As media exam revision guide jan
- 1. AS MEDIA STUDIES Use this booklet to help you revise all the things you need to analyse in the TV drama section of the exam, all the different social groups that you could be asked to look at, and all the key words / terminology. If you have any questions don’t hesitate to come and see me or email me. AS G322 Key Media Concepts in TV Drama
- 2. 1 Contents The Exam.................................................................................................................................................2 Overview.............................................................................................................................................2 Content ...............................................................................................................................................2 Assessment Criteria ............................................................................................................................2 Marks ..................................................................................................................................................2 Viewing / note making tips .................................................................................................................3 Tips for structuring your exam answer...............................................................................................3 Layout & Format .................................................................................................................................4 Section A – Key Media Concepts.............................................................................................................5 Cinematography..................................................................................................................................5 Editing ...............................................................................................................................................10 Mise-en-Scene ..................................................................................................................................13 Sound ................................................................................................................................................14 Representation .................................................................................................................................16 DISABILITY ON TV..........................................................................................................................17 ETHNICITY ON TV ..........................................................................................................................19 SEXUALITY ON TV..........................................................................................................................21 CLASS & STATUS ON TV.................................................................................................................23 AGE ON TV ....................................................................................................................................25 REGIONAL IDENTITY ON TV...........................................................................................................27 GENDER ON TV..............................................................................................................................29 HINTS AND TIPS.................................................................................................................................31 ESSAY WRITING IN THE EXAM...........................................................................................................32
- 3. 2 The Exam Overview The exam is quite unique in that it is one of the only exams that will require you to watch a video clip. You will see this a total of 4 times. The first time you see it you must not make any notes. During the screening of the remaining 3 times you are allowed to take notes. Duration 2 hours: 30 minutes viewing of TV drama extract: 1st screening – no notes; note-making between and during 2nd, 3rd and 4th screenings (follow instructions on screen); the extract itself will be 4-5 minutes long 45 minutes to answer the TV drama question (section A) 45 minutes to answer the question on Institutions and Audiences (section B): based on what you will have studied about the music industry. Content The exam in split into two sections. The first focuses on TV Drama. This is the section that you will have to watch a clip for. You will be asked a question based on the construction of representations within the clip. The exam paper will tell you what is being represented in the question. The second section is Section B. This is where you respond to a generic question using you case study of a particular media industry. We will be studying the music industry. The question has to be quite open (which is benefit) because every school will do a different industry and case study. Assessment Criteria 1. Demonstrate knowledge and understanding of media concepts, contexts and critical debates, using terminology appropriately and with accurate and coherent written expression. 2. Apply knowledge and understanding to show how meanings are created when analysing media products and evaluating their own practical work. Marks Assessment of Section A (TV Drama) Your answer to Section A will be marked out of 50: your explanation / analysis / argument will be marked out of 20 your use of examples will be marked out of 20 your use of terminology will be marked out of 10.
- 4. 3 Assessment of Section B (Institutions and Audiences) Your answer to Section A will be marked out of 50: your explanation / analysis / argument will be marked out of 20 your use of examples will be marked out of 20 your use of terminology will be marked out of 10. Viewing / note making tips Use the 1st screening. You cannot make notes, but use the screening to follow what is happening. Beyond that you may be able to identify key aspects of the extract that relate to the question set. For example, characters that relate to the representation of age or gender (if that is what is asked for). Once the 1st screening has ended you may make notes. You should decide and practise beforehand, your method of note-making. You could set aside areas of a page in your answer booklet for each technical code. Alternatively, you might have identified key aspects of the set representational issue during the 1st screening, and you could use these as headings for your note-making. Practise being able to watch and listen and make quick notes all at the same time. Remember that you are not expected to note or write about every technical choice in the extract. As you watch, concentrate on selecting those that relate to the issue or aspects you are focussing on. Tips for structuring your exam answer The last point above is relevant here too. Take a minute or two after note-making to decide what you are going to write in answer to the question. Either make an outline plan, or indicate in your notes which points you will cover in which order (number them). In order to score well on your explanation / analysis / argument, decide before writing the answer what you think your analysis shows about the representations in the extract. You need to have an idea that drives the answer, which links together the various points you will make. You can then lead the examiner towards your conclusion.
- 5. 4 Layout & Format Section A Section B Study the layout and format. Know what to expect.
- 6. 5 Section A – Key Media Concepts Cinematography ELS Extreme Long Shot MLS Medium Long Shot MCU Medium Close Up & Two Shot LS Long Shot MS Medium Shot CINEMATOGRAPHY: SHOT TYPES This type of shot is often used to introduce setting (setting the scene as an establishing shot) or to indicate the overwhelming nature of that setting. An extreme long shot might show only environment (as in this aerial ELS of Gotham City), or tiny figures swamped by their context. It can show audiences spectacular objects or places of epic scale. These shots are often used to show the relationship between a character, or group of characters, to a particular setting. The whole body of the character will usually be visible, as will much of the setting in which they stand. A LS might be used in order to show the situation of a sole character within a hazardous setting or, alternatively, to indicate a character’s escape into freedom etc. In this example it conveys the daunting task facing a lone crusader. Medium long shots have slightly more emphasis on character than place but still perform the same functions as a wider long shot. In this shot the amount of space around the two figures suggest they are feeling isolated in their battle. Perhaps the most widely used shot distance in film is the medium shot. Characters are usually shown from the knees/waist up enabling viewers to read the body language of a character. The medium shot still allows us to see a person in context as we can see them in their immediate surroundings but we can also discern vital details about their appearance or mood. Often used to present characters talking to one another. The difference between a MS and an MCU is very subtle and, obviously, just involves adopting a slightly closer distance to the object or characters. Here the MCU allows us to see the expressions of both characters and the nearness adds a sinister, threatening intimacy to the shot. When two characters occupy the same frame like this it is also called a two shot, here suggesting the immediacy of the threat.
