Evaluation question 2
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The document discusses representation of social groups in media. It analyzes how social groups like middle-aged males, middle class, white, and British/North American individuals are typically represented in horror movies. These groups are often portrayed as uncertain, intelligent, charismatic, and masculine respectively. The document then describes the filmmaker's own media product, which features a middle-class, white, British, male teacher in London as the main character. This challenges stereotypes by depicting the teacher in a negative, potentially violent way rather than the usual positive portrayal of educators.
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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
Representation in media often follows stereotypes. In thrillers:
- Heroes are typically white, middle-class men without disabilities. Villains are more diverse and often from poorer backgrounds.
- Female characters are usually portrayed as vulnerable and relying on men for help, rather than furthering the plot.
- Ethnic representation commonly plays into stereotypes, such as Asians being intelligent but violent criminals, and Latin American women being sex symbols. White people are usually protagonists.
The analyzed media portrayal challenges some conventions by showing an independent female character who escapes danger rather than being helpless, though the representation of the male assassin reinforces physical intimidation stereotypes. Overall the representations provide both positive
Evaluation 2
This document discusses representations of characters in thrillers and how they relate to social groups. It analyzes the protagonist, antagonist, and victim characters in terms of gender, age, class, race, and sexuality stereotypes. The victim character in the thriller is discussed as a young, attractive black woman who challenges stereotypes of female sexuality and race. The antagonist is left intentionally vague but dressed in stereotypical dark clothing for psychotic male characters. Representations are seen as beneficial for audiences to understand stereotypes but also have room for challenging expectations.
Question 2 done
The document discusses representation of social groups in media. It notes that stereotypical roles in social groups include the mean, pretty leader for girls and the powerful, controlling man for guys. However, the film opening features some countertypes, including a female detective who works alone rather than in a team as is typical. It also features a Muslim female forensic expert, rather than the usual male forensic. While the dead girl in the opening reinforces the stereotype of vulnerable females, overall the film aims to represent different social groups through countertypical characters.
Question 2
The document discusses representation in media and common stereotypes. It notes that heroes are often white, middle class, able-bodied and straight. Villains tend to be male, physically intimidating, and from a poorer background. Female characters are usually portrayed as vulnerable and relying on men, while male characters are stronger and more independent. Most main characters are in their 20s to 30s. Ethnic representation often fits stereotypes, such as Asians being intelligent and Latin Americans being portrayed as sex symbols. The document then provides examples of how its own media characters both challenge and fit common stereotypes around gender, ethnicity and physical appearance.
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.
How does your media product represent particular social
The document summarizes how two social groups, middle class females and males, are represented in a media product. Middle class females are represented by a strong, powerful female character in her 20s whose sexuality empowers rather than objectifies her. She is career-oriented but also in control. Middle class males are represented by an ordinary working class man who is inferior and unaware when in the female lead's house, showing her taking the dominant role.
Representation Research
This is my research into the representations of different groups in horror films. I have completed this as part of my A2 media coursework.
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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
Representation in media often follows stereotypes. In thrillers:
- Heroes are typically white, middle-class men without disabilities. Villains are more diverse and often from poorer backgrounds.
- Female characters are usually portrayed as vulnerable and relying on men for help, rather than furthering the plot.
- Ethnic representation commonly plays into stereotypes, such as Asians being intelligent but violent criminals, and Latin American women being sex symbols. White people are usually protagonists.
The analyzed media portrayal challenges some conventions by showing an independent female character who escapes danger rather than being helpless, though the representation of the male assassin reinforces physical intimidation stereotypes. Overall the representations provide both positive
Evaluation 2
This document discusses representations of characters in thrillers and how they relate to social groups. It analyzes the protagonist, antagonist, and victim characters in terms of gender, age, class, race, and sexuality stereotypes. The victim character in the thriller is discussed as a young, attractive black woman who challenges stereotypes of female sexuality and race. The antagonist is left intentionally vague but dressed in stereotypical dark clothing for psychotic male characters. Representations are seen as beneficial for audiences to understand stereotypes but also have room for challenging expectations.
Question 2 done
The document discusses representation of social groups in media. It notes that stereotypical roles in social groups include the mean, pretty leader for girls and the powerful, controlling man for guys. However, the film opening features some countertypes, including a female detective who works alone rather than in a team as is typical. It also features a Muslim female forensic expert, rather than the usual male forensic. While the dead girl in the opening reinforces the stereotype of vulnerable females, overall the film aims to represent different social groups through countertypical characters.
