Mise En Scene Of Titanic Film Studies Essay

Mise En Scene Of Titanic Film Studies Essay This is the final chapter; the Mise-en-scene and Ideological model will be discussed and applied to the findings and analysis that have been discussed in chapter four. Besides that, this chapter will be answering the research question in chapter one, the achievement of the objective of this study will be discussed also. At last, there will have some suggestion for the future research in order to improve and develop a better thesis on this particular topic. 5.1 Concepts and Theories Applied There have two concepts and theories that applied in this research, which is the mise-en-scene and ideological models. Both theories will be discussed and applied to the findings and analysis that have been discussed in chapter four. 5.1.1 Concepts and Theories Applied Mise-en-scene The film Titanic has attracted audiences mind successfully, this is applicable to the theory mise-en-scene. According to Timothy Corrigan (1994), the mise-en-scene is a French term that roughly translated as what is put into the scene (put before the camera). So, based on the mise-en-scene theory, in order to produce a successful film, filmmaker needs to decide what put into the scene before the shooting work. There have five elements of mise-en-scene which are the setting, costume and make-up, lighting, space and also acting style. These five mise-en-scene elements are the key to make the film Titanic successfully. The setting in this film has created the contrast between higher and lower classes. The vivid acting style by several main and supporting characters has enhanced the storyline, and also made the story run smoothly. Lighting in this film has created meaning in all scenes, the mood has enhanced through different lighting in several scenes. The costume in this film is functional in telling audiences that the different characteristic of the characters in the scene, its also enhanced the contrasted class level in this film. Space arrangement in this film has giving the meaning to the particular scene through different camera placement and camera shot. According to Heather Logas and Daniel Muller (2005), mise-en-scene in used in all genres of fill to shows the full range of human emotion. Through the focus group, respondent M1 and F1 are telling that the scene of Jack lets Rose lying on the wood after the ship sank is memorable to them, because this scene is emotional, and showing that the best human emotion in that kind of situation. Respondent F2 has credited to the scene the flying scene of Jack and Rose at the ship, this scene is romantically, she said that the mise-en-scene elements in this scene have done well. Based on the results on focus group, more than a half respondent are preferred the acting style when viewing a film. Debi Buckner (1983) stated that the actors job is to convey a message to the particular audiences. They will fail in their task if their work is so obvious that audiences are more concerned with their effort than with the message to be conveyed in the film. In the focus group, all respondents are only called the name of the main characters as Jack and Rose, there has nobody to call their name as Kate Winslet and Leonardo DiCaprio, this is fulfilled the statement of Debi Buckner (1983), because audiences watching the film are only remember their characters name and their characteristic in the film, the actor and actress has convey the message successfully in this film, the name Jack and Rose are still memorable while people discussing about the film Titanic. Heather Logas and Daniel Muller (2005) stated that the exploration of the concept of mise-en-scene has allowed filmmakers to communicate information to the particular viewers. Mise-en-scene is a holistic approach in the frame constructing process. Through the focus group in chapter 4, all the respondents are agreed that the film Titanic is a film successfully attracted audiences mind and created a lot of memorable scene. Until today, they are still remembering some particular scene in this film. 5.1.2 Concepts and Theories Applied Ideological Models Ideological models refer to the relationship between the films and society in terms of the representation of social and political realities. So, most of the films would add in the ideological elements into the plot or story. Teun A. Van Dijk (1996) stated that a variety of discursive structures and strategies might be used in order to express the ideological beliefs and also the social or personal opinions derived from them. Through the focus group, most of the respondents are stated that the class studies are strong portrayed in the film Titanic. The contrasting between higher and lower classes is obviously seen in this film. Respondent M1 said that the scene that the memorable class studies applied in this film is the lower class peoples are playing lousy instrumental and sing the local song at the lower floor of the ship while higher class peoples are playing violin, piano at the upper floor of the ship, the different treat to the different class in the ship is most obvious to portray the class studies in this film. Respondent F3 has noticed that the lifestyle of the passenger in the ship is also the class studies that the filmmaker intends to portrayed in the film Titanic, because the film was shows that the same social status people should group together. Most of the respondent in the focus group has stated that the ideological class studies were applied in the film Titanic. According to