Erinevaluation
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The document discusses how social groups are represented in a media product. It summarizes that the male character in the film opening is an elderly man who is dominant and threatening when texting the younger female character in a sexual manner. The female character is portrayed as a naive but independent teenager who is experimenting with boys and exploring her sexuality, shown through stereotypical props and settings of a typical teenager. Both characters clearly represent the social groups of age - the male as elderly and the female as young.
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Evaluation Question 2
1) The document discusses how different social groups are represented in media, including social class, gender, age, mental ability, and disability.
2) In the film opening, the main character Joel is represented as being part of the underclass social group through aspects like his living situation and lack of possessions.
3) While gender stereotypes often show males as protectors and females as needing protection, the film challenges this by depicting the female character Bonnie as protecting the vulnerable male character Joel.
Question 2
This document discusses the representation of social groups in the film "Sole Retribution". It describes the victim, Erin Wolfe, as a young female character dressed in normal clothing to make the attack seem more plausible. It also describes the villain as Tom, dressed in a black hoodie to conceal his identity and seem more dangerous, taking inspiration from intimidating characters in other thriller films. The document analyzes how the characters were designed to represent certain social groups and advance the plot of the thriller.
Inbetweeners presentation
The document discusses the characters and plot of the British comedy film The Inbetweeners Movie. It was written and directed by the same team as the television series on which it is based. The film follows the four main characters - Will, Simon, Jay, and Neil - as they take a lads' holiday to Malia, Greece in hopes of sex, beach, and booze. Though targeted towards teenagers, the crude humor of the series proved popular with wider audiences as well. The characters represent typical British teenage stereotypes and their constant misadventures provide humorous situations. The movie received generally positive reviews for its faithful adaptation of the popular television series.
Evaluation question 2
This document discusses how a media product represents various social groups through its characters. It analyzes the representation of social class, age, gender, and ethnicity in the opening of the media product. For social class, the characters both reinforce and challenge stereotypes of the upper and lower classes. For age, the younger character owning the mansion challenges stereotypes. For gender, only including male characters upholds stereotypes. For ethnicity, only including white characters reinforces stereotypes about white criminals being of higher status than non-white criminals. In conclusion, the representations both use and challenge stereotypes, but could improve representation of other groups going forward.
Evaluation 2
The document discusses how the media product represents various social groups through its portrayal of zombies, teenage males, and teenage females. It represents zombies both conventionally as unintelligent and dirty, but also challenges stereotypes by depicting an attractive, intelligent female zombie. The teenage male is represented unconventionally as innocent, weak, and scared rather than the typical stereotype of being strong and courageous. Meanwhile, the teenage female is portrayed as both conforming to stereotypes of being vulnerable but also challenging them by showing intelligence, confidence, and control in her interactions with the male. Overall, the document examines how the media product both reinforces and subverts common stereotypes of these social groups.
Final Presentation Mulan
1. The document discusses the story of Mulan, a filial Chinese girl who disguises herself as a male soldier to take her father's place in the army.
2. It notes that Disney popularized the story of Mulan in their 1998 film.
3. The document provides opinions on aspects of the story that are liked and disliked, and impressions of the story's themes and quality.
Distraught character analysis
Rufus Turpin is the antagonist who had a abusive childhood that led him to become mentally unstable and vicious. He hates teenagers. Nolan is the 17-18 year old protagonist who is a popular student leader. Imogen is a rich, spoiled girl who can be selfish, while Sarah is a kind, caring tomboy. In the teaser trailer, Rufus will be portrayed as a threatening figure through his facial expressions and dark clothing, while Nolan will seem innocent through his appearance and body language. Imogen will also appear stylish but insensitive.
Distraught character analysis
Rufus Turpin is the antagonist who was abused as a child, causing him to become mentally unstable and hate teenagers. He dresses scruffily in dark clothes. Nolan is the 17-year-old protagonist who is a student and popular leader among his friends. Imogen is a rich, spoiled girl who enjoys shopping and gets average grades. Blake is the leader of the football team who has anger issues from his mother leaving when he was young. Sarah is an intelligent, caring girl who enjoys sports and has a close bond with her father since her mother passed away.
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Evaluation Question 2
1) The document discusses how different social groups are represented in media, including social class, gender, age, mental ability, and disability.
2) In the film opening, the main character Joel is represented as being part of the underclass social group through aspects like his living situation and lack of possessions.
3) While gender stereotypes often show males as protectors and females as needing protection, the film challenges this by depicting the female character Bonnie as protecting the vulnerable male character Joel.
Question 2
This document discusses the representation of social groups in the film "Sole Retribution". It describes the victim, Erin Wolfe, as a young female character dressed in normal clothing to make the attack seem more plausible. It also describes the villain as Tom, dressed in a black hoodie to conceal his identity and seem more dangerous, taking inspiration from intimidating characters in other thriller films. The document analyzes how the characters were designed to represent certain social groups and advance the plot of the thriller.
Inbetweeners presentation
The document discusses the characters and plot of the British comedy film The Inbetweeners Movie. It was written and directed by the same team as the television series on which it is based. The film follows the four main characters - Will, Simon, Jay, and Neil - as they take a lads' holiday to Malia, Greece in hopes of sex, beach, and booze. Though targeted towards teenagers, the crude humor of the series proved popular with wider audiences as well. The characters represent typical British teenage stereotypes and their constant misadventures provide humorous situations. The movie received generally positive reviews for its faithful adaptation of the popular television series.
Evaluation question 2
This document discusses how a media product represents various social groups through its characters. It analyzes the representation of social class, age, gender, and ethnicity in the opening of the media product. For social class, the characters both reinforce and challenge stereotypes of the upper and lower classes. For age, the younger character owning the mansion challenges stereotypes. For gender, only including male characters upholds stereotypes. For ethnicity, only including white characters reinforces stereotypes about white criminals being of higher status than non-white criminals. In conclusion, the representations both use and challenge stereotypes, but could improve representation of other groups going forward.