Question 2
The document discusses representation in media and common stereotypes. It notes that heroes are often white, middle class, able-bodied and straight. Villains tend to be male, physically intimidating, and from a poorer background. Female characters are usually portrayed as vulnerable and relying on men, while male characters are stronger and more independent. Most main characters are in their 20s to 30s. Ethnic representation often fits stereotypes, such as Asians being intelligent and Latin Americans being portrayed as sex symbols. The document then provides examples of how its own media characters both challenge and fit common stereotypes around gender, ethnicity and physical appearance.
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.
How does your media product represent particular social
The document summarizes how two social groups, middle class females and males, are represented in a media product. Middle class females are represented by a strong, powerful female character in her 20s whose sexuality empowers rather than objectifies her. She is career-oriented but also in control. Middle class males are represented by an ordinary working class man who is inferior and unaware when in the female lead's house, showing her taking the dominant role.
Representation Research
This is my research into the representations of different groups in horror films. I have completed this as part of my A2 media coursework.
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.
Codes and Conventions of the teen genre
The document discusses various cliques and stereotypes that are commonly portrayed in teen dramas. It identifies typical clique groups such as jocks, nerds, emos/goths, and loners. It also describes some stereotypical characteristics of nerds, cheerleaders, jocks, outsiders, and others. Common settings in teen films like the locker room, cafeteria, and field are mentioned. The document also outlines some typical "teen issues" that are explored in teen dramas, such as peer pressure, conformity, disliking a small town, and feeling like an outcast.
Evaluation 2
This document discusses how a media product represents various social groups through its characters. It analyzes how the characters may portray stereotypes related to class, race, age, gender, and sexuality. For the female character, it discusses how she initially subverts stereotypes as an empowered career woman but ultimately reinforces traditional ideas of femininity and mental instability. The document also examines how the media product challenges ideologies around institutions like the police and presents alternative representations of gender through theories like empowered femininity and gender performance.
Question 2
The document discusses how a media product represents various social groups including class, gender, and sexuality. It represents two middle class teenage characters in a stereotypical way through their appearance wearing local brands and natural hairstyles. One character is upper class and portrayed as formal through their suit and short hair. For gender, one female character displays stereotypical feminine emotions and reliance on her boyfriend while wearing more masculine clothes. The two male characters are portrayed as stereotypically masculine through aggressive movement and revealing tight clothing. The relationship between two main characters portrays heterosexual attraction through protective behaviors and physical intimacy. A third clown character's sexuality is ambiguous but initially shown as asexual through lack of interest in relationships.
Representation of Gender 2016
This document discusses theories and concepts related to the representation of gender in media. It begins by having the reader make lists of adjectives used to describe males and females, noting which could be seen as negative stereotypes. It then discusses how stereotypes are socially constructed and can be reinforced or challenged through media representations. Key representation theories mentioned include Laura Mulvey's idea that cinema positions the audience as male gazing at the female object on screen, and Richard Dyer's concept of dominant ideology and how representations are made to seem natural. The document also examines common stereotypical representations of femininity and masculinity in media, focusing on traits like beauty, sexuality, and power. It analyzes how gender is depicted differently in genres considered
Representation of stereotypes in thrillers
The document discusses stereotypes used in the opening sequence of a thriller film. It describes having a young female protagonist who is vulnerable and alone in her home as stereotypical of a victim character. A male antagonist following typical villainous stereotypes would enter the home, playing the role of the mystery kidnapper or threat. Feedback could address providing more depth to the characters beyond these stereotypes.
Development of final short film idea
This document outlines three potential short film ideas exploring dissociative identity disorder (DID). The first option involves a person with DID preparing for dates with two different people while their personalities attempt to undermine each other. The second focuses on the memory loss experienced when a secondary personality takes over. The third depicts a person splitting into two arguing personalities after a break up, coming to terms with their sadness. Pros and cons of budget, actors, and technical demands are considered for each 5-minute option exploring the internal struggle of differing personalities sharing one body through visual storytelling.
Evaluation
The document discusses how the film represents various social groups through its characters. It compares the female protagonist Alison to characters from other films, noting they are shy but gain confidence. It also compares the antagonist Chad to a character from another film, noting they are both confident alpha males but Chad has a vulnerable side. The document analyzes how the characters both conform to and subvert stereotypes, such as the female being a victim but also influencing the plot.
Drama/Coming of Age research
This document summarizes key elements of coming of age films and the drama genre. Coming of age films focus on the psychological and moral growth of a protagonist maturing from youth to adulthood through personal challenges and relationships. Plots are realistic and often involve life lessons learned. Characters develop over the course of the story and grapple with conflicts like parent/child and romantic relationships. Settings are realistic locations that move the character's personal journey forward to a happy or bittersweet conclusion. Audiences for drama films typically range from ages 15 to 45.
Development of final short film idea
This document outlines potential ideas for a 5-minute short film about dissociative identity disorder (DID). The first idea involves a person with DID preparing for dates with two different people as their personalities struggle for control. The second focuses on the memory loss experienced when a secondary personality takes over. The third centers on a person who splits into arguing characters after a breakup. Pros and cons of each idea are discussed.