- 7. 6 CU Close-Up ECU Extreme Close Up Close-ups frame the entire head, hand or foot of a character or part of an object. They can be used to draw the viewer’s attention to a significant facial expression or to an object that might have significance within the narrative. Close-ups allow us to register a character’s thoughts and feelings and increase our sense of involvement by bringing us close to the emotions within a scene. Extreme close-ups show only a section of a face or object, or can be used to focus on a tiny detail. ECUs are often used to focus the viewer’s attention on a significant detail e.g. a tearful, determined or terrified eye. They often create great intensity. ECUs take the viewer into extremely close proximity with a character: the discomfort they might feel when positioned so close can be used to dramatic effect by filmmakers. As you might expect a high angle shot involves positioning the camera high looking down on a character, place or object. This shot usually suggests weakness, vulnerability or loss of power. This can be used to create compassion or just to reflect the changing power relations between opposing characters. LOW ANGLE SHOTS Low angle shots involve the camera being positioned low down so it looks up at the character or setting. This can have a number of effects, making a character look menacing or dominant as they loom large in the frame, making a building look daunting or towering, making a hero look powerful, brave or statuesque. HIGH ANGLE SHOTS POINT OF VIEW SHOTS We look through the eyes of a character, seeing what they see, adopting their point of view. This kind of shot integrates us into the onscreen action, creating immediacy and suture (the knitting in of the spectator into the fabric of the film. REACTION SHOTS We are shown shots of the reactions of characters adding to the emotional impact of moments in scenes. CANTED ANGLES Instead of the shot being level it is tilted over on a diagonal to create skewed images of a distorted world, often suggesting madness, loss of stability or terror.
- 8. 7 Camera Movement The cinematography choices made within a film are a key means by which the filmmaker can convey meaning. Your discussions of cinematography will not only need to identify the element of camerawork being used, but discuss how it is being used and what the potential impact is on the viewer. Panning: within a panning shot or a ‘pan’, the base of the camera remains still, but the camera itself moves either right to left, or left to right. The movement is horizontal and might be anything up to 360 degrees in diameter. Pans can be used to introduces a films audience to a particular setting, with the camera slowly revealing elements of a room, for example. A pan might also be from the point of view of a character, in which case the viewer is being invited to observe a scene and consider different elements of that scene at a rate that the character dictates. Tilting: when tilting, the camera base again remains static, but this time the movement of the head of the camera is vertical, rather than horizontal. Two classic types of tilt shot would move either up or down a character, or up or down a building. The first type can indicate one character’s sexual attraction to another. The second might indicate a ‘sizing up’ of a building to be climbed etc. The Zoom: a zoom is technically not a movement at all but gives the illusion of being so. The camera operator can either zoom in or out. Zooming could focus our attention on a person or object, or give us a sense of growing intensity. Zooming out gradually places a person or object in context as we gradually see more and more of the surrounding environment. Two further types of zoom are the crash zoom (an extremely sudden jolting, jarring zoom in or out), and the incremental zoom (a very gradual zoom in or out, so slow as to be almost imperceptible) which subtly draws us into a scene that is taking place. Crane Shots: occur when the camera is attached to a device which allows it to be moved up, down, or laterally. The crane allows us to rise above an environment and survey it from an elevated position or to swoop from high to low etc. A notable variation of the crane shot is the aerial shot in which the camera looks down from its mounting on a helicopter. The crane shot gives us an overview and often allows us to take in spectacular aspects of a sequence or to see a character in context. Handheld Camera: is to an extent self-explanatory but its uses are varied. Handheld is often used to suggest realism, adding a sense of spontaneity and rawness to the footage, it is often used in documentaries to suggest real events captured as the happen. Consequently, in fiction film it tends to be used to give the illusion of reality and make events seem more credible. The other major uses of handheld work is to humanise the camera: when used to deliver a point of view shot the slight unsteadiness helps to convince the audience that the camera has adopted the view point of the character.
- 9. 8 Depth of Field Deep Focus: a camera technique that allows objects both near and far from the camera to be in focus at the same time. Shallow Focus – describes a shot where an object near the front is in focus, and everything else behind is out of focus (blurry). Often used to make one thing seem more important. E.g. Soft focus: in images, the use of a special lens or filter to create a hazy light around the subject. Soft focus shots are associated with the romantic or sentimental treatment of subject matter. Pull Focus – describes a shot where one thing was on focus, and then the lens is changed so that something else stops being blurry and becomes in focus. Often used to show how something has become more important. Rule Of Thirds – describes a technique used to make a shot look interesting. Rather than placing a person or object in the middle of the frame, they are placed at the sides, or where the lines cross on this imaginary grid. Tracking: a tracking shot occurs when the whole camera moves in, out, or sideways to follow the action: it is a following shot, ‘tracking’ a character, car, horse etc. A tracking shot can be created by fixing a camera set to a set of wheels or ‘dolly’ which is then moved (it is becoming more typical for filmmakers to use a skycam, on wires, depending on terrain). Alternatively a steadicam is used to create a smooth flowing movement. Tracking shots enable filmmakers to follow moving action or characters through scenes and help to involve the spectator by making us feel like we are now moving along with the characters.
