Cranford representation of class.

In the clip from the show Cranford, the representation of class is that it reinforces the stereotype that in a period drama, the lower class are less powerful than the upper class. The conflict in the clip comes from the contrast between the lower class and the upper class. The clip shows this representation through 4 areas, Mis-en-scene, camera, sound and editing.

Mis-En-Scene
Firstly, the props used in the clip are the leather boots given to the lower class boy. His dialogue in this scene, where he is grateful for them shows that he accepts his lower class status. The costumes the family wear during this scene show that they are poor and lower class, they wear tatty clothes that look like they have been worn in. The lighting in this scene is dark, which symbolises the lower class family's importance in the period drama social system. The house they live in is set in the woods which is very enclosed, showing how poor they are. Contrasting to this is the portrayal of the upper class in the clip. The upper class wear tweed jackets, blazers, caps, ribbons, dresses and hats. They all look very well kept which is in contrast to the lower class boy. An example of this is a two-shot camera shot where the man drags the boy by the collar. The locations of their homes are set in big wide open fields, and are much brighter than the lower class houses, showing that they have the power in their society. A prop the upper class have is the bread the upper class man gives to the lower class boy. The boy describes it as 'too soft' which means the boy is used to having stale bread, showing that the upper class live and eat better than the lower class. The sixpence is a prop used to symbolise the upper class's wealth and is an incentive for the lower class boy.

Camera
Secondly, the camerawork in the clip is used to show difference between the two classes. When the lower class have prominence, the camera is handheld, giving it a shaky look whilst when the upper class have prominence in the clip, the camera is more traditional with panning shots and the use of tripods, the camera being steady. The handheld effect symbolises the weak nature of the lower class whilst the traditional effect shows that it is traditional for the upper class to be more powerful. When the lower class boy is caught in the greenhouse by the upper class man, the use of a low angle from the lower class boy's perspective reinforces the stereotype of the upper class being powerful. This is vice-versa when a high angle shot is used from the man's perspective. The use of shot/rev-shot to show conflict is when the lower class boy is being told off by his dad for reading. This shows the lower class's acceptance of their low ranking, because the lower class boy is trying to read, which is considered an upper class thing. He is trying to break the stereotype and is scolded because of it. The medium shot used in the montage of lower class people raising tents, shows how many more lower class people there are than upper class people, showing that the upper class are powerful, because they can get all these people to work for them. This also links with the foley used in the montage to create an representation of the lower class working hard. A close up shot is used during the scene where the boy licks his hand. This is used to emphasise the boys pathetic nature or naivety, making the upper class pity the lower class boy. The framing in the scene with the upper class women and their babies shows that the traditional upper class women, who don't work and just have children instead contrasting with the lower class women who we see scrubbing the floor.

Sound
Non-diagetic sound is used in the clip in background as ambient noise, we hear birds, dog and horses which all link to the mis-en-scene of the clip being sent in the countryside, a upper class location. The dialogue is important as well with the lower class father saying 'Readings not for all for us' which is an direct reference to the fact that the dad knows their place in the social system. This links to the motivated cut where he takes the newspaper and screws it up, which symbolises his sons attempt to get out of the class system by reading. The score in the scene is dark, slow and downbeat when the prominence is on the lower class boy but is upbeat when the clip's prominence changes to the upper class people. This shows the contrast between the two social classes, with the reality of the lower class being dark as they are the weaker social group whilst the upper class are happy and content to be more powerful than them, which reflects in the music. The foley used to represent the upper class is horses trotting and carriage doors opening. These noises come from props that are not associated with the lower class stereotype.

Editing
Motivated cuts are used frequently in the clip to illustrate power over the lower class. When the lower class boy's dad takes the newspaper away from him, we cut to him directly, he has power over the shot and the boy as well. This symbolises that the power is given to the dad's belief that reading is for the upper class which foreshadows the clip where the lower class boy works for the upper class. The prominence is split in half in the clip, the first half being for the lower class boy whilst the second half is showing all the upper class people. The reasons for this could be to represent the two individual social classes or it may be symbolising that the lower class is a more realistic portrayal than the upper class which focuses on multiple people, which is more a stylistic portrayal. The fast cuts in the montage of the lower class working combined with the sound (foley), symbolises that the lower class have to work fast.

