Moving Image TV Drama

Mock Exam Re-Write
 Throughout the extract, camera, editing, sound and mise en scene have all been used to construct the representation of ethnicity. At the beginning of the clip, the audience is immediately introduced to a white man in a suit which concludes the stereotype of white people coming across as posh and intelligent as this character is shown to be a type of businessman through the type of clothing he wears. There are also two police officers present in the wide shot - again both white, suggesting white people in general have higher professions. The fact the police officer uses the dialogue "we're stopping anyone out" emphasises that the immigrants are trapped. 

 When the audience are first introduced to the hotel reception, the lighting is bright so makes the setting look very welcoming. Continuity editing has also been used throughout the clip, making the story lines seem more realistic and also presents a smooth transition of time. In the reception, there is an eyeline match from the blonde receptionist towards the group of men that enter the hotel foreshadowing danger. The tempo of non-diegetic music in the background also increases to suggest this is an important part of the scene. When the group of men enter, there is a wide shot displaying a black man sitting down reading a newspaper. As he is the only character sitting down in the shoot, he is seen as inferior compared to the group of white men. The receptionist then goes on to explain to the group of men that the fellow black worker has a "brain like a sieve" through her dialogue, portraying a negative stereotype of black people being unintelligent. However the close up of the white man implies that he knows the receptionist \and the other worker are working together in a plan, by the smirk present on his face.

 The editing is then shown at a faster pace as the black worker runs off to inform Jackie that the immigrant officials are here, creating a more frantic atmosphere for the viewer. The pace of the cuts makes the audience sympathise with the workers as they tend to identify with them the most during the extract. After Jackie gathers all the workers there is a close up of her locking the door, emphasising how they are trapped. There is also a wide shot behind bars further supporting the idea that there is no way out for these workers. Cross cutting is presented between the two scenes which dramatically builds tension for the audience as well as suspense. This type of parallel editing also helps the audience identify that these two narratives which are linked together are happening simultaneously throughout the extract. The increase in the non-diegetic music again creates shock for the viewer, inviting the audience to feel frightened. As the immigrants are hiding, the audience can see a positive representation of ethnicity as both black and white workers are working together in harmony.

 Inside the small room, the dialogue "what do we do?" said by Jackie goes against the stereotypical view of Asians being clever although her earlier actions such as speaking in a different languages and acts as the leader supports the stereotype. The body language of the workers such as the trembling hands make them look nervous, representing the immigrant officials as powerful but in a negative way. On the other hand, there is a positive stereotype of the black man who helps the diabetic lady. The fact he was also a doctor before highlights how black men can in fact be intelligent which is proven by his old profession, going against the stereotype of black people being unintelligent. He is also caring and kind, making the viewer warm more to his personality and again become more on the immigrants' side, rather than the group of white men.

 There is a tilt camera movement to introduce the audience to Ibrahim, perhaps to signify the danger he will soon be in. As the group of white men come into shot, there is a focus pull between Ibrahim and the men as he becomes out of focus while they become in focus - this is to make the audience aware that the enemy is now present. The zoom in on Ibrahim demonstrates how the group of men are going to catch him so there is no escape. The way he then trips over the hoover, allows the audience to realise how inferior and weak he is compared to the other men. The fact his job within the hotel is a cleaner, again implies a more negative stereotype of black people having poor jobs. Throughout the scene, the wide shot keeps the elevator in view before the group of men arrive, foreshadowing it's importance. 

 At the end of extract, the immigrant officials see the immigrant workers as numbers, instead of human beings- conveying that they have no emotions and are not worthy of a second chance even if Jackie does plead to them to let Ibrahim go. This again makes the officers look superior plus the sad non-diegetic music while Jackie is emptying Ibrahim's locker invites the audience to sympathise with him and the other characters including the workers who are clearly sad about his departure. 

 Throughout the extract, many of the stereotypes surrounding ethnicity are met such as the white men being superior yet many are also challenged such as the black man who was once a doctor. However the clip also illustrates how everyone works together in order to help and protect each other. 






ER-Age

Throughout the ER clip, I will be focusing on how age is represented through the different characters. In terms of camera, instantly the audience is shown who holds the authority in the extract as a close up shot is shown of the first doctor, implying he has power and even though it isn't as old as the other workers he is important within this scene. There is also a close up shot of the boy in the patient’s bed displaying the bad state he is in, making the viewer feel sympathetic towards him especially as he is young therefore they may feel he has no control over his illness and still has much of his life yet to live. The establishing shot of his room suggests his boring and small environment- this is no place for a young child. Between the two characters, there is a shot reverse shot whilst they are in conversation. This shot has been use to highlight the characters relationship. As the doctor is the one giving the child advice, it would seem he holds a fatherly figure over him yet the fact the boy is surprisingly clever for his age they may in fact have a friendlier relationship as they are both intelligent. The low angle shot of the intelligent boy maybe even suggest he is looked up to by the doctor which is unusual for his age. Later on in the clip there is also a mid-shot between a couple arguing who work at the hospital. This particular shot has been used to suggest their tense body language because of their disagreement which then ends in both characters walking away from each other. There is also a close up shot of the boy’s bloody finger that has been bitten by his pet gerbil. This shot suggests a contrast between the two young boys in the extract, demonstrating one as a typical clumsy and silly young male whereas the other is portrayed as a genius. The comparison between the two characters may make the audience think about how clever the first boy shown in the scene is, as he is clearly a similar age to this other character yet his behaviour is much more typical of a grown adult. The close up shot of the unintelligent boy also identifies his childish and over the top facial expressions which are juxtaposed with the clever boy’s calm emotions even though he may be in a worse situation. The panning mid shots allow the viewer to see the setting of the hospital, implying how busy the doctors’ and nurses’ jobs actually are. The over the shoulder and high angle shot of the man wearing the glasses who hasn't been moving denotes how the elderly are seen as weak so are not taken seriously. At the end of the clip, there is another close up of one of the female doctors, perhaps foreshadowing that she knows something about the missing bullet.

