Representation of gender in the primeval clip
When she see's that the female has got into the car the camera shot enables us to see what she is doing; suggesting that she is not like the typical stereotypical woman and actually she is a strong and feisty woman.
We then see the female character in the digger also portraying that she is a strong woman especially when operating the machine. The close ups of the woman portray that she is experienced using the machine, suggesting she is not like the stereotypical woman, giving the impression she is a tomboy. The mise-en-scene also shown in the scene also implies her look to not being a stereotypical woman. The use of the leather looking clothing is suggesting she isn’t the typical girly girl whereas she is wanting to be a strong character. In addition the short hair of the character also implies a boyish hairstyle making us think of her as a boyish character. The concentration on her face implies to the audience that she is very experienced but is still making sure she does it all correctly.
When we see the creature appear on the scene, the woman starts to fight the creature in order to be able to save the man’s life. This portrayed to us through continuity editing implies her impression of wanting to be a strong character. In this scene we see that the man is looking like a very stereotypical character of a man. This is because he is wearing very neutral colours and are dirty and stained which often see with a man due to the work they are stereotypically seen to do. This gives us the image of a man who is not afraid to get dirty. The editing shown of making it faster is effective and adds tension and emphasis to what is happening, making the audience more interested in what is going to happen.
In the chasing scene we see the fear when the man is getting chased, symbolising how the creature has more power than what the man has. The wide shot of the woman that we see after the man has been chased shows this again as he is meant to be a stereotypical character of being strong, however he is running and being chased and this contrasts the woman who is holding the gun to help. Even though the man is trying to stay strong, when on the zip wire we see the fear on his face through continuity editing. The close ups also of his face show the fear he is feeling.
The non-diegetic music used adds tension and fear to what is happening. It also make it seem like there is more action and makes the whole scene seem faster. The main time we see this is when the character is being chased. The fast editing combined with the non-diegetic sound raises the amount of tension that the audience feel. The editing of the blurring between shots gives the idea that it is all happening too fast for us to see, suggesting that the creature has more power than both the characters.
The long shot of the woman with the gun in her face suggests the power that she has and the fact that she is wanting to save the man’s life. When the music begins to slow shown this implies all the tension that has gone on in the scene showing the anticipation that both characters have put in. The wide shot of the man’s face also implies all the tension and dread that he was feeling.
When seeing the three men walking along the man in the pink top stands out to us as an audience catching our attention first. The pink top is seen as a colour typically represented with girls, implying that he is seen as more of a pretty boy than the other men. We see that he is the only male wearing these sorts of colours whereas the rest of the characters are wearing with male related colours such as blacks and whites, suggesting they are seen as the stereotypical men.
The woman who is speaking in the barn is presented in a very stereotypical way of a woman. When she is talking about her best coat this gives the idea of what sort of woman she is. The white colour of her coat implies how she is seen as a very feminine character. The over the shoulder shots of the man and woman using continuity editing implies how they are having a conversation and shows that the male is getting angry feelings. We see that the male doesn’t seem to have much power at the beginning of this scene however when we see him pick up the gun it suggests that he is actually a powerful character. The quote from the male ‘I won’t be pushed around anymore’ also implies to us his anger through his facial expressions and his tone of voice. We also see that the woman becomes very anxious and worried when he picked up the gun, implying that she does not want him to use the gun.
The gun shot combined with the diegetic sound of the dogs barking adds a sense of threat to what he is doing and also the power in which the weapon has, proving that the weapon is the most powerful. This also gives the audience a sense of idea about how different genders convey different powers.
How
is disability represented within the BBC clip?
At the start of the clip we see the use of sound to make the
audience aware of what is happening. Right at the start we see that
non-diegetic sound has been used which adds emphasis to the program and builds
up tension before the clip begins. Whilst this is playing we see an aerial shot
of the room in which makes us get the impression that this is one of the main
parts of the clip. Within this shot we see that there is a boy sitting on the
bed with his hands on his knees which gives the idea that he is very lonely or
upset. The use of diegetic sound of the speaker saying “last summer I decided
to kill my brother” makes the scene seem more dramatic. This instantly gives us
an idea of what the clip is about and makes us realise that the boy sitting on
the bed is most likely very upset because of the death of him, or this could be
the brother before he died in which this would be brining back memories of him making
the clip more emotional. The panning camera shot used when showing the boy
gives us the impression of him thinking about what he has done. We can also see
from this that he realises he has made a mistake with how he killed him and he
should have done it in a way so that no one would have found out. The diegetic sound
of the speaker is letting us know what is happening and when we see this with
the panning shot of the boy this makes it a lot easier for us to understand
what has happened, as well as proving that he seems very deep in thought. The
close up image which is then used on the boy laying on the bed. This is
focusing on his facial expressions which is taking up most of the frame. This close
up shot shows detail and also shows emotion as to what he is feeling and gives
the audience a better idea of what is happening.
