Showing posts with label Representation. Show all posts
Showing posts with label Representation. Show all posts
Thursday, 18 May 2017
Wednesday, 17 May 2017
The representation question
You need to identify the stereotypes that are being explored in the clip. To gain full marks, you need to either discuss the stereotyping of one group in lots of sophisticated detail or discuss the representation of a range of social groups seen in the clip in less detail.
In Hancock, you would have gained marks for spotting any of the following stereotypes or anti-stereotypes (you can also call this a counter-stereotype):
- the stereotypical representation of violence as a male activity and representation of a male hero role
- the representation of Black and White Americans as heroes and a White American as the villain
- the differing representations of women – Mary appears to be defined by her looks, whereas the policewoman is actively putting her life in danger
- the positive anti-stereotypical representation of prisoners as caring and helpful
- the negative stereotypical representation of the bank robbers as uncaring and greedy
- the stereotypical equation of heroism with mature adulthood and lack of disability or disfigurement
- the stereotypical representation of the city as a place of danger
- the representation of the Police as brave mixed race and mixed gender workers
You also need to explore current ideologies that are prevalent in western culture or society. This means you need to show an understanding of how we see certain groups as a society and whether the clip confirms or challenges our understanding of how these groups fit in to society. State whether stereotypes are shown as negative or positive in the clip by considering where the director is positioning the audience (think carefully about who's side you as the viewer is on).
It is vital that you refer closely to the extract and use plenty of examples from the clip to support what you are discussing in your answer.
In your mock paper, the strongest answers showed an awareness of general media stereotyping. They analysed gender stereotyping in the male superhero and female 'damsel in distress'. They discussed the policewoman's ambiguous representation as both stereotypically vulnerable but at the same time an anti-stereotypical representation of female activity and power. They discussed the anti- stereotypical representation of an African-American hero, but also questioned the rarity of such a representation in the contemporary media. They discussed the easy equation of Americans and heroism. They noted the stereotypical representation of the big city as a place of danger.
It is vital that you refer closely to the extract and use plenty of examples from the clip to support what you are discussing in your answer.
In your mock paper, the strongest answers showed an awareness of general media stereotyping. They analysed gender stereotyping in the male superhero and female 'damsel in distress'. They discussed the policewoman's ambiguous representation as both stereotypically vulnerable but at the same time an anti-stereotypical representation of female activity and power. They discussed the anti- stereotypical representation of an African-American hero, but also questioned the rarity of such a representation in the contemporary media. They discussed the easy equation of Americans and heroism. They noted the stereotypical representation of the big city as a place of danger.
Good answers clearly discussed media stereotyping but avoided discussion of social reality.
Wednesday, 5 April 2017
Question 3: Representation
This is the final question for Section A, based on the Action Adventure clip. The first part of the question is always the same but the areas of representation are chosen to fit with the clip. You are given bullet points to help guide you so make sure you read them carefully. They are designed to help you look at the representation of the main groups featured in the clip.
Task: Looking again at the James Bond extract, read through the Q3 and the examiner tips. Attempt to write your answer in your book.
Discuss the representations in the extract.
Refer to stereotypes in your answer.
Use examples from the extract.
You may consider the representation of:
- gender
- race and nationality
- Istanbul and London
- criminals
- heroes
Some tips from the examiners:
Some of these seem harder than others to discuss, but you only need to explore one in detail or three more broadly. Make sure you use the term stereotyping within your answer to gain more than a level 2 mark. However, you must show that you understand the concept of stereotypes by demonstrating your knowledge in your answer so avoid simply using the term without any examples. Name the stereotype clearly so it does not come across as simply your own opinion.The best answers for the Bond extract textual analysis question discussed the anti-stereotypical representation of women, especially M’s position of power and Eve’s active involvement in the conflict. Successful candidates were able to identify the gender stereotyping when Bond grabs the wheel from Eve. Many answers discussed the ambiguity in the representations, such as M being authoritative and unsentimental and Eve having agency yet both still not taking a full part in the violence.
You could also discuss the contrast of professional London and chaotic under-developed Istanbul without lots of experience of the two places. There are lots of images and sounds that could exemplify what you mean.
Thursday, 5 May 2016
Friday, 26 February 2016
Preferred, Oppositional and Negotiated Readings
When analysing representation it is important to consider not only HOW a character is represented but also HOW the audience react.
