REVISION FOR QUESTION A

QUESTION ONE

Representation

Discuss the ways in which the extract constructs the representations of ... using the following:

Sound 

• Diagetic - Heard by the characters.
• Non-diegetic - Narration and background music, not heard by the characters.
• Synchronous - Goes with what is happening on screen and can be seen by the characters. 
• A-Synchronous - background sounds that cant be seen but go with what is happening on screen.
• Foli-Sound - Sounds such as gravel and doors.

Mise-en-scene

• Costume/Make-up - How does it help to show the area of representation.
• Setting/Location
• Characters/Accent
• Props
• Body Language
• Lighting
• 
  

Editing

• Cuts fast/slow
• Montage
• Parallel

Camera work

• Movement
• Angles
• Composition
• Shot Type

Check list for TV analysis

Sound

• Diegetic - Heard by the characters
• Non-diegetic - Background Music, narration, not heard by the characters
• Synchronous - On screen , hear by the characters
• A-synchronous - Off screen but heard by the characters
• Foli sound - realistic everyday sounds, (squeaky door, gravel etc)

Camera Work

• Shot types - 
• Establishing Shot
• this is the opening shot of a programme or sequence. Might be an extreme long shot or long shot, establishes location
• Master shot
• A shot that includes all the action in a particular sequence establishes spacial relationships of the character involved.
• Close upshot
• A shot that includes the whole head of a character. Used to direct the viewers attention to a significant facial expression or to an object that might have significance within the narrative.

• Mid-shot
• Long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder shot and variations of these.
• Ariel shot
• A camera shot taken from an overhead position. Often used as an establishing shot.
• Extreme close up 
• A shot where a part of a face or body of a character fills the whole frame/dominates the frame. Also can be shot of an object where only a small part of it dominates the frame. 
• Medium Shot
• 
  
• Two shot
• Point Of View shot
• Over the shoulder shot
• Overhead shot 
• Reaction shot
• Camera Angles
• High angle
• Low angle
• Canted angle
• Camera Movement
• Panorama
• Tilt
• Track
• Dolly 
• Crane
• Steadicam
• Zoom
• Handheld
• Reverse Zoom
• Composition
• Framing
• Rule of thirds
• Depth of field
• Deep and Shallow focus
• Focus Pulls

Editing

Mise-en-scene

• Setting/ location
• Where the narrative unfolds - where action takes place
• Interior design
• The mood/atmosphere
• The characters background, surrounding, status and circumstances.
• body language/ facial expression/screen time
• Props
• Complete a characters dress by adding more particular detail and refining our picture of the character - High spec laptop, a porsche, fur coats, Branded hooded top, weapon.
• Costume and make up
• The period of time the social group belongs to.
• membership of a specific group.
• social class and status - one of the main sources of information regarding the characters in their dress - whether it is a tidy v-neck sweater, a tailored woman's business suit, or an unkempt jacket.
• Cultural background
• Character traits, personality, values, assumed behaviour and attitude.
• Changes in costume indicate changes in character e.g rich to poor, taking off clothes as lowering defences.
• Clothing might also be a trademark.
• Lighting
• three point lighting standard scheme for classical narrative cinema. In order to model an actors face or an object with a sense of depth, light from three directions is used.
• Quality of light is perceived hardness and softness. A hard quality has dark shadows with sharp edges, while a soft quality has lighter, diffused shadows.
• High-key lighting - A lighting scheme in which the fill light is raised to almost the same level as the key light.
• Speech
• Regional dialect
• elaborated or restricted language
• specialised use of vocabulary
• accent
• Standard or colloquial 

Media terminology

Media termanology from TinaHartnell

Section A revision

Section a from TinaHartnell

Class and status

First of all in the clip camera shots and the mise en scene that they show can be used to represent class and status. Firstly in the beginning of the clip there is the use of shot reverse shot showing the on going conversation between these people. From these fairly close up shots it is obvious from facial features that and costume of school uniforms and large hoop earrings that these two characters are of teenage years and yet they are talking about their child together. Stereotypically this suggests that these characters are of a lower class as it is more commonly portrayed from a character of low and working class to have children young. Sound at this point can also be used to represent class and status as the accent and dialect between the pair is also suggesting these characters to be of a working class background due to them not pronouncing full words and not perfect elocution, something stereotypically suggested of the upper classes. The pace of the speech is quite fast as well which suggests that this character is scared. 