- 10. 9 Framing What is framing? Framing is one of the many elements of cinematography, the frame can be defined as the edge of the shot, the rectangular shape created by the cameras perspective. Choices are made as to what elements to include within this area. This is known as framing. There are several elements of framing, crucial areas to consider are angle, level, height and distance. Angle There are an infinite number of angles that could be used by a director, however there are generally three angles that are commonly used, the straight on angle, the high angle (looking down at material within a frame) and the low angle (looking up at material within a frame). Level Level in framing is often straight forward. It is more often than not parallel to the horizon. On the occasions it is not i.e. tipped to one side or the other, it is cantered. This technique is rare, but can be seen in Wong Kar-wai’s Fallen Angels. Height Used to give a sense of being stationed at a particular height in relation to objects or characters. Important to note that whilst it is related to angle, there are distinguishable differences. Distance Whilst this element can be considered as framing, camera distances such as, medium close-ups and extreme long shots are worth explanations in their own right and will be at a later date. Open Framing Open framing is the idea that an object or character is shot within the frame surrounded by space, in which to move freely in. Closed Framing A contrast to open framing. A character for example framed in a door way appears restricted, closed in if you will. Functions Framing is like most cinematic codes a useful tool for generating meaning. However there is no hard and fast way to suggesting something. For example a cantered camera angle in Inception may suggest that reality is out of kilter, but it will not always mean that from film to film. The context of a film determines the functions of meaning. The King’s Speech motivated this entry on framing and is a useful case study for application of the outlined areas. Framing is used in this film to create a multitude of meaning and emotions. Firstly let’s consider angle. The picture below demonstrates the use of a low angle shot looking up. The shot connotes the intensity of the situation but importantly lets the audience know how small and weak King George VI (Firth) is feeling. There is no doubt that this affect is enhanced by the use of a super wide lens but none the less the same emotion is conveyed.
- 11. 10 Editing Action match: a shot that cuts to another, continuing a piece of action or movement between the shots. Allows the audience to see a smooth action despite a cut in the shot. For example, we might see someone shoot a gun, and the editor would perform an action match so we then see the bullet hit someone else and they fit together seamlessly so we see both people’s perspectives. https://www.youtube.com/watch?v=Mv93covb53w http://www.youtube.com/watch?v=ONMSe_zhq70 Continuity Editing: an editing style that aims to present the text in a chronological manner to emphasise the real-time movement of the narrative and to create a sense of realism for the viewer by giving the impression of continuous filming. Continuity editing creates a narrative that approximates to the real experience of moving through time, even though screen time usually covers a much longer period. Audiences feel comfortable with a linear progression that reflects their everyday experience. http://www.youtube.com/watch?v=qoaw7iTPlZc Cross cutting (also known as Parallel editing) – where an editor cuts between two separate scenes happening in two separate locations at the same time. This serves to illustrate a contrast or a link between them. For example, cross cutting between adults having a quiet drink in a pub, and a wild teenage party will contrast the two age groups. Another example is in the Godfather where the editor cut back and forth between the christening of a child in a catholic church, and the violent killing of several men. The cross cutting in this sequence emphasises the violence as we see it juxtaposed against childlike innocence and religion. https://www.youtube.com/watch?v=Ts1x6uADFtM Cut – the move from one shot to another can tell us a lot. For example, it can draw our attention to something specific. If a woman is daydreaming at her desk and the editor cuts to a scene of a man, we can assume that she may be dreaming about him. Cutaway: a brief shot that is not totally necessary but is cut into a scene showing a related action, object or person, not necessarily part of the main scene, before cutting back to the original shot. For example, a couple may be having an argument which is the main scene but the editor may choose to include a cutaway shot of their child’s crying before cutting back to the couple arguing. This emphasises the child’s emotions and helps the audience to understand that we are to disapprove of the argument. http://www.youtube.com/watch?v=ONMSe_zhq70 Dissolve - dissolve is when the first shot is on screen and the 2nd shot starts appearing on top of it more and more until all you can see is the 2nd shot. Often used to link two scenes or two people together. Sometimes used to show time moving on etc. https://www.youtube.com/watch?v=Rt5mcZFYLng Ellipsis: the removal or shortening of elements of a narrative to speed up the action. For example, an editor might use ellipsis in a sequence about a young man taking a drink by cutting straight to him as an old man, drunk and alone. The editor has
- 12. 11 missed out the story in the middle to speed up the action and show us how quick this man’s life has passed. Eye-line Match: a type of editing that maintains the eye-line or level when cutting from a character to what it is that the character sees. The effect of the edit is to create a sense that what the camera sees is what the character sees. It puts us in the position of the characters and helps us feel empathy for them. https://www.youtube.com/watch?v=Wz0jvz3NE8I Fade: a type of moving image editing where the image gradually fades and disappears, leaving a white or black screen. A fade to black often suggests that time has passed or a situation has ended. A fade to white often suggests a dream sequence. Graphic match – a cut from one shot to another that look visually the same (possibly linked by a similar shape, a similar colour etc.) They are there to show us a clear link between two scenes. Often this is making a comment on the issue. For example, a young girl playing with a red doll is then cut together using a graphic match with a woman holding a baby dressed in red. This might suggest that the young girl has grown up into the woman. Or it might emphasise the gender stereotype of women looking after babies. http://www.youtube.com/watch?v=qtbOmpTnyOc Jump Cuts – a cut that moves to a very similar part of the same scene but leaving a piece of action out (e.g. a character is on one side of the room, and then is on the other and we don’t see him walking). They are often used to disorientate the viewer, or show how disorientated a character is. For example, if a party of young people were being shown and it includes lots of jump cuts, it would represent the young people as disorientated, implying they were drunk and wild. http://www.youtube.com/watch?v=ONMSe_zhq70 Linear Narrative: a sequential narrative with a beginning, a middle and an end - in that order. Linear narratives provide a straightforward, sequential representation of events leading to a single resolution. As such, they are easily accessible to audiences and are the dominant form in mainstream media representations. Long take: each time a shot is recorded it is called a take. A long take is one that is allowed to remain on screen for a long duration before it is cut. Long takes are often used to slow the pace of the scene down, making it calmer and more peaceful. https://www.youtube.com/watch?v=dDMdzg_QmxM