Hotel Babylon ethnicity essay

In the Hotel Babylon clip, the representation of ethnicity in the clip is that it reinforces the stereotypes of ethnic minorities being unified and victimised. The clip shows this representation through four different ways, Mis-en-scene, camera work, sound and editing.

Mis-en-scene

In the clip, the costumes the various multi-cultural ethnicities wear costumes that indicate a low paid job, for example, cleaners and dishwashers. This is an example of the stereotype of ethnicity. Another costume worn is the police uniform which is worn by white people who have power over the different multi-cultural ethnicity workforce. This shows that they are victims.  Lighting in the clip is used in the closet and the hotel itself.  The closet is used to hide the multiple different ethnicities in and it is darkly lit. This is in contrast to the well lit hotel lobby and hallways. This shows that the multiple ethnicities are weaker than the white people of immigration in the clip. The dark lighting in the clip could also symbolise persecution for the multiple ethnicities. Props used in the clip are a vacuum cleaner, which is used by a ethnicity worker, which shows a stereotype of a menial and low paid job. In the closet, the spacing of the characters is such that they are cramped together. This shows their union and re-reinforces the stereotype.

Camera

The zoom-ins used in the clip symbolise panic in the character they zoom into. For example, when the white woman at the desk sees immigration, the camera zooms in when the white woman at the desk sees immigration. The panic symbolises how she is unified with the other ethnic minorities in the hotel. The use of close ups on the  white immigration officers face shows he is a powerful character which links back to the stereotype that ethnic minorities are victims. When the ethnicities start to hide, the camera becomes shaky which symbolises the panic of the minorities not to get caught. This shows both stereotypes that they are victims and are unified. They all want to look after each other. The panning shot of the ethnicities all in the closet show they are unified and are all equal. Another panning shot is when the ethnicities are eating in the restaurant. We see two full dinner tables with people chatting but the last one is missing the immigrant who was caught and is now missing him. This shows the stereotype of how they are equal through the panning shot and how ethnicities are victims by showing them being persecuted by the white immigration. A long take when the white immigration officer is walking shows power because the screen time is focused on him. 

Sound

The dialogue is important to construct the stereotypes and to re-reinforce them. Their are different languages and accents spoke between the ethnic minorities. This is in contrast to the English immigration officer who speaks in a rough English accent. When the  black cleaner who helps the white woman who is having an diabetic attack, he says 'I wasn't always a cleaner.'' It shows he is a doctor, but because of his ethnic background and status, he can't be a doctor in England. This re-reinforces the stereotype of victim. Use of Foley is the vacuum cleaner which symbolises menial work. It is being used by Ibrahim, an ethnic worker which again, is an example of the victim stereotype. The use of music is important because sad music plays after Ibraham is taken away by immigration which creates sympathy for him but fast paced non-diagetic music is used during the scene where the minorities are hiding in the closet. This creates tension because the minorities do not want to get caught by immigration. These are examples of immigrants being stereotyped as victims and also as a union, because they want to stay together in the hotel. An example of diagetic music is the dialogue in the last scene where the minorities are talking round the dinner table, loudly which shows union between them but the last table where Ibrahim used to sit, is in silence showing the ethnicity as a victim.

Editing

The prominence is important in the clip. The most prominent character is the Asian hotel worker but their is an equal amount of time distributed to all ethnicities in the clip, which shows that they are all equal and helps build the stereotype of unified. The pace of the edit and the cuts used are relevant, the clip is fast paced when immigration arrives but is slow when they leave showing that the minorities are victims persecuted by the white immigration. They worry when they are nearby because they are more powerful but are peaceful when they are not their. During the closet scene, the camera keeps cutting to Ibrahim outside the closet, in the colourful hotel hallway. This is symbolizing the union between the ethnicity in the closet and Ibrahim. There is little match-on-action in the first half of the clip when the ethnicities are hiding but there is a lot of it when they leave in the second half of the clip. This re-reinforces the ethnic groups attitudes towards the white immigration and the clip shows this through its pace and use of match-on action as a representation.

coming down the mountain disability aaron

In the clip from 'Coming down the mountain' the representation of disability is presented to reinforce the stereotype of disability as a victim. It presents this representation by using 4 key areas, Mis-en-scene, sound, camera and editing.

