SLUMDOG
MILLIONAIRE
DIRECTED BY
DANNY BOYLE
S4 English Unit
LEARNING INTENTIONS



To understand what is meant by film ‘genre’
To explore and understand the characteristics
and construction of certain genres
To use this knowledge to be able to make
predictions about a film’s genre
GENRE



What do we mean by film genre?
What are some examples of film genre? Name as
many as you can.
What characteristics make a film belong to a
certain genre?
SOME EXAMPLES…
SOME EXAMPLES…

http://www.youtube.com/watch?v=TXXRS3Kghh4
SOME EXAMPLES…
SOME EXAMPLES…

http://www.youtube.com/watch?v=atCfTRMyjGU
SOME EXAMPLES…

http://www.youtube.com/watch?v=SyJszxnJydA
SOME EXAMPLES…
SOME EXAMPLES…

http://www.youtube.com/watch?v=2ME87tEX9Q
w
GENRE

Work in pairs to make mind maps of the
following film genres:
•COMEDY
•SCI-FI
•ROMANCE
•ACTION

Think about the CHARACTERISTICS which
make up each genre of film
GENRE
HORROR
GENRE

Work in pairs to make mind maps of the
following film genres:
•COMEDY
•SCI-FI
•ROMANCE
•ACTION

Think about the CHARACTERISTICS which
make up each genre of film

What GENRE do you think this movie is?

Why?

What characteristics does it have that make you think
that?
http://www.youtube.com/watch?v=AIzbwV7on6Q

What GENRE do you think this movie is?

Why?

What characteristics does it have that make you think
that?
FILM TRAILER
• A way in which a film is advertised and promoted is
through the use of a film trailer.
• The trailer, like the poster, is used to get the film-going
audience excited about the film and generate interest so
that they will go and see it.
• It also introduces some ideas about plot, characters and
theme.
FILM TRAILER
Watch the film trailer and then IN PAIRS discuss and write
down

What you understand about the plot of the film?

What special effects were you impressed by in the trailer?

What information does the trailer reveal about the film?
http://www.youtube.com/watch?v=AIzbwV7on6Q
YOU HAVE FIVE MINUTES
LEARNING INTENTIONS


To explore the film technique of LIGHTING
To understand how lighting can be used to build
atmosphere and set tone within a film
LIGHTING


Lighting is used by the directors and
cinematographer to create MOOD and
ATMOSPHERE.
Two types of lighting used are LOW-KEY
LIGHTING and HIGH-KEY LIGHTING.
LIGHTING

LOW-KEY lighting is when the lighting of a
scene is very dark, with shadows and only a few
bright spots. This helps create TENSION in a
scene, and indicates that something may be
about to happen, or to emphasise a subdued
mood.
LIGHTING

HIGH-KEY lighting is when a shot is evenly lit,
with few dark areas. There tends not to be a lot of
tension in scenes like this.
LIGHTING
Which of the below images are LOW-KEY and
HIGH-KEY lighting?
 What effect does it create for the audience?

LIGHTING
LIGHTING
LIGHTING


Looking at lighting in the following clips, what
effect does it have on the audience?
How does the director use lighting to convey
meaning in these scenes? Make notes in your
jotter.

http://www.youtube.com/watch?v=F2bk_9T482g

http://www.youtube.com/watch?v=Ak70AEHw1as

http://www.youtube.com/watch?v=Qa8d-jwFwds
RECAP QUIZ
Answers these questions INDIVIDUALLY, without
talking.
1)
2)
3)
4)
5)
What does the term ‘genre’ mean?
How do we describe a film which is more than
one genre?
What is the term used to describe dark lighting
in a film?
What effect does this create?
What is the opposite effect called?
LEARNING INTENTIONS


To develop knowledge of the different camera
shots used within film-making
To understand their purpose and the effect they
have on an audience
FILM TECHNIQUES - SEQUENCE
What is a SEQUENCE?

In the same way that you know the code for getting
words in a sentence in the right order (you don’t say,
for example. ‘Name my John is’), the film maker has
codes for conveying his messages. A film-maker’s
‘sentence’ is a sequence of shots; and to make sense
they come in a definite order.

Now, let’s look at the worksheet
CAMERA SHOTS AND ANGLES

Long shots are often used at the start of
a film to tell you where a film is set.

A long shot is taken from far away and
shows a big picture.

Look at the following long shots and
discuss what information the director
might be wanting to tell the audience
about where and when the film will
take place or even what kind of film it
will be.
LONG SHOT

Where is this?