Evaluation 2
The document discusses how the media product represents various social groups through its portrayal of zombies, teenage males, and teenage females. It represents zombies both conventionally as unintelligent and dirty, but also challenges stereotypes by depicting an attractive, intelligent female zombie. The teenage male is represented unconventionally as innocent, weak, and scared rather than the typical stereotype of being strong and courageous. Meanwhile, the teenage female is portrayed as both conforming to stereotypes of being vulnerable but also challenging them by showing intelligence, confidence, and control in her interactions with the male. Overall, the document examines how the media product both reinforces and subverts common stereotypes of these social groups.
Final Presentation Mulan
1. The document discusses the story of Mulan, a filial Chinese girl who disguises herself as a male soldier to take her father's place in the army.
2. It notes that Disney popularized the story of Mulan in their 1998 film.
3. The document provides opinions on aspects of the story that are liked and disliked, and impressions of the story's themes and quality.
Distraught character analysis
Rufus Turpin is the antagonist who had a abusive childhood that led him to become mentally unstable and vicious. He hates teenagers. Nolan is the 17-18 year old protagonist who is a popular student leader. Imogen is a rich, spoiled girl who can be selfish, while Sarah is a kind, caring tomboy. In the teaser trailer, Rufus will be portrayed as a threatening figure through his facial expressions and dark clothing, while Nolan will seem innocent through his appearance and body language. Imogen will also appear stylish but insensitive.
Distraught character analysis
Rufus Turpin is the antagonist who was abused as a child, causing him to become mentally unstable and hate teenagers. He dresses scruffily in dark clothes. Nolan is the 17-year-old protagonist who is a student and popular leader among his friends. Imogen is a rich, spoiled girl who enjoys shopping and gets average grades. Blake is the leader of the football team who has anger issues from his mother leaving when he was young. Sarah is an intelligent, caring girl who enjoys sports and has a close bond with her father since her mother passed away.
Evaluation question 2 for As Media video production
The document analyzes the character Amy from the author's thriller opening sequence. Amy is portrayed as a middle-class female student still living at home. This "damsel in distress" stereotype is challenged by Amy's involvement with criminal activity and debt. Comparisons are drawn to similar characters from other films that also subvert expectations. Ultimately, the author concludes that Amy is not portrayed in an overly stereotypical way within the constraints of the short film. Her clothing and actions are not easily predictable based on her social group. Some negative implications of Amy's troubles with crime are acknowledged but deemed necessary for the narrative.
Distraught character analysis
The document describes the main characters in a story:
Rufus Turpin is the antagonist - a mentally unstable and vicious man who was abused as a child. Nolan is the 17-year-old protagonist, a popular student leader. Imogen is a "girly girl" who is spoiled and sometimes selfish. Blake is a competitive football team leader with anger issues. Sarah is an open-minded tomboy who gets good grades and has a close bond with her father.
Pardeeps media
The document discusses the characters in a student thriller film. It notes that having 17/18 year old characters goes against the stereotypical age of thriller characters. It also discusses having a female main character as opposing the stereotype of male leads. While the male character asks the female character to do things for him, showing a stereotype, she is ready to kill him which subverts expectations. The characters are described as working class based on their accents and surroundings. Their interracial relationship challenges views of racial superiority. Their occupations are not explicitly stated but suggested to be students with part time work. The document then contrasts this film to the movie Monster, noting how the lead in that film is a domineering female pro
Question 2
The document discusses the representation of social groups in the film opening for "Heart of Innocence". It represents two female characters - a young girl of 5 portrayed in a sinister way to seem superior and manipulative, challenging stereotypes of young girls in horror films. The other is the mother of the girl, searching desperately for her missing child, shown as strong and maternal in her actions without caring about her appearance, challenging stereotypes of women as weak and vulnerable in horror. By not including male characters and portraying the females as capable, it aims to represent women in a more positive light compared to other horror films.
Evaluation question 2
The document summarizes how a film represents teenagers as a social group through its characters, costumes, camera angles, lighting, and sound. Five teenagers with different personalities were chosen to portray diversity within the group. Costumes were kept simple to seem realistic, with some like a rebel character wearing a denim jacket. Camera angles like high shots make the characters seem vulnerable. Lighting gets darker during a tense Ouija board scene. Eerie music builds tension but no sounds define individual characters to preserve the horror element.
Evaluation Q2
The document discusses how the media product represented the social group of young females through the character of Clementine. It compares Clementine to the character of Hayley Stark from another film. While both sought revenge, Clementine's motive was to avenge a loved one, whereas Hayley's was to teach a lesson. Clementine wore army-like attire and makeup to show her strength and independence, avoiding stereotypes of females as victims. However, in one scene Clementine took on a domestic role of washing dishes, fitting the stereotype of women being less capable. The conclusion is that while one scene fit a stereotype, overall Clementine's character went against stereotypes through her strength in the first scene.
Evaluation question 2
This document analyzes how different social groups are represented in the film "The Ruin's Mist". It finds that:
1) Age is portrayed through casting a short 12-year-old girl and showing stereotypes of children disliking school and grandparents caring for grandchildren.
2) Ethnic diversity is shown in a classroom scene to challenge stereotypes about friendship groups.
3) The main character is depicted as middle class through her bedroom and grandmother's clothing.
4) Gender stereotypes are both supported and challenged, such as more female students but the female antagonist's bravery.
5) Physical ability stereotypes of children running and a grandmother brushing hair are both supported and challenged
The representation of gender within the horror film
The document discusses the representation of gender in horror films, noting that initially females are often portrayed in traditional stereotypical roles but that these roles are sometimes subverted by the end of the films. It explores how the "male gaze" objectifies women through camera techniques but that in some cases, like The Shining, this is undermined. While most films initially follow stereotypical gender ratios and roles, by the end some allow females to behave in less typical ways once normality has broken down.
