https://www.youtube.com/watch?v=rKzOtiHJGtM
Within the extract of Waterloo Road, gender is represented in numerous ways, particularly through the use of camera, Mise-en-scene, editing and sound. This extract both depicts and opposes the common stereotypes of men and women.
The use of a camera shot of the mirror a young, glamorous teenage girl is holding whilst admiring herself suggests that women typically are interested in little but appearance and fashion, as evident through the use of this young female. Using continuity editing the clip then cuts to an upwards pan of the teenage girl, starting from her feet up to a mid close up shot of her face. In using these camera shots, a stereotypical image of a young teenage girl is portrayed.
Through camera cuts to a shot of the father and the young girl. In this shot the use of camerawork contributes greatly towards the stereotypical representation of gender. The most evident being that of high and low angles. The camera uses mid close ups of the mother and father when in conversation. The camera remains at the same angle, suggesting that neither character are dominant, this opposing the stereotypical association of men being dominant, this being used in most camera shots. However, her father being at a higher angle suggests dominance, which would then evidently suggest the teenage girls vulnerability. However the use of music (sound) and the mid-shot then immediately following, allowing the viewers to notice and comprehend the attitude of the girl suggests the opposite, that in fact she believes she is the dominant individual of the two. This contributes to the stereotypical representation of a rich, glamorous teenage girl who believes she is in control of situations, intentionally disobeying her parents.
Later in the scene, through use of continuity editing and panning, it is evident that the contrast between the young teenage girl and older woman is trying to be emphasised. The older woman represents a stereotypical older female teacher teaching the class in a reasonably 'boring' manner. The use of a young female girl emphasizes this contrast, both physically and mentally. Through use of Mise-en-scene the physical appearance of the two characters is in complete contrast, the older woman with short grey hair, minimal makeup and a suited outfit, whilst the young female has bleach blonde hair, masses of makeup and a uniform. Through use of high and low angles, it is suggested that the older woman is dominant and the young girl submissive, as expected. However it is evident through the scene that the episode opposes from the norm. The young girl attempts to become the dominant individual in believing she is more educated than the teacher, attempting to belittle her, but in doing so instead shows herself rather to be young and immature.
Mise-en-scene further contributes to show the representation of gender uniquely, the most notable being through use of evident contrasting costumes. Typically, an episode would depict the common stereotypes of men being overall superior opposed to women who are deemed to be inferior. However, opposing this, females within the extract are deemed to have higher status through costume detained by them. These giving connotations of the head the school being immaculate, hardworking and powerful, contrasting to traditional female roles.
Wednesday, 25 November 2015
Saturday, 21 November 2015
Gossip Girl - Cinematography Analysis
The clip begins with an establishing shot to set the scene, giving an idea to the viewer as to where the episode is taking place and an idea as to what may be included.
The camera uses a mid shot of Blair and Chuck towards the beginning of the clip, and cuts between the two before speaking. This allows the viewer to understand the following scene is likely to be focused on the two characters and engages the viewer. The camera then focuses on using a two-shot as the two characters walk towards each other. This creates a dramatic effect with use of camera, music and mise en scene to further engage the audience and cause them to sympathise with the characters. The camera shot deliberately focuses on the two being alone on the bridge together for effect.
A mid shot is used to establish conversation beginning and over the shoulder shots continuously throughout the conversation to empathise with Blair and Chuck.
Throughout this scene Blair is deliberately dressed in a long red dress, the colour red having connotations of love and hate, which is exactly what the two characters resemble while Chuck is simply wearing a plain and simple outfit. The idea that Blair is dressed very well and Chuck not so much, suggests that Blair is superior for once and in control of the situation, and Chuck simply follows, deliberately contrasting to the norm between the two.
Further along the clip the camera focuses on using close up shots to establish emotion. It is clear to see both characters are distressed and upset, yet completely in love with eachother and the use of a close up helps further demonstrate this, causing the viewer to feel much more engaged and sympathetic towards Blair and Chuck.
The camera uses upwards panning to first establish what is being given to Chuck and then to focus on Blair's emotion and remorse throughout. The camera then focuses again in a close up of the two characters looking down at the ring and this reinforces the emotion between the two characters.
To close the scene the camera uses a two shot again of the characters standing on the bridge in the position they would be when reciprocating their vowels to one another, this is deliberate positioning for effect. The mid-long shot with Blair and Chuck in it signals the ending to the scene.
Sunday, 1 November 2015
G322 Waterloo Road Clip Analysis - Age
Throughout the clip from the series 'Waterloo Road' there is a clear representational issue of age, this is portrayed in various different ways; through humour and serious acting. Despite any humour used in the clip, there is a deliberate focus on age and representation.
Mise-en-Scene is the first area to which these representational issues are presented. The setting of the opening scene focuses on artificial lighting and a built up school background. This establishing the scene. The students all fit in with the environment, deliberately through use of uniform, suggesting they are fit with the norm and evidently similar to the other thousands of teenagers at the school. They are fit with their surroundings. The use of uniform may also suggest lack of authority and dominance within the school, a way of keeping things in order and reinforcing roles within the school ground.
