“the scarecrow“-project - philologisch-historische fakultät · · 2017-01-11“the...
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“The Scarecrow“-Project
Teaching Media Literacy Using Online
Commercials
"Come with us and you'll be in a world of pure imagination.
With an ad made for you by a giant corporation."
Maurus Müller and Maria Springer
Students at the University of Augsburg
This project uses the online commercial
The Scarecrow from the restaurant
chain Chipotle Mexican Grill to enable
students to analyze, evaluate and create
marketing techniques in video clips. It is
most appropriate for students in grade
10 or above in high school (Gymna-
sium). The project requires at least 6
lessons and includes presentations of
the students’ results. These can serve as
an assessment which can also be graded
on the basis of the presentation and a
handout.
Rationale
Today’s students are more connected
online than any other generation before
them. They are constantly indulging in
online media content and spend a big
amount of their free time using the web
for communication, information and en-
tertainment via various devices (see
JIM-Studie; Feierabend 2014). Nowa-
days advertising strategies increasingly
use these online channels and social net-
works, such as facebook, youtube and
twitter, to reach this generation. There-
fore, teaching media literacy is getting
more important and the almost unlim-
ited access to online content in various
languages is a great way to address this
matter also in the foreign language
classroom. Moreover, engaging with
online video material is part of students’
daily life and something they enjoy do-
ing.
Preconditions
In order to carry out this project in the
best way possible students need to fall
back on their prior knowledge with re-
gard to working with video material and
commercials. By grade 10 in Bavarian
secondary education they should al-
ready have acquired some basic media
literacy in various subjects and grades
(e.g. see Bavarian curriculum for the
Gymnasium grade 9 German section D
9.5: Medien nutzen und reflektieren or
8th grade Social Studies section SkWSG-S
8.2 Jugendliche Lebenswelten: Kinder
und Jugendliche als Adressaten von
Werbung (BStMUK und ISB)
Working in groups, preparing a presen-
tation as well as creating a commercial
requires some practice and should have
been done at least once before. If the
student have not recorded and cut a film
previously, it can be useful to arrange
enough time for an introduction into the
required tools. And if the teacher de-
cides to grade the presentation and the
handout, this should be made clear from
the beginning. It is essential that the stu-
dents are familiar with open and self-
regulated learning as well as (self-)eval-
uation because they will have to work
independently, organize and monitor
their work and progress.
This project demands good planning
and preparation and is based on the us-
age of several media. In addition to
work sheets and a black board, the fol-
lowing materials/media are needed:
- Projector
- Speakers
- Internet access + Computer + Ac-
cess to editing software (if needed)
- Video recording device
This project would best fit into the syl-
labus under Umgang mit Texten und
Medien but also contains aspects of
Lernstrategien und Methoden selbstän-
digen Arbeitens as it requires a high
level of self-responsibility. Both of
them can be found in grade 10 as well
as in grade 11 and 12 (Staatsinstitut für
Schulqualität und Bildungsforschung
München 2013).
Objectives
The main objective of this project is to
improve students' media literacy by in-
troducing them to current (online) ad-
vertising strategies based on (trans-
media) storytelling and customer
engagement. In the end, students should
be able to apply and critically reflect
upon these strategies and be aware of
Image 1: The Scarecrow
the power of stories, images and music
to appeal to our emotions and thus to in-
fluence our perception, decisions and
actions.
The minor learning objectives include
global learning (basic values, dangers
and opportunities: see Thaler 2008)
which, in this case, includes knowledge
about and reflection upon current food
production, factory farming and envi-
ronmental issues.
The main focus of the project is on
meaning and not form, since English in
this case serves students as a tool for
task-based (language) learning. How-
ever, they naturally acquire and expand
vocabulary concerning the contents of
the lessons. Furthermore, students have
the chance to practice and improve the
four basic competences (reading, listen-
ing(-viewing), speaking, writing) at
various times and in various ways
throughout the whole process. Working
in groups or with partners as well as pre-
paring and giving a presentation should
enable students to develop their social
and organizational competences as well
as their presenting skills.
The Clip: Background Information
“The Scarecrow” is an online clip pro-
duced by the restaurant franchise
Chipotle Mexican Grill, Inc. It was re-
leased in 2013 and criticizes industrial
food production. The restaurant chain
promises high standards for ingredients
used in their branches under the com-
pany philosophy “Food with Integrity”.
