Mise - en - scene blog task

1) Find a distinctive still image and write an analysis of the mise-en-scene. Use each of the aspects you've learned in the lesson.


Costume- Full black, tailored suit. Might indicate he wants to act stealthy while having a fancy suit on.
Lighting- Warm lighting made from the candles which reinforce the church-like setting.
Actor- Looks tired, messy hair, and walking away from the scene. This suggests that he might’ve been in a tough fight.
Makeup- Doesn’t  look like any makeup was used in this scene. However they can use makeup to make him look bloody and                       beaten
Props- No props were used by the character. However the candles might be props.
Setting- Church like environment 

2) Find TWO film or TV extracts on YouTube from different genres (e.g. horror, sci-fi, costume drama). Embed them in your blogpost and write a comparison of the mise-en-scene in each.




In this Harry Potter clip, the character is seen wearing a robe made as a school uniform for the wizard school. Also, the warm lighting used in the scene suggests the idea that the setting is a warm environment during a cold time such as winter. The character in the scene looks excited since it might be his first time in this school and eager to experience something new. For makeup, it doesn’t seem like they used it however since The actor is a teenager, then they might use it to clear any acne. The hat used in the scene counts as a prop due to its significant use. The setting looks like a church/castle like building perhaps to reinforce the film’s fantasy genre



Whereas in this clip, the character wears futuristic gear with a robe/mask on top. This could mean that the character is in a humid/warm setting like a desert. The use of bright lighting indicates that the scene is set during the day. The character's expressions are serious due to the way he stares at something. This could mean that he is about to do something dangerous. No makeup is visible in the scene. The setting is a warm desert environment.

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