Gender

Traditional Stereotypes

The Male Gaze Laura Mulvey from Neill Ford

 

 

Discuss the ways in which the extract constructs the representation of gender using the following: 

• Camera shots, angles, movement and composition 
• Editing 
• Sound 
• Mise en scène

Summer 2010 OCR Media Studies Extract from N Tennear on Vimeo.

SOCIAL CLASS & STATUS

SOCIAL CLASS & STATUS 

This has much in common with issues around urban v rural which can be seen with regional identity. 

Clothing codes are often crucial, but so too accent and speech: use of slang v complex language. 

Possessions naturally, and housing, are key factors. 

Camera angles can be used to establish class difference, as seen in the opening of Tess of the D’Urbevilles with the minister high up on horseback and the humble peasant literally beneath him. 

In dramas with a degree of comedy (‘dramedy’) the clash between the classes will be used as a source of humour, the refines tastes of the ABC1s (middle to upper class) clashing with those of the C2DEs (lower- middle class to working class). 

Class identity is established in TV drama partially through possessions of characters. For example when drinking alcohol the receptacle (container) it is poured from can be significant: from the cheap lager of Shameless to the decantered brandy of MofG. 

The easily offended sensibilities of the middle classes are also often a source of humour. With working class characters, the key stereotype tends to revolve around crime, though laziness/dole scrounging can also be commonly seen. 

Having said that, there are still some stereotypes associated with different classes:

• Upper Classes (eg Made in Chelsea) – often shown as rich, clever, snobby, very posh

• Middle Classes (eg My Family)– often shown as “normal”, good family values, well behaved

• Working Classes (eg Coronation Street) – often shown as poorer, less happy, less intelligent, but with strong community links

• Lower / Under Classes (eg Shameless) – often shown as being criminals, no family values, no community links, bad parents etc

People have often noticed that in many TV shows, people of different classes, don’t mix. And when they are shown together, they are often shown as clashing and being very different.

If you get “class” as an issue in the exam, you should be thinking about the following things when watching the clip:

• Can I identify what class characters are?

• Are people from different classes shown as having different interests, personalities, attitudes, behaviours? If so, how?

• Is their class represented as being important in their life?

• Are people from particular classes portrayed as being better, more powerful, than others?

• Are people from particular classes portrayed as being abnormal /weaker/more pathetic than others?

• How do other characters in the clip treat the characters from different classes?

• What is the message the clip is trying to portray about class?

KEY IDEAS: refined/sophisticated v crude/backwards, eg with language, choice of drinks, clothing; often similar to urban v rural; power/less; victim v criminal http://bit.ly/1qzip7f

TASK

Watch the sequence FOUR times. 

Read each of the following Band 4 essays (below) and prepare them for me to mark as though they were your own.

Complete a cover sheet for each (see link COVER SHEET), you will need 3 in total

https://drive.google.com/open?id=0BwqZRopnG_XKcm4zaWhsc3JSRDg

https://drive.google.com/open?id=0BwqZRopnG_XKQWo3djJ2VExJSVk

https://drive.google.com/open?id=0BwqZRopnG_XKLWhZdXV1Z2FCclU

COVER SHEET

Representation of Age - Feedback lesson

Today's PowerPoint:

https://drive.google.com/open?id=0BwqZRopnG_XKWmpCSGVqN09SWjA 

Using the class feedback sheet and marking grid, select TWO paragrapgh to re-write and improve.

Once again ALL work must be prepared for marking, and a cover sheet completed prior to submission.

Links to the marking grid, class feedback, and reflection sheet can be found below.

Age Self Assessment Cover Sheet   

Age Whole Class Feedback 

Marking Grid  

Your work now carries your own personal anonymous number. Remember this number so you can see how far off your target grade you are.

Representation of Age

How does the extract construct representations of age using:

Camerawork
Mise-en-scene
Editing
Sound

50 marks


Explanation/argument/analysis = 20 marks
Examples = 20 marks
Terminology = 10 marks

https://www.youtube.com/watch?v=9SLmRxu2Qnc&list=PLAC15C50BB775177D&index=27

In today's lesson I want you to watch the sequence FOUR times.

The first time you are NOT allowed to make notes. During your second, third and fourth viewings you may make notes.

After you have made notes you need to write your essay in 45 minutes and prepare it for me.

SELF ASSESSMENT GRID

Improving your essays

Today you are going to make improvements to your TV Drama essays. Use the marking grid below (see link) to help identify where your work requires improvement, and then select two paragraphs which you will re-write. Improve these sections by hand and pass to me with a completed reflection sheet.

Grade boundaries

A 40-50
B 35-39
C 30-34
D 25-29
E 21-24
U 0-20 

MARKING GRID

CLASS FEEDBACK ETHNICITY 

INDIVIDUAL REFLECTION SHEET  ETHNICITY

EXAMPLES OF GOOD STUDENT WORK ETHNICITY

CLASS FEEDBACK DISABILITY

INDIVIDUAL REFLECTION SHEET DISABILITY

EXAMPLE OF 'A' GRADE WORK DISABILITY

EXAMPLE OF GOOD STUDENT WORK DISABILITY

AFl monarch Of The Glen

Monarch of the Glen (Analysing Age) from Steve Boyes on Vimeo.

Yr12 Media Afl Monarch of the Glen