English assignment request Assessment

Task Outline

You will be creating a video essay for a YouTube film analysis channel, exploring a chosen question about Sam Mendes’ 1917. You should use relevant images and footage with a voice over to explore the directorial choices of Mendes and the effect these have on the audience.

You may choose to present this as either:

• A traditional video essay, speaking as an objective person analysing the film.
• Acting as the director, breaking down scenes you have “created” to explain the choices made.

You could choose a question from the list below or create your own. The question you choose should provide scope to discuss:

• Film conventions and cinematic techniques
• Ideas/themes explored within the film
• Director’s choices
• Effect on the Audience

Possible essay questions:

• How does Sam Mendes use cinematic techniques to portray the futility of war in 1917?
• In what ways does 1917 offer hope amidst horror, and how is this conveyed through film conventions and cinematic techniques?
• How does Sam Mendes explore the tension between individual agency and the machinery of war in 1917?
• To what extent does 1917 portray war as an inescapable cycle? Use film techniques to support your argument.

Conventions of a video essay:

• A clear thesis (central argument). Make sure you are focusing on this throughout your video.
• A hook to engage your audience from the beginning of your video.
• Organised argument (structure can still follow a traditional essay).
• Can have a more casual tone for a general YouTube audience.
• Visual evidence (what is on screen should match what you are breaking down).
  - Narration should be engaging (vary tone and expression).
• Make sure when referencing a scene in the movie to refer to the time during the film. (eg. In the scene where Blake passes at 54:26…)

Performance Standards:

KU2: Thorough knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning. Translation: I can recognise the different cinematic techniques used in the film uses different cinematic techniques to achieve the director’s purpose. 

AN2: Perceptive analysis of language features, stylistic features, and conventions used in texts, and thoughtful evaluation of how these influence audiences. Translation: I understand how and why these cinematic techniques are used, considering how they explore themes/ideas and effect the audience. 

AP1: Versatile and precise use of language and stylistic features to create a wide range of coherent texts that address the purpose, audience, and context.

Translation: I have created a text that includes the elements of a YouTube video, considering my audience.

AP2: Fluently integrated use of evidence from texts to develop and support a response.

Translation: I have included specific scenes/ quotes/ moments from the text to support my analysis.

One way Peele demonstrates the powerlessness felt by oppressed individuals in Get Out is through his strategic use of silence and recurring sound motifs. A particularly unsettling moment occurs when Chris falls into a dark void after Rose’s mother hypnotises him. As he sinks into the “sunken place”, the sound design shifts dramatically, with all external, diegetic noise fading into an eerie, muffled silence. This sudden lack of sound isolates both Chris and the audience, heightening his helplessness and vulnerability as he is forced into the unknown. The juxtaposition between the silence and the previous moment of hypnotic dialogue further enforces this unsettling atmosphere, encouraging the audience to focus on Chris’ panicked breathing and heartbeat, which become the only audible sound effects. When he falls into the “sunken place” Chris tries to scream for help, but all that is heard is continued silence. This emphasises his helplessness and the power Rosa’s mum has over him, reminiscent of the inherent power held over black Americans in wider society.addition to his use of silence, Peele also employs the repetitive diegetic sound of Rosa’s mum stirring her teacup as a chilling symbol of control. The soft clinking of the spoon against the cup acts as an auditory trigger, signalling Chris’s descent into the “sunken place”. This seemingly innocent sound takes on a sinister meaning as it becomes associated with hypnosis and manipulation, reinforcing the power imbalance between Chris and the Armitages. Furthermore, Tea is often a symbol of the upper class, specifically in American society, further enforcing the idea that the Armitages have implicit power over Chris through historical and social context. Through the use of both silence and recurring, symbolic sound effects, Peele intensifies the suspense for the audience, placing them in Chris’s disoriented state and emphasising the psychological horror of being powerless at the core of the film.

Summary of request:

A 1000-1200 word essay including an introduction, paragraphs and a conclusion about 1917 talking about one of the questions provided:

Preferably one of these two:

• How does Sam Mendes use cinematic techniques to portray the futility of war in 1917?
• In what ways does 1917 offer hope amidst horror, and how is this conveyed through film conventions and cinematic techniques?