These include animal welfare, a prefer-
ence for organic and locally grown in-
gredients and fair treatment and pay-
ment of suppliers and employees (Edel-
mann 2014). At the center of “The
Scarecrow” campaign is a free, arcade-
style adventure game for the iPhone and
iPad, supported by an animated short
film of the same name and its making-
of. The soundtrack of the short film,
Fiona Apple’s interpretation of the song
Pure imagination from the movie Willy
Wonka and the Chocolate Factory, con-
tributed to the big success of the clip in
the US. The film and game were pro-
duced by the Academy Award winning
Moonbot studio and it is very entertain-
ing (Nudd 2013). The clip practically
lacks an advertising character, because
the brand disappears behind the story
and remains so far in the background
that most viewers will not realize until
the end that what they have just watched
was a commercial. Because it seems ra-
ther like a very short Hollywood pro-
duction than an advertising campaign,
many consumers engage themselves
further with the brand in the same way
they would with other pieces of enter-
tainment used and explored in their free
time. The comedy video website Funny
or Die produced a parody of “The
Scarecrow”, which was released just a
week after the original (Weiss 2013,
n.p.). They simply put different lyrics to
the film so that its soundtrack remains
the same but is now called Pure Manip-
ulation instead of Pure Imagination.
Besides adding subtitles to the song the
makers also inserted captions, com-
ments and highlighted psychological
marketing strategies like priming and
how the movie strongly appeals to the
viewer’s emotions. The parody re-
proaches Chipotle for manipulating the
audience. Both the original clip and the
spoof will be at the center of the project.
Lesson Plans
This project is designed for at least 6
lessons divided into 45-minute sections,
so it does not matter whether the teacher
disposes of single (45min.) or double
(90min.) lessons. Work sheets 1.1 to 1.3
can be found at the end of this docu-
ment, but all of them can be down-
loaded separately.
Explanation of abbreviations:
Interactive Pattern (IP)
IW: Individual work
PW: Pair work
GW: Group work
CD: Class discussion
Lesson 1
The first lesson functions as an intro-
duction to the topic. The aim is to create
an awareness of how commercials work
and what they intend to do. This lesson
also focuses on the content that is repre-
sented in “The Scarecrow”.
Dur.
Content SF Media
4 min.
Silent im-pulse: show-ing the clip
Projec-tor,
speakers, playback
device
5 min.
De-Briefing: Event-Emo-
tion-Diagram
IW Work sheet (1.1)
8 min.
Listening(-viewing) com-
prehension
IW CD
Work sheet (1.2)
8 min.
Questions on the intentions
of the com-mercial (Q1)
PW CD
Black board
12 min.
Understand-ing the con-
tent
PW Work sheet (1.3)
8 min.
Presentation and discus-
sion of results
CD Projector
Following the uncommented showing
of the clip (silent impulse), students are
supposed to briefly express their
thoughts on the clip on the basis of the
diagram they filled out beforehand. Af-
terwards they will have a closer look at
the lyrics of the song (work sheet 1.2).
The following task on this work sheet
can be left out or changed if the majority
of the class is not at all familiar with
Willy Wonka and the Chocolate Fac-
tory. Nonetheless, to also include inter-
cultural learning, the teacher can briefly
give some information about the genre,
the story and its significance in Ameri-
can culture, so the students can think
about different cultural perceptions of
the clip by contrasting American and
German viewers. It could also be done
as a follow-up session at the end of the
project.
Possible questions (Q1):
The questions should be discussed in
partner work before writing them in bul-
let points on the black board. The fact
that the video clip is a commercial
should not be mentioned:
Who made the video and why?
Who is the target group?
What would you tell other people about
this video clip?
Lesson 2
Dur.
Content SF Media
5 min.
Class survey about rela-
tion towards commercials
(Q2)
IW Black board
8 min.
Introduction to group pro-
jects
32 min.
Students work on their
project
GW Internet ac-cess, com-
puter, presenta-tion work
sheets (group 1-5)
Homework: Finishing presentation
The second lesson considers every stu-
dent’s personal thoughts about commer-
cials. Afterwards they are introduced to
the different group projects which
should be elaborated in groups of 4-5
students. There are five different topics
for the students to choose from, so eve-
ryone should get the chance to work on
something they are interested in:
Storytelling in advertising
Music and lyrics
Transmedia in advertising
Reception of and reactions to “The
Scarecrow” campaign
Video analysis: Picture and scenes
Every group gets an information sheet
with links, questions and texts concern-
ing their topic. Students do not have to
consider every suggestion and question
on the sheet, but it should serve them as
a point of reference to start their re-
search and structure their presentations.
