Moving Image
Representational Issue Age: Monarch of the Glen
The representational issue which I will analyse in this essay will be the topic of age whilst considering the element of mise-en-scene, editing, camera and sound.
Representational Issue Age: Monarch of the Glen
The representational issue which I will analyse in this essay will be the topic of age whilst considering the element of mise-en-scene, editing, camera and sound.
The various camera angles and movements depict how the director wanted to portray the different characters age. When the camera is focused on a character of a younger age, the angle of it is either at eye level or usually titled slightly at a high angle. This technique is used to emphasis the characters younger age and their inferior dominance in society, therefore making this clear to the audience. An establishing shot is originally used at the beginning of the clip to present the Scottish countryside setting of the show. This is then followed by a stedi-cam tracking shot of the leading male character. By doing this we are able to understand this characters importance to the show and also makes the audience pay attention to him. The working area is again showed by another tacking shot of the a worker carrying a recognisable green bag which is shown in every shot as he walks through the scene , allowing us to see the whole extent of the surrounding. The director identifies the viewers as a third person representative as we are always kept at eye level looking into the scene through windows, or door. This is presented when one of the characters runs away and we are looking into the bedroom from where she escaped from (the window). This also creates an illusion that the characters in the TV drama are in their own world away from reality. As the director only includes eye level positions during the younger characters scenes we feel much more relatable towards them therefore attracting a younger audience.
Editing on a TV drama can also present the issue of age and show what the characters are thinking throughout the scene. When the younger characters are introduced into the scene, jump cut transitions between shots are used to present the eagerness and excitable attitude. This links to the lively, childlike but also anxious nature of the younger character and presents her secret which she seems desperate to tell the others (of her being 16) to the audience without exactly telling them. Continuous shots are used later on in the clip when showing that the leading male character is in the same building as the other characters and also gives some consistency throughout the scene. As well as this we could interpret that this shows his link in the family and that he is the one that brings the family together.
Sound is also another important factor which presents the issue of age in this clip by using different audio and sound effects. Non-diegetic sound, is mainly used throughout the clip with three main pieces of music being used. The first being used to set the original calm and natural setting of the Scottish countryside. When the older characters appear onto the screen as they are working a mid-20th century folk/country sounding song begins to play. This identifies the agricultural nature of their work and also demonstrates their older and therefore much more mature age. Another piece of music which is credited in the clip is a classical sounding audio piece which is included as the younger female character decides that she want to run away and plans to do so. The audio used goes onto to create sympathy for the character. Whilst not directly depicting the issue of age we could make the connection that it is similar to the music in fairy-tale films. This therefore shows her childlike and younger personality and age.
Finally, mise-en-scene presents the age of the characters in this clip. The clothing of the various characters presents this with the youngest of them wearing much brighter coloured clothes with images of flowers and other patterns on them which the older characters would not wear. This is highlighted specifically with her yellow top, which is a colour commonly associated with youth and innocence. Other than the farming and working equipment such as cars, tools, wood and metal (which are handled by older characters), the props in the scene differ from dark coloured Victorian style props to those which are much more modern and colourful. These are used by characters of different ages to again express their specific age. An example of this is when the two eldest characters in the scene are surrounded by the upper class looking, Victorian style room and equipment, including large books, armchairs and glasses of what include presumably alcohol. All of which depict the much older and mature attitudes and personalities of these two male characters. This is differing to the white and pink pastel coloured bedroom of the sixteen year old girl which includes stereotypical props associated with teenage girls such as gossip magazines but also childlike objects like teddy bears. Therefore this prominently highlights the different characters ages, how she nay act older than she is and gives the audience an idea of what she may enjoy and be like.
In conclusion, age is represented continuously throughout this clip from Monarch of the Glen with the use of editing, cameras angles and movements, sound and mise-en-scene. All of which focus on the ages of a teenager but also a grown, middle aged adults.
Film: Technical Features
Camera
Shots:
Establishing Shot: It is generally a long- or extreme-long shot at the beginning of a scene indicating where, and sometimes when, the remainder of the scene takes place.
https://www.youtube.com/embed/Sqj7pNAHnWg
Master shot: is a film recording of an entire dramatized scene, from start to finish, from an angle that keeps all the players in view.
Close Up: is a type of shot, which tightly frames a person or an object. Close-ups are one of the standard shots used regularly with medium shots and long shots.
https://www.youtube.com/embed/vp26Iv4B47A
Mid shot: is an angle shot from a medium distance.
https://www.youtube.com/embed/qGPs-0trAb0
Long Shot: is a shot that typically shows the entire object or human figure and is usually intended to place it in some relation to its surroundings.
https://www.youtube.com/embed/tNjrfXOgZkM
5:26
Wide shot: similar to the extreme wide shot as it shows a lot of the area and environment around the subject but in this case the wide shot moves closer to the subject so it can be seen more easily compared to the extreme wide shot.
Two shot: a cinema or television shot of two people together.
Aerial shot: This suggests a shot be taken from a plane or helicopter (not a crane). For example, if a scene takes place on a tall building, you may want to have an aerial shot of the floor the action takes place on.
Point of view shot: is a short film scene that shows what a character (the subject) is looking at (represented through the camera).
Over the shoulder shot: is a shot of someone or something taken from the perspective or camera angle from the shoulder of another person.
Angles:
High angle:where the camera looks down on the subject from a high angle and the point of focus often gets "swallowed up.
https://www.youtube.com/watch?v=8V1uE1-wTPs
Low angle: is a shot from a camera angle positioned low on the vertical axis, anywhere below the eye line, looking up. Psychologically, the effect of the low-angle shot is that it makes the subject look strong and powerful.
https://www.youtube.com/watch?v=8V1uE1-wTPs
Canted angle: where the camera is set at an angle on its roll axis so that the shot is composed with vertical lines at an angle to the side of the frame, or so that the horizon line of the shot is not parallel with the bottom of the camera frame.
https://www.youtube.com/watch?v=KmptU7vEkNU - fight clip
Movements:
pan: Panning is a camera movement technique that involves moving the camera horizontally to the right or left.
Tilt: in which the camera is stationary and rotates in a vertical plane (or tilting plane).
Track:A tracking shot is when a camera follows a person or an object physically moving with the subject
https://www.youtube.com/watch?v=KGhFEwjANzk
Dolly:The camera is mounted on the dolly and records the shot as it moves. Dolly shots have a number of applications and can provide very dramatic footage
https://www.youtube.com/watch?v=cTZj6c_OHs0
Steadi-cam: fir taking shots in motion and keeping them steady whilst doing so.
https://www.youtube.com/watch?v=3f3mUs7rS1I
Hand Held: for taking shots in motion giving the impression that the cinematographer is in scene. usually creates suspense and tension or the impression someone is moving or running.
https://www.youtube.com/watch?v=bBZsyR_BiL8
Zoom:a camera shot that changes smoothly from a long shot to a close-up or vice versa.
https://www.youtube.com/watch?v=MrK61S_axCE
Reverse zoom:While zooming is increasing the focal length of the lens, reverse zooming is when the camera is moving towards the background while zooming out or the camera moves away from the character or background while zooming in.
https://www.youtube.com/watch?v=MrK61S_axCE
Composition:
Framing:framing is the presentation of visual elements in an image, especially the placement of the subject in relation to other objects. Framing can make an image more aesthetically pleasing and keep the viewer's focus on the framed object
Rule of thirds: is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
Depth of field: is the distance between the nearest and farthest objects in a scene that appear acceptably sharp in an image.
Deep shallow focus:In shallow focus one plane of the image is in focus while the rest is out of focus. Shallow focus is typically used to emphasize one part of the image over another.
Focus pulls:is a creative camera technique in which you change focus during a shot. Usually this means adjusting the focus from one subject to another.
