Harry brown analysis
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The document analyzes how the film Harry Brown presents different media theories. It discusses how the film portrays the teenagers as folk devils and part of a subcultural gang through the use of quick shots, intimidating framing, and focusing only on their violent crimes. Harry is presented more sympathetically through longer, isolated shots to gain the audience's sympathy. The document also explains how the film shows the police as a method of social control through Althusser's theory of ideological state apparatuses, but this fails in the film, possibly because the teenagers are outcasts receiving no education.
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The document analyzes the 2009 film Harry Brown. It describes Harry Brown as a frail, lonely, isolated man living a dull lifestyle in London. The film uses elements of social realism and the crime and revenge genres. It examines Harry Brown's transformation from a victim to a vigilante seeking revenge after his best friend is murdered. The document analyzes aspects of the film like characters, themes, narrative techniques, and how it portrays youth crime to potentially exploit moral panics around criminal youth.
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Evaluation question 2 - how does your media product represent particular soci...
The document summarizes how the media product represents different social groups through its characters and setting. It represents outgoing teenagers through Charlie's bedroom decor showing his social life and Katie and Charlie's self-absorbed behaviors. Eddie is portrayed as a more violent outcast. Charlie embodies a vain and lecherous male stereotype, while Eddie represents violent tendencies commonly seen in villainous male characters. Katie conforms to female stereotypes of vanity and vulnerability. The characters' bedrooms and possessions, like smartphones, suggest they come from affluent families.
Evaluation question 2
This document analyzes how a media product represents different social groups through its characters. It notes that the one identifiable character is male, possibly sending a stereotypical message. It also depicts the main character, a teenager, as irresponsible and feeling insecure, reflecting beliefs about today's youth. Through setting and costume, the character is identified as low class in south London. Finally, the product is described as stereotypical of young black males, linking the character's criminality to his race and residence. The target audience of teenagers and young adults may relate to feelings of insecurity.
Question 1: How do your products represent social groups or issues?
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The document analyzes the 2009 film Harry Brown. It describes Harry Brown as a frail, lonely, isolated man living a dull lifestyle in London. The film uses elements of social realism and the crime and revenge genres. It examines Harry Brown's transformation from a victim to a vigilante seeking revenge after his best friend is murdered. The document analyzes aspects of the film like characters, themes, narrative techniques, and how it portrays youth crime to potentially exploit moral panics around criminal youth.
Behaviour at school
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This document analyzes how a media product represents different social groups through its characters. It notes that the one identifiable character is male, possibly sending a stereotypical message. It also depicts the main character, a teenager, as irresponsible and feeling insecure, reflecting beliefs about today's youth. Through setting and costume, the character is identified as low class in south London. Finally, the product is described as stereotypical of young black males, linking the character's criminality to his race and residence. The target audience of teenagers and young adults may relate to feelings of insecurity.
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Representation in media portrays different groups through characters' behaviors and interactions. This representation may follow conventions and stereotypes used in previous works or offer a new perspective.
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- Bullying can involve physical, verbal, or cyber acts that cause harm to others. Physical bullying includes behaviors like hitting or stealing property. Verbal bullying uses unkind words like teasing or name-calling. Cyberbullying occurs through electronic means like texts or online posts.
- Bullying has negative effects on victims like failing grades, depression, stress, and in some cases suicidal thoughts. It can also influence bullies' likelihood of engaging in criminal behavior later in life. Schools should implement anti-bullying policies and respond to signs of bullying to help prevent these harms.
School bullying
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Question 2
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【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...Yu Kanazawa / Osaka University
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu)
【輪読】Ellis and shintani (2014). chapter 1（リーディング研究会2015年4月例会＿担当者：金澤）
Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge.Instructed second-language-learning6666
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1) It discusses three general approaches to language teaching - oral-situational, notional-functional, and task-based - and the learning theories that inform them.
2) It considers empirical studies on various classroom language teaching techniques and their effectiveness.
3) It proposes ten general principles for successful instructed language learning based on the theories and research.
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The document outlines 10 principles for effective instructed second language learning:
1. Develop formulaic expressions and rule-based competence.
2. Focus predominantly on meaning.
3. Focus on form.
4. Develop implicit and explicit language knowledge.
5. Consider learners' natural language development.
6. Provide extensive language input.
7. Provide opportunities for student language output.
8. Encourage student interaction in the target language.
9. Account for individual learner differences.
10. Include both controlled and free student production.
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Situational context, variation and second language acquisition theory
1) Interlanguage refers to the language system that develops between a learner's native language and the target language they are acquiring. It often contains grammatical features not found in either language.
