Here is our evaluation question 2.

1. Evaluation 2.
By Courtney Owens.

2. How does your media product
represent particular social groups?
O In our media product, we reach out to
several different social groups.
O For example, we reach out to :
• regional social groups
• Teenaged social groups
and
• Social groups of people going through
grief and/or loss.

3. Regional social group.
O In our media product, we have a clear London setting being portrayed.
O This can be seen through the mise-scene, where London Underground
signs of different stations can be seen.
O For example, in the pan shot in the beginning of the train track, the West
Harrow station sign can be seen as the shot is moving. This sets the
setting of the narrative, and enables the audience to understand where
the character is.
O Also, Daisy’s outfit can connect with a London audience, as
stereotypically Londoners wear beige- coloured coats, of which Daisy
wears until the end of the film opening. We included this to reinforce this
stereotype of Londoners and enable the audience to relate to the
character.
O This can be supported by the Katz and Blumler theory, that the audience
is in charge of what they would like to get out of a media product. In
addition, they take on active roles on their film, like talking about the film
to their friends and family. By the audience talking about it, this distributes
the film to other people in the London area to watch the film. As the
audience is in charge of what they would like to get out of the media
product, by making the character wear more stereotypical London
clothes, it gets the audience to relate the setting and the character more.

4. Teenage social group.
O Daisy, the main character, is living with her auntie whilst her
mother is very ill.
O This suggests that Daisy is not independent enough to live on her
own, and needs help from her adult family relatives.
O In addition, by Daisy carrying a doll around with her that her
mother gave her, infers her adolescent years and can infer that
she isn’t mature yet, like an adult would be.
O This highlights that Daisy is in her early to mid teenaged years,
and emphasises the vulnerable and naïve character that teenager
Daisy is stereotyped to be, which enables the audience to identify
with her easier.
O In addition, this can link to the Dick Hebdige’s theory of teenagers
being either fun or trouble. However, in this case it appears that
Daisy will be in trouble, but the character herself isn’t trouble, or at
least that is what the audience presumes from the film opening. By
this idea, this links to teenagers because teenagers are
represented as misunderstood. We included this into our media
product because by the audience creating these ideas, it
reinforces this stereotype of teenagers.

5. Social groups dealing with
grief/loss.
O As Daisy’s mother was very ill, Daisy went to see her before
going back to her auntie’s house. Sadly, her mother died a few
days later.
O This shows the Daisy’s grief of losing her mother, and by her
having the doll, it represents her mother still being with her
metaphorically. We used this because some people believe that
personal belongs of the deceased can sometimes keep a part of
them inside. This enables the audience to relate to the idea of
loss and grief.
O This represents these people dealing with grief and loss, and
how to overcome these emotions, and may be able to understand
and identify Daisy’s character easier. For example, the close up of
Daisy on the train, when she leans on her knuckle and looks out
of the window, shows her sad emotion that she has. However, we
have no shots of Daisy crying, due to Daisy keeping all of her
emotions inside. This relates to people with loss, as some people
keep their emotions inside instead of letting them out, and
therefore relates the audience in this sense.

6. The End.
By Courtney Owens.