Soundtrack
Sound
Diegetic Sound – is the sound heard by the audience but is implied that it is also heard by those present in the film for example; voices of characters or sounds made by objects in the story, i.e. some of the thoughts heard in the film Psycho;
Non- Diegetic Sound – the sound that is not part of the action and therefore can’t be heard by the film’s characters, for example an attack scene from the film Jaws;
Synchronous – the sound that is matched to particular movements happening in the scene, like when footsteps correspond to feet walking, this can be added in or recorded as is,
Asynchronous – sound that matches the action being performed however is not precisely synchronised with the action, here is an example;
Sound Effects – a sound other than speech or music that is made artificially for use in a film, for example the T-Rex roar in Jurassic Park (1:18);
Sound Motif – a sound effect or a combination of sound effects which are associated with a specific character, place or situation throughout the film, for example the music that accompanies Darth Vader in Star Wars;
Sound Bridge – when the scene starts with the carry-over sound from the previous scene before the new sound begins, for example this scene from The Matrix;
Dialogue – a conversation between two or more people, as a feature of a film i.e. this clip from Horrible Bosses 2;
Voiceover – a piece of narration in a film whilst a scene is going on which is not accompanied by an image of the speaker, for example the voiceover of the character Mary Alice Young in Desperate Housewives;
Mode of Address – how the media speaks to the audience, for example how music magazines are presented to the audience, i.e. the variety of party scenes in The Great Gatsby;
Direct Address – when a narrator or character speaks directly to the audience whilst looking straight into camera, for example the opening of the Miranda episodes;
Sound Mixing – the person who mixes various sound sources into a composite programme; this can also be the name of a piece of equipment designed for mixing sound, for example a different mix for the film Alice of Wonderland;
Sound Perspective – helping the audience determine the place a sound is coming from; near or distant within the scene, for example the death scene in Desperate Housewives (0:53);
Score – any music which is composed and arranged for the specific cause of the production i.e. the song ‘Writing on the Wall’ by Sam Smith for the new James Bond film, Spectre;
Incidental Music – music used in a film or a play as a background to create or to enhance a particular atmosphere, for example this scene from The Lovely Bones;
Themes – the topic or a discussion in a piece of artistic work, i.e. the clear love theme in Forest Gump;
Stings – a short musical phrase, mainly used in broadcasting and in films as a form of punctuation
Ambient Sound – the background sound but it doesn’t have to be in the field of vision, for example the traffic from outside being heard from the scene going on inside i.e. the faint audience sounds from She’s the Man;
Mise-en-Scene
· Production design:
Location: The arrangement of actors and scenery on a stage for a theatrical production. The physical setting of an action (as of a narrative or a motion picture) context.
Set design: The setting of a scene and the objects (props) visible in a scene. Set design can be used to amplify character emotion or the dominant mood, which has physical, social, psychological, emotional, economic and cultural significance in film.
Costume: Costume simply refers to the clothes that characters wear. Using certain colours or designs, costumes in narrative cinema are used to signify characters or to make clear distinctions between characters.
Make-up: Establish time period, reveal character traits and signal changes in character.
· Lighting & Colour design:
Lighting: The intensity, direction, and quality of lighting can influence an audience’s understanding of characters, actions, themes and mood. Light (and shade) can emphasize texture, shape, distance, mood, time of day or night, season, glamour; it affects the way colours are rendered, both in terms of hue and depth, and can focus attention on particular elements of the composition. Highlights, for example, call attention to shapes and textures, while shadows often conceal things, creating a sense of mystery or fear.[ For this reason, lighting must be thoroughly planned in advance to ensure its desired effect on an audience. Cinematographers are a large part of this process, as they coordinate the camera and the lighting.
Colour design: Colour is one of the most important things in your scene because it can make it look completely different. The colour can be symbolic or suggestive. The colour differences can be used to suggest brightness or many different things. Colour has a major impact on your film. Colour can be used to make your audience feel lots of different types of emotions. This isn’t just important for your film, but it’s also very important for marketing.
· Representational Features: Representational features that you would have to look at when writing about mise-en-scene would be: Gender, Age, Ethnicity, Sexuality, Social class and status (e.g. occupation), physical ability/disability and Regional identity. 
Editing:
Cutting:
shot/reverse shot: Shot reverse shot (or shot/counter shot) is a film technique where one character is shown looking at another character (often off-screen), and then the other character is shown looking back at the first character.
https://www.youtube.com/watch?v=h0xiCIMIwLY
Eye line Match: An eyeline match is a film editing technique commonly associated with continuity editing. Eyeline refers to the path of the looking eye and is similar to the shot reverse shot.
https://www.youtube.com/watch?v=kUR3jCeGCm4
Graphic match: is a cut in film editing between either two different objects, two different spaces, or two different compositions in which objects in the two shots graphically match, often helping to establish a strong continuity of action and linking the two shots metaphorically.
https://www.youtube.com/watch?v=O7bvT1w77Yg
Action Match: Cutting on action or matching on action refers to film editing and video editing techniques where the editor cuts from one shot to another view that matches the first shot's action.
https://www.youtube.com/watch?v=0o7WUnnDzIc
Jump Cut:A jump cut is a cut in film editing in which two sequential shots of the same subject are taken from camera positions that vary only slightly.
https://www.youtube.com/watch?v=1ov4mQJIHhc
Crosscutting:is an editing technique most often used in films to establish action occurring at the same time in two different locations.
https://www.youtube.com/watch?v=KmptU7vEkNU
Cutaway: is the interruption of a continuously filmed action by inserting a view of something else.
https://www.youtube.com/watch?v=xtKWxOgpQPs
Cutting:
shot/reverse shot: Shot reverse shot (or shot/counter shot) is a film technique where one character is shown looking at another character (often off-screen), and then the other character is shown looking back at the first character.
https://www.youtube.com/watch?v=h0xiCIMIwLY
Eye line Match: An eyeline match is a film editing technique commonly associated with continuity editing. Eyeline refers to the path of the looking eye and is similar to the shot reverse shot.
https://www.youtube.com/watch?v=kUR3jCeGCm4
Graphic match: is a cut in film editing between either two different objects, two different spaces, or two different compositions in which objects in the two shots graphically match, often helping to establish a strong continuity of action and linking the two shots metaphorically.
https://www.youtube.com/watch?v=O7bvT1w77Yg
Action Match: Cutting on action or matching on action refers to film editing and video editing techniques where the editor cuts from one shot to another view that matches the first shot's action.
https://www.youtube.com/watch?v=0o7WUnnDzIc
Jump Cut:A jump cut is a cut in film editing in which two sequential shots of the same subject are taken from camera positions that vary only slightly.
https://www.youtube.com/watch?v=1ov4mQJIHhc
Crosscutting:is an editing technique most often used in films to establish action occurring at the same time in two different locations.
https://www.youtube.com/watch?v=KmptU7vEkNU
Parallel editing: is the technique of alternating two or more scenes that often happen simultaneously but in different locations. If the scenes are simultaneous, they occasionally culminate in a single place, where the relevant parties confront each other.
https://www.youtube.com/watch?v=S_I82117oAw
Cutaway: is the interruption of a continuously filmed action by inserting a view of something else.
https://www.youtube.com/watch?v=xtKWxOgpQPs
Insert: is a shot of part of a scene as filmed from a different angle and/or focal length from the master shot.
continuity system: Continuity editing is the predominant style of film editing and video editing in the post-production process of filmmaking of narrative films and television programs. The purpose of continuity editing is to smooth over the inherent discontinuity of the editing process and to establish a logical coherence between shots.
In most films, logical coherence is achieved by cutting to continuity, which emphasizes smooth transition of time and space. However, some films incorporate cutting to continuity into a more complex classical cutting technique, one which also tries to show psychological continuity of shots. The montage technique relies on symbolic association of ideas between shots rather than association of simple physical action for its continuity.
Other Transitions:
Dissolve: an act or instance of moving gradually from one image or scene in a film to another
Fade in: a film-making and broadcasting technique whereby an image is made to appear gradually or the volume of sound is gradually increased from;
zerohttp://collegefilmandmediastudies.com/editing/
Fade-Out: a film-making and broadcasting technique whereby an image is made to disappear gradually or the sound volume is gradually decreased to;
zerohttp://collegefilmandmediastudies.com/editing/
Wipe: a type of film transition where one shot replaces another by travelling from one side of the frame to another or with a special shape
Superimposition - refers to the process by which frames are overlapped, either mechanically or digitally, in order to achieve a layered transition
; http://collegefilmandmediastudies.com/editing/
Long/Short Take: are simply shots that extend for a long or short period of time before cutting to the next shot;
http://collegefilmandmediastudies.com/editing/
Slow/Fast Motion: the action of showing film or playing back video more slowly or quicker than it was made or recorded, so that the action appears much slower or faster than in real life
Ellipsis: Ellipsis concerns the omission of a section of the story that is either obvious enough for the public to fill in or concealed for a narrative purpose, such as suspense or mystery.
Expansion of Time: the act or process of expanding; the state or quality of being expanded; the amount or degree of expanding or an expanded dilated or enlarged portion or form of a thing.
Post-Production: work done on a film or recording after filming or recording has taken place.