2) A longitudinal study observed a Chinese boy named Bob from ages 5 to 7 in different social contexts: with peers, his teacher, and a researcher. Bob's language use varied across these contexts in complexity, initiation of interactions, and grammatical structures used.
3) The study found Bob took more risks and his language was more complex when interacting with the researcher compared to his teacher. This suggests the social context influences interlanguage development.
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The document outlines 10 principles of instructed language learning based on theories of second language acquisition. The principles address the need to (1) develop formulaic expressions and rule-based competence, (2) focus on meaning, (3) focus on form, (4) develop implicit knowledge while not neglecting explicit knowledge, (5) account for learners' built-in syllabus, (6) provide extensive input, (7) provide opportunities for output, (8) provide opportunities for interaction, (9) account for individual differences, and (10) assess free production in addition to controlled production. The principles aim to synthesize research on how instruction can best support and interact with natural language acquisition processes.
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Vladimir propp
This document discusses Vladimir Propp's theory of character archetypes in narratives and applies it to analyze characters in music videos. It outlines Propp's 8 main character types: hero, villain, dispatcher, helper, princess, father, donor, and false hero. It then analyzes the characters in the music videos for "Love Me Again" by John Newman and "Addicted to You" by Avicii according to Propp's typology, finding that they contain heroes, villains, and princesses but not all the character types. The document concludes that when making their own music video, they will use the core character types of hero, villain and princess but not more minor types that don't fit well
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Question 2
The document summarizes how a media product represents different social groups through its characters. It has a female protagonist as the hero of an action film to counter stereotypes, while keeping a male villain to follow conventions. The protagonist is middle class to represent her well-paid job as a spy. The villain dresses in dark hoodies and clothes to indicate his criminal status. Both main characters are young, in their early 20s, as action films generally feature physically active young people.
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This document discusses how various characters in a film represent social groups through the use of stereotypes. It provides examples for the characters of the psychopathic son, the abusive mother, the kidnapped daughter, and the dedicated policeman. For each character, it lists stereotypical signifiers used like age, gender, appearance, and behaviors to represent these social groups in a way the audience can easily decode and understand the characters. It also notes that the elderly are purposefully not included as characters to avoid confusion and because the film's themes may be unpopular with an older audience.
MediaFilmExchange.co.uk Powerpoint
Quadrophenia examines the Mod subculture of 1960s Britain through the story of Jimmy. It portrayed the importance of group identity and belonging through clothing, bikes, and music. Scenes were based in locations significant to youth culture like dance halls and cafes. Jimmy struggles with his identity and desire to escape his working class background and dead end job. The film uses realistic techniques like static camera shots and unknown actors to portray the lives and ideologies of British working class youth.
Media evalutation
The document discusses the film opening that the author has created. It introduces the main character, Ronnie, who is shown as strong, powerful, loving, and determined through camera angles and his movements. Ronnie is portrayed as a loving family man who has overcome a past that included prison and crime. Another character is shown about to fire a gun, portrayed as a criminal through hiding shots and wearing stereotypical criminal clothing. The target audience is described as males aged 15-40 to relate Ronnie's story of overcoming crime to warn of its dangers.
Character representation
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【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...Yu Kanazawa / Osaka University
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu)
【輪読】Ellis and shintani (2014). chapter 1（リーディング研究会2015年4月例会＿担当者：金澤）
Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge.Instructed second-language-learning6666
This document discusses different settings for second language learning, including natural acquisition settings, structured-based instructional settings, and communicative instructional settings. It outlines key differences in how language is presented and practiced in each setting. The document also discusses factors that influence language learning like teaching methods, language input, authentic vs non-authentic language examples, and the balance between complexity, accuracy and fluency in the classroom.
Second language acquisition powerpoint online final
The document discusses several theories of second language acquisition (SLA). It describes behaviorist theory which views language learning as habit formation influenced by rewards and punishments. It also discusses cognitive theories which see language learning as a cognitive process involving building knowledge and automatizing skills over time. Interactionist theories emphasize the importance of modified conversational interaction and input for SLA. Other topics covered include noticing, processing capacity limitations, and the role of interaction within a learner's zone of proximal development.