 Sound also plays a bit role in demonstrating the ways age is looked upon. The young male doctor’s dialogue such as “would you like me to be there?” supports the idea of him being seen as a parental figure to the boy. In the waiting room it seems the woman doctor changes her tone of voice, depending on who she is talking to. She sounds more sympathetic with children yet sterner with adults implying that the younger you are, the more support you receive. When she is talking to the boy who was bitten, there is a non-diegetic sound of a baby crying in the background, connoting youth as unreliable. One woman in the waiting room states in the dialogue of her conversation with the woman doctor that she is only here for air, illustrating that the elderly can be seen as a waste of space. More importantly the maturity of the young boy’s dialogue compared to the other boy who was bitten contradicts the stereotypical view of young children.

 For editing, continuity editing has been used throughout to create a sense of reality, making it more realistic for the audience and also treats the child and the doctor in the scene equally. There is also a cross cut from the boy who is considered a genius to the other more stereotypical viewed child. This has been used for contrast and also to see how childish the other boy is being.  There is also a cut to the young couple arguing, perhaps implying how they are being immature as they are arguing about a less serious matter and their discussion is less important than the other story lines in the extract taking place such as the conversation between the male doctor and the clever boy about how they are going to tell his mother.

 At the start of the clip, mise-en-scene has been used between the first scene of the young male doctor and the boy. The white lab coat the doctor is wearing connotes purity and peace and also gives him a higher profession over the boys and the other patients within the extract. The viewer can also see the boy playing sudoku. This prop suggests how unique and intelligent this boy may be as most children his age would not take part in activities like these and instead would do something much simpler. The boy is also wearing stage make-up to show the audience how ill he is, again making them feel sorry for him by his sore, dry lips and bags underneath his eyes. Throughout the scene the doctor also has a sympathetic expression upon his face, suggesting he does indeed care for this boy. A busy atmosphere is shown in the hospital, signifying the hectic lives adults and these workers in particular have. Many of the doctors in the waiting room also have frustrated and annoyed facial expressions to demonstrate how the other patients are being irresponsible. Within the couple who are arguing, the woman is wearing a much more formal doctor’s uniform, perhaps suggesting she is the more inferior one in their relationship.

Doctor Who- Gender
 Straight away, the audience can see that the villain is in shallow focus, introducing him as an important protagonist. A western type of non-diegetic music begins to play which suggests a fight is about to break out as this type of sound is normally associated with a stand-off between two characters – in this case, Martha and the villain. The establishing shot also shows Martha accompanied by two guards, meaning because she is a female she is unable to look after herself which makes her character look weak and vulnerable.  As Martha walks towards the villain, a slow motion edit is shown to suggest all the attention is on her and to perhaps explain how she is aware of the danger ahead and this is why she doesn’t want to approach the villain.

Continuity editing is also used to create a smooth transition of time, creating a more realistic feel to the TV drama. There are then several cutaway shots to introduce other characters in the extract. These include two women standing by one side and Captain Jack who appears to have dirt covering his face – a stereotypical view of a dirty workman. We then see the doctor and the camera seems to linger on him for a longer duration, suggesting to the audience that Martha may have a stronger relationship with this character. The use of the cage however illustrates that at this point the doctor is powerless, emphasising the binary opposites between good and evil as the villain in this scene has freedom unlike the doctor.

 The villain is also first to speak, implying he is the more dominant character as he demands Martha what to do. The high angle shot of Martha makes her look less significant within the scene, further demonstrating how the villain in particular has more power over her as this camera shot could also be seen from his point of view.  The other characters that are clearly on the villain’s side also stand up on a higher platform from Martha and the woman in the red dress can be seen as the villain’s prized possession. She is seen as an object as she hardly speaks until the end of the clip and doesn’t show any emotion, plus the red colour of her dress could signify passion and danger. The villain however wears a smart suit to demonstrate his dominance and higher profession. The dominating dialogue ‘kneel’ said by the villain concludes his position over Martha; she doesn’t argue with him and simply follows his instructions. He then goes on to use a piece of machinery, implying a intelligent stereotypical view of a male as he uses this piece of equipment quickly and efficiently. The clock then suddenly appears in focus, creating an aspect of importance for the audience and creating tension as the countdown begins. The fact the villain then uses the dialogue “my children, are you ready?” connotes that he is superior as he himself suggests they are less powerful.

 The close up shot of Martha laughing shows her happy facial expressions which at first could make the audience confused and wonder if this situation is suddenly about to change for the better. The non-diegetic sound build up at the point where Martha gains control over the situation demonstrates a role reversal between the two genders. The various flashbacks illustrates how Martha was in fact a hero as she was helping the doctor on her travels however the fact Martha did this only by using words, suggests women express more emotions than men and don’t need to fight. This is further supported when the dialogue “I love him” is used by Martha, meaning women express their feeling more openly to other people and this explains her longer glance towards him earlier on.  During the flashbacks a blue tint is also used to reinforce the gloomy cold weather Martha has to experience, perhaps suggesting women are stronger than they are made out to be. The zoom in on the clock continues to covey tension to the audience as it highlights the characters don’t have much time left. The CGI blue haze surrounds the doctor to imply that the villain has now been defeated.  Blue has connotations of freedom which links with the idea that the doctor has finally been freed from his captivity, making it clear to the audience that the doctor is now gaining power. The sound effects used when the doctor is transforming also creates a dramatic effect for the viewer however it also implies that the woman’s dominance is no longer just her own as now the doctor is seen as the true hero.