In media we refer to films, TV, music, computer games etc as TEXTS. Just like in English, we 'read' these texts and we decide what we think. The creators of TEXTS set out to create a 'preferred' reading; a preferred reading is the one the director wants us to take. However audiences may take an 'oppositional' reading; an oppositional reading is - as you would think - when the audience take the opposite view, we reject the ideas of the director. Finally, and perhaps most commonly, audiences can make a negotiated' reading; a negotiated reading is one where the audience knows what the director wants us to think, knows why that might be an untruthful representation, but forms an opinion which is a combination of both.
I still don't get it!
Think of McDonalds. Think of a Big Mac.
The preferred reading McDonalds would like you to make is that Big Macs are delicious and that you'd like to eat one right now because they have fresh lettuce, gherkins, sauce, cheese, two beef patties etc.
The oppositional reading is that Big Macs are unhealthy, they will make you fat, lead to health issues in later life and never look like the advert.
The negotiated reading allows us to know that Big Macs may be unhealthy, that they might not always be as attractive as the image BUT that if we eat them in moderation then we wont get fat and we can enjoy them.
When analysing representation in any TEXT, try and consider alternative readings, this will help you access the higher bands when discussing HOW characters are re-presented to an audience.
In media we refer to films, TV, music, computer games etc as TEXTS. Just like in English, we 'read' these texts and we decide what we think. The creators of TEXTS set out to create a 'preferred' reading; a preferred reading is the one the director wants us to take. However audiences may take an 'oppositional' reading; an oppositional reading is - as you would think - when the audience take the opposite view, we reject the ideas of the director. Finally, and perhaps most commonly, audiences can make a negotiated' reading; a negotiated reading is one where the audience knows what the director wants us to think, knows why that might be an untruthful representation, but forms an opinion which is a combination of both.
I still don't get it!
Think of McDonalds. Think of a Big Mac.
The oppositional reading is that Big Macs are unhealthy, they will make you fat, lead to health issues in later life and never look like the advert.
When analysing representation in any TEXT, try and consider alternative readings, this will help you access the higher bands when discussing HOW characters are re-presented to an audience.
Wednesday, 6 May 2015
Compare how Teenagers are Represented in two Action Adventure Films: The Amazing Spiderman and The Hunger Games
As the final piece of work, you are expected to write an essay.
This essay is a mix of film analysis skills and knowledge about how audiences are sold these kinds of Action Adventure films.
Task: Using your notes about the clips we have analysed in class, and the research looking at the main teenage characters (how they are dressed and represented), you should be able to write about how Teenagers are represented in The Hunger Games and The Amazing Spiderman.
1. Find all of your research.
2. Look at the title and plan what you intend to write about (use the example structure to help you).
This essay is a mix of film analysis skills and knowledge about how audiences are sold these kinds of Action Adventure films.
Task: Using your notes about the clips we have analysed in class, and the research looking at the main teenage characters (how they are dressed and represented), you should be able to write about how Teenagers are represented in The Hunger Games and The Amazing Spiderman.
1. Find all of your research.
- Representation notes based on the two main characters
- Narrative that appeals to the target audience
- Film analysis notes based on the clips below
2. Look at the title and plan what you intend to write about (use the example structure to help you).
Clips to use for Film Analysis
Compare how teenagers are represented in Action Adventure films: Hunger Games and The Amazing Spiderman
Writing the Comparative Analysis Essay
Essay Writing Frame: Media GCSE
Compare how
teenagers are represented in action/fantasy film.
800-1500 words
Introduction: Knowledge and understanding of the
texts studied
Name the two
films
Explain the
conventions of the film genre (using media terminology)
Explore how
the two films meet these conventions
|
Analysis and Interpretation of the texts/
Representation
Explain the
film’s key message and structure
Highlight
its Unique Selling Point
Identify the
Target Audience and why the characters would appeal to that audience –
comment on aspiration and representation
|
Representation of social and cultural message and
values/ Media Language
Highlight
the social and cultural message behind the film
Discuss why
this message would impact on the Target Audience
|
Media Language/ Codes and Conventions
Close film analysis
of a key scene from the film
Comment on
the effect on camera shots/ camera movements/ sound/ mise en scene
|
Conclusion
Comparison
of how the characters are represented to link to essay title
|
Tuesday, 20 January 2015
Year 11: Q1 Example Answer
The narrative in the extract fits the action adventure genre in various ways. There is a battle between the good and evil which is conventional of the genre, the protagonist (Nic) is shown as confident and able to fight because it’s almost like a one-man army. He is up against more ‘villains’ which makes him outnumbered as they have more weapons too, which again is conventional of action adventure, because it emphasizes his victory (or defeat) in the end.
