2. High School Drama: Sequence 1 - Grease
Camerawork:
Most of the time during the opening beach scene their were wide shots to show the romantic
location as well as the to characters there are also mostly two shots to show their relationship
and the connection between them.
During their conversation there are a few over the shoulder shots, showing the audience each
characters reaction.
Sound:
There is orchestral music when we see Danny and Sandy are on the beach but when it becomes
animated there is more youthful music, it is a radio station playing music that was on trend in
that time.
Danny says its only the beginning to sandy knowing there was a high chance they would never
see each other again this told us a little about Danny as a character and that he will say
anything to get what he wants.
3. Mise-en-scene:
The opening is set on a beach which for this sub
genre creates a great romantic and light hearted
atmosphere
Their casual clothing also reflects their youthfulness
The comb and cigarette present Danny and Kenickie
as the cool kids of the school this is a generic
convention of high school dramas there will always be
the "cool kids".
Editing:
The fade transitions between shots of the sea creates
a slow calm atmosphere reflecting the romantic tone,
there were also fades between the animation
The animation of all the characters gives us a
overview of how each character is: we see Danny as a
typical lazy teenage guy, sandy as a very feminine
girl, Kenickie as a boy who likes cars hinting he is a
mechanic.
4. High School Drama: Sequence 2 –The Breakfast Club
Camera:
• Establishing shot of Shemar High School introduces the sub-genre of the film and the main location of where the film
will be based.
• High angle shot of the clock gives importance to the exact time of the film.
• Wide shots of the hallway, canteen, IT classroom and drama hall highlight how empty and abandoned the school is
without any students strolling around.
• Close up shots of the student board, rubbish on the staircase, gym room with clothes scattered everywhere, burn
locker and various other close up shots of writings that say ‘I don’t like Monday's suggest that the students don’t
give any importance to the school.
• Track movement was used to show the writing which said ‘open this locker? and you die fag!!!’
• Close up shots of a trophy, man of the year pictures and vote for prom queen show the different types of activities
done in the school.
• Wide shots are used to show the entrance of cars.
• Two shots are used to show the conversation of the student and their parents.
• Over the shoulder shot is also used to show the conversation but focus mainly on the speakers expressions.
• Mid shot was used to show how each student slams the car door shut in frustration.
• Establishing shot of the rebel student walking past a car, not waiting for it to stop and showing a female student
getting out and waiting for the car to drive away.
Editing:
• The title sequence was titles on a blank screen, used with a yellow font. Transitions were used to move from one
credit to the other.
• Shot reverse shot is used to cut from the parent to the child speaking.
• Match cut is used to show the teenagers leaving the car to their hesitance and frustration in entering the school.
• Transitions are used to show different props.
5. Mise-en-scene:
• The settings of a canteen, hallway and IT classroom show that we are inside
the school.
• The setting of road and a car show that we are outside the school.
• Props such as burnt lockers, ash, graffiti on walls, trash on the staircase help
emphasise on the students lack of care towards the school properties.
• Props such as a newspaper that says ‘Shermer high bull dog’ shows how the
school is a mockery to the students, also the prop of a book that says ‘help’
all over suggests that students think the school is a prison.
• The prop of a car was used efficiently to show conversations between the
parents and their children.
• The clothes were used to show the different class and attitudes of the
different students. For example, a red head who was inside a BMW with a
leather jacket on, and her dad wearing an expensive scarf shows she is from an
upper class background.
• Body language of the character who walked right past the car suggests that he
is rebellious and doesn’t fear anyone.
Sound:
• Non diegetic 80s music throughout the titles and moving images to
compliment them and to establish the year the film is set.
• Diegetic sound of cars, doors slamming and footsteps emphasise on what each
character is doing.
• Voice over of an ex pupil explaining high school whilst various images are shown
to match his speech.
• Dialogues of parents either preparing or shouting at their child before entering
the school.
• Foley sounds of bags and coats rustling as they move and sit down.
6. Youth Drama: Sequence 1 – La Haine
Camerawork:
The close up of Said as the first character we see gives us the idea that he is the/a
main character & that we will be seeing the film from his point of view.
We then see the long shot of the police that are facing towards him, the long shot
doesn't let us think of one police officer in particular but makes us see them as the
entire police force & it was as if the entire police force is against Said, also putting
the audience on the side of Said.
