S2 Curriculum for Excellence
Media Unit
Stephen Spielberg’s ‘Jaws’
By the end of this unit you will be able to write a critical essay
on the movie ‘Jaws’, directed by Stephen Spielberg.
Your critical essay will focus on the ways that the director
builds tension and scares his audience.
In this unit you will study several filmmaking techniques which
you will be able to discuss in your critical essay.
These techniques include:
 Analysis of the front cover
 Analysing the second attack
 Camera Angles
 Characterisation
 Music
Critical Essay Question
Analyse the ways that the director builds tension and scares the audience
in the film ‘Jaws’.
Skills
At the end of this unit I will have developed my skills in
talking and listening, reading and writing.
I will be able to:
 watch a text for enjoyment and interest, and express how well
it met my needs and expectations and give reasons, with
evidence, for my personal response. (LIT 3-01a, 3-11a)
 identify and comment on aspects of the director’s style and
other features appropriate to the genre using relevant evidence
(ENG 3-19a)
 show my understanding of what I watch by commenting, with
evidence, on the content of the text (LIT 3-07a, ENG 3-17a)
 make notes and organise them to develop my thinking, help
retain and recall information, using my own words as
appropriate. (LIT 3-05a,3-15a )
 identify and give an accurate account of the purpose and main
concerns of the text (LIT 3-04a)
 discuss and evaluate the characterisation using supporting
evidence (ENG 3-19a)
 review and edit my writing to ensure that it meets its purpose
and communicates meaning at first reading (LIT 3-23a)
‘Jaws’ background
The Film
• Jaws was made in 1975
•
Thriller film
•
Directed by Steven Spielberg
•
Based on Peter Benchley‘s novel of the
same name.
•
Jaws is widely regarded as one of the
greatest films of all times.
•
Original title was ‘Still in the Water.’
Characters and Story
The police chief of Amity Island, a fictional summer resort town, tries to
protect beachgoers from a giant great white shark by closing the beach,
only to be overruled by the town council, which wants the beach to remain
open to draw a profit from tourists during the summer season. After
several attacks, the police chief enlists the help of a marine biologist and
a professional shark hunter.
‘Jaws’ - Characters
Chief Brody
 He is the main character and the
film follows him.
 He is the Police Chief and has just
moved to Amity Island.
 He is scared of water.
 He wants to close the beach
because of the shark, but the
mayor won’t let him
Hooper
 He is a shark specialist who comes
to Amity Island to help catch the
shark.
 He is the person who confirms
that the first shark they catch
isn’t the right shark.
Quint
 He is a professional shark hunter
and he is hunting the shark for
the reward money.
 He was involved in a harrowing
incident during WW2 which
involved sharks.
 He is an unstable character.
The Shark
 The shark is a Great White shark
and it is hunting off the Coast of
Amity Island.
 It doesn’t behave like a normal
shark.
 We see things from the shark’s
point of view at different times.
Media techniques
Camera Shots and Angles
 Extreme Long Shot
In this type of shot camera shows the landscape and lots of background.
Any people in the shot are shown from head to toe. The setting dominates
the picture.
 Long Shot
The camera remains distant but not so far off. The setting continues to
take up most of the space in the frame. A standing actor fits completely
within the frame, neither his head nor his feet being cut off, though they
are not far from the frame edge.
 Mid-shot
Camera shows a person from their middle up and a little bit of
background.
 Close up
The camera is zoomed in on something – often a person’s head.
 Extreme close up
The camera is so close that only a part of something is seen, like a hand,
eye or ear.
 Point of View
The camera takes up the position of a character so we feel as if we are
looking at the scene from the character’s point of view, or over their
shoulder. This is done so the audience can identify with that particular
character.
 High Angle
The camera is high up, looking down on something, making the character
seem subject small, weak and vulnerable.
 Low Angle
A low angle shot is one in which the camera is low and looks up at the
character, making them seem larger, more formidable and menacing, or
perhaps, tall, regal and powerful.
 Pan
Short for panoramic. The camera moves in an arc from a fixed point.
 Track
The camera moves as if on a track following a person or subject.
 Zoom
The camera moves in to a close up, often used to focus attention on a
relevant detail or emphasise a character’s reaction.
Sound
 Diegetic – can see where the sound is coming from on screen (for
example: conversations, a radio playing)
 Nondiegetic – there is no source for the sound on screen, the sound
has been added.
 Parallel sound – the sound compliments what we see on screen (for
example: children on the beach laughing.)
 Contrapuntal sound – when the sound goes against your expectations.
Lesson One – Camera Shots and Angles
Learning Intentions - By the end of today I will be able to:
 Identify and discuss different camera techniques.
Link to CfE –I can identify and comment on aspects of a director’s style and other
features appropriate to the genre using relevant evidence. (ENG 3-19a)
Whole Class Task – Which Shot?
Look at the examples of the camera shots and angles on the board and decide
which of the following is being shown.
1.
2.
3.
4.
Boxer dog = high angle shot, close up or mid shot
Young girl = low angle shot, point of view or close up
Group of boys playing = long shot, extreme close up or zoom
Hollywood sign = extreme long shot, close up or mid shot
Paired Task – Cameraman and Model
In your pair decide who will be the cameraman and who will be the model.
You should then use the camera cut out you have been given and practise the
following shots:




Track
Zoom
Long Shot
Close Up
Try your best as you may be asked to demonstrate in front of the class.
Individual Task – Match Up
Read over the following worksheet and match the camera shots and angles with
the correct definitions.
Lesson One Worksheet – Match the correct camera angle and
shot to the correct definition. The first one has been done for
you.
Extreme Long Shot
The camera is so close that only a part of something
is seen, like a hand, eye or ear.
Long Shot
Short for panoramic. The camera moves in an arc
from a fixed point.
Mid Shot
The camera moves as if on a track
following a person or subject.
Close Up
The camera moves in to a close up, often used to
focus attention on a relevant detail or emphasise a
character’s reaction.
Extreme Close Up
The camera remains distant but not so far off. The
setting continues to take up most of the space in the
frame. A standing actor fits completely within the
frame, neither his head nor his feet being cut off,
though they are not far from the frame edge
The camera is high up, looking down on something,
making the character seem subject small, weak and
vulnerable.
Point of View
High Angle
The camera is zoomed in on something – often a
person’s head.
Low Angle
The camera takes up the position of a character so
we feel as if we are looking at the scene from the
character’s point of view, or over their shoulder. This
is done so the audience can identify with that
particular character.
Pan
A low angle shot is one in which the camera is low and
looks up at the character, making them seem larger,
more formidable and menacing, or perhaps, tall, regal
and powerful.
In this type of shot camera shows the landscape and
lots of background. Any people in the shot are shown
from head to toe. The setting dominates the picture.
Track
Zoom
Camera shows a person from their middle up and a
little bit of background.
Lesson Two – Sound
Learning Intentions – By the end of today I will be able to:
 Identify and discuss diegetic and nondiegetic sound
 Identify and discuss parallel and contrapuntal sound
Link to CfE - I can show my understanding of what I listen to and watch by
commenting on the form and content of short texts. (LIT 3-07a)
Whole Class Task – Match Up
 Diegetic - can see where the
sound is coming from on screen
(for example: conversations, a
radio playing)
A woman screams as a burglar
breaks into her house.
 Nondiegetic – there is no source
for the sound on screen, the
sound has been added.
A man laughs when he finds a dead
body in an alleyway.
 Parallel sound – the sound
compliments what we see on
screen (for example: children on
the beach laughing.)
A narrator describes what the
animals are doing during a
documentary.
 Contrapuntal sound – when the
sound goes against your
expectations.
A couple having a conversation in a
restaurant.
Paired Task – Creating examples
Working with your partner, try to come up with two examples of:
 Diegetic sound
 Nondiegetic sound
 Parallel sound
 Contrapuntal sound
Record your answers in
your jotter and be
prepared to share them
with the class.
Paired Task - ‘Lifted’
Watch the short animation film, ‘Lifted’, and then complete the following
table with your partner. We will then go over the answers as a class.
Sound
Example
Diegetic
Nondiegetic
Parallel Sound
Contrapuntal Sound
Individual Task – ‘Bounding’
Watch the short animation film, ‘Bounding’, and the complete the
following table by yourself. We will then go over the answers as a class.