Note how just one image
instantly sets this film in a
particular place.

With one frame the
director tells the audience
where the film will be set.
ANOTHER LONG SHOT

Where is this?

What kind of a film would
begin with this sort of
image?
WHERE IS THIS?

What kind of a feeling does this image give the audience?
LONG SHOT

When do you think a film that begins with this scene might
be set?
MEDIUM SHOT

This is often used to show characters in a background
MEDIUM SHOT

This is a typical medium shot, placing a character in a
background.
CLOSE UP

The next type of camera shot is the close up.

These are often used to show how a person is feeling.

A close up can also focus in on a thing to emphasise it.
CLOSE UP

This is a close up shot of a
woman’s face.

What do you notice about
her?
ANOTHER CLOSE UP

What emotion do you think
this boy is showing?

How is he feeling?
MORE CLOSE UPS

How are these people
feeling?

How do you feel when you
look at these images?
CLOSE UPS
How do you feel when you see this close up?
Why
do you think the film maker used this shot?
CLOSE UPS
How do you feel when you see this close up?
Why
do you think the film maker used this shot?
CLOSE UPS CAN ALSO BE USED FOR
THINGS.
MORE CLOSE UPS
EXTREME CLOSE UP.

It is when the camera focuses very closely in on a
subject.
CLASS TASK
Task

We are now going to watch a scene from a film.
Complete the camera shot worksheets, writing
down when you see a shot used and the effect it
has.

Think about how these shots have been used in
this film. Is it effective?
LEARNING INTENTIONS


To explore how directors use CAMERA ANGLES
in film-making
To develop understanding of the effect these
angles can create within a film
CAMERA ANGLES
We are going to look at 2 kinds of camera angles:

A high camera angle – when the camera looks
down on a person or thing.

A low camera angle – when the camera looks up at
a person or thing.
HIGH CAMERA ANGLE

Here is a camera man up high aiming his camera DOWN at
the subject for a high camera angle.
HIGH CAMERA ANGLES
LOOK DOWN ON THE SUBJECT
HIGH CAMERA ANGLE

This shot from The Lord of the Rings shows Frodo
looking down on Gollum making him look small and
weak.
HIGH CAMERA ANGLE

What is the director trying to CONVEY through this
camera angle? What does this shot EMPHASISE about
the character?
LOW CAMERA ANGLE

A low angle shot is when the camera is aimed UP at
the subject.
LOW CAMERA ANGLE

A low camera angle makes
the person look powerful
and strong.

It was frequently used in
propaganda to highlight
the strengths and
omnipotence of leaders,
such as Hitler.
MORE LOW CAMERA ANGLES
LOW CAMERA ANGLE

By placing the audience below this character, we
understand that he can see more than those below
him at this point – he has more knowledge and
therefore is less vulnerable.
ACTIVE LISTENING TASK

As we are watching the next part of the film, make a
note in your jotter of when the following camera
shots, angles and lighting are used, and the effect they
have:
- Close Up
- Medium shot
- Long shot
- Extreme Close Up
- High Angle shot
- Low Angle shot
- Low-key lighting
- High-key lighting
QUICK QUIZ

Each of the next slides shows one of the genres,
camera shots or angles we have looked at.

See if you can tell what each one is.

Work INDIVIDUALLY, and write the answers in your
jotter.
WHAT CAMERA ANGLE IS THIS?
WHAT EFFECT DOES IT CREATE?
WHAT KIND OF SHOT IS THIS?
WHY WOULD A DIRECTOR USE THIS?
WHAT FILM GENRE IS THIS?
HOW DO WE KNOW?
WHAT IS THIS SHOT CALLED?
WHAT DOES IT TELL US ABOUT THE MOVIE?
THINK ABOUT SETTING, GENRE, POSSIBLE
PLOT AND CHARACTERS.
WHAT CAMERA ANGLE IS USED HERE?
WHAT DOES IT SUGGEST?
THIS IS AN ACTION MOVIE
– TRUE OR FALSE?
HOW DO WE KNOW?
EXPLAIN LOW-KEY AND HIGH-KEY
LIGHTING.
WHAT KIND OF SHOT IS THIS?
LEARNING INTENTIONS


To build knowledge of the different SOUND
TECHNIQUES used in a film
To explore how these SOUND TECHNIQUES
can create meaning and atmosphere
SOUND TECHNIQUES

Music

Sound effects (SFX)- thunder, car horns, ringing bells
or any other sound

Background noise (people talking, traffic)

Accent (the accent that characters have)

Dialogue (what characters say)
SOUND TECHNIQUES
What do you think these techniques are used for?