When the main clip begins it starts off with a wide
camera shot which gives the audience an idea of the location of the clip and
where the main scenes will be held. As this shot is showing us where the
characters could be living it gives the impression that it is going to be
filmed in a home. Sound bridging has been used which carries the sound over
from one scene to another. The next scene begins with the non-diegetic sound,
and a close of the boy. The first thing we hear about him is the speaker saying
that “of course sometimes they do change the recipe, and you get a brother who
really is a big potato with eye tentacles”. This combined with the close up
camera shot of the boy showing us his facial expressions and him eating, allows
us to instantly see that he has a disability. The way the brother is describing
what he is like, gives the impression that he is lower rated and calling him a
big potato could suggest that he can’t really do much due to his disability. From
his tone of voice we can see that he has a disability, and he is speaking in a
much younger tone of voice. The brother also compares him to the dog by saying
that you would rather speak to the dog. This implies that because he is
disability he is not able to do as much as what other people can do who aren’t disabled.
We see the use of dialogue between the family whilst they are having a
conversation. We see that the two brothers don’t see to get along to well from
the tone of his voice. He comes across very annoyed when blaming his brother
for eating all the Weetabix which makes us get the idea that he doesn’t really
care about his brother and because he is disabled he can blame him for
anything.
The mother in the clip seems to be treating the son
in a much more childish way than how she treats the other brother. She also
uses a different tone of voice making it clear that he is treated in a lot more
of a younger way than the other brother because of his disability. The constant
close up shots of the brother with the disability emphasises his expressions
and the way his comes across. These shots enable us as the audience to
constantly be reminded of his disability and how he is presented compared to
the other characters in the clip. We see then says that he “needs a poo” and
the camera automatically changes and focuses on his brother where we see his
facial expressions which come across as him being embarrassed that he is saying
that. This also shows that the representation of disability in TV drama
presents people as if they don’t really think about what they are saying before
they say it and we see this in this scene.
The mid-shot of the dad when talking to the brother
enables us to see more of his expressions and the way he is presenting himself.
The way he is stand up and moving his arms in an angry way makes it seem like
he has had enough. The diegetic sound coming from him seems very angry and also
suggests he is angry with what is being said as he is giving us a list of
things that he would like to do. When Ben’s brother is talking about him and
comparing him to the other children it makes him seem a lot younger than what
he actually is. For example he is saying how they have to go to Devon every
year because he likes the climbing frames whereas he says that the other kids
would rather be at parties. He is also presented in a stereotypical way for a disabled
child in which he needs a lot more looking after compared to other people. When
he says about having to go to the same place in Devon every year he seems very
angry and frustrating with Ben. He uses strong language such as ‘bloody’ when
describing the place in Devon which add emphasis to how frustrated he gets with
his brother. The use of the different
camera angles used when showing Ben makes it clearer to the audience about what
he is like and how he is presented. We see that when he is riding the bike his
brother has to stand right next to him to make sure he doesn’t fall, which is
often what we see with little children. Ben is presented in a way which makes
him seem less mature and we hear his brother say “and have to have someone with
them all the time”. The emphasis on “all” has an effect on the readers and
makes it seem like they can never be on their own.