Another way the extract fits the genre of action adventure is making Nic, the protagonist, independent and confident. The fact that the protagonist is chewing gum in the close-up at the beginning ‘shows’ his confident attitude as if he wasn’t expecting a difficult battle but has come prepared with weapons/objects and team.
Another way the extract fits the genre of action adventure is making Nic, the protagonist, independent and confident. The fact that the protagonist is chewing gum in the close-up at the beginning ‘shows’ his confident attitude as if he wasn’t expecting a difficult battle but has come prepared with weapons/objects and team.
Year11: Q2 Example Answer
Soundtrack
The soundtrack is notably used to create effects for the audience which fit the genre. For example, the introduction of Nic Angel is combined with a majestic soundtrack which emulates the hero’s power and status. This is regularly used in the genre to emphasize the power of the protagonist to the audience. The soundtrack also crescendoes, which aims to create tension which will be subverted by the inevitable convergence of characters. Western sounds are also used to create the effect of hybridizing comedy with action as the audience recognizes the cliché. In addition, it also serves to imply there is an upcoming fight scene where the characters will ‘draw’ weapons, reminiscent of Western films. The soundtrack also abruptly stops to mimic the surprise of the audience at Butterman helping Nic Angel.
Editing
Editing is also utilized in different manners to create effects which help to heighten the action. For example, editing is very slow-paced at first to create a tense atmosphere which again hints at an upcoming convergence. The editing then speeds up, and cross-cutting is used frequently to help to bring together the characters in an imminent fight-scene, and the fast editing builds-up to the action, heightening tension. The cross cuts then start to match the soundtrack to emphasize tension, and the cut pace is momentarily slowed down when Nic delivers the line ‘Morning’ before speeding up again. During the fight shot-reverse-shot editing is used to show the conflicting emotions of antagonist and protagonists, and discontinuous editing is used to mimic the chaos of the situation.
Mise-en-scène
Mise-en-scène is predominantly utilised at the start of the extract, with Nic on a horse to make him higher-up, to the effect of conveying his power and presence. In addition, Nic features a distinctive costume, to further isolate him from the antagonists and make him stand-out to the audience. The conventional set-design of English suburbia creates the effect of comedy when the tranquility is displaced for action, as it is unexpected to the audience. The props also mainly consist of weapons, providing a catalyst for action, which also creates comedy by satinsing the genre through having excessive amounts of weapons. Lighting is natural simply to create the effect of realism in the town.
Camerawork
Camera devices are extensively used to connote ideals and create effects. For example, a high-angle shot is used on the school children to show their obedience and Nic’s power over them. In addition, many mid-shots and close-up shots are utilised before the action to portray the characters’ fear. An establishing shot is also utilised near the start to depict the quiet suburbia, which is then displaced when the action begins. During the conflict, a handheld camera is employed when the glass window breaks to mimic the chaos and disorientation the fighting creates. In addition a focus pull is used to bring the armed old lady into focus, and similarly the camera zooms in to the sidekick near the start, both the establish the character importance.
The soundtrack is notably used to create effects for the audience which fit the genre. For example, the introduction of Nic Angel is combined with a majestic soundtrack which emulates the hero’s power and status. This is regularly used in the genre to emphasize the power of the protagonist to the audience. The soundtrack also crescendoes, which aims to create tension which will be subverted by the inevitable convergence of characters. Western sounds are also used to create the effect of hybridizing comedy with action as the audience recognizes the cliché. In addition, it also serves to imply there is an upcoming fight scene where the characters will ‘draw’ weapons, reminiscent of Western films. The soundtrack also abruptly stops to mimic the surprise of the audience at Butterman helping Nic Angel.
Editing
Editing is also utilized in different manners to create effects which help to heighten the action. For example, editing is very slow-paced at first to create a tense atmosphere which again hints at an upcoming convergence. The editing then speeds up, and cross-cutting is used frequently to help to bring together the characters in an imminent fight-scene, and the fast editing builds-up to the action, heightening tension. The cross cuts then start to match the soundtrack to emphasize tension, and the cut pace is momentarily slowed down when Nic delivers the line ‘Morning’ before speeding up again. During the fight shot-reverse-shot editing is used to show the conflicting emotions of antagonist and protagonists, and discontinuous editing is used to mimic the chaos of the situation.
