Essay writing tips for AS TV drama

Essay writing tips for AS TV drama

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TV Drama: The Exam

Tv drama The Exam

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Representation: Focus on Disability/Ability

TASK

(READ THE INFO BELOW BEFORE DOING THIS TASK)

1.What stereotypes are being represented?
   Are they positive or negative? how do you know this?
 

2.Discuss the ways in which the extract constructs representations of disability using the following:
• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise-en-scene

Use of Disabled Stereotypes

The media continue to enforce disability stereotypes portraying disabled individuals in a negative un-empowering way.
In his 1991 study, Paul Hunt identified 10 stereotypes that the media use to portray disabled people:

1. The disabled person as pitiable or pathetic
2. An object of curiosity or violence
3. Sinister or evil
4. The super cripple
5. As atmosphere
6. Laughable
7. His/her own worst enemy
8. As a burden
9. As Non-sexual
10. Being unable to participate in daily life

In 2006, the British Film Institute's website breaks down this list into a series of film character examples for each stereotype, from the 1920s up to the present day. The BFI's examples include:

• the character of Colin from the Secret Garden - a character who falls into the stereotype of "Pitiable and pathetic; sweet and innocent; a miracle cure"
• the "sinister or evil" Dr No, with his two false hands, from the Bond film of the same name
• Ron Kovic, the disabled war veteran in Born on the Fourth of July, who is portrayed as "non-sexual or incapable of a worthwhile relationship"

Disabled people over the years have been marginalised within and through the media.
(ref:http://www.disabilityplanet.co.uk/critical-analysis.html)

A broad range of current social and cultural representations of disability in our society reinforce that people with disabilities are seen to be:

 Undesirable

 Tragic or super human.

 Asexual.

 Dependent.

 In need of 'normalisation'.

 Lower in intelligence.

 Unemployable.

 Different.

However characters such as Jake Sully (Avatar) and Adam Best (Eastenders) challenge this stereotype.



Jake Sully a crippled Marine on Earth, he is recruited to take over for his murdered scientist twin brother to operate an Avatar.



Adam Best, an Oxford University student who comes to Walford to stay with his mother, Manda, during the holidays.

Representation: Focus on Class and Status

SOCIAL CLASS OVERVIEW

Upper class
Upper Middle Class
Lower Middle Class
Upper Working Class
Lower Working Class
The Poor

MEDIA CLASS CLASSIFICATION

Class Type                                            Media
                                                          Classification                                       

Upper Class                                                         A

Middle Class                                                        B

Lower Middle                                                     C1

Skilled Working Class                                        C2

Working Class                                                     D

Lower Class                                                         E

STEREOTYPES:

“Working class”carries different, even contrasting connotations. It could change from positive to negative representations. “Working class” refers to hard-working, blue-collar and low-wage workers without college education who struggle to get by economically. But “working class” can also bring to mind lazy, unproductive failures etc. In TV Drama the prototypical working-class male is incompetent and ineffectual, often a buffoon, well-intentioned but dumb. He fails in his role as a father and husband, is lovable but not respected.

Middle class people fall socioeconomically between the working class and the upper class.  In most middle-class series, however, both parents are mature, sensible, and competent, especially when there are children in the series. It is the children who provide the antics and humor.The man is appropriately "manly," and the woman "womanly." The family as a whole represents an orderly, well functioning unit, in contrast to the chaotic scenes in the working class families.

Upper class is usually known as those at the top end of the social and economic hierarchy. People or groups of upper class status may have more power in certain aspects like occupation, education, etc. 

The social class could be determined through the social status of an individual or a group.

SOCIAL STATUS:  The position of a person or group within society which may be determined in two ways. One can earn their social status by theirown achievements, which is known as achieved status. Alternatively, one can be placed in thesystem by their inherited position, which is called ascribed status

STATUS SYMBOLS

Clothing or lack of it

Cars

Jewellery

Brands

Houses/Mansions

Gadgets

Status symbols can be used for different reasons; e.g. 

To establish class

To assert power

To fit into a stereotype.

