3.7.3 Pre-reading for Social Class & Region

http://leighmediaas12tvdrama.blogspot.co.uk/2013/02/36-social-class-clips.html

http://leighmediaas12tvdrama.blogspot.co.uk/2013/02/homework-for-half-term-rep-of-social.html

1. What are the 4 stereotypes of Social Class?

Categorise the characters from the clips you have been given by class and analyse their behaviour/characteristics

2. What are the factors that affect your class?

3. Which class offers us the dominant point of view in Media (ie what is it normal to be, whose perspective?)

4. What characteristics do we associate which which class?

- eccentric
- hard-working
- loyal and community
- natural, honest and down to earth
- comfortable
- pretentious
- austere and stiff upper lip
- sophisticated & well bred
- violent and criminal
- dirty and uncouth
- boring and sheltered

5. Why is power and status important - how would you expect to see the following techniques used:
Camera Angles
Composition
Close ups
Long Shots
Tripod
Pace of editing
Use of cuts or transitions?
Prominence
Motivated cut
Shot reverse shot

Give examples of how this would reveal class.

2.5.1 Age script

http://leighmediaas12tvdrama.blogspot.co.uk/2013/02/34-representation-of-age-lesson-1.html



Check your learning
http://youtu.be/b20ftI8i8SQ

MES
Charlie & Daisy & Bruce, Jack

CAM
Will, Mitch, Laura W,

EDIT
Kieran, Leah, Emily

SOUND
Caitlin, Tanaka, Georgina

Identify the stereotypical characteristics
Apply the correct technical aspects
Create aged meaning (stereotypes)

2.2 Sherlock & sexuality clips 4 stereotypes of

• Response to Sherlock clips 2
• Response to Sherlock Clips 1

http://leighmediaas12tvdrama.blogspot.co.uk/2013/01/31-lesson-plan-sexuality.html

1.4.2 Gender Clips for Analysis

Great example of Ethnicity Response

Look at learn:

http://redbloodedtvdrama.blogspot.co.uk/2014/03/hotel-babylon.html

hotel babylon

The misenscene in this clip shows us that the immigrants are put in a darker, duller lighting environment, which makes us feel sympathetic for them as they are caged in a tight space. This reinforces the stereotype that they are pitied because they are left in the darkness and out of the view of the government. The location signifies and reinforces the fact that they are unified with the range of different ethnicities as they are all put into a room together and separated from the rest of the white workers. Also the directors have chosen to cast a wide range of ethnicities to play the workers to show that they're in conflict with the white immigration officers and police. This reinforces the stereotype that they are a cause of conflict. Props such as cleaning equipment shows us they're lower down in power from the white males their costumes also signifies this as the cleaners are wearing the same uniform and the white males are wearing suits and look smarter and more important. That also shows that the immigrants are unified as they are wearing the same outfits. 

Low angles are used in relation to the imigration officer to show his power and authority over the immigrants. This reinforces the stereotype of being dangerous because it makes him seem scary and threatening. A close up shoes fear in a woman's face when she realises she has forgotten an immigrant and that he will get caught this reinforces the stereotype that the white men are dangerous as she is scared of what they will do to him. It also reinforces the stereotype that the immigrants are pitied because we feel sympathy towards her as we can see she is scared and worried of the white men. There is a fast cut when she hears a knock at the door and the shot jumps, this reinforces danger and the fact that the women is worried. The composition in the shot shows us that all the immigrants are tightly packed into one room together reinforcing the stereotype that they are unified. 

Diegetic sound of a Hoover is used when the ethnic man is cleaning. This reinforces the stereotype that he is pitied because we feel sorry for him because he is being helpful and not doing anything dangerous or illegal and he is being oppressed from society. Dialogue is mainly used by the white people in the scene this may be due to a language barrier or may be to show their importance and power in the scene over the immigrants. This also makes us Pity the immigrants because they are not breaking the law or harming anyone with their actions or words. The soundtrack is fast paced and upbeat to show danger and conflict between the two ethnicities. He other ethnicities are made to hide from the white people showing that they have the power.

It is edited in a way to side with the immigrants because they are pitied. They are shown usually with a high angle shot showing that have very little power and the white people are superior to them. The pace of the scene is fast when they're trying to hide to shown tension and that they are scared reinforcing the stereotype that the white men are dangerous. It is cut to go from the action of the white men trying to find the immigrants to a calm quiet scene of the immigrants in the cloakroom to show action.

Revision Wheels Term - Ex - An of St

Disability

Ethnicity

start at 9:32 http://youtu.be/D1hbWvZiyhs?t=9m32s

Age

exuality

Gender

Social Class Essay for analysis

Shot Rev Shot
Location
Costume
Props
Appearance/Casting
Dialogue (accent/region, slang)
Soundtrack (period, classical or popular)
Prominance & power
Angles and Power
Pace of edit
Use of Close Ups - distancing the audience
Use of Long Shots - land or area of ownership, or related to the farming

Exemplar - peer mark against this

Exemplar Response: G322 - TV Drama and Audiences and Institutions (Film) from MrSouthworth

Set work for Media 30.1.14

Set work for Media:

With your Mentor Partner

Click on the link below, copy each of the slides onto your desktop:

 

http://leighmediaas12tvdrama.blogspot.co.uk/2013/01/harry-brown-analysis.html

1. Complete the missing Terminology words in the slides using the 2 Harry Brown clips with screen captured examples. For sound capture the image of the prop producing the diegetic sound

2. Apply the stereotypes of Age we learned last week (and below), justify and explain HOW the analysis on the slides constructs the stereotype and 'AGED' meaning

3. Use the points in the slides to write up your analysis of the scene linked to Age stereotypes and following each step of the Framework for analysis.