Mise-en-scène
Mise-en-scène is predominantly utilised at the start of the extract, with Nic on a horse to make him higher-up, to the effect of conveying his power and presence. In addition, Nic features a distinctive costume, to further isolate him from the antagonists and make him stand-out to the audience. The conventional set-design of English suburbia creates the effect of comedy when the tranquility is displaced for action, as it is unexpected to the audience. The props also mainly consist of weapons, providing a catalyst for action, which also creates comedy by satinsing the genre through having excessive amounts of weapons. Lighting is natural simply to create the effect of realism in the town.
Camerawork
Camera devices are extensively used to connote ideals and create effects. For example, a high-angle shot is used on the school children to show their obedience and Nic’s power over them. In addition, many mid-shots and close-up shots are utilised before the action to portray the characters’ fear. An establishing shot is also utilised near the start to depict the quiet suburbia, which is then displaced when the action begins. During the conflict, a handheld camera is employed when the glass window breaks to mimic the chaos and disorientation the fighting creates. In addition a focus pull is used to bring the armed old lady into focus, and similarly the camera zooms in to the sidekick near the start, both the establish the character importance.
Year 11: Q3 Example Answer
Throughout the extract, characters are portrayed stereotypically and atypically to connote and celebrate different values and ideals. For instance, the representation of age is predominantly unconventional, as it doesn’t follow the stereotype of older people being weaker and calmer. This is shown through the elderly women with a machine gun, who is represented as a powerful, and a threat to Nic. Similarly, most of the adults fighting Nic are fairly old, and so their uncharacteristic representation of using extensive violence perhaps celebrates older people, but also creates humour as there counter hegemonical role is unexpected. The only main stereotype of age is the hero being fairly young.
Gender is also mainly utilised counter-stereotypically, as the genre stereotype of women is to be weaker and less violent and less powerful than men, however, the female antagonists the same violence and power as the male ones, therefore celebrating and connoting gender equality. The fact that women are equal to men also make the hero’s role harder and so his success even more impressive. Again, the only stereotypical representation of gender lies in the hero – he is male, strong and dominant – which are dominant features.
Race and Nationality are not represented prominently – except for the fact that it is an all-white cast, and this representation is stereotypical to the setting of a rural English town. In addition the hero is English, which therefore is patriotic in celebrating England – the country in which the film was produced. The town is similarly stereotypical as it is quintessentially English – pubs, schools and bunting – and the stereotype of the ‘stiff upper lip’ is represented through the antagonists’ serious emotions and nuances such as the ‘one school child’ sign. Finally, the police are mainly represented counter-stereotypically – although Danny Butterman at first fits the lazy, sluggish stereotype – this is subverted by the counter stereotype of him and Nic being powerful and successful in the conflict. This is suprising to the audience and hybridizes action with comedy. The sidekick is also stereotypically portrayed through his overweight build, making him more endearing and vulnerable for the audience. Similarly, the hero is stereotypically represented as powerful, male, calm and violent – thus fulfilling the expectations of the target audience.
Gender is also mainly utilised counter-stereotypically, as the genre stereotype of women is to be weaker and less violent and less powerful than men, however, the female antagonists the same violence and power as the male ones, therefore celebrating and connoting gender equality. The fact that women are equal to men also make the hero’s role harder and so his success even more impressive. Again, the only stereotypical representation of gender lies in the hero – he is male, strong and dominant – which are dominant features.
Race and Nationality are not represented prominently – except for the fact that it is an all-white cast, and this representation is stereotypical to the setting of a rural English town. In addition the hero is English, which therefore is patriotic in celebrating England – the country in which the film was produced. The town is similarly stereotypical as it is quintessentially English – pubs, schools and bunting – and the stereotype of the ‘stiff upper lip’ is represented through the antagonists’ serious emotions and nuances such as the ‘one school child’ sign. Finally, the police are mainly represented counter-stereotypically – although Danny Butterman at first fits the lazy, sluggish stereotype – this is subverted by the counter stereotype of him and Nic being powerful and successful in the conflict. This is suprising to the audience and hybridizes action with comedy. The sidekick is also stereotypically portrayed through his overweight build, making him more endearing and vulnerable for the audience. Similarly, the hero is stereotypically represented as powerful, male, calm and violent – thus fulfilling the expectations of the target audience.
