Class and status

Class and status

UPPER CLASS

The upper class is the social class composed of those who are wealthy, well-born, or both. They usually wield the greatest political power. In some countries, wealth alone is sufficient to allow entry into the upper class. In others, only people born into certain aristocratic bloodlines are considered members of the upper class. The upper class is generally contained within the wealthiest 1-3 percent of the population. Members of the upper class are often born into it, and are distinguished by immense wealth which is passed from generation to generation in the form of estates. Sometimes members of the upper class are called "the one percent".

MIDDLE CLASS

The middle class are the most contested of the three categorizations, the broad group of people in contemporary society who fall socio- economically between the lower class and upper class. One example of the contestation of this term is that in the United States "middle class" is applied very broadly and includes people who would elsewhere be considered lower class. Perspectives concerning globalization, such as dependency theory, suggest this is due to the shift of low-level labour to developing nations and the Third World.

LOWER CLASS

Lower class (occasionally described as working class) are those employed in low-paying wage jobs with very little economic security. The working class is sometimes separated into those who are employed but lacking financial security, and an underclass—those who are long-term unemployed and/or homeless, especially those receiving welfare from the state. Stereotypically, working class people often live in decaying, crime- ridden urban areas with low-quality civil services.

HOW DOES CAMERAWORK EDITING 
Medium shot used to show mum eating – poor quality food shows that this is a working class family.Lots of high angles shots to represent that they are poor and not important to society.Medium shot used to show family in their small home.

Long shot also used to show painter (working class person) outside small housesFirst shot in opening is an establishing shot of Road, which shows a working class environment.Point of view shot used at the being of young girl to show the environment and background she comes from.
EDITING 
Montage of dad working building site- occupation shows working class. Montage was fast paste to show the audience quick other view of the mans jobs so that the audience could establish his social class
Scene the beginning uses zooming effect from outside of the house into the house. This shows the typical indoor and outdoor environment of a working class area


Sound in terms of accents and vocabulary to represent class

The accents that are used in the clip are mainly London accents, but more like an east London accent which is the poorer side of London. This show that the people living there are lower class. Higher class Lononders in the Westend of London would have a posh accent reflecting their wealth and status. The vocabulary used also gives away the social status’s because of how they would be educated, higher class people would more likely be educated better and use a wider variety of words unlike lower class people who would use a smaller variety of words and more slang words and also are prone to swearing a lot more for example in the clip the words ‘Stupid cow’ and ‘bleeding’ are used.

Re-write of the Doctor who gender analyse from 2009

1. Discuss the representation of gender within the extract of Doctor Who.Make reference to the following; -Camera work. -Mise-en-scene. -Editing. -Sound. 
2. 
   
3. Within the extract of Doctor who, gender is represented in numerous ways, particularly through the use of the technical attributes, Camera work, Mise-en- scene, editing and sound. This extract specifically depicts the common stereotypes of women and men, as it is evident that males are dominant, higher in status and perhaps superior as opposed to that of women. However, later on in the extract it is adamant that women, particularly Martha is quite domineering; proving these stereotypes to be some what challenged. 
4. 
   
5. The use of camera work contributes greatly towards this representation of gender. The most domineering being that of high angles and low angles, as they are used widely throughout the extract; high angles are used whenever Martha is in shot to portray her vulnerability, lack of confidence and more importantly her seemingly having a low status as opposed to the master who has a much more high status, who is strong willed and powerfully dominant- these are through the use of low angles. The general stereotypes of males having the tendency to be more dominant/ powerful are yet reinforced and definitely supported by these camera work techniques. However, this isn’t consistent throughout the entirety of the extract, as towards the end of it the former situation changes and some what is reversed. The master is now the vulnerable one and Martha is now the superior of the two; the low angles are now used on Martha and the high angles on the Master. This perhaps derives the connotations of Martha being a feisty character, as she has fought back against the Master and become more triumphant; in contrast with her former vulnerable, wearied self at the beginning of the extract. 
6. 
   