When we see the scene of them all at school David
and his friend start to have a conversation about the party which is happening
later that day. However David seems to go quite and we see that his facial expressions
suggest that he won’t be able to go because he has to look after his brother. David’s
friend then suggests that he may be babysitting which proves that’s his brother
is represented a lot younger than what he actually is. The use of the phrase “babysitting”
could come across in a disrespectful way towards Ben suggesting he is like a
baby in the way he acts. The way that Ben is presenting himself makes him seem
like he a lot less confident around others. We see this when David is speaking
to his friend at school and he is stood behind him. The other the shoulder shot
enables us to see the dialect between the three characters, which makes us get
the impression that they are leaving Ben out and he is just stood there on his
own. When Bens tells David that he wants to go David seems to get frustrated
because he wants to stay with his friends but he knows that he has to looking
after Ben. In the end we see that David does not go with Ben and he just gives
him some money and tells him to get some chocolate. However because Ben seems a
lot more less confident that the other children he seems very worried about
leaving on his own and is worried that his mum will find out. This makes the
audience worried for Ben as we know that David should have gone with Ben to
make sure he is ok. The close up shot of Ben after he leaves is combined with
the non-diegetic sound. This lets us see how worried his is about going on his
own. He is wiping his hands across his head almost which conveys that he is
very stressed and anxious about what could happen. We see that when Ben is on
the bus that some of the other people on the bus are having an argument. The mid-shot
of Ben on the bus enables us to see how he is reacting to this and gives the
impression that he is very worried. This scene makes us as an audience very
concerned for Ben as we know that his brother should have been with him. The
way he is holding onto the chair that is in front of him portrays him to be less
confident that the other people on the bus and his constantly worrying about
what could happen. The asynchronous sounds used when David is talking about his
brother is used when the camera is focusing on Ben. We hear that David is
saying that they have never been more than half a mile apart which emphasis how
Ben needs a lot more looking after than other people and how is portrayed as a stereotypical
disabled person who needs a lot of caring for. The end piece of music seems very
sad and the last thing we hear from Davis is “I had to get some space” which
automatically thinks of him killing his brother.
Some Girls - Recreated
Some Girls Clip Recreated Analysis
Before we filmed and edited the some girls clip, we picked a
group that we would be working with. When we were in groups we found a video
from YouTube which displayed bullying and embarrassing moment. As a group we
found the Some Girls clip in which there are two friendship groups one of which
is more ‘popular’ and ‘loud’ that the other group which are quiet and shy. In the
clip one of the characters from the more quite group called Saz has found out
that the ‘blondies’ have took her diary and make her beg to get it back which
is seen as bullying and also embarrassing for her. Before recreating the clip
we made a story board in which would help us to recreate the video. In this
story board we drew out the scenes that we would be filming and the different
camera angles we would be using. When
recreating the clip we made it so that we used exactly the same camera angles
as what are used in the original clip.
Firstly we began by filming the starting scene of the video
in which we have used a low angle continuous shot in which would be used to
follow the footsteps of the two characters; this would be a 20 second frame. In
would then go into an upper tilt in which would show the authority of the ‘blondies’.
We would also be using non-diegetic music in this section which will be the
same music which is used in the original clip. The music will add emphasis and
tension to the clip making the viewers more engaged in the clip and be more
intrigued to see what will happen. It also makes the audience more suspicious
and gives an idea that the girls are coming to confront the ‘blondies’.
In the next section of the clip we recorded this included an
upper tilt, close up, and mid-shot camera angles. We see the two groups
confronting each other and this starts with an over the shoulder shot. This camera
angle allows the audience to see that they are having a conversation. We then
see the mid shot of the three ‘blondies’ which conveys there authority against
the other two girls. Conversational speech has been used in this section which
conveys to us the power of the ‘blondies’ against the other two characters in
the film who have a lot less power than the ‘blondies’. The body language of
the characters convey to us how the ‘blondies’ are more important than the
other two girls which convey themselves by their body language as very shy
characters whilst confronting the group of blonde girls.
The tilt camera angle of when Saz is begging for her diary
back adds emphasis to how desperate she is to get it back and the blondies just
laugh at her which represents how they are bullying her. The camera also flicks
between the two friendship groups which make it seem more dramatic about how
they are confronting each other and it also lets us see which of the two groups
have more power. Upwards tilts have been used when showing the ‘blondies’ which
conveys the two shy girls looking upward to the blonde girls because they are
bigger and more powerful than them. The camera angles make the audience
understand the clip more and make it more entertaining to watch especially when
we see how the camera shots for the ‘blondies’ such as the upwards tilts make
them look like they have more authority, whereas with the other friendship
group other camera shots have been used such as downwards tilts which conveys
they have less authority than the blonde girls.
In the final section of the clip we see one of the blonde
girls telling Saz that they are going to get the diary published and called ‘fifty
shades of weird’ which represents embarrassing moments for her. Furthermore
when the blonde girl is saying this she is saying it in a very sarcastic way
which emphasis how the ‘bondies’ are taking the mick out of Saz because of her
diary. This also shows which out of the two groups are more powerful and which
group has the most authority. When the blonde girls walk off at the end of the
clip a long shot has been shot to show them walking away. This conveys that
they have been the most powerful between the two groups not giving Saz her
diary back.
