1. Suggested Activities for Approaching TV Drama G322
Cinematography- Activity Suggestion 1
To start familiarising students with shot types and their role in representing characters
it can be good to start with still frames so they are entirely focused on the shot type
alone and how they can represent any character.
Give them a selection of shots and get
them to annotate the shot type and what
they signify/represent about the character.
Develop this by giving students a starting frame on a
storyboard (eg. The shot above) The characters are
about to step out of the lift and meet with another
character this is a dominant female officer.
Storyboard the next 8 frames of the scene using shot
types, framing and camera movement to represent
her as powerful (This can later be developed considering mise-en-scene-editing and sound)
Cinematography- Activity Suggestion 2
TV Drama Blogs
A way to get students to engage with textual analysis is to set up their own blogs where they
can embed clips and type their analysis underneath. Alternatively they could remove the
sound from the clips and record a DVD commentary over the clip analysing the use of shot
types, composition and camera movement.
They can also post still images and analyse the mise-en-scene and the shot types used to
represent particular characters.
If students have not done any video work previously it may also help to consolidate camera
shots if you get them re-create shot-by shot a short scene from a TV Drama to consider why
the shots have been used.
Sound- Activity Suggestion 1
Editing- Activity Suggestion and non diegetic sound extract the audio from a
1
To draw attention to the use of diegetic
short extract where music/dialogue or SFX plays a significant role in representing the
As continuity editing is often ‘invisible’ to create a sense of realism in TV Drama many
characters. Using the and comment on the imagesediting students to analyse what an
students fail to notice sound alone with no use of get to when textually analysing these
signify about the characters. Then watch the sequence again including the image and
extract.
consider ifof editing fairly simple forcorrect. to analyse and can often be tied to how
The pace these judgements were students
Similarly this can be used for cinematography analysis. As TV Dramapace often be dialogue
characters are represented. To get students to be more aware of the can of editing watch
heavy and and get students telldo something physical to acknowledge everythe camera
an extract students tend to to the story rather than analyse what meaning time the shot
represents. Try selecting a scene which has even little dialogue or remove the dialogue from
cuts, this can be clapping, clicking fingers or very standing up and sitting down. The actions
an extract andthe pace and cinematography is creating meaning.when it appears to be
should reflect see how the create an awareness of editing even
invisible.

2. Sound- Activity Suggestion 2
Dialect, tone and language can represent a great deal about how characters are
represented. A quick activity can be extracting some lines of dialogue from a some scenes
of the following characters and playing the audio alone:
Posh Kenneth (Skins)
Miles (This Life)
Frank Gallagher (Shameless)
Tony Soprano (The Sopranos)
Jess (Mistresses)
Trudy (Mistresses)
Students can match the sound to the images of the characters and analyse how their
dialect, tone and use of language represent their particular social group.
Alternatively a useful classroom scene from Skins http://www.youtube.com/watch?
v=lc7XxpArhhA&feature=related
Can be used to compare and analyse sound to represent age, gender and social
class/regional identity.
Mise en Scene/Cinematography-Activity Suggestion 1
Give students the following still images and get them to label which areas of
representation is most relevant. They should then discuss the connotations of the
visual codes that are constructing the representation.
Discuss the connotations of the following and
how they representing………………………..
Shot Type:
Framing:
Costume/Props:
Physical Appearance:
Does this conform to or subvert stereotypes of
this social group?
Discuss the connotations of the following and
how they representing………………………..
Shot Type:
Framing:
Costume/Props:
Discuss the connotations of the following and
Physical Appearance:
how they representing………………………..
Does this conform to or subvert stereotypes?
Shot Type:
Framing:
Costume/Props:
Physical Appearance:
Does this conform to or subvert the following of
Discuss the connotations of stereotypes and Discuss the connotations of the following and
Discuss theyconnotations of the following and
how the representing……………………….. how they representing………………………..
how theyType:
Shot representing……………………….. Shot Type:
Framing: Framing:
Shot Type:
Costume/Props: Costume/Props:
Framing:
Physical Appearance: Physical Appearance:
Costume/Props:
Physical Appearance: to or subvert stereotypes?
Does this conform Does this conform to or subvert stereotypes of
this social group?
Does this conform to or subvert stereotypes of
this social groups?

3. Discuss the connotations of the following and
Sound activity
how they representing………………………..
Shot Type:
Framing:
Costume/Props:
Physical Appearance:
Does this conform to or subvert stereotypes?