G322 TV Drama (Primeval June 2010) Link here
Answer the question below, with detailed reference to specific examples from the extract only.
1 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
Exemplar Student Essay - G322 TV Drama (Primeval June 2010)
This students response achieved a very high grade due to the following points:
- The student answered the question. This might seem obvious but
when a response is unsuccessful the student usually doesn't relate to
their answer to the question and so fails to pick up points.
- The question in this case related to gender (male/female) representation. How the men/women were shown
- The student gave detailed examples from the clip and then discussed
the way in which this made the men/women in the scene "look".
- The student analysed (pulled apart how the men/women were shown),
they did not tell the story or describe the plot which is different from
analyzing the clip. Do not story-tell.
- Finally, they gave examples of technical codes to support their argument i.e. the low angle made her look powerful.
Read through the student essay below and use the mark scheme to examine
where the marks are awarded. I have typed up this response as written
and included the red ticks as they appear on the original script and
this would indicate where the examiner awarded a mark.
remember the marks are awarded as follows:
argument/analysis/explanation 20 marks
Use of examples 20 marks
Use of terminology 20 marks
Key Media Concepts (TV Drama)
Wednesday 9 June 2010
Duration 2 hours (30 minutes viewing clip; 45 minutes each essay)
Section A: Textual Analysis and Representation
Answer the question below, with detailed reference to specific examples from the extract only.
Extract: Primeval Series 2 Episode 3, written by Richard Kurti and Bev Doyle, dir. Jamie Payne
1. 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-scene
(50 marks)
The representation of gender in the clip given conveys interesting and thought provoking ideas and contrasts between characters.
The young women called Abbey, her character
steers away from the stereotypical image of women, young women, she is
portrayed as a strong and feisty female, √ this is evident in the shots where she is operating a mechanical machine, √ with much skill and efficiency also. A wide shot √ is used when we first see her √ to establish the scene and location (the woods and forest). √ The close ups also of the end of the digger fortifies the fact that Abbey is experienced in using such a machine √again reinforcing her non stereotypical √portrayal,
she is given the impression of a tomboy. The mis-en-scene used also
fortifies this point, she has a short almost boyish hair cut√ and wears a leather jacket √that makes us think of a character like Steve McQueen or perhaps “Greece”, √ mainly male, strong willed characters. √
The fact that she also fights the
Sabre-toothed Creature, saving the man’s life shows her tenacity. The
shot that this portrayed through is a continuity edit. Also the wide
shot √of her running after the man being chased reinstates this point again, √ as the man, who stereotypically is supposed to be strong and courageous√
is in fact running and being chased, this is a contrast to the women
who is running through the forest with a gun to help him for a second
time! √The dark shape of the gun in her hands, reiterates, power, as a gun, is in this extract, power. √
The gentleman who is in a sky blue t-shirt is portrayed as more of an intelligent man, √brain rather then brawn. √When the sabre-tooth attacks there is a close-up √of him in the hole cowering, √this goes against the usual stereotypes of a man, a contrast between him and Abbey. Despite his cowering √he does show an instance of courageousness, √when he lures away the creature from Abbey. Despite this brave act he √still is running away from the sabre tooth tiger, √ a continuity edit is present when he is running and also when he uses the zip wire, √ close ups√ show fear and exhaustion on his face. The fact that he also uses his belt on the zip wire again shows his brains over brawn. √
The mise-en-scene of his clothes convey a more stereotypical view of
the man, they are neutral and earthy colours and are dirty and strained, √ this helps paint more of a picture of a mans man, or someone who is not afraid of getting their hands dirty. √
The non-diegetic sound of the ambient sound-track helps √convey
the tension and fear and also helps make the pace of the action a whole
lot faster, especially in the chase scene, a combination of this music √and also the fast pace of the editing √raises the tempo and tension. The blurring and wipes X between each edit gives the action the impression that it is too fast to see and fortifies √the
fact that the creature is very fast. The music becomes slower, but is
ramped up with tension as (sounds?) drove on through the scene with the
man with the shotgun, creating a sense of dread and anticipation! √This along with the wide shot and the man’s face, riddled with anger and malice, conveys a tension filled shot. √
The man who is wearing pink attire is portrayed as more of a pretty boy, √lover not a fighter, √the pink colour is more common to girls, women therefore gives him an air of effeminacy. √The
rest of the cast wear mainly earthy colours or smart suits etc, whereas
he wears feminine colours turning the stereotypical image of a man on
its head. The fact that he also doesn’t have a gun √and instead, quite comically pulls a spade out, √whereas the other two people in the shot √both
have guns, one a man and the other a women, this gives the impression
that the women is almost more reliable than the man wearing pink.
The wide shot √showing the tree in the barn gives a very theatrical feel to it, almost tries to emulate√ a sense of bravado and coolness that other films use e.g. the opening shot of Reservoir Dogs. √Also the fact that there are three of them may portray symbolic qualities, like the three musketeers etc. √
The lady who is talking to the gentleman who breeds dogs is portrayed as a pristine, more of a stereotypical view of a lady. √This is conveyed through the sequence “My Best Coat”! √This provides a clear √insight into her personality. She is strong √whilst using words but when the man pulls out a gun a close up reveals her √devastation and fear. Even the colour of the ladies “Best Coat” is white, √which provides the thought of purity and pristine.
The over the shoulder shot and the cross cut editing √reveals the rising anger of the gentleman breeding the dogs. √He is weak when the pristine √women
threatens him but has much more power when he picks up the gun. The
line “won’t be pushed around anymore” indicates his explosion of anger.
The diegetic √noise of the barking dogs also convey a sense of threat and hysteria. This shot conveys √the power of a weapon and also the power of words and how gender can be powerful. √
This extract turns a lot of ideas mostly
stereotypical views of gender on its head, which therefore gives the
viewer an interesting watch. √
|
Level 4
|
|
Explanation/analysis/argument
|
20
|
20
|
Use of examples
|
20
|
17
|
Use of terminology
|
10
|
7
|
Total
|
50
|
44
|
In class, I introduce you to the world cinema platform MUBI and we analyse the 4 technical codes of the opening of Bram Stoker's Dracula (dir. Francis Ford Coppola, 1992): camerawork, mise-en-scene, sound and editing. We note the creative use of light (shadows falling across the map of Transylvania; silhouettes of lances and corpses on the battlefield); of wind (ruffling the prince's hair; at the moment of damnation); of sound (non-diegetic vocals in the form of a chorus of female voices chanting foreign words in an elegy); and of liquid (blood pooling around the outstretched hand of Elisabetta). The aim of this activity is to improve analysis of technical codes and to learn creative techniques from master filmmakers.
We move on to study British Cinema, starting with the website of Working Title, by looking at what films they produce and what is in the pipeline. We learn about their history and why they are successful. Using examples, we note how the subject matter of British films serves national audiences such as by dealing with British concerns, social history, culture and interests. The class identifies which WT films they have seen. Many of you will associate WT films with 'safe' mainstream topics, such as the Bridget Jones franchise, Mr Bean, Love Actually, Four Weddings and so on. However, WT makes a wide variety of films, not just those that create a sanitised version of Britishness that would sell the UK to international audiences of culture tourists. Look at our next choice.
Over half term, create an audience profile. This is a professional example as made by the music magazine NME:
