1. Representation of Class/Status
Lesson objective
To complete a peer assessment of 2 paragraphs
written about representation of ethnicity.
Starter
You have 15 minutes. Tick tock!
2. Structure
1. Introduce (2 sentences maximum) the bit you are focusing on. The clip opens with…
2. Identify the use of a technique or techniques using accurate media language. A close up is used…
3. Make specific reference to the text. A close up is used, where the receptionist recognises the immigration authorities
for the first time. Her expression remains calm, but her eyes widen to indicate shock.
4. Use the words connotes or signifies to analyse the effect on the reader. This signifies to the audience that they are
unexpected but she is not afraid for herself as she is a British citizen.
5. Discuss representation and stereotypes. A stereotype in the media is being portrayed here as the two characters
holding the highest roles and authority are the White British characters. They are represented as holding power and
status; further proved when the receptionist turns to a black staff member and gives him an instruction. The black
staff member is represented as a lower status character which is also a stereotype, although his formal suit and well-
spoken manner contradicts many more negative stereotypes of black characters who often appear as immigrants,
foreigners or in negative roles such as gangsters.
6. Embed theory if it works.
7. Discuss the impact on the audience and the impact on that social group, of being represented in this way. This is a
familiar stereotype in the media and so this could encourage the audience to hold white characters and people in
higher regard in comparison to those of other ethnicities. In terms of representing black people, this character
subverts stereotypes of black people which is positive in some ways as it indicates that black characters can be seen
to be more than Alvarado’s suggestion of being either for comedic effect, pitied, dangerous or exotic. This character
(Ben) appears well dressed, formal and smart suggesting he does not fulfil those stereotypes, but he is still of a lower
status than the white characters who are in authoritative roles.
3. Peer Assessment
1. Clearly introduced the bit they are focusing on.
2. Identified one or more techniques seen in the
text.
3. Use accurate evidence from the clip.
4. Analysed the effect on the reader (audience)
5. Discussed representation and stereotypes.
6. Discussed the impact on the social group.
7. Embedded theory if it was appropriate to do so.
8. Stereotypes
Upper Class Middle Class Working Class Lower / Under
Class
Rich ‘Normal’ Poorer
Strong
community
Criminals
They don’t really mix! If they do, it’s when they are clashing or otherwise (in relation t
o coupling) it never quite works as one feels inferior to the other.
9. What to consider
• Can I identify what class characters are?
• Are people from different classes shown as having
different interests, behaviours, attitudes, behaviours?
How?
• Is their class represented as being important to their
lives?
• Are some classes more powerful, or better?
• Are some classes weaker, abnormal?
• How do characters treat others from different classes?
• What is the overall message about class being
portrayed in the clip?
10. You’ve entered the exam!
• Discuss how the representation of class and
status is represented in the extract using the
following:
– Camerawork
– Mise-en-scene
– Sound
– Editing
Write down the
question
please!