Douglas Kellner (1991), ideology refers to primarily, which those ideas that legitimate the particular class rule of the capitalist ruling class, ideology is those sets of ideas to promote the capitalist class economic interests. Respondent F4 stated that most of the time the higher class will look down at the lower class in the film Titanic. In this film, audiences can see the higher class, which is the rich person is having the special treatment in the ship. After the ship hits the iceberg, most of the save boat in the ship are given seat primary to the higher class, this is showing the contrasting between the poor and rich person treatment. Furthermore, Mise-en-scene elements in this film are aided to portray the ideological elements, especially the costume and setting between the lower and higher class people in the ship. Higher class is wearing the high quality and extravagantly shirt/dress, but the dressing of lower class is casually and low quality. For the setting, higher class are in the upper level with extravagant decoration, but the lower class are in the lower level with simple decoration. Because the mise-en-scene makes the ideological elements obvious in the scene, so, audiences can easily to get the message that the filmmaker intended to send out. Answering Research Questions How were the five elements of mise-en-scene applied into the movie Titanic? Through the content analysis, findings showed that the film Titanic has successful with well done of mise-en-scene elements. These five mise-en-scene elements are acting style, setting, space arrangement, costume and lighting. All the above elements was applied into the film Titanic to enhanced the storyline and also make the story run smoothly. Based on the findings of content analysis in chapter 4, the setting in this film has created the contrast between higher and lower classes. The vivid acting style by several main and supporting characters has enhanced the storyline, and also made the story run smoothly. Lighting in this film has created meaning in all scenes, the mood has enhanced through different lighting in several scenes. The costume in this film is functional in telling audiences that the different characteristic of the characters in the scene, its also enhanced the contrasted class level in this film. Space arrangement in this film has giving the meaning to the particular scene through different camera placement and camera shot. So, these five mise-en-scene elements in the film Titanic is the important key to make this film successfully and memorable. What are the ideological elements portray in the movie Titanic? Through the discussion of the focus group, findings showed that respondent M1, F1, F3 and F4 also agreed that the film Titanic has portrayed the class studies, Because ,most the scene has showing the different classes life obviously. There have several scene in this movie has strongly portrayed the class studies in the discussion such as the scene of the lower class peoples are playing lousy instrumental and sing the local song at the lower floor of the ship, while the high class peoples are playing violin, piano and so on at upper level has showing the different lifestyle of different classes lifestyle. The film Titanic always showing different classes of people can get different treat in the ship. This film has shows the social status obviously through their lifestyle, this film has shows that same social status should be grouping together. The status symbol in this film is being portrayed most of the time especially the higher class will look down at the lower class. Besides that, respondent F2 said that the race studies were portrayed in this film; because the film has shows there have different races passengers in the ship, this show obviously through their costume and spoken language. What is the most preferred mise-en-scene element by the viewers in the movie Titanic? From the discussion of the focus group, findings showed that the most preferred mise-en-scene element by the viewers in the movie Titanic is the setting, there have three respondents are preferred the setting when viewing the film Titanic. The setting in this film mostly is in the ship, it is suitable and luxurious setting, show the social status of some character obviously in this film and also the Titanic cruise is grand and extravagant, its look real and viewer can feel like they are inside the ship while watching this film. Following is the costume; because it can giving audiences the knowledge about the England last century high and low classes people costumes. Besides that, findings showed that the most preferred mise-en-scene element by when viewing a film is the acting style. Four of the respondents said that they are preferred acting style when viewing a film. They are preferred acting style, the reason is because the good acting style can lead the movie into higher level and credit for the whole artwork, audiences will have no interest to certain film that the poor performance of actor or actress. The acting style of character can enhance the storyline of film. Achievement of Objectives This research has investigated the five mise-en-scene elements those are seen in the movie Titanic. We can know this through the findings of content analysis. The results showed that these five mise-en-scene elements (acting style, setting, space arrangement, lighting and costume) are done well in this film in order to make it run smoothly and memorable. Besides that, the finding of the focus group has showed that the ideological