7. Several long shots are used to establish where the characters are within the shots; basically it is cleverly staged. The Master is shown to be always standing above the stairs, in which it could be argued to represent has thorough importance and also to support the idea of males being the most powerful, where as Martha is always below the stairs to show her intimidation acted upon her from the Master and her lower status. A tracking shot of her also initiates this representation, specifically when she enters the beginning sequence; she is seemingly shown to be alienated from her close family and ‘singled out’ from any other character, this perhaps giving the connotation of her being weak and helpless and also isolated. 
8. 
   
9. Another significant camera work technique used to show the representation of gender is the use of a focus pull. It is used when the Master looks over at ‘countdown clock’. The Master begins the countdown and soon after this, he is. taken out of focus and the clock immediately brought into focus as it descends in time. This further highlights the fact that he is in control and adamantly superior.
10. 
    
11. Mise-en-scene also contributes to show the representation of gender uniquely,the most notable, being through the use of the evident contrasts of costumes;They specifically depict the common stereotypes of men being overall superior-opposed to women who are deemed to be inferior. Males within in the extract are deemed to have higher status’ through the costume detained by them, these subsequently giving the connotations of them either being business type men with immaculate/ regal appearances, hard-working, laborious and powerful and,or having a hands on approach and doing the manual work. Costumes that make this seem apparent are; suits, military uniforms and just general/casual clothing particular to that time period/era, yet dirty and mattered clothing.
12. 
    
13. In comparison, the females’ costumes consist of maid outfits in which is showing they’re of lower class/status/importance and perhaps it is their duty to serve others. However, in contrast with this, the master’s wife is wearing a red dress inflicting the connotation of her being a sex object and particularly very feminine.Martha’s costume however, doesn't comply with any of these common stereotypes of women, hers seemingly challenges the stereotypical ‘norm’ as she’s wearing combats in which are more associated with males. This then derives the connotation that she is a resistant, feisty character with a tough nature.
14. 
    
15. The props within the extract are highly significant as they not only enhance the sci-fi nature of the program, they segregate the women and men’s stereotypes uniquely, the men in the extract are holding some sort of military weapon in which this reinforcing the initial idea that men over power women.
16. 
    
17. The use of editing within the extract significantly helps to contribute to show the key representation of gender. One way in which this is clearly evident, is through the use of a cutaway. At one particular time when the master is in shot, he commands the space and then it ‘cuts away’ to a shot of them, specifically to show they’re under his command/control; thus then representing his profound domineering persona and his power withheld in him. This therefore supports and reinforces the stereotype that males have the tendency to be more dominant and instructive opposed to women. Another way in which a cutaway is used is when Martha’s flashbacks are shown; colour grading filters are used to create and enhance the state to moving another era or just generally back in time. As opposed to her once being the vulnerable character within the shots during the flashbacks she is shown to be quite confident and up gains power as she preaches her story about the Doctor. This goes against the stereotype of males being dominant/powerful and females being the weaker of the two genders. The screen time in which the character has within the extract is very significant. The Master and Martha have the most, arguably the Master has the majority more so at the beginning anyhow, this makes it apparent that he rivals with more importance against the other characters- perhaps his domineering persona.

1. However towards the end of the extract Martha is shown to have redeemed herself and ‘rights’ the Master. This allows her to have the majority of the screen time compared to that of the Master at this stage.The sound that is evident within the extract is significantly important in addressing the representation of gender. A cutaway is shown of the space-shuttles, in which it is noticeable that diegetic female voices are used, when complying with the Master’s instructions. This perhaps is portraying me/males command and are dominant whereas women are more inclined to be controlled and serve men, this being one of many common stereotypes. Another important aspect of the sound present is that of the non-diegetic musical score that is played throughout the entire extract. The music played within the scene as Martha enters is seemingly dramatic; this enhances and upholds the tense and desolate eeriness within this particular part of the sequence. It also portrays Martha’s vulnerability and intimidation received from the Master. In contrast with this Martha then redeems herself and becomes more powerful as she rises against the Master. The musical score at this point becomes overly-dramatic, and eventually builds up a climax, this then representing Martha to be triumphant and domineering. Emily-jane Mason.

Editing

Editing and representations

As a technical code, editing is primarily related to narrative, put the clip together and tell the story. They see how camera work such as close-ups and low angles conveys status and emotion to the audience. The use of costume, props and settings functions of mise-en-scène are also pretty transparent to most students.