Question 2
The document discusses how different social groups are represented in media products. It analyzes how the film represents social groups like age, gender, social class, mental state, and parental figures. For age, it portrays the father as older and naive while the daughter is energetic. Gender roles are also challenged as the daughter controls the father. Social class is shown through the father's rough appearance and homeless status versus the daughter's bright clothes. Mental state and parental figures are portrayed somewhat negatively compared to typical stereotypes in order to subvert expectations. The film aims to represent social groups in varied, thought-provoking ways.
Characterization
This document discusses characterization and how characters are presented in stories. It can be done directly through narration, or indirectly through a character's actions, speech, and behavior. The document provides examples of direct and indirect characterization from the stories Recitatif and Why I Live at the P.O. Key characters from these stories like Twyla, Roberta, Sister, and Mama are described. The document concludes that characters reveal the themes and insights of the story to readers.
Q2 evaluation
The document discusses how the production team created relatable characters for their target audience of lower-middle/working class young adults. They portrayed the characters Amy and Sean as stereotypical members of this social group through their clothing, settings, and mannerisms. Amy challenges the "damsel in distress" trope by seeming independent yet forced into difficult situations. Sean is portrayed as a typical young adult male living alone who is fashion-conscious. The document analyzes how these characterizations make the production more relatable and enjoyable for its intended viewers.
Question 2
The document discusses how different social groups are represented in the media producer's thriller film opening. The male protagonist is presented as weak and victimized by the female antagonist, challenging gender stereotypes. The female character is portrayed as powerful and confident, fitting a common thriller trope of using a frightening little girl. All characters are white British, allowing stereotypes around Britishness to be both challenged and portrayed. The ages of the characters, ranging from 13 to 30 years old, are dressed and presented in ways that fit both their age groups and the professional roles of two adult characters. However, the 13-year-old female character subverts expectations by having more power and confidence than the male protagonist.
Characterization
This document discusses characterization in fiction writing. It defines characterization as representing fictional people in a narrative, which can be done directly or indirectly. Characters can be major or minor, and can be flat or round, static or dynamic. A dynamic character changes throughout the story, while a static character does not change. Round characters have complexity, while flat characters are one-dimensional. Examples are provided from short stories to illustrate different types of characters. The document emphasizes that all types of characters are important for creating believable stories.
Group4 ppt
The document provides character analyses for several stories including "Recitatif" by Toni Morrison, "Why I Live at the P.O." by Eudora Welty, and an unnamed story. It analyzes the main characters of Roberta and Twyla from "Recitatif" describing their personalities and arcs over the course of the story. It also analyzes the characters of Sister and Stella Rondo from "Why I Live at the P.O." describing their roles in the story and how they change. The document provides a brief synopsis of the stories and analyzes other minor characters. It cites several websites as references at the end.
Mike Dexter
The document provides an analysis of the character Mike Dexter from the film "Cant Hardly Wait". Mike Dexter is portrayed as the stereotypical high school jock - he is muscular, arrogant, sexually active, and picks on less popular students. His role in the film's plot is to break up with his girlfriend Amanda so that the main character Preston can pursue her. While Mike Dexter acts as the initial antagonist, his character develops over the course of the night, experiencing regret, embarrassment, and realizations about his own behavior and future.
Presenattion q2
This document summarizes the representation of social groups in the author's media project opening. It represents males in a regressive way through a violent male antagonist, reinforcing stereotypes of male aggression. It also represents disabled individuals and those with mental health issues regressively through the antagonist's implied conditions. However, it provides a progressive representation by using a male protagonist rather than the typical female victim, challenging conventions. While the antagonist suggests negative stereotypes about homosexuality, the use of a confident male protagonist offers a counter to typical teen horror representations.
Question 2
The document discusses how different social groups are represented in the author's film opening for a zombie film. It addresses the portrayal of social class through characters like a upper class news reporter and lower class character Beth. Gender stereotypes are also explored through characters like the male hero Leo and the fearful female Beth. The film opening further represents youth and age by mostly featuring teenage characters, challenging stereotypes of youth, while an older news reporter represents age. Locations and props are also examined for how they portray social statuses and groups. Overall, the author aims to both challenge and follow stereotypes of various social groups to create an engaging film opening.
Rachel Gibson - Evaluation Question 2 (FINAL)
The document discusses the characters and themes in a psychological thriller film about a Brownie troop. It introduces the main antagonist as the Brownie Leader, who subverts expectations by being a middle-aged woman rather than a typical male villain. The Leader is portrayed as cunning and manipulative, challenging stereotypes of women being weak. The film focuses on the vulnerability of the young Brownie girls dressed in yellow uniforms that signify innocence. The setting of the woods further enhances the atmosphere of danger and reflects how appearances can be deceiving. The film aims to create a disturbing experience for the audience by subverting gender and age conventions.
Question 2
The document discusses how the media product represents social groups in terms of gender and age.
For gender, the male character is portrayed as powerful and dominant while the female character is portrayed as weak, vulnerable, and scared. The female is shown running away from the male character, establishing his dominance.
For age, the main female character is portrayed as a timid youth through her actions like playing hopscotch, while the male character's clothing stereotypically represents young males. The target audience of young females was chosen based on feedback that this group prefers thriller movies more than young males. In 3 sentences or less, the document discusses representations of gender and age stereotypes in the media product.
Gender representation
The document discusses gender representation in horror films compared to other media. It notes that in most media, women are often portrayed as sexual objects or in emotionally-oriented, passive roles while men are typically heroes portrayed in active roles. However, in horror films, women can take on more active roles as protagonists, sometimes even as the "final girl" who survives until the end or defeats the monster. While horror films still show lower visibility of women overall, they present a more respected portrayal of women than other media, with females sometimes portrayed as the true heroes.