Instructed second-language r. ellis
This document provides a literature review on instructed second language acquisition commissioned by the New Zealand Ministry of Education. It examines theories and research on effective pedagogical approaches for teaching a second language in a classroom setting. The review is divided into three main sections:
1) It discusses three general approaches to language teaching - oral-situational, notional-functional, and task-based - and the learning theories that inform them.
2) It considers empirical studies on various classroom language teaching techniques and their effectiveness.
3) It proposes ten general principles for successful instructed language learning based on the theories and research.
Principles Of Instructed Second Language Learning
The document outlines 10 principles for effective instructed second language learning:
1. Develop formulaic expressions and rule-based competence.
2. Focus predominantly on meaning.
3. Focus on form.
4. Develop implicit and explicit language knowledge.
5. Consider learners' natural language development.
6. Provide extensive language input.
7. Provide opportunities for student language output.
8. Encourage student interaction in the target language.
9. Account for individual learner differences.
10. Include both controlled and free student production.
Comparison of adverb
The document discusses adverbs, including what they are, how they modify verbs and other words, and their degrees of comparison. It provides examples of sentences containing adverbs and identifies the word each adverb modifies. It explains the three degrees of comparison for adverbs - positive, comparative, superlative. The positive degree does not indicate comparison, while comparative compares two things and superlative compares more than two. Most one-syllable adverbs form comparisons with -er/-est endings, while most two-syllable adverbs use more/less or most/least.
A critique on SLA: Behaviorist theory and Cognitive theory difference
Researches and focuses on the developing knowledge and use of a language by children and adults who already know at least one other language.
About 25 years ago, a psychologist named Stephen Krashen transformed language teaching. He had been developing his ideas over a number of years, but several books he published in the 1980s received general acceptance.
Situational context, variation and second language acquisition theory
1) Interlanguage refers to the language system that develops between a learner's native language and the target language they are acquiring. It often contains grammatical features not found in either language.
2) A longitudinal study observed a Chinese boy named Bob from ages 5 to 7 in different social contexts: with peers, his teacher, and a researcher. Bob's language use varied across these contexts in complexity, initiation of interactions, and grammatical structures used.
3) The study found Bob took more risks and his language was more complex when interacting with the researcher compared to his teacher. This suggests the social context influences interlanguage development.
Instructed Language Learning
The document outlines 10 principles of instructed language learning based on theories of second language acquisition. The principles address the need to (1) develop formulaic expressions and rule-based competence, (2) focus on meaning, (3) focus on form, (4) develop implicit knowledge while not neglecting explicit knowledge, (5) account for learners' built-in syllabus, (6) provide extensive input, (7) provide opportunities for output, (8) provide opportunities for interaction, (9) account for individual differences, and (10) assess free production in addition to controlled production. The principles aim to synthesize research on how instruction can best support and interact with natural language acquisition processes.
Second Language Acquisition
The document discusses Krashen's five hypotheses of second language acquisition: 1) The Acquisition-Learning Hypothesis, 2) The Input Hypothesis, 3) The Affective Filter Hypothesis, 4) The Monitor Hypothesis, and 5) The Natural Order Hypothesis. It also discusses other related hypotheses such as Dick Allwright's Incubation Hypothesis and the Interlanguage Hypothesis. Models and approaches to language acquisition like Stephen Krashen's Natural Approach are presented. Effective and ineffective language learning strategies are compared.
Ppt of-interlanguage-chapter-3
The document discusses theories of second language acquisition including behaviorist learning theory, mentalist theory, and the concept of "interlanguage". It defines interlanguage as the unique linguistic system that learners construct that draws on their first language but is different from both it and the target language. The document also presents a computational model of second language acquisition where input is processed into intake and stored as L2 knowledge before being produced as output.
SLA-Inter-language presentation
Larry Selinker introduced the concept of interlanguage in 1972, building on Corder's earlier work on language learners' errors. Interlanguage refers to the transitional rule-based linguistic system that language learners develop between their native language and the target language they are learning. It is accepted as a basic principle in the field of second language acquisition. A learner's interlanguage preserves features of their first language and can overgeneralize rules of the target language as they progress toward proficiency but have not yet mastered it.
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【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...