Amy brings drugs to school- Reverse Storyboard from jessicahooker6
Own Reverse Storyboard and Clip Analysis
The clip that my group have chosen is from the same British Television Drama as the previous reverse storyboard, Waterloo Road. We decided to use this show in order to find a clip as it addressed many issues relating to the topics given to us to talk about in our research and work.
https://www.youtube.com/watch?v=YOwoNv7ybr4
The topic in this clip is that of issues with teachers. Although we are not recreating or using all of the clip, the section we are using i think is the most effective and interesting as well as the best moment in the clip which shows this issue. In the clip, a young student is walking through various doorways in the school towards the main hall whilst being followed by which is thought to have been his teacher, as he seems to be 'harassing' him and constantly asking about the teachers drugs. The teacher is anxious about this and is panicked by the entire situation, similar to that of the boy who is on edge and some what nervous and worried about the occurring events. this then makes the audience more interesting and eager to find out what is going on. After the teacher tries to pull the student to face him directly, the boy presumably fakes being pushed to the floor, as it does not seem realistic. this may be due to how the student wishes to get the teacher into trouble to maybe avoid the previous conversation. this indeed occurs as other and which is believed to be more superior faculty arrive, surprised by the situation and disappointing in the teachers 'actions' whilst he looks on in awe and confusion. the audience is therefore made to feel sympathetic towards the teacher as it was not his fault that the boy fell, which also shows a sense of dramatic irony and the audience is in knowledge of the true events whilst the characters (with students also interrupting and blaming the teacher for pushing the boy) believe that he is in the wrong. we are left with an ambiguous and cliff-hanger ending as the teachers and student are all trying to figure out what to do next; making the audience anxious and wanting to watch on.
The camera in the clip uses a range of different angles and movements in order to create various tones and exaggerate events. in the beginning of the clip, the camera is at eye-level with the characters, as they pass through two door ways into the room where the camera is placed. the camera is looking through a window at the characters and uses as tracking shot/ pan as they move through the surroundings. This keeps the audiences attention on the characters, showing their importance and also presents where the actors are travelling to and where the scene will end up taking place. as we look on through a window the director helps the audience understand that we are not involved in the scene at all but only looking on as viewers. As well as this later on in the scene the camera is at a slight low angle. This is presented when the students has fallen or is pushed onto the floor. The camera therefore looks up at the teacher as if the audience are the boy and are put into the scene as if they are part of it. however in majority of the clip, the camera is always at a eye-level, making us relate to the characters the emotions they are feeling. In the scene camera movements are repeated with tracking and stedi cam beginning used in large amounts. As the main teacher character is 'chasing' the boy, tracking is used as if the audience are also following the boy and gives us an idea of how quick he is moving to get away from the teacher, showing signs that he is anxious. finally as the other teachers and students arrive at the scene, two different two shots are used in order to make as many people join the scene at one time as possible, therefore giving the sense that the teacher is blamed as there are many witnesses to his actions. other than those spoken about, features such as deep shallow focus and some use of hand held camera are used, to add realism to the scene and also giver main focus onto certain characters and moments.
The editing of the scene is continuously quick.this is shown in the constant use of jump cuts throughout when switching the cameras focus to the different characters and their expressions to the entire situation. This emphasis' the anxious and also quite excitable nature of the scene and also addresses how the characters are reacting, as they do not know how to react to what is happening and therefore are thinking quickly to find out what is going on. As well as this the jump cuts seem to be following the movement and speed of some the characters eyes and directions. this makes the audience feel again as if they are in the scene and relate to the characters and what they are feeling. As well as this the clip also used transitions continuing on from the previous shot and also using characters walking past not in focus to transition from shot to shot. This creates consistency in the scene and also acknowledges that the scene is still on going. Other than this, there is not much of a range of editing transitions used, therefore over complicating the scene and giving full attention to what is occurring.
The mise-en-scene used throughout the clip is all based around school environment and the first and presumably only feature which includes representation issues. The setting of the clip, is in a school with colours of purple, blue, yellow, pink/red and green being prominently used throughout. this creates a happy and enjoyable nature to the school which contrasts to the events of the clip, as they are fairly serious. also this suggests the young age of the students attending the school as well as notifying the audience that the school is secondary as not very comedic or animated features are used throughout the location. As well as this posters, noticeboards, logos of the school are placed around on the walls of the setting, to emphasis the schools busy and young tone, showing how those there are constantly moving, working or socialising. as well as this school equipment is included, such as that of chairs in the assembly hall. the costumes of the characters differ from that of the school uniform and the teachers smart dress. the uniform consists of a yellow and red tie (Waterloo Road colours) as well as a blazer with the logo and a white shirt and trousers. this is a fairly simple uniform and again emphasis' the school theme. however there are some differentiation of each students uniform, showing their personality and also the school relaxed nature towards its dress code. Finally, the teachers are all dressed in formal/ smart attire. This is similar to majority of the school dress codes in the UK for teaching faculty and also suggests their dominance and power over the students, as they are the only members of the clip not dressed in the Waterloo Road uniform. Their age is also suggested by how they are not dressing in the most fashionable and modern clothes. therefore being slightly dated and highlighting their older and more mature age.
Finally sound is used to a small extent in the clip to emphasis the events of the scene. There is no use of non-diagetic or even diagetic audio or a soundtrack throughout the scene but only sounds of dialogue and the surrounding objects, such as that of closing doors, foot steps and also crashing of chairs, which occurs when the boy falls or is pushed. As of this , the audiences main attention is directed towards the speech, highlighting it as an important factor to the story and the events in the scene. Also in this speech, there is a slight echo in some of the actors lines, especially, when the presumed head mistress arrives. this influences her importance and power even over the other teachers. Altogether the sound is limited throughout the scene, with only dialogue and background noises being used.
Original Clip
https://www.youtube.com/watch?v=YOwoNv7ybr4 - Original clip, specific moment used 1:15- 1:50
http://www.slideshare.net/jessicahooker6/waterloo-road-kevin-storyboard
Adaption of our chosen clip
In this clip, we have chosen to focus on a specific area of the original. Therefore we could make it as best as it could possibly be. We adapted some aspects of it, including that of some of the camera angles and movements, in order to fit our situation. as well as this some aspects such as that of the number of characters and the dialogue had also been changed, as of us having less people than were included in the original programme. altogether i think we created a very successful and good piece of work that accurately uses various features of camera, sound, editing and mise-en-scene as well as showing the issue of trouble with teachers.
Analysis of another clip from Waterloo Road
https://www.youtube.com/watch?v=B-_Z7CNG_pQ
Throughout the clip, the issue of age is frequently highlighted through many different methods and aspects. I will be discussing how the director has done this as well as addressing the various, editing, camera, sound and mise-en-scene features they have also included.
The various camera angles and movements as well as the different shots of each of the characters and used props, present how the director was trying to get across the to audience, the various ages of the characters. the clip begins with an establishing tracking shot of a presumably older male characters shoes, as he walks through a room filled with chairs. It is then followed by various other shots, including that of two shots, of the younger school children characters. The clip is constantly returning to that of the shoes as the characters move around the room. As the director starts the clip like this we are able to see how this character, who is though to be a teacher as he 'tells off' the teenagers later on in the scene, has a lot of superiority, authority and also a very stern attitude. as the camera tracks his movements towards the boys we are able to see how they are somewhat frightened of what he may say about the broken camera and therefore shows how because of his position and age he would be able to decide on there outcome of these events. As well as this we are able to see the void between the younger and older characters as of how, at the beginning the two boys are shown in majority in two shots or looking over the shoulder of the teacher. This allows the audience to feel part of the scene which is again emphasised by how the camera is hand held and tracks all the major movements the characters make as well as showing how this character is much more superior in the school environment, and that they are not equal in status. In this part of the clip the camera is at an eye level view, as if we are as an audience in the scene and also features rule of thirds continually. this addresses the male teachers authority again as although he is outnumbered by the school boys, he has more power. Later on in the scene we are shown how the students ages are highlighted by how the camera is always looking over the shoulder, is eye level and follows the movements of the characters. This shows how everyone is equal at that age in the school environment and again suggests we are in the scene. This idea is constantly highlighted. When another teacher character, is shown to be laughed at for trying to mimic the younger generations clothing, the camera is positioned further away from him, suggesting that he is losing he control and power as well as his confidence as a teacher. This confidence had been originally shown, when the audience and the another teacher character is presented to his new look, as the camera is at a low level and is looking up at a low angle towards him. Therefore showing his boosted confidence as he is complimented. Furthermore as a more senior teacher enters the scene, and as they are someone he wants to impress, the camera tracks and pans across to follow his movements as he runs after her. We are thereby shown of his eager attitude as well as their varying levels of dominance in the school. Finally the cinematographer ultimately uses over the shoulder shots consistently and at most times keeps the camera at eye level. this emphasis' the school environment, as of how it is constantly busy with people as well as showing how the many of the teachers and students think of themselves as equals; it is only when characters of a different nature enter the scene does this normality change, showing how some teachers and students see themselves as bigger and better than the others in the scene.