Sound
Diegetic
Nondiegetic
Parallel Sound
Contrapuntal Sound
Example
Lesson Three – Description and Analysis
Learning Intentions – By the end of today I will be able to:
 define what is meant by description
 define what is meant by analysis
 be able to explain the difference between these two
terms
Link to CfE – I can identify and comment on aspects of a director’s style and other
features appropriate to the genre using relevant evidence. (ENG 3-19a)

Description is when you explain the action that is happening in the
scene.

Analysis is when you think about the effect the action has on the
audience and why the director chooses to show the action in a
certain way.
Whole Class Task – Description or Analysis?
A) A young boy walks towards his mother and asks if he can go back
into the water for another ten minutes?
B) The lion roars and chases after the group of tourists.
C) The camera follows the young boy, suggesting that he is going to be
important.
D) The camera focuses on the lion’s sharp teeth, showing that he is
dangerous and suggesting that something bad might happen to the
tourists.
E) As the young girl turned on the light her friends leapt out to yell
surprise.
Whole Class Task –Analysing an Image
Look at the still from ‘Jaws’ displayed on the board. We will analyse this
image as a class. For example:
Description (what we can see) – a man is facing the camera
Analysis (the effect the image has) - he is unaware of the danger
behind him, making us feel scared for him.
Individual Task – Analysing the DVD cover.
Complete the worksheet overleaf, remembering to both describe and
analyse.
Lesson Three Worksheet – Analysis of DVD cover
Analysis
Description
There are large
red letters,
spelling out the
name of the film.
The colour red has
connotations of
blood, suggesting
that the shark is
dangerous.
Analysis
Description
Analysis
Description
Description
Analysis
Lesson Four – Analysis of opening sequence, creating fear and tension
Learning Intentions – By the end of today I will be able to:
 identify different camera techniques used in the opening sequence of the
film
 identify different sound techniques used in the opening sequence of the
film
 comment on why these techniques may scare an audience
Link to CfE – I can identify and comment on aspects of the director’s style and
other features appropriate to the genre using relevant evidence (ENG 3-19a)
Task One – Music
You are going to listen to the music of the opening
sequence. You should then write down what you think is
happening in this scene.
You should think about why the music might seem scary
to an audience.
Task Two – Analysis of opening sequence (T.E.E)
This time you are going to watch the opening sequence and complete the
analysis grid overleaf. You will see the sequence more than once but you
need to concentrate.
Reminder
Technique - camera angle/shot or type of
sound
Explain – what is happening on screen
Effect – how does the camera angle/shot or
sound make you feel scared or tense?
Jaws TEE table (Analysis of opening sequence)
Technique
What camera shot/angle is
being used and/or what sound
technique is being used.
1. Point of view.
2. Nondiegetic sound.
Explain
Describe what is
happening in the
scene. (denotation)
This is the title
sequence, which is
filmed showing what
the shark can see.
The audience is
shown weeds as the
shark swims through
them. The music
gets louder and
faster as the scene
goes on.
The music builds up
and gets louder and
faster.
The camera pulls
back to show a wide
shot of the sea. We
can hear the noise of
the sea in the
background
Effect
Analyse how the camera and
sound help build up tension
and suspense for the
audience. (connotation)
By playing the scary music at
the same time as showing the
point of view of the shark the
director makes the audience
identify the music with the
shark. This creates tension
because the audience knows
there is something dangerous
in the water.
There is a shot of
the girl’s legs kicking
in the water and the
camera moves closer.
We cannot see the
shark.
There are pauses in
the attack, and the
camera shows the
boy slumped on the
beach.
After the attack
there is a sudden
silence. At the end
of the scene all we
can hear is the sound
of the sea.
Lesson Five – Analysis of second attack
Learning Intentions – By the end of today I will be able to:
 identify different camera codes and angles used during
the second attack of the film
 comment on why these techniques might scare an audience
Link to CfE - I can identify and comment on aspects of the director’s style and
other features appropriate to the genre using relevant evidence (ENG 3-19a)
Task One – Camera codes and angles paired quiz
Working with your partner, you are going to create four quiz questions for
another pair in the class.
For example:
Q. Which camera code is used when the camera follows a person on screen?
A. Track camera code
Remember, you are also going to be asked four questions. You should study the
media techniques sheet at the start of the booklet to help you.