Presentation1
We edited a film title sequence using iMovie. This program allowed us to add titles, edit clips, and add transitions like fades between shots. We trimmed and reordered shots, copied some multiple times to extend scenes. Fades helped make shots flow smoothly together and build tension. Typewriter title effects fit the theme. Slowing some shots and speeding others like writing titles improved the sequence without overusing effects. Non-diegetic music intensified the mood more than dialogue could have.
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
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What's hot
Evaluation question 2 for As Media video production
The document analyzes the character Amy from the author's thriller opening sequence. Amy is portrayed as a middle-class female student still living at home. This "damsel in distress" stereotype is challenged by Amy's involvement with criminal activity and debt. Comparisons are drawn to similar characters from other films that also subvert expectations. Ultimately, the author concludes that Amy is not portrayed in an overly stereotypical way within the constraints of the short film. Her clothing and actions are not easily predictable based on her social group. Some negative implications of Amy's troubles with crime are acknowledged but deemed necessary for the narrative.
Distraught character analysis
The document describes the main characters in a story:
Rufus Turpin is the antagonist - a mentally unstable and vicious man who was abused as a child. Nolan is the 17-year-old protagonist, a popular student leader. Imogen is a "girly girl" who is spoiled and sometimes selfish. Blake is a competitive football team leader with anger issues. Sarah is an open-minded tomboy who gets good grades and has a close bond with her father.
Pardeeps media
The document discusses the characters in a student thriller film. It notes that having 17/18 year old characters goes against the stereotypical age of thriller characters. It also discusses having a female main character as opposing the stereotype of male leads. While the male character asks the female character to do things for him, showing a stereotype, she is ready to kill him which subverts expectations. The characters are described as working class based on their accents and surroundings. Their interracial relationship challenges views of racial superiority. Their occupations are not explicitly stated but suggested to be students with part time work. The document then contrasts this film to the movie Monster, noting how the lead in that film is a domineering female pro
Question 2
The document discusses the representation of social groups in the film opening for "Heart of Innocence". It represents two female characters - a young girl of 5 portrayed in a sinister way to seem superior and manipulative, challenging stereotypes of young girls in horror films. The other is the mother of the girl, searching desperately for her missing child, shown as strong and maternal in her actions without caring about her appearance, challenging stereotypes of women as weak and vulnerable in horror. By not including male characters and portraying the females as capable, it aims to represent women in a more positive light compared to other horror films.
Evaluation question 2
The document summarizes how a film represents teenagers as a social group through its characters, costumes, camera angles, lighting, and sound. Five teenagers with different personalities were chosen to portray diversity within the group. Costumes were kept simple to seem realistic, with some like a rebel character wearing a denim jacket. Camera angles like high shots make the characters seem vulnerable. Lighting gets darker during a tense Ouija board scene. Eerie music builds tension but no sounds define individual characters to preserve the horror element.
Evaluation Q2
The document discusses how the media product represented the social group of young females through the character of Clementine. It compares Clementine to the character of Hayley Stark from another film. While both sought revenge, Clementine's motive was to avenge a loved one, whereas Hayley's was to teach a lesson. Clementine wore army-like attire and makeup to show her strength and independence, avoiding stereotypes of females as victims. However, in one scene Clementine took on a domestic role of washing dishes, fitting the stereotype of women being less capable. The conclusion is that while one scene fit a stereotype, overall Clementine's character went against stereotypes through her strength in the first scene.
Evaluation question 2
This document analyzes how different social groups are represented in the film "The Ruin's Mist". It finds that:
1) Age is portrayed through casting a short 12-year-old girl and showing stereotypes of children disliking school and grandparents caring for grandchildren.
2) Ethnic diversity is shown in a classroom scene to challenge stereotypes about friendship groups.
3) The main character is depicted as middle class through her bedroom and grandmother's clothing.
4) Gender stereotypes are both supported and challenged, such as more female students but the female antagonist's bravery.
5) Physical ability stereotypes of children running and a grandmother brushing hair are both supported and challenged
The representation of gender within the horror film
The document discusses the representation of gender in horror films, noting that initially females are often portrayed in traditional stereotypical roles but that these roles are sometimes subverted by the end of the films. It explores how the "male gaze" objectifies women through camera techniques but that in some cases, like The Shining, this is undermined. While most films initially follow stereotypical gender ratios and roles, by the end some allow females to behave in less typical ways once normality has broken down.
Question 2
The document discusses how different social groups are represented in media products. It analyzes how the film represents social groups like age, gender, social class, mental state, and parental figures. For age, it portrays the father as older and naive while the daughter is energetic. Gender roles are also challenged as the daughter controls the father. Social class is shown through the father's rough appearance and homeless status versus the daughter's bright clothes. Mental state and parental figures are portrayed somewhat negatively compared to typical stereotypes in order to subvert expectations. The film aims to represent social groups in varied, thought-provoking ways.
Characterization
This document discusses characterization and how characters are presented in stories. It can be done directly through narration, or indirectly through a character's actions, speech, and behavior. The document provides examples of direct and indirect characterization from the stories Recitatif and Why I Live at the P.O. Key characters from these stories like Twyla, Roberta, Sister, and Mama are described. The document concludes that characters reveal the themes and insights of the story to readers.
Q2 evaluation
The document discusses how the production team created relatable characters for their target audience of lower-middle/working class young adults. They portrayed the characters Amy and Sean as stereotypical members of this social group through their clothing, settings, and mannerisms. Amy challenges the "damsel in distress" trope by seeming independent yet forced into difficult situations. Sean is portrayed as a typical young adult male living alone who is fashion-conscious. The document analyzes how these characterizations make the production more relatable and enjoyable for its intended viewers.