The editing throughout the clip consists of a number of different cuts and transitions to suggest various emotions and tones which help build on the issue of age. The first of which is the frequent use of jump cuts in the first sections of the clip. These are presented in order to add to the tension in the scene as the boys try and prevent getting in trouble as the teacher approaches them. This shows how the boys have less power than this teacher in this school setting. As well as this action match is also added into this part of the clip in order to show the consistency in the location and occurring events which allows the audience to fully understand what is going on. This is shown as the teachers and students walk from one area to another which may be blocked in the view of the audience by the surroundings or other characters. Further more eye line match is used in large amounts throughout the entire clip, in order to empathise the already discussed point of equality in the school environment and also suggest that the audience are part of the scene. The audience therefore can empathise with the characters and also understand the roles which correspond with their differing ages. Also in the clip, cross cutting and parallel editing are included. This shows how all of the relevant scenes are occurring in the same place, adding to the continuity system of the scene as well as notifying the audience of all the appropriate links between the characters. Again this is shown by how one character from each of the scenes is shown to be appearing in each of the others, as if they are walking around the school into each of the differing scenes. This presents how the issue of age is highlighted in how the editor chose to emphasis the fact that they are all in the same place, as a school usually consists of people of a range of different ages. Therefore by joining them all together using these editing techniques, it shows how there is not much difference in the ages of people and how they act.
The sound throughout the entire clip consists of both non diagetic and diagetic sound. With the majority of the audio in the clip beginning that of background noises or the school environment, whether than be talking, moving footsteps and so forth. This makes the audience aware of the busy surrounding and that the characters are not alone. Furthermore in the clip music is introduced on two occasions. One of which is when a female character approaches a man she is angry at. The music introduced is an upbeat rhythm and stays in the scene whenever these characters are mentioned or shown. The fast moving and sounding audio, relates to the quick moving scenario and possible quick temper of the female character. this adds onto the stereotype that teenagers are chaotic and hard to control. This music stops just when the conflict does. The second piece of music introduced is when the male teacher is wearing 'young' 'adolescent' looking clothing. as it is shown that he is trying to impress a certain female teacher the music is consistent until she insults him about his look. The music used is that which is usually associated with the clothes he is wearing, with rap, hip hop music being used. This highlights how the teachers persieve that age group and also how that specific look is targeted towards one music type.
The mise-en- scene in the clip includes much of what is usually associated with schools and its environment. Therefore the setting is very bright in its lighting and its colours. With a range of different colours; all of which are on the basic rainbow are featured. This shows the happy and safe nature and tone of the school, and also the youth of the students inside as of how bright colours are not associated with adults. Furthermore the props included are all that of school stationary and furniture, with the only exception being displays and work done by students on the walls and surroundings. this just adds to the school environment. The characters are split in how they dress. the teachers are usually wearing smart looking clothing, being that of shirts, trousers, blouses and skirts and so on. As they are not in uniform it addresses their dominance and senior importance over that of the students. All of the students are wearing the basic Waterloo Road uniform, of wither a skirt or trouser,s white skirt and tie. This shows how they are all equal to some extent and there is some addition of individuality to each uniform. This shows how each child although equal have their own personalities. These images of the teachers are however stopped when the male teacher decides to dress in the stereotypical casual clothing of today's youth. This beginning, of baggy trousers, tops and trainers. This shows how adults persieve all children and that in order for this man to look 'cool' he believes he has to dress as such. This presents how the children have some power over the teachers and that the teachers are not always the dominant party.
Overall we therefore see how the main features used throughout this TV drama, including that of camera, editing, sound and mise-en-scene all prominently present age and the issues which concern it, especially in a school environment.
Sound documentary
I worked with Bethany Smith and Alana Querino-Busby to create a documentary about sounds and its various aspects in TV dramas, as well as some of its use in film. We first of all completed a basic list/plan for what we were going to discuss. This included the various types of sound and also the way we would present them. We then went round the school and completed first the presenter part of the documentary, where i acted as this role, and spoke about the different factors and their definitions. Furthermore we then also filmed our own examples of these sounds and features. Finally we uploaded all of the footage onto Adobe Premiere where we then went on to begin to edit the clip into one documentary.
Analysis of sound in a Waterloo Clip: Age and Authority
https://www.youtube.com/watch?v=azvTvkeotaQ
The clip that i will be discussing is from the British TV drama, Waterloo Road. Throughout the clip, the main representational issues which are presented are mainly that of relationships and also some of that of age. In the beginning of the clip we are presented with mostly dialogue between, two characters, one beginning a students and the other a teach. this dialogue is fairly relaxed but also has some elements of formality. This is presumably down to the school atmosphere and the mutual respect the students and teachers have for each other, and how the rules set by school normally enforce this behavior. Furthermore the volume of their voices are slightly low, which suggests that the topic they are speaking of has some secrecy between the two characters and only revolves around them. During this part of the clip, there are also some synchronous sound, of a member of staff walking past and her footsteps sound corresponding with her speed of walking. All of this sound is diegetic to all characters present in the scene. Further on in the scene this dialogue continues, however there is also some other diegetic background sounds, of keys on a keyboard as well as faint ambient sound, of other students talking in the surroundings of the library where the newly introduced character is watching. This student is watching the conversation between the two other characters over a computer of what seems to be live camera recording. This sound is slightly muffled showing that its coming from the computer. This student is then seen to be getting angry by their conversation, through the revelation of the teachers previous antics. As the students anger increases, audio of non-diegetic incidental music plays. This audio, is at a fast tempo and mimics the theme of youthful electronic, dance music. The music's volume also slowly rises as the anger of the students does the same, as he passes by what is presumed to be his girlfriends and see's the teacher through a window. This music is then accompanied by the surrounding sounds of other students and teachers reacting to the fight which takes places between the student and the teacher, again emphasis' the tension in the scene. This goes against the first implied respect that teachers and students have for one another and goes against the rules of school life. This conflict and the fast tempo audio, is only stopped when other more senior teachers intervene. As of the dialogue between them then being strict and stern, we can see the older teachers dominance and power over the angered student as he resists fighting as soon as they intervene. This also suggests a possible respect due to their age and superior authority, however this is never confirmed. Overall we can therefore see how the various uses of sound in this clip have added the representation of age an authority.
GENDER IN FILM/TV
http://www.slideshare.net/jessicahooker6/gender-in-tv-55454347
Articles on Gender Summaries
Gender, representational Issue rewrite, 'Margaret'
https://www.youtube.com/watch?v=VFH55Y3DhAM - This is a clip from British TV drama 'Margaret' based around the life of Margaret Thatcher.
Throughout the clip from mini series 'Margaret, about Britain previous prime minister Margaret thatcher there are many different representational of age through the use if the micro features, sounds, camera, its movements and angles as well as editing and mise-en-scene.
In the clip gender is portrayed through the different elements of mise en scene. This includes that of the costumes which the characters wear. As everyone except the main central female character in the scene is male, they have the standard smart dress attire, of a black or dark coloured suit, tie and trousers. This demonstrates how they are in a formal working environment and that also suggests there older more dominant stature in society as of how they are very nicely dresses, also implying they have money from this well paying job. As well as this the men all have very neat short hair and all nearly have the same look creating a sense of unity and uniform throughout all of the male characters. As men as usually presented as the more dominant and power gender, it is not unusual to see them in a political environment presumably in the houses of parliament. However as the main female character is shown to the only one wearing anything different, it makes her stand out against everyone else present in the scene.
The director did this to show how uncommon it is for women to be in a political debate or environment and addresses the topic of gender which was brought up as of how although see is prime minister and in charge she is strongly outnumbered and surrounded by men. The outfit she wears also adheres to her gender as of how she is wearing a dress, high heal shoes, has her hair and make-up done neatly and with care and finally is wearing a prominently visible gem broach and other feminine jewellery. All of these are how we stereotypically as a society see women, however she is changing the common view of women and their appearance to show her dominance in parliament. Furthermore the brighter colours of her make up and the larger shape of her hair again singles her out and gives her a sense of being isolated in the predominately male setting. Going on from this the office like equipment and darker lighting, goes on to suggest a serious and critical nature to the matters discussed in the scene and how the location we are presented with is where important topics are solved and disputed, such as that of parliament. this is again suggested by the location having a grand and medieval type of architecture and look which the house of commons have. Therefore we can see how mise-en-scene shows the issue of gender most prominently though the costume of the characters and how all the men have the same or similar outfits whilst the only woman visible is clearly unique and singled out. This goes on to show how high stature jobs like being a politician is usually associated with men and the fact that a women is present and in charge is very unknown and unusual.
The sound in this television drama clip involves many different techniques to make it as successful and engaging as possible. Throughout the clip mostly diagetic sound is used. This is either synchronous sound of footsteps of the politicians or that of dialogue from the characters in the scene. Another example of diagetic sound is when there is sound coming through the TV that another character is watching. This sound is coming from another scene which is going on at the same time as the one that is being shown on screen. This sound is shown to be coming from the TV as it is slightly muffled and fuzzy, therefore differentiating if from any of the sound coming from the characters or current surroundings. Furthermore there is some use of non diagetic sound used throughout the clip. This includes that of two bits of audio when he main female character seems to be losing her calm composer and control. The first of which is fairly brief and is included when the main speaker in the start of seen starts to criticise the female prime minister and undermine her leadership. This is a slightly high pitched buzzing sound, which rises in volume as the female character starts top gain anger, and decrease when she becomes much calmer. This therefore is a direct link to her anger itself. Furthermore the second piece on non-diagetic sound is when the prime minister and her group of followers are walking out of the debate hall through the surrounding corridors to where they can presumably release their anger and aggravation which is later assured as they do so. This is high tempo, classical sound music with a fairly low pitch.
