Wednesday, 20 January 2016
Thursday, 17 December 2015
Dr Who - Gender
Throughout this clip, gender is represented in a number of different ways through camera, sound, editing and mise-en-scene.
Through use of mise-en-scene the audience is presented with master. Stereotypically the master is wearing a suit which suggests power and authority, however ironically the suit is rather scruffy and laid back, which presents the character as less powerful and big-headed, however in the circumstances still dominant.
Continuing through mise-en-scene, there is a female stood next to the master throughout the clip. The female is in a red dress, with connotations of danger. However, the female is seen merely as an object; well groomed, standing with no input. It is also recognisable that the female is holding on to the rail throughout the whole clip, suggesting that she is isolated and incapable of supporting herself.
Stereotypically the other women seen in this clip are dressed as maids, suggesting little power and significance. Similarly, there is a man present in the clip with a dirty/muddy face, this further being stereotypical as men are associated with work and dirt.
It is also recognisable that the male gender is powerful throughout between the master and the doctor, this may be argued stereotypically fitting the codes and conventions of 'normal television' as males are supposedly recognised as dominant.
Focusing on the use of camera, characters are presented in different ways. A low angle mid-shot of the master suggests he is superior whilst a low angle shot of Martha suggests she is submissive, stereotypical of that in TV drama.
Martha Jones is also framed with two security guards behind her, this signifying imprisonment and dominance of the male gender along with stereotypical roles associated with gender as both security guards are male, overpowering the female.
Use of gradual zooms in the sequence of shots throughout the clip signify the movement of the female as slow/hesitant, suggesting that she is unsure and incapable of making important decisions.
Further along the clip a worms-eye view of Martha is presented to the audience of her rising up after the doctor is brought back to life. This highlights the idea of power changing between good and evil and further power exchange between the master and female. Martha is now dominant and the master submissive, contradicting stereotypical associations with male and female gender and TV drama.
Editing is a key concept throughout the clip. During the clip there is use of cut transitions and flash effects to signify past events. During these flashbacks, there is use of quick cutting between different elements of Martha's journey to signify time movement and further represents her determination to complete her task.
Further along the clip through use of continuity editing, the audience is presented with quick shot transitions of the master to highlight his aggression, this being stereotypical of males as violence and aggression are associated with males and not with women.
The duration of the Masters shot get shorter as the sequence progresses, signifying the idea that his 'time' is running out as he is becoming significantly less powerful.
Blue and pink lighting is also used throughout the clip, suggesting stereotypical connotations with both genders.
Sound is also a key aspect of TV drama. There is use of diegetic sounds such as he wind howling on Martha's journey, this suggests a life-like aspect to the clip allowing the audience to further engage.
There is also use of non-diegetic sound as the track played during the doctors transformation is very grand, suggesting he is a significant character and is powerful.
Martha's voice develops as the clip progresses, she becomes more powerful and confident and this is evident through her voice becoming more pronounced.
Heroic music is also played once Martha defeats the master, this is typical of TV drama and puts emphasis on the moment allowing it to become more dramatic.
It is evident through use of these 4 key concepts that TV drama is still massively patriarchal and in favour of men. Stereotypical representations of both genders are presented in this clip through numerous different ways as discussed, following the typical conventions of TV drama.
Through use of mise-en-scene the audience is presented with master. Stereotypically the master is wearing a suit which suggests power and authority, however ironically the suit is rather scruffy and laid back, which presents the character as less powerful and big-headed, however in the circumstances still dominant.
Continuing through mise-en-scene, there is a female stood next to the master throughout the clip. The female is in a red dress, with connotations of danger. However, the female is seen merely as an object; well groomed, standing with no input. It is also recognisable that the female is holding on to the rail throughout the whole clip, suggesting that she is isolated and incapable of supporting herself.
Stereotypically the other women seen in this clip are dressed as maids, suggesting little power and significance. Similarly, there is a man present in the clip with a dirty/muddy face, this further being stereotypical as men are associated with work and dirt.
It is also recognisable that the male gender is powerful throughout between the master and the doctor, this may be argued stereotypically fitting the codes and conventions of 'normal television' as males are supposedly recognised as dominant.
Focusing on the use of camera, characters are presented in different ways. A low angle mid-shot of the master suggests he is superior whilst a low angle shot of Martha suggests she is submissive, stereotypical of that in TV drama.
Martha Jones is also framed with two security guards behind her, this signifying imprisonment and dominance of the male gender along with stereotypical roles associated with gender as both security guards are male, overpowering the female.
Use of gradual zooms in the sequence of shots throughout the clip signify the movement of the female as slow/hesitant, suggesting that she is unsure and incapable of making important decisions.
Further along the clip a worms-eye view of Martha is presented to the audience of her rising up after the doctor is brought back to life. This highlights the idea of power changing between good and evil and further power exchange between the master and female. Martha is now dominant and the master submissive, contradicting stereotypical associations with male and female gender and TV drama.
Editing is a key concept throughout the clip. During the clip there is use of cut transitions and flash effects to signify past events. During these flashbacks, there is use of quick cutting between different elements of Martha's journey to signify time movement and further represents her determination to complete her task.
Further along the clip through use of continuity editing, the audience is presented with quick shot transitions of the master to highlight his aggression, this being stereotypical of males as violence and aggression are associated with males and not with women.
The duration of the Masters shot get shorter as the sequence progresses, signifying the idea that his 'time' is running out as he is becoming significantly less powerful.
Blue and pink lighting is also used throughout the clip, suggesting stereotypical connotations with both genders.
Sound is also a key aspect of TV drama. There is use of diegetic sounds such as he wind howling on Martha's journey, this suggests a life-like aspect to the clip allowing the audience to further engage.
There is also use of non-diegetic sound as the track played during the doctors transformation is very grand, suggesting he is a significant character and is powerful.
Martha's voice develops as the clip progresses, she becomes more powerful and confident and this is evident through her voice becoming more pronounced.
Heroic music is also played once Martha defeats the master, this is typical of TV drama and puts emphasis on the moment allowing it to become more dramatic.
It is evident through use of these 4 key concepts that TV drama is still massively patriarchal and in favour of men. Stereotypical representations of both genders are presented in this clip through numerous different ways as discussed, following the typical conventions of TV drama.
Monday, 14 December 2015
Class and Status
Upper Class
The upper class is the social class composed of those who are wealthy, well-born or both. They usually have the greatest political power. The upper class is generally contained within the wealthiest 1-3% of the population. Members of the upper class are often born into it, and are distinguished by immense wealth which is passed from generation to generation in the form of estates. Sometimes members of the upper class are called "the one percent".
Middle Class
The middle class are the most contested of the three categories, the broad group of people in contemporary society who fall socio-economically between the lower and upper class. One example of contestation of this term is that in the US "middle class" is applied very broadly and includes people who would elsewhere be considered lower class.
Lower Class
Lower Class are those employed in low-paying wage jobs with very little economic security. The lower class is sometimes separated into those who are employed but lacking financial security and underclass- those who are long term unemployed.
Thursday, 10 December 2015
How Editing Contributes to Representation
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.
Eyeline Match
An eyeline match is a film editing technique associated with the continuity editing system. It is based on the premise that the audience will want to see what the character on-screen is seeing. The eyeline match begins with a character looking at something off-screen, followed by a cut to the object or person at which he is looking. For example, a shot showing a man looking off-screen to the left is followed by a shot of the television that he is watching.
Final Shot
In any scene, which character or characters are shown in the final shot of the sequence? This is often the character with which the audience is expected to identify.
Intercutting: Tension
When intercutting is used to draw two storylines together, this can be structured to create tension, and therefore heighten the audience’s identification with a particular character.
Intercutting: Juxtaposition
Alternate (scenes or shots) with contrasting scenes or shots to make one composite scene in a film.
Jump Cuts
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. This type of edit gives the effect of jumping forwards in time.
Motivation
Motivated editing is a way of helping to suspend the audiences disbelief when watching a production. Motivated editing is where shots are carefully chosen to push a story along and make the audience believe what they are seeing.
For instance if there is a shot of someone walking into a room and looking around, it is best to then cut to a shot of that actors point of view.
This way the audience get to see exactly what that actor sees and it engrosses them in the story even more.
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.
Eyeline Match
An eyeline match is a film editing technique associated with the continuity editing system. It is based on the premise that the audience will want to see what the character on-screen is seeing. The eyeline match begins with a character looking at something off-screen, followed by a cut to the object or person at which he is looking. For example, a shot showing a man looking off-screen to the left is followed by a shot of the television that he is watching.
Final Shot
In any scene, which character or characters are shown in the final shot of the sequence? This is often the character with which the audience is expected to identify.
Intercutting: Tension
When intercutting is used to draw two storylines together, this can be structured to create tension, and therefore heighten the audience’s identification with a particular character.
Intercutting: Juxtaposition
Alternate (scenes or shots) with contrasting scenes or shots to make one composite scene in a film.
Jump Cuts
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. This type of edit gives the effect of jumping forwards in time.
Motivation
Motivated editing is a way of helping to suspend the audiences disbelief when watching a production. Motivated editing is where shots are carefully chosen to push a story along and make the audience believe what they are seeing.
For instance if there is a shot of someone walking into a room and looking around, it is best to then cut to a shot of that actors point of view.
This way the audience get to see exactly what that actor sees and it engrosses them in the story even more.
Synergy and Technological Convergence
Synergy
The concept that the value and performance of two companies combined will be greater than the sum of the separate individual parts.
The expected synergy achieved through the merger can be attributed to various factors, such as increased revenues, combined talent and technology, or cost reduction.
Technological Convergence
Technological Convergence is the process of technology evolving. For example people who used to listen to music on the radio may now chose to listen to music on their phones as it is much more advanced and convenient. Companies use this to produce and deliver their films more effectively.
The concept that the value and performance of two companies combined will be greater than the sum of the separate individual parts.
The expected synergy achieved through the merger can be attributed to various factors, such as increased revenues, combined talent and technology, or cost reduction.
Technological Convergence
Technological Convergence is the process of technology evolving. For example people who used to listen to music on the radio may now chose to listen to music on their phones as it is much more advanced and convenient. Companies use this to produce and deliver their films more effectively.
Wednesday, 25 November 2015
Waterloo Road - Clip Analysis Gender
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.
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.
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.
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