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MediaFilmExchange.co.uk Powerpoint

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MediaFilmExchange.co.uk Powerpoint

  1. 1. RITA SUE AND BOB TOO
  2. 2. Some useful points <ul><li>Stereotypes of young silly, immature school girls. </li></ul><ul><li>“ oh go on Bob tell her” </li></ul><ul><li>“ I want to go first” </li></ul><ul><li>Countertypes – young girls sexual experienced, very unmoralistic in a time of Thatcher's Britain –family values were important. </li></ul>
  3. 3. Sue <ul><li>Type of clothes are a zeitgeist - Long tops, pencil skirts white stilettos – connotations of cheap inexpensive clothes. Very different from Michelle. </li></ul><ul><li>Mullet haircut </li></ul><ul><li>No respect for her Dad – “I’LL COME BACK WHEN I WANT” “ FUCK IT”. </li></ul><ul><li>No racism from Sue. </li></ul><ul><li>Loyalty with Rita </li></ul><ul><li>Girls playing tennis, PE skirt, Sue bends down –reinforces the young school girl representation. </li></ul>
  4. 4. Rita <ul><li>Clothes and hair a zeitgeist (of the time) </li></ul><ul><li>Not worried about becoming pregnant – Contextual there was a lot of advertising about wearing a condom (AIDS). </li></ul><ul><li>Countertype – she is not a timid character but a strong representation. </li></ul>
  5. 5. Realism <ul><li>Camera work uses handheld shots, static shots and tracking shots. Very much to show the representation of realism. The idea of invisible camera work is used. </li></ul><ul><li>Tracking shot at the beginning which follows the girls across waste land gives connotations of destitution. </li></ul><ul><li>Two ordinary looking girls are used –adds to realism. </li></ul><ul><li>Idea of Transparency and also a social value statement is made about the decline of morality and the North and South divide. </li></ul>
  6. 6. Dyers Typography <ul><li>This consists of media language , how a representation is constructed the media language (textual example) </li></ul><ul><li>Being representative of – the extent to which types are used to represent a social groups – stereotypes or countertypes. </li></ul><ul><li>Who is responsible for the representing , how the institution creating the media text has influenced it. </li></ul><ul><li>What the audience think is being represented to them. There is a preferred meaning to the text, however the audience could have a negotiated or oppositional reading. </li></ul>
  7. 7. Dyers typography contd: <ul><li>1. Look at the mise-en-scene and the camera shots as well as the behaviour and clothes the girls wear. </li></ul><ul><li>2. They are representing the underclass, teenage girls who have nothing better to do. A stereotype in some ways of young, cheeky school girls and countertypes as promiscuous, no morals, sexually expereinced girls. </li></ul><ul><li>Film Four is a British film production company owned by Channel Four, responsible for a lot of British films. Andrea Dunbar wrote it, and played a big part in the production of the Alan Clarke film. </li></ul><ul><li>The audience will create different readings from the film. Some newspapers took an oppositional view to it. Age and social background has a bearing on the reading of it. </li></ul>
  8. 8. Different view points concerning representation <ul><li>Reflective – true meaning creating a replica – an accurate representation. </li></ul><ul><li>(Remember that realism is not real life- but someone's version of it) </li></ul><ul><li>Intentional – The most important thing in the process of representation is the person doing the representing- they are presenting their views. </li></ul><ul><li>The Constructionist view- This is really a response to what have been seen as weaknesses in the other two theories- constructionists feel that a representation can never just be the truth or the version of the truth that someone wants you to hear since that is ignoring your ability as an individual to make up your own mind and the influences of the society that you live in. </li></ul>
  9. 9. Account for the changes in Representation of one social group over time (30 marks) <ul><li>We have studied teenage girls and boys but at the moment we are looking more at girls. So you may want to concentrate on girls more. </li></ul><ul><li>Contexts – look at what influenced the text. (social and historical ideology) </li></ul><ul><li>Theory – Tessa Perkins, Dyer, Abercrombie, Defleur, Naturalism, different view points, Male Gaze, countertypes etc </li></ul><ul><li>Textual examples from the texts – use the word connotations. Look at the type of shots, the clothes they wear, particular parts of the text. </li></ul>

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