Due to copy right restrictions only the
sources of the texts, tables and figures
are included on the information sheet. It
is advisable to make these sources ac-
cessible to students beforehand.
Every group has the responsibility to in-
form their classmates about their find-
ings and share the most important in-
sights and vocabulary they have ac-
quired.
The time provided during the lesson
will not suffice, so each group has to
finish their presentation at home. Thus,
it would be best to schedule lesson 2 be-
fore the weekend or with one or two
days in between English lessons to give
students enough time to finish and re-
hearse their presentations.
Possible questions (Q2):
Questions for a class survey on how the
students react to commercials. The re-
sults should briefly be written on the
black board.
1. Do you switch the channel during a
commercial break? Why?
2. Do you block ads in your browser?
Why?
3. Which commercial do you remem-
ber best?
4. What kind of commercials do you
like/hate?
5. Do you know any English commer-
cial? Which?
Lesson 3 and 4
The students give their presentations on
the topics they have worked on. The
other students in the classroom have the
responsibility to give constructive feed-
back.
Dur. Content SF Media
20 min.
Presenta-tion 1
Projector, play-back device etc.
2,5 min.
Feedback CD
20 min.
Presenta-tion 2
Projector, play-back device etc.
2,5 min.
Feedback CD
Lesson 5
The last presentation should be finished
in the fifth lesson before the teacher in-
troduces the next task. With a deeper
knowledge of filming techniques, ad-
vertising strategies and the use of music
the students have the possibility to ap-
ply what they have learned to create
their own commercial. It should not be
longer than 30 seconds and it should be
age and school appropriate.
Dur. Content SF Media
20 min.
Presenta-tion 5
Projector, playback
device etc.
2,5 min.
Feedback CD
22,5 min.
Conditions and re-
quirements for making a commer-
cial
Homework: Recording and editing commercial
During the lesson they have time to plan
what they want to advertise for and de-
velop a very short storyline for how they
want to advertise it. The recording and
editing of the commercial should be
done as a homework. Again it would be
advisable allow for enough preparation
time in between English lessons if pos-
sible. This lesson plan proposes that the
students work in the same groups as be-
fore. However, the teacher is free to
choose if he wants them to work in new
groups.
Lesson 6
The last lesson leaves enough time to
watch the commercials created by the
students and to give feedback, on con-
tent, techniques and creativity. Addi-
tionally, the class can vote for their fa-
vorite commercial. The last part is a re-
flection on and evaluation of the whole
project involving the methods used, the
learning progress and the teacher’s role
as “guide on the side” throughout the
tasks. To properly end the project, it
could be nice to reward every group for
their effort and publish the results e.g. at
school for others to see, if copy-right re-
strictions, content, students and parents
allow it.
Dur. Content SF Media
30 min.
Presentation of commer-
cial and feed-back
CD Projector, playback
device
15 min.
Reflection on the whole
project
CD Reflection sheet
Conclusion
The overall objective of this project is
media literacy regarding online com-
mercials by means of different ap-
proaches and methods. The freedom of
choice is given deliberately to the stu-
dents and they can decide how they pro-
cess and present their group work. In
this context, feedback given by the
teacher and the classmates has an im-
portant function as it strengthens sev-
eral competences such as self-compe-
tence and social competence. Clear in-
structions allow the students to work on
their own but also provide them with the
necessary structure. Several phases of
(self-)reflection and feedback through-
out and at the end of the project should
teach students to be constructive and
make them aware of their individual
progress.
Bibiography:
Edelmann, Richard (2014): The Cannes Lion for
PR Is Home at Last. Edelmann.com. <http://www.edelman.com/p/6-a-m/cannes-lion-
pr-home-last/> (13/08/2015)
Feierabend, Sabine et al. (2014): JIM-Studie
2014. Stuttgart: Medienpädagogischer For-
schungsverbund Südwest.
<http://www.mpfs.de/fileadmin/JIM-pdf14/JIM-
Studie_2014.pdf> (18/08/2015)
“Honest Scarecrow” (2013): Funnyordie.com.
<http://www.funnyordie.com/vid-
eos/da66b8f1aa/honest-scarecrow> (13/08/ 2015)
Nudd, Tim. (2013): Ad of the Day: Chipotle
Makes Magic Yet Again With Fiona Apple and a
Dark Animated Film. Adweek.com.
<http://www.adweek.com/news/advertising-
branding/ad-day-chipotle-makes-magic-again-
fiona-apple-and-dark-animated-film-152380>.
(13/08/ 2015)
Staatsinstitut für Schulqualität und Bildungsfor-
schung München (2013): Fachprofil Englisch.
Isb.bayern.de. <https://www.isb.bayern.de/schul-
artspezifisches/lehrplan/gymnasium/fachprofil-
ebene-2/englisch-erste-fremdsprache/309/>
<http://www.isb-gym8-lehrplan.de/conten-
tserv/3.1.neu/g8.de/index.php?StoryID=26241>
(18/08/2015)
---. <http://www.isb-gym8-lehrplan.de/conten-
tserv/3.1.neu/g8.de/index.php?StoryID=26261>
(18/08/2015)
Thaler, Engelbert (2008): Challenges: Gender
matters - exploring male-female relationships“.
Paderborn: Schöningh
“The Scarecrow”. Vimeo.com.
<https://vimeo.com/87167186> (13/08/2015)
Weiss, Elizabeth (2013): What Does ‘The Scare-
crow’ Tell Us About Chipotle? In:
Newyorker.com.
<http://www.newyorker.com/currency-tag/what-
does-the-scarecrow-tell-us-about-chipotle>
(13/08/2015)
Worksheet 1.1: Emotion Diagram Draw a line into this graph which shows how you felt while watching the clip. The pictures serve as an orientation for the different scenes and for how much space you need.
Worksheet 1.2 Fiona Apple’s interpretation of the song “Pure Imagination” (from the 1971 movie Willy Wonka & the Chocolate Factory)
1. Listen to the song and fill in the missing words
Come with me and you'll be
In a world of pure imagination _____________ a look and you'll see
Into your imagination
We'll begin with a spin Traveling in a world of my _____________
What we'll see will _____________ explanation
If you want to _____________ paradise Simply look around and view it
Anything you want to, do it Want to change the world?
There's _____________
There is no life I know
To _____________ with pure imagination Living there, you'll be free
If you _____________ wish to be
If you want to view paradise Simply look around and view it
Anything you want to, do it Want to __________________________?
There's nothing to it
2. In the US the movie Willy Wonka & the Chocolate Factory is very famous, especially with children. You might know the remake of 2005 starring Johnny Depp. Most American listeners will recognize the song and associate it with the movie. Briefly discuss (5 min.) the following questions with your neighbor: a) What kind of movie (genre) is Willy Wonka & the Chocolate Factory? b) How does the song relate to the content of the movie and the clip? c) How might an American react to the song in the clip compared to a German viewer?
Worksheet 1.3: Metaphors in the Clip The Video „The Scarecrow“ is full of metaphors. What do you think these pictures from the clip represent in the real world? Please write down your thoughts. 1.
__________________________________________
__________________________________________
__________________________________________
2. __________________________________________
__________________________________________
__________________________________________
3.
__________________________________________
__________________________________________
__________________________________________
4. __________________________________________
__________________________________________
__________________________________________
5. __________________________________________
__________________________________________
__________________________________________
6. __________________________________
__________________________________
__________________________________
The Scarecrow Project - Reflection Sheet
Please answer the questions below. 1. Which part of the project did you most enjoy?
O Analysis of the commercial in the classroom O Group work on your project O Presentation of your project O Creating your own commercial
2. What was the most challenging part of this project for you?
__________________________________________________________________________________
__________________________________________________________________________________
3. What did you learn with this project (grammar, vocabulary, presentation skills, working in a team etc.) and how?
__________________________________________________________________________________
__________________________________________________________________________________
4. The work load during this project was…
O overwhelming O heavier than usual O regular O easy
5. Has your opinion towards commercials changed? If yes how?
_______________________________________________________________________________________
_______________________________________________________________________________________
6. What is something the teacher could have done to make this project better?
_______________________________________________________________________________________
_______________________________________________________________________________________
7. After seeing the commercial and considering all the information provided by your class mates would
you choose Chipotle Mexican Grill over other fast food restaurants in your town?
O Yes O No Why?___________ __________________________________________________
8. Which grade would you give your own team considering the following aspects?
a) Cooperation and Teamwork (agreement, division of work load, etc.)
1 2 3 4 5 6
b) Presentation and Handout
1 2 3 4 5 6
c) Outcome of commercial 1 2 3 4 5 6
Group 1: Storytelling in advertising
Almost every commercial or ad tells a story of some kind. Find out how storytelling is used in advertising and give a presentation of about 10 ‐ 15 min. The links, questions and texts on this sheet will help you to start your research and structure your presentation. Try to apply your findings to “the Scarecrow”‐clip and present them to your class mates in an interesting and comprehensive way. Create a one page handout with the most important information for your fellow students. 1. Look up the terms “branding” and “advertising” in a monolingual dictionary and find out
what the difference is.
2. Read the definition of “brand” in Storytelling (page 22) and have a look at the graph on page 24 of Storytelling (Source: Fog, Klaus et al. (2010): Storytelling: branding in practice. Heidelberg: Springer)
3. Why do companies use stories to advertise?
This video may give you some answers: https://www.youtube.com/watch?v=DGeTUwKNNnI
Skim the pages 32 ‐ 46 in Storytelling for the gist of storytelling for advertising purposes.
4. Apply “the Fairytale Model” (Fog 40 ‐ 43), which was inspired by Greima’s actant model to “the Scarecrow” commercial in the same way that it was adapted to Nike.
5. Read the article about priming in advertising: http://psychedideas.blogspot.de/2012/01/priming‐in‐advertising.html
6. Watch “the Scarecrow” again and take a look at other commercials that disguise their advertising purposes behind a story and high‐quality film productions including making‐offs and behind‐the‐story features. Do they use priming? Chipotle: Back to the start campaign: https://www.youtube.com/watch?v=aMfSGt6rHos
Sainsbury Christmas Campaign: https://www.youtube.com/watch?v=NWF2JBb1bvM
Airbnb – wall and chain: https://www.youtube.com/watch?v=BpAdyFdE3‐c 7. Reflect upon how stories can play with our emotions and maybe deceive us. Think of advertising
campaigns in your town that use this strategy to appeal to customers.
Possible Solution for number 4:
The fairy tale model applied to Chipotle’s “The Scarecrow” Benefactor
Chipotle
Goal
Promotion of organic and small‐scale farming
Beneficiary
Animals, environment and farmers and thus the people
Support
The Scarecrow’s empathy and ability to see the misery of the animals and its courage to
make a difference
Hero
The Scarecrow
Adversary
Crow Foods Inc.
Exploiting animals and the environment while keeping up a façade of responsible and
natural farming
Group 2: Music and Lyrics
Music and lyrics both support a commercial and structure the narrative or tell a narrative themselves. A brand´s value can be enhanced by the connection to music and there is basically no commercial that does not make use of music. Music and lyrics can alter the meaning and transfer a specific characteristic connoted to certain types of music. Find out what kind of impact the choice of music and lyrics on the consumer has by comparing the original version with the “honest” version. The questions on this worksheet help you to get started: Be ready to give a presentation of about 10‐15 minutes in which you present your results to the rest of the class.
1. Watch the “honest” version of “The Scarecrow”. You find the lyrics of both versions on this worksheet. https://www.youtube.com/watch?v=y8R4dvZJ9Ck
2. How are the three components (music, lyrics and video) combined? Do they illustrate, emphasize or
contradict each other?
3. What do you think are the intentions of the music and lyrics in the original version compared to the “honest” version?
4. How do music and lyrics affect the topics addressed in this article? http://www.newyorker.com/business/currency/what‐does‐the‐scarecrow‐tell‐us‐about‐chipotle
Original Version
Come with me and you'll be In a world of pure imagination Take a look and you'll see Into your imagination
We'll begin with a spin
Traveling in a world of my creation What we'll see will defy explanation
If you want to view paradise Simply look around and view it Anything you want to, do it Want to change the world?
There's nothing to it
There is no life I know To compare with pure imagination
Living there, you'll be free If you truly wish to be
If you want to view paradise Simply look around and view it Anything you want to, do it Want to change the world?
There's nothing to it
Honest Version
Come with us and you’ll be In a world of pure imagination
With an ad made for you By a giant corporation
We’ll begin; drop you in
To a great high‐budget animation What you’ll see will be pure manipulation.
This is just a way to advertise Open up your heart and use it Look at that sad face and FEEL it
If you want to cry… Here’s where you…do it.
We can say what we want
In our world of pure imagination. Just pretend we’re your friends. It’s what we want you to believe
This is just a way to advertise Open up your heart and use it
We control the message cleverly We can hide the truth There’s nothing to it.
Just engage with our brand
And make sure you follow us on Twitter.
Inside your brain. Download our game. Engage our brand. This is our name.
Group 3: Transmedia in Advertising
Most companies make use of online social networks (twitter, facebook, etc.) and engage with the customers on various media outlets. Find out how these transmedia strategies are used in advertising and give a presentation of about 15 ‐ 20 min. The links, questions and texts on this sheet will help you to start your research and structure your presentation. Try to apply your findings to “the Scarecrow”‐project and present them to your class mates in an interesting and comprehensive way. Create a one page handout with the most important information for your fellow students. 1. Find out what Transmedia is. This link will be useful:
http://henryjenkins.org/2007/03/transmedia_storytelling_101.html
2. Skim the article “Searching for the Origami Unicorn” by Henry Jenkins (p. 93 ‐ 130): Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York et al: New
York UP, 2008. 3. Find out which media‐outlets are used by Chipotle and other big, international companies.
How can/do people engage with the companies and brands? What do you think about these possibilities?
4. Play “The Scarecrow” game and see how it adds to the story of the clip. What is gamification? Are there strategies used within the game that make you want to go to a Chipotle restaurant or engage further with the brand?
5. Rate the game and find out if other (German) companies use games to engage people with their products and services.
6. Think about the consequences (advantages and disadvantages) of transmedia advertising for the
consumer. Do you think through that the customers have more influence on the company or the other way around? See if you can find articles about this matter in (online) English newspapers. Here are two suggestions.
https://hbr.org/2011/12/know‐what‐your‐customers‐want‐before‐they‐do/ar/1
https://epic.org/privacy/profiling/
Group 4: Reception of and reactions to “The Scarecrow” campaign “The Scarecrow” video as well as its spoof (“The Scarerow ‐ honest version”) sparked a lot of discussion and media attention. Find out about how it was received by the consumers and the media as well as reactions by other parties to the project. Give a presentation of about 15 ‐ 20 min about your findings. The links, questions and texts on this sheet will help you to start your research and structure your presentation. Try to present your conclusions to your class mates in an interesting and comprehensive way. Create a one page handout with the most important information for your fellow students. 1. Watch this video to get an overview: https://www.youtube.com/watch?v=1YyKACxWvcw
2. Search the web for articles, videos and comments about the campaign and the spoof. Based on your
findings, do you think that Chipotle profited from the attention or did it cause harm to their image?
3. What information can you gather about how Chipotle reacted to the spoof? Is the spoof’s criticism justified? What can you find out about what the company actually does/did to live up to their campaign. What are your opinions?
4. Can you think of examples where commercials or advertising campaigns caused a vast political and social discussion (maybe even in your hometown)? Find out more.
Group 5: Cinematic Techniques
A successful commercial requires different techniques that must be used in the right order. The professionalism in the advertising sector is in no way inferior to the film industry. The “honest” version of “The Scarecrow” also draws the attention to the use of different cinematic techniques and how they are applied. Find out what kind of techniques are used in the video clip and why. Give a presentation of about 15 ‐ 20 min about your findings. The links, questions and texts on this sheet will help you to start your research and structure your presentation. Try to present your conclusions to your class mates in an interesting and comprehensive way. Create a one page handout with the most important information for your fellow students. 1. Watch the “honest” version of “The Scarecrow”. Pay attention to the depiction of certain aspects.
https://www.youtube.com/watch?v=y8R4dvZJ9Ck 2. What is the purpose of the used techniques? Look up the terms in Teaching English with Films by
Engelbert Thaler (p. 38‐39). See below.
3. What kind of shots are used to capture the atmosphere or to portray the characters?
4. Is the background important? If yes, why?
5. Does the use of contrast create mood or intensity?
6. How are colors used in the video clip?