Question 2- Evaluation
This document discusses social classes and how characters in media products can represent different social classes. It analyzes the main character Joel from the media product and determines he would likely be in the lower class based on clues about his living situation and mental state. The document also examines how age, gender, and mental ability are typically portrayed in horror films and whether the media product challenges common conventions related to these attributes. It finds the media product reverses stereotypes by portraying the male character as weaker and the female character as stronger.
The representations of gender in horror films essay
In horror films, representations of gender are often more complex than in other media. Women may be portrayed as both extremely weak and as strong "final girls" who survive until the end. While women are sometimes sexualized, horror films also allow women to be active protagonists who save the day. The final girl is often presented as more masculine or virginal compared to other female characters. Horror films provide some female role models and allow for more varied portrayals of gender than other forms of media.
TV Drama & Sexuality
This document discusses representations of sexuality in TV dramas. It begins by listing shows that include gay characters. It then discusses traditional representations that center heterosexuality and stereotypes about homosexual, heterosexual, bisexual and other groups. Key concepts discussed include Laura Mulvey's male gaze and how sexuality is represented through techniques like camera shots, editing and sound. The document prompts the reader to consider examples from media and how different techniques shape representations of sexuality.
Gender representations Within Movies!
After analyzing many movie trailers and posters, the document finds that there are clear gender stereotypes in how women and men are portrayed in horror media. Women are often sexually objectified and depicted as emotional, while men are shown as tough and protective. Males usually take on active, leading roles, whereas females are usually part of a group and take passive, supporting roles. Additionally, women are often only young and white, while men can be depicted across ages, races and classes. However, the horror genre sometimes challenges these norms through characters like the "final girl", who can be more masculine and survive to the end.
Representation
This document discusses the representation of women and social issues in an opening scene. Women are presented in both confident and "bitchy" ways, portraying the importance of looks but also engaging in bullying. Bullying is highlighted as an important issue, with examples like name-calling. While the mean girls hold power over the vulnerable student, women are not always dominant - in one scene, the two girls find their friend hanging and become vulnerable themselves. A common representation is of the lonely, isolated girl who allows herself to be picked on, appearing weak.
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.
What is representation
This document discusses common representations and stereotypes of different groups in films and media, including teenagers, women, men, the working class, upper class, Eastern Europeans, and African Americans. It then provides context about how the characters in the author's own film challenge or subvert some of these stereotypes, such as having a strong independent female protagonist, a non-violent male antagonist, and students from a middle-class background.
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 media product represents several social groups through its characters:
1) Detective Crawford represents detectives and police workers, shown to be independent, strong-willed, caring, and dominant through shots and actions.
2) Jane Crawford represents vulnerable female victims, shown to be vulnerable, weak, and powerless through high-angle shots that emphasize her lack of power.
3) Roman Mortem represents criminals, shown to be intimidating and dominant through low-angle shots that emphasize his power over others.
4) The detective's worker represents police and detective workers, shown to be independent yet following orders through a two-shot with his superior detective.
Presentation evaluation 2
The document discusses how different social groups are represented in a movie about childhood bullying. It begins by describing how the movie depicts bullying starting around age 12 as children enter secondary school and form social groups. It then discusses how the movie drew inspiration from videos of childhood bullying. It analyzes how social class, gender, and the target audience are represented, such as through the bullies having scooters while the victim does not. Finally, it notes that while the bullying begins as childhood teasing, it escalates into more serious revenge and violence as the characters grow older.
Props final
The document lists props, costumes, and equipment needed to film a short horror film about ghost girl Charlotte haunting a group of campers. Props include tents, alcohol bottles, cigarettes, and camping gear to establish the camp setting. Costumes include a dress and makeup to portray Charlotte, and casual clothes for the campers. The camera equipment outlined will be used to film long shots of the forest, close-ups of characters, and point-of-view shots from Charlotte's perspective to build mystery and suspense for the audience.
Georgina eval 6
This document discusses and summarizes the various digital technologies used to create a film title sequence, including:
- A digital camera to capture high quality footage which could be manually or automatically focused.
- A flip cam to record feedback and allow footage to be imported to a computer for editing.
- A Mac computer running editing software like Premier Pro and After Effects to assemble shots, add filters and titles, and edit over several weeks.
- Presentation software like Prezi, Emaze, Timetoast and Vimeo to create blogs and share the final project.
- The digital technologies like the camera and computer were essential to produce the media product while software allowed for editing, titles, and sharing the final work
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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.