Mis-en-scene

Specific props used in the clip that represent disability are the helmet and toy gun. The helmet is worn by the victim stereotype when he is riding a bike. This shows that the victim stereotype is weak and fragile. He is also shown with a toy gun even though he is a teenager. This shows his child-like nature and innocence. The colour is especially prominent in the first scene, with the birds eye shot of the two brothers rooms. The victim stereotypes bed and wall on his side of the room is colourful and has a patterned blanket on his bed, this is in contrast to his brother who's side of the room is dark and has no colour. This emphasises the victims stereotype of child-like nature in juxtaposition to his brother who is aware of the world and dislikes his brother. The costumes and locations are of everyday life, for example the scenes are set in houses, bedrooms, schools and bus stops whilst all the characters wear everyday clothing. The setting of everyday life reinforces to the audience that what they are seeing actually happens in real life, re-inforcing sympathy for the victim stereotype. 

Sound

The dialogue in the clip creates conflict between the able brother and the disabled brother (victim stereotype). The able brother speaks normally whilst the disabled brother speaks in stylised language, which is slurred, indicating his disability in contrast to his brother.Another example of dialogue used is that the mum and dad, the adults, resolve the two brothers arguments which show that able-bodied people have power over the disabled. The soundtrack is also used to show disability. The happy, upbeat music that plays during the breakfast scene represents the disabled brothers mind state of child-like naivety which is set in contrast to the grey and dark appearance of the flat block his family live in. 

Camera

The shot and reverse shot shows the conflict in the conversations between the two brothers. In terms of prominence, the able brother has the most screen time. This is used to convey the stereotype of able bodied people having the most power which victimises the disabled brother who is the weaker figure. A long shot is used when the disabled brother is sitting round the breakfast table, he is positioned at the centre of the shot utilising the rule of thirds technique. The use of the long shot could be to position the disabled brother as mentally distant even though he is with his family. This reinforces the stereotype of him as a victim unable to be close with his family. A close up shot is used on the disabled brothers face which shows the eyes of the character. Downs syndrome which is the disability the character suffers from, is stereotyped as having different eyes to normal people. The close up emphasises his disability by using his eyes as symbolism for his disability. This creates sympathy for the victim stereotype by showing his disability in contrast to his families eyes.

Editing

The pace of the clip is slow when the disabled brother is in shot, whilst it quickens when the brother is in shot. This re-inforces the stereotype of disability as slow whilst able bodied people are fast. Black and white stock footage from the past is used to show the able brother thinking, which shows he is intelligent and aware of the past and everything around him. This creates a juxtaposition to the disabled characters stereotype of being slow. Another type of editing that shows a contrast between the two brothers is the cuts and transitions, the cuts are slow for the disabled brother whilst they are faster for the able brother. There is not a lot of match-on-action in the clip, which resembles the disabled brothers disjointed state of mind and that he is not aware what is happening around him. This reinforces the stereotype of the disabled as a victim. During the scene at the bus stop, the cuts are fast but they are shown to portray the length of time the able brother is spent looking after his disabled brother. This portrays the disabled as a liability to the able bodied. This is another example of how the disabled are portrayed in the clip as victim.

Ethnicity revision

Examples of stereotypes are
. Indian
. Thai
. Middle Eastern
.White
. Black (African, Carribean)
. Gypsys/travellers
.Eastern European

Tv dramas create confict so to create conflict using ethnicity, the differences in the stereotypes have to be exaggerated when compared to another stereotype. For example, in Little Britain clip, there is three ethnicities in the clip. Thai, Gypsys and Eastern european. The Gypsys and thai ethnicities are portrayed as humourous whilst the eastern european ethnicity is sexualised. This creates conflict between the thai stereotype and eastern european stereotype.

The thai stereotype in this clip is shown as unattractive and unable to speak proper english whilst the eastern european stereotype is exotic, sexualised and an object of desire for the gypsy/ white stereotype who have power over the minority ethnicites.

Disability revision aaron

The 4 stereotypes of disabled people in the media. An example of hero in the media would be the paralympic games. 

http://leighmediaas12tvdrama.blogspot.co.uk/2013/01/34-rep-of-disability-lesson-plan.html

Camera-

 space between characters, composition and framing, does the space between characters change the portrayal of the disabled and the able? 

Shot type- does the shot show low angle to make the able powerful and make the disabled weak by using high angles. or other way around?

movement of camera- shaky- weak, nervous, fragile

Editing

Prominence- who is on screen the longest? the disabled or the able

Juxtaposition- differents cuts to diffent scenes could build comparisons or differences.

pace- slow for disabled, fast for the able. 

transitions- cross dissolve- disabled, weak. quick cut- able, strong,

Sound

foley- wheelchairs, crutches, breathing machines- disabled noises

running, exercise- able-bodied

music- how is it used, and when it is used, to create emotion?

is the sound off screen or on screen. off screen could imply that the disabled are'nt important enough.