All of which adding to the serious nature of scene. This relates to gender overall as of how we do expect the female character at the end of the scene to be the loudest and most prominent voice in the discussion. As well as this the second piece of audio also goes against the stereotype of the female character, as being the weaker and less influential character. Finally there is a strong emphasis on silence throughout the scene. This occurs twice in the scene, however it fairly brief. The first is when the first male speaker finishes his speech, this is not as significant as the second inclusion of silence but emphasis' the shock and surprise to what he had just said. This acts to mirror the lack of description and explanation to what had happened and how it is an unusual occurrence.
The more prominent use of silence is after Margaret herself speaks, in which all of her advisers and council stop talking and bickering with each about what to and act astonished by her reaction to the whole situation. As she is the only female present and is able to stop them from talking when she starts it suggests that she is the dominant power and therefore goes against the usual stereotype that men overpower women. As well as this the fact that they are surprised by her reaction (as she shouted and lost control), it addresses the idea that women are supposed to be the quite and controlled gender which traditionally are there for their image and not their words. Therefore it could be assumed that she could be 'speaking out of term' and goes against this view of women as to be seen and not heard.
Own Reverse Storyboard and Clip Analysis
The clip that my group have chosen is from the same British Television Drama as the previous reverse storyboard, Waterloo Road. We decided to use this show in order to find a clip as it addressed many issues relating to the topics given to us to talk about in our research and work.
https://www.youtube.com/watch?v=YOwoNv7ybr4
The topic in this clip is that of issues with teachers. Although we are not recreating or using all of the clip, the section we are using i think is the most effective and interesting as well as the best moment in the clip which shows this issue. In the clip, a young student is walking through various doorways in the school towards the main hall whilst being followed by which is thought to have been his teacher, as he seems to be 'harassing' him and constantly asking about the teachers drugs. The teacher is anxious about this and is panicked by the entire situation, similar to that of the boy who is on edge and some what nervous and worried about the occurring events. this then makes the audience more interesting and eager to find out what is going on. After the teacher tries to pull the student to face him directly, the boy presumably fakes being pushed to the floor, as it does not seem realistic. this may be due to how the student wishes to get the teacher into trouble to maybe avoid the previous conversation. this indeed occurs as other and which is believed to be more superior faculty arrive, surprised by the situation and disappointing in the teachers 'actions' whilst he looks on in awe and confusion. the audience is therefore made to feel sympathetic towards the teacher as it was not his fault that the boy fell, which also shows a sense of dramatic irony and the audience is in knowledge of the true events whilst the characters (with students also interrupting and blaming the teacher for pushing the boy) believe that he is in the wrong. we are left with an ambiguous and cliff-hanger ending as the teachers and student are all trying to figure out what to do next; making the audience anxious and wanting to watch on.
The camera in the clip uses a range of different angles and movements in order to create various tones and exaggerate events. in the beginning of the clip, the camera is at eye-level with the characters, as they pass through two door ways into the room where the camera is placed. the camera is looking through a window at the characters and uses as tracking shot/ pan as they move through the surroundings. This keeps the audiences attention on the characters, showing their importance and also presents where the actors are travelling to and where the scene will end up taking place. as we look on through a window the director helps the audience understand that we are not involved in the scene at all but only looking on as viewers. As well as this later on in the scene the camera is at a slight low angle. This is presented when the students has fallen or is pushed onto the floor. The camera therefore looks up at the teacher as if the audience are the boy and are put into the scene as if they are part of it. however in majority of the clip, the camera is always at a eye-level, making us relate to the characters the emotions they are feeling. In the scene camera movements are repeated with tracking and stedi cam beginning used in large amounts. As the main teacher character is 'chasing' the boy, tracking is used as if the audience are also following the boy and gives us an idea of how quick he is moving to get away from the teacher, showing signs that he is anxious. finally as the other teachers and students arrive at the scene, two different two shots are used in order to make as many people join the scene at one time as possible, therefore giving the sense that the teacher is blamed as there are many witnesses to his actions. other than those spoken about, features such as deep shallow focus and some use of hand held camera are used, to add realism to the scene and also giver main focus onto certain characters and moments.
The editing of the scene is continuously quick.this is shown in the constant use of jump cuts throughout when switching the cameras focus to the different characters and their expressions to the entire situation. This emphasis' the anxious and also quite excitable nature of the scene and also addresses how the characters are reacting, as they do not know how to react to what is happening and therefore are thinking quickly to find out what is going on. As well as this the jump cuts seem to be following the movement and speed of some the characters eyes and directions. this makes the audience feel again as if they are in the scene and relate to the characters and what they are feeling. As well as this the clip also used transitions continuing on from the previous shot and also using characters walking past not in focus to transition from shot to shot. This creates consistency in the scene and also acknowledges that the scene is still on going. Other than this, there is not much of a range of editing transitions used, therefore over complicating the scene and giving full attention to what is occurring.
The mise-en-scene used throughout the clip is all based around school environment and the first and presumably only feature which includes representation issues. The setting of the clip, is in a school with colours of purple, blue, yellow, pink/red and green being prominently used throughout. this creates a happy and enjoyable nature to the school which contrasts to the events of the clip, as they are fairly serious. also this suggests the young age of the students attending the school as well as notifying the audience that the school is secondary as not very comedic or animated features are used throughout the location. As well as this posters, noticeboards, logos of the school are placed around on the walls of the setting, to emphasis the schools busy and young tone, showing how those there are constantly moving, working or socialising. as well as this school equipment is included, such as that of chairs in the assembly hall. the costumes of the characters differ from that of the school uniform and the teachers smart dress. the uniform consists of a yellow and red tie (Waterloo Road colours) as well as a blazer with the logo and a white shirt and trousers. this is a fairly simple uniform and again emphasis' the school theme. however there are some differentiation of each students uniform, showing their personality and also the school relaxed nature towards its dress code. Finally, the teachers are all dressed in formal/ smart attire. This is similar to majority of the school dress codes in the UK for teaching faculty and also suggests their dominance and power over the students, as they are the only members of the clip not dressed in the Waterloo Road uniform. Their age is also suggested by how they are not dressing in the most fashionable and modern clothes. therefore being slightly dated and highlighting their older and more mature age.
Finally sound is used to a small extent in the clip to emphasis the events of the scene. There is no use of non-diagetic or even diagetic audio or a soundtrack throughout the scene but only sounds of dialogue and the surrounding objects, such as that of closing doors, foot steps and also crashing of chairs, which occurs when the boy falls or is pushed. As of this , the audiences main attention is directed towards the speech, highlighting it as an important factor to the story and the events in the scene. Also in this speech, there is a slight echo in some of the actors lines, especially, when the presumed head mistress arrives. this influences her importance and power even over the other teachers. Altogether the sound is limited throughout the scene, with only dialogue and background noises being used.
Original Clip
https://www.youtube.com/watch?v=YOwoNv7ybr4 - Original clip, specific moment used 1:15- 1:50
http://www.slideshare.net/jessicahooker6/waterloo-road-kevin-storyboard
Adaption of our chosen clip
Analysis of another clip from Waterloo Road
https://www.youtube.com/watch?v=B-_Z7CNG_pQ
Throughout the clip, the issue of age is frequently highlighted through many different methods and aspects. I will be discussing how the director has done this as well as addressing the various, editing, camera, sound and mise-en-scene features they have also included.
