Diversity – 3e. One scene two interpretations

banner ONE SCENE, TWO INTERPRETATIONS

Category: Vidéo

Objectives:

To understand the power of  images using different audiovisual techniques. 

Short Description:

In this activity you will create 2 different versions of a short scenario but with a twist in the second one. This is a chance to practice with different angles, points of view, light, performing and all the tips from M2.

Module:

Module 1

Module 2

Duration

60-120 minutes

Number of participants

Adaptable (ideal groups between 10-20 people).

  • Video Camera
  • Tripod if possible
  • Computer
  • Projector if possible

Description step by step

Create a scene that a lot of people will participate in, for example in a school yard, a restaurant or a park… At the starting point there doesn’t seem to be any sign of inequalities or discrimination. In the following exercises we want to focus on HOW the director can introduce this feeling and what could be  the actions to  imply that.

How to start:

  • Decide what happens in  your scene. Be careful to keep the  scenario  simple by referring to daily, familiar activities.
  • Organise two shooting versions by using the cinematic tools of
  • 1. Your camera position
  • 2. The light 
  • 3. How the characters perform and
  • 4. The dialogue
  • shoot  the scene in an “objective” way with no sign of any discriminatory  tone 
  • shoot the scene  adding small details or alterations that make characters seem better, nicer or on the contrary mean, ugly, impolite, racist. Ask yourself: why and how are some people disadvantaged from the rest, poor or less valued?

Tips for the trainer

Use a storyboard in order to have a clear image of the development of the scene

The main action of the actors should be the same in  the two scenes, in order to make it clear that it’s the approach providing the different meaning

Watch this video on Youtube as an example of how we can have the same scene with different meanings : Same Scene Shot in 5 Different Directors’ Styles

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