2. Introduction
In my media production, I have represented a few
social groups in these different areas;
Class
Age
Race
Sexuality
Gender
3. Class
My target audience for my production is aimed at middle-working class.
I have represented the social class in my production through my
characters, using their costumes and location, to allow my audience to
understand and have a feeling or connection with the characters and
understand the film more perhaps.
I used „Heidi‟ to represent the upper-middle class, by using the
lighting, mise-en-scene and sound. I used the lighting by having it
illuminating more when she is in the shot, to show importance and
dominance. I used mise-en-scene in the shots such as her
clothes, being branded labels and jewellery, also having the audience
meet her playing a grand piano shows that she is talented and has
money which can connote to being in a higher class. The sound was
used to represent her being more dominant and powerful by being
louder and upbeat.
I used „Clyde‟ in contrast for being in a working class, by him being on a
muddy farm cleaning and feeding horses, wearing wellington boots and
a hooded jacket, the lighting in the shots that he is featured in are dark
and dreary which can be connoted as being poorer and less dominant
etc. The sounds that are used when he is in the frame are slow and
miserable to help show that he is alone and so forth.
Overall I have allowed the audience to understand my production by using
stereotypes that they can relate too, or understand.
4. Age
The target audience that I am aiming my production
at are young adults/teens, which are people who
are still in school, maybe naive and „in love‟.
To represent this social group to a certain extent I
showed „Clyde‟ staring at „Heidi‟ as she walks into
lesson, which can be having a “crush” on
someone which is what this social group may do
or relate too. This part also represents this social
group as they are in a school, as most young
people would be.
5. Race
The target audience I am mainly aiming for are
white, as it is a typical British romantic-comedy
and to help fulfil these conventions the characters
in my production are white also.
Their are no other races in my production, as I only
filmed the opening, however with it being partially
aimed at a school, other races would possibly
have been filmed throughout the process.
6. Sexuality
The sexuality that I have chosen to portray in my
production is heterosexual as it is traditional,
which will accomplish the conventions of
traditional British romantic comedy.
This can be seen through the way I have portrayed
the two characters throughout the opening to
allow the audience to know that „Clyde‟ likes
„Heidi‟. Which when following the usual
conventions of a romantic-comedy the two will
end up together at the end of the film.
7. Gender
In my production I represented the gender of
females being dominant, sophisticated and from
an easy living background, which is a
stereotypical view of a woman in a romantic-
comedy.
I also represented the male being less-dominant
and coming from a background where he has to
work hard for a living, which is portraying the
common representation of men, as they are most
commonly seen as powerful.
This representation was portrayed when „Heidi‟
walked into the classroom and „Clyde‟ stared at
her from a lower view. This shot also shows the