 The ongoing dialogue of “doctor” said by the characters further demonstrates how the doctor is the leader as it is his name which is chanted across the globe; no one else’s. The wide shot of Martha running to the other women for support, who we consider may be her family, suggests that women rely on each other emotionally for support. However, the villain continues to use weapons in an attempt to regain power such as the sonic screwdriver to illustrate that men are associated more with violence, compared to women. The villain’s shocked and scared facial expressions finally reveal that he doesn’t have control anymore.

  Even though Martha helps in a great deal to defeat the villain, in the end it is the doctor who takes over and saves everyone. This means that the doctor is more powerful than her and simply means she was only his sidekick after all. This suggests that males in general are greater leaders than women, meaning this extract creates a stereotypical view of females being weak and dependant.

 Primeval-Gender Essay

Throughout the extract, continuity editing has been used to create a sense of realism towards the 

audience. At the beginning, two characters are introduced and a high angle shot of a woman is shown, suggesting the male in the scene holds power over her even though she makes the decision to leave, further explaining how women in general are more emotional than men. When she walks over to drive a large vehicle, this act goes against the stereotype view of females as this type of car would typically belong to a male.

 There is then a sound bridge of sad non-diegetic music connecting the two scenes, creating suspense and perhaps foreshadowing danger. The first protagonist the viewer sees is Abby who steers away from the stereotypical image and instead represents a strong and feisty female as she is operating a mechanical machine with much skill and efficiency also. The use of camera movement such as the zoom in on the digger supports the fact that Abby is experienced with such a masculine and almost dangerous machine. The zoom also illustrates how the man is taking on the easier job of collecting wood and clearing up rather than controlling the digger which is unlikely to see of a male. The close up shot of Abby displays her concentration as well as her tomboy impression by her black leather jacket, combat boots and short boyish hair.

 The sudden change in non-diegetic music implies importance shortly before the sabre-tooth appears. The synchronous sound of growling creates intensity for the audience as does the match on action of the animal being shown and then the attack. The audience is presented with a point of view shot of the sabre-tooth, making the man look inferior in comparison. There are of course visual effects of the sabre-tooth as the creature isn’t real, meaning special effects have been used. An eyeline match is then used to cut to the action of the animal.

 Abby fighting the sabre-tooth demonstrates her tenacity as she is not the typical damsel in distress plus the short shot durations gives a feeling of urgency. Blurring transitions are used between each edit which gives the action the impression that it is too fast to see and fortifies the sabre-tooth’s speed. The high angle shot of the man in the trench signifies how powerless he is compared to the creature and to Abby, creating a contrast between the two protagonists as she is clearly more dominant in this situation. The loud diegetic use of the dialogue ‘oi’ from Abby connotes personality traits of aggression which is typical of a male, not a female. The wide shot of her distracting the sabre-tooth continues to illustrate her bravery and despite the man’s earlier cowering, he also shows an instance of courageousness when he lures the creature away from Abby but the fact he is still running away, still demonstrates his weakness.

 The jump cuts of the man while climbing the ladder and placing the belt on the zip wire manipulates time by accelerating his preparation – making him look speedy and decisive.  Furthermore, the lively non-diegetic music in the background links with the face pace editing of the action and helps convey tension. Again, Abby running through the woods is a very brave act and is also unlikely to see, for the woman is taking on the role of the hero. The fact she was able to shoot the creature from a far distance also demonstrates her skills for a typical manly weapon. Moreover, the man’s stains on his earthly coloured clothes means he is not afraid to get his hands dirty like a typical workman.

 Next, the wide pan movement of the four characters in the clearing suggests Abby is part of their group even if she is the only female present. She is also wearing more masculine clothes than the man in the pink t-shirt. He is portrayed as more of a pretty boy as pink is a common girl’s colour. The other man in the suit gives off an impression of intelligence which is a more likely trait of a male, rather than the girly image of the boy in pink. Abby is also first to ask the group a question which suggests her authority within the other males she is surrounded by. 

The lady in the next scene is seen as pristine – a more stereotypical view of a lady although she stills holds more power over the man at the beginning by threatening him as a way of expressing her control. An over the shoulder shot of the man identifies his loss of hope – a strong emotion which is considered unlikely to be caused by a woman. The introduction of his weapon suddenly means the roles of power have been reversed as she is now in danger which is clear by the close up shots of her frightened facial expressions. The diegetic noise of the dogs barking also conveys a sense of threat and hysteria and has been slowed down for emphasise. The high angle shot of the woman on the ground signifies her weakness and vulnerability so the audience suddenly begin to sympathise with her. She is also wearing a white coat – a pure colour to connote her status of a victim. The quick cross cutting between the man with the gun, the dogs and the woman reveals the rising anger of the man. When the characters rescue the woman, the man in pink comically pulls out a spade as a type of weapon, giving the impression Abby is more reliable than him. The dialogue of ‘my best coat’ again is more stereotypical of a woman as she is caring more about her appearance than the danger she was just in.

 

Re-write of Analysis of Disability Clip

 Throughout the extract, continuity editing has been used which creates a sense of reality towards the viewer therefore they are more likely to relate to the events they see on screen. At the beginning of the clip, an aerial shot is used to highlight the division between the room and the contrasting environments between the two main characters. Furthermore, the mise-en-scene of the bedroom presents Ben’s side of the room being colourful, implying immaturity and childishness which is juxtaposed with David’s dull and gloomy side, conveying neglection. The audience may understand that more attention is focused on Ben, considering he is the disabled sibling therefore he needs the care and affection. As the camera starts to zoom into the room, there is a non-diegetic voiceover of “last summer, I decided to kill my brother”. As this statement is bold and contrasts with the happy non-diegetic music in the background, the audience immediately emphasise with Ben as they know it is wrong to kill an innocent person. As David is also the first character to speak and has the most screen time during the extract, he is considered as the protagonist. The shot then fades transparently to a close up of David’s face to create a dramatic effect and to make it clear that the non-diegetic voiceover is indeed his voice. The pan movement around him identifies David as an important character, allowing the viewer to clearly see his serious facial expressions, which could suggest his complex thinking. There is also an eye-line match as the audience can see that David was looking at his brother Ben. The zoom in on Ben then illustrates his vulnerability and innocence by the way he is sleeping, so the audience continue to sympathise with him for these reasons.