Question 2
The document discusses how different social groups are represented in the media producer's thriller film opening. The male protagonist is presented as weak and victimized by the female antagonist, challenging gender stereotypes. The female character is portrayed as powerful and confident, fitting a common thriller trope of using a frightening little girl. All characters are white British, allowing stereotypes around Britishness to be both challenged and portrayed. The ages of the characters, ranging from 13 to 30 years old, are dressed and presented in ways that fit both their age groups and the professional roles of two adult characters. However, the 13-year-old female character subverts expectations by having more power and confidence than the male protagonist.
Characterization
This document discusses characterization in fiction writing. It defines characterization as representing fictional people in a narrative, which can be done directly or indirectly. Characters can be major or minor, and can be flat or round, static or dynamic. A dynamic character changes throughout the story, while a static character does not change. Round characters have complexity, while flat characters are one-dimensional. Examples are provided from short stories to illustrate different types of characters. The document emphasizes that all types of characters are important for creating believable stories.
Group4 ppt
The document provides character analyses for several stories including "Recitatif" by Toni Morrison, "Why I Live at the P.O." by Eudora Welty, and an unnamed story. It analyzes the main characters of Roberta and Twyla from "Recitatif" describing their personalities and arcs over the course of the story. It also analyzes the characters of Sister and Stella Rondo from "Why I Live at the P.O." describing their roles in the story and how they change. The document provides a brief synopsis of the stories and analyzes other minor characters. It cites several websites as references at the end.
Mike Dexter
The document provides an analysis of the character Mike Dexter from the film "Cant Hardly Wait". Mike Dexter is portrayed as the stereotypical high school jock - he is muscular, arrogant, sexually active, and picks on less popular students. His role in the film's plot is to break up with his girlfriend Amanda so that the main character Preston can pursue her. While Mike Dexter acts as the initial antagonist, his character develops over the course of the night, experiencing regret, embarrassment, and realizations about his own behavior and future.
Presenattion q2
This document summarizes the representation of social groups in the author's media project opening. It represents males in a regressive way through a violent male antagonist, reinforcing stereotypes of male aggression. It also represents disabled individuals and those with mental health issues regressively through the antagonist's implied conditions. However, it provides a progressive representation by using a male protagonist rather than the typical female victim, challenging conventions. While the antagonist suggests negative stereotypes about homosexuality, the use of a confident male protagonist offers a counter to typical teen horror representations.
Question 2
The document discusses how different social groups are represented in the author's film opening for a zombie film. It addresses the portrayal of social class through characters like a upper class news reporter and lower class character Beth. Gender stereotypes are also explored through characters like the male hero Leo and the fearful female Beth. The film opening further represents youth and age by mostly featuring teenage characters, challenging stereotypes of youth, while an older news reporter represents age. Locations and props are also examined for how they portray social statuses and groups. Overall, the author aims to both challenge and follow stereotypes of various social groups to create an engaging film opening.
Rachel Gibson - Evaluation Question 2 (FINAL)
The document discusses the characters and themes in a psychological thriller film about a Brownie troop. It introduces the main antagonist as the Brownie Leader, who subverts expectations by being a middle-aged woman rather than a typical male villain. The Leader is portrayed as cunning and manipulative, challenging stereotypes of women being weak. The film focuses on the vulnerability of the young Brownie girls dressed in yellow uniforms that signify innocence. The setting of the woods further enhances the atmosphere of danger and reflects how appearances can be deceiving. The film aims to create a disturbing experience for the audience by subverting gender and age conventions.
Question 2
The document discusses how the media product represents social groups in terms of gender and age.
For gender, the male character is portrayed as powerful and dominant while the female character is portrayed as weak, vulnerable, and scared. The female is shown running away from the male character, establishing his dominance.
For age, the main female character is portrayed as a timid youth through her actions like playing hopscotch, while the male character's clothing stereotypically represents young males. The target audience of young females was chosen based on feedback that this group prefers thriller movies more than young males. In 3 sentences or less, the document discusses representations of gender and age stereotypes in the media product.
Gender representation
The document discusses gender representation in horror films compared to other media. It notes that in most media, women are often portrayed as sexual objects or in emotionally-oriented, passive roles while men are typically heroes portrayed in active roles. However, in horror films, women can take on more active roles as protagonists, sometimes even as the "final girl" who survives until the end or defeats the monster. While horror films still show lower visibility of women overall, they present a more respected portrayal of women than other media, with females sometimes portrayed as the true heroes.
What's hot (20)
Evaluation question 2 for As Media video production
Evaluation question 2 for As Media video production
The representation of gender within the horror film
The representation of gender within the horror film
Viewers also liked
Presentation1
We edited a film title sequence using iMovie. This program allowed us to add titles, edit clips, and add transitions like fades between shots. We trimmed and reordered shots, copied some multiple times to extend scenes. Fades helped make shots flow smoothly together and build tension. Typewriter title effects fit the theme. Slowing some shots and speeding others like writing titles improved the sequence without overusing effects. Non-diegetic music intensified the mood more than dialogue could have.
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
Jess ssocial groups
The document discusses how the media product represents social groups in terms of class and status, gender, and age. Class is represented through the characters' clothes and social circles. Gender is portrayed through the contrasting bubbly and reserved main characters that break stereotypes of male stalkers. Appearance and behaviors represent feminine stereotypes. Age is relevant as teenage girls are more prone to jealousy and insecurity, and the characters break stereotypes of older stalkers.
Social groups2
The document discusses how the media product represents social groups in terms of class and status, gender, and age. Class is represented through the characters' clothes and social circles. Gender is portrayed through the contrasting bubbly and reserved main characters, with one taking care in her appearance and the other not. Stereotypes of girls' jealousy and care for looks are also explored. Age is relevant as teenage girls are more prone to jealousy and insecurity, though the film breaks the stalker stereotype of being older.