(http://www.museum.tv/eotvsection.php?entrycode=socialclass retrieved research from)
TASK

Watch the following clip: Answer the questions below;

Starter Questions:

What level of class and status has been represented?

What stereotypes have been represented? are they positive or negative?

Are the stereotypes challenged or conformed in this clip?

Main Question

Using the notes from the above questions answer the following:

Discuss the representation of class and status by refering to the following: mise en scene, camerawork, editing and sound.

Representation: Focus on Regional Identity

Representation regional identity

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PRACTICE VIDEO


Watch the sequence below and answer the questions on slide 12 on the above PowerPoint.

Class Activity:


Everyone to write down a stereotypical character (could be made up or existing) that relates to a particular regional identity.


Using whiteboard and marker you begin to draw your character, first person to guess the regional identity is next up!

Representation: Focus on Ethnicity

Representation ethnicity

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TASK: Watch the sequence below and answer the following questions:

PART ONE
What stereotypes are being represented?
Are they positive or negative?

PART TWO
Consider all micro areas and explain how they support the construction of ethnicity in the sequence. Remember the TEA formula.

Representation: Focus on Age

In both clips identify the key micro areas which show the representation of age.

For example:

• How does the characters dress and what does this suggest?

• Whats sounds can you hear and what does this add to the representation of age?

• How would you describe the pace of editing and what might it say about the representation of age?

• What camera techniques have been used and what does this suggest about the different characters?

MAIN QUESTION

HOW HAS AGE BEEN REPRESENTED IN THE CLIPS. IS THIS A STEREOTYPICAL OR ALTERNATIVE REPRESENTATION? WHY DO YOU THINK THE TV DRAMA HAS CHOOSEN THIS REPRESENTATION?

Representation of age

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Micro Area Analysis (Spooks)

Now you have covered all 4 micro areas (Editing, Mise en scene, Sound and Camerawork)

Practice analysing all areas on the following clip.

Representation: Focus on sexuality

Representation sexuality

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• how are characters with different sexual orientation/preference shown to the audience in the extract?

• what does the programme seem to be saying about the status and experiences of homosexual/heterosexual/bisexual characters ?

• does the programme challenge/conform with stereotypes?
• Pick a micro area (sound, editing, camerawork or mise en scene) and explain how the elements help construct this representation.

For example: 

 mise en scene- lighting/setting/costume/cast
sound- dieagetic non diagetic
camerawork- movement/shot type/angle
editing- transitions/pace/shot duration

EDITING EXPLAINED

G322 editing

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EYELINE MATCH



MATCH ON ACTION



180 DEGREE RULE

Mise en scene explained

Tv drama mise en- scene

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Mise en scene and Meaning

ASPECTS                                      
Setting, Props, Lighting, Casting, Costume and Make up, Movement, and Framing                                                        

THINKING POINTS
Setting
Where/when is it set? is it filmed on set or location?
Does the setting tell us anything about the genre?

Props                                                         
What props have been included?
Do they tell you anything about the setting or genre?
Connotative meaning?

Lighting                                                    
 Natural or artificial lighting? where is it coming from?
 Intensity? shadows? what atmosphere is created?

Casting                                                      
Who is playing each role? is there any significance to
these choices?

Costume and Make-up                            
What are the characters wearing? does this tell us
anything about the characters, relationships between them,
the setting? Is one colour more prevalent than others?
what effect does this have?

Movement                                                 
What does body language and movement tell us about
characters emotions? what kind of atmosphere is created?

Framing                                                      
What has been included in the frame? How are objects
positioned within the frame/in relation to each others?
 Are we seeing things from one persons view point?

TASK: Watch the clip below and analyse the seven aspects mentioned above. Refer to the thinking points to help your analysis.

SOUND IN TV DRAMA: Sound and Meaning

TASK: Watch the above clip and answer the following questions:

What is happening Visually?

• What are you seeing?
• What kind of story is being told?
• What would you think about or how would you feel about this if all you saw was the visual image with no sound?

How would you describe the sound?

• How would you describe the music? speed rythm etc
• Can you identify the different diegetic and non diegetic sounds?
• In what way does the sound add to the narrative?