- 13. 12 Montage – a montage is a series of shots edited together to show time passing and something happening in that time. Famous examples are in Rocky where we see a montage of shots of Rocky training and getting better and better before his fight. http://www.youtube.com/watch?v=DP3MFBzMH2o Short take: a short take is one that is allowed to remain on screen for a short time before the editor cuts to something else. Short takes are often used to speed the pace of the action up, making it more dramatic and exciting. http://www.youtube.com/user/Sarahmediafilm#p/c/AACD3B2246DAEFF3 Shot / Reverse Shot – cutting between two people having a conversation (rather than including them both in one static mid shot) can help to contrast them and make them seem different. It highlights their differences and also allows us to see the reactions of characters. Slow motion: used in the editing process to slow down the action for emotional or comic effect. Split Screen: an editing technique which involves the cinema screen being split into two or more parts to allow the showing of events that are taking place at the same time. Superimpose: the appearance of writing/symbols or images on top of an image so that both are visible at once, increasing the amount of information the viewer has in one shot. Visual effects – depends on what it is. Often it depends on what the character’s reactions to these special effects are. For example, a man who has no reaction to a massive fiery explosion will seem brave and masculine. Graphics on screen (e.g. numbers and facts as seen in CSI, may represent someone as intelligent or competent in their work. Showing someone in colour when the rest of the image is in black and white emphasises them and draws the audience’s attention to them as important. Wipe: a moving image editing technique that involves one image wiping another off the screen. This suggests that whatever scene / character pushes the other one off the screen, is more important or powerful. Wipes can go left or right, up or down and even be in shapes like stars! https://www.youtube.com/watch?v=usXca7W_jvM
- 14. 13 Mise-en-Scene Lighting (general) – can be used to highlight important characters. High Key Lighting – a bright and well lit scene with very few shadows. Often used to make a location or character seem friendly, happy and safe. http://www.youtube.com/watch?v=sUvkWkxFb2M Low key Lighting – a dimly lit scene with lots of shadows. Often used to make a location or character seem shady, untrustworthy, dangerous and unsafe. http://www.youtube.com/watch?v=91gU93J2Q8k&feature=relmfu Chiaroscuro Lighting – a scene lit with extreme lighting, lots of shadows, some very bright parts. See the effects of low key lighting. Also used to make a location or character seem very dramatic and unusual. https://www.youtube.com/watch?v=m2H26kHbDFo Body Shape and Language – the way a character’s body looks and the way they hold their body e.g. confident, slumping down, cowering from someone etc. It tells us what type of person they are and how they feel about others. Facial Features and Expression – the way a character’s face looks and shows emotion. For example, a shocked expression, sadness, a look of love. You can also comment on the way they look such as: interesting features like bad teeth, small, squinty eyes etc. It tells us what type of person they are and how they feel about others. Props – Items a character possesses or picks up e.g. a gun or a bunch of flowers etc. They can tell us lots about what type of person someone is. Costumes – clothes a character is wearing. You could comment on the style, shape, choice of item, colour, etc. They can tell us lots about a character, what type of person they are, how they are feeling etc. For example, a floaty dress might represent someone as being traditionally girly. A policeman’s uniform might represent someone as having authority and power. Baggy, shapeless clothes might suggest someone is shy, whereas tight clothing might suggest they are confident and flirtatious. Hair & Make Up – the appearance of the hair of a character and the cosmetics a character might be wearing such as lipstick, a skin head etc. They tell us about the character. For example, a woman wearing very little make up might be seen as being very naive and innocent. Voice / Tone – The way a character speaks tells us a lot. Someone who stutters might be nervous. Someone who shouts may be angry and powerful. Colour – Colours in a scene often represent something. Red can represent anger, passion, danger, love. Blue can seem calm and peaceful, sometimes sad. You must pick the most appropriate meaning for the scene. Location – where the scene is set. A location can tell us lots about the people in it. For example a dirty, blood-stained basement could signify that a character was a
- 15. 14 villain or up to no good. A messy bedroom might signify that the character who owned it was disorganised. Don’t forget to look out for how a character reacts to their location as well (e.g. if they are comfortable there or not). Breaking the Fourth Wall (Direct Address) – describes a time where a character may look directly at the camera and speak to the audience. This is highly unusual but can be seen regularly in shows like Malcolm In The Middle. This is designed to emphasise that character as the most important, as powerful, and as someone we should be siding with as it helps us feel like we are “one of them” and as though we are one of their friends. Sound Ambient sound - the sounds of the location e.g. water noises near a river, cows mooing in a farm etc. They tell us what kind of place we are in, and if we see how characters react to these sounds it tells us a lot. Noisy cars, horns, people, traffic represent a region as being busy and urban and not very homely. Asynchronous sound - asynchronous sound is where the sound is either out of sync with the visuals or is unrelated to the visuals. Sound that is just out of sync would make the viewer feel disorientated and would make the characters and scene seem strange. Sound that is unrelated to the visuals may be there for emphasising something. For example, in the Godfather film, we see a man murdering people in cold blood, but hear the sounds of a priest christening a baby. This contrast emphasises the loss of innocent life. http://www.youtube.com/watch?v=bC1- 6nDGRfc&feature=related Contrapuntal sound – sound or music that seems strange in comparison to the scene we are seeing. For example, in the film the Shining, during beautiful scenes of winding roads and countryside on a sunny day, we hear quite scary ominous music. https://www.youtube.com/watch?v=P0EXHvbsnJ8 Dialogue – the words the characters say. What do the characters actually say? Do they reveal their beliefs, or their attitudes? How do they say it? If someone’s voice sounds nervous and wobbly it tells us a lot about their character. If they speak softly it implies they are weak or emotional. If they have a deep booming voice it makes them seem more masculine. Don’t forget accents as they tell us where someone is from and emphasise their differences from others. Direct address (also known as breaking the 4th wall) – where the character talks to the audience directly. Don’t confuse this with a point of view shot. It is very unusual and breaks the reality for the audience, but also helps us to see that character as an equal, a friend, as someone to sympathise with. Often seen in shows like Scrubs and Malcolm in the Middle.