Contrastingly to the appearance of the characters the house they are in appears to be very large and the décor is quite straight and proper suggesting this to be the house of a middle to upper class character. However this scene does continue to show the characters to be lower class as they have a gun and are wrecking the house which is stereotypical of a working class teenager. As the female character approaches the others from the hallway the camera angle is high above her looking down on her. This first of all suggests her innocence as this is a shot often used to look down upon an infant and shows her to be subservient. However this also could be as if the owner of the house is above this character and is looking down upon this character entering the house suggesting a higher status. It could also be that the audience are shown to be of a higher class and status than the girl so they are looking down upon her.

Due to the fact that the mise en scene and costume suggest that the girls are of a slightly higher class than the male character as they are wearing a uniform and he is wearing a hoodie, another stereotypical feature of the lower classes, the camera angles suggest that he is the one with a higher status, due to the fact that he has a gun giving him all of the power in the room. The camera angle being above the girl as she is lying on the sofa covering her head acts as sort of a point of view shot on behalf of the gunman as it allows us to see what he sees and how he is looking down at her and seeing her vulnerability and how he is the dominant one. Editing in the clip is used to create and maintain continuity throughout the clip in order to create verisimilitude. The clip does this by using continuity editing and long shots as appose to using montage editing. This allows the audience to understand the tenseness of the situation and to empathise with the girls as for them this would seem to go on forever as they are scared. This clip shows a negative representation of the working class as he feels as if the only way to sort out a situation is to shoot someone which is not necessarily a realistic representation. Because the boy has the gun it connotes that he is likely to shoot someone and is a murderer however the denotation is that he has a gun. 

The non-diegetic music adds tension by being quite scary but then at points goes quiet to show the seriousness of the situation. The music builds up the audiences tension and creates an atmosphere then stops when the tension is at its height in order to achieve total engagement with the audience. During the part after the girl has been shot its as if there is no sound and the camera just completes medium close ups showing the facial expressions and reactions of the characters to the given situation. 

The camera seems to be hand held instead of on a tripod which continues the natural realisticness of the scene. By using this type of filming this suggests to the audience that the situation is uneasy and wobbly which could be representing the girls emotions at this point. As the boy runs out of the house the camera tracks him with a very unsteady shot once again in order to represent how the boy would feel at this point after he shot the girl. As the lady pulls up in the car it is suggested that she is the middle class home owner as she arrives in an expensive looking car that its unlikely would be the belonging of a low/working class character.

When the camera is at a low angle in the hall pointing at the front door this has the illusion that the hall is very long. This could be important for two reasons. Firstly this makes it seem like the time in which it would take her to reach the girl who has just been shot would be longer than it actually would which is how it would probably feel to the characters. Secondly this gives the audience the sense of the distortment that all of the characters would be going through considering what has just happened.  This shot also allows the audience to see more of the mise en scene and décor of the house, which by having a large hall and nicely furnished rooms further suggests a middle class person to live there.

When the boy is once again shown running down the street and over gates and fences the location of the house seems to be that of a lower working class area. Stereotypically the broken and mismatched fences suggest that these houses are possibly council owned and rented by the working and lower classes which contrasts with the inner décor of the house and the personal belongings such as the furnishings and car. Over all there are objects which connote both working and middle class in this clip which are shown throughout in the mise-en-scene, Camera work, editing and sound.

Editing Powerpoint - Emma, Amber, Shannon & Tina

Media owneship

Media ownership from TinaHartnell