 A jump cut is then used to present a montage of evolution, demonstrating David’s thoughts processing as he compares his brother to a creature whose chemical recipe has been changed which the viewer may think is an inappropriate way of describing disabled people. David’s ongoing voiceover could also be seen as a flowing commentary of his feelings towards Ben, implying their unusual relationship. By David being able to discuss his brother’s disability, it suggests to the audience that he has more power and control because he has more ability over his thoughts and feelings than Ben does.

 Next another jump cut is used, perhaps to demonstrate the family’s disorientated lifestyle, to an establishing shot of a council estate building. The shot suggests the family’s lack of money which again can make the audience feel sympathetic towards them. Non- diegetic sound of the song ‘wouldn’t it be nice’ by the beach boys plays in the background to link to David’s situation of wouldn’t it be nice if he didn’t have to care for his brother but also making it ironic to the feelings of hatred towards Ben. The first time Ben is properly introduced is by the close-up of him eating his breakfast. This shot makes it clear to the audience of his disability by the way he eats and the confused facial expressions they can see. The close up of David shown quickly afterwards presents his frustrated emotions and dislike t0wards his brother, therefore he is seen as the unkind character because of his unacceptable attitudes, especially towards disabled people.

 When David realises there isn’t any Weetabix left, the diegetic sound of him complaining and blaming Ben is said in a very harsh tone to connote his anger towards his sibling. David is also shown in much darker clothes compared to Ben to again signify his rage and irritation. On the other hand, when the mum speaks to Ben she speaks to him like a young child when she says “Ben that was a bit selfish”. The viewer then sees another close up of Ben smiling, perhaps suggesting he is not that innocent and could link back to older TV representations of disability were they were seen as sinister or even evil. The mum then kisses Ben goodbye but not David as they may have a closer relationship or indeed the mum cares more for Ben. Taking that into account, David may be jealous and this may be one of the reasons he hates him. The synchronous sound of the bang on the table could have again been used to explain David’s anger. Ben then discusses how he needs to go to the toilet which may be seen as humorous and laughable to the audience, when it is in fact a serious situation, therefore could cause controversy.

 The scene then goes on to take place outside, showing a wide shot of the two brothers. As Ben is walking behind David, the audience can tell that Ben is the less significant character and needs looking after. A series of flashbacks are also shown to further support the idea of Ben needing close care and attention. There is also a visual effect of David looking through the gun to foreshadow what is later to come and how desperately he wants to kill his brother. The sound effect of the gun shot is another way of explaining David’s frustration and his way of releasing his anger. When David is in the tree, a low angle shot of him is shown as well as a high angle shot of Ben which suggest David’s hierarchy status he has over him. 

 In the classroom, the audience first see an over the shoulder shot of David drawing, which suggests his escape from reality as this is one of the only times he gets to spend away from Ben. The diegetic sound of the students cheering and talking also creates a realistic atmosphere. The fun taking place in the classroom may have also been shown to demonstrate the similarities and differences between an abled bodied person and a disabled person and how they go about in their day to day lives. When the teacher makes the joke about working in Asda, it may seem like a silly thing to the students however to disabled people it may be seen as a lucky job to have.

 Finally the pan movement between the students coming out of school at the end of the extract shows them discussing a party – an event Ben won’t be able to attend which may make the audience feel sorry for him. However when David’s friend asks if he is babysitting again, the viewer may also feel sympathetic towards David because he is seen as the carer and at his young age, this may be seen as a hard and challenging job to take on, especially if he wants to carry on his social life. When David is getting per pressured into leaving Ben to go to the party, he is in shallow focus so Ben becomes a blurred object in the background, symbolising his decreasing importance to his brother. David also tells Ben to “get yourself some chocolate” which can be seen as patronising, again reminding the audience that David has more control. The sad non-diegetic music begins to play which makes the viewer feel sad for Ben and even worried for him as he gets home. On the bus, cross cutting editing has been used to illustrate the difference between Ben and other people of a similar to age to him. The close up of him concludes to the reader his own scared emotions as he may find a simple task such as getting the bus home difficult without David.

Analysis of Disability Clip

The clip begins with an aerial shot highlighting the differences between the two main characters due to the scenery around them. While Ben’s bed and the walls surrounding it are very colourful; David’s bed seems very dull and boring. This could suggest how the disabled are seen differently from other people therefore they are treated in a different way. In this case, it seems that Ben is cared about more than his brother because his side of the bedroom seems to be more decorated. However the voiceover of David about him killing Ben doesn’t seem very caring and contrasts with the happy non-diegetic music in the background. As killing him doesn’t seem like a serious thing to David we can already tell David’s dislike towards him and their unusual relationship. The pan camera movement around the character now means all the focus is on him, conveying all the blame is on him too. This type of camera movement might portray to the audience he has realised the bad crime he has committed although the voiceover still doesn’t seem very forgiving plus the music doesn’t have a sad tone so doesn’t fit the situation.  Although disability often consist of innocent people on TV, it is clear David doesn’t think of his own brother this way even when the mid shot of Ben is shown laying on his bed, looking vulnerable and sweet (a more typical view of disabled people).