Music (background or soundtrack)

Sound effects (SFX)

Background noise
MUSIC

Watch the following clip, and think about how the
change in the music effects the scene.
http://www.youtube.com/watch?v=dK3ATi_fFXY&feat
ure=fvwrel
SOUND
Now, let’s watch part of the movie.
Make a note in your jotter of when you see:
Certain sound techniques, such as music or SFX
 Note down the effect these have on the scene
 Why has the director used these?
 What do they emphasise?
 What meaning is he trying to convey to us?

STARTER


In your groups, write down EVERYTHING you
know about the film techniques we have
discussed so far.
Include:
Camera shots
 Camera angles
 Sound
 Lighting

YOU HAVE FIVE MINUTES
LEARNING INTENTIONS


To explore and understand MISE-EN-SCENE in
a film
To develop knowledge of how MISE-EN-SCENE
can be used to emphasise characterisation, plot,
and atmosphere
MISE-EN-SCÈNE

The arrangement of everything that appears in the
framing – actors, lighting, décor, props, costume – is
called mise-en-scène, a French term which means
“placing on stage.”

The frame and camerawork also constitute the miseen-scène of a movie.
 It
basically means everything what you
see in each scene of a film.
WHAT DO WE LOOK FOR?

Setting and props.

Costume and make up.

Lighting and colour.

The way items and people are positioned.
ALL OF THESE ELEMENTS CAN TELL US MORE ABOUT
THE CHARACTERS, SETTING AND PLOT
SETTING AND PROPS

In the movie, Jamal and Salim are incredibly poor.

One of the PROPS that emphasises this is old cart that
the kids play around.
COSTUMES AND MAKE UP

What COSTUMES are used in the movie to tell us
more about the characters?

Think about what Jamal, Salim and Latika wear.
THE WAY ITEMS AND
PEOPLE ARE POSITIONED

The most important thing in a shot is usually placed
IN THE CENTRE

Our eye naturally falls to the centre of a frame

Film makers use this to their advantage and place
what they want us to focus on most in the middle of
the shot
THE WAY ITEMS AND
PEOPLE ARE POSITIONED
MISE-EN-SCÈNE

Look at this frame

Why do you think the mise-en-scène has been arranged like
this?

What does it tell us?
MISE-EN-SCÈNE
Look at this frame
 Why do you think the mise-en-scène has been
arranged like this?
 Think about the COLOURS in the frame – what do
they represent?

TASK

Continue watching the movie

In your jotters, describe the mise-en-scène, and what this
tells us about the CHARACTERS, SETTING and PLOT

Remember, you need to include:
- Setting and props
- Costume and make up
- Lighting and colour
- The way items and people are
positioned
LEARNING INTENTIONS


To begin to explore SYMBOLISM and how it is
used in films
To understand how SYMBOLISM can create
meaning and highlight themes within a film
SYMBOLISM


A symbol is an object, action or idea that
represents something other than itself, often of a
more abstract nature.
Often, a film will use symbols to emphasise a
movie’s themes, ideas and issues.
TASK

Continue watching the movie

In your jotters, note down any possible SYMBOLS used in
the film.

You should write down what the symbol is, as well as
what you think it represents.
LEARNING INTENTIONS


To develop knowledge about EDITING and how
it is used in film-making
To understand how EDITING can be used to
convey meaning and tone
EDITING



EDITING is a post-production film-making
process.
The director creates a SEQUENCE by putting
certain shots together.
The two main techniques we will look at are the
LENGTH OF THE SHOT and FLASHBACK.
EDITING


The length of a shot or scene allows a director to
set the atmosphere and tone of a particular part
of the movie.
For example, in order to create tension and
excitement, a director would use short shots and
scene lengths, to reflect the fast pace.
EDITING


Slumdog Millionaire makes great use of the
FLASHBACK.
This technique allows us to better understand
the characters in the movie – where they have
come from; their personalities; and how their
actions have affected their current state.
ACTIVE LISTENING TASK


As we watch the end of the movie, consider how
the director uses EDITING to create tension, set
the tone and help us understand the characters.
You should make notes covering EDITING as
well as the other techniques.
LEARNING INTENTIONS