ACTION MATCH

When following a single character (e.g. Billy Elliot dancing) this is a purely technical device. However, when an action match is used for intercutting, it can heighten the parallels/contrasts between two different characters in two different situations and offers an opportunity for juxtaposition.




EYELINE MATCH

Eyeline match usually provides insight to a character's private thoughts.



FINAL SHOT

In any scene, which character or characters are shown in the final shot of the sequence? This is often the character with which the audience is expected to identify.



INTERCUTTING: JUXTAPOSITION
When intercutting is used to draw two storylines together, this can be structured to create tension, and therefore heighten the audience’s identification with a particular character.




JUMP CUTS
These are rarely used in TV or film; when they are, they tend to suggest either a) chaos and disorder, b) self-conscious ellipsis (drawing attention to the rapid pace of the action) or c) a director who likes to break the rules!

MOTIVATION
A motivated edit is any transition forced on the editor by the development of the action, narrative or character. Whenever shot (a) refers to the existence of an event outside the frame, and we then cut to (b) which shows that event, that’s a motivated edit. We can sometimes judge a character’s worth or importance by the number of cuts they motivate.



PACE OF EDITING
This can imply character qualities, especially if only one or two characters are in the sequence. A fast pace might suggest energy or panic (depending on context) while infrequent cuts (long takes) might suggest calm, a casual attitude, or provide documentary-style realism (as in Cast Offs). Similar effects can be achieved with speed ramping and slow-motion.



PREVALENCE
How much screen time does a character get? The more time we see them on screen, the more important their role. This can develop during a scene to change character’s status.


SELECTION: to show or not to show
As film-makers yourselves, it can sometimes be interesting to ask what information has been included or omitted in an edit.

SHOT / REVERSE SHOTS and REACTION SHOTS
S/RS indicates the relationship between two characters: it signifies and sometimes exaggerates their closeness or their opposition (depending on the context). The amount of time given to a character’s reaction shots can convey their status in the scene. For example, if two characters are in S/RS conversation, do they get equal screen time, or do we spend more time looking at one character, speaking and reacting? Equally (though this is also a function of camera, are the two characters framed equally?

Synergy and convergence

Convergence:
Technological convergence refers to the process where new technology is moving towards single platforms delivering multiple media outputs that can be used to reach audiences, for example, a PS3’s primary function is video gaming but you can download and watch movies from Lovefilm.com on it and also watch catch up TV and music videos.

Convergent technology is technology that allows an audience to consume more than one type of media from a single platform.

Digital projection is convergent technology because films that are produced digitally have moved away from the physical film medium and can be supplied to theatres in digital format (lower costs for distribution versus higher start up costs for theatres switching to digital technology). As the film is in digital format there are also cost savings as potentially less work needs to be done on the film to get it onto Blu-Ray, DVD, internet trailers etc as no physical conversion needs to take place because the film is already in digital format.

Cross Media Convergence refers to companies coming together vertically or horizontally (or both). The example often cited in exams is of Working Title making use of its parent company(s) to gain access to bigger stars and a better distribution network for their films.

Synergy:

Synergy basically means working together to achieve an objective that couldn’t be achieved independently. Cross-media convergence can help with synergy if companies are wise enough to take advantage of the links they have forged. Disney is an obvious example of a synergistic company from the top down from Film Studio to Kids’ TV Channel (where it further plays and promotes its films) to the Disney Store (in the street and online) where your kids can pester you to buy all the merchandise and DVDs/CDs they’ve seen on the TV/Web or in the cinema.

Name of Film

The Falling

 Film Rights (franchise, sequel, book etc) An old children's tale

Budget  £750,000

 Prodution Company Cannon and Morley Productions and distributed by Metrodome Distribution 

Director Carol Morley(Dreams of a life

 Main Star 1 (Plus other films)  Maisie Williams (Game of thrones)

Main Star 2 (Plus other films) Maxine Peak (The theory of everything)

Brief Storyline  A mysterious fainting epidemic strikes several students (Maisie Williams, Florence Pugh) at an all-girl's high school in late-1960s England.