 We are then shown weird clips of history, clearly very old from the black and white camera shots. In this scene, David explains how disabled people may have been formed by changing the recipe of our chemicals which can be seen as a strange and inappropriate way of describing him. Next there is another establishing shot of the house with happy non diegetic music in the background; ironic to the situation of hatred towards his brother. The first time Ben is properly introduced is from a close-up of him eating his breakfast. In this shot he looks very confused, again implying how different he is. There is further dialect from David which shows his frustration towards the situation and again no sympathy for Ben.  

 On the other hand, when the mum speaks to Ben she speaks to him like a young child. We then see another close up of Ben smiling, perhaps suggesting he isn’t actually innocent (this shot could maybe even suggest sinister or evil like before representations of disability in other shows).  The mum then goes on to kiss Ben goodbye but not David as they may have a closer relationship or indeed the mum cares more for Ben. We could also consider that David may be jealous and this is one of the reasons his hates him. The next close up of David emphasises his annoyance and how he has given up. He still refuses to show no pity towards his brother even if he is disabled. The diegetic sound of the bang on the table when David is telling a story to Ben could have been used to explain his anger. Ben then discusses how he needs to go to the toilet and the father suggests he might need help. By Ben needing help to go to the toilet may seem humorous to the audience and laughable when in fact it is a serious situation therefore this could be seen as again inappropriate or controversial. 

 Next the scene goes on to the take place outside where a wide shot is shown of the two brothers. As Ben is walking behind David, it could highlight how he is less significant and needs looking after. In school, we also see the fun taking place in the classroom which might have been shown to highlight the similarities between disabled and normal people and how they go about in their day to day lives. When the teacher makes the joke about working at Asda, it may seem like a silly thing to the students however to disabled people it may be seen as a lucky job to have. 

 Finally the pan movement between the students coming out of school at the end of the clip shows them discussing a party- an event Ben won’t be able to go to which might make the audience feel sorry for him. The high angle shot of Ben after David says ‘it’s complicated’ makes Ben looked down upon and makes it clear that he causes the stress David has. We can also tell David’s mates don’t see the responsibilities David has about looking after his brother. The wide shot of the three boys shows how David and his mate are taller than Ben, therefore more significant. On Ben’s way home, sad non-diegetic music is played in the background, making the audience worry for Ben. On the bus he also looks all alone compared to the group of people so the audience may continue to feel sympathetic towards him.

Recreation Of TV Drama (Waterloo Road)

 At the beginning of our clip, we used two dfferent wide shots to show the two groups and the rivalry between them. Our use of props such as the ball makes it clear that this is taking place in a school (sport) environment. Furthermore the dialect used between us makes it clear there is an issue which leads up to the fight at the end where both girls move out of the shot in different directions to highlight their dislike towards one another.

The original clip

Script:

Chelsea: Look at the state of that (throws ball at vanessa)

Vanessa: Oi!!! You did that on purpose

Chelsea: So what if I did, what are you gonna do about it?

Vanessa: (shoves Chelsea)

Mary: Just leave it, do you want to get us into any more trouble?

Chrissie: This is why I didn’t tell you, I knew you’d get involved with all this gang stuff! (turns and pushes Vanessa)

CHRISSIE AND VANESSA START FIGHTING

Mary: (Pull Chrissie and Vanessa apart) What do you think you’re doing!!!

Vanessa: She pushed me

Chrissie: I was defending myself

Vanessa: She just punched me for no reason

Chrissie Punched her?! I don’t even know her!!!!

Mary: Just go inside (walks out of scene)

VANESSA AND CHRISSIE STARE AT EACH OTHER BEFORE WALKING IN OPPOSITE DIRECTIONS

12/09/13

Monarch of the Glen Essay



 During the clip of ‘Monarch of the Glen’ we identify how people of different ages are treated. Clearly, the main character in this specific scene is Amy as the story is based around her and she has the most screen time out of all of the characters which also makes the audience feel sympathetic towards her.

 At the beginning of the clip we are first introduced to Amy by a long wide shot. This type of camera shot is used to show off her costume which is what a typical teenager of her age would wear- a necklace, a top and jeans. Straight away we assume that Amy doesn’t in fact belong on a farm because of her different choice of clothes. The camera pans with purpose of keeping Amy in the middle of the shot. This means that Amy is in the foreground so all the attention is on her, clarifying that she is important. The music also changes when Amy is first seen in the clip. The sudden change in non-diegetic music could suggest that she is perhaps treated differently from the rest of the workers. These workers have more authority than her because they are older and therefore have more experience. This is a very traditional way of looking at the matter of age. The music is also very slow and has a sad tone which might foreshadow trouble.

 Before Amy has a chance to tell her friend what she wanted to say (this creates suspense for the audience), she is interrupted by Paul. Her body language when she catches the keys also highlights her age as her clumsiness demonstrates her weak character. Likewise when she is in the car, the close up shot highlights her confused emotions as we later find out she is too young to drive. During the crash, she is confronted by her head teacher who shouts at her- perhaps deciding that this is an appropriate way to discipline younger people. However, the headmaster’s tone then changes when he speaks to Paul, implying that he has more respect for him because he is older. Amy also clings to the other characters when she is told off. She also tries to hide away while they all look down at her because she can’t stand up for herself.

 Furthermore, when the two adults go into the oak room there is a much more gloomy lighting which emphasises this is a more serious setting as they are older so are more sophisticated and important. When Paul goes out to argue with Amy, an over the shoulder shot is used so the audience can feel sorry for her as we are seeing this discussion from her point of view. A low angle shot is also used towards Paul. From this angle, Paul is displayed as being very intimidating for Amy and the audience. This is because he tells everyone what to do and makes the rules. A shot reverse shot is also presented to make the conversation clear to see as both expressions and dialogue are important in these shots. Paul has an angry expression which concludes it is acceptable for him to look at Amy in this way and doesn’t care what she has to say. This type of behaviour may explain how teenagers feel they are not taken seriously or listened to. Amy’s dialogue ‘I hate you’ which is a type of diegetic sound reminds us how young Amy is and conveys how she is being childish even though she was expected to act like an adult at the beginning by being told to drive the car.

