inbetweeners notes

Disability – The Inbetweeners

Gender representation – women are being objectified – (Laura Mulvey)

Using the term gay – representation through sexuality through the derogative use of gay

Cool guys being proper lads whereas the geeks are playing Frisbee

Male sounds of the men playing football

Verisimilitude is shown through the scene being shot in the park

The dialogue- breaking leg joke suggests that there is something going to happen in the scene

Binary oppositions – active people walking around then the static of the girl in the wheelchair  also she could not run away from the Frisbee however the will could run from the cool lads.

Eye line match

The disability is also a disability for the disabled girl

The men are also coming in to save the women

Paul hunt

In his life 1991 study, Paul hunt identified 10 stereotypes that the use to portray disability –

·         The disabled person as pitiable or pathetic

·         An object of curiosity or violence

·         Sinister or evil

·         The super cripple

·         An atmosphere

·         Laughable

·         His/her own worst enemy

·         As a burden

·         As non-sexual

·         Being unable to participate in daily life 

Codes and conventions

Codes= symbols or icons of a particular genre e.g. medical drama, stethoscope

Conventions= unwritten rules of audience expectations e.g. good vs. evil  

Conventions of TV Dramas

·         Parallel narratives

·         Realistic locations

·         Shot reverse shot

·         Realistic narratives

TV dramas all need the following ingredients –

·         Characters

·         Stories (not always happy endings!)

·         Stories told against familiar back drops e.g. homes, polices stations and offices (for crime dramas) hospitals (for medical dramas) – Most of this is created in a studio

·         Camerawork – sequences involving establishing shots followed by a mid-shot of characters, shot reverse shot to show character interaction and particularly close up to show character emotion

·         Dialogue is used to tell stories, occasionally monologues are brought in for example in voice overs to tell the story and this is mainly used to recap

·         Music is used to punctuate the action to create effects such as suspense and tension and underline emotional moments

·         Subgenres tend to have items which make them immediately identifiable eg police cars for crime drama.

G322 Candidate Exemplar Response

Date: June 2010

Representation: Gender

Throughout the extract representations of gender are illustrates through various elements such as editing and sound. A mix of dominance and equality is produced through the extract however overall it is conveyed that women are physically subordinate compared to physically strong and stereotypically hegemonic male.

Representations of gender have been clearly illustrated throughout editing. For example a mix of pivot/panorama shots as well as fast tracking shots have been incorporated when the girl is trying to save and protect the male character. This illustrates the fast movement and action of the cut however it may also signify a chaotic environment where women struggle to take and maintain power. Another example of a tracking shot is portrayed when the male character is travelling down the rope. This editing however demonstrates to the audience the thought and power the character has from making a quick rational decision which is a stereotype of male behaviour. A long establishing shot is used which clearly signifies the three male characters in an equal line. The equal line personally connotes equality however as the majority of characters were male this illustrates women inferiorly in serious situations. Near the end of the extract one male in the process of saving a women from another dangerous man however the framing of the cut demonstrates representations of gender. For example the female protagonist was placed significantly behind the male which illustrates the girl’s subordination compared to the male.

The next element which produces representations of gender is through sound.

In one cut once the female had saved the male from the life threatening situation from the dialogue such as “Come on” with a high intensity, provoking the animal, suggests bravery and a strong masculinity. This dialogue may have been said as an attempt to regain status as he’s just been saved by a girl. At the start of the first cut a synchronisation from the strings is displayed when the music matches to the sombre or negative topic. “Let her go” by a different male suggest he may think of the male as being superior therefore shouldn’t have to run after her. In this scene within the barn one female protagonist was trying to bribe the male character through dialogue. Therefore this could represent woman being manipulative to convery power in antithesis to males who assert their power in a physical manner. “My best coat!” also creates representation of women such as an obsession of appearance and vanity. However positive representations towards woman are also portrayed. For example once one woman has undertaken the stressful experience the other female protagonist says “you okay” which suggests women to be expressive and caring in contrast to males who are minimal with their dialogue. The diegetic sound the dogs barking emphasise the bad situation of the woman conveying the woman’s vulnerability further. This is also emphasised by the harsh sound effects which build and sustain tension creating a climax.

The next factor which displays representations is through mise en scene. Expressions play a key role, for example when the blonde male is approached by the sabre toothed tiger his expression coveys fear leading to a sympathetic response from the audience however this contrasts greatly to the calm and collective expression of the girl, which suggests a swap in roles involving dominance. At the start of the scene the colour intensity is high on the male compared to the grainy background. This demonstrates the natural setting however focuses the attention on the male protagonist which could suggest male superiority. The females clothing (blonde) presents a male style which is in contrast to the stereotypes of a feminine woman, however another female character in the film is represented with a high pride in her appearance which conforms to the stereotype.