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Second language acquisition powerpoint online final
Second language acquisition powerpoint online final
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Situational context, variation and second language acquisition theory
Situational context, variation and second language acquisition theory
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Media G321 Evaluation Two
This document analyzes the representation of social groups in a psychological thriller media product. It finds that:
1) Gender roles follow stereotypes with the male character portrayed as the "villain" stalking and dominating the female "victim" through framing, lighting, and costume choices.
2) The characters are teenagers represented in a nuanced way as intelligent and hard-working rather than stereotypical "hoodie-wearing thugs".
3) Ethnic diversity is shown but stereotypes are both challenged and followed - the black male protagonist is intelligent but sinister, while the white female protagonist conforms to expectations of middle-class achievement.
Evaluation Activity Two
This document analyzes the representation of social groups in a psychological thriller media product. It finds that:
1) Gender roles follow stereotypes with the male character portrayed as the "villain" stalking and dominating the female "victim" through camera angles, lighting, and clothing symbolism.
2) The two main characters are teenagers represented in a nuanced way as intelligent and hard-working rather than stereotypical "hoodlums".
3) Ethnic diversity is shown to represent modern urban society, though some stereotypes are still followed in the portrayal of the black male as intelligent but sinister versus the accomplished middle-class female.
Evaluation Activity Two
This document analyzes the representation of social groups in a psychological thriller media product. It finds that:
1) Gender roles follow stereotypes with the male character portrayed as the "villain" stalking and dominating the female "victim" through camera angles, lighting, and clothing symbolism.
2) The two main characters are teenagers represented in a nuanced way as intelligent and hard-working rather than stereotypical "hoodlums".
3) Ethnic diversity is shown to represent modern urban society, though some stereotypes are still followed in the portrayal of the black male as intelligent but sinister versus the accomplished middle-class female.
Group 4 presentation
This document outlines plans for a student documentary project that will examine representation by creating three documentaries about the same person, Hamish, who is deaf. The documentaries will portray Hamish in different lights - as a victim, a hero, and as a normal person for whom deafness is not an issue. Research into Hamish's background and life will be conducted. The documentaries will be filmed and edited differently to convey the chosen representation through techniques like lighting, questioning, and footage selection. The goal is to show how documentaries can manipulate perspective and highlight the power of media messaging.
Harry brown + Theories
The document discusses how the film Harry Brown represents Adorno's theory of realism and sameness in the media. According to the theory, the media constructs representations of social groups that resemble what audiences see in real life. In Harry Brown, teenagers are constantly shown committing crimes, reinforcing the belief that most crimes are committed by teens. Hoodies are also portrayed as being exclusively worn by violent teen gangs, though in reality they are worn by many groups. The film depicts teenagers as "folk devils" or threats blamed for all of society's problems in order to divert scrutiny away from those in power.
Representation theorists
The document discusses several representation theories:
1. Laura Mulvey's Male Gaze theory suggests that female characters are displayed for the visual pleasure of male characters and audiences and are portrayed as passive objects of the male gaze.
2. Jean Baudrillard's theory of hyperreality argues that representations no longer refer to reality and images have replaced it, becoming hyperreal constructions that bear no relationship to the real world.
3. Richard Dyer's theory claims that media stereotypes legitimize social inequality by reinforcing perceived differences between types of people.
Representational Response For Underhand: Gender
This document discusses representations of gender in neo-noir films and media. It notes that in most genres, women are portrayed as weak and domestic, while men are powerful. However, in neo-noir, women are often depicted as "femme fatales" who manipulate men and use their sexuality to get what they want, while men are shown as mysterious and lust-driven. The document then analyzes how the film trailer, poster, and cover for a student project represent and conform to these neo-noir gender stereotypes through costumes, lighting, framing, and other elements.
Evaluation
Within their media film opening, young people and women are primarily represented. Young people are portrayed as getting into troublesome situations by using tarot cards to summon dark forces, depicting them as self-destructive. However, the film subverts the horror genre convention of women as victims by featuring a female antagonist killer. This representation relates to theories around the male gaze and binary opposites used to create tension for the audience.
Representation theories
The document discusses several representation theories:
- Mulvey's male gaze theory suggests that female characters are displayed for male pleasure and are passive objects of the male gaze.
- Baudrillard's hyperreality theory argues that representations have replaced reality and images now bear no relation to the real world.
