q2

1. Q2: How does your title and opening
sequence represent particular social
groups?
In my title and opening sequence I
have represented the following social
groups…

2. Students (Male teenager aged 17)
Costume:
The costume for the teenager is represented as being
laid back and casual which links to the character this
helps to show the audience what type of character he is.
The costume relates to the characters age group. This is
because they are wearing more casual clothes (1) and
this shows that he is younger and less mature. In
comparison to the teacher who is wearing more formal
clothes such as a shirt and tie (2). We can see the
difference in the characters through the costume that
they wear. The clothes that the student wears also links
to their age group as younger people tend to wear what
clothes they want and normally don’t have a uniform
policy when going to college. The costume that the adult
wears is typically what an adult would wear at work so
this is relatable for them as this is what they have to
wear during their work day. The second student in the
film is also similar as he wears a costume that shows he
is in education and he dresses how he wants. This is
relatable to the audience as this is similar for a lot of
other students.
(1)
(2)

3. Students (Male teenager aged 17)
(1)
(2)
Lighting:
The use of lighting in my opening sequence helps to
reflect the characters. Although it is not completely
dark it is normally very dim which shows the
audience that he is not happy. This helps to reflect
the character to the audience. The dim lighting (1)
reflects his dull mood and shows us that he does
not care and is very casual. The lighting also helps
to set the scene and creates the mood for the
scene and the characters. Towards the end of the
sequence however the lighting gets brighter (2) in
order to show that there is hope for the two
characters and to show that the end in a way is
positive.

4. Students (Male teenager aged 17)
Props:
(1)
(2)
In the opening sequence we see that the
student in comparison to the teacher is
different in many ways through the use of
props. We see that the student uses a bag (1)
which shows that he is a student and helps to
reinforce that idea. It also shows that he does
not have much power as he is still in
education. The style of the bag is very simple
but is also very commonly used by students.
This is relatable for the audience as they have
most likely used a bag of similar design. A
phone is also used to record the scene which is
also very commonly used by teenagers aged
around 15 upwards and is also very relatable
for the audience. The phone is a I phone which
is very commonly used by teenagers (2) and is
used by the other teenager in the sequence
which can also be related to by the audience.

5. Students (Male teenager aged 17)
Use of language:
His use of language also show us that he is younger
than the other characters as he uses slang and his
words are overall less formal. Some example of these
are his informal way of saying hello as he says it in a
more casual way as well as words like “ye” instead of
“yes”. Compared to the teacher who keeps formal even
though he is angry. Although the second student does
not appear for long at the end we see his use of
language that he is a student as he seems to have cocky
tone to him. The student says words in a more relaxed
way and doesn’t use whole sentences “Did you get
that?” Also, when the student is being spoken to by the
teacher he also seems to stutter with his words
showing his lack of confidence in front of the teacher
and that the teacher has authority over him.

6. Students (Male teenager aged 17)
Camera Angles:
When the student is seen with the teacher I tried to make it so that the camera was
lower (1) in order to make it look like the student had less power over the teacher. The
use of a low and high angle makes it look like the student has less power over the
teacher and this makes it look like the teacher is taller and more dominant.
(1)

7. Body Language:
Students (Male teenager aged 17)
The teenager in the opening sequence has a casual body
language as this represents them. Normally younger people have
bad body posture and will slouch. This is normally due to a few
things either they are tired or simply don’t care about their
appearance unlike teachers who need to stay formal. I used this
in the scenes where the teenager can be seen. When the
teenager speaks to the teacher his body language is appears to
be more worried or scared. As we see the student start to goes
into himself due to him being worried. We see this when the
student starts to lower his head and act more uncomfortable. (1)
Compared to the teacher who is seen standing up straight (2).
This shows the difference between the two and how they act.
We also see through the second student that his body language
is also less formal. He seems to be less formal and more relaxed
in comparison to the teacher. At the end of the sequence the
student is seen on the floor protecting himself by curling up in a
ball this shows his lack of power compared to the teacher. The
student also uses his own leg to protect himself against the
teacher which also shows us a lack of power compared to him.
(1)
(2)

8. Students (Male teenager aged 17)
Eye Contact:
In the opening sequence we see that the teenager seems
to avoid contact (1) when talking to other people mainly
the teacher who we know is in charge of the situation.
The student knows that he is not in charge of the
situation and decides to avoid contact with the teacher.
This could show us that he has a lack of confidence. This
is contradicted when the two students talk as the both
make eye contact (2) as they know each other and they
are in control. Compared to when the teacher was
present. In the scenes however there is no eye line match
as the student is seen as lower than the teacher showing
us that the student has less power.
(1)
(2)

9. Teacher (Male Adult)
Costume:
The costume of the teacher does relate to
their age group as he is wearing smart clothes,
the teachers costume is made up of more
formal clothes that include a shirt, tie, pants
and shoes. This outfit helps to show the
audience that he is both a teacher and the one
with the most power. In comparison to the
student we see that the teacher has more
power due to his costume being more mature
and showing what job he has. This is also
relatable to the audience as they see these
clothes on a daily basis and can relate to work
as these clothes are worn by people mainly
men who work at schools or at offices.
(1)

10. Teacher (Male Adult)
Lighting:
When the teacher is angry at the student the
overall scene gets darker and appears to be duller.
This is used to represent that the teacher is more
powerful and shows that although he is an adult he
is the bad person. The use of a darker scene (1)
here allows for the teacher to be shown as the bad
guy in the opening sequence.
(1) (2)

11. Teacher (Male Adult)
Camera Angles:
The use of a high angle (1) when the teacher is talking to
the student makes it so that the student looks smaller
and weaker. This also makes the teacher look more
powerful in comparison to the student. This creates the
sense that the teacher is in control.
(1)

12. Teacher (Male Adult)
Body Language:
The teacher is shown to have a stronger and more formal
body (1) language in comparison to the students. He is
made to stand up tall and be more formal and strong in
order to make it look like he is in control and he has more
confidence. The use of this body language makes him look
more powerful to the viewers and tells them that in his
scenes he is most likely the one who has the power over
the people in the scene.
(1)

13. Teacher (Male Adult)
Eye Contact:
In all of the scenes the teacher is seen to have fixed eye contact (1) with
the student. This is done in order to make the teacher seem more
confident. In the scenes the teacher does this to make it look like he is in
charge of what is going on. In comparison to the student who in his
scenes looks to break eye contact regularly with the teacher this shows
that he is less powerful than the teacher. It could also show the viewers
that he is worried or scared of the teacher as in comparison the teacher
looks strong and confident. During conversations eye line match for the
teacher is higher showing more dominance and power over the student.
Due to him being taller he is seen as being much stronger and powerful
compared to the student.
(1)

14. During my opening sequence there are two attitudes that
reflect both social groups very well. The first one is the
student as he acts very stereotypically in a situation where
he is in trouble. The student acts very bold and casual when
he is alone however when the teacher is seen he acts more
worried and starts to show some form of respect. However
the student keeps the stereotype of a student being lazy and
more casual compared to the teacher. The teacher is very
similar however I have tried to make a contrast. The teacher
is seen being powerful which is very stereotypical however
the reasons from this are very different and are not normal.
The teacher is seen dealing drugs with the student and
blackmailing him. This is not normally seen as a typical
stereotype of what a teacher normally stands for. Teachers
are normally seen as the ones who control situations like this
and try to stop it.
Age groups represented: