class and status

Class: a set or category of things having some property or attribute in common and differentiated from others by kind, type, or quality.

Status: relative social or professional position; standing.

Class and status in television drama: There are six different social status' starting with; Upper class, Middle class, Lower middle class, Working class and Casual workers. Within the classes, upper class would be seen as intelligent, snobby, rich, whereas working class people would be seen as less intelligent, less wealth, yet higher community links. It is often said that within TV drams, people from different social status' do not mix together.

G322- doctor who (gender)

The representational feature of gender is used through the micro-features, sound, editing, camera angles and mise en scene.

As the scene begins, the first thing the audience see racking shot of Martha as she walks towards The Master. From using this shot it emphasizes her status as she is in the centre of the room with the other cast on the side watching her. This shot givers her dominance which defeats the stereotypes of having a male with more power than a woman. However, the cinematographer then cuts to a high angle shot of Martha looking up at The Master to show he does have a form of power as he stands above her and tells her to bow down on her knees. There is also a reverse shot used in order for the audience to see both characters in their conversation. Throughout their conversation we have the sound of soft music playing which fits in well with the mood of the scene. The music is soft which builds the tension for the audience. There are also short takes used within the clip, when The Master is talking, which speeds up his actions. This could be seen as a stereotype for men being quicker than women. The director then cuts to a close up of Martha's face, which shows a lot of emotion. Because her facial expressions are so strong and noticeable it again links to the stereotype of women being more emotional and affectionate in comparison to men. When the scene cuts away to a flashback of Martha, it shows us how protective women can be over men as she is willing to travel around the world in order to tell people the story of the doctor and keep the message going,. Also Martha's line 'I love him' allows us to see the stereotype that women show more emotion than men.  Because the flashback overlaps with the scene, you could say that it emphasizes that she has mixed emotions towards the doctor.

The ticking diegetic sound of the clock builds the tension of the countdown. When the flashbacks appear the colours change to make it clear that we are watching something from the past, and with each flashback there is a sound bridge of "swooshing" noises. This sound will link to the doctor and time travel. when the doctor begins to re-generate, he is surrounded by a white orb. The fact that the orb is white connotes that he is a good person proving he is a good person. Whereas, The Master is dressed in all black which could show himself to be more evil than the rest. When looking at the female characters and their costumes, there is a clear divide between Martha and her mum, sister and the two women stood behind The Master. Martha is wearing all black and trousers, even though stereotypically a women would be seen wearing a dress or skirt, and be in bright colours. Her mum and sister are in maid dresses, which we can then say is typical as women are seen to be cleaners and the ones looking after people. Lastly, the most noticeable outfit that we can compare to what Martha is wearing would be the blonde woman stood behind The Master. She is very glammed up and wearing a vibrant red ball gown. In comparison we see the two different kind of females and how  a women doesn't have to oblige to typical stereotypes.

Editing and representation

ACTION MATCH:

EYE-LINE MATCH:

FINAL SHOT:

INTER-CUTTING JUXTAPOSITION


INTER-CUTTING TENSION

representation of gender

Representation of gender Alana Querino-Busby
 Link to clip - https://www.youtube.com/watch?v=eoGIGInBYNM (scene ends on 1:20)

 The scene I have picked in order to write about the representations of gender is a scene from the hit TV drama ‘The walking dead’. In this scene the main focus is on the two main characters Daryl, played by Norman Reedus and Beth, played by Emily Kinney. The scene starts of with a two shot of the two characters looking over at something that has caught their attention. The first thing the audience see about the two characters is what they are wearing. Where normally a male and female would have difference in what they are wearing due to clothing types or colour, in this scene this does not affect us as they are both wearing dirty clothes in different shades of browns and greys. The only difference would be that Daryl is wearing a leather jacket which could give him the representation of a biker. Whereas, Beth is wearing a short sleeved top showing a more feminine side. When the cinematographer decides to turn the camera for us to see what it is they are looking at, we see a wide shot of what appears to be three or more zombies feeding on the remainder’s of some people. They are surrounded by trees and dirt whilst knelt down on the ground next to a long rail line that leads into the distance. We then see a close up of one of the zombies, which are called ‘walkers’ in the series as he eats the remains of the body. The effect of this angle is to show the difference between this walker and the two main characters who are still human and it allows us to understand the extent to the situation they are in. The walker then jerks as he has an arrow shot straight through his head and the camera stays on this point in order to get a reaction from the audience as we see this happen. It then becomes a tracking shot as it follows the walker as it falls to the ground before cutting to a two shot of the other two walkers before repeating the process of tracking the women walker as she too gets shot into the head and falls the floor. The audience then see a low angle of the body on the ground and a pair of feet appear with a hand jerking the arrow out of the woman's head.

 From looking at what the character is wearing on their feet it is clear that it is a man, and is a man who has in fact shot these walkers and done the work of killing them. The director then made the camera zoom out onto the character who is standing over the last walker, who is still eating the remains of the body. Behind the male character being Daryl we see the young girl Beth, who is watching him as he does this. Whilst Daryl is killing the last remaining walker the camera does not zoom out for us to see the reactions on their faces until the last walker is dead. The cinematographer zooms up to a mid shot of the two characters and this is when we see a clear divide in emotions over what has just happened. From looking at Beth's reaction in comparison to Daryl's it is clear that she has not taken well to their situation as she looks like she wants to cry and has fear in the emotions of her facial expression, whereas Daryl keeps a straight face showing that he is either not affected by what he has just had to do or he is just trying to hold it in, in order to keep strong for Beth to keep her calm and help her feel safe. This gives us a clear understanding of who is the dominant character as Daryl is the one keeping a brave face and the one protecting Beth. The cinematographer then cuts to a mid shot of a shoe which is covered in remains or a human and blood which is laid out on the floor. This small sequence although the shoe is not with anyone shows a great significance to the characters as they’re deeply affected by seeing this. The director cuts to a mid shot of Beth who isn't taking this in too well as she starts to breathe deeply as if about to have an asthma attack. In the meantime Daryl is carrying on pick up his arrows before cutting across the camera shot being a cross cutting edit. The camera cuts to the back of Daryl who has started to walk away, before turning to face beth. The camera is just below him on a tilt to make him look a lot bigger than what he actually is showing that he has more dominance over the two. The camera then cuts to a mid shot of Beth who has started crying hysterically over what she has seen. From this we get a stereotype of the representations from gender as it is seen that women are weaker than men, and in this scene we can back up the stereotype as true.

 The camera again cuts to a mid shot of Daryl, who although looks upset does not show it. With a slight nod he gestures Beth to carry on before walking off. The camera stays where it is as we see Daryl walk away holding his bow and arrow, until he reaches a point where it would be seen as a long shot as we see his whole body standing on the railway. His walking slows down before eventually stopping and slowly turning around to see Beth. The camera cuts to a wide shot of Beth standing over all of the dead bodies crying as it is clear that she is the more emotional character. The camera is on a tilt looking down at beth showing her of to be a smaller character in comparison to Daryl where the camera tilted upwards towards him. Throughout the scene we hear a slow pace of incidental music to add to the tension of the scene which gets deeper into the music as Beth begins to cry, showing how much empathy she has in the situation. Another thing to notice would be the diegetic sounds of nature, we hear crickets in the background which add to the elements of being outside. The sound effects of the walkers eating the human remains also adds to the tension as it is a sound that wouldn't have to be in the scene and yet by it being in the scene it adds to the goriness of their situation.

Link to my gender analysis

Article summary

Summary's from alanabusby

Gender representations

Gender in tv drama from alanabusby

Definitions and summary

Definitions:

Gender: the state of being male or female (typically used with reference to social and cultural differences rather than biological ones).

Mediation: intervention in a dispute in order to resolve it; arbitration.

Stereotype: a widely held but fixed and oversimplified image or idea of a particular type of person or thing.

Archetypes/ archetypal: the original pattern or model of which all things of the same type are representations or copies

Hegemonic norms:Consider how an idealized definition of masculinity is constituted in social process.

analysis of sound

I looked at a short clip from the British T.V drama series 'skins'. Whilst watching this clip I will be analysing the micro feature, sound.
The scene starts of with three boys sitting around a table outside a pop up café. The first thing we hear when the scene starts is the diegetic sounds within the location such as, talking and cars. Whilst the main focus of the scene would be the dialogue with the three boys. From there we here the synchronise sounds of the car hitting the bike and the tyres screeching along the road and smashing into the bollard. From there we see the man driving the car get out and we hear his dialogue as he try's to find a plausible reason as to why he has crashed his car. Throughout the character talking we hear the ambient sound of cars driving past in the background, which has no significance to the scene. However, it allows the scene to have a more naturalistic feel to it as they are on a main road and realistically their would be the sound of cars driving past in the background and by the look on the mans face it is clear he was in a rush to get somewhere which could suggest to us that it is in the morning and he was on his way to work. 
As the scene moves on the main focus is the dialogue which sets out what the scene is about and what is going on. However there is still a lot of diegetic and ambient sound used throughout. Again the fact that the majority of noise used is these two techniques, shows us that the directors intentions were to have the scene come across in naturalistic way and make the scene more relatable to the audience.

analysis of Waterloo road clip

In the clip that I have just watched I will be discussing the issue of age as it is shown throughout the clip. I will talk about how the director has decided to input the different micro features such as; editing, camera angles, sound and mise-en-scene.



The first thing we notice would be the camera angles starting at a low angle of the two school boys shoes, which are trainer. The camera then does a tracking shot towards the teachers shoes which are smart dress shoes. This instantly shows us a clear divide in characters and who they are. The fact that the young boys are in trainers shows that they are of a younger and more immature age and that the person whom we find out is the teacher is in smart shoes. This shows that not only is the teacher older but he also has more authority than the students therefore showing a representation in age. The scene then moves onto the teacher telling of the students which again links back to the teacher being of a higher superior and having more authority. As the camera tracks forward we are able to see that the two young boys are frightened of what the teacher may say and due to the stern look on his face shows that he is not happy with what they have done. The camera follows him as he walks over to them with the broken camera in his hands. We then see an over the shoulder shot that helps us to feel apart of the scene. The camera then cuts to a mid shot of a woman teacher, who walks towards the boys and teacher with a concerned look on her face. The boys share a look much different to how they looked at the male teacher as they both looked concerned. It is clear that from there reactions off the two teachers, they have more respect for her and care more about her opinion than his. This may be because she treats them as if they are adults whereas, the male teacher treats them like the children they are. Even she looks at the male teacher as if he has more authority than her due to him being much older than her, which proves that age has such big role to play in the scene.


The camera then cuts to a close up of a door that is the office to one of the teachers. The camera then travels over to a young boy leaning on the wall next to the door. We then see a teacher approach the boy as the camera focuses on him. They begin taking and we see a mid shot of the two characters talking face to face. The young boy is seen to be slouched over and looks lazy whereas, the teacher is standing straight and look like he has more authority than the boy. This is a good representation of age as the student looks less confident than the teacher. Another thing we notice when looking at the representation of age is the authority and superiority that the teacher has over the student as they discuss a broken window and the student offers to help the teacher fix it. The teacher agrees to this but only on one condition that the boy finishes his school work first. The student slouches over and walks away, which is away of agreeing with the teacher. The camera follows the student down the corridor before following back to the teacher who turns his head back to the student and looks over his shoulder with a concerned look on his face.


The scene then  cuts to three students walking down the corridor whilst in conversation. The corridor is  crowded wit other students and we hear the non-diegetic sound of other students talking, which gives us a better feel of being involved in the scene. One of the girls starts arguing over what the other two students were talking about until she sees a boy walking down the corridor which grabs her attention. She begins to run down the corridor where she grabs the boys arm and drags him into a classroom. From looking at this section and connecting it to the representation of age it is clear that she is more intimidating to the boy than h is to her as he allows her to do this, much like the teacher in the opening scene being intimidating to the two boys. The camera then cuts to a teacher in his classroom trying to calm the students in his class down. When he has done so, he then tells them to get ready for a test and to sit in silence. This shows that he is more superior than the rest of the class as he is able to tell them what to do. The class is set to show more towards the authority figure as he is the only one standing up and everyone else is sitting down and shown to be lower down than him. A young boy enters into the scene as he is late for class. However because he ha good news the teacher dismisses that he is late and lets him off, saying "congratulations". Him and two other students begin to whisper about past events and we can see by the look of the two other characters and their facial expressions that they are holding back a secret from the boy. The camera then cuts to a student who abruptly runs into the classroom and they tell the teacher about the girl before dragging the boy into the room. The teacher quickly rushes out whilst still giving orders to his class, showing us that he doesn't need to be in the room in order to have authority over the class.


The first thing we see in the next sequence is the reflection of the two characters arguing in an empty classroom. When looking at their body language its clear that although they are the same age, she is seen to be much more intimidating and older as she stands straight and has her hands on her hips, whereas he is seen to be hunched over and holding his hands out in front of him. The scene is very quick as she continues to shout and his panic grows stronger and stronger. She stops him from leaving the classroom and his panic changes to pain as he clenches his chest. She laughs at him as she finds the whole scenario funny until the teacher comes rushing in, as he is concerned for the boys health. The camera switches to amid shot of each character as they are in a rush to find the boys inhaler. The teacher once again give a student an order showing us that the teachers still have authority over students. When  the teacher tries to calm the boy down the scene cuts to a younger woman leaning on a wall. This is a good representation of age as she is older than the students but is obviously younger than most teachers as she has the same body language as the students. The camera then pans up the stairs towards a male teacher who is attempting to dress much younger than his age.


The teacher is tying to come across as a much younger person through the way he is dressed. He wearing baggy trousers and a top that isn't what that generation of people would wear. Two young girls (presumably in year 11) see the teacher and laugh at him saying he looks like he raided a years 10's wardrobe. This is an interesting representation of age as it shows us that although they are much younger than the teachers and see themselves to be much older than the year 10's. The teachers see the students all to be the same age whereas, the year 11's seem to feel a lot older than the years 10's.

moving image : adaptation of Waterloo road scene

In the scene that me and my group created, we picked a clip from waterloo road as we wanted it to involve either drugs, age, teachers...

Once we had picked our clip we shortened it down and began to copy the clip. We wanted it to look the same as the original whilst keep to the same camera angles and same representational issues, being drugs and teachers.

Group clip - analyse

this is the clip that me and my group will be interpreting.
https://www.youtube.com/watch?v=YOwoNv7ybr4

Waterloo road analysis:
 In this scene of Waterloo road that we have picked out, we see two characters. A student(Kevin)and a teacher(Mr Windsor).

Amy brings drugs to school - reverse storyboard

Amy brings drugs to school - reverse storyboard from alanabusby

OCR specification

http://www.ocr.org.uk/qualifications/as-a-level-gce-media-studies-h140-h540/

micro features - monarch of the glen

Alana Querino-Busby

When watching the clip from ‘Monarch of the Glen’ we look at the divide between the age of the cast. It is clear that when discussing the youthful side of age we could look at Amy's character as she was the only young person in the clip, and although the whole cast played a role in the older generation it was easier to just take notice of the head teacher at Amy's schools. However the most interesting character would be Paul as he is wouldn't be classed as part of the younger generation nor would he be classed as a part of the older generation leaving him to be seen as a ‘mediator’.

The first thing I would like to take note from this clip would be the sound. The ambient sound being the traditional Scottish music at the beginning of the clip, however when Amy is introduced to the scene the music changes to a poor up-beat and modernised sound. This is the first time that the scene really emphasises Amy's importance in the clip and leads our attention to her. The use of diegetic and non-diegetic sound is also key to the representational issues. The non-diegetic sound of music playing when Amy is in the bedroom is sympathetic and slow, foreshadowing that Amy may be leaving. The music ties in with Amy's emotions almost as if it is telling us a story. However the diegetic sounds of the car crashing or the background noise of the workers really contrasts with environments that they surround themselves in being very tranquil and peaceful. Overall, I feel as though the non-diegetic and diegetic sounds help us to understand the differences in the representational issues of age when looking at all of the farmers and Paul then looking at Amy. When Paul is sees Amy after finding out that she isn't as old as she says she was he talks to her with a sound of aggression in his voice showing that he is the superior character of the two and that he is in charge, however when he talks to the adults about Amy he talks in a calmer tone. This could represent that they are equal and see each other more fairly than they would see Amy.

Moving on to mise-en-scene we look at the cast and what they're wearing and we can see straight away see a clear divide in the representational issues of age. Because they are in such a rural area the lights are dim and it looks very down and glum, so when we see Amy for the first time she is seen wearing very modern jeans with a bright yellow top, whereas all of the farmers are seen in dull clothing and wearing barber coats and wellies. Therefore our attention is straight away seen towards Amy as we get a hint that she is obviously much younger that the rest of the cast. Seeing Amy in such bright clothing makes her stand out from the rest and gives the audience a hint of what her personality may be like.