YOUTH OLD AGE
Long future ahead
Not in control of their own bodies
Unwilling to try new things
• All youths believe that the police have it in for them
• negative stereotypes as hoodie wearing criminals
• Young people are portrayed by the media as alcoholics and drug abusers, criminals, lazy,
complaining and aggressive
• A common misconception for parents is that every middle school kid of this generation is
conceited, gossip-ridden, hormone-raging and naive. This is a stereotype. The irony of labeling
children with stereotypes is not just hypocritical, but a huge overgeneralization.
Pensioners and the elderly:
• Pensioners stereotyped as being grumpy
• The elderly are stereotyped as being old, frail and lonely
• They are not wanted and a burden to their family
• The image of old people as childlike has been with us for a long time. there was a high level of
agreement that old people are unproductive, have to go to bed early, need a nap every day, are in
the "happiest" period of their lives, cannot manage their own affairs, and are in their second
• Pensioners are fed up with being stereotyped on television as grumpy Victor Meldrews or sweet
little old ladies, according to a study.
MISE EN SCENE
Performance (body language,
Close up, extreme close up/long
shot, mid shot, two shot, POV,
high/low/canted angle, over the
rule of thirds, power points,
deep/shallow focus, depth of
field, tracking, panning,
zooming, tilting, craning
Sound bridge, motif, non-
soundtrack, tone, tempo,
dialogue, sound effects,
long/short takes, fade,
dissolve, cut, transition,
180 degree rule,
editing, match on action,
How would these
Superior or inferior
• You will be given a number 1-4
• You need to sit in a groups that contain only your number
• Your numbers refer to these technical areas
• 1 = Camera shot, angle, movement and composition
• 2 = Mise en scene
• 3 = Sound
• 4 = Editing
• We will watch the sequence twice and you need to take notes for your focus
• You will then discuss the notes you have written with your group and share
and develop them, adding in any appropriate terminology and linking to any
• You will then, as a group write one paragraph on your focus area
• We will then join all these paragraphs together creating a living essay, and
hopefully an exemplar one
Frequent and Accurate use of
Consistent evidence from the extract offered.
Offers frequent relevant examples from the
Clear analysis of how the technical
aspects are used to
construct the particular representation
Understanding of the constructed
nature of representation
Use of Examples
Described the action rather than analysed
Focused primarily on one area and neglect others
Stray from the relevant question- discuss gender/social class etc
Were concerned with TV Drama as genre rather than focus on
Use terminology rarely or inaccurately
Write a short response, intro and conclusion included
Use note taking effectively and were well practiced in working under
Understood the constructed nature of representation and were able
to explore this through all four micro elements
Used media terminology frequently.
Selected the most relevant examples form the extract and analysed
how the technical aspects constructed age.
Could see the range of representations rather than ‘old’ and ‘young’
Considered whether these representation were conformed to or
• Now write a PEE for at least two points
• From your notes
• Point – your comment about the area of
e.g. Youth is represented through diegetic sound.
• Evidence – your micro element that tells us this
e.g. The dialogue is colloquial.
• Explain – link the two
e.g. This conforms to a stereotypical view of young
teenagers, that they are rebellious in speaking their
Weakest area of analysis. Some candidates
making no reference at all.
Stronger responses discussed the use 180-
degree rule and continuity editing.
These candidates also referred to eyeline
matches, shot reverse shot, simultaneous
action and use of ellipsis.
Also some discussed the pace of editing to
Was tackled well by some but too much
focus on dialogue.
Clear distinction between diegetic and
non-diegetic sound by some candidates.
Need to address use of music in more
detail-tempo, pace, sound bridges and link
specifically to representation.
Often very well discussed but at times too
much focus on this area. Some entirely
focused on mise-en-scene
Concentration on clothing and props but
little exploration of lighting.
Must link to how it constructs
Well handled by most with the most
confident use of terminology in this
Problems for some in just identifying
camera shots/angle/position and not
linking this to the construction of