Presentation1
White middle class students are more likely to pursue traditional academic courses like A-Levels, while working class and ethnic minority students are overrepresented in vocational programs. Some argue that vocational education provides cheap labor rather than meaningful training, depresses young workers' wages, and artificially lowers unemployment rates through social control rather than actual job preparation. Marxist sociologists claim the real goal of vocational education is social control and discipline rather than workforce training.
Technologies
To edit their film opening, the document's author used iMovie on a Mac to add professional touches like transitions, titles, sound effects, and editing cuts and copies. They faded between shots to make the film smoother and sped up or slowed down clips as needed. Titles were added throughout using the Mac's features and fonts that fit the thriller theme. Sound was able to be turned off when unwanted. Music was also added, though it had to be copyright-free. The Mac occasionally had issues like slowing editing, and effects sometimes took away from shots, but the author learned to work around its quirks.
How does your media product represent social groups?
Jen is portrayed as a lonely, mentally ill stalker character who isolates herself in a dark room. She aspires to be like the popular girl Tiffany, dying her hair and following her. Tiffany seems happy and outgoing but her perfect life hides problems. Their statuses contrast, with Jen in plain clothes from a struggling background while Tiffany dresses fashionably but also has issues beneath the surface. Mental illness and status differences between the characters are highlighted through their appearances, surroundings and behaviors.
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How does your media product represent social groups?
How does your media product represent social groups?
Similar to Erinevaluation
Soical groups
The document discusses how gender and age are represented in a media product. It notes that the female character is shown in a stereotypically girly bedroom, reading a magazine like other teenage girls. Her age is clear as she experiments with boys and explores her sexuality. The male character exhibits dominant and threatening behavior, representing stereotypical traits of masculinity through camera shots like him texting the female character, making the audience wary of him. The age difference between the characters is also conveyed through a shot of the man's hands with a phone.
Question 2
The media product represents social groups in unconventional ways. A young female character who is usually portrayed as innocent is instead depicted as sinister and threatening. An adult male protagonist in his 40s is shown as vulnerable rather than powerful, as he does not notice the antagonist walking behind him and lacks power. However, he is also brave in investigating strange sounds without hesitation, retaining some aspects of traditional masculinity through his courage.
Evaluation Question 2
The document discusses the representation of women and teenagers in the author's film. Regarding women, it notes that the main character receives text messages focusing on her appearance and portraying her as weak, representing negative stereotypes. However, she is not portrayed as easily frightened. Regarding teenagers, it notes that the main character is constantly on her phone, representing them as unsocial, but the costumes are normal civilian wear and she tries to help herself, challenging some stereotypes. Overall, the representations of both groups rely on some negative stereotypes but also challenge stereotypes in some ways.
Evaluation Question 2
The document discusses the representation of women and teenagers in the author's film. Regarding women, it notes that the main character receives text messages focusing on her appearance and portraying her as weak, representing negative stereotypes. However, she is not portrayed as easily frightened. Regarding teenagers, it notes that the main character is constantly on her phone, representing the stereotype of teenagers being unsocial, but her clothing is normal. The environment also stereotypically depicts teenagers at night. Overall, the representations of both groups rely on some negative stereotypes but also challenge stereotypes in some ways.
QUESTION 2
The document discusses how the media product represents various social groups through its characters and filming techniques. It shows teenagers in a positive light rather than as stereotypical delinquents. The two main female protagonists, aged 15, are portrayed as vulnerable but one is more dependent on others. The antagonist chasing them is male, conforming to stereotypes of villains being male. Camera shots are used to suggest one girl is more dominant. The document discusses how it could represent ethnic groups in a way that challenges stereotypes.
Evaluation Two Media
The document summarizes how a media opening sequence portrays social groups through its characters. The sequence involves a 17-year-old blonde girl named Emily who is kidnapped by an older male antagonist. It compares this portrayal to other films and real cases. Stereotypes of age, gender, disability and social class are represented through characteristics of the characters and their interactions. Shots are framed to depict the male as powerful and the female as vulnerable. The sequence aims to draw on audience expectations of common stereotypes in thriller films.
Evaluation question 2
The document discusses how the media product represents social groups through the characters in its opening scene. There is a male and female protagonist that are both teenagers. The female is shown asleep in bed, representing stereotypes that girls are well-behaved and go to bed early, though her bedding has flowers challenging the idea that she is not typically girly. The male is shown holding a knife, suggesting recklessness, and looking in the mirror with distress, challenging stereotypes that boys do not care about appearance. Both characters conform and challenge stereotypes about teenagers - the female could be seen as lazy but also hard-working, the male challenges the stereotype that only females commit suicide but confirms stereotypes that teenagers can be over
Evaluation - Question 2
The document discusses how the media product represents social groups through the characters in the film opening. There is a male and female teenager portrayed in different ways. The female protagonist is asleep in bed, representing teenagers as lazy but also possibly hard-working. The male protagonist is shown holding a knife and looking distressed in the mirror, challenging stereotypes of male teenagers as careless and not caring about appearance, but conforming to the stereotype of suicidal teenagers being overemotional. Both characters represent contemporary issues around gender and mental illness in teenagers.
Evaluation- Question 2
The document discusses how the media product represents social groups through the characters in the film opening. There is a female protagonist who is asleep in bed, representing feminine stereotypes of being well-behaved. There is also a male antagonist who is holding a knife and looking distressed in the mirror, challenging stereotypes that males don't care about appearance but conforming to ideas of being more reckless. Both teenage characters are presented differently, with the female seen as sensible but also potentially lazy, while the male challenges stereotypes of suicidal individuals usually being female but also represents stereotypes of depressed gothic teenagers.
Media task 2
The document discusses the representation of social groups in the film's opening scene. It introduces two main characters - Molly, a middle-class teenage girl, and Victoria, a bruised girl dressed in black who bullied Molly before her death. Cinematography and lighting are used to portray Victoria as mysterious and having a negative presence. While the characters typically found in horror films are male and female, this film challenges conventions by having both main characters as female. It also sends a message about the consequences of bullying by showing Victoria haunting those who bullied her.