Codes and Conventions of the teen genre
The document discusses various cliques and stereotypes that are commonly portrayed in teen dramas. It identifies typical clique groups such as jocks, nerds, emos/goths, and loners. It also describes some stereotypical characteristics of nerds, cheerleaders, jocks, outsiders, and others. Common settings in teen films like the locker room, cafeteria, and field are mentioned. The document also outlines some typical "teen issues" that are explored in teen dramas, such as peer pressure, conformity, disliking a small town, and feeling like an outcast.
Evaluation 2
This document discusses how a media product represents various social groups through its characters. It analyzes how the characters may portray stereotypes related to class, race, age, gender, and sexuality. For the female character, it discusses how she initially subverts stereotypes as an empowered career woman but ultimately reinforces traditional ideas of femininity and mental instability. The document also examines how the media product challenges ideologies around institutions like the police and presents alternative representations of gender through theories like empowered femininity and gender performance.
Question 2
The document discusses how a media product represents various social groups including class, gender, and sexuality. It represents two middle class teenage characters in a stereotypical way through their appearance wearing local brands and natural hairstyles. One character is upper class and portrayed as formal through their suit and short hair. For gender, one female character displays stereotypical feminine emotions and reliance on her boyfriend while wearing more masculine clothes. The two male characters are portrayed as stereotypically masculine through aggressive movement and revealing tight clothing. The relationship between two main characters portrays heterosexual attraction through protective behaviors and physical intimacy. A third clown character's sexuality is ambiguous but initially shown as asexual through lack of interest in relationships.
Representation of Gender 2016
This document discusses theories and concepts related to the representation of gender in media. It begins by having the reader make lists of adjectives used to describe males and females, noting which could be seen as negative stereotypes. It then discusses how stereotypes are socially constructed and can be reinforced or challenged through media representations. Key representation theories mentioned include Laura Mulvey's idea that cinema positions the audience as male gazing at the female object on screen, and Richard Dyer's concept of dominant ideology and how representations are made to seem natural. The document also examines common stereotypical representations of femininity and masculinity in media, focusing on traits like beauty, sexuality, and power. It analyzes how gender is depicted differently in genres considered
Representation of stereotypes in thrillers
The document discusses stereotypes used in the opening sequence of a thriller film. It describes having a young female protagonist who is vulnerable and alone in her home as stereotypical of a victim character. A male antagonist following typical villainous stereotypes would enter the home, playing the role of the mystery kidnapper or threat. Feedback could address providing more depth to the characters beyond these stereotypes.
Development of final short film idea
This document outlines three potential short film ideas exploring dissociative identity disorder (DID). The first option involves a person with DID preparing for dates with two different people while their personalities attempt to undermine each other. The second focuses on the memory loss experienced when a secondary personality takes over. The third depicts a person splitting into two arguing personalities after a break up, coming to terms with their sadness. Pros and cons of budget, actors, and technical demands are considered for each 5-minute option exploring the internal struggle of differing personalities sharing one body through visual storytelling.
Evaluation
The document discusses how the film represents various social groups through its characters. It compares the female protagonist Alison to characters from other films, noting they are shy but gain confidence. It also compares the antagonist Chad to a character from another film, noting they are both confident alpha males but Chad has a vulnerable side. The document analyzes how the characters both conform to and subvert stereotypes, such as the female being a victim but also influencing the plot.
Drama/Coming of Age research
This document summarizes key elements of coming of age films and the drama genre. Coming of age films focus on the psychological and moral growth of a protagonist maturing from youth to adulthood through personal challenges and relationships. Plots are realistic and often involve life lessons learned. Characters develop over the course of the story and grapple with conflicts like parent/child and romantic relationships. Settings are realistic locations that move the character's personal journey forward to a happy or bittersweet conclusion. Audiences for drama films typically range from ages 15 to 45.
Development of final short film idea
This document outlines potential ideas for a 5-minute short film about dissociative identity disorder (DID). The first idea involves a person with DID preparing for dates with two different people as their personalities struggle for control. The second focuses on the memory loss experienced when a secondary personality takes over. The third centers on a person who splits into arguing characters after a breakup. Pros and cons of each idea are discussed.
Question 2- Evaluation
This document discusses social classes and how characters in media products can represent different social classes. It analyzes the main character Joel from the media product and determines he would likely be in the lower class based on clues about his living situation and mental state. The document also examines how age, gender, and mental ability are typically portrayed in horror films and whether the media product challenges common conventions related to these attributes. It finds the media product reverses stereotypes by portraying the male character as weaker and the female character as stronger.
The representations of gender in horror films essay
In horror films, representations of gender are often more complex than in other media. Women may be portrayed as both extremely weak and as strong "final girls" who survive until the end. While women are sometimes sexualized, horror films also allow women to be active protagonists who save the day. The final girl is often presented as more masculine or virginal compared to other female characters. Horror films provide some female role models and allow for more varied portrayals of gender than other forms of media.
