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Class & status

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Class & status

  1. 1. Class & Status
  2. 2. Key terms – yellow sheet • Have in front of you?
  3. 3. New Note template Essay planning as you go along! P = Point Evidence for EAL Do link if you can
  4. 4. What is class & status (2 words)? • What comes to mind?
  5. 5. What is class & status? • Their social class – lower/middle/upper • Determined by income – Rich/poor • Determined by area you come from – Chelsea vs Croydon • Linked to professions – President of a company/cleaner • Changes over time (old days = you were born into your class (born a princess or peasant) • Remember now, a homeless person can become rich overnight – in our modern day and age this is celebrated isn’t it? – Think of ‘slumdog millionaire’ • Could link to gender/ethnicity • Status – your rank, positioning, standing – David Beckham – ‘high status’ – Or a ‘knight’ or ‘lady’ – Judge in a court – Black gay man = some would view as low ‘status’ as ethnic minority and part of minority group
  6. 6. Stereotypes for different class status OLDEN DAYS Positive stereotypes Negative stereotypes low middle high *can you think of TV shows/films where these stereotypes are reinforced? Or challenged? MODERN DAY Positive stereotypes Negative stereotypes low middle high
  7. 7. Stereotypes for different class status OLDEN DAYS Positive stereotypes Negative stereotypes low Friendly, helpful, hardworking Not intelligent, independent middle Works to take care of family, dedicated Strict? Gullible – easily led/controlled by upper class upper Leads community Exploit the poor, controlling *can you think of TV shows/films where these stereotypes are reinforced? Or challenged? MODERN DAY Positive stereotypes Negative stereotypes low Does the dirty work Sponge – benefits, lazy, stupid middle Shapes community (family – brings up well, morals) Irresponsible, neglectful – do the bare minimum, sheep – followers) upper Gives back to community (secret millionaire) Cheats, wants more power *this is marxist theory!
  8. 8. MORE IN SOUND / EDITING • More range in sound – Volume control – Diegetic/non diegetic – Mood of music – Synchronous / asynchronous – Dialogue – accent/tone/language (what they say) – Ambient sound – Sound bridging • More range in editing – Continuity editing to have flow of actions • 180 degree rule • Match on action • Eyeline match • Shot reverse shot • Sound bridging (also sound) – Pace (length of clips and how often they cut) – Kuleshov effect! (image association, sense of time/pace) – Voicover – Transitions – Effects (black & white/CGI etc) – Flashback (change the effect/transition)
  9. 9. Importance of editing • Takes us to different locations – Cuts to new place such as a hotel pool, to room, to kitchen • Changes pace (there can create tension) – Go from slow to fast to show change in character’s feelings (fingersmiths) • Influence our opinions on characters depending on how much screen time they get (time allocation) (like/dislike) – Feel sorry for 2nd maid as she is not shown very much • Manipulate the time experienced by characters and audience (showing us different things at same time for example) – Think of a scene to show a character is getting more fit over time (montage editing & transitions/cuts of different locations will allow us to understand time) – Ellipsis – cutting out time to understand something took place over a period of time – Split screen or cross cutting (different places happening at same time) • Offer clues about the characters or plot development – Having an eye line match of something a character can see might reveal more info – Cutting between characters in a scene may reveal more about each character (linked with MES/CAM SAM) - think of scene in freedom writers, there is sound bridging when he reads the diary but we actually so the eyeline matches of the teacher/other students to understand they feel sorry for him
  10. 10. Stereotypes • Do the stereotypes section only first – • Link this to stereotypes about CLASS & STATUS………the character is portrayed as……
  11. 11. Set up notes • Set up quick (leave side empty) • 1 – no notes • 2 – 25% notes • 3 – 50% notes • 4 – 75% notes Leave empty
  12. 12. Clip = ‘Merlin’ • on blog (hyperlink on blog)
  13. 13. Sentence starters…… • Point: The character is portrayed/represented as….. • Evidence: For example, …..(1 point from CAM/MES/E/S each?) • Explanation: This shows/suggests/connotes…. • Link: This is a ____________ (reinforced/challenged) stereotype because…….
  14. 14. Homework 1 (due fri) • Write full response to the clip
  15. 15. Homework 2 (due tues) • Submit notes AND essay (full page of notes) and should be 2-3 page essay – stick to time! EXTENSION: Also watch ‘crimson’ petal and identify the stereotypes in the clip

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