Representations
Physical Ability/Disability
This clip from Johnny English Reborn subverts this representation. Despite Johnny's disability he is still able to outrun and escape the people chasing him. A wheel chair is usually shown as slow and hard to use but in this clip the wheel chair is fast and very mobile. The speed is also shown with the fast passed music which is often used with ability rather than disability.
Age
Camera angle can show age by looking down on younger people and up on older people, giving the older people more authority. for younger people the music and editing is more likely to be fast. But for older people sound and editing is more likely to be slow.
In this clip from RED the older people are fighting the younger people. They can obviously fight and the only one that is scared and helpless is the younger girl. This clip subverts this representation.
Ethnicity
Stereotypical music may be playing in the background to represent that ethnicity. Stereotypical clothing may also be worn.
In this clip from Cool Runnings they play music that represents Jamaica. They are also wearing clothing that shows that they are Jamaican. Their speech also shows their ethnicity, for example the repetition of "Man", and there accent.
Love and Romance
To represent love and romance they use the colour red. There is also quite slow music and editing with a lovey feel to be it.
Regional Identity
Sounds can create different atmospheres and tones for different groups of people. Different clothing and building types can show what region some people come from. Slow cuts show slower ways of living, whereas fast cuts can show business and fast paced living.
In this scene from The Blind Side the old beaten up area represents the downtown where the poor African Americans come from. They also wear clothes that show they come from a poor place. Whereas the lady is wearing more posh and expensive clothing and driving a nice car showing that she is richer and comes from a nice place.
Class and Status
Higher class people listen to more posh music, whereas more working class people listen to more hip music. Higher class people will wear posher clothes whereas people from a lower class may where ripped clothing. Frequent cut away shots show a more dangerous where more working class would live. A tight frame is used to show poor living conditions, whereas a Widder and more spacious frame is used to show better living.
In this scene from Heartland there is slow music that sets up a romantic atmosphere. There is also a little bit of red/pink that represents love. There is also double of everything which gives a cute couple feel.
Regional Identity
Sounds can create different atmospheres and tones for different groups of people. Different clothing and building types can show what region some people come from. Slow cuts show slower ways of living, whereas fast cuts can show business and fast paced living.
In this scene from The Blind Side the old beaten up area represents the downtown where the poor African Americans come from. They also wear clothes that show they come from a poor place. Whereas the lady is wearing more posh and expensive clothing and driving a nice car showing that she is richer and comes from a nice place.
Class and Status
Higher class people listen to more posh music, whereas more working class people listen to more hip music. Higher class people will wear posher clothes whereas people from a lower class may where ripped clothing. Frequent cut away shots show a more dangerous where more working class would live. A tight frame is used to show poor living conditions, whereas a Widder and more spacious frame is used to show better living.
In this scene from The Fresh Prince of Bel Air we see the characters dressed in nice clothes and living in a nice house showing that they are of a higher class. Except for Will who is dressed in more of a lower class outfit so this shows us that he hasn't always lived the high life like the others.
Gender
Camera angles can give males more dominance over females. Boys rooms are also more messy compared to girls rooms stereotypically. Quick cuts between male and female can show their stereotypes. Boys are usually louder than girls.
In this scene from High School Musical 2 we see the boys joking around and the girls are looking at magazines and just chatting. The boys are also obviously louder.
Hi Max
ReplyDeleteOverall Score: 12/25
Comments
The brief was to talk about EACH of the FOUR technical elements so this needed to be clearer and present in each analysis as you went through.
- for physical disability/ability you say that clip subverts that representation. What representation? You haven't outlined or told us what about physical ability or disability is being represented. For this you should have included mise-en-scene (the wheelchair etc), sound (the music), Camera shots used (there were none mentioned) and Editing (talking about the cuts or transitions they used and how this is different to when they usually portray people with ability/disability).
- You are showing understanding of representation and how film uses the 4 technical elements to portray meaning, so this is a great start. I would really like to see you analyse what you notice, drawing CONTEXT from other sources.
For example, you notice the right things (the mise-en-scene in films that re-enforce stereotypes of different regions or ethnicity but you don't comment more on what that makes us think, what that means in the greater scheme of society and how that impacts people). Your comments on regional or ethnic representation could talk about the racial struggle in America right now and how those stereotypes are reinforced, there is a divide, a gap, no 'togetherness' between the 2 worlds. You could have used the Blindside movie to talk about what happens when a boy 'from the hood' ends up in the world of the rich. His identity is challenged, stereotypes are challenged and people in the world of the movie even struggle to make sense and accept that he is a part of that 'upper class' world.
- At this level you need to be able to give the right terminology, so before you comment on costume or the fact that they've used colour or 2 of everything (in the love and romance representation), you need to speak about Mise-en-scene and then go into the details of those other things. This was also a missed opportunity to analyse and go deeper into what is being represented in love and relationships? What messages are they telling us? What picture of love and relationships is being painted? It's not enough to just say, 'their is a relationship portrayed', you need to go into more detail about it.
Overall I would like to you bring your work to me on a Friday so I could look at this and show you where/how to fill it out a bit more. What you've posted here is a good start but barely 1/2 way there to actually following the instruction at year 12 level. Not wrong, just needs a lot more.