TV Drama & Sexuality
This document discusses representations of sexuality in TV dramas. It begins by listing shows that include gay characters. It then discusses traditional representations that center heterosexuality and stereotypes about homosexual, heterosexual, bisexual and other groups. Key concepts discussed include Laura Mulvey's male gaze and how sexuality is represented through techniques like camera shots, editing and sound. The document prompts the reader to consider examples from media and how different techniques shape representations of sexuality.
Gender representations Within Movies!
After analyzing many movie trailers and posters, the document finds that there are clear gender stereotypes in how women and men are portrayed in horror media. Women are often sexually objectified and depicted as emotional, while men are shown as tough and protective. Males usually take on active, leading roles, whereas females are usually part of a group and take passive, supporting roles. Additionally, women are often only young and white, while men can be depicted across ages, races and classes. However, the horror genre sometimes challenges these norms through characters like the "final girl", who can be more masculine and survive to the end.
Representation
This document discusses the representation of women and social issues in an opening scene. Women are presented in both confident and "bitchy" ways, portraying the importance of looks but also engaging in bullying. Bullying is highlighted as an important issue, with examples like name-calling. While the mean girls hold power over the vulnerable student, women are not always dominant - in one scene, the two girls find their friend hanging and become vulnerable themselves. A common representation is of the lonely, isolated girl who allows herself to be picked on, appearing weak.
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.
What is representation
This document discusses common representations and stereotypes of different groups in films and media, including teenagers, women, men, the working class, upper class, Eastern Europeans, and African Americans. It then provides context about how the characters in the author's own film challenge or subvert some of these stereotypes, such as having a strong independent female protagonist, a non-violent male antagonist, and students from a middle-class background.
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 media product represents several social groups through its characters:
1) Detective Crawford represents detectives and police workers, shown to be independent, strong-willed, caring, and dominant through shots and actions.
2) Jane Crawford represents vulnerable female victims, shown to be vulnerable, weak, and powerless through high-angle shots that emphasize her lack of power.
3) Roman Mortem represents criminals, shown to be intimidating and dominant through low-angle shots that emphasize his power over others.
4) The detective's worker represents police and detective workers, shown to be independent yet following orders through a two-shot with his superior detective.
Presentation evaluation 2
The document discusses how different social groups are represented in a movie about childhood bullying. It begins by describing how the movie depicts bullying starting around age 12 as children enter secondary school and form social groups. It then discusses how the movie drew inspiration from videos of childhood bullying. It analyzes how social class, gender, and the target audience are represented, such as through the bullies having scooters while the victim does not. Finally, it notes that while the bullying begins as childhood teasing, it escalates into more serious revenge and violence as the characters grow older.
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Props final
The document lists props, costumes, and equipment needed to film a short horror film about ghost girl Charlotte haunting a group of campers. Props include tents, alcohol bottles, cigarettes, and camping gear to establish the camp setting. Costumes include a dress and makeup to portray Charlotte, and casual clothes for the campers. The camera equipment outlined will be used to film long shots of the forest, close-ups of characters, and point-of-view shots from Charlotte's perspective to build mystery and suspense for the audience.
Georgina eval 6
This document discusses and summarizes the various digital technologies used to create a film title sequence, including:
- A digital camera to capture high quality footage which could be manually or automatically focused.
- A flip cam to record feedback and allow footage to be imported to a computer for editing.
- A Mac computer running editing software like Premier Pro and After Effects to assemble shots, add filters and titles, and edit over several weeks.
- Presentation software like Prezi, Emaze, Timetoast and Vimeo to create blogs and share the final project.
- The digital technologies like the camera and computer were essential to produce the media product while software allowed for editing, titles, and sharing the final work
Evaluation of rough cut 2 of dissection
The document provides an evaluation of Rough Cut 2 of a dissection film sequence. Key differences from Rough Cut 1 included adding sound, editing operating room shots for clearer cross-cutting between settings, and reordering some shots for clearer storytelling. Strengths of Rough Cut 2 were that it didn't add or delete shots, had much clearer cross-cutting, and effective use of sound and red coloring. Weaknesses included a lack of sound effects and too bright normal scenes. Next targets are adding idents and credits, adjusting normal scene coloring, and adding sound effects to various items to improve the horror element.
Analysis of the use of sound in previous
This document analyzes the use of sound in previous student title sequences. It discusses the author's favorite video which used various sound effects to enhance the quality, including crumpled paper and music from headphones. The original music suited the mood. However, the least favorite video used a very basic soundtrack without many added sound effects, and the football bouncing and boots sounds were unclear. The slow music also did not suit the action scenes of the title sequence.