Before recreating the some girls clip as a group we created a
story board which helped us decide how we was going to film the clip and what
camera angles we would be using. We also wrote about the tone of voice we would
be using for the particular part we are filming.
Some Girls - Clip Analysis
Touch of Frost episode – Analysis of sound
·
Non-Diegetic sound to start off at the beginning of the clip adds
a dramatic effect and makes us get the impression that something may happen to
Billy or that something has happened to him.
·
Synchronous Sounds are used for example when the police and
running and we hear them shouting, and the dogs barking. This also adds an
effect to the audience and makes them feel worried for Billy and also gives the
video a sense
·
Asynchronous Sounds is shown, when the police are speaking to
Billy and we hear the dogs still barking in the background which conveys that
something is still not right.
·
Sound Bridge sound is used when the end of the first piece of
music finishes and we then see the text “Touch Of Frost” and the next piece of
music starts at the beginning of the new clip.
·
Dialogue often used when characters are having conversations at
the start of the clip when the man and women are talking about Billy.
·
We also see that dialog is used towards the end of the clip when
Mr Frost is having a conversation with Billy trying to find out about Trisha
and what may have happened to her, questioning Billy about this and asking him
if he had seen her.
Firstly at the start of the clip we see that the two characters are using dialogue whilst having a conversation about Billy. All we hear the woman say is “I didn’t think there was anything strange…about Billy”. By hearing this it automatically gives the audience an idea of what the clip is going to be about and makes the readers get the impression that Billy may have been involved in something which was bad. It also makes the clip seem like it is going to be very dramatic and it adds tension to the clip and makes us wonder what is going to happen. We can tell from her tone of voice that she is concerned about Billy and what may have happened because she doesn’t think there is anything wrong.
We also see non-diegetic sound has been used at the beginning of the clip where the sound is neither visible on the screen or has been implied to present something. The use of this non-diegetic sound at the start of the clips makes the audience aware of the situation and adds a dramatic effect to the clip. Furthermore the non-diegetic music is playing in the background of the clip of Billy walking in the forest alone at night time which has an effect of us as the audience and gives us the impression that something bad is about to happen or has happened to him. Whilst Billy is walking alone the use of the dark camera editing also adds to the dramatic effect before the police start shouting at him. Billy’s facial expressions at this point seem very worried and scared but we also see that he looks a bit confused and at which point he decided to run away. Billy’s facial expressions match the music being played as both Billy and the music seem to give us an effect of thinking that something is going to happen and both give a dramatic effect.
We see that asynchronous sound has been used when the police are speaking to Billy and we still hear the dogs barking in the background. The dogs barking in the background convey to us that there is still something not right and also question us to whether Billy has done something wrong or not. This makes the audience feel involved in the clip as it makes us think to what he could have done wrong. It also builds up tension for the audience and we start the think more and more about what may have happened. This will make the audience continue to watch the scene to find out what happened.
We see that sound bridging has been used at the end of the first scene and carries over from when the new scene begins. We see that there is music playing and we then see the text that appears on the screen with the name of the TV drama which says “Touch Of Frost”. We see that the music from the first screen continues to play whilst the text is on the screen. Just before this disappears and goes into the next scene another piece of music is introduced. By using sound bridging it makes the clip flow better and makes it more appealing to watch. It also catches the audience’s attention as the music adds a dramatic mood which makes the audience want to watch it.
In the clip we see that Mr Frost is having a conversation with Billy about Trisha and whether Billy had seen her or not. The use of dialogue proves to us that they are having a conversation. Dialogue is one of the most common types of sound used in the clip as we see throughout that the characters are having conversation. The use of the different types of sound makes the audience more interested in watching the clip and it makes the clip seem more dramatic to watch. The creators have also made it so that we feel involved whilst watching it. This is because we are constantly questioning ourselves about what could have of happened.
Examples of different types of sound
Camera Shots
Canted Angle
This suggests an imbalance or instability in the scene often used in horror movies. A point-of-view shot if often used to create this image and normally a hand held camera is used to create this.
Master Shot
This is often used to show a whole scene. It includes all the characters in the frame and is mostly seen as a long shot.
We usually see this shot as a very wide shot and it is usually used for the first shot of a new scene and designed to show the audience where the main part is taking place.