What is the overall effect?

• Does the sound refelct what is being shown on screen?
• When the music is combined with the visuals how does it make you feel? 

formula: What is happening visually + how would you describe the sound = what is the overall effect.

SOUND IN TV DRAMA

Soundintvdrama 100129055219 Phpapp01

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Sound can generate meaning of;


• Character roles

• Genre

• Character states of mind

• Era/ historical period

• Atmosphere

• Setting

• Point of narrative

• Pace

EXAMPLE OF CONTRAPUNTAL MUSIC BELOW:

Fallout 3: Opening Cinematic. Watch more top selected videos about: Fallout 3, Shooter

Glossary sound and_music_in_film

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Camerawork Techniques

As media technical aspects of moving image

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TERMINOLOGY:EXAMPLE:ANALYSIS

CAMERA ANGLES, MOVEMENT, DISTANCE AND SHOT TYPE: TERMINOLOGY: EXAMPLE: ANALYSIS


ANGLE:

Low angle>man holding boy>makes him look heroic

Canted angle>on the table>makes it confusing and adds to panic

MOVEMENT:

Tracking>man running>makes you feel part of the action

Pan> from shed to tower>we can see what the characters see >shifts the conversation

DISTANCE:

Zoom Out>he is zoomed out and left alone>tension building

Zoom in> example> tension and suspense

SHOT YTPE:

Establishing>we see the whole shot>makes us see it more clearly

MID SHOT> conversation> we are close to the action puts us in the scene


CAMERAWORK TERMS

CAMERA SHOTS


Aerial Shot – A camera shot taken from an overhead position. Often used as an establishing shot.

Close Up – A head and shoulders shot often used to show expressions/emotions of a character. Also can be a shot of an object, filmed from close to the object or zoomed in to it, that reveals detail.

Extreme Close Up – A shot where a part of a face or body of a character fills the whole frame/dominates the frame. Also can be a shot of an object where only a small part of it dominates the frame.

Establishing Shot – A shot that establishes a scene, often giving ther viewer information about where the scene is set. Can be a close up shot (of a sign etc) but is often a wide/long shot and usually appears at the beginning of a scene.

Medium Shot – the framing of a subject from waist up.

Two Shot – A shot of two characters, possible engaging in conversation. Usually to signify/establish some sort of relationship

Point-Of-View Shot (POV) – Shows a view from the subject’s perspective. This shot is usually edited so that the viewer is aware who’s point of view it is.

Over the Shoulder Shot – looking from behind a character’s shoulder, at a subject. The character facing the subject usually occupies 1/3 of the frame but it depends on what meaning the director wants to create (for example, if the subject is an inferior character, the character facing them may take up more of the frame to emphaise this)

Overhead Shot – a type of camera shot in which the camera is positioned above the character, action or object being filmed.

Reaction Shot – a shot that shows the reaction of a character either to another character or an event within the sequence.
CAMERA ANGLES

Camera Angle – the position of the camera in relation to the subject of a shot. The camera might be at a high angle, a low angle or at eye level with what is being filmed.

High Angle – A camera angle that looks down upon a subject or object. Often used to make the subject or object appear small or vulnerable.

Low Angle – A camera angle that looks up at a subject or object. Often used to make the subject/object appear powerful/dominant.

Canted framing (or oblique) – camera angle that makes what is shot appear to be skewed or tilted.
CAMERA MOVEMENT

Pan – Where the camera pivots horizontally, either from right to left or left to right to reveal a set or setting. This can be used to give the viewer a panoramic view. Sometimes used to establish a scene.

Track - a shot whjere the camera follows a subject/object. The tracking shot can include smooth movements forward, backward, along the side of the subject, or on a curve but cannot include complex movement around a subject. ‘Track’ refers to rails in which a wheeled platform (which has the camera on it) sits on in order to carry out smooth movement.

Crane – A crane shot is sometimes used to signify the end of a scene/ programme /film. The effect is achieved by the camera being put onto a crane that can move upward.