Task Two – Discussion Questions
You are now going to watch the scene for the first time.
When you have finished you are going to discuss the following questions with
your partner:
 What signals are there to the audience about who is going to be
attacked?
 Why are the lilo, the dog owner’s shirt and the boy’s lilo all yellow?
 Why are the first two attacks close together at the start of the film?
 Why don’t we see the shark at this stage?
Be prepared to share your answers with the class.
Task Three – Analysis of Second Attack
You will now watch the scene again. This time you will concentrate on the
camera codes and angles Spielberg uses and think about how he uses
them to scare his audience.
You will also complete the analysis grid on the next page.
Jaws TEE table (Analysis of second attack)
Technique
What camera shot/angle is
being used.
Explain
Describe what is
happening in the
scene. (denotation)
Boy walks up beach
to mother.
Brody watches
water.
Man in black hat
swims
Woman playing in
water screams.
Effect
Analyse how the camera
helps build up tension and
suspense for the audience.
(connotation)
Boys rush into water
splashing
Legs under water
Attack seen in
distance
Brody realises what
is happening.
Yellow lilo washes up
on shore.
Lesson Six – Note Taking (Building Tension and Fear)
Learning Intentions – By the end of today I will be able to:
 scan a piece of text and pick out the relevant information
 watch the film closely, taking notes to show how tension and suspense are
created
Link to CfE – As I watch I can make notes and organise these to develop thinking,
help retain and recall information and explore issues. (LIT 3-05a)
Task – Great White Sharks
Your task is to scan the information below and make notes about the
information. You should record these notes in your jotter.
Reminder: No sentences
Brief points
Key points only
When a great white shark is born, along with up to a dozen siblings, it
immediately swims away from its mother. Baby sharks are on their own right
from the start, and their mother may see them only as prey. At birth the baby
shark is about 5 feet (1.5 meters) long already; as it grows it may reach a length
three times that. The pup (which is what a baby shark is called) will live its life
at the top of the ocean's food chain. But before it grows larger, the pup must
avoid predators bigger than it is—including other great white sharks.
Many baby sharks do not survive their first year. Young great white sharks eat
fish (including other sharks) and rays. As it grows, the shark's favourite prey
becomes sea mammals, especially sea lions and seals.
Sharks count on the element of surprise as they hunt. When they see a seal at
the surface of the water, sharks will often position themselves underneath the
seal. They swim upward at a fast sprint, bursting out of the water in a leap
called a breach, and falling back into the water with the seal in their mouths.
Sharks don't chew their food; they rip off chunks of meat and swallow them
whole.
Female great white sharks usually bear their first young when they are 12 to 14
years old. And if the pups survive their youth, they, too, become predators at
the top of the food chain.
Task Two – The build up of tension and fear
You are now going to watch the next section of the movie. As you
watch you should take notes in your jotter under the following
headings:
Why I feel sorry for Brody’s family
The book of shark attacks
The destruction of the jetty
The autopsy
Catching the wrong shark
Going out on the boat at night
You should concentrate
on why these different
things might scare an
audience
Lesson Seven – Compare and Contrast
Learning Intentions – By the end of today I will be able to:
 compare and contrast the second and third attack of the film
Link to CfE – As I watch, I can identify similarities and differences between
events in the text. (LIT 3-04a)
Independence Day
Americans celebrate the 4th of July as this was when the United
States gained their independence from Britain. It is a public
holiday and people celebrate by meeting with family and having
fireworks displays.
Task One – Compare and Contrast
Copy the following table into your jotters. As you watch the next section of the
movie, you should concentrate on the similarities and differences between the
second and third attacks.
Similarities
Task Two – Your Opinion
Answer the following question in your jotter. Be
prepared to share your ideas with the class.
Q. Why do you think Spielberg set this attack
around the 4th of July holiday?
Differences
Lesson Eight – Note Taking (The Climax of the film)
Learning Intentions – By the end of today I will be able to:
 make notes analysing the director’s decisions at the end of the film
 analyse a main character of the film and give my reasons as to why he
creates tension and suspense
Link to CfE – As I watch I can make notes and organise these to develop thinking,
help retain and recall information and explore issues. (LIT 3-05a)
I can discuss and evaluate the characterisation using supporting evidence (ENG 319a)
Task One – The Shark
As you watch the ending of the film, take notes under the following headings:
 How does the director avoid showing the shark during the climax of the
movie?