 The clip then goes to Amy’s room, indeed following the character and displaying the setting. This is arguable the brightest location in the clip which proves she is a child. The music changes yet again, playing a more sympathetic tone for Amy which makes the audience on her side and of course feel sad for the girl. The glossy magazines also explain how Amy is not yet an adult. There is also a shallow focus of the picture placed on her mirror. This specific picture may give the audience a clue to how Amy is feeling. Even though she is young, she is clearly able to express strong feelings for these people and they are an important part of her life. This type of atmosphere also foreshadows her leaving.

 Towards the end, the camera angle from outside the room signals that Amy has already gone and the world out there is a dangerous place, especially for a girl of her age. The close up shot of Paul at the end also highlights his worry for the girl and perhaps regret.

 Throughout the clip, Amy is looked down to because of her age- even to the people she is closest to. After the truth comes out about her age, people treat her differently and she is judged purely by this factor.


Representation G322 Key Terms


TV Drama- These shows are generally scripted to reflect the life of their intended audience. As different episodes are broadcasted throughout the series, the show tells a story so the audience can grow with the characters and feel like they can relate to the issues on screen. Content will generally always be realistic and applicable to real life situations so the storylines seem more believable, this is arguable what makes TV Drama so successful.

Representation-  When we are given a version of reality that is altered/ represented in a certain way so the audience can create a replica of it (reflection), see the view of the person representing something/ the way the intend it to be seen (intentional) or create their own opinions due to the society they live in etc. (constructionist).

Mediation/mediated- Selection and organisation by the media (not reality but someone's version of something) to make the audience think a certain way/ encourage them to do something.

Stereotype- An oversimplified image or idea of a specific group of people -this could be based on many things such as gender. (females are seen as weak while males are normally portrayed as strong)

Hegemonic norm- The leadership or influence, as of a state, region, or group, over other people.
(when we assume something e.g. when someone is a homosexual)

Ideology- Is a type of vision and a way of looking at things or a set ideas by the dominant class of a society.

Semiotics- Semiotics is the study of signs and other aspects such as indication, likeness and communication. Semiotics is linked to the field of linguistics (the study of language).

Connotation- A connotation is known as a second meaning of a word. It is normally a commonly understood association. (e.g. red can have connatations of love,danger)

Signifies- Saying that a word has meaning or conveys a meaning.

Signifier- Signifier is the person or thing that signifies, the form which the sign takes

Iconic Signifier- When the signifier is perceived as resembling or imitating the signified (this could be looking, sounding like it etc). In other words it is being similar by posessing some of it's qualities.
For example, a picture.

Idexical Signifier- This is when the signifier is connected in some way to the signified - this link can be observed. For example natural signs, medical symptons, measuring instruments. E.g. smoke signifies fire.

Symbolic Signifier-  This is when the signifier does not resemble the signified but is purely conventional. E.g. most words

Binary opposites-  This helps us understand the meaning of the word by knowing the difference between the word (it's opposites). Binary opposites are used frequently in films, especially in the plots. For example the ‘good vs bad’ in fight scenes are easy to spot by the audience.

Mode of address- This is how the media is presented to the audience. There are different type of modes such as the first person, third person, formal and informal. These type of modes can be used when you are talking about yourself or as a narrative.

Anchoring- Anchoring is the meaning of an image in a print advertisement.

Conventions- Conventions are the generally accepted ways of doing something. There are general conventions in any medium such as the use of interviewee quotes in a print article but conventions are also genre specific. They are used in media when discussing a technical code and saying how it is used in a genre.

Conventions of TV Drama- TV Dramas are serialised dramas that usually air every weeks and features continuous storylines. These can be about domestic themes and personal or family relationships. There is also expressive lighting dependant on sub genre, scheduled time (normally 60 mins) and a 3 act narrative structure (beginning, middle and end).  For every drama there is also a target audience identified, depending on the genre.

What are the issues that surround the representation of different groups in TV drama

Age-
 Age presented in TV Dramas can include a wide variety of different people and personalities. Positives and negatives are also highlighted within TV Dramas of youth and old age. Some programmes may show how youth today are strong, sociable and independent while others will say the opposite and present the youth as rebellious, rude and naive. Characters of old age can also be seen differently, from being wise to being completely dependent. Both the older generations and young teenagers are portrayed on the small screen, sometimes challenging stereotypes or displaying controversial issues linked with ages.
 For example, Alan Bennet goes against stereotypes of age in his show 'Talking Heads' which was a monologue starring many famous names. The TV Drama included representations of older people and went against social expectations. Storylines such as a spinster in her late 50's who exchanges sexual favours for money and a woman of 75 who fears about moving into a care home could be seen as negative stories and how society can treat the elderly in a bad way.
 The issue age throughout TV Drama can also explore the complications people might face while growing up, such as homosexuality. This has been reflected in many shows, for example 'The History Boys' and 'Sugar Rush'.
 However more recently, the drama 'Skins' has done most to challenge the reality and depiction of young people. This show explores how teenagers are typically seen in much detail- from the music they listen to, their language and even the type of clothes they wear. More seriously the show also explores under-age sex, homosexuality, alcholoism and drugs. Issues such as these play a big part in society and 'Skins' presents how teenagers and young adults may be seen by other people of different ages, especially the older generation.