Stedicam - A steadicam is a stabilising mount for a camera which mechanically isolates the operator's movement from the camera, allowing a very smooth shot even when the operator is moving quickly over an uneven surface. Informally, the word may also be used to refer to the combination of the mount and camera.

Tilt - where a camera scans a set or setting vertically (otherwise similar to a pan).

Zoom – Using a zoom lens to appear to be moving closer to (zoom in) or further away from (zoom out) a subject/object when in fact the camera may not move (so, strictly not camera movement). Can be used for dramatic effect.

Also visit this website, Media College, to find out more on camerawork techniques 


TASK: (BLOG YOUR ANSWERS)

Watch the following clip and answer the questions:



FIRST SCREENING: What atmosphere does the sequence have? How does it make you feel? Who do you identify with? if anyone?

SECOND SCREENING: List and describe shot types, angle, movement and distance

THIRD SCREENING: Take one area of focus (type, angle, movement or distance) and answer the following: how/why does the camerawork make us feel this way?

CAMERAWORK AND MEANING

POINT OF VIEW SHOT


A Point of view shot is a short film scene that shows what a character (the subject) is looking at (represented through the camera). It is usually established by being positioned between a shot of a character looking at something, and a shot showing the character's reaction.

OVER THE SHOULDER SHOT


An over the sholder shot is a shot of someone or something taken from the perspective or camera angle from the shoulder of another person. The back of the shoulder and head of this person is used to frame the image of whatever (or whomever) the camera is pointing toward.[1] This type of shot is very common when two characters are having a discussion and will usually follow an establishing shot which helps the audience place the characters in their setting. It is an example of a camera angle.


TWO SHOT


A Two shot is a type of shot employed in the film industry in which the frame encompasses a view of two people (the subjects). The subjects do not have to be next to each other, and there are many common two-shots which have one subject in the foreground and the other subject in the background.

The shots are also used to show the emotional reactions between the subjects.

HIGH ANGLE SHOT


In film, a high angle shot is usually when the camera is located above the eyeline.

With this type of angle, the camera looks down on the subject and the point of focus often get "swallowed up" by the setting.

High angle shots also make the figure or object seem vulnerable or powerless.

High angle shots are usually used in film to make the moment more dramatic or if there is someone at a high level that the character below is talking to.

ESTABLISHING SHOT


Establishing shots may use famous landmarks to indicate the city where the action is taking place or has moved to, such as Big Ben to identify London

Alternatively, an establishing shot might just be a long shot of a room that shows all the characters from a particular scene. For example, a scene about a murder in a college lecture hall might begin with a shot that shows the entire room, including the lecturing professor and the students taking notes.

CLOSE UP


Close-ups are used in many ways, for many reasons. Close-ups are often used as cutaways from a more distant shot to show detail, such as characters' emotions, or some intricate activity with their hands.

TASK

Once you have had a look at the examples above based on camerawork and meaning, you should then watch the following clip and answer the set question.

• Write down all the camera techniques of which you recognise in the extract, remember shot, angle, movement, position.

• Choose three out of your list and produce a brief analysis by using the TEA forumla. For example, if you have discovered there is a close up, then produce the evidence by telling us where in the extract was a close up. Then finally, add your analysis by explaining why you think that camera teachnique has been used in that particualr way.

Representation: Focus on Gender

GENDER: Refers to patterns of behaviour and qualities associated with being male or female.

Throughout the first years of our life we begin to recognise the expectations of our gender, through social and educational factors.

For example, we know that girls play with dolls and boys play with cars. Girls wear pink and boys wear blue.

Overtime the two genders have developed codes which are distinctive to only one group. For example, Jobs, dress code, lesurie activites etc.

Traditional- Men had power over women, male qualities superior to female. e.g. inheritance- eldest son.

Traditional Media has often refelcted this image,

watch the following trailer and describe how the traditional representation has been reflected.




1960s-present-feminism challenged this idea-women gained respect, opportunities and a chance to step into 'mens shoes.'

Women were now associated with areas such as: serious careers, smoking, wearing trousers etc. We then started to see switch roles in gender e.g. the house husband, male grooming products etc.