- 16. 15 Diegetic Sound: sound that you could hear if YOU were one of the characters inside the scene. This includes words the characters say, background noises like traffic and crowd noise and even music IF it is heard by the characters e.g. at a club, on a television etc. Diegetic sound can set the mood of the piece, influence a character’s behaviour or emotions, and help the viewer to see a scene as realistic etc. Non Diegetic Sound – other sound that the characters in the scene could not hear. For example, a musical soundtrack, a voice over etc. Non diegetic music sets the scene and time period as well as atmosphere. A voice over allows the audience to hear someone’s thoughts and empathise with them. Pitch – low pitch describes a sound that is deep and low (e.g. thunder) and high pitch describes a sound that is higher and lighter (e.g. a phone ringing). Rhythm – describes the beat of the music, whether it is fast or slow. Sound or music with a fast rhythm is often used to increase a sense of urgency or threat. Sound or music with a slow rhythm is often used to depict calmness and peace. Sound or music with an irregular rhythm is used to confuse the audience and make them feel uncomfortable. Voice over: the use of a voice over images, perhaps as an introduction, a linking narrative device or to comment on action. It allows the audience to see inside the head of a character, helping us to empathise with them. Sound bridge – a portion of sound that covers a cut, normally to link two scenes together. For example, if you were to see a woman talking about how much she missed her boyfriend, and her voice continued as a sound bridge on top of the shot of him, even if just for a few seconds, it emphasises that he is the man she is talking about. Sound bridges are often used to try and mask cuts from the audience, making it seem more realistic. http://www.youtube.com/watch?v=oIkpD2Nr5yI&playnext=1&list=PL011F31D3E38D BB59 Sound motif – hard to spot in a short clip. But this is a sound which normally represents a certain character. For example the Da DA of the shark in the film jaws. We associate that music with them. Sound Effects – a sound accompanying an action, sometimes musical. For example, in the film Psycho, short sharp violin noises accompany each stab of the knife during the famous shower scene. This emphasises the violence of each stabbing motion and makes it more dramatic. Soundtrack: music from a soundtrack (all the sounds) or score (just the music) emphasises the themes and emotions of a scene or character. Think about the beat and instruments used. For example, a high energy dance track with loud crashing tones will emphasise someone’s youth. A girly soft piano music might help us to see a woman as stereotypically delicate and feminine. Synchronous sound - synchronous sound is sound that is in sync with the visuals and was filmed at the same time.
- 17. 16 Representation Stereotype – an overly exaggerated representation of a type of person that is normally negative. For example, a teenage stereotype would be a hoodie wearing, knife carrying, criminal. Archetype – an easily recognised type of character that can be found in many stories. For example, the hero, the princess, the damsel in distress, the loyal friend, the villain, the temptress. Countertype – when a representation is different or not what is expected in comparison to the stereotype. Patriarchy – a type of society where men are dominant over women. Many feminists believe that we live in a patriarchal society where women are forced to be weaker and subservient. Dominant Ideology – a set of beliefs that are widely accepted as being the most normal, or the most accurate. For example, the dominant ideology of men is that they are strong, brave and work to provide money for their families. Racism – actions, behaviour, feelings or words which seem to discriminate against people because of their skin colour. This is normally because the person who is racist believes that there is a difference between people who have different skin colours and they believe one skin colour to be better than another. Sexism – actions, behaviours, feelings or words which seem to discriminate against people because of their gender. This is normally because the person who is being sexist believes there is a difference between the two genders and that one gender is better than the other. Homophobia - actions, behaviours, feelings or words which seem to discriminate against people because of their sexuality. This is normally because the person who is being homophobic believes there is a difference between sexualities and thinks that one sexuality is better than the other. Male Gaze – a theory by Laura Mulvey which suggests that all media products encourage the characters and audience to “leer” at and “look” at women. For example, “the camera angle looking down Sarah’s cleavage encourages the audience to take a ‘male gaze’ over the female character”. Verisimilitude – a feeling of reality / real life created by particular elements. For example, “The series Outnumbered creates a feeling of verisimilitude for the audience by using a real house, every day storylines that would affect an average family, and improvised dialogue.” Xenophobia - actions, behaviours, feelings or words which seem to discriminate against people because of their country of origin. This is normally because the person who is being xenophobic believes there is a difference between the countries and that one country is better than the other.