Evaluation q6
This document discusses the technologies used to create a media product. It explains that cameras are essential for filming shots and scenes. Software like Adobe Premiere Pro is necessary for editing together the various shots. Other technologies mentioned include flip cameras, phones for communication, Apple computers running software, YouTube for research, and social media for promotion. The conclusion is that no single technology is most important, but rather they all must work together - filming is useless without editing capabilities, and editing requires raw footage to work with.
Evaluating the rough cut
The document discusses the production of a title sequence for a horror film. It summarizes that the sequence aimed to cross-cut between scenes from a science lab and operating theater throughout. However, the location was sometimes unclear due to the ordering of shots. Overall the camera work was good, though some handheld shots came out shakier. A variety of shot types were used to help set the mood. Natural lighting was utilized over additional lighting to create a creepy look.
Shots and angles guide
Shot Types and Angles describes various camera shot types, including high angle shots, low angle shots, and extreme long shots, long shots, medium long shots, medium shots, medium close ups, close ups, extreme close ups, point of view shots, two shots, and over the shoulder shots. Each shot type is defined by what part of the subject is included in the frame and what purpose or effect each shot is intended to convey, such as making a subject look vulnerable or powerful. Examples are provided from movies to illustrate the different shot types.
Question 3 Evaluation
This document discusses film distributors and the differences between major distribution companies and independent distribution companies. Major distributors like Universal, 20th Century Fox, and Warner Bros. release many big-budget films each year and command a large share of box office revenues. Independent distributors like Film4, Entertainment One, and IFC Films release films with lower budgets that are often screened at festivals first before distribution. While major studio films make more money overall, independent films can still be profitable and allow for more creative control over smaller niche audiences. The document uses examples like Avatar from 20th Century Fox and Juno from Fox Searchlight to show these differences.
Film openings AS Media
Film openings are used to introduce the main characters, set the scene, and reveal the genre. Most openings include opening credits and identifying the producer and director. However, some directors prefer unconventional openings to add mystery or artistic style by leaving out credits or not immediately introducing characters. Common types of openings include title sequences, flashbacks, establishing shots, flash-forwards, photograph compilations, close-ups of props, or narration over visuals. Animation is sometimes used creatively in titles, and flashbacks provide background information while flash-forwards tease the conclusion.
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Similar to Evaluation question 2
2)
This document discusses how the media product represents various social groups:
1) The target audience is ages 20-40 as younger audiences may find the complex storyline confusing while older viewers will appreciate the depth.
2) The main characters (Tom and Ed) are represented as working class (bands D and E) as they make up most of society and are linked to crime, though the main character is upper-middle class (bands B/A) to challenge expectations.
3) Various elements like costumes, age, gender, accent, and movement are discussed in regards to how they represent different social classes and groups in ways that both conform to and challenge conventions. The goal is to balance realism and relat
Evaluation Question 2
This document evaluates how social groups are represented in a film opening. It discusses two main characters - a young, upper middle class, white male killer and a young, upper middle class, white female victim. While the killer challenges stereotypes of his demographics by committing a violent act, he meets the stereotype of being strong and powerful as a male. The female victim meets the gender stereotype of being weaker but challenges expectations of her social class by being in danger. Both characters' social classes are demonstrated through their costumes and the woodland setting of the crime, challenging some stereotypes while developing others.
Evaluation 2
This document evaluates how social groups are represented in a film opening. It discusses two main characters - a young, upper middle class, white male killer and a young, upper middle class, white female victim. While the male killer challenges stereotypes of his demographics, he meets the stereotype of being strong and powerful. The female victim meets the stereotype of her gender by being portrayed as the weaker character, but her situation challenges stereotypes of her social class. Both characters' social classes are demonstrated through their costumes and the woodland location of the killing. Overall, the evaluation concludes that the film opening both challenges and meets some stereotypes of the social groups represented.
Q2
The document discusses how the filmmakers represented various social groups through their casting choices for a 2-minute film opening. They aimed to conform to stereotypes to create realism but also subvert expectations at times. They cast a young black woman as the neglectful foster mother and a young Asian male as her fragile foster son to represent race and play with stereotypes. They also manipulated perceptions of class, gender, age and sexuality through their characters and shots but had some limitations with casting.
Q2
The document discusses how the filmmakers represented various social groups through their casting choices for a 2-minute film opening. They aimed to conform to stereotypes to create realism but also subvert expectations at times. They cast a young black woman as the neglectful foster mother to represent stereotypes of single black mothers. A young Asian male was cast as the vulnerable foster son to represent stereotypes of Muslim boys. The filmmakers analyzed how their casting choices represented characteristics like class, race, gender, age, and sexuality within the constraints of their short film.