The various camera angles and movements as well as the different shots of each of the characters and used props, present how the director was trying to get across the to audience, the various ages of the characters. the clip begins with an establishing tracking shot of a presumably older male characters shoes, as he walks through a room filled with chairs. It is then followed by various other shots, including that of two shots, of the younger school children characters. The clip is constantly returning to that of the shoes as the characters move around the room. As the director starts the clip like this we are able to see how this character, who is though to be a teacher as he 'tells off' the teenagers later on in the scene, has a lot of superiority, authority and also a very stern attitude. as the camera tracks his movements towards the boys we are able to see how they are somewhat frightened of what he may say about the broken camera and therefore shows how because of his position and age he would be able to decide on there outcome of these events. As well as this we are able to see the void between the younger and older characters as of how, at the beginning the two boys are shown in majority in two shots or looking over the shoulder of the teacher. This allows the audience to feel part of the scene which is again emphasised by how the camera is hand held and tracks all the major movements the characters make as well as showing how this character is much more superior in the school environment, and that they are not equal in status. In this part of the clip the camera is at an eye level view, as if we are as an audience in the scene and also features rule of thirds continually. this addresses the male teachers authority again as although he is outnumbered by the school boys, he has more power. Later on in the scene we are shown how the students ages are highlighted by how the camera is always looking over the shoulder, is eye level and follows the movements of the characters. This shows how everyone is equal at that age in the school environment and again suggests we are in the scene. This idea is constantly highlighted. When another teacher character, is shown to be laughed at for trying to mimic the younger generations clothing, the camera is positioned further away from him, suggesting that he is losing he control and power as well as his confidence as a teacher. This confidence had been originally shown, when the audience and the another teacher character is presented to his new look, as the camera is at a low level and is looking up at a low angle towards him. Therefore showing his boosted confidence as he is complimented. Furthermore as a more senior teacher enters the scene, and as they are someone he wants to impress, the camera tracks and pans across to follow his movements as he runs after her. We are thereby shown of his eager attitude as well as their varying levels of dominance in the school. Finally the cinematographer ultimately uses over the shoulder shots consistently and at most times keeps the camera at eye level. this emphasis' the school environment, as of how it is constantly busy with people as well as showing how the many of the teachers and students think of themselves as equals; it is only when characters of a different nature enter the scene does this normality change, showing how some teachers and students see themselves as bigger and better than the others in the scene.
The editing throughout the clip consists of a number of different cuts and transitions to suggest various emotions and tones which help build on the issue of age. The first of which is the frequent use of jump cuts in the first sections of the clip. These are presented in order to add to the tension in the scene as the boys try and prevent getting in trouble as the teacher approaches them. This shows how the boys have less power than this teacher in this school setting. As well as this action match is also added into this part of the clip in order to show the consistency in the location and occurring events which allows the audience to fully understand what is going on. This is shown as the teachers and students walk from one area to another which may be blocked in the view of the audience by the surroundings or other characters. Further more eye line match is used in large amounts throughout the entire clip, in order to empathise the already discussed point of equality in the school environment and also suggest that the audience are part of the scene. The audience therefore can empathise with the characters and also understand the roles which correspond with their differing ages. Also in the clip, cross cutting and parallel editing are included. This shows how all of the relevant scenes are occurring in the same place, adding to the continuity system of the scene as well as notifying the audience of all the appropriate links between the characters. Again this is shown by how one character from each of the scenes is shown to be appearing in each of the others, as if they are walking around the school into each of the differing scenes. This presents how the issue of age is highlighted in how the editor chose to emphasis the fact that they are all in the same place, as a school usually consists of people of a range of different ages. Therefore by joining them all together using these editing techniques, it shows how there is not much difference in the ages of people and how they act.
The sound throughout the entire clip consists of both non diagetic and diagetic sound. With the majority of the audio in the clip beginning that of background noises or the school environment, whether than be talking, moving footsteps and so forth. This makes the audience aware of the busy surrounding and that the characters are not alone. Furthermore in the clip music is introduced on two occasions. One of which is when a female character approaches a man she is angry at. The music introduced is an upbeat rhythm and stays in the scene whenever these characters are mentioned or shown. The fast moving and sounding audio, relates to the quick moving scenario and possible quick temper of the female character. this adds onto the stereotype that teenagers are chaotic and hard to control. This music stops just when the conflict does. The second piece of music introduced is when the male teacher is wearing 'young' 'adolescent' looking clothing. as it is shown that he is trying to impress a certain female teacher the music is consistent until she insults him about his look. The music used is that which is usually associated with the clothes he is wearing, with rap, hip hop music being used. This highlights how the teachers persieve that age group and also how that specific look is targeted towards one music type.
The mise-en- scene in the clip includes much of what is usually associated with schools and its environment. Therefore the setting is very bright in its lighting and its colours. With a range of different colours; all of which are on the basic rainbow are featured. This shows the happy and safe nature and tone of the school, and also the youth of the students inside as of how bright colours are not associated with adults. Furthermore the props included are all that of school stationary and furniture, with the only exception being displays and work done by students on the walls and surroundings. this just adds to the school environment. The characters are split in how they dress. the teachers are usually wearing smart looking clothing, being that of shirts, trousers, blouses and skirts and so on. As they are not in uniform it addresses their dominance and senior importance over that of the students. All of the students are wearing the basic Waterloo Road uniform, of wither a skirt or trouser,s white skirt and tie. This shows how they are all equal to some extent and there is some addition of individuality to each uniform. This shows how each child although equal have their own personalities. These images of the teachers are however stopped when the male teacher decides to dress in the stereotypical casual clothing of today's youth. This beginning, of baggy trousers, tops and trainers. This shows how adults persieve all children and that in order for this man to look 'cool' he believes he has to dress as such. This presents how the children have some power over the teachers and that the teachers are not always the dominant party.
Overall we therefore see how the main features used throughout this TV drama, including that of camera, editing, sound and mise-en-scene all prominently present age and the issues which concern it, especially in a school environment.
Sound documentary
I worked with Bethany Smith and Alana Querino-Busby to create a documentary about sounds and its various aspects in TV dramas, as well as some of its use in film. We first of all completed a basic list/plan for what we were going to discuss. This included the various types of sound and also the way we would present them. We then went round the school and completed first the presenter part of the documentary, where i acted as this role, and spoke about the different factors and their definitions. Furthermore we then also filmed our own examples of these sounds and features. Finally we uploaded all of the footage onto Adobe Premiere where we then went on to begin to edit the clip into one documentary.
Analysis of sound in a Waterloo Clip: Age and Authority
https://www.youtube.com/watch?v=azvTvkeotaQ
The clip that i will be discussing is from the British TV drama, Waterloo Road. Throughout the clip, the main representational issues which are presented are mainly that of relationships and also some of that of age. In the beginning of the clip we are presented with mostly dialogue between, two characters, one beginning a students and the other a teach. this dialogue is fairly relaxed but also has some elements of formality. This is presumably down to the school atmosphere and the mutual respect the students and teachers have for each other, and how the rules set by school normally enforce this behavior. Furthermore the volume of their voices are slightly low, which suggests that the topic they are speaking of has some secrecy between the two characters and only revolves around them. During this part of the clip, there are also some synchronous sound, of a member of staff walking past and her footsteps sound corresponding with her speed of walking. All of this sound is diegetic to all characters present in the scene. Further on in the scene this dialogue continues, however there is also some other diegetic background sounds, of keys on a keyboard as well as faint ambient sound, of other students talking in the surroundings of the library where the newly introduced character is watching. This student is watching the conversation between the two other characters over a computer of what seems to be live camera recording. This sound is slightly muffled showing that its coming from the computer. This student is then seen to be getting angry by their conversation, through the revelation of the teachers previous antics. As the students anger increases, audio of non-diegetic incidental music plays. This audio, is at a fast tempo and mimics the theme of youthful electronic, dance music. The music's volume also slowly rises as the anger of the students does the same, as he passes by what is presumed to be his girlfriends and see's the teacher through a window. This music is then accompanied by the surrounding sounds of other students and teachers reacting to the fight which takes places between the student and the teacher, again emphasis' the tension in the scene. This goes against the first implied respect that teachers and students have for one another and goes against the rules of school life. This conflict and the fast tempo audio, is only stopped when other more senior teachers intervene. As of the dialogue between them then being strict and stern, we can see the older teachers dominance and power over the angered student as he resists fighting as soon as they intervene. This also suggests a possible respect due to their age and superior authority, however this is never confirmed. Overall we can therefore see how the various uses of sound in this clip have added the representation of age an authority.
GENDER IN FILM/TV
http://www.slideshare.net/jessicahooker6/gender-in-tv-55454347
Articles on Gender Summaries
Article One
Gender and television
Shows how television has played an important role in the
gender wars even after many decades since its creation due to the presence of
stereotypes, perpetuating restricted and negative images of women. It goes on
to present how since television became commercially available in the late 1930’s
these matters have been under dispute, with it including quotes such as that
from Betty Friedan “television has represented the American women as a stupid, unattractive,
insecure little household drudge who spends her martyred mindless, boring days
dreaming of love and plotting nasty revenge against her husband.” It also goes
on to show how whilst the depiction of women is confined to either a housewife
or ditzy bombshell, men are also depicted in unrealistic stereotypes which
embody qualities of courage, stoicism, rationality which society values. Furthermore
the issue of gender inequality is further questioned as of how it shows how
since the 1950s TV has been aimed at and catered towards males and therefore upholds
“derogatory stereotypes of women on television”.
Article two
Media Gender and Identity
This is an extract from eh first edition and depicts a
number of themes including that of representations of gender in the cost,
gender today, Giddens, modernity and self identity, Michel Foucault: lifestyle
analyst. Queer theory and fluid identifies men’s magazine and modern male
identities, women’s magazines and female identities today and finally
directions for living. These themes include the fluidity of identifies and also
show the decline of tradition of knowing it as well as talking about the idea
of role models in masculinity in crisis, girl power, popular feminism,
diversity of sexualities, gender trouble the power of the media and so on. This
article depicts the more modern 21st century view of gender and an individual’s
identity and therefore is much more relevant to film made today.