- 18. 17 DISABILITY ON TV Disability tends to still be represented in terms of stereotypical characters. For example: Physically Disabled / Disfigured – often shown as outsiders, unable to do normal things Mentally disabled – often shown as strange, odd, childlike, outsiders Able Bodies / Minded – often shown as “normal” and “ideal”. Characters with disabilities are often portrayed in TV Dramas as being outsiders, strange, unable to do everyday activities, immature, weaker than “able bodied, able minded” characters, less attractive etc. Traditionally in films, villains were often given a disability or deformity to make them seem scarier or more evil. Although our association of disability with “evil” has since declined, society often still links disability to weakness and makes disabled characters objects of pity. If you get “disability” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify who is able / disabled in the clip? Are people with disabilities shown as having different interests, personalities, attitudes, behaviours from people who don’t have disabilities? If so, how? Is their disability represented as being important in their life? Are people without disabilities represented stereotypically as being normal / better / more powerful? If so, how? Are people with disabilities represented stereotypically as being abnormal / weak / pathetic? If so, how? How do other characters in the clip treat the characters with disability? What is the message the clip is trying to portray about disability? Don’t ignore the able bodied characters as they need to be analysed too! Disabled characters on TV Joe Swanson in Family Guy (in a wheelchair) The entire cast of Cast Offs (variety) Lizzie from Emmerdale (deaf)
- 19. 18 Artie from Glee (in a wheelchair) Spencer from Hollyoaks (learning disability) Izzy from Coronation Street (wheelchair user) Tommy from Coming Down the Mountain (Down’s syndrome) Examples of disability in TV drama that you can analyse for practise: Secret Diary http://www.youtube.com/watch?v=auSAGvpM7W8 Touch Of Frost http://www.youtube.com/watch?v=_Gl8jVX9WWM The Street http://www.youtube.com/watch?v=80K5P1qqQOI Coming Down the Mountain http://www.youtube.com/watch?v=jIcVhqcKukw&feature=related Hollyoaks http://www.youtube.com/watch?v=wm9utEQTdts A whole collection of film and TV clips that feature disability http://www.youtube.com/user/thsmediastudies#p/c/BBC935847FFC4878
- 20. 19 ETHNICITY ON TV The representation of people from different ethnicities has changed massively over the years. This is probably because the population in Britain has become more diverse recently and current society is more used to mixing with people from different cultures and backgrounds. Here are some examples of very negative generic stereotypes that used to be seen (and in some cases, still are) in film and TV: White people – often shown as good, pure, heroes, strong, or sometimes racist Black people – often shown as exotic, strange, tribal, criminal, poor Asian people (Chinese, Korean etc.) – often shown mainly as intelligent, submissive (quiet and shy), nerdy, interested in technology Indian people – often shown as being poor, living in large families, very traditional, working in corner shops Middle Eastern people (Arabs etc.) – often shown as being terrorists, violent, aggressive, rich Immigrants – often shown as being a drain on society, criminals, illegal, bad for Britain, taking British jobs People often note that in TV drama, people from particular ethnicities have storylines that all centre on their culture. For example, Indian characters often battle with the clash between British culture and their traditional culture e.g.: arranged marriages etc. They rarely have storylines that don’t have something to do with their ethnicity. People also have commented that often people from minority ethnic groups (e.g. non-white) are often portrayed in a very negative way. If you get “ethnicity” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify what ethnicities people are? Are people from different ethnic backgrounds shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their ethnicity represented as being important in their life? Are people from particular ethnicities portrayed as being better, more powerful, than others? Are people from particular ethnicities portrayed as being abnormal / weaker / more pathetic than others? How do other characters in the clip treat the characters from different ethnic backgrounds? What message is the clip trying to portray about ethnicity? Don’t ignore the white characters as they need to be analysed too!
- 21. 20 Shows featuring characters of various ethnicities on TV Clips with examples of ethnicity Spooks http://www.youtube.com/watch?v=HjwvCoiKZ-8 Hotel Babylon http://www.youtube.com/watch?v=7VG5GJQjyGo EastEnders http://www.youtube.com/watch?v=y094LCAUMTo Ben from Hotel Babylon Martha from Doctor Who Patrick from EastEnders Anwar from Skins Mike from Glee Tariq from Spooks The cast of Misfits Teachers Arab and friends from Beaver Falls
- 22. 21 SEXUALITY ON TV Sexuality tends to still be represented in terms of stereotypical characters. For example: Gay Men – camp, feminine, funny, outrageous OR very attractive, and sleep around Lesbian Women – Butch, manly, blunt, man haters. Despite changing equality laws and a wider acceptance of different sexualities within much of society, TV has always remained quite conservative as they are scared of offending their viewers. Heterosexual (straight) characters are represented as the “norm” and homosexual (gay) characters are often represented as being different, strange, or separate from mainstream society. Some critics say that when TV does feature gay characters, they are never just characters that “happen to be gay.” Their sexuality always plays a key part in their storylines and they don’t seem to have any issues outside of their sexuality. If you get “sexuality” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify what the sexualities of the characters are? Are people of different sexualities shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their sexuality represented as being important in their life? Are particular sexualities represented as being normal / powerful / better? If so, how? Are particular sexualities represented as being abnormal? If so, how? What is the message the clip is trying to portray about sexuality? Don’t forget that “straight” is a sexuality too. Don’t ignore the straight characters as they need to be analysed too! Shows featuring characters of different sexualities on TV Kurt from Glee Teddy from 90210 Sean from Coronation Street Paul from Emmerdale Naomi and Emily from Skins
- 23. 22 Good clips to watch to practise analysing sexuality: https://www.youtube.com/watch?v=nPBE6YNoP5w&list=PLlmwxYjllyYobWnsj2ngN0 ialJzcaShv0 Jack from Torchwood Kim and Sugar from Sugar Rush Lynda and Tom from Gimme Gimme Gimme Lip from Shameless Syed and Christian from EastEndersVarious characters in Queer as Folk
- 24. 23 CLASS & STATUS ON TV The representation of people from different classes has changed massively over the years. Up until the 1950s, the upper classes were the class mainly shown on TV and in film. This is because they were some of the only people able to afford to go to the cinema and own a television. As more and more people from working class background watch TV, more and more TV programmes feature working class characters. Having said that, there are still some stereotypes associated with different classes: Upper Classes (e.g. Made in Chelsea) – often shown as rich, clever, snobby, very posh Middle Classes (e.g. My Family) – often shown as “normal”, good family values, well behaved Working Classes (e.g. Coronation Street) – often shown as poorer, less happy, less intelligent, but with strong community links Lower / Under Classes (e.g. Shameless) – often shown as being criminals, no family values, no community links, bad parents etc. People have often noticed that in many TV shows, people of different classes don’t mix. And when they are shown together, they are often shown as clashing and being very different. If you get “class” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify what class characters are? Are people from different classes shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their class represented as being important in their life? Are people from particular classes portrayed as being better, more powerful, than others? Are people from particular classes portrayed as being abnormal / weaker / more pathetic than others? How do other characters in the clip treat the characters from different classes? What is the message the clip is trying to portray about class?
