Compare and contrast the way in which the directors of 'Mary Shelley's Frankenstein' (1994) and 'Frankenstein' (1931) use different film techniques to build up atmosphere in their opening sequences:

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English GCSE Media Coursework                                           October/November 2002

Eva Martin 10W

Compare and contrast the way in which the directors of ‘Mary Shelley’s Frankenstein’ (1994) and ‘Frankenstein’ (1931) use different film techniques to build up atmosphere in their opening sequences:

The two films I will be addressing in this essay are Kenneth Branagh’s and James Whale’s versions of ‘Frankenstein’, a horror novel written by Mary Shelley in 1816, when the author was 19. The incentive for it was provided by the famous poet, Byron, who was a friend of Mary Shelley and suggested they write horror stories as a pastime. His was never published. Many adaptations have been made for cinema in the 20th century, those addressed in this essay being the most significant.

        I hope to compare and contrast the opening sequence in each film, based on the most successful aspects of their filmmaking, namely, use of camera, sound, editing, lighting and colour and mise en scène (i.e. setting, props, costume, body language of actors and make-up).

        The first film I will be analysing will be ‘Frankenstein’, directed by James Whale. It is a black and white adaptation, released in 1931, which was a period in Hollywood’s history commonly considered a ‘golden age’- Hollywood was young but its films considered innovative and impressive, and the success of this film is what launched Boris Karloff’s legendary career. When released, it was considered so terrifying that those of weak dispositions were discouraged from viewing it- both on posters advertising the film and in a short prologue at the beginning of the film.

        The film was shot by Universal Pictures, a powerful Hollywood studio, and was directed by James Whale. Whale was a British-born director who had a history of working in theatre, something which becomes quite apparent in some of the choices made about the positioning of props in the camera frame and also some of the choices involving sound and acting style- such as the total lack of non-diegetic sound (that not heard by the actors) and the exaggerated gestures.

        The sound and props in the opening sequence are both extremely effective in conveying to the audience the mood and genre of the film. Set in a graveyard, with a funeral taking place, the setting is instantly portrayed as sombre and decayed, with sounds and props that evolve the uneasiness that is the emotional response of audiences at such a desolate setting into a feeling that is not only sombre but hints at there being aspects of the supernatural. This leads to the introduction of one of the themes present in ‘Frankenstein’; the conflict of science versus religion. All the props used symbolise death to such a degree of unsubtlety that there is even a grim reaper present. There are many crucifixes and headstones; but these serve a double purpose- by constantly reminding the audience of the religious connotations of these symbolic objects, many will also, if not consciously, realise how sacrilegious Dr. Frankenstein’s actions are, as well as simply being effective in setting the overcast mood. Once again, the sound is able to serve the same purpose; there is a bell ringing and a priest chanting in Latin, both of which cannot fail in making the audience aware of the religious element.

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        I think that this theme of science versus religion, so strongly present in the film that it is heavily conveyed in the opening sequence of four minutes, is especially interesting when the age of the film is taken into account. This is because I believe that it was the perfect period in history for this theme to make an impression upon the audience, and that it is this, in conjunction with the rather crude horror sequences that caused to it to be so terrifying. 1931 was a period in history where there were rapid technological advances being made, thus making ...

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