Aerial Shot
An aerial shot means taking the photo from an elevated position. It is often taking from a high position such as a crane, plane or a helicopter.
Point Of View
A point of view shot shows what a character is looking at (represented through the camera). it usually shows the character looking at something, seeing a reaction, or seeing what someone is looking at. This shot is often used in the film editing and sometimes we see this shot being taken over the shoulder of the character who remains visible on the screen.
Close Up
The close up shot is often taken of a certain feature of part of the photo and takes up most of the frame. We usually see close ups taken of peoples faces and are often used for showing detail and emotion.
Over The Shoulder Shot
This shot is taken from behind a person who is looking at the subject. The person would often still be in the shot. The shot helps to figure out the position of the character and get a sense of what they are looking at from the other persons point of view and to see how they are looking at it. We often see these shots during conversation or alternating between different characters.
Low Angle
A low angle shot is a shot taken from a low angle, anywhere below the eye line looking up at something.
Two Shot
This is a shot of two people. We see this being used in interviews, or when two people are in the camera shot. These shots are good for seeing two peoples relationship between subjects. Both characters will have an equal amount of screen so you get too see clearly what both characters are feeling. Furthermore it is good for movement or action and it is a good way to follow the interacting between two people without getting distracted or confused as you are able to see both the characters at the same time.
Wide Shot
In a wide shot we see the whole scene. This gives us detail on the shot and allows us to see exactly what is going on.
High Angle
We usually see this in films where the camera is at eyeline with this shot the camera is looking down at the subject. I also makes us suggest things from which we may see in the shot. Furthermore by using a high angle shot it makes the scene feel more dramatic and makes it seem like the character is talking to someone at a high level.
Mid-Shot
This is a mid shot that the director usually uses to capture the aduience and allow them to feel more personal to the character.
Long Shot
A long shot contains a landscape image which gives us a more specific idea of the setting and allows us to see what the surroundings look like. Also a long shot may also show us where something is going to happen or take place.
The use of sound in the clip also shows us the representation of age. Each individual has their own distinct voice which enables us to see the age difference between the characters and also allows us to see what each of the characters background is. For example the godfather’s voice is a lot more mature and deeper than Amy’s and the head teacher has a lot more of a posh voice which proves to us he may be older. When we hear the young girl scream “I hate you!” we see her voice as a very low voice almost like a younger child’s voice which gives us a further sense of her immaturity. We also see this as a very whiny voice that reminds us of a child when they are upset or angry, which proves that she is a lot younger than what she thinks she is. Furthermore the use of music in the background adds emphasis and makes us see that she is still immature and a lot younger than the other characters. Towards the end of the scene when her parents find out about her running away sad music is being played at the same time as the close up shot of the teddy bear, magazine and photos which connote to us innocence and youth. When we see the teddy bear it automatically makes us think of a girl who is a lot younger and younger children normally have a teddy bear to cuddle when they go to bed and by her having one symbolises this.
We also see the representation of age through mise-en-scene, in which we see that the clothes worn by the characters are all very different. We see that Amy is wearing jeans and a t shirt that are brightly coloured and very feminine and we see the teacher Is wearing a suit and the men around her are dressed similarly which is a typical clothes sense for the setting they are in. This also connotes masculinity and hard work however we don’t see this with Amy. Although the male clothes are similar we get an idea that the head teacher is at a higher rating than the 16 year old's godfather as his clothes are a bit more smarter. We see this because the head teacher is wearing a suit whereas the godfather is wearing a jacket that doesn’t look smart. The atmosphere also gives us an idea on the representation of age and shows us that the god father is older than Amy.
Seen as the views of Monarch of the Glen are quite old fashioned the younger generations are seen as trouble makers and immature, whereas the older generations are seen as mature, wise and in control. We also here see the contrast between the characters and how they react. When we see the keys being thrown towards Amy we see the change in camera shots through editing. This gives us an idea that the girl still isn’t old and mature enough to be driving the car. We also see her reaction of shock when the keys are thrown at her when her father asks her to drive to town. As an audience we can see that from Amy’s reaction she is very uneducated and immature still as she does not know how to drive but she lies and says she can drive causing the crash to happen. This furthermore shows her naivety and how she lied also shows her immaturity which is very stereotypical of her age. We also see her confusion when she gets into the car and is trying to start the car. By her saying out loud to the camera what she is thinking such as “clutch” this not only proves her confusion with the car, it also adds to the idea that she should not be driving the car as she is not old enough.
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