Textual analysis: Dragonfly

Textual Analysis

Short film title: Dragonfly

Genre: Drama/ Fantasy

Year: 2007

Director: Kim Albright

Source: http://www.bbc.co.uk/filmnetwork/films/p004tb4l

Micro Element:

Camera angle, movement and position

1) Where is the camera positioned within the scene? Why do you think it has been positioned there?

2) What shot types are used? What meaning is created? How are camera angles used to suggest character representations?

3) Consider camera movement? How does this create meaning?

4) What is the depth of field and how does this impact on the meaning?

Framing

1) How have characters/locations been framed? What meaning is given trough this choice of framing?

2) Has the rule of thirds been followed / challenged?

3) What is inside the shot and for what purpose?

4) What is not in the shot? Why has this been done/for what purpose/meaning?

5) Has the rule of thirds been adhered to/ negotiated / challenged?

Editing and special effects

1) How has editing been used to create meaning?

2) How are techniques such as shot-reverse-shot, match-on action, 180 degree rule been used to create meaning?

3) How does editing and sound work together to create meaning?

4) What transitions are used and for what purpose?

5) How does the composition of shots (structure) create meaning for the audience?

Mise-en-scene (including location)

1) Where is it set?

2) What impact does the location have on the film? How does the location create atmosphere?

3) Consider props, costume, make up, hair, colour have been used to create meaning.

4) Consider lighting in detail. What impact does the lighting have? What atmosphere is intended?

Sound

1) Diegetic/ non-diegetic/ intra-diegetic?

There is both diegetic, non-diegetic and intra-diegetic sound used through out of the short film. For example: the handle turning, the music and the parents shouting.

2) Use of music? How does this create meaning?

The music is fairly fast paced at the beginning so helps to reflect the rush of the boy escaping the flat and running down the street. Then when we see the boy in his room the music changes to a set pattern which is repeated over and over again showing the boy is stuck in this same pattern of life and cant escape. There are some changes in music to show different things like going to a lower pitch to let audience know something bad is going to happen and the change when the parents come in. The bell sounds within the music help to create and show the genre of fantasy as it is such a mystical sound, and helps the audience to think they will see the fantasy soon. When the young boy is on the swing the music becomes more fast pace t show something is going to happen and when he jumps off the swing the music changes. The change in the music shows the change in the boy and how he feels freer and not stuck in a set rhythm like the beginning of the song was.

3) Dialogue?

The dialogue helps to create the meaning of fear in the boy as the only dialogue is swearing and shouting. It can help make the audience to think about what this young boy is going through and help to show his everyday life.

4) Consider the use of silence? How will the audience respond to silence?

The only complete silence is when the boy/dragonfly flies off towards the moon. This helps us pay attention to how he is escaped from his life, and as its at the end it helps the audience to quietly reflect on the film.

Script

1) How is the script used to develop the narrative? How important is the dialogue?

The only dialogue in the film is the shouting of abuse from the parents. This part of the script helps to develop the narrative as it is the main cue for the young boy to run away. The dialogue is fairly important as it shows that the shouting of abuse is the main reason why the young boy runs away from his home, to escape it all.

2) How does regional dialogue impact on the way in which the script is interpreted? (Reference to characters nationality etc)

The dialogue is not fairly clear, but from the words that are used the audience can tell or interpret that the family is not from a well off area which makes them feel sorrow for the young boy who is brought up that way.

Titles/ Institution Reference

1) What is the font type and how does this reflect the film?

The font type is white, small, rounded, simple and very plain. The small size of it can reflect how young he is. The Rounded very plain text shows how it is not that simple to escape from that situation.

2) Position on the screen and purpose of this decision?

The titles are positioned in the centre of the screen, the purpose of this decision could be to show how important and central the theme of the film is in real life and also for the obvious reason; to be seen.

3) What colours are used and why?

The white of the titles can reflect the young boys’ innocence and how he is the victim in the situation.

4) What reference is there to the film institution? What meaning is created through this relationship?

At the beginning the BBC Film Network logo is shown to show that it has been published and shown through this institution.

5) How long do the titles stay on screen for?

The beginning titles stay on screen for 4 seconds showing that its not that important.

6) Are they meant to be obvious/ conspicuous? Why?

They are meant to be both obvious and conspicuous. They are obvious so that the audience can see who it was made by and the title of the film clearly but then again the small size of the title reflects how problems like the small boy is in can be missed and over looked.

Macro

Genre specific elements; codes and conversations

1) Are audience expectations of this genre satisfied/ challenged?