elements portrayed in the movie Titanic. Among five of the respondent, four of them agreed that the ideological element that portrayed the most in the film Titanic is the class studies. It is because the contrasting between high and low culture is strong portrayed in this film. Besides, the race studies also have portrayed in the film, because audiences can able to view that the passengers in the ship is consist by different races, this shows obviously through their costume and spoken language. The most preferred mise-en-scene of Titanic by viewers also has found in the focus group. The result shows that the setting in this film is the most preferred mise-en-scene aspect when they are viewing this. Among the five respondents, there have three respondent that is preferred the setting of the film Titanic. Besides that, the focus group also found out that normally audiences are preferred the acting style while watching a film. Suggestions for Future Research Researcher need to do a lot of research from various sources and aspects to develop a better understanding about the mise-en-scene and ideological models in conducting this research. Readings of the journals regarding the researched by past researcher was needed in the progress. So, the journal, past research and book is helpful for this research because it can give the researcher the ideas and suggestion which are helpful in guiding the researcher from the beginning until the end of this research. Furthermore, the focus group is useful for this research topic, better to find the respondent that who have the basis understanding about the mise-en-scene and ideological models, students of film studies was preferred, so that the result can be more deeply and accurate. Additionally, Researcher need to me consistent, persistent and stay awake all the time when conducting research, although it is stress, but the researcher need to be patient and confidence to finish it. Conclusion The main purpose of this research is to analyze the mise-en-scene and ideological elements portrayed in the film Titanic, and also to discover which mise-en-scene aspect that viewers preferred by viewing the film Titanic. The five mise-en-scene elements have been analyzed through content analysis at the end of this study. Besides that, setting, the most preferred mise-en-scene element by the viewers when viewing the film Titanic has found out through the focus group discussion. And the ideological elements portrayed in this film which is the class studies has found out through the focus group discussion. In order to get the better understanding and concepts for this study, readings for the pass research is very important either through online or book. These concepts can help to researcher conduct the research smoothly. As a conclusion, through this research assignment, the three objective of research has been achieved, and also answered the three question of study, hopefully the film Titanic can be conducted by future researcher because this film is the good example of film successfully.

Emily Dickinson and Charles Wright :: essays research papers

Faith and spirituality can be explored in the poetry of the New England poet Emily Dickinson and the Southern poet Charles Wright. Dickinson seeks for inspiration in the Bible, while Charles Wright looks to Dickinson as a source of information, guidance and inspiration. Wright suggest that â€Å"[Dickinson’s] poetry [is] an electron microscope trained on the infinite and the idea of God†¦. Her poems are immense voyages into the unknowable.†(Quarter) Charles Wright whose poetry captures a compilation of influences states that "There are three things, basically, that [he] writes about — language, landscape, and the idea of God." Dickinson and Wright centered their poetry in their belief in God and both share the influence of the Bible. Although, Emily Dickinson physically isolated herself from the world she managed to maintain friendships by communicating through correspondence. Ironically, Dickinson’s poetry was collected and published after her death. Dickinson explores life and death in most of her poems by questioning the existence of God. Dickinson applies common human experiences as images to illustrate the connection from the personal level of the human being, to a universal level of faith and God. This can be seen in Dickinson’s Poem (I, 45). There's something quieter than sleep Within this inner room! It wears a sprig upon its breast— And will not tell its name. Some touch it, and some kiss it— Some chafe its idle hand— It has a simple gravity I do not understand! I would not weep if I were they— How rude in one to sob! Might scare the quiet fairy Back to her native wood! While simple-hearted neighbors Chat of the "Early dead"— We—prone to periphrasis Remark that Birds have fled! Dickinson employs vivid impressions of death in this poem. In the first line, she employs the analogy between sleep and death; sleep is silent but death lives within silence. She uses the word â€Å"it† to help identify something other than human. She declares that â€Å"it†¦.will not tell its name† as thought it refuses to speak and then resents the dead for its stillness and laziness. Then she acknowledges the attraction she has to death by doubting its â€Å"gravity†. In the third stanza, she expresses that she would not cry for the dead because not only is it offensive to the dead but it might panic the soul to return to dust. Christians believe that from the earth we are made and once we die, we return to the dust of the earth.