Representation - Edge of Tomorrow
Q 1. Explain two ways the characters and/ or events fit the action adventure genre.
Use examples from the extract. [10 marks]
Layout as follows:
Explanation 1...
Explanation 2...
Q 3. Discuss the ways in which people are represented in the extract.
Refer to stereotypes in your answer.
Use examples from the extract. [20 marks]
Year 11 Edge of Tomorrow Characters
- Tom Cruise as Major William Cage
- Emily Blunt as Sergeant Rita Vrataski
- Bill Paxton as Master Sergeant Farell
- Brendan Gleeson as General Brigham
- Kick Gurry as Griff
- Dragomir Mrsic as Kuntz
- Charlotte Riley as Nance
- Jonas Armstrong as Skinner
- Franz Drameh as Ford
- Masayoshi Haneda as Takeda
- Tony Way as Kimmel
- Noah Taylor as Dr. Carter
Year 11 Action Adventure Representation Task
Make notes on the representation of the main characters from Edge of Tomorrow using the following headings:
- costume
- hair
- make up
- props i.e.: gadgets, weapons, vehicles etc
- settings
Are the representations of the female and male characters stereotypical of action adventure movies? Make sure you explain your answer. Use the notes you made under the above headings to help you.
Wednesday, 7 January 2015
Year 10 Film Analysis: Spiderman High School Fight Clip
How are teenagers represented in a different way in this high school fight scene?
Task:
1. Watch the clip and make notes on how the scene is edited together.
2. Answer the question, using your notes to support your ideas. Write it up as an essay (Word document) and save it in your media folder.
Think about Audience Appeal when considering the question. How does this film appeal to the Target Audience?
How has Peter Parker changed from the first time he appears in his school setting? What similarities are there between the first scene where he stands up to Flash the bully? Why would the audience enjoy seeing him as the action hero? Was does it suggest about what teenagers can do and why would this engage the target audience?
Task: Add these ideas to your answer.
Tuesday, 6 January 2015
Year 11: Representation in Action Adventure Film
Conduct research into the representation of male and female characters in the action adventure genre
- find five examples of male and five examples of female characters (only one of each can be from the teen/ action adventure/ fantasy/ superhero genre)
- Pick the characters from different films
- Write about
- costume
- hair
- make up
- props i.e.: gadgets, weapons, vehicles etc
- settings
Possible films:
- The Bourne Ultimatum
- Skyfall
- The Hurt Locker
- Elysium
- Edge Of Tomorrow
- Black Hawk Down
- Lucy
- Divergent
- White House Down
- The Expendables
- Taken
- Fury
- Hercules
- Noah
- Dawn Of The Planet Of The Apes
- Transformers: Age Of Extinction
- Godzilla
- Pacific Rim
- World War Z
- The Equalizer
- John Wick
- The Hunger Games
- Clash Of The Titans
Wednesday, 17 December 2014
High School Spiderman
How is Peter Parker being Represented as a typical teenager in this clip? Focus on the elements of Mise en Scene such as:
- Costume
- Sound
- Lighting
- Editing
- Props
Peter Parker: Representation of Teenagers in The Amazing Spiderman
Task: Write about this image and other still images shots from the scenes in the film where Peter Parker is introduced as a teenager at high school. Include the shots you have chosen.
Wednesday, 10 December 2014
Representation of Characters
You need to compare how the two characters from the films The Hunger Games and The Amazing Spiderman are represented.
Use the images below to look at how the two characters are presented to the audience. Think about their clothes, hairstyle, attitude and body language to give you a good idea of what the audience are supposed to learn about the characters. When the characters are first introduced, what kind of setting are they in? Look at the things in the scene around them?
To complete this task, you need to focus on Mise-en-scene:
Use the images below to look at how the two characters are presented to the audience. Think about their clothes, hairstyle, attitude and body language to give you a good idea of what the audience are supposed to learn about the characters. When the characters are first introduced, what kind of setting are they in? Look at the things in the scene around them?
To complete this task, you need to focus on Mise-en-scene:
- Costume
- Pose and facial expressions
- Props
- Lighting
- Colour
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