Article three
This article presents the various stereotypes which come
with the tow different genders. These include that of
The article then goes on to talk about how these representations
of masculinity, and feminity are far too rigid and do not always fit to every
person in today’s modern society. Therefore the idea of role models is also
discussed and how media conceptions on what it is to be male or female depend
on how other people see and present themselves.
Article 4
This article goes into further detail about the represenations
of men and women and how they work. This is due to how the media think that
audiences will understand them and that
, a representation consists of repeated
elements, that we are invited either to identity with to to recognise the representation,
the media make categories of people, events or ideas, representations contain a
certain point of view and finally that representation have a mode of address.
The article then goes into further depth about the context of gender throughout
time including that of the feminist era and 1950s-60’s, as well as discussing what
effect these had and the representation of other elements such as reality
Article 5
Article five discussed the idea that TV dramas are always thought
to be a female viewer attracted industry especially for soap operas and how
other programmes reinforce and represent the majority’s ideology of modern western
culture. Including some elements like...
·
Female characters are fewer in number and less
central to the plot.
·
Marriage and parenthood are considered more
important to a woman’s than to a man’s life.
·
Television portrays the traditional division of
labour in marriage.
·
Employed women are shown in traditionally female
occupations, as subordinates to men and with little status or power.
·
TV-women are more personally-and less
professionally-oriented than TV-men.
·
Female characters are more passive than male
characters.
·
Television dramatic programming ignores the
existence of the women’s movement.
The article then goes on to talk about many other
issue of gender in TV dramas under the topics of the personal lives, family
lives and physical appearance of the characters and those watching as well as specifying
interesting examples for such including desperate housewives and mad men.
Gender, representational Issue rewrite, 'Margaret'
https://www.youtube.com/watch?v=VFH55Y3DhAM - This is a clip from British TV drama 'Margaret' based around the life of Margaret Thatcher.
Throughout the clip from mini series 'Margaret, about Britain previous prime minister Margaret thatcher there are many different representational of age through the use if the micro features, sounds, camera, its movements and angles as well as editing and mise-en-scene.
In the clip gender is portrayed through the different elements of mise en scene. This includes that of the costumes which the characters wear. As everyone except the main central female character in the scene is male, they have the standard smart dress attire, of a black or dark coloured suit, tie and trousers. This demonstrates how they are in a formal working environment and that also suggests there older more dominant stature in society as of how they are very nicely dresses, also implying they have money from this well paying job. As well as this the men all have very neat short hair and all nearly have the same look creating a sense of unity and uniform throughout all of the male characters. As men as usually presented as the more dominant and power gender, it is not unusual to see them in a political environment presumably in the houses of parliament. However as the main female character is shown to the only one wearing anything different, it makes her stand out against everyone else present in the scene.
The director did this to show how uncommon it is for women to be in a political debate or environment and addresses the topic of gender which was brought up as of how although see is prime minister and in charge she is strongly outnumbered and surrounded by men. The outfit she wears also adheres to her gender as of how she is wearing a dress, high heal shoes, has her hair and make-up done neatly and with care and finally is wearing a prominently visible gem broach and other feminine jewellery. All of these are how we stereotypically as a society see women, however she is changing the common view of women and their appearance to show her dominance in parliament. Furthermore the brighter colours of her make up and the larger shape of her hair again singles her out and gives her a sense of being isolated in the predominately male setting. Going on from this the office like equipment and darker lighting, goes on to suggest a serious and critical nature to the matters discussed in the scene and how the location we are presented with is where important topics are solved and disputed, such as that of parliament. this is again suggested by the location having a grand and medieval type of architecture and look which the house of commons have. Therefore we can see how mise-en-scene shows the issue of gender most prominently though the costume of the characters and how all the men have the same or similar outfits whilst the only woman visible is clearly unique and singled out. This goes on to show how high stature jobs like being a politician is usually associated with men and the fact that a women is present and in charge is very unknown and unusual.
The sound in this television drama clip involves many different techniques to make it as successful and engaging as possible. Throughout the clip mostly diagetic sound is used. This is either synchronous sound of footsteps of the politicians or that of dialogue from the characters in the scene. Another example of diagetic sound is when there is sound coming through the TV that another character is watching. This sound is coming from another scene which is going on at the same time as the one that is being shown on screen. This sound is shown to be coming from the TV as it is slightly muffled and fuzzy, therefore differentiating if from any of the sound coming from the characters or current surroundings. Furthermore there is some use of non diagetic sound used throughout the clip. This includes that of two bits of audio when he main female character seems to be losing her calm composer and control. The first of which is fairly brief and is included when the main speaker in the start of seen starts to criticise the female prime minister and undermine her leadership. This is a slightly high pitched buzzing sound, which rises in volume as the female character starts top gain anger, and decrease when she becomes much calmer. This therefore is a direct link to her anger itself. Furthermore the second piece on non-diagetic sound is when the prime minister and her group of followers are walking out of the debate hall through the surrounding corridors to where they can presumably release their anger and aggravation which is later assured as they do so. This is high tempo, classical sound music with a fairly low pitch.
All of which adding to the serious nature of scene. This relates to gender overall as of how we do expect the female character at the end of the scene to be the loudest and most prominent voice in the discussion. As well as this the second piece of audio also goes against the stereotype of the female character, as being the weaker and less influential character. Finally there is a strong emphasis on silence throughout the scene. This occurs twice in the scene, however it fairly brief. The first is when the first male speaker finishes his speech, this is not as significant as the second inclusion of silence but emphasis' the shock and surprise to what he had just said. This acts to mirror the lack of description and explanation to what had happened and how it is an unusual occurrence.
The more prominent use of silence is after Margaret herself speaks, in which all of her advisers and council stop talking and bickering with each about what to and act astonished by her reaction to the whole situation. As she is the only female present and is able to stop them from talking when she starts it suggests that she is the dominant power and therefore goes against the usual stereotype that men overpower women. As well as this the fact that they are surprised by her reaction (as she shouted and lost control), it addresses the idea that women are supposed to be the quite and controlled gender which traditionally are there for their image and not their words. Therefore it could be assumed that she could be 'speaking out of term' and goes against this view of women as to be seen and not heard.
The cinematography throughout the scene varies between
various different shots of each of the characters. The scene begins with a
depth of field mid shot of a male speak who is presumed to be a politician due
to the location of the scene. He is the only object in this shot that is in
focus and is repeated as such when he is continually shown throughout the scene
speaking. This shows his power and influence in the situation and also adheres
to his masculine theme and character who are usually seen as the most dominant
and powerful characters and gender. Throughout the entire clip hand held shaky
camera is constantly used, to suggest that the audience are part of the clip
and therefore creates a sense of reliability and also allows the viewers to
feel the emotions which those in the scene are feeling. The first shot of the
female character is that of a framing mid shot which also follows the rule of
thirds. She is sole female character in the shot and is presumed to me in the
whole of the room and is framed by a number of male politicians, isolating her
and presenting the prominently male world and profession which this lady leads.
This is unusual and goes against the stereotype that women are the weaker
gender who should be housewives and mothers.
Furthermore other motions
including that of panning and zooming from each of the characters and into
their faces when anger and tension is rising in scene highlights the lack and
decrease of control that the female character is losing, as well as suggesting
that she is the only one who can restore this order as the camera returns to
its calm and smooth actions after she finally speaks. This again suggests how
she is a unique figure in the world of politics.
Finally the editing throughout the scene adds someone
to the issue of gender. In the start of the scene
when there is less anger and tension for the characters, the cuts from each of
the characters are slow and smooth with not transitions being used. However as
the male speaker begins to tell all the others in the House of Commons about
his resignation the cuts between all of the expressions of the characters begin
to pick up speed, this continues throughout the scene as each of the characters
react and speak, the only person who does not obtain this is Margaret herself
whose cuts follow her point of view and her changing mood.
Furthermore
continuity editing is used throughout the clip, an example of this is when the
characters pass through a door, and the camera switches to a different angle of
them continuing to do the same thing. This is also suggested when another group
are hastily walking down a staircase and as the camera uses jump cuts to jump
between either in front or behind them. This adds professionalism to the scene
as a whole and consistency. Finally parallel editing and cross-cutting between
those watching the events take place on the TV and how the politicians are
reacting is used to again add a neat and professional look.
We can therefore see how mise-en-scene, camera, sound
and editing all add to the representation of the issue of gender.
Doctor Who Clip
Throughout the clip the micro features of editing, sound, mise-en-scene and the various camera features present the representations issue of gender.