Mis-en-scene

props- wheelchairs, crutches, breathing tubes, 

locations- hospitals, nursing homes, everyday houses

Link back to 4 stereotypes of disability, Hero, Freak, Ugly and Victim

does this promote or disprove of the stereotype.

Monarch of the glen age analysis aaron

In the clip from 'Monarch Of The Glen' the representation of age is presented to re-inforce the stereotype that young people are reckless and careless and shows adults and the elderly having power over youth. The 4 areas that show this representation on-screen are Mis-en-scene, camera, sound and editing.

Mis-en-scene

The location of the scene is important. It is set in an mansion which is a stereotype of adults. A mansion can be seen as a location of authority. Costumes in the scene include the elderly man who crashes his car. He is dressed in a tweed suit, which implies he takes pride in his appearance. This is a juxtaposition to the stereotype of youth who don't take pride in their appearance. The props used in the clip are tools, which are associated with hard work. In the clip, only adults and the elderly use tools which signifies that the older generation are hard working compared to the stereotype of youth. Another prop is the car which symbolizes maturity since only adults can drive. When the young girl tries to drive, she crashes showing that she is reckless and careless, a stereotype of youth. It also shows that she is not mature. Another example of location is the young girls room which is coloured pink, which clashes with the rest of the mansion which has a brown colour scheme. This symbolizes the division between youth and adults.

Camera

Low angle shots are used when the adult man is disciplining the young girl. This shows that the adult man has power over the young girl. This reinforces the clip's representation of adults being powerful. The clip uses medium shots throughout the scene but when the young girl runs away, the style changes to close ups. This symbolizes the emotion of the young girl and youth in general. The medium panning shots of the adults and elderly building things shows equality between the two age groups. This shows that the clip is focused on adults and elderly having power over youth rather than conflict between adult and elderly.

Sound 

The dialogue used when the young girl is whispering to herself how to drive is a symbol of uncertainty found in the youth stereotype. In contrast, the elderly man who crashes his car talks eloquently which shows he is mature which contrast with the two age groups of youth and elderly. Another example of dialogue is the young girl screaming I hate you at the adult man. This shows irrationality in the youth stereotype in the clip.The foley used symbolises hard work with tools clanging and people working together when the adults and elderly are on screen. This furthers the stereotype of these two age groups being hard working whilst youth are not. The music used when the girl runs away from home is sad, symbolising the changing of emotion in the young girl. This is contrast to when the adult man gets emotional (angry) at the girl for lying to him, where no music plays. This shows that emotion in youth is presented more irrationally.

Editing

Adults and the elderly have the most screentime in the clip, which is a aspect of composition. This could symbolise that the clips feels that these two age groups are the most important and that youth should have less screentime. There is a motivated cut when the young girl crashes the car and it cuts to the elderly man who starts shouting at her. This is another example of an older age group having power not only in the scene, but in the structure of the clip.

Age terminology- Harry Brown

Shot Type- example; long shot. shows loneliness, isolation,- daylight no youth around, only come out at night.

Diagetic- shows long silences for old people, shows loneliness, isolation, emptiness and reality

An prop used to represent young people. A crackpipe represents drug abuse and the free spirit of youth.

Costumes. Youth are dressed up in caps and hoodies,  Have an uncouth appearance and is reflected in the stereotype of hoodies and 'chav' culture.

Old people represented as the focus of the shot, a perspective of the elderly, detatched

Lowkey Lighting- makes the set look dark, intimidating. Represents the portrayal of youth in the film.

A P.O.V shot. Shot from a youth's point of view, represents the dynamic of youth. This clip also represents the use of pace to represent youth. The bike is fast paced, with the camera shaking erratically. This type of cinematography represents the erratic nature and unpredictability of youth.

Prop- Pills represent illness and vunerability in the stereotype of old people.

Costume- old people represented with wearing a suit and tie. They take pride in their appearence

Proxemic codes and location- location is a dark underpass, graffiti and dark lighting. Proxemic codes represent that the underpass is hellish like.

Diagetic sound- there is only silence in the scene. represents the lack of activity or the feeling of being alone in the representation of old people.