Causes of the boom years in the 1920s Essay

Causes of the boom years Employers were working fewer hours however were being paid more. This therefore meant industrial goods produced were also increasing. American’s had more time for leisure and more money so electrical labour-saving devices were being introduced becoming affordable by many people. Motor cars eased travel to and from work as well as for leisure pursuits. It was the golden age for cinema and sport attracted vast crowds. Reasons for prosperity: government policies Calvin Coolidge stated ‘the chief business of the American people is business.’ This was his government policy to let business operate as far as possible, free of regulation. Andrew Mellon and him believed wealth filtered down naturally to all classes and to ensure increased living standards for all was to allow the rich to continue make money to invest in industrial development which therefore meant more job opportunities, more wage earners, more consumption etc. this policy was laissez-faire but the government intervened to support business in 4 ways: High tariffs: Fordney-McCumber Act 1922 à ¯ raised tariffs to cover difference between domestic and foreign production costs Cheaper to buy goods from USA than abroad Tariff level à ¯ foreign goods more expensive than USA even though produced cheaper in USA Foreign trade reduced = domestic demand for goods high Tax reductions: Government reduced federal taxes – 1924, 1926 and 1928 (benefited wealthy) Mellon à ¯ handed out tax reductions Coolidge à ¯ operated on surplus Aim à ¯ reduced national debt, federal tax cuts = meant little to poor as not able to pay taxes Fewer regulations: Federal Trade Commission à ¯ unable and unwilling to operate effectively causing businesses unhindered Foreign policies: Coolidge à ¯ avoided involvement in foreign affairs due to budget cutting an recognition that Americans didn’t want to see troops getting caught up in foreign disputes. This meant that investors would favour profit ever over ethical concerns Technical advances: Technical advances in industrial production made increases in quantity and variety of products Motor vehicle industry: This industry grew dramatically in the 1920s. It was the largest for commodities. Previously cars had only been for the wealthy but Ford wanted the ordinary to be able to afford one Effects of growth in car ownership: Ford thought this would strengthen traditional American values but it led to: Road deaths à ¯ 20,000 per year By 1929, motor industry employed 7% of all workers and paid them 9% of all wages Closure of Ford à ¯ factor to recession of 1927 Loss of business by companies providing components to Ford real problems in economy Road building: Breaking of laissez-faire à ¯ federal government expend on road building in 1920s Federal Highway Act 1921 à ¯ responsibility for road building to central government and highways. Construction = 10,000 miles per year by 1929 Chief Designer in Bureau of Public Roads 1936 à ¯ roads built unfit for use because of amount of traffic Motor vehicles à ¯ new service industries e.g. garages, petrol stations etc. Improved transportation = new opportunities for industry Electrical consumer goods: New technology = large scale development of labour saving devices as cheaper to produce Serious over production = problems in economy New business methods: Growth of huge corporations Large corporations manufacturing business = could invest in and exploit raw materials of USA on vast scale Large corporations could dominate industry by: Operating cartel (group of companies agreeing to fix output and prices to reduce competition and maximise profits). Although illegal, government accepted which involved exploitation of raw materials, retail outlets etc. Some organisations were able to adapt to holding companies which resulted in firms competing against each other Management science: Increased size of businesses à ¯ complex to manage = different management roles by different people in administration Growth of business schools Management science, occupation for upper class = indication harder to start own company Increased production Advertising and salesmanship: Cinema Millions of cinema-goers to copy lifestyle of stars meant potential for advertising was enormous Radio: Began with KDKA station which announced results in 1920 elections Radio’s controlled by 2 companies with a vast audience Constant need to create demand: Growth in industrial production needed a continuous market in order to fuel the boom as people needed to be convinced to buy things frequently. An aspect of a campaign needed to be bought in which would differentiate between one’s product and that of the competitors to promote unique selling point. Advertising techniques worked for many consumers. Easy credit: Massive consumer boom was financed largely by easy credit facilities 1929 à ¯ $7 billion goods were sold on credit – 75% of cars and half of major household appliances Availability of credit meant borrowers took on debts which they could not repay Influence in foreign countries: High tariffs were used to protect US markets however the government also encouraged businessmen to develop extensive interests abroad in terms of raw materials that fuelled technological developments. US exported vast amounts of manufactured products. In the 1920s with almost full employment, low inflation, high tariffs keeping foreign goods out of USA, benevolent government policies and a consumer boom the prosperity would go on forever.