- Dyer believes stereotypes in media reinforce differences between people and legitimize inequality.
- Hall discusses how media propagate dominant social values and ideologies and segment society.
- Gramsci's concept of hegemony explains how representations are used to control people by portraying the elite as capable rulers.
- Levi-Strauss discusses binary opposites and representations of dominant and subordinate groups.
How crime media products represent particular social groups
This is a powerpoint in which I have created as a part of my AS Media Studies Evaluation task. I have made a crime genre opening sequence, and therefore have stated how I have represented particular social groups.
Based on Hip-hop Beyond Beats and Rhymes 1. Complete an asses.pdf
Based on: Hip-hop: Beyond Beats and Rhymes
1. Complete an assessment of the relevant stakeholders as it applies to a multinational record
label specializing in the creation and distribution of Hip-hop. As per the film, how are these
stakeholders prioritized currently? How would you reprioritize these stakeholders to be more
ethical?
2. William Frederick proposes a formula for Ethical Business Behavior and describes it as such:
Ethical Business Behavior = Rights + Justice + Utilitarianism
If we were to argue that the creation and distribution of Hip-hop as described in the film is
ethical, then what issues would we run into on the other side of the equation when factoring in
concerns regarding Kantian Rights, Rawlsian Justice, and Utilitarianism? (I would make sure to
have read the chapter before answering.)
3. Given that the consuming public, regardless of how we identify, is a relevant stakeholder in
the record industry, what responsibility do we have for perpetuating violence, racism, and
stereotypes? Respond to the following quotes from the perspective of a consumer.
(a) I think black men have internalized the messages this [Hip-hop] culture perpetuates which is
that women are primarily s*x objects and people to be f***ed.
(b) Generally speaking black people do not believe that misogyny, and sexism, and violence
against women are urgent issues. We still think that racism, police brutality, black male
incarceration are the issues we should be concerned about.
Dr. Beverly Guy-Sheftall of Spelman College
(c) Its funny when I hear women say, When these rappers are calling, you know, women bitches
and hoes they not talking about me Its like Yo they are talking about you. If George Bush was to
get on national TV and make a speech and he started calling black people niggers would you be
like, I dont know who George Bush is talking about, but he aint talking about me.
Byron Hurt, Director
4. The rise, fall, and return of socially conscious Hip-hop is a fascinating story. Reflecting on
William Fredrick's formula, if you were to start from scratch and produce from the ground up a
socially conscious record label where would you start and how would you prioritize your
energy?.
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.
Social group presentation
1. The document discusses the representation of various social groups including teenagers, ethnicity, gender in media products.
2. For their media product, the authors portray the teenage characters positively by showing them as independent, active and enthusiastic rather than violent or troublesome.
3. In representing ethnicity, the authors acknowledge stereotypes of black people but aim to portray the black female character Mia as elegant, popular and high-achieving rather than violent or loud.
4. In terms of gender representation, the male character Horatio is portrayed as sinister and creepy due to his obsession with Mia, reinforcing the portrayal of males as powerful and females as victims in media.
Social group presentation
1. The document discusses the representation of various social groups including teenagers, ethnicity, gender in media products.
2. For their media product, the authors portray the teenage characters positively by showing them as independent, active and enthusiastic rather than violent or troublesome.
3. In representing ethnicity, the authors acknowledge stereotypes of black people but aim to portray the black female character Mia as elegant, popular and high-achieving rather than violent or loud.
4. In terms of gender representation, the male character Horatio is portrayed as sinister and creepy due to his obsession with Mia, reinforcing the portrayal of males as powerful and females as victims in media.
Media Evaluation Final.
The document discusses how the student's media product conforms to and challenges conventions of real thriller films. It addresses setting, characters, props/costumes, and structure. The setting of a wood conforms to thriller conventions by creating isolation. The characters include an ordinary-looking protagonist and a mysterious antagonist, conforming to typical thriller tropes. A blunt weapon used in one scene challenges conventions that typically feature knives or guns. The student also learned about using iMacs and editing software like Final Cut Express to construct the media product.
Evaluation of captive
This document summarizes the representation of various social groups in a student film opening. It discusses how the characters of Robin, Jess, Robin's mom, and their friend group either reinforce or challenge stereotypes related to age, gender, ethnicity, class, and sexuality. The film opening features mostly middle-class white British and Scottish teenage characters. It explores how their interactions and the events portrayed in the opening relate to common stereotypes about these social groups. The document also discusses the use of cinematography, mise-en-scene, and other film techniques in portraying the characters and furthering the narrative.
