Textual Analysis: Film 7

*Right to Education*

The documentary style short film 'Right to Education' begins with a countdown to open the sequence; this is featured on a blank screen rather than on top of the action footage. It also features the title, director, D.O.P and stills, and editing and music credits. This is most likely done on a blank screen in order to make sure that the audience is not distracted by ongoing background footage, encouraging them to read the acknowledgements without having their attention diverted. This is also done later on when introducing the title sequence.

The audio is introduced first, with no footage or interlinking action to assist the audience's understanding; this soon becomes diegetic sound as we are introduced to the first few clips, allowing the audience to view the source of the audio.

There is a consistent use of close-ups and extreme close-ups throughout in order to emphasise aspects of the narrative, e.g. zoomed in clips of text books and children learning. Many shots are also filmed using a hand-held device as they appear shakey and unstable; I found this technique to be very effective in creating a sense of realism and plan to do so within my own work.

The use of subtitles is also of great significance within this style of film, as the scripted speech is sometimes hard to hear and/or understand. Due to the deeper meaning behind the documentary, it is essential that the audience can follow the narrative in order to achieve the desired response (in this case, sympathy and enlightenment). It can also be said that due to this issue being of great controversy worldwide, the language barriers must also be excluded in order for various audiences to engage with the text (e.g. different cultures, ethnicities and countries).

The teacher is the first key role that is introduced into the sequence; this can be inferred from the amount of screen time dedicated to her character, as well as the fact that she speaks throughout. As the children walk up to the teachers desk to recieve their test scores, emphasis is put on one child in particular, suggesting that he too, is a key role within the narrative. This is done through the use of a tracking shot which follows his travel from his own desk, to the teachers; as well as this, this boy is the only child in which the teacher speaks to directly and gives a name (Kumar).

There is then a volta mid way through this clip as the film changes tone and introduces the second half of the narrative. It appears that the boy was daydreaming and that the illusion of school was just that- an illusion. This creates a sense of disequilibrium as the happy balance felt throughout has been disturbed. The audio becomes distorted and the visual clarity is disrupted in order to represent his confusion. As the reality is introduced, the editing changes from colour to black and white (greyscale) to present the bleakness.

This is the end of the action footage, however the short film is concluded with multiple facts appearing on a blank screen. There is eventually a voice-over that reads out the text that appears on screen, however this may cause the audience to be more passive in their engagement as the do not have to actively read for themselves.