The document discusses the representation of age in television drama through four micro elements: mise-en-scene, cinematography, sound, and editing. It provides examples of both positive and negative stereotypes of youth and the elderly that are commonly portrayed. These include portraying youth as reckless and the elderly as frail. It then prompts analyzing a television sequence using these four elements to understand how they construct representations of age that may conform to or subvert stereotypes.

1. REPRESENTATION
OF AGE
LO: To micro analyse TV drama through the representation of age
How is age
represented in
this image?

2. Positive and negatives of youth
and old age

3. YOUTH Elderly
POSITIVES
NEGATIVES

4. YOUTH Elderly
POSITIVES Active
Sociable
Innocent
Strong
Long future ahead
Adventurous
Fun
Wise
Authoritative
Well educated
Freedom
Wealth
Stability
NEGATIVES Lazy
Rebellious
Rude
Hormonal
Vulnerable
Naiive
Dependent
Weak
Vulnerable
Fragile
Mentally incompetent
Not in control of
their own bodies
Lonely
Dependent
Boring
Unwilling to try new
things

5. AgeYouth:
• All youths believe that the police have it in for them
• negative stereotypes as hoodie wearing criminals
• Young people are portrayed by the media as alcoholics and drug abusers, criminals, lazy,
complaining and aggressive
• A common misconception for parents is that every middle school kid of this generation is
conceited, gossip-ridden, hormone-raging and naive. This is a stereotype. The irony of labeling
children with stereotypes is not just hypocritical, but a huge overgeneralization.
Pensioners and the elderly:
• Pensioners stereotyped as being grumpy
• The elderly are stereotyped as being old, frail and lonely
• They are not wanted and a burden to their family
• The image of old people as childlike has been with us for a long time. there was a high level of
agreement that old people are unproductive, have to go to bed early, need a nap every day, are
in the "happiest" period of their lives, cannot manage their own affairs, and are in their second
childhood.
• Pensioners are fed up with being stereotyped on television as grumpy Victor Meldrews or sweet
little old ladies, according to a study.

6. MISE EN SCENE
Costume
Lighting
Production Design
Props
Performance (body language, facial
expressions)
Space
CINEMATOGRAPHY
Close up, extreme close up/long shot,
mid shot, two shot, POV,
high/low/canted angle, over the
shoulder, composition, framing, rule of
thirds, power points, deep/shallow
focus, depth of field, tracking, panning,
zooming, tilting, craning
SOUND
Sound bridge, motif, non-
diegetic/diegetic, ambient,
instrumental, soundtrack, tone,
tempo, dialogue, sound effects,
foley
EDITING
Fast/slow pace, long/short
takes, fade, dissolve, cut,
transition, 180 degree rule,
montage/continuity editing,
match on action, eyeline
match,cross cutting/parallel
editing, simultaneous action
How would these
represent
Superior or
inferior qualities?

7. MISE EN SCENE CINEMATOGRAPHY
EDITING SOUND
AGE

8. How could age be
represented through
sound?

9. How could age be
represented through
mise-en-scene?

10. How could age be
represented through
cinematography
(camera shot, angle,
movement and
composition)?

11. How could age be
represented
through editing?

12. Class Activity• You will be given a number 1-4
• You need to sit in a groups that contain only your number
• Your numbers refer to these technical areas
• 1 = Camera shot, angle, movement and composition
• 2 = Mise en scene
• 3 = Sound
• 4 = Editing
• We will watch the sequence twice and you need to take notes for your focus
areas
• You will then discuss the notes you have written with your group and share
and develop them, adding in any appropriate terminology and linking to any
theory
• You will then, as a group write one paragraph on your focus area
• We will then join all these paragraphs together creating a living essay, and
hopefully an exemplar one

13. Analyse
through
the four
micro
elements
for REP of
AGE

14. Strong Responses
Use note taking effectively and were well practiced in working
under timed conditions.
Understood the constructed nature of representation and
were able to explore this through all four micro elements
Used media terminology frequently.
Selected the most relevant examples form the extract and
analysed how the technical aspects constructed age.
Could see the range of representations rather than ‘old’ and
‘young’
Considered whether these representation were conformed to
or subverted stereotypes

15. Weak Responses
Described the action rather than analysed
Focused primarily on one area and neglect others
Stray from the relevant question- discuss gender/social
class etc.
Were concerned with TV Drama as genre rather than
focus on
representation
Use terminology rarely or inaccurately
Write a short response, intro and conclusion included

17. P.E.E.
•Point ­ your comment about the area of representation
e.g. Youth is represented through diegetic sound.
•Evidence ­ your micro element that tells us this
e.g. The dialogue is colloquial.
•Explain ­ link the two
e.g. This conforms to a stereotypical view of young teenagers, that
they are rebellious in speaking their own language.

18. t area of analysis. Some candidates
no reference at all.
er responses discussed the use 180-
rule and continuity editing.
candidates also referred to eye-line
s, shot reverse shot, simultaneous
and use of ellipsis.
me discussed the pace of editing to
nt age
Sound
Was tackled well by some but too much
focus on dialogue.
Clear distinction between diegetic and non-
diegetic sound by some candidates.
Need to address use of music in more detail-
tempo, pace, sound bridges and link
specifically to representation.
n-scene
very well discussed but at times too
ocus on this area. Some entirely
on mise-en-scene
tration on clothing and props but
Cinematography
Well handled by most with the most
confident use of terminology in this area.
Problems for some in just identifying