Representation of age

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  • 1. REPRESENTATION OF AGE To micro analyse TV drama through the representation of age How is age represented in this image?
  • 2. Positive and negatives of youth and old age
  • 3. YOUTH OLD AGE POSITIVES NEGATIVES
  • 4. YOUTH OLD AGE POSITIVES Active Sociable Innocent Strong Long future ahead Adventurous Fun Wise Authoritative Well educated Freedom Wealth Stability NEGATIVES Lazy Rebellious Rude Hormonal Vulnerable Naïve Dependent Weak Vulnerable Fragile Mentally incompetent Not in control of their own bodies Lonely Dependent Boring Unwilling to try new things
  • 5. Age Youth: • 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 childhood. • Pensioners are fed up with being stereotyped on television as grumpy Victor Meldrews or sweet little old ladies, according to a study.
  • 6. MISE EN SCENE Costume Lighting Production Design Props Performance (body language, facial expressions) Space CINEMATOGRAPHY Close up, extreme close up/long shot, mid shot, two shot, POV, high/low/canted angle, over the shoulder,composition, framing, rule of thirds, power points, deep/shallow focus, depth of field, tracking, panning, zooming, tilting, craning SOUND Sound bridge, motif, non- diegetic/diegetic, ambient, instrumental, soundtrack, tone, tempo, dialogue, sound effects, foley EDITING Fast/slow pace, long/short takes, fade, dissolve, cut, transition, 180 degree rule, montage/continuity editing, match on action, eyeline match,cross cutting/parallel editing, simultaneous action How would these represent Superior or inferior qualities?
  • 7. MISE EN SCENE CINEMATOGRAPHY EDITING SOUND AGE
  • 8. Group Activity • 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 areas • 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 theory • 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
  • 9. Skins – Series 1 Episode 1
  • 10. January 2009 paper - Section A TV DRAMA
  • 11. Marking Criteria Frequent and Accurate use of media terminology Consistent evidence from the extract offered. Offers frequent relevant examples from the extract Clear analysis of how the technical aspects are used to construct the particular representation Understanding of the constructed nature of representation 10 Terminology 20 20 Use of Examples Analysis/Explanation
  • 12. Weak Responses 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 representation Use terminology rarely or inaccurately Write a short response, intro and conclusion included Strong Responses Use note taking effectively and were well practiced in working under timed conditions. 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 subverted stereotypes
  • 13. P.E.E. • Now write a PEE for at least two points • From your notes • Point – your comment about the area of representation 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 own language.
  • 14. Editing 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 represent age Sound 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. Mise-en-scene 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 representation. Cinematography Well handled by most with the most confident use of terminology in this area. Problems for some in just identifying camera shots/angle/position and not linking this to the construction of representation.
  • 15. May 2013 paper - Section A TV DRAMA