Race-
 Representation of race in media can consist of the same sort of stereotypes that constitute gender portrayal yet stereotyping of race is considered much more harmful. In recent years, actors such as Denzel Washington and Morgan Freeman in a diversity of roles mean black characters in film and TV are no longer 'stock' types. Moreover, attention is now being paid to other ethnic groups such as Asian Americans who represent a much larger proportion of the US population than their TV coverage would suggest.
 It is also important to link this representation to the Brtish Empire. During the first and second world war, Britain depended heavily on the colonies and these final days exploring Britain's economic power is shown in the ITV series 'The Jewel In The Crown' in 1984. Even though it took a long time, immigration from the Caribbean meant that Black British identity on TV matched the experience of people who grew up in Jamaica.
 Issues of race were shown in 'Love Thy Neighbour' where two couples of different ethnicity lived next door. Although the series courted criticism for it's racial humour.
 On the other hand, programmes like 'No Problem!' and 'Desmond's' were created by black British producers and explored issues of black British identity - it did not focus on cultural difference like many others.

Gender-
 Feminism has been around for over 30 years yet media representations of women are worringly the same. Often their passivity leads to victimhood and men are still presented as TV Drama characters 3 times more than women. Men are also still seen to have more power, strength and independence.
 Yet today some females are no longer restricted to certain roles and stereotypes. The drama 'Triangle' explores the tension created by the appointment of women to a position of power. Also in 'Howards’ Way' the character Jan embarks upon a business career in the fashion world aided no doubt by the power suits and big hair for which the UK’s first female PM was also famous.
 In the 90's, representation of gender was more plural - focusing on both men and women. For example the show 'Though This Life' focused on many characters, exploring many different issues such as homosexuality and attitudes towards sex. This shocked viewers becauses the stories included didn't match with stereotypes of each gender.
In the 21sr Century TV Drama now focuses more on modern masculinity. The actor John Simm, for example, has come to specialise in characters that embody a more subdued masculine code.

Class-
 Presenting different social classes on TV can give the audience a wider understanding of how people live. It can also provide different entertainment factors like humour when identifying social class in TV Drama. For example 'Pygmalion' by Bernard Shaw shows the character Henry Sweet, as he attempts to turn a working-class flower girl into a refined society lady. Middle-class snobbery can also be considered humerous by the viewer. 'A Bit of a Do' was famous for this as it explored a series of social gatherings to entertain the audience.
 However, the late 1950's saw a radical shift with a generation of playwrights who became known as the Angry Young Men. Largely a product of the 1944 Education Act which increased working and lower-middle class access to grammar schools, writers like John Osborne and Arnold Wesker wrote plays about their own experiences of working-class culture. These were successful as they linked to the audience so therefore had a wide appeal.

Disability-
 Disability can been seen in many different ways in the media and in TV Drama. However the issues surrounding these are that any type of stereotype could be consider controversial and unacceptable. Representations include pitable and pathetic, sweet and innocent, victim of an object of violence, sinsiter or evil, 'super-crip' and laughable. This group has been conveyed as laughable by 'Forrest Gump'. Moreover the sinister character is portrayed by 'Dr. No' in the Bond film yet the 'super-crip' connotation can be described by the tradegy of a noble soldier.
 As for disability groups aired on TV, The Mickee Faust Club in America (a performing ensemble composed of physically disabled actors) has yet to permeate television screens in the UK. The Faustketeers, as they are known, write and perform their own black comedy, which confronts the preconceptions of an able-bodied audience.
 Even though dramas such as 'Nighty Night' have featured actors in wheelchairs they are not disabled themselves. Perhaps the most significant work of contemporary British drama exploring issues of ability and disability is Dennis Potter’s semi-autobiographical masterpiece 'The Singing Detective'. This has proved to be successful as Potter himself endured the disease shown on the show for much of his life.

Regional Identity-
 Regional Identity in TV Dramas focuses on setting, accents, dialogues and even costumes which again help the viewer to understand different regions. Regional Identity is explored in many soaps such as Eastenders, Coronation Street, Home and Away and Emmerdale.
 When Corenation Street was first launched, it introduced viewers to different dialect and working-class characters. This is why there is such a strong relationship between regional identity and soaps. However not all representation of regional identity is of working-class, as shows like 'Howards’ Way' displayed the wealth in Britain and 'Bergerac' encouraged viewers to adopt a tourist-like gaze.


Representation of Age - Waterloo Road

At the beginning of the clip, the audience are already introduced to how teenagers are rebellious and cause trouble by the broken video recorder both Josh and Fin try to hide from the teacher. The long wide shot that is shown as soon as the teacher announces his presence, highlights the relationship between the three characters. The shot allows the audience to view the conversation going on between them and the height difference between the teacher and the two students could suggest how the two boys are of less importance than the older character. The teacher’s body language towards Fin and Josh conveys that he looks down at them and isn’t required to present them with any respect. His facial expressions and tone of voice also adds to this point as the teacher’s attitude towards them is angry – again implying they are in trouble (a very common stereotype associated with teenagers).  The dialogue used such as ‘Give it’ is a harsh form of instructions, concluding that the teacher doesn’t even need to be polite to the students because of their age. Yet when he talks to the other teacher, it is in a much calmer manner.

 In the next part of the scene when we see the other student, the setting at the beginning is vital to the representation of age. As the boy is standing outside an adult’s office, this might display to the viewer that this is another student in some sort of trouble. His facial expressions also highlight his unhappy mood, perhaps suggesting how teenagers can be misunderstood by many. His sluggish body language may also be seen as rude to the viewers as this is something the audience may not do towards their elders yet this type of respect is not shown by the young boy.

 Moreover, when the girl student is presented next, her angry facial expressions and loud voice might be seen as typical behaviour to the audience as this is one of the stereotypes for teenagers (aggressive behaviour). Her continuous yelling may cause the viewer to feel uncomfortable; therefore they don’t feel sympathy towards her about her family issue. The costumes and accessories displayed also suggest how teenagers are not smart and polite, such as the big earrings which are normally considered unacceptable in a school. The girl then goes on to take part in violent action. The other boy in this scene looks scared and frightened and the over the shoulder shot makes the scene feel more personal for the audience. As some parts of the over the shoulder shot are seen from the girl’s point of view, us as an audience would wonder if we would stop shouting at the boy because of his worried expression. At this point we may feel sympathetic towards the boy as we know this situation is not exactly his fault yet the other teenager continues to be overly aggressive. When we see the over the shoulder shot from the boy’s perspective, it is clear the girl looks intimidating from the higher angle. This is perhaps something other members of society may feel towards teenagers.