We later see a low angle shot of Said shouting to wake up his friend, this makes him
seem like a big personality and very confident but then when the sister and the
neighbour started shouting at him he seemed overpowered, then when the neighbour
said Said was taking part in the riots he is like representing the adults and their
assumption that all youths took part in the riots.
when we meet Vinz we pan around his room this really showed us how the boys were
still teenagers we saw all the posters, trainers and books a typical teenagers room.
Sound:
we are introduced to the narrator who is also the main character when he begins to
narrate, the narration gives the audience an extra insight into his views and opinions.
In the title sequence during the news clips a calm reggae song is being played this is
contradicted with the violent images that are being shown at the same time although
the lyrics of the song do fit the storyline as it is about fighting for what's right.
Their was also a (most likely non diegetic) sound of a helicopter. it was in sync with
the camera as it moved over the top of Said's head and to the police, because the
sound and camera were in sync was presented as if the camera was the helicopter
itself and made it seem as if said was being surrounded
7. Mise-en-scene:
• It is located on what looks like a council estate which fits well with the narrative as its
about rioting and the stereotype about youths being antisocial
• the graffiti also creates the impression that said is one of the antisocial youths
• Said's costume reflects is youth and how the older generation may represent the
antisocial behavior and youths, we see Vinz dress slightly different but the same kind of
scruffy youthful look he wears a chain like said but a vest and jeans.
• Also the drugs are a very important prop as it shows they are representing male
youths as teenagers that like to do drugs and riot the streets
Editing:
• The news clips and video footage of the riots was a good introduction into the situation
and placed the audience in the right place to understand the storyline as it gave us
context.
• When the credits were being shown it said the location which is not a typical convention
of title sequences.
• The font of the credits are white type writer kind of font these made the news clip
and events seem more official as he credits were like a police document especially as the
location was stated.
• There is a slight eye line match in the opening when we go from a close up of his face
to the back of his head and it pans over his head to the police which is what he is
looking at, this show the audience how they are against each other and emphasizes the
tension between the youth and police.
8. Youth Drama: Sequence 2 – Attack the Block
Camera:
•Bird’s eye angle to show the whole city, and cars driving by on the streets.
•Tilt movement moving from the sky to the streets.
•Medium shot of a woman talking on the phone, shows her expressions and her
shoulders only.
•Mid shot of the woman walking from head to the waist.
•Pan movement fixed on the woman as she is walking and showing the background
of the markets.
•Close up shot of her shoes to show her walking along the pavement.
•High angle shot of the women on the middle of the road surrounded by card and
children playing on the pavements.
•Close up shot of the graffiti on the walls.
•Wide shot of her body language which then quickly moves to a close up shot of
her face to emphasise the woman’s fear because of a sudden noise behind her.
•Wide shot showing youths covered Taliban's, wearing hoods and staring towards
the woman.
•POV shot of the woman as we see the boys surrounding her from her
perspective.
•Over the shoulder shot of the women and youth as she was being forced to give
away her belongings.
•Close up shot of the knife.
•Mid shot to show the struggle between the youth and woman.
•Low angle shot of the youths before the blast which shows their vulnerability.
9. Editing:
•There was transitions used to introduce the productions which were titles on a blank screen.
•Shot reverse shot of the woman to the youth when she was being robbed.
•Jump cut was used when the women turned around all of a sudden because of a sudden noise, and when
the youth flashed a knife towards the woman.
•Cross cut was used to show the sky, back to the youths and woman, and then the sudden blast.
Mise-en-scene:
The setting of the scene was in a urban city during night time, creating a sinister atmosphere.
The woman wore a green jacket, cream scarf and navy blue hat suggesting she is just an ordinary woman on
her way home.
The youths were dressed in dark clothing which consisted off hoodies covering their hairs and Taliban's which
were covering their mouths. This costume matches the stereotype of a typical ‘thug’.
The prop of the bikes were used efficiently to block the woman so she doesn’t try to escape.
The prop of the knife suggest these youths have experience with a lot of violence.
The prop of the car was also used efficiently as the blast went right through the car, damaging it
completely and the glass windows were shattered all over the road.
Sound:
•Diegetic sound such as the women talking on the phone, fireworks, footsteps show the realism of the scene.
•Dialogue between the youth and women help emphasise the horrifying situation.
•Diegetic sound of the blast coming through and youth and women screaming show the dangerous situation.
•Mystical music is used to create tension.
