Film Analysis Essay on Hunger Games: Mocking Jay

Introduction

Movies and films just like any other activity play both education and entertainment roles among people regardless of their age and gender. However, in most cases, actors and movies maker utilizes stylistic methods to come up with a movies a factor that requires the audience to interpret the storyline or plot by combining the stylistic features used in the film. Some of the styles used in developing a storyline of a movie are packed with either a political or moral hidden meaning to interpret.

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These styles encompass the use of symbolism, imagery, and allegory among many other methods. In this context, the paper goals to cross-examine the visual materials used in "Hunger Games: Mockingjay part 1" focusing on the hidden meaning of the images and movie scene and then make a brief reference to the course reading (hunting girls by Kelly Oliver).The plot of Hunger Games: Mockingjay part 1 involves Katniss (Jennifer Lawrence) who was deported to District 13 a place where the rebellion was being led. Katniss reluctantly accepted to become a poster girl with an aim to rescue her fellow-tribute Peete (Josh Hutcherson). Seeing her home country in ruins, she gave a cruel speech and a broadcast leading to the massive killings of the rebels in district 7.

A suicidal mission was undertaken by the District 5 rebels aiming to wipe out the Capitol's hydroelectricity while the Hanging Tree was the song of the rebellion as influenced by Katniss. Meanwhile, Peeta warned that District 13 would be attacked during a propaganda interview a factor that took advantage of to hide underground hence no lives were claimed. Aiming to recover back Peeta together with other captured tributes, Julianne Moore (a rebel leader) launched a rescue mission as agreed. Finally, Peeta was rescued - however, after an extended period of torture packed with mental conditioning, Peeta was not himself anymore, attacking Katniss upon sight and trying to strangle her.

Hunger games through its visual images at the scenes and like several other fiction stories portray future that welcomes the audience to read the parable for the present (Ringlestein, 2013). The movie begins with a vast dark smoke covering the scene to indicate the violent nature of the events that are expected in the movie and foreshadowing the catastrophic destruction of the existing North American nations. The dark background of the scene as well as the actors 'dressing code in black is an indication of violent activities in the fantasy world that are expected to portray evil events in the real world.

Hunger Games movie utilizes semiotics throughout the scenes to make a comparison as far as characters and locations are concerned as well as supporting the plot of the movie. The study of semiotics is driven by associations created by the audience between the objects and the concepts depicted in the film. Katniss Everdeen's code of dressing and attire including Bow, Braid Leather Jacket with a mixture of brown and gray color schemes portray her readiness and confidence as well as the ability to resist.

Focusing on this actor, the audience can easily classify Katniss among the real characters of the world who values practicality as compared to vanity (Simmons et al. 2012). Furthermore, Katniss handling a bow is a suggestion that she is self-sufficient with an ability to protect and provide for herself. All these values are exhibited by Katniss when repulsed by the capitol's beautification means especially when she is competing as a tribute in the Arena.

The audience obtains information concerning the location by utilizing the visible signs in different scenes of Mockingjay part 1.The capitol and District 12 are juxtaposed through interpretation of signs. The signs presented in Hunger Games play specific roles to the tension and differences between the two districts hence support the storyline and the plot of the movie. The audience can as well use the signs to ascertain the differences between the people and the two locations given that the districts are located opposite to one another.

Through the use of semantics, viewers can associate Effie Trinket with the capitol because the two personalities can be paired together. For instance, Cinna and Effie are characterized by elaborate hairstyles, appearances, and bright pink cheerfulness heels as well as the poofy sleeves decorations. Also, the viewer's gains trust for Cinna because of the similarities between her and Katniss. The bow held by Katniss serves as a sign of power. When she acquired the weapon, In the Arena, she moves right from a helpless tribute while forsaking others to a powerful tribute taking in control her fate to the last bit.

Katniss Everdeen in The Hunger Games part 1 is one of the young adult literature and films among many others that depict the role of princesses (female actors). In most circumstances, female actors are exposed to tasks related to negativity. For instance, we see the princesses being beaten in violent films, bloodied and bruised while others are sexually assaulted(Collins, 2003). Through this norm and tendencies in the world of fantasy, the real world violence against women tends to increase across the globe where female gender are taken advantage of by the storyline developers to come up with films plots that serve as the insult a humiliation to the female gender. These storylines in movies are utilized in movie production industry and the secondary impact that people tend to put the fantasy world of movies into practice.

Conclusion

In conclusion, visual materials such as the scene designs, character, paintings, posters, photographs, art, and sculpture play an integral role as primary non-verbal sources in developing and interpreting the meaning of images/ scenes presented in a particular movie. These materials hold the crucial but hidden meaning of the activities taking place in a movie. Therefore, interpretation of these materials requires one's attention and the analytical skill else the story being developed cannot be meaningful in spite of watching episode after episode of a particular movie.

References

Collins, S. (2013). The Hunger Games Complete Trilogy. Scholastic UK.

Muller, V. (2012). Virtually Real: Suzanne Collins's The Hunger Games Trilogy. International Research in Children's Literature, 5(1), 51-63.

Ringlestein, Y. (2013). Real or not real: The Hunger Games as transmediated religion. The Journal of Religion and Popular Culture, 25(3), 372-387.

Simmons, A. M. (2012). Class on fire: Using the Hunger Games trilogy to encourage social action. Journal of Adolescent & Adult Literacy, 56(1), 22-34.

Tan, S. S. M. (2013). Burn with us: sacrificing childhood in The Hunger Games. The Lion and the Unicorn, 37(1), 54-73.