To understand the ESSAY QUESTION on
Slumdog Millionaire.
To explore how we can analyse the question for
KEY WORDS to improve our understanding.
To use communication skills and our knowledge
of the film to analyse how different techniques
are used to create meaning.
ESSAY QUESTION
Choose a film with an ending which is
exciting and satisfying.
Show how it is made exciting and enjoyable.
In your answer you should refer to: editing,
sound, camera shots and/or angles, lighting,
symbolism and mise-en-scène.
Choose a film with an ending which is exciting and
satisfying.
Show how it is made exciting and enjoyable.
In your answer you should refer to: editing, sound,
camera shots and/or angles, lighting, symbolism and
mise-en-scène.
In your groups, you will discuss and write down as
many notes as you can for ONE film technique.
 You will present your findings to the class.
 Remember to keep it relevant to the essay question!

YOU HAVE FIFTEEN MINUTES
LIGHTING
SOUND
EDITING
MISE-EN-SCENE
SYMBOLISM
CAMERA SHOTS AND/OR ANGLES
LEARNING INTENTIONS



To understand the ESSAY QUESTION on
Slumdog Millionaire.
To explore how we can analyse the question for
KEY WORDS to improve our understanding.
To use communication skills and our knowledge
of the film to analyse how different techniques
are used to create meaning.
ESSAY QUESTION
Choose a film with an ending which is exciting
and satisfying.
Show how it is made exciting and enjoyable.
In your answer you should refer to: editing,
sound, camera shots and/or angles, lighting,
symbolism and mise-en-scène.
Key words:
Critical Language (how the director draws attention
to something):
ACTIVE LISTENING TASK


We will review the end of Slumdog Millionaire one
last time.
As we do, you should be completing the final notes
you have on how the different film techniques are
used to make the ending EXCITING and
ENJOYABLE.
Remember, the most important thing is not just to
describe what technique is used and when, but
HOW and WHY this technique makes the ending
exciting.
LEARNING INTENTIONS



To understand the ESSAY QUESTION on
Slumdog Millionaire.
To explore how we can analyse the question for
KEY WORDS to improve our understanding.
To use communication skills and our knowledge
of the film to analyse how different techniques
are used to create meaning.
ESSAY QUESTION
Choose a film with an ending which is exciting
and satisfying.
Show how it is made exciting and enjoyable.
In your answer you should refer to: editing,
sound, camera shots and/or angles, lighting,
symbolism and mise-en-scène.
Key words:
Critical Language (how the director draws attention
to something):
TASK

In your groups, move round the stations.

Discuss and analyse each of the film techniques.

Remember to REFER TO THE QUESTION!

Consider HOW and WHY these techniques make the
ending exciting and enjoyable.
Editing, sound, camera shots and/or angles,
lighting, symbolism and mise-en-scène.
LEARNING INTENTIONS


To develop understanding a critical essay
structure
To use this understanding to develop detailed
essay plan
CRITICAL ESSAY STRUCTURE



All good critical essays have a structure to them.
Understanding what goes in to a critical essay is
vital to ensure our work has quality and depth.
We will use the PEE format as a guide
- Point
- Evidence
- Evaluation (analysis)
INTRODUCTION

Start with TART

(Title, Author, Refer to Task)

E.g.
Slumdog Millionaire, directed by Danny Boyle, is a film
which explores Jamal Malik’s life from his childhood in the
slums of Bombay, to present day where he is poised to win
the prize on Who Wants to Be A Millionaire? The director
uses film techniques such as editing, sound, and mise-enscene to create an exciting and satisfying ending to the
movie.
Now, write your own introduction.
YOU HAVE TEN MINUTES
POINT


The Point is simply what each paragraph is
about- you make a main point in every
paragraph you write. This is usually the
TOPIC SENTENCE you use.
Do not signpost your paragraph e.g. do not say
“I am going to talk about”
E.g. The director uses EDITING at the end of
the film to create tension and excitement.
WHAT IS A TOPIC SENTENCE?
This is basically a sentence that introduces
what the paragraph is going to be about.
e.g. The director uses EDITING at the end of
the film to create tension and excitement.
TOPIC SENTENCES



All TOPIC SENTENCES should make some
reference to the essay question.
A good way to do this is through the KEY
WORDS we extract from the essay question.
Look at the following essay questions and topic
sentences and see if you can match them up.
REFERENCING THE QUESTION



A reader should be able to guess what the essay
question is simply by looking at your essay.
It is VITAL that you ensure you refer to the
question throughout – this is the only way you
will be sure that you have actually answered the
question!
Look at the paragraphs on the sheets and discuss
in pairs what you think the essay question could
be.
EVIDENCE