- 25. 24 Shows featuring different classes on TV Clips with examples of class The Street - http://www.youtube.com/watch?v=7pJhL-A8XyE Footballers Wives http://www.youtube.com/watch?v=D099h6TRD0I&playnext=1&list=PLACD5D3B3F6 081864 Shameless - https://www.youtube.com/watch?v=_4GRPkND900 Frank from Shameless Bianca and her family from EastEnders Vicky Pollard from Little Britain Ben and Susan from My Family Pete and Sue from Outnumbered The cast of Footballer’s Wives
- 26. 25 AGE ON TV The representation of people of different ages has changed massively over the years. Up until the 1950s, there were really only two age groups shown in films and television (adult and child). This was because most children left school at a young age and went straight to work and became adults. In the 1950s more young people started staying in education and began leading very different lives from both children and adults and so developed the idea of the “teenager”. Having said that, there are still some stereotypes associated with different ages: Children – often shown as being young, innocent, naive, pure, sweet, helpless, powerless Teenagers – Often shown as being aggressive, moody, lazy, criminals, hate school 20s-30s – Often shown as the ideal age for love, parties, fun, making money, being glamorous and attractive. In films the heroes are often this age group. Middle Aged – often shown as being past it, unattractive, not aware of popular culture, uncool, boring lives, dominant over others, no real connection to their kids, grumpy. In films the villains are often from this age group. Elderly – often shown as being unattractive, slow, weak, ill, confused, pathetic, powerless, not important, dependent on others. If you get “age” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify what approximate age the characters are? Are people from different age groups shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their age represented as being important in their life? Are people from particular age groups portrayed as being better, more powerful, than others? Are people from particular age groups portrayed as being abnormal / weaker / more pathetic than others? How do other characters in the clip treat the characters from different age groups? What is the message the clip is trying to portray about age?
- 27. 26 Some shows featuring characters of different ages Clips with examples of age Monarch Of The Glen http://www.youtube.com/watch?v=gLQwQk_PQtE http://www.youtube.com/watch?v=4VyjH9HUCt4 EastEnders http://www.youtube.com/watch?v=s7ohiEFW2e0 Blackpool http://www.youtube.com/watch?v=L85qL5ph0J0 Skins http://www.youtube.com/watch?v=Ho69_sCkwyI Skins Waterloo Road Outnumbered Shameless Touch of Frost Miss Marple Coronation Street
- 28. 27 REGIONAL IDENTITY ON TV Regional Identity refers to the part of the United Kingdom someone is from. It could refer to a general area such a “north” or “south”, a country such as “English” or “Scottish” or specific towns such as “London” or “Manchester.” There are several regional stereotypes widely seen on television: Scottish – often shown as being money obsessed, won’t pay for anything, drinks a lot of alcohol, loves the outdoors, wears kilts, eats haggis, quite aggressive and violent Welsh –often shown as living in the middle of the countryside, with people making jokes about them “shagging sheep” Irish – often shown as living in the countryside, working in rural areas such as farms, being very religious, being good at dancing and singing, very friendly but less intelligent English – often shown as being racist, obsessed with beer and football, living in London. Sometimes the stereotype goes in the opposite direction of showing English people as very rich, posh, happy, living in castles and being very “royal.” London – There are 2 main stereotypes of Londoners. One is that they are often shown as being rich, posh, snobby, upper class, Hugh Grant types from central or west London. The other is that they often shown as being from north, east or south London, poor, common, lower class, criminal, violent “Kidulthood” style Manchester / Newcastle / Liverpool – Often shown as being “chavs”, wearing fake designer labels, or tracksuits, drinking a lot, being aggressive, uneducated, criminals Essex – often shown as being glamorous but cheap, footballer’s wives, lots of partying, being quite stupid Yorkshire – often shown as living in rural countryside, with rolling hills and cobbled streets, being quite old fashioned Cornwall / Somerset – often shown as being “backwards”, living in rural areas, working on farms South England – often shown as being the centre of culture, modern, classy, clever, sunny, richer, doing middle class jobs such as managers etc. North England – often shown as being poorer, bad weather, lower class, aggressive, less culture, less clever, doing working class jobs such as builders etc. If you get “regional identity” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify where the characters are from within the country? Are people from different areas shown as having different interests, personalities, attitudes, behaviours? If so, how?
- 29. 28 Is their regional identity represented as being important in their life? Are people from particular regions portrayed as being better, more powerful, than others? Are people from particular regions portrayed as being abnormal / weaker / more pathetic than others? How do other characters in the clip treat the characters from different regions? What is the message the clip is trying to portray about regional identity? Some shows that feature different regional characters (or are based in different regions) Clips from shows that feature different regional identities https://www.youtube.com/watch?v=heA414lv6gc Doc Martin http://www.youtube.com/watch?v=4gfYWZzaTBI&feature=related Our Friends In The North http://www.youtube.com/watch?v=Nu2Mu6_trho Torchwood (London, Wales, Space) Coronation Street (Manchester) Shameless (Manchester) Skins (Bristol) EastEnders (East London) Made In Chelsea (West London) The Only way Is Essex (Essex) Emmerdale (Yorkshire)
- 30. 29 GENDER ON TV Gender Identity refers to whether the characters are men or women. It could also include transgender, transvestite, and androgynous characters. There are several gender stereotypes widely seen on television: Male Stereotypes Traditional masculine man – often shown as being muscly, strong, brave, heterosexual, working in manual jobs such as building, plumbing etc. They are often aggressive, tall, and dominant over women, works to provide for family, does no cleaning, cooking or childcare New Man – often shown as being less masculine but still heterosexual, very peaceful, looks after the family, stays at home to look after family, does cleaning and cooking etc., shown as equal to women Gay Man – often shown as being very feminine, weak, working in jobs such as fashion or hairdressing, bitchy, etc. Female stereotypes Traditional feminine woman – often shown as being girly, likes pink, wears dresses, does feminine jobs such as working in fashion, hairdressing or stays at home to look after the children, needs a man to cope, weak, scared of things, needs rescuing, pure and innocent Sexy woman – very flirty, dresses in a revealing way, more powerful than traditional women, uses men to get what she wants, no loyalty to other women, bitchy Lesbian Woman – Often shown as dressing in a masculine fashion, doing masculine roles, hating men, looking masculine. It is important to remember that not all characters will fit into these categories and you may have characters that are mixtures. All you need to do is work out what the technical elements say about them. If you get “gender” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify what gender the characters are in the clip? Are people from different genders shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their gender represented as being important in their life? Are people of different genders portrayed as being better, more powerful, than others? Are people from different genders portrayed as being abnormal / weaker / more pathetic than others? How do other characters in the clip treat the characters of different genders? What is the message the clip is trying to portray about gender?
- 31. 30 Some shows that feature different gendered characters Footballer’s Wives Torchwood Hustle Spooks Skins Lark Rise To Candleford Cranford Bad Girls Some clips from TV dramas featuring different genders Doctor Who http://www.youtube.com/watch?v=yd5IO9mIXMs Cutting It http://www.youtube.com/watch?v=w9A3WzpW5g8 Wire In The Blood http://www.youtube.com/watch?v=ftzTWzJcUJM The Cops http://www.youtube.com/watch?v=ctc8AeBX9yA
- 32. 31 HINTS AND TIPS By the time you get to the exam, you MUST be able to watch a short clip 4 times, make notes during the 3 of the screenings, and then write an essay using key terminology analysing how one of the following social groups is represented through the use of camera, editing, mise-en-scene and sound: Gender Age Class Regional Identity Disability Sexuality Ethnicity Remember that when the examiner marks your essays they give you marks for the following things: Your understanding of how technical elements create meaning How relevant your answer is to the specific question Your use of a wide variety of frequent examples that are clearly relevant to your answer Frequent and accurate use of key terminology Your use of accurate grammar, punctuation and spelling. Analytical vocabulary
- 33. 32 ESSAY WRITING IN THE EXAM This shot/scene/example (etc.)... ANALYTICAL WORD MEANING ... establishes... sets up, creates ... signifies... shows / acts as a sign for (e.g. red signifies danger) ... denotes... provides a straightforward reading ... connotes... suggests or offers a cultural or interpreted meaning ... suggests... provides a possible interpretation ... implies... suggests ... illustrates... provides a clear example of ... foreshadows... hints at what is to come ...contrasts with... offers a very different image / interpretation to (another example) ... is juxtaposed with... creates opposite feelings/readings (compared with another e.g. ...demonstrates... is an example ...identifies... pinpoints, makes clear Audience Readings This shot/scene/example (etc.)... PHRASE HOW TO CONTINUE THE PHRASE ... allows/invites the viewer to... ... deduce / infer / understand / realise ...creates an expectation that ... X or Y will happen ... heightens the sensation of... ... fear / dread / excitement / passion etc. ... invites the audience to... ... sympathise / empathise / identify with (a character)
- 34. 33 If you struggle remembering what technical elements you should mention, try and remember these to give you some hints: CAMERA – CAMS SOUND - DVDN EDITING - PECT MISE-EN-SCENE - PLACES Compositions Angles Movement Shots Dialogue Voice Diegetic Non-Diegetic Pace Effects Cutting Transitions Props Lighting Appearance Costume Expression Setting If you are worried about how to structure your answer, just make sure that with every point you make you include the following information TERMINOLOGY MEANING FOR THE CHARACTER MEANING FOR THE SOCIAL GROUP Use a key piece of terminology to describe a technical element Explain what the meaning of this aspect is and what it suggests about the character it relates to Explain what wider significance this has in relation to representing the social group in question e.g. gender / class etc. In ‘Monarch of the Glen’, the low angle medium close- up on Paul, from Amy’s height... ... signifies Paul’s dominance from Amy’s perspective. It reminds the audience that adults use their physical presence to dominate younger people – seen from Amy’s perspective this could be read as unfair In ‘Primeval’, the last shot of the tiger sequence is on Cutter, rather than Abby, the shooter. This establishes the male rather than the female point of view, de- spite the girl’s heroism... ... representing an old-fashioned masculine dominance of the narrative. In ‘The Silence’, diegetic sound is sometimes subjective, from Amelia’s point of view. Walking happily through the park the audience hears only things she touches: leaves, the wall and so on. This sympathetically illustrates how Amelia compensates for her deafness by making more use of other senses that hearing audiences may take for granted. This invites the audience to appreciate that a deaf person’s experience is different, rather than worse, than their own. In ‘Feather Boy’, both the children and the elderly residents exhibit negative body language, backing away from each other on first meeting. This suggests that both groups are unfamiliar and fearful of each other because of their different ages. It represents the idea that in modern Britain, the young and old no longer spend time together and have grown far apart.