Sound

Diegetic- A sound which is visible on screen (can be seen by the audience when watching the action of the film) For example this could be:
-Voices of Characters
-Sounds made by objects in the story
-Music coming from instruments in the story space (source music)

This video shows examples of all the sounds above:

Non- Diegetic Sound- Sound that can't be seen/is not visible on screen and is normally added to create effect. Some examples are:
- narrator's commentary
-sound effects (for dramatic effect)
-mood music

Synchronous - Sounds which are synchronized or matched with what we can seen on screen. This makes it seem more realistic to the audience.

Asynchronous - This is the opposite (sound that is not matched with a visible source on screen). For example, this could be a noise in the background (sirens) and can also add to the realism of the film.

Sound effects - Are also known as audio effects and are created/enhanced sounds used to emphasize the content of films, TV shows and other media.

Sound Motif - Is a sound effect/s that are associated with a particular character, setting, situation or idea throughout the film. These sounds condition the audience emotionally for the arrival, action etc of a particular character. Sound motifs can help shape a story that requires many characters and locations.

Sound Bridge - When the scene begins with the carry-over sound from the previous scene before the new sound begins.

Dialogue- Conversation between characters or when someone speaks in a drama or narrative.

Voiceover - A production technique where a voice that is not part of the narrative (non-diegetic) is used in media such as films. This may be spoken by someone who appears to be elsewhere in the production.

Mode of address/direct address - This is how the narrative comes across to the audience (the style of language the characters or the narrator use).  For example, characters who are well educated may use higher register language and speech. This also includes accents and dialect used by characters of a specific regional identity. 

Sound Mixing - Mixes sounds from various sources using a multi- track mixing desk. Sound such as dialogue can also be remixed afterwards (for example changing the volume).

Sound Perspective - Sound recording that helps us place a sound as near or distant by volume, pitch etc.

Soundtrack:

Score - Music composed, arranged and played specifically for the production.

Incidental Music - Non- diegetic music that accompanies events or changes of scenes (dialogue and action taking place).

Themes - Music that always accompanies a particular programme or even a particular character and suits the mood.

Stings - These are short bursts of music and were often used in TV to almost combine different chapters, sections or scenes together.

Ambient Sound - This sound can be recorded on location or added to the soundtrack.

Clip Analysis -

 At the beginning of the ‘Tudors’ clip, old fashioned non-diegetic music is played to set the scene of the TV Drama which gives the audience an idea of what time period this was set in, linking to the title of the drama and the content of the show. The non-diegetic music is also quite slow, creating a calm atmosphere and the setting seems peaceful however this feeling doesn’t last for long.

Soon after we hear horses galloping towards the building where most of the characters are located. The sound the horses make is a type of diegetic sound which makes it seem more realistic for the audience and also helps introduce the main character in the scene. The type of sound effect the horses make is also a type of synchronous sound which again makes it seem convincing so they will believe what is happening on screen. When the man gets out of the carriage, dialogue is then presented between the other characters that greet him. This type of speech informs the audience what is happening and gives them a better idea of what is going on. The type of language the characters use is also quite formal which highlights their importance. However as the men carry on walking down the path, a new character is introduced and speaks in a different language. This dialogue may concern or indeed make the audience nervous as this is a language they are not particularly used to and could also foreshadow danger. The other character’s facial features also look confused at this type of speech which confirms to the audience that this character may cause trouble.

 As the men carry on walking inside the building, the diegetic sound of their footsteps help lead up to the action that is about to happen. The non-diegetic music in the background also becomes deeper in pitch and faster in tempo, again building up to the action. As the sound effects of the steps are also loud and clear, it allows the audience to feel like they are part of the scene.

 The action then begins when a weapon (in particular, a sword) is used by one of the guards/soldiers on the man. The sound effect of the sword indicates to the audience that there is now a fight taking pace. As these sound effects carry on, the non-diegetic music in the background becomes more dramatic. The dialogue that is also taking placed, especially by the character who is being attacked, is very loud as he is shouting and almost crying for help. This may make the audience feel uncomfortable, scared or even distressed.

 As the fight scene comes to an end, more heavy breathing is used as a sound effect when the character gives up. The music then becomes slower, emphasizing that he has been defeated. Moreover, there is also a loud sound effect when he falls to the floors and the other people in the scene walk way. This loud sound creates a more serious tone for the scene and may portray how effective this attack may turn out to be throughout the series. Finally, the fast pace non-diegetic music and also the diegetic sound of the man on the horse creates panic, as maybe he has found out the news.

Notes:

Non diegetic music at beginning – old fashioned – sets time period

Horses galloping – diegetic, realistic, introduces main character

Dialogue between characters (mode of address- language is formal – they are important)

Dialogue in different language might concern,worry the audience, something they're not used to…could foreshadow danger

Diegetic sound of the footsteps leads up to the action (foreshadowing)

Non diegetic music also becomes deeper in pitch and faster in tempo – building up to the action (gets faster and faster)

Sound effect of the sword – clear when the action begins

Non diegetic music becomes more dramatic

Dialogue- shouting (makes audience uncomfortable, scared, distressed)

Then becomes slower when the fighting stops and the main character in the scene knows he has been defeated

Loud sound effect when he falls for the floor – makes the defeat more serious (how effective this may turn out to be throughout the series)

Fast pace non diegetic music and the horse running creates panic at the end