Q3-20 Owain Hawkins Q1
This document analyzes the opening of a thriller media product and how it uses and develops conventions of the genre. It discusses using plain black and white credits like in Harry Brown. One still image features a knife with blood, representing the thriller genre. The characters are teenagers caught up in drugs and violence, similar to films like Harry Brown and Kidulthood. The location mixes a deserted forest and kitchen. Camerawork uses close-ups and handheld shots for tension, as seen in the Bourne trilogy. The genre is an urban, drug-related thriller inspired by films like Adulthood targeting a similar audience.
Representation of social groups in media productions
The document discusses the representation of teenagers in films. It notes that unlike many horror films, the film opening did not sexualize the teenage characters. In contrast to Paris Hilton's role in House of Wax, the teenager in this film is depicted in a modest, non-stereotypical way without any sexualization or scenes implying sexual tension. While the teenager is shown in casual clothing, potentially feeding the lazy stereotype, this was intended to better connect with the target teenage audience.
Similar to Harry brown analysis (20)
How crime media products represent particular social groups
How crime media products represent particular social groups
Based on Hip-hop Beyond Beats and Rhymes 1. Complete an asses.pdf
Based on Hip-hop Beyond Beats and Rhymes 1. Complete an asses.pdf
Representation of social groups in media productions
Representation of social groups in media productions
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Harry brown analysis
- 1. Harry Brown Analysis NYOMI LIBURD
- 2. Brief Overview. The film depicts the story of Harry Brown, an elderly ex-marine whose estate is being dominated by violent youths. When the youths kill Harry’s closest friend he decides enough is enough and begins to take control of the youths by fighting back.
- 3. Theories Presented In Harry Brown. Theories we have learnt about in Media include - Moral panic - Sub cultures - Folk devils - Althusser and the ISA All of these theories were presented in the film Harry Brown through different characters.
- 4. Theories Presented In Harry Brown – Moral Panic Moral panic is an instance of public anxiety or alarm in response to a problem regarded as threatening the moral standards of society. The film itself is an example of something that can be seen by the public and create a moral panic. It shows a one sided view of teenagers behaving violently and in a threatening manner but we never learn much about the teenagers or their life stories, in the case of Matty, his story is spoke about very briefly so that audience are less likely to feel sympathetic towards him. Through shot types, editing and framing the audience is influence to side with Harry. When the movie begins there are very fast pase, short, quick edited shots for the teens but when the camera shows Harry he has longer screen time we see wide shots of him by himself and this makes us feel sympathetic towards him. The teenagers in a group, take up most of the camera frame and look intimidating whereas Harry is made to look isolated and vulnerable.
- 5. Theories Presented In Harry Brown – Folk Devils Folk devils are a group that a moral panic is based around. In Harry Brown the teenagers are the folk devils. The young people in Harry Brown are presented as violent, rebellious and out of control. They are the only young people we see in the film which gives the impression that they represent young people as a whole. There is a scene right at the beginning of the film where the youths shoot a mother whilst she is pushing a baby in a pram. Here they are being represented as folk devils.
- 6. Theories Presented In Harry Brown - Subcultures A subculture is a group within a larger culture, often sharing the same beliefs and interests. The teenagers in Harry Brown are represented as part of a street/gang subculture. They hang around an estate in a large group and involve themselves in illegal activities such as taking/selling drugs and attacking members of the public. They often swear and behave in an aggressive manner. Gangs are often stereotyped as wearing hoodies, tracksuits or baggy clothing which is what the teenagers shown in Harry Brown wear throughout. The biggest crime connected to street/gang culture is knife crime, which is the crime the teenagers commit which triggers Harry to take control of the estate.
- 7. Theories Presented In Harry Brown – Althusser and the ISA The scene where the police come to the estate and confront the teenagers is shown as an example of society’s way of controlling the people, the police are brought to the estate as a method of control, although this does not work out well in the film. This theory is well presented in the film Harry Brown. None of the teenagers seem to be in any type of education which may have resulted in them becoming outcasts of society. This can be seen to be the reason to why they are involved in so much criminal activity.