Gender roles now being less defined it has also had a reflection in media today. E.g. aero Advert




This is called a shift in representation. Representation of current society reflects the constructed representation in media forms.

However, this does not mean that the traditional representation of men have disappeared completely from the media. When you watch TV and Film today you will still find the traditonal representations.

This reflects the varied views of gender we have today.

HERE ARE TWO CLIPS WHICH FOCUS ON THE GENDER REPRESENTATION. DISCUSS THE REPRESENTATION OF MEN AND WOMEN IN THE FOLLOWING CLIPS.

Representation Explained

Representation AS Media

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Here are the sort of questions you need to ask yourself for each of the possible ‘areas’.

Gender

- how are men/women shown to the audience in the extract?

- what does the programme seem to be saying about the status and experiences of men/women?

- does the programme challenge/conform with stereotypes?

Age


- how are the young and old shown to the audience in the extract?

- what does the programme seem to be saying about the status and experiences of the young/old?

- does the programme challenge/conform with stereotypes?

Sexuality

- how are characters with different sexual orientation/preference shown to the audience in the extract?


- what does the programme seem to be saying about the status and experiences of homosexual/heterosexual/bisexual characters ?

- does the programme challenge/conform with stereotypes?


Ethnicity


An ethnic group (or ethnicity) is a group of people whose members identify with each other, through a common heritage, often consisting of a common language, a common culture(often including a shared religion) and an ideology that stresses common ancestry.

- how are characters from different ethnic groups or ethnic backgrounds shown to the audience in the extract?

- what does the programme seem to be saying about the status and experiences of characters from different ethnic backgrounds or different ethnic origins?

- does the programme challenge/conform with stereotypes?

Class and status


Remember class is about more than just money…you need to consider background, status and power.

- how are characters of different social class shown to the audience in the extract?

- what does the programme seem to be saying about the status and experiences of different social groups within society?

- does the programme challenge/conform with stereotypes?

Physical ability/disability


- how are the physically disabled shown to the audience in the extract; how does this representation compare with the representation of the physically able?

- what does the programme seem to be saying about the status and experiences of the physically disabled?

- does the programme challenge/conform with stereotypes?

Regional identity


- how are characters from different parts of the country shown to the audience in the extract?

- what does the programme seem to be saying about the status and experiences of people from different parts of the country?

- does the programme challenge/conform with stereotypes?

For Example

How can Editing relate to the issue of representation.

Juxtaposition – can create contrast
Pace – can create different impressions of different characters

TELEVISION DRAMA TYPES

TELEVISION DRAMA




The Serial – continuing narrative over a limited number of linked programmes with an over arching narrative. It the much the same cast, such as Footballers’ Wives, and a cliffhanger at the end of each episode. Closure is only achieved at the end of the run. Typically made in 13 episodes – a quarter of a year. Examples include State of Play and Rome.

Soaps – an ongoing, multi-stranded television serial drama, typically set in an enclosed location such as Albert Square in Eastenders, Coronation Street, or Emmerdale, with a large cast of central characters and arching story lines. The soap is an everlasting serial.

The Series - linked programmes with the same lead characters where each episode is a complete story Spooks (BBC), House (C5) or The Bill (ITV), Heartbeat (ITV) or Midsummer Murders, Agatha Christie’s Poirot (ITV) Casualty (BBC) and Dr Who (BBC) or US series like Superman.

Series drama usually conforms to certain genres such as:
•Medical - Casualty, Holby City
•Crime and Justice – The Bill, Life on Mars (see case study), Ashes to Ashes
•Family – Smallville
•High School – Skins
•A type of Science fiction – Dr Who, Heroes, Torchwood



Other classifications of TV drama:

The mini-series – a serial or series of up to about 6 episodes.

The one-off drama – as it says, a special drama of only one episode.

The costume drama – typically an adaptation of a classic text such as Jane Austen’s Pride and Prejudice, or a Dickens' novel such as Bleak House.

Tv drama types

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Genre Conventions of TV Drama

Tv drama conventions

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Definition of the term 'Convention'

Codes and conventions

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Introduction PowerPoint

Tv Drama Introduction

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