You don’t need to make a video I will do that.

• In paragraph analysis for some examples talk about lighting, camera angles, object placement, symbolism, language conventions, quotes, message to audience, etc

Assessment Requirements 

The English assignment requires the creation of a video essay for a YouTube film analysis channel, focusing on Sam Mendes’ 1917. Students are expected to:

• Choose a central question from the provided list (e.g., cinematic techniques portraying futility of war, hope amidst horror) or develop their own question with analytical scope.

• Analyse film conventions, cinematic techniques, and directorial choices, considering their effects on the audience.

• Present the video either as:

  • A traditional essay-style analysis

  • Acting as the director explaining creative decisions.

• Include visual evidence (film clips, stills, images) synced with the narrative.

• Reference specific scenes with timestamps (e.g., “In the scene where Blake passes at 54:26…”).

• Maintain a clear thesis throughout, with an organised, coherent argument.

• Use engaging narration suitable for a general YouTube audience while demonstrating academic understanding.

• Word count for essay text: 1000–1200 words (excluding video work).

• Performance standards to meet:

  • KU2: Recognition of cinematic techniques and understanding of their purpose.

  • AN2: Perceptive analysis of techniques, their thematic relevance, and audience impact.

  • AP1: Coherent and versatile language reflecting purpose and audience.

  • AP2: Integration of evidence from the film to support analysis.

Key Learning Objectives:

• Apply knowledge of cinematic techniques, film conventions, and directorial choices.

• Analyse and evaluate how these techniques convey themes and influence audience response.

• Integrate specific film evidence into a coherent, engaging argument.

• Demonstrate academic writing and critical thinking skills in an accessible video essay format.

Assessment Approach 

Step 1: Understanding Requirements and Selecting a Focus

• Mentor helped the student choose a clear central question (e.g., hope amidst horror).

• Emphasised the importance of selecting scenes that illustrate key themes and cinematic techniques.

Step 2: Planning Structure and Thesis Development

• Student was guided to draft an essay outline with introduction, body paragraphs, and conclusion.

• Mentor ensured the thesis statement was specific and consistently addressed throughout the analysis.

Step 3: Scene Selection and Evidence Gathering

• Mentor supported identifying critical scenes with timestamps for illustration of techniques like:

  • Lighting, colour, and shadows

  • Camera angles, movement, and framing

  • Mise-en-scène, object placement, and symbolism

  • Sound design, music, and dialogue

• Encouraged noting audience effects for each technique, linking evidence to the central argument.

Step 4: Writing Paragraphs and Analysis

• Student wrote topic sentences for each paragraph aligning with thesis.

• Mentor advised on integrating detailed scene analysis, e.g., describing lighting shifts during moments of hope, or how long tracking shots convey the relentlessness of war.

• Emphasis was placed on linking filmic techniques to thematic meaning and emotional impact on viewers.

Step 5: Conclusion and Reflection

• Mentor guided the student to summarise findings, restate the thesis, and highlight how Mendes’ techniques support audience understanding of war and hope.

• Ensured no new information was added and the argument flowed logically.

Step 6: Ensuring Academic Standards and Readability

• Mentor checked for:

  • Clear, precise, and versatile language

  • Integration of film evidence and references

  • Adherence to word count

  • Paragraph coherence and smooth transitions

Outcome and Learning Objectives Achieved

• A well-structured, 1000–1200 word analytical essay focusing on Mendes’ cinematic techniques and thematic exploration.

• Student demonstrated:

  • Critical understanding of how cinematography, sound, lighting, and mise-en-scène communicate ideas.

  • Audience awareness, considering how visual and auditory cues influence viewer perception.

  • Analytical writing skills, integrating film evidence into coherent argumentation.

• The final essay serves as a solid foundation for the video essay, ensuring clarity, insight, and engagement for YouTube presentation.

• Learning objectives such as KU2, AN2, AP1, and AP2 were successfully addressed through careful planning, guided analysis, and precise language use.

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