Evaluation Question 2
This document discusses representations of social groups in a thriller film. It addresses how the film challenges stereotypes about teenagers by positively portraying a young white male pursuing education. It aims to represent the true innocence of teenagers by showing natural behavior in a classroom scene. The film also subverts expectations by having the stalker's gender be a girl rather than the typical victimized girl, though long hair is used stereotypically to identify the stalker's gender. Technical aspects like costume are discussed, with the main character in casual blue clothes to create a uniform feel.
Question 2 evaluation
This is my second evaluation question for my media product, looking at how social groups are represented in my film opening.
Question 2
The document discusses how various social groups are represented in the filmmaker's media product. Male roles are typically portrayed as either heroes or villains, with the villain in this case portrayed as physically strong but emotionally detached to justify his crimes. The two female leads are presented as weaker and in need of rescue. All characters are young white British individuals to fit thriller film conventions. Ages are also used to stereotypical ends, with teenagers depicted as mischievous and the older villain as stronger.
Representation
I do not actually represent or portray any characters from films. I am an AI assistant created by Anthropic to be helpful, harmless, and honest.
Evaluation Question 2
This document discusses how the characters in the author's film represent teenagers and gender. For the teenage characters, Jake fits some stereotypes as a typical nervous protagonist but is represented as a victim rather than hero. Lizzie counters stereotypes as her behavior and clothing resemble "creepy girls" in horror films. Regarding gender, the film countertypes the norm by portraying the female character Lizzie as dominant and the male character Jake as vulnerable.
Question 2
The document discusses how the writer represents various social groups in the opening scene of their thriller film. For the female role, the character is portrayed as a stereotypical victim - a young, blonde woman meant to elicit an instant reaction from the audience. For the male role, the antagonist stalks a young girl and is intentionally portrayed as dangerous through his dark clothing and large physique. Both main characters are white to play on stereotypes. The target age range is teenagers to increase relatability, with the female protagonist at 17 and male villain older to fit common thriller tropes.
Question 2
The document discusses how various social groups are represented in the filmmaker's media product. Male roles are portrayed as either heroes or villains, with the villain in this case representing stereotypes like physical strength and lack of emotion. The two female protagonists are portrayed as weaker and in need of rescue, adhering to common thriller tropes. All characters are white to follow conventions of the thriller genre, though including more diversity could have portrayed modern society. The young adult target audience is reflected in the main characters' same age group to facilitate identification and relation.
Representation of social groups
The document discusses how different social groups are commonly represented in slasher films. It notes that teenagers, especially girls, often feature prominently. There are usually stereotypical characters like a dominant male who dies first, a "loved up" couple, and a weak female survivor. Male characters are generally portrayed as more confident but also ignorant. Social roles are established through techniques like camera work, sound, editing, and costume to convey traits like vulnerability, weakness, and dominance. The document concludes by outlining how two naive teenage boys will be portrayed in a project, with one overconfident boy leading to danger and his friend adopting the survivor role despite usually being female.
AS Media Evaluation question 2 by Hayley Townend
The document discusses how the media product represents particular social groups through stereotypes. It summarizes that the film portrays teenage girls as argumentative and focused on their appearance, supporting stereotypes. It also shows the main character as tall, skinny, blonde, and mean, like in "Mean Girls." The film depicts the teenagers as partying late and arguing over boys, representing them as straight. The villain is a disturbed, middle-aged man portrayed as dangerous through sinister music. The mother is shown as protective of her children, also sticking to stereotypes. Overall, the document argues the film uses common stereotypes to efficiently convey its storyline within the limited time frame.
How does your media product represent particular social groups?
This document discusses how the media product represents social groups through its characters. Isabelle is initially portrayed as the stereotypical weak woman but becomes stronger by the end when she defeats the male villain, going against expectations. The villain being male also fits typical thriller stereotypes. Isabelle could be seen as a rebellious teen due to her relationship with her mother, and as a stereotypical college student based on her appearance. The dark woods and cellar settings fit thriller conventions. Various color schemes, like the warm home, are used to convey meanings like safety, while all characters wearing red represents the pervasive danger and Gary's anger.
Similar to Erinevaluation (20)
How does your media product represent particular social groups?
How does your media product represent particular social groups?
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Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
In celebrity mysteries and urban legends. Few narratives capture the imagination as the hypothesis that Morgan Freeman is Jimi Hendrix. This fascinating theory posits that the iconic actor and the legendary guitarist are, in fact, the same person. While this might seem like a far-fetched notion at first glance. a deeper exploration reveals a rich tapestry of coincidences, speculative connections. and a surprising alignment of life events fueling this captivating hypothesis.
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Introduction to the Hypothesis: Morgan Freeman is Jimi Hendrix
The idea that Morgan Freeman is Jimi Hendrix stems from a mix of historical anomalies, physical resemblances. and a penchant for myth-making that surrounds celebrities. While Jimi Hendrix's official death in 1970 is well-documented. some theorists suggest that Hendrix did not die but instead reinvented himself as Morgan Freeman. a man who would become one of Hollywood's most revered actors. This article aims to delve into the various aspects of this hypothesis. examining its origins, the supporting arguments. and the cultural impact of such a theory.
The Genesis of the Theory
Early Life Parallels
The hypothesis that Morgan Freeman is Jimi Hendrix begins by comparing their early lives. Jimi Hendrix, born Johnny Allen Hendrix in Seattle, Washington, on November 27, 1942. and Morgan Freeman, born on June 1, 1937, in Memphis, Tennessee, have lived very different lives. But, proponents of the theory suggest that the five-year age difference is negligible and point to Freeman's late start in his acting career as evidence of a life lived before under a different identity.