The evidence is the description of the shot or scene
that you have to back up your point (if you were
writing about a novel or poem, it would be a
quotation)

It is important that you pick a shot or scene that
you can explain and evaluate

Make sure there is enough information in each shot
or scene that you pick
e.g. As we approach the climax of the film, the length
of the scenes and shots become shorter and shorter,
moving quickly between Jamal in the gameshow
studio, Latika running through the streets, and
Salim filling the bathtub with money, preparing to
kill his boss.
EVALUATION
(ANALYSIS)




This is the chance for you to explain how the
quotation backs up the point you are making
You need to make sure that you fully explain
the quotation
You then need to evaluate the quotation- give
your opinion on how successful it is
Your opinion should be implicit - do not write
“I think”
EXPLAIN/ EVALUATE
(ANALYSIS)
e.g. As we approach the climax of the film, the length of the
scenes and shots become shorter and shorter, moving
quickly between Jamal in the gameshow studio, Latika
running through the streets, and Salim filling the
bathtub with money, preparing to kill his boss.
In these scenes , the length of the shots and quick
movement between scenes reflect the fast pace and
excitement at this stage of the film. The director’s
use of this technique engages us as an audience,
and highlights the tension as we reach the end of
the movie.
PUTTING P + E + E TOGETHER
P:
The director uses editing at the end of the film to create
tension and excitement.
E:
As we approach the climax, the length of the scenes and
shots become shorter and shorter, moving quickly between
Jamal in the gameshow studio, Latika running through
the streets, and Salim filling the bathtub with money,
preparing to kill his boss.
E:
In these scenes, the length of the shots and quick movement
between scenes reflect the fast pace and excitement at this
stage of the film. The director’s use of this technique
engages us as an audience, and highlights the tension as
we reach the end of the movie.
ESSAY PLANS



A good critical essay needs a good plan.
This allows us to lay out our evidence and
analysis clearly before we begin writing.
Using the Essay Plan work sheets, develop your
own essay plan, which includes:
- TOPIC SENTENCES
- EVIDENCE
- EVALUATION (analysis)
SUCCESS CRITERIA




Shows thorough knowledge of the text
throughout.
Shows awareness of film techniques through
analysis.
Confident and accurate use of language.
Able to organise and structure essay well, keeping
it relevant to the task.
LEARNING INTENTIONS
Recap the success criteria for the essay
 Peer evaluate your partner’s essay
 Reflect on your own essay

INTRODUCTION:




Get straight to the
point!
Indicate the ideas you
will write about
Identify the
techniques you will
write about
Make clear your point
of view
PARAGRAPHS:
•Get straight to the point in your Topic
Sentence!
•Show your knowledge of the text
•Identify the techniques you will write
about
•Analyse your scene/shot well
•Make clear your point of view
•Keep the question in mind – refer
back to the task
SUCCESS CRITERIA

Language
What else makes a good essay?
Structure
Reference to text
CRITICAL ESSAY
• Having someone else look at our work can often help it to
become better
• They can see strengths or mistakes that we sometimes
cannot see ourselves
SUCCESS CRITERIA




Shows thorough knowledge of the text
throughout.
Shows awareness of film techniques through
analysis.
Confident and accurate use of language.
Able to organise and structure essay well, keeping
it relevant to the task.
CRITICAL ESSAY




We are now going to complete some PEER
EVALUATION
Read over your partner’s essay
Using the success criteria we have discussed as a
guide, note TWO STRENGTHS and TWO
TARGETS for your partner’s work
Discuss these strengths and targets with them in
detail – be honest.
YOU HAVE FIFTEEN MINUTES
CRITICAL ESSAY



Now, having completed PEER EVALUATION of another
essay, and having looked at success criteria and exemplar
essays, think about YOUR OWN WORK.
On a Post-It, write TWO STRENGTHS and TWO TARGETS
for your own essay – these should be different from the
feedback your partner has given.
Attach the Post-It to your essay, and pass to the front of your
row
YOU HAVE FIVE MINUTES
FINAL TWEAKS



At this point, everyone should have elements of
their essays that need work.
For the next fifteen minutes, work towards
getting your first draft in the best possible shape
it can be.
This means that you will have far less work to do
when writing your final draft.
CRITICAL ESSAY



You have been given two EXEMPLAR ESSAYS
Look over these, and discuss with your partner which you
think is best
List two reasons why you believe it is better than the other
essay.
YOU HAVE TEN MINUTES