Production Details The soundtrack is by Tracey Thorn. Morley asked Thorn to provide the music for the film after editing had begun, Production began in October 2013,  BFI funded the film £750K

 Release date (www.launchingfilms.com) 24 April 2015, exit and The good lie

Main Competator film Age of ultron

Target audience for the film 15+, BBFC rated it 15 meaning that the target audiences will be more mature than other comedy audiences demonstrating that the film has graphic jokes not suitable for younger audiences.

What are the films main selling points? Actor Maisie Williams

 Example of Promotion 1 - 1 trailer, a 2 minute trailer for the film, compared to spectre the promotion details are minimal,

Gross

£359,082 (UK) (24 May 2015)
£9,296 (New Zealand) (13 August 2015)

their lack of promotion demonstrates why their film didnt do well compared to their budget, not making money back, if more trailers were released, a greater chance it would have been better

The force awakens

Name of Film The force awakens

 Film Rights (franchise, sequel, book etc) star wars franchise and sequel

 Film Budget $200,000,000

Prodution Company (Warner Bros, Film Four etc) Lucas Film, Bad robot, truenorth productions

 distributed by: Walt Disney

Director JJ Abrams

 Main Star 1 (Plus other films)  Adam Driver (what if)

 Main Star 2 (Plus other films) John Boyega (Attack the block)



Brief Storyline
Thirty years after defeating the Galactic Empire, Han Solo (Harrison Ford) and his allies face a new threat from the evil Kylo Ren (Adam Driver) and his army of Stormtroopers.

 Production Details

In October 2012, he sold his production company Lucasfilm and with it the Star Wars franchise to Disney. Speaking alongside the new Lucasfilm president Kathleen Kennedy, Lucas said: "I always said I wasn't going to do any more, and that's true, because I'm not going to do any more. But that doesn't mean I'm unwilling to turn it over to Kathy to do more."

As creative consultant on the film, Lucas attended early story meetings and advised on the details of the Star Wars universe. Among the materials he turned over to the production team were his rough story treatments for Episodes VII–IX; he later stated that Disney had discarded his story ideas and that he had had no further involvement with the film. Lucas' son Jett told The Guardian that his father was "very torn" about having sold the rights to the franchise, despite having hand-picked Abrams to direct, and that his father was "there to guide" but that "he wants to let it go and become its new generation." In November 2015, Lucas said that Disney was "not that keen" to involve him and conceded: "If I get in there, I'm just going to cause trouble because they’re not going to do what I want them to do, and I don’t have the control to do that any more, and all it would do is just muck everything up."

Episode VII's first screenplay was written by Michael Arndt.David Fincher^] Brad Bird and Guillermo del Toro were considered as directors. J. J. Abrams was announced as the director in January 2013, with Lawrence Kasdan and Simon Kinberg as project consultants.The production announced the exit of Arndt from the project on October 24, 2013, and Kasdan and Abrams took over script duties.Abrams cited time concerns over the change of writers, and expressed relief that the release date was announced for December 2015 instead of a previously discussed summer release.Abrams and Kasdan both planned out the story while walking for miles in places like Santa Monica, New York City, Paris and London. The first draft was completed in six weeks.Abrams said that the key for the film was to return to the roots of the first Star Wars film and be based more on emotion than explanation. In January 2014, Abrams confirmed that the script was complete. In April 2014, Lucasfilm clarified that Episodes VII–IXwould not feature storylines from the expanded universe, though other elements could be included as with the TV series Star Wars Rebels.

 Release date
 (www.launchingfilms.com) Thursday 17th December - Bajirao Mastani and Sherpa-Friday

Competator film (released around the same month) Creed 15th January

 Target audience 13, which demonstrates their audience is targeted at a large group of people that are less sensitive to action and violence, the audience would be main stream aspires who want to have a fun and enjoyable time, the 13 rating may have hindered the sales of the film as star wars is known for its convergence of different genres, having Lego star wars as a huge brand, and selling Star Wars toys at the Disney store but with a age rating higher than toy manufactures demographic, indexically signifying how Disney are aware of how big star wars is that older people and even younger people would buy the toys and other products due to how Star wars has effected pop culture and younger children are consumers of these toys as the original films came out when these children's parents were children, signifying  how

What are the films main selling points? Star wars sequel, sequel to a trilogy of movies that are known in pop culture for improving how movies are made, the idea of reminiscence, and the original cast being apart of it, older and enthusiastic about it( Harrison Ford)

Example of Promotion 1 - The cast did a world tour, trying to market the film to the domestic audience which is the biggest consumption of film.