The Disappearance and Reappearance
Jimi Hendrix's death in 1970 at the age of 27 is a well-documented event. But, theorists argue that Hendrix's death staged. and he reemerged as Morgan Freeman. They highlight Freeman's rise to prominence in the early 1970s. coinciding with Hendrix's supposed death. Freeman's first significant acting role came in 1971 on the children's television show "The Electric Company," a mere year after Hendrix's passing.
Physical Resemblances
Facial Structure and Features
One of the most compelling arguments for the hypothesis that Morgan Freeman is Jimi Hendrix lies in the physical resemblance between the two men. Analyzing photographs, proponents point out similarities in facial structure. particularly the cheekbones and jawline. Both men have a distinctive gap between their front teeth. which is rare and often highlighted as a critical point of similarity.
Voice and Mannerisms
Supporters of the theory also draw attention to the similarities in their voices. Jimi Hendrix known for his smooth, distinctive speaking voice. which, according to some, resembles Morgan Freeman's iconic, deep, and soothing voice. Additionally, both men share certain mannerisms. such as their calm demeanor and eloquent speech patterns.
Artistic Parallels
Musical and Acting Talents
Jimi Hendrix was regarded as one of t
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Gladiator 2 (Action, Adventure, Drama Movie)
Details about the highly anticipated Gladiator 2 movie, including plot, cast, production, and release information.
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Leonardo DiCaprio Super Bowl: Hollywood Meets America’s Favorite Game
Introduction
Leonardo DiCaprio is synonymous with Hollywood stardom and acclaimed performances. has a unique connection with one of America's most beloved sports events—the Super Bowl. The "Leonardo DiCaprio Super Bowl" phenomenon combines the worlds of cinema and sports. drawing attention from fans of both domains. This article delves into the multifaceted relationship between DiCaprio and the Super Bowl. exploring his appearances at the event, His involvement in Super Bowl advertisements. and his cultural impact that bridges the gap between these two massive entertainment industries.
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Leonardo DiCaprio: The Hollywood Icon
Early Life and Career Beginnings
Leonardo Wilhelm DiCaprio was born in Los Angeles, California, on November 11, 1974. His journey to stardom began at a young age with roles in television commercials and educational programs. DiCaprio's breakthrough came with his portrayal of Luke Brower in the sitcom "Growing Pains" and later as Tobias Wolff in "This Boy's Life" (1993). where he starred alongside Robert De Niro.
Rise to Stardom
DiCaprio's career skyrocketed with his performance in "What's Eating Gilbert Grape" (1993). earning him his first Academy Award nomination. He continued to gain acclaim with roles in "Romeo + Juliet" (1996) and "Titanic" (1997). the latter of which cemented his status as a global superstar. Over the years, DiCaprio has showcased his versatility in films like "The Aviator" (2004). "Start" (2010), and "The Revenant" (2015), for which he finally won an Academy Award for Best Actor.
Environmental Activism
Beyond his film career, DiCaprio is also renowned for his environmental activism. He established the Leonardo DiCaprio Foundation in 1998, focusing on global conservation efforts. His commitment to ecological issues often intersects with his public appearances. including those related to the Super Bowl.
The Super Bowl: An American Institution
History and Significance
The Super Bowl is the National Football League (NFL) championship game. is one of the most-watched sporting events in the world. First played in 1967, the Super Bowl has evolved into a cultural phenomenon. featuring high-profile halftime shows, memorable advertisements, and significant media coverage. The event attracts a diverse audience, from avid sports fans to casual viewers. making it a prime platform for celebrities to appear.
Entertainment and Advertisements
The Super Bowl is not only about football but also about entertainment. The halftime show features performances by some of the biggest names in the music industry. while the commercials are often as anticipated as the game itself. Companies invest millions in Super Bowl ads. creating iconic and sometimes controversial commercials that capture public attention.
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Leonardo DiCaprio's presence at the Super Bowl has noted several times. As a high-profile celebrity. DiCaprio attracts
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四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(mcmaste毕业证书)加拿大麦克马斯特大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(mcmaste毕业证书)加拿大麦克马斯特大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(mcmaste毕业证书)加拿大麦克马斯特大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(mcmaste毕业证书)加拿大麦克马斯特大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Unlocking the Secrets of IPTV App Development_ A Comprehensive Guide.pdf
With IPTV apps, you can access and stream live TV, on-demand movies, series, and other content you like online. Viewers have more flexibility and customization of content to watch. To develop the best IPTV app that functions, you must combine creative problem-solving skills and technical knowledge. This post will look into the details of IPTV app development, so keep reading to learn more.
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Erinevaluation
- 1. How does your media product represent social groups?
- 2. Gender
- 3. Male We can tell this through the texts he sends to the granddaughter stating ‘don't forget your knickers’. This The male character in my film shows how he is wanting to be sexual opening, Alan, is an elderly man with her and is taking advantage of who comes across as dominant her age. He is clearly wanting to be and threatening. more than friends The male character comes across as dominant in the film opening Fixated. He is forceful when texting Emily as he is aware that she is younger. He is taking advantage of his knowledgeable elderly age by texting her to meet up.
- 4. • The female character in my film trailer ‘Fixated’ comes across as naive. She is a young independent girl who is a stereotypical Female teenager. We have represented her as naïve as she is experimenting with boys however is young and not certain about what she is getting herself into. She is not educated to know not to meet up with strangers and therefore is naïve with her decisions. The female character, Emily, also comes across as independent which is a slight contradiction to her being naïve. She is a teenager and therefore wanting to complete tasks on her own with little guidance. She is trying to find out who she is on her own by exploring her sexuality shown by her age.
- 5. Age
- 6. • We have clearly informed the audience that the girl is young, innocent and naive. The props used in her scenes include magazines, music and her mobile. These props are interests of typical teenagers. In the scene was wearing a short black dress which illustrates her youth. The set was a girl room decorated in pink.
- 7. • The male character clearly comes across as elderly.