Evaluation question 2
The document analyzes the representation of social groups in a media product's opening sequence featuring a single character. The character is described as:
- Caucasian female, 17 years old
- Lower class due to mental illness leaving her unemployed and unable to care for herself
- Shown as weak, lonely, scared, and vulnerable without friends or support
The document evaluates how the character's attributes relate to stereotypes around gender, age, social class, and ethnicity. It suggests the character conforms to stereotypes of females as needing help and younger people as innocent but vulnerable.
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.
As media
The document discusses how a media product represents various social groups. It describes choosing to represent the middle class in a post-apocalyptic film opening. The main character is a normal, everyday citizen who bravely survives a natural disaster. Most rich people would evacuate, so the film shows the courage of the poor and middle class who are left behind. The character's clothes, mannerisms and posture instantly signal he is middle class, not wealthy or impoverished. His strength and willingness to help others also represent positive aspects of the middle class social group.
Jordan peterson evaluation Question 2
The document discusses how a film represents various social groups including youth, gender, and race/ethnicity. It notes that the film aims to portray youth as mature, serious, casual and fun. It represents the main female character as dependent on men for love but features equal numbers of male and female characters. The film passes representations of race/ethnicity by including a diverse range without discrimination.
Graphic narrative watchmen
The document discusses themes and characters in the first chapter of the graphic novel Watchmen. It examines how characters and objects are framed visually and symbolically. Color is also analyzed for its symbolic meanings. The main characters introduced - Dr. Manhattan, Rorschach, The Comedian, Silk Spectre, and Nite Owl - are assessed as either round characters that undergo change, or flat characters that remain static.
Pitch a2
The document proposes an idea for a short film that uses a "sliding doors" concept to show different outcomes based on choices a teenage boy makes when facing bullying problems at home and school. The film would show one scenario where he fights back and another where he takes a more passive approach, with the latter ultimately allowing him to survive at the end of the 5 minute film.
Q2
The document discusses how the film opening represents various social groups through the characters of two protagonists. It was important to consider how characters' class, race, gender, age and sexuality could positively or negatively impact audiences. The film opening features a young Asian male foster son and a black female foster mother addicted to drugs. Both characters conform to negative stereotypes associated with their social groups to emphasize the dark storyline. While this achieved the intended tone, balancing with some positive representations of race could have been better. Overall the document examines how creative choices were made to represent different social groups through the characters in a way that moves the plot forward.
Question 2
The document discusses how different social groups are represented in the author's zombie film opening. It describes how various characters represent different social classes, genders, and ages through their clothing, behaviors, and roles in the story. Both stereotypical and non-stereotypical portrayals are used. For example, the upper class news reporter dresses nicely and gives orders, while the lower class female character Beth hides fearfully in her room. However, the teenage male character Leo challenges expectations by fighting zombies with weapons. Locations like the newsroom and abandoned hallway also reinforce stereotypes about status and danger. Overall, the author aims to represent a range of social identities while telling a compelling zombie story.
Question 2
This document summarizes how a media product represents various social groups, including class, gender, and sexuality. It discusses how two main characters from the middle class are portrayed through their appearance and behavior. An upper class character is the killer and is depicted through more formal attire. Gender stereotypes are also followed, with the female character portrayed as fearful and the male characters as protective and strong. The two main characters are in a heterosexual relationship and display affection. The clown killer's sexuality is ambiguous but initially shown as asexual through a lack of interest in relationships. In totality, the document examines how the media product navigates both reinforcing and challenging social stereotypes across these various groups.
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.
Evaluation Question 2
The document analyzes how the characters in the film Captive represent different social groups. The protagonist, a 20-year-old male, conforms to stereotypes of adolescent males through his mischievous behavior and rule-breaking. The location of an abandoned fort shows evidence of criminal activity by youth. The female antagonist, aged 12-13, challenges expectations by being in a dangerous setting typically avoided by females her age, though she retains childhood attachments through her doll. Overall, the film portrays social groups both through conforming and challenging common stereotypes.
Evaluation question 2
The document analyzes how the characters in the film Captive represent different social groups. The protagonist, a 20-year-old male, conforms to stereotypes of adolescent males through his mischievous behavior and rule-breaking. The location of an abandoned fort shows evidence of criminal activity by youth. The female antagonist, aged 12-13, challenges expectations by being in a dangerous setting typically avoided by females her age, though she retains childhood attachments through her doll. Overall, the film portrays social groups both in stereotypical and non-stereotypical ways.
Media Evaluation Q2
The media product represents a lower social group of teenage males through its all-male teenage cast. Stereotypes of young males like wearing hoodies and bonding like in Fast and Furious were portrayed naturally. The isolated house location also fits thriller conventions. The victims behave typically for teenage boys, wearing hoodies and jeans and messing around, challenging expectations of male roles. The killer's identity is unknown, representing gender equality. As a UK production, it represents the varied views of teenage males in Britain as the future despite being victims.