The genre has been satisfied in the film. As a typical drama we see the emotion of the boy and how he feels to the realistic goings on of a broken household. Also towards the end of the film the fantasy genre has been satisfied as the boy swings so high and jumps off and turns in to a dragonfly. Which shows fantasy as it is something that would not happen in real life.

Narrative

1) How is the narrative being told? From whose perspective are the audience viewing the film? (Consider characters, first/third person)

The audience are viewing the short film in the third person as we are seeing it as if we are there watching it. The narrative of the film is being told in a non linear way as the film does not flow in a correct time order and jumps from scene to scene.

2) How is the concept of time represented?

Time is represented through the camera sequences as we can clearly see that the character is being shown at different times, as the shots are not in a linear flow. Also the narrative helps represent time as the film is not set in one place and changes scene.

3) What part do the characters play in moving the narrative along?

The young boy helps to move the narrative along by moving from scene to scene and not staying in one place. Also the constant movement of the characters helps to move this narrative along.

4) What is the narrative structure?

The narrative structure is non-linear as it does not flow in a correct time pattern and jumps from shot to shot. It does not follow Todorov’s or McKee’s narrative theory.

5) How will the audience understand the narrative?

The audience will understand the narrative as it does have a fairly simple flow even though sometimes it jumps from shot to shot.

Representation(s)

1) Context? What time is it set (past/present/future)? How does this impact on the character representations (consider societies views)?

At the beginning we see a young boy running in the film and as the film moves along the audience see that it is set in the future and then it jumps back into the present tense and shows how the boy ends up running. It impacts on the character representation as we can relate to them as we know that it is happening here and now, and we can do something to help and feel in their shoes.

2) How are characters represented through the use of the camera, editing etc; the micro elements; how do the micro elements build a representation for each character (what ingredients makes up the character)?

3) Following/ challenging stereotypes?

This is following stereotypes of an average broken house hold showing how the child is the victim in the situation. However it can be challenging it as boys do not change into dragonflies.

4) Can you apply Todorov’s theory? / Does the short film follow what he suggests?

You can not apply Todorov’s theory to this short film, as it does not follow the theory of the Equilibrium, Disequilibrium and then a New Equilibrium.

5) How are gender/ social class/ status/ sexuality/ age … being represented?

Social class in this film is being represented through the location of the film. For example we can tell they are not well off because they live in a block of flats which is not exactly run down but not pretty either. Also through the characters as the mum and dad of the young boy have been out drinking and are screaming at each other, which is not seen from a high social class and status family. Sexuality is being represented through the violence as we see that the man has the power as he shouts at his wife what to do his wife.

6) How are the audience being asked to identify with the characters? (How are they made to understand the characters?)

The audience are being asked to identify with the characters by understanding the young boys situation. They are made to understand the character by showing many close ups of how he reacts to situations and showing what ever he does, this is how we identify with him.

Audience

1) Who are the target audience?

Target audience could be anyone from a teenager up.

2) How do you know? /How is the film constructed to appeal to them (character representations/ themes/ script)?

I believe it is from a teenager and older because most people enjoy dramas as they believe it’s an insight on reality. Where as younger children are more entertained by unrealistic outlooks on life. It has been made to appeal to them by the construction of the film, it’s a more grown up way to view it through the use of non-linear narrative and use of shots.

3) How are the audience going to respond to the film?

The audience will respond to the film by thinking about the situation the young boy is in. Also to relate to the characters and think are they like them and what they can do to change it.

4) Who are the audience being asked to identify with?

The audience are being asked to identify with the young boy as he is the protagonist in the film, and the only character we see their face and their expressions. They are also being asked to identify with him as he is the one being hurt within the film, not physically but emotionally.

Themes/ Messages

1) What are the themes of the short film?

Escape, alcoholism, violence.

2) What is it trying to say? / What is it trying to teach us? Is it making a point/ argument?

I believe it is trying to teach us to be careful of what you do as you may end up hurting someone. Also as a parent your main priority is your child (ren) so be aware of what you are doing or saying around them. It’s trying to show us how children in broken families are affected and what happens to them and not focus on the adult’s pain.

3) Is it commenting on society?

It is commenting on society and how most people drink too much and should be aware of their actions when drinking as someone may get hurt like the young boy within the film.

4) What is the intended meaning/ implied meaning?

I believe the meaning of the film is that we should be aware of what we drink and be careful as we may end up hurting someone we love. Also to try and find an escape from your troubles, which does not involve something harmful; like the young boy believes he is a dragonfly.