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3 Artistic devices for contemporary films and films

In contrast to written texts, films generally use three common types of artistic devices. These devices, though once described, may not be readily apparent to a young observer. Educators can help students identify these devices, define their characteristics, and understand how they relate to the film or film. The repetition of this exercise will enable the young viewer to quickly establish the link between the filmmakers' artistic resources and the underlying meaning of the film.

Today's ELA curriculum has its roots in the literature of the 17th, 18th and 19th centuries. The stories that interested the people of that time and were expressed through the written word. In today's youth, however, most storytelling is transmitted via screens (television, movies, video games, or the Internet). To remain relevant, modern educators need to treat both stories on screens and those in traditional written formats.

The three levels of artistic devices are:

1) Traditional elements and devices of fiction in novels and short stories
Many hours of the current ELA lessons are spent with the elements and devices of fiction. These include: plot, character development, protagonist, antagonist, prologue, exposure phase, crisis, ascending action, declining action, dissolution, epilogue voice, symbol, foreboding, flashback, images, irony, slide, archetype, motif, etc. These are also in scripts finding and analyzing these elements and devices in the medium of film can help students to understand their use in written texts.

2) Traditional equipment of the stage
These include: sets, simple lighting, costumes, props, sound effects, choice of performers, choreography of movement, music and dance. The response to music and dance is already a habit for many young viewers, as they are an integral part of many popular films and film productions.

3) cinema methods
This level of artistic expression includes shooting angles, camera movement within the shot, music / sound effects, editing, colors / images, and lighting levels.

In summary, no single methodology for adapting the ELA curriculum to the current digital environment has been agreed. There are many discussions and different methods. However, regardless of the method, students ultimately benefit from having the tools they need to understand what they see on screen. The important aspect that should be taken out of this letter is that every ELA course (from grade 6 to grade 12) should devote a substantial part of its teaching to the analysis of stories through films and documentary films.

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