 Why does the director avoid showing the shark during the climax of the
movie?
Task Two – Characterisation
Think about the character of Quint, the Shark Hunter.
Then answer the following question in your jotter, giving
examples from the film to support your answer.
Q. Agree or disagree. Quint is the most successful character in building
suspense and tension in the film ‘Jaws’.
‘Jaws’ Critical Essay
Learning Intentions – By the end of today I will be able to:
 organise my notes from the film into paragraphs
 give my opinions, with evidence from the text, to support the points I
make
Link to CfE - I can watch a text for enjoyment and interest, and express how well
it met my needs and expectations and give reasons, with evidence, for my personal
response. (LIT 3-01a, 3-11a)
I can identify and give an accurate account of the purpose and main concerns of
the text (LIT 3-04a)
Critical Essay Question – Analyse the ways that the director builds tension and
scares the audience in the film ‘Jaws’.
Paragraph One: Introduction
In this paragraph you should include:
 The title of the film
 The name of the director
 A brief summary of what the movie is about
 Where and when it is set
 The importance of the 4th of July
For example: A film in which the director successfully builds suspense and scares the
audience is ‘Jaws’, directed by Stephen Spielberg. The film is about a great white shark
that is hunting off of the coast of Amity Island, in America. Throughout the film, three
characters try to capture the shark to protect the beaches before the 4 th of July
holiday.
Paragraph Two: Music
In this paragraph you should:
 Describe how the shark is connected to the music in the title sequence
 Give two other examples of how music or silence is used to scare the
audience or build tension. For example – Spielberg uses silence after the
second attack to confirm to the audience that the young boy has been
killed.
You can start with a topic sentence like this: Spielberg uses music in a variety of
ways throughout the movie to build tension and suspense.
Paragraph Three: Camera Techniques
In this paragraph you should:

`Describe the second attack, the young boy, in detail and explain how
Spielberg used the camera to build tension and scare the audience.
You can start with a topic sentence like this: Furthermore, Spielberg was able to
create tension and scare his audience through his use of camera techniques during the
second attack.
Paragraph Four: The Shark
In this paragraph you should write about the ways that the director builds up
fear of the shark. You should include:



The use of music
An example of the damage the shark can do
A description of how the characters react to the shark
You can start with a topic sentence like this: In addition, the shark itself was an
important source of tension and suspense throughout the movie.
Paragraph Five: Tension in the plot and the ending
In this paragraph you should write about how the events of the film create
tension and fear. For example:



Spielberg’s decision to put the first two attacks so close together
Involving Brody’s son in the third attack and setting it on the 4th of July
His decision to have the three main characters out at sea in such a small
boat at the end of the movie
You can start with a topic sentence like this: The plot of the film also added to the
build up of tension and suspense, most notably during the climax of the film .
Paragraph Six: Your opinion
In this paragraph you should give your view of the scariest moment in the film
and give reasons for your opinion.
Paragraph Seven: Conclusion
In this paragraph you should summarise all of the points you have made in your
essay and end with a final positive comment about the film.
For example: In conclusion, Spielberg successfully created tension and scared his
audience in the film ‘Jaws’ through his use of music, camera techniques and
characterisation of the shark.
‘Jaws’ Critical Essay – Self Evaluation
Link to CfE – I can review and edit my writing to ensure that it meets its purpose
and communicates meaning at first reading (LIT 3-23a)
I can write in full sentences, using full
stops and capital letters.
I can write neatly and try my best to
spell words correctly.
I can write in paragraphs and can make it
clear where one paragraph ends and
another begins.
I can give reasons for my opinion as to
how the music of ‘Jaws’ scares the
audience.
I can analyse different camera
techniques and comment on why they
scare the audience.
I can comment on Spielberg’s use of the
shark to scare his audience and give
reasons for my opinions.
I can choose what I believe to be the
scariest part of the film and give reasons
for my choice.
‘Jaws’ Unit Evaluation – Two Stars and a Wish
Copy and complete the following sentences in your jotter.
When working on the ‘Jaws’ media unit I really enjoyed ………
I also really liked ………..
If I were to complete this unit again I would like to ………..