 Example of Promotion 2 - give details https://www.facebook.com/StarWars/videos/1030579940326940/ is a 360 angle video where you are in a POV of someone going through this immerse world, this video was the first star wars promotion I witnessed, and the first 360 video I used and it blew me away personally, got me more involved in the film as I felt apart of this universe

Example of Promotion 3 - give details  http://www.starwars.com/the-force-awakens/  loading like the famous title sequence, being able to do a virtual tour of one of the sets, making the world feel more immersive.

Sound in TV and Film

https://youtu.be/3x5cA1flrx8

Waterloo road:age

The first that thing that i noticed is the way sound is used throughout the sequence. At the very beginning of the clip, we hear a dialogue between two adolescent characters (assumably friends). Immediately we can hear uses of colloquialisms, sociolect and informal register in the way that they are speaking, for example 'chill out man'. This tells us that the boys appear to be typical teenagers, that speak how they would stereotypically be thought to. After this, the boys appear to be hesitant when they are making excuses to the teacher. For example "well, i was err.. sick, sir." This connotes to us that the boys have been in trouble which they are trying to avoid, going along with the typical received idea that teenagers are always naughty or mischievous. However, the use of words such as "sir" and "miss" show us that they know they are below the teacher in terms of authority, and this acts as a sign of respect - possibly opposing the assumption made earlier that they are 'naughty teenagers'. In contrast, the students later on in tahe scene tend to speak with much less respect when they are talking to each other (some of the time) - for example there are many interruptions and shouting when they are talking about the girl's parents splitting up. Also, the teachers appear to speak much more forcefully and formally than the students, and sometimes almost in a belittling sarcastic tone, some example are "what do i owe this pleasure?", "give it!" and "dear oh dear". Generally, the older the character in the scene, the more authority they appear to possess over the students. The older teacher even appears to be speaking down to the younger (female) teacher also.
 After the dialogue, we notice that as the students are walking around the school, there is lots of loud background noise (diegetic sound). This helps to set the scene of the school environment as well as connoting that teenagers/school children are generally very loud. Accompanying this, we hear an upbeat electronic-style soundtrack being played. Later on, there is a rap-style piece played when the teacher dresses up 'young'. These types of music is the type that we would associate with a younger audience - helping put the viewer into the characters' shoes.

Next, the miss-en-scene tells us a lot about the representation of age in the clip. Firstly, the entire scene is set in a school building with high-key lighting used throughout. This immediately, gives us an idea of the age groups that are likely to be present in the scene. We can also tell by looking at the general appearance of the students' and their costumes that they are teenagers. Their scruffy school uniforms with loose ties, unbuttoned and untucked t-shirts, help them conform to the general stereotype that all teenagers don't care about their appearance and that they don't have an interest in dressing smart. In contrast, the majority of the teachers tend to be dressed smartly (with the exception of one). One of the teachers has obviously tried hard to look young and has dressed like a youth, wearing baggy jeans, a t-shirt and chain. I would say that this teacher is representative of the type of adult that is trying to be seen as young and modern because they feel deprived of childhood or because the opinions of youth are important to them. Next, near the start of the scene one of the boys retrieves a broken video camera from his pocket. Firstly, the fact that the video camera is broken connotes to us that the teenager has probably broke it; conforming with the stereotype that young people are often violent and destructive. Secondly, the fact that he gets it from his pocket gives us the idea that it is stolen. This also conforms to the stereotype that young people (males in particular) have generally poor morals and are anti-social.