The director begins the clip with the two establishing shots stating where the scene is talking place. This is taken from both the point of view the male antagonist and the main female hero. This suggests how they will be the main and most dominant characters in this scene. The audience are then presented with the master shot /tracking shot of the main female as she walks towards the front of the room. The shot stays at eye level and presents a slight deep shallow focus shot of just her, blurring out all else behind her.
As well as this the shots then continually transition to various other shots of her point of view, following her movements across the room. This tracking of her movements whether that be when she kneels to the floor and gets up is used throughout the clip. This suggests that she is the main and most prominent character in the scene going against the stereotypical view that women are usually the damsels in distress and are to be saved by the male heroes and main characters. She breaks this stereotype by saving herself in the end of the scene at the same level as the doctor.
Furthermore the male antagonist is shown at low angles at the beginning with Martha being presented from a high angle. This shows how originally he has the most power whereas she is weaker than him, which is the usual view of women to men. This however switches at the end of the scene with Martha having either a low level or eye level shot and the male antagonist being shown from the high angle. This breaks the stereotype and also shows how he is losing control in the scene.
Moreover in the scene where there those calling out the 'doctors;' name are show there is different shots either on location or through television screens, with them all being shown from a high angle. As well as this another shot in this process is where an over the shoulder shot is used to show a church. This presents how these people calling out for the doctor, could be presenting him as a god looking over them. This shows his dominance and power as well as his heroic attributes. Finally there is a constant shot of a ticking clock counting down. as the time left becomes less and less the cinematographer moves closer to the actual clock adding a sense of tension and suspense as well as helping the audience understand that a big event will soon occur, it is left unknown to whether this will be good or bad. Therefore in the clip as well as other directorial impact and influence there is a constant portrayal of gender and whether men and women are weak or strong and how they break their stereotypes.
The sound in the clip is very important. Throughout the scene there is a continual use of dialogue between each character. The shot is usually facing those that are speaking or otherwise it will show the reactions of those around them to what they are saying. As the anger and tension as well as the importance and dominance of some characters increase and decrease, the volume of the dialogue and the surrounding audio imitates this. Sound affects including that of the supernatural sounding beams of light as well as the sound from the robots and 'weapons' are editing in to add to the overall sci-fi nature of the show and add extra effects to make it much more enjoyable to the audience.
Two pieces of audio are used in the scene. One of which is used until Martha kneels before the antagonist. This music is slow pace and has elements of guitar and drums as well as a slight opera sounding singer included. This shows both the danger in the scene as well as the warrior type character that she portrays. This adds to the break away front he weak and housewife stereotypes of women for her to become a fighter and soldier esc character, which would transitional be portrayed by men. As well as this the music adds to the dramatic nature of the clip. The second piece of audio is the most
The second piece of audio is the most prominent and includes lots of brass tones. It continues throughout the entirety of the remaining clip and changes to add effect to the changing tones and moods of the characters. As the antagonist begins to lose control of the situation the audio changes from its original low pitch and volume to an upbeat, chaotic sounding piece of music. This is then accompanied with various other random sounds which heighten the moods of the characters. This is used mostly for dramatic effect rather than to show gender. Furthermore, when a flashback is shown from the memories of Martha, the sound including the dialogue, breathing sounds and background sounds become much more echoed. This differs them from what is going on in the present time, which is also presented through the ‘swoosh’ sound bridges between the present and past events. This also links in with the shows overall theme of time and space as the sound links to these topics. Finally the flashbacks also used voice-over from Martha as see recounts previous events. This allows the audience to see that she is main character and has had to do everything herself rather than being a damsel in distress and needing a male heroes help. Moreover the doctors significance as a character is highlighted when everyone chants ‘Doctor’ in synchronisation, either in that location or in others around the world.
The sound in the clip is very important. Throughout the scene there is a continual use of dialogue between each character. The shot is usually facing those that are speaking or otherwise it will show the reactions of those around them to what they are saying. As the anger and tension as well as the importance and dominance of some characters increase and decrease, the volume of the dialogue and the surrounding audio imitates this. Sound affects including that of the supernatural sounding beams of light as well as the sound from the robots and 'weapons' are editing in to add to the overall sci-fi nature of the show and add extra effects to make it much more enjoyable to the audience.
Two pieces of audio are used in the scene. One of which is used until Martha kneels before the antagonist. This music is slow pace and has elements of guitar and drums as well as a slight opera sounding singer included. This shows both the danger in the scene as well as the warrior type character that she portrays. This adds to the break away front he weak and housewife stereotypes of women for her to become a fighter and soldier esc character, which would transitional be portrayed by men. As well as this the music adds to the dramatic nature of the clip. The second piece of audio is the most
The second piece of audio is the most prominent and includes lots of brass tones. It continues throughout the entirety of the remaining clip and changes to add effect to the changing tones and moods of the characters. As the antagonist begins to lose control of the situation the audio changes from its original low pitch and volume to an upbeat, chaotic sounding piece of music. This is then accompanied with various other random sounds which heighten the moods of the characters. This is used mostly for dramatic effect rather than to show gender. Furthermore, when a flashback is shown from the memories of Martha, the sound including the dialogue, breathing sounds and background sounds become much more echoed. This differs them from what is going on in the present time, which is also presented through the ‘swoosh’ sound bridges between the present and past events. This also links in with the shows overall theme of time and space as the sound links to these topics. Finally the flashbacks also used voice-over from Martha as see recounts previous events. This allows the audience to see that she is main character and has had to do everything herself rather than being a damsel in distress and needing a male heroes help. Moreover the doctors significance as a character is highlighted when everyone chants ‘Doctor’ in synchronisation, either in that location or in others around the world.
Throughout
the clip mise en scene was used to prominently express the issue of gender as
of how for starters the main female protagonist wears a black army looking
outfit; similar to that worn by the guards escorting her in who are male. This
goes against the housewife and mother role and job which women stereotypically are
meant to have as again shows how she is breaking away from this view.
Furthermore the surrounding characters in similar outfits have guns showing the
danger and supposed conflict which will or is occurring in the clip and show.
Moreover the women and their costumes are that of stereotypically maid and
servant jobs of women. They are dressed as if they are doing cleaning and look
unhappy with this, suggesting that they have been forced to do so by the antagonist
who enjoys the patriarchal society as well as a dictatorship.
Also as the male ‘slave’ or prisoner is
dressed in the boiler suit, it shows how he is also under the stereotype of
male jobs being that of hard labour and construction work. This shows that the
antagonist is pushing forward both of these views and that it is not just women
who are under the harsh stereotypes. As well as this the villains partner is
shown to be wearing mostly red and is heavily made up in her appearance. This
goes with the very girly and fragile view of women especially from that of the
1950’s era. As she wears red is could be intended by the director for the
audience to see her through the eyes of the villain as being a lustful and
pretty object to be seen and not heard, therefore objectifying her. Finally as well as this there are many
graphics to show an alien and sci fi nature to the show. As well as this the
difference between the present events and the flashbacks is again show by how a
slight sepia and black white filter are used over the shots. This distinguishes
them from the current events and again expresses how it was a previous occurrence
as of how it mirrors what TV used to look like in its colour.
Editing is also very significant in the scene. The majority of the cuts used are that of jump cuts and do not have any particularly special transitions between the shots. Ad the scene progresses and becomes more chaotic with the villain losing his power the cuts become much more rapid as if to mirror the emotions of the characters in the scene. Furthermore, when cutting to and from the flash backs of Martha a special 'swoosh' transition is used, with a beam of light cutting one shot from another. this distinguished the currents= and past events from each others and also adds to the supernatural as well as the time travel elements of the show. Therefore adhering to the sci-fi theme of the show.
As well as this continuity editing is used throughout, with parallel shots being used between the main setting and also to what is happening in other locations as everyone shouts 'Doctor'. This shows how everything is happening at one time and helps the audience understand what is going on. The only significant moment when the issue of gender is shown in the clip is when the female character gains more power from the villain and the cuts transitions speed increases.
Class/Status
http://filminquiry.com/analyze-movie-introduction-film-lanugage/
Editing is also very significant in the scene. The majority of the cuts used are that of jump cuts and do not have any particularly special transitions between the shots. Ad the scene progresses and becomes more chaotic with the villain losing his power the cuts become much more rapid as if to mirror the emotions of the characters in the scene. Furthermore, when cutting to and from the flash backs of Martha a special 'swoosh' transition is used, with a beam of light cutting one shot from another. this distinguished the currents= and past events from each others and also adds to the supernatural as well as the time travel elements of the show. Therefore adhering to the sci-fi theme of the show.
As well as this continuity editing is used throughout, with parallel shots being used between the main setting and also to what is happening in other locations as everyone shouts 'Doctor'. This shows how everything is happening at one time and helps the audience understand what is going on. The only significant moment when the issue of gender is shown in the clip is when the female character gains more power from the villain and the cuts transitions speed increases.
Class/Status
http://filminquiry.com/analyze-movie-introduction-film-lanugage/
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