Definition and Tips for Business Writing Best Practices

Business writing is a  professional communication tool (also known as  business communication or  professional writing) corporations and other professional entities use to communicate with either an internal or external audience. Memorandums,  reports,  proposals,  emails, and a variety of other business-related written materials are all forms of business writing. Tips for Effective Business Writing The purpose of business writing is a transactional one. Of course, the content of business writing relates to a business entity but it also relates to a specific and purposeful transaction between the writer and his or her audience. According to Brant W. Knapp, author of A Project Managers Guide to Passing the Project Management Exam, the best business writing can be understood clearly when read quickly. The message should be well planned, simple, clear, and direct. Fast Facts: Basic Business Writing Goals To Convey Information: Forms of business communication, such as research reports or policy memos, are written to disseminate knowledge.Delivers News: Professional writing is often used to share recent events and accomplishments with both internal and external audiences. Call to Action: Business professionals use writing in an attempt to influence others for numerous reasons from selling merchandise to passing legislature.Explains or justifies an Action: Professional communication allows a business entity to explain their beliefs or to justify their actions. The following tips, adapted from Oxford Living Dictionaries,  form a good foundation for business writing best practices. Put your main points first. State exactly why youre writing the correspondence upfront. One exception to this rule is for sales letters. Reminding the recipient of a past meeting or a common connection you share is an acceptable way to open as it may influence the recipient to be more amenable to your intended aims.Use everyday words. Using words such as about rather than concerning, expect rather than anticipate, and part instead of component will make your writing less stilted.Know your audience. Unless its aimed at an industry-specific audience, dont fill your writing with lots of technical jargon. (Specifics can be attached separately.) Adjust your tone to suit your intended reader. For instance, a letter of complaint would have a far different tone than a letter of reference. Finally—this should go without saying—never use derogatory or sexist language, and actively work to  eliminate gender-biased language from any form of business communication.Use contractions when possible. Business writing has undergone a shift from formal to a more accessible style so using we’re not we are, and we’ve not we have  is the way to go. Even so, you dont always have to use a contraction. A good rule of thumb is that if a contraction improves the sentence flow use it; if the sentence is more persuasive without it, use two words.Use active rather than passive verbs. Active verbs allow the reader to comprehend quickly and to understand more completely. For example, The decision has implemented to suspend production, leaves the interpretation of who made the decision to call it quits open. On the other hand, the meaning of, Weve decided to suspend production, is clear.Write tight. Again, using the example above, choosing the word decided rather than made the decision makes reading easier for the audience.Don’t be a slave to rules in every situation. Again, this is a case of knowing your audience. If your aim is to make your writing conve rsational, its fine to end a sentence with a preposition now and then, especially to improve flow and avoid awkward construction. That said, while many businesses have their own in-house style guides, elementary rules for style and grammar must be observed for your writing—and you—to be considered professional. Sloppy writing, poor word choices, or an unearned overly familiar attitude can come back to haunt you.Keep your font choices simple. Stick to a nice, clean type style such as Helvetica or Times New Roman and limit the number of fonts you use in correspondence. Your goal is something that legible and easy to read.Dont overuse visuals. According to sources at Technical Business Writing, Graphic displays should make up no more than 10 to 25 percent of the business writing. Too many graphics become confusing and often detract from the message you want to convey. A few, powerful, well-placed graphics will accomplish more to get your point across than something that looks like a bad attempt at scrapbooking.