The use of camera work can also tell us about the representation of age in the scene. Near the start, a close up shot is used to show the reaction of one of the students. This is when the teacher instructs him to hand the camera over. This shot is followed by close ups of the camera being handed over and the broken camera itself. The use of these shots emphasise the emotion that the character is feeling, and shows us that he is either regretful or annoyed with himself. This connotes to us that teenagers often make rash decisions that they can regret soon after, whilst still that they are destructive. Next, at appox. 1:05, a pan is used. This is when there is a student stood outside the site managers office. The use of the pan emphasises this, so we focus exactly on the location of the student, and implies to us that the student has misbehaved (hence being outside a senior staff member's office), this once again follows on from the stereotype that all teenagers misbehave. Another example of where an effective camera movement is used is when the teacher is first shown wearing the 'youthful clothes'. The camera slowly tilts up as it would do traditionally to show an attractive female character. This is ironic and gives the viewer a sense of shock but also humour. This exaggerates that the man wearing the clothes is old, as you don't expect him to be as the camera is tilting.

Amy takes drugs to school

Amy takes drugs to school

The first shot is a high angle dolly shot, other a bunch of cubicles in a ladies toilet all empty, then ending showing two girls in one of them, this dolly shot establishes that they are alone, or at least think they are alone, the small space signifies how the shouldn’t both be in there, indexically signifying that they are trying to act incognito in their action.

The toilet is cover in graffiti, signifying law breaking as they are talking about drugs, this environment has been used well to demonstrate they live in a poor area and most kids are like this.

This shot has been recorded at head height, a close up of the girls and pans from one girl to the other, and then stays static at the second girl for a second, this demonstrates how the editor wants the audience to feel as if they are in this toilet with them, and the camera almost acting as a POV shot, from the way the hand held camera moves, we are meant to be in this situation, as the camera like a human, focuses on the main person talking, the pan almost acts as our head moving to focus on the other girl talking.

 

The next close up is again head height, static showing the girl smell the drugs while the other girl almost smiles with an almost evil look, signifying how she is trying to sway the other girl to do drugs, but this is similar to a deal, the customer is trying out the product, this is very similar to a drug deal in the way they are hidden and showing drugs to each other.

The next shot is similar to the last pan, but reversed. This shot has been recorded at head height, a close up of the girls and pans from one girl to the other, and then stays static at the second girl for a second, this demonstrates how the editor wants the audience to feel as if they are in this toilet with them, again handheld, but differently the camera pans over to the other girls again, this quick motion connotates that the environment is getting more tense, foreshadowing something is going to happen, there is a definite trend building as the shots are getting quicker in cuts and camera movement gets faster.

 

After the pan, it is a quick cut to the next shot, another close up at head height, this editing may have been used as a fault with the scene, as this is obviously a different take, as only one camera is in that cubical, this almost acts as a blink, as the long shot which panned twice, for a person they may have blinked, referring to this idea of cinematography making the audience feel like they are present in this cubical.

The next shot is a high angle medium shot of the two girls, this is similar to the first shot of the two girls, demonstrating that these drugs will not get them anywhere in life, they are still where they begin in the clip and drugs will only hinder their life. The toilet is cover in graffiti, signifying law breaking as they are talking about drugs, this environment has been used well to demonstrate they live in a poor area.

This shot is a POV from the girls perspective, this low angle demonstrates this blonde girl on interested in drugs is higher in society than her, signifying that drug takers are low in society and are looked down upon everyone, This shot is shown as a straight cut from this shot to the last, these POV shots demonstrate the conversation between the drug takers and the blonde person.

The next shot is a head height over the shoulder shot, it sees the girls move out of the cubical into the area of the girl, this demonstrates that these drug takers have no real place in society and have to enter a place they aren’t welcome in, where this blonde girl is comfortable and welcome in, signifying to the audience that drugs ruins your life.

 These two shots have straight editing cuts through them, these switch to view the person talking, the rhythm of these shots are fast, the fast tempo signifies that this is a quick argument, both people trying to be as quick in their repsonse, the first shot is a over the head shot, head height of the blonde girl and also a heandheld camera, and the other shot isnt a over head shot, slightly over eye height and also handheld, the use of only one of the shots being over the shoulder demonstrates  how the camera is at the other persons POV, witnessing the argument, but due to this fast tempo cant join in as the tempo is too fast to intervine, as from her POV, the audience is meant to feel stress and anger as in her perspective we can almost empathise for the character not involved. This intereaction happens until the end of the clip.