explains the “the 180 degree
www.youtube.com/watch?v=HinUychY3sE rule”, which is useful for understanding
how editing techniques such as cutting
on action and shot reverse shots work.
The video shows why the 180 degree
action line is usually followed to
maintain consistent directions of actors

60
 and actions in scenes with edited shots.

Below are the suggested answers to Questions 7 and 8. Any other reasonable
answers should be accepted.

7. Choose two segments from “My Shoes”. Identify the editing techniques used
and the purpose(s)/effect(s) achieved:

Duration Editing techniques used and the purpose(s)/effect(s) achieved

1:28-1:31 Shot reserve shots are used to show the two boys’ reaction and
attitude to each other. They exchange glances and study each other
on the bench. The camera switches between their
perspectives/points of view to show their interaction.
2:30-2:38 Cross-cutting is used to show the actions of the boys alternately
(i.e. one sitting on the bench contentedly and the other running
and yelling excitedly under a tree) after their role reversal. The
cross-cuts show the two characters’ actions in two locations in
parallel, inviting us to draw connection and contrasts between
them, as well as paving way for the surprise ending.

8. Which editing style does “My Shoes” adopt – continuity editing or montage
editing? Explain your answer.
Continuity editing is adopted in “My Shoes” to create spatio-temporal
consistency and a logical coherence between events. The film unfolds the story of
the two boys in a chronological and realist manner. The editing mainly serves to
facilitate the smooth narration and transition of time and space.

61
 Conclusion

As in the study of any literary genres, understanding “what is presented” comes

before analysing “how it is presented”. In the Literature in English curriculum and
assessment, any analysis on the cinematography (e.g. the use of music and sound
effects, shot lengths, camera angles and movements, editing techniques, use of
lighting and colours) must be grounded in the context of the story. Students must
fully comprehend the plot and message of the film before they analyse how the
cinematic techniques contribute to thematic conveyance and evaluate the
effectiveness and achievement of the film.

The tasks suggested in this set of materials are mainly noticing activities to build
students’ film knowledge and analysis skills. The questions can easily be adapted for
use with other short films or excerpts from longer films. For teachers who wish to
provide students with more opportunities for application and practice, the following
short films can be considered for use when designing follow-up/extended learning
activities:

Short Films Synopses

Passing (directed by Jolie Hales) The five-minute short film tells the
www.youtube.com/watch?v=Pg_1Pn9YcKg story of how Rob, a grumpy old man,
sees his marriage in a different light
upon watching a customer in a flower
shop.
Too Shy (directed by Ryan Hutchins) The eight-minute short film is about
www.youtube.com/watch?v=W3vzWIU-gsg how a boy is too shy to confess his love
for a girl. The story is told with the use
of flashbacks and flash-forwards and
other editing techniques to facilitate
narrative, spatial and temporal
transitions.

62
 References

Barsam, Richard, and Dave Monahan. Looking at Movies: An Introduction to Film.

New York: W. W. Norton & Company, 2015.
Bordwell, David, and Kristine Thompson. Film Art: An Introduction. New York:
McGraw Hill, 2009.
Lewis, John. Essential Cinema: An Introduction to Film Analysis. Boston: Cengage
Learning, 2013.
Monaco, James. How to Read a Film: Movies, Media and Beyond. Oxford: Oxford
University Press, 2009.
Nelmes, Jill, ed. An Introduction to Film Studies. New York: Routledge, 2011.
Sikov, Ed. Film Studies: An Introduction. New York: Columbia University Press, 2009.

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