Content of Development of US Film (02)
Component 02 focuses on the development of US film from 1930 to the present day. Learners study three set US films, covering Hollywood studio film (1930–1960), US mainstream genre film (1961–present), and US independent genre film (1961–present). The component also covers significant historical developments in film technology and industry, and the application of micro-elements of film form (cinematography, mise-en-scène, editing, sound) and specialist writing on film.
Topic Overview
This topic explores the development of US film from the silent era to the 1990s, focusing on key technological, industrial, and stylistic changes. You'll study how Hollywood evolved from a studio-based system to the blockbuster era, examining the impact of sound, colour, widescreen, and digital effects. Understanding this context is crucial for analysing how films reflect their historical moment and for comparing films from different periods in your exam.
The OCR GCSE specification requires you to know about the shift from classical Hollywood (1930s-1950s) to New Hollywood (1960s-1970s) and the rise of the blockbuster (1970s-1990s). You'll explore how the Paramount Decree (1948) ended the studio system, how television forced innovation, and how directors like Spielberg and Lucas changed the industry. This topic also covers the influence of genre cycles, auteur theory, and the globalisation of US cinema.
Mastering this content allows you to write sophisticated analyses of set films, linking their formal elements to broader industrial and historical contexts. For example, when analysing a film like 'Jaws' (1975), you can discuss how its release strategy and marketing revolutionised the industry. This topic is assessed in Paper 2, Section B, where you'll answer questions on the development of US film, often comparing two films from different periods.
Key Concepts
Core ideas you must understand for this topic
- →Classical Hollywood Cinema: The studio system (1920s-1950s) with vertical integration, star system, and genre conventions. Key features: continuity editing, narrative closure, and invisible style.
- →The Paramount Decree (1948): The Supreme Court ruling that forced studios to sell their theatre chains, ending vertical integration and leading to the decline of the studio system.
- →New Hollywood (1960s-1970s): A period of director-driven, innovative films influenced by European art cinema, with anti-heroes, ambiguous endings, and stylistic experimentation (e.g., 'Bonnie and Clyde', 'The Godfather').
- →The Blockbuster Era (1970s-1990s): Films like 'Jaws' and 'Star Wars' that used saturation booking, merchandising, and high-concept marketing. Emphasis on spectacle, sequels, and franchises.
- →Technological Innovations: The introduction of sound (1927), colour (Technicolor), widescreen (CinemaScope), and digital effects (CGI in 'Jurassic Park', 1993) – each changed storytelling and audience expectations.
What You Need to Demonstrate
Key skills and knowledge for this topic
- Analysis of micro-elements of film form (cinematography, mise-en-scène, editing, sound) and their contribution to meaning, character, and spectator response.
- Application of knowledge of genre and generic conventions (iconography, characterisation, narrative, themes).
- Understanding of institutional contexts (funding, production budgets, stages of production).
- Knowledge of significant historical developments in film (e.g., silent film, sound, colour, CGI, steadicam).
- Ability to compare films in relation to contexts, meanings, and responses.
- Use of specialist writing on film to support analysis.
- Construction of a sustained, coherent, and substantiated line of reasoning in extended responses.
Marking Points
Key points examiners look for in your answers
- Analysis of micro-elements of film form (cinematography, mise-en-scène, editing, sound) and their contribution to meaning, character, and spectator response.
- Application of knowledge of genre and generic conventions (iconography, characterisation, narrative, themes).
- Understanding of institutional contexts (funding, production budgets, stages of production).
- Knowledge of significant historical developments in film (e.g., silent film, sound, colour, CGI, steadicam).
- Ability to compare films in relation to contexts, meanings, and responses.
- Use of specialist writing on film to support analysis.
- Construction of a sustained, coherent, and substantiated line of reasoning in extended responses.
Examiner Tips
Expert advice for maximising your marks
- 💡Ensure you study the specific set films listed for the current assessment cycle.
- 💡Practice analysing unseen extracts from the set Hollywood film.
- 💡Use the 30 minutes of viewing time effectively to make notes on the screened extract.
- 💡Ensure you can identify and explain the significance of genre conventions in both mainstream and independent US films.
- 💡Use the provided specialist writing to deepen your critical analysis of the set films.
- 💡Structure extended responses to ensure a logical flow of argument and clear evidence from the films studied.
- 💡Always link specific film examples to the broader context. For instance, when discussing the impact of television, mention how widescreen (CinemaScope) was introduced to differentiate cinema from TV. Use films like 'The Robe' (1953) as evidence.
- 💡Use precise terminology: 'vertical integration', 'saturation booking', 'high-concept', 'auteur'. Examiners reward accurate use of key terms. Avoid vague phrases like 'the film was popular' – instead, say 'the film's success led to the blockbuster model'.
- 💡When comparing films from different periods, structure your answer around three key areas: industrial context (how the film was made and marketed), technological context (what tools were available), and stylistic/ideological context (how the film reflects its era). This ensures a comprehensive analysis.
Common Mistakes
Pitfalls to avoid in your exam answers
- Failing to link micro-elements of film form to the construction of meaning or spectator response.
- Ignoring the institutional context when discussing genre films.
- Providing descriptive accounts of films rather than analytical or comparative evaluations.
- Failing to address the specific requirements of the set film extract in the examination.
- Neglecting to use subject-specific terminology accurately.
- Not adhering to the specified length for extended responses or production work.
- Misconception: The studio system ended immediately after the Paramount Decree. Correction: The decree took years to implement, and studios adapted by becoming distributors and financiers rather than owners of theatres. The system gradually declined through the 1950s.
- Misconception: New Hollywood films were all low-budget and experimental. Correction: While some were, many (like 'The Godfather') were big-budget studio productions that took creative risks. The period is defined more by director control and thematic complexity than budget size.
- Misconception: Blockbusters only started with 'Jaws'. Correction: 'Jaws' is often cited as the first summer blockbuster, but earlier films like 'The Sound of Music' (1965) and 'The Godfather' (1972) were also huge hits. However, 'Jaws' pioneered the wide release and marketing blitz that became standard.
Frequently Asked Questions
Common questions students ask about this topic
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of film language (mise-en-scène, cinematography, editing, sound) – you'll need to analyse how these elements change over time.
- •Familiarity with at least one US film from the classical Hollywood period (e.g., 'Casablanca') and one from New Hollywood (e.g., 'Pulp Fiction') – this helps contextualise the development.
- •Knowledge of key historical events in the US (e.g., Great Depression, WWII, Vietnam War) – films often respond to social and political changes.
Likely Command Words
How questions on this topic are typically asked
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