Ensure you have points for all 4 Technical Areas

email to rich.barton@leighacademy.org.uk by 5pm to get your attendance mark

Homework:

Timed exam essay.

Watch the clip 4 times. Identify SIGNIFICANT technical aspects of AGE & conflict between Ages groups.

- Camera Angles, Shot Types, Composition and Movement

- Editing Transitions or Cuts, Pace of the edit, Prominence and Continuity (Shot Rev Shot, Match on Action)

- Sound - Dialogue, Soundtrack, Foley and sound effects (Diegetic or Non?)

- MES - Location, Costume, Lighting, Colours, Performance

Question: How does the clip challenge or reenforce positive or negative stereotypes of Age and how? 45 mins

Due Monday, students who have not complete the above will be using their edit time to do so in the lesson.

Framework for Analysis - AAE

Terminology Wheel Of Fortune - Starter

In your Mentor Pairs, describe the word to your guessing partner, make a note of any you do not know:

Now find out what is means:

camerawork terminology

editing terminology

sound terminology

mise en scene

WHAT YOU NEED TO KNOW You need to be able to identify the following technical features

Tv drama notes grid proper no jump cuts! from staylorchs

]

WHAT YOU NEED TO KNOW

You need to be able to identify the following technical features:

Camera Shots, Angle, Movement and Composition

EDITING TERMS

_________________________ is a film technique wherein one character is shown looking (often off-screen) at another character, and then the other character is shown looking "back" at the first character.

An _________________ is a popular editing technique associated with the continuity editing system. It is based on the premise that the audience will want to see what the character on-screen is seeing. The ________________-begins with a character looking at something off-screen, there will then be a cut to the object or person at which he is looking. For example, a man is looking off-screen to his left, and then the film cuts to a television that he is watching.

______________________ Two successive shots joined so as to create a strong similarity of compositional elements (e.g., color, shape). Used in trasparent continuity styles to smooth the transition between two shots.

A ___________________ is a cut in film editing where the middle section of a continuous shot is removed, and the beginning and end of the shot are then joined together. The technique breaks continuity in time and produces a startling effect. Any moving objects in the shot will appear to jump to a new position.

____________________ is an editing technique used in films to establish continuity. In a cross-cut, the camera will cut away from one action to another action. Because the shots occur one after another, ________________ is used to suggest simultaneity of action. However, it can also be used to link significant actions that do not occur simultaneously. Suspense is built by using _______________. It is built through the expectations that it creates and in the hopes that it will be explained with time. ________________ also forms parallels; it illustrates a narrative action that happens in several places at approximately the same time.

In film, a ____________________ is the interruption of a continuously filmed action by inserting a view of something else. It is usually, although not always, followed by a cutback to the first shot. ________________ usually do not contribute any dramatic content of their own, but help the editor assemble a longer sequence. For this reason, editors choose cutaways related to the main action, such as another action or object in the same location.^[1] For example, if the main shot is of a man walking down an alley, possible cutaways may include a shot of a cat on a nearby dumpster or a shot of a woman watching from a window overhead.

In film, an _________________ is a shot of part of a scene as filmed from a different angle and/or focal length from the master shot. Inserts cover action already covered in the master shot, but emphasize a different aspect of that action due to the different framing. An insert is different from a cutaway in that the cutaway is of action not covered in the master shot.

action match,

crosscutting, parallel editing,

cutaway;

eyeline match,

graphic match,

insert.

jump cut,

shot/reverse shot, 

 

2nd Quiz

1.                          A film is divided up into sh*ts and the film c*** from one sh*t to another.

2.                          What do we mean by ‘mise-en-scene’? What things would we consider as part of a film’s mise-en-scene?

3.                          What effects are created by using low- and high-angle shots?

4.                          The edge of the screen is called the f****. We talk about the position of characters/objects within the f****.

5.                          A close-up gives audiences access to characters’ e*******.

6.                          What’s the difference between diegetic and non-diegetic sound?

 

 

Week 1 Revision Task: Practice Skills and Terminology

Link to Practice examples

Step 1: Select and Download the video

Step 2: Upload it on your channel & Annotate your analysis

Cue the annotations when they appear (Example)

1st: Terminology (eg Close Up, Shot Rev Shot) & technical Area (Camera, Edit etc) (E-D grade)
2nd: Analysis - how it links to the Representation of... (gender, age etc) (D-C grade)
3rd: Framework: Challenge or Re-enforce, Who has more Power? Differences/Binary opposites (B-C grade)
4th: How it use to create conflict/drama, messages/values behind it - men are...? working class people are ...? (A grade)

How to add annotations to Youtube videos

Step 3: Copy and Paste and ammend title of programme and copyright owner into the description (legal reasons):

"A extract taken from EastEnders (BBC) for students to prepare for the OCR G322 Unit Exam on Representation in Television Drama."

Step 4: Embed it onto your TV Drama blog and email link to rich.barton@leighacademy.org.uk

Regional Identity revision: Exemplar, Test Yourself & Make your own

Hustle Response, Editing Revision & Examiners Report

Annotated Response

Revision: Editing Terminology - apply meaning

Post Hustle response - Link AEE to EX

TASK - Rebuild my response linking the examples of Technical Areas to Framework for Analysis

Check your answers

http://leighmediaastvdrama.blogspot.co.uk/2011/12/grade-boundaries-tv-drama.html