Question II
The document discusses how different social groups are represented in a student film project. It describes portrayals of a student, bureaucrat, and agent. For the student character, it aimed to avoid stereotypes of laziness by depicting an intelligent hard worker. The bureaucrat character conforms to stereotypes of being uncaring but uses camera angles to convey a sense of power. The agent character was created to be mysterious rather than mimicking James Bond through limited dialogue and partial facial reveals.
Question 2
The document discusses representations of social groups in media. It analyzes the representations in the title sequence, including of a religious fanatic protagonist through lighting and props. A vulnerable blonde female is represented as prey being chased, reinforcing stereotypes. Viewers may also perceive a representation of citizens in the Bible Belt region, through the heavy religious imagery and Southern preacher voiceover, aligning with stereotypes of that group as well while not depicting unintelligence.
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Evaluation question 2
- 1. EVALUATION QUESTION 2 How does your media product represent particular social groups?
- 2. Representation Representation is the portrayal, presentation or description of someone/something in a particular way that is seen as ‘normal' by the public. For example, the representation of teenagers in newspapers is usually negative. Representation in media is constructed and produced by the writer or director. These producers will feel differently on social groups that they don't belong to. They will negatively stereotype or even exaggerate with the characters actions and dialogue and make them seem typical in their social group. For example, a female director is likely to show only women rather than men in families being abused, if her film is based on domestic violence.
- 3. Social Groups in Horror movies... Based on my research about the social groups represented in the horror movies such as Zombie land, Durham County and The Shining , I found out that the social groups we would expect to see in horror movies are the following: Middle aged Male Middle Class White British or North American
- 4. How these social groups are represented in film? These social groups are presented in different ways and we could argue that producers have been quite stereotypical in terms of creating a character fro their film. This means producers have researched on the characteristics of different types of people. Middle-aged men are seen as uncertain and unclear about many issues. They are considered as mentally weakened. This can be seen in the film Durham County. Generally, white characters in films are seen as intelligent, and sarcastic. We can see this from the character Johnny who stares in ‘The Shining.’ Middle class men in films are usually seen as charismatic and fortunate with immediate solutions to problematic scenarios. We can see this from the male character in Self/Less. Generally British and north American characters are seen as masculine and strong. We can see a clear example from James Bond-Casino Royale.
- 5. Our representation... Social group / category Description Age Adult Gender Male Class Middle-Class Regional Identity (where they live) London Ethnicity White, British Occupation Teacher In our title sequence there was only one character, the table on the left shows their social group. This character is lives in London and the school he is employed in is in London too. He is from a middle-class background as he is wearing expensive clothing and has a important role in the school (Head of Biology). This character is white and British.
- 6. Negative... I represented this character negatively. We don't normally assume an adult, and experienced science teacher will be evil to he's students. Despite the fact we don't see the character doing something directly evil to another person, we see blood and gore in the classroom and this is usually not associated with teachers. This fits with our genre because in horror movies there is always a sense of unexpected plots and characters. Also, making characters evil and negative changes the mood of the film. We wouldn't prefer a happy and helpful main character if we are filming a horror movie. For example the character in The shining, is very negative just like our main character.
- 7. How I represented these groups... My representation of this group challenges wider social stereotypes because… In the Media adults and specifically teachers are usually represented as mature and very kind. My title sequence shows how evil adult teachers can get and how violent they can be. We is usually unseen in the real media. I have achieved this in my sequence through my use of… Storyline and plot. The opening film starts off by a normal science teacher but as we go along, we can see how dangerous this is because props like blood indicate the characters evilness. Social group 1: AGE – the main character introduced is an adult teacher We don't normally associate teachers with blood and evilness.
- 8. My representation of this group supports wider social stereotypes because… In Media middle class characters are usually associated with being and looking wealthy. Our character is wearing expensive clothing and works in a London college. However, there isn't much information given about the character throughout the film, so making this judgement may not be fair. I have achieved this in my sequence through my use of… Our character is wearing expensive clothing and works in a London college. However, there isn't much information given about the character throughout the film, so making this judgement may not be fair. Social group 1: Class- Our character is a middle class teacher. How I represented these groups... The character is a experienced teacher in London, so it is likely he will have a decent income.
- 9. Overall... In media, often some social groups are represented differently and frequently the same as there is a stereotype on them. For example, young people are always seen as immature. I tried to avoid this and I made my character only suitable for my genre. I didn't really directly stereotype when it came to creating an evil character. However, the main stereotype I did was to choose a male character for the main character position. We as a group didn't associate women with a main character position in horror movies. This is because women in the media are usually seen as the victims in horror movies.