Peer Marking Essays• Learnzone; get mark scheme• Read and mark essays; giving them a mark for all three of the areas as well as an overall mark (adding up the three marks) and some constructive criticism
Developing your Editing AnalysisFall back on the following: – Pace (rhythmic relations); this can easily be linked to representations – Transitions (which are also used to create rhythmic relations) – Use of continuity through techniques such as: • shot-reverse shot: links to macro concept of audience and their understanding of the sequence; taking them through the sequence logically • Eye-line shot: helps the audience understand the characters in detail/understand their motivation • This may also link to ‘cause and effect’ • Match-on action – The juxtaposition of shots and the meaning created/connoted – Graphic match/discontinuity match – Parallel editing (cross-cutting between scenes); this can easily be linked to narrative
Editing Example• Count how many different edits there are:
Developing your Sound AnalysisFall back on the following: – Music (non-diegetic) • Incidental music: adds to the emotion and rhythm to a drama/can help audiences understanding of characters • Dissonant music/sounds • Parallel sounds: compliments the action – Dialogue (diegetic) • Pull out quotes from dialogue to support representations – Sound effects (non-diegetic) • Foley sounds – Ambient sounds (diegetic) – Sound bridge
REPRESENTATION OF AGE How is age represented in this image?LO: To micro analyse TV drama through the representation of age
YOUTH OLD AGEPOSITIVES Active Wise Sociable Authoritative Innocent Well educated Strong Freedom Long future ahead Wealth Adventurous Stability Fun Lazy WeakNEGATIVES Vulnerable Rebellious Fragile Rude Mentally incompetent Hormonal Not in control of their own bodies Vulnerable Lonely Dependent Naiive Boring Dependent Unwilling to try new things
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.
MISE EN SCENE CINEMATOGRAPHYCostume Close up, extreme close up/longLighting shot, mid shot, two shot, POV,Production Design high/low/canted angle, over the shoulder,composition, framing,Props rule of thirds, power points,Performance (body deep/shallow focus, depth oflanguage, facial expressions) field, tracking, panning,Space zooming, tilting, craningSOUND EDITING How would these represent Superior or inferiorSound bridge, motif, non- Fast/slow pace, qualities?diegetic/diegetic, long/short takes, fade,ambient, instrumental, dissolve, cut, transition,soundtrack, tone, tempo, 180 degree rule,dialogue, sound effects, montage/continuityfoley editing, match on action, eyeline match,cross cutting/parallel editing, simultaneous action
MISE EN SCENE CINEMATOGRAPHY EDITING AGE SOUND
Group 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
Analyse through the four micro elements for REP of AGE
Marking Criteria Terminology Frequent and Accurate use of 10 media terminology Use of Examples Consistent evidence from the extract offered. Offers frequent relevant examples from the extract 20Analysis/Explanation Clear analysis of how the technical aspects are used to construct the particular representation 20 Understanding of the constructed nature of representation
Strong ResponsesUse note taking effectively and were well practiced in working undertimed conditions.Understood the constructed nature of representation and were ableto explore this through all four micro elementsUsed media terminology frequently. Selected the most relevant examples form the extract and analysedhow the technical aspects constructed age.Could see the range of representations rather than ‘old’ and ‘young’Considered whether these representation were conformed to orsubverted stereotypesWeak ResponsesDescribed the action rather than analysedFocused primarily on one area and neglect othersStray from the relevant question- discuss gender/social class etcWere concerned with TV Drama as genre rather than focus onrepresentationUse terminology rarely or inaccuratelyWrite a short response, intro and conclusion included
P.E.E.• Now write a PEE for at least two points• From your notes• Point – your comment about the area of representatione.g. Youth is represented through diegetic sound.• Evidence – your micro element that tells us thise.g. The dialogue is colloquial.• Explain – link the twoe.g. This conforms to a stereotypical view of young teenagers, that they are rebellious in speaking their own language.
Editing SoundWeakest area of analysis. Some candidates Was tackled well by some but too muchmaking no reference at all. focus on dialogue.Stronger responses discussed the use 180- Clear distinction between diegetic anddegree rule and continuity editing. non-diegetic sound by some candidates. These candidates also referred to eyelinematches, shot reverse shot, simultaneous Need to address use of music in moreaction and use of ellipsis. detail-tempo, pace, sound bridges and linkAlso some discussed the pace of editing to specifically to representation.represent ageMise-en-scene CinematographyOften very well discussed but at times too Well handled by most with the mostmuch focus on this area. Some entirely confident use of terminology in thisfocused on mise-en-scene area.Concentration on clothing and props butlittle exploration of lighting. Problems for some in just identifying camera shots/angle/position and not linking this to the construction ofMust link to how it constructs representation.representation.
QUICK QUIZ• What is the media term for realism? – What techniques are used in TV dramas to help create this?• Sum up the typical representation of old age in three words• Sum up the typical representation of youth in three words