The scene starts with a two-shot of the two young boys hiding something and acting mischievous. This immediately presents the characters as stereotypically troublesome and rebellious. The camera pans and follows foot steps essentially approaching the boys, suggesting this particular 'figure' is superior to the young boys. The boys are discussing in a panicking tone and are both unsure how to deal with the situation in a sensible manner. This represents the issue of peer pressure and trouble, which all teenagers will undoubtedly face at one point or another throughout their years. Youth is portrayed in a negative light here but further progresses to help the audience sympathise with the young boys through use of an unpleasant older dominant male. It is also suggested that the younger generation are over-looked and that mistakes in the older generations eyes are interpreted rather deliberate actions to cause trouble and mischief. This indicates the lack of attention and understanding towards younger and less dominant figures.
In the next scene, whilst the young male (George Sampson) is in conversation with the an older male figure, it is clear to see a connection between the two. The camera continuously switches between the two with mid close ups and over the shoulder shots. The older male in this scene being in complete contrast to the older male in the previous scene. George and the male figure seem to understand one another and it is made essential that the older man does not consider himself superior nor dominant over the young boy (George Sampson). It is also made apparent that the younger generation (George in this example) are easily persuaded if in favour to them. This purposely portrays an immature and childish light to youth, suggesting that younger characters are not mature enough to understand ands make reasonable decisions in situations without some form of reward, unlike the real world.
During the next scene there is a confrontation in the corridor and dispute between three characters. The camera uses close ups and over the shoulder shots to highlight emotions. This dispute indicates that the younger generation are incapable of handling emotions and suggests a rather immature side to the three in the way they chose to handle the situation. The scene then goes on to cover bullying as a representational issue. In this circumstance it is rather unusual as it is the male that is being bullied by the female. This supposedly indicates further that stereotypical assumptions are not always the norm and that in-fact bullying is an on going issue despite gender.
The last scene covers age as a representational issue in a different way. The scene focuses on portraying adults in a way that teenagers act through style of clothing. Through this scene it is implied that being a teenager is difficult and that the issues that arise within these ages should not be overlooked or bypassed because some consider them 'unimportant', as they are in-fact a key problem in todays society. The scene also further highlights the difference between age as it is considered absurd for a teacher to dress as a student would. Thus focusing on the stereotypical idea that the younger generation are unaware and immature and rather the older generations have to set an 'example'.
Evidently through the use of Mise-en-Scene, camera, editing and sound we are presented with the representation of youth being something which is troubled and vulnerable, and rather the older generation wise and all-knowing.
Mise-en-Scene is the first area to which these representational issues are presented. The setting of the opening scene focuses on artificial lighting and a built up school background. This establishing the scene. The students all fit in with the environment, deliberately through use of uniform, suggesting they are fit with the norm and evidently similar to the other thousands of teenagers at the school. They are fit with their surroundings. The use of uniform may also suggest lack of authority and dominance within the school, a way of keeping things in order and reinforcing roles within the school ground.
The scene starts with a two-shot of the two young boys hiding something and acting mischievous. This immediately presents the characters as stereotypically troublesome and rebellious. The camera pans and follows foot steps essentially approaching the boys, suggesting this particular 'figure' is superior to the young boys. The boys are discussing in a panicking tone and are both unsure how to deal with the situation in a sensible manner. This represents the issue of peer pressure and trouble, which all teenagers will undoubtedly face at one point or another throughout their years. Youth is portrayed in a negative light here but further progresses to help the audience sympathise with the young boys through use of an unpleasant older dominant male. It is also suggested that the younger generation are over-looked and that mistakes in the older generations eyes are interpreted rather deliberate actions to cause trouble and mischief. This indicates the lack of attention and understanding towards younger and less dominant figures.
In the next scene, whilst the young male (George Sampson) is in conversation with the an older male figure, it is clear to see a connection between the two. The camera continuously switches between the two with mid close ups and over the shoulder shots. The older male in this scene being in complete contrast to the older male in the previous scene. George and the male figure seem to understand one another and it is made essential that the older man does not consider himself superior nor dominant over the young boy (George Sampson). It is also made apparent that the younger generation (George in this example) are easily persuaded if in favour to them. This purposely portrays an immature and childish light to youth, suggesting that younger characters are not mature enough to understand ands make reasonable decisions in situations without some form of reward, unlike the real world.
During the next scene there is a confrontation in the corridor and dispute between three characters. The camera uses close ups and over the shoulder shots to highlight emotions. This dispute indicates that the younger generation are incapable of handling emotions and suggests a rather immature side to the three in the way they chose to handle the situation. The scene then goes on to cover bullying as a representational issue. In this circumstance it is rather unusual as it is the male that is being bullied by the female. This supposedly indicates further that stereotypical assumptions are not always the norm and that in-fact bullying is an on going issue despite gender.
The last scene covers age as a representational issue in a different way. The scene focuses on portraying adults in a way that teenagers act through style of clothing. Through this scene it is implied that being a teenager is difficult and that the issues that arise within these ages should not be overlooked or bypassed because some consider them 'unimportant', as they are in-fact a key problem in todays society. The scene also further highlights the difference between age as it is considered absurd for a teacher to dress as a student would. Thus focusing on the stereotypical idea that the younger generation are unaware and immature and rather the older generations have to set an 'example'.
Evidently through the use of Mise-en-Scene, camera, editing and sound we are presented with the representation of youth being something which is troubled and vulnerable, and rather the older generation wise and all-knowing.
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