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Evaluation Q2
How does your media product represent particular social
groups?
She is female.
She is aged 10.
She is of a white, British ethnic origin.
My opening sequence consists of only one
character.
.
I have constructed a character that
challenges the stereotype of young
girls.
I feel the way I represented youth as having the ability to
experience existential thoughts was similar to the way in
which the main character in Submarine was represented. It
the sense of surprise when a character unexpectedly
experiences emotions one would not typically expect for a
child of their age or social group.
I have constructed my character to
challenge stereotypes through the
use of:
Camera
Mise-en-scene
Editing
Sound
DIALOGUE
‘I DON’T LIKE TO TALK ABOUT THINGS THAT MOST OTHER KIDS TALK ABOUT..”
Connotation:
The girl is not like other girls her age
The girl does not fit in
the girl is a deep thinker
This challenges the stereotype
Non-diegetic Music
The non diegetic music used is a classical piece
This suggests the Young girl has an acquired taste in music
It also suggests she does not listen to pop as you might expect a Young girl to do
Mise-en-scene
I wanted to construct the idea of a girl whose parents want her to be a conventional teenager.
The her room is not decorated by her but is rather a reflection of what the parents would want
I contrasted this with revealing the girls hidden interests and more unusual character
toys Themed bed linenschool work
Philosophy books Classical music on vinyl
OBITUARIES
EDITING
Shot reverse shot
eyeliner match
Connotation:
Obsessed with dead people
CASTING
HAIR AND MAKE UP
I cast a girl with wide open eyes which would suggest openness and a desire to learn
The use of red lipstick perhaps suggests some kid of a dangerous or daring side to her
character
blazer
I wanted my character to dress like a more
middle aged person. To reinforce that she is not
like other kids
Costume jewellery
Make up
In the social demographic model, she would
come under the sections of ABC1, meaning
she belongs to an upper,middle class social
status.
Overall, I have tried to construct a character
that challenges the usual stereotypes of
young girls
I have done this because it is within keeping
of my genre.

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2nd evaluation q 2

  • 1. Evaluation Q2 How does your media product represent particular social groups?
  • 2. She is female. She is aged 10. She is of a white, British ethnic origin. My opening sequence consists of only one character. .
  • 3. I have constructed a character that challenges the stereotype of young girls.
  • 4. I feel the way I represented youth as having the ability to experience existential thoughts was similar to the way in which the main character in Submarine was represented. It the sense of surprise when a character unexpectedly experiences emotions one would not typically expect for a child of their age or social group.
  • 5. I have constructed my character to challenge stereotypes through the use of: Camera Mise-en-scene Editing Sound
  • 6. DIALOGUE ‘I DON’T LIKE TO TALK ABOUT THINGS THAT MOST OTHER KIDS TALK ABOUT..” Connotation: The girl is not like other girls her age The girl does not fit in the girl is a deep thinker This challenges the stereotype
  • 7. Non-diegetic Music The non diegetic music used is a classical piece This suggests the Young girl has an acquired taste in music It also suggests she does not listen to pop as you might expect a Young girl to do
  • 8. Mise-en-scene I wanted to construct the idea of a girl whose parents want her to be a conventional teenager. The her room is not decorated by her but is rather a reflection of what the parents would want I contrasted this with revealing the girls hidden interests and more unusual character toys Themed bed linenschool work Philosophy books Classical music on vinyl
  • 10. EDITING Shot reverse shot eyeliner match Connotation: Obsessed with dead people
  • 11. CASTING HAIR AND MAKE UP I cast a girl with wide open eyes which would suggest openness and a desire to learn The use of red lipstick perhaps suggests some kid of a dangerous or daring side to her character
  • 12. blazer I wanted my character to dress like a more middle aged person. To reinforce that she is not like other kids Costume jewellery Make up
  • 13. In the social demographic model, she would come under the sections of ABC1, meaning she belongs to an upper,middle class social status.
  • 14. Overall, I have tried to construct a character that challenges the usual stereotypes of young girls I have done this because it is within keeping of my genre.