This however portrays the different roles and characteristics of women which may have changed in contemporary times. The props such as the heavy machinery emit connotations such as manual masculine feelings. However the female is in charge of the stereotypical male vehicle. Therefore this suggests equality and an improvement of women within jobs and status compared to the traditional domestic duties. Even though the women within the extract portray dominance through props, the male characters continually illustrate dominance. For example the males usage of the guns for example, the shot gun in the barn and the hand gun involving the key protagonists. This contrasts to how the brunette women displays authority by attempting blackmail. Overall this could suggest males and women are equally dominant although just portray it through different criteria.

A final way in which representations of gender have been displayed is through camera work. For example the low angle looking down on the male in the whole illustrates his vulnerability and helpless position which displays him as subordinate. However a different low angle in conveying the tiger illustrates dominance of man and a hierarchy with the animal being lower. Establishing shots such as before the male jumps looking on in the long distant horizontal plane suggests his thoughts which leads to the male’s hasty decision. An extreme close up on the woman’s face when she’s been knocked down suggest demonstrates her fear and panic further suggesting the women’s weak position compared to the male. A pivot shot is used which creates the effect as the camera is on a fixed position that someone or something would be looking at them for example the dangerous tiger which overall represents vulnerability to the male and the woman.

Overall the particular extract conveys elements of representation through various ways of media aspects. In conclusion a mix of equality is suggested overall, however the traditions where the male characters save the day are clearly presented. Although a mix of response from empathy juxtaposed to spite is displayed from the audience involving both genders.

Explanation/Analysis/Argument:  19/20

Use of Example: 19 /20

Terminology:   9/10

Hustle clip analysis

Throughout the Hustle clip the gender representation constructed justifies Laura Mulvey’s (1964) theory that men have more power and objectify the females.

We immediately see the gender representation through the two women in the shop, one of them being rank higher up the social classes (women wearing the blond wig) and the other much lower down the system; this also show binary opposition between the two.  The higher class female fits into the theory that women are housewives, easy and have a physical attraction about them. The fact that she is wearing a blond wig immediately puts her above the other women as she will get the male gaze and women aspire to be like her (voyeuristic).

However this all changes when she loses her ring. We have already got the sense that the ring is what gets the scene moving as the audience are put at eye level with the ring and there is a close up. This also is another connotation that she is rich. The music changes from background shop music through the use of Foley sound, to fast up pace music to convey panic to the audience, however the music is quite comical to show that it is not a serious matter.

The use of wipe transition to go from the blonde female in the shop to the male, does not only convey that there is two narratives going on at the same time but it also plays a big role on the representation of genders in TV dramas. From the panic of the last scene because of the women losing her ring with the upbeat non diagetic sound, it all cuts out when we wipe to the males scene. This does not only stereotype women typically shopping whilst the man is at work, but also shows that what the man has to say is more important therefore leaving the audience thinking that he is the more dominant one and can deal with more important situations in life. This also is backed up with the fact that the woman says “my husband is going to kill me”

We can also see difference in gender representations though the shop assistant and the blonde man. Before when the shop assistant was talking to the poorer lady the camera angle was at his height, showing that he has more ‘authority’ and is more ‘rich’. However this time the shop assistant is on the floor looking for the ring and the camera pans up to a high angle shot looking down on the shop assistant. This immediately connotes that the blonde man has more authority. The shop assistant does not play the typical man but plays the very stereotypical homosexual man, therefore the blonde man has more power over him as the shop assistant is playing more of a women’s role.

The direct address from both men and women in the scene make the gender representation of both of them equally important therefore not supporting Laura Mulvey’s theory. However by breaking the forth wall and engaging with the audience (something that is not very common in TV dramas) supports Alfred Hitchcock’s theory; the audience know what’s going on but the characters don’t.

In all it is definite that the men in this sequence have more superiority then the women from the camera angles, sound, editing and to some extent the mis en scene. The women wearing the blonde wig is a there to be a typical stereotype of a blond women and to degree can be seen in the male gaze as voyeuristic and fetishtic.

Both representations create a sense of verisimilitude in which a TV drama should do this.

Film Editing

·         The idea of editing is coordinating the different shots in order to create a coherent narrative. This is continuity editing

In film making editing is the task of selecting and joining camera takes. In the finished film the set of techniques that governs the relation among shots

·         Editing is the process of preparing language image or sound through correction, condensation, organization and other modifications in the various media.

·         Editing is therefore also a practise that includes creative skills, human relations and a precise set of method.

Juxtaposition

·         Edwin s porter, the great train robbery 1903 shots in sequence create meaning for audiences.

·         From exterior shots to set audience is encouraged to believe the events they see are immediately sequential.

The Kuleshov Effect

·         Lev Kuleshov circa 1920

·         Audiences can be manipulated through the juxtaposition and the way the shots are put together.

Contrast four main functions of film editing

1.       make sure that the production is the required length or time

2.       to remove unwanted material or mistakes

3.       to alter if necessary the way or the sequence in which event will be portrayed

4.       to establish the particular style and character of a production (o Sullivan, Dutton  and Rayner)

Graphic continuity

·         A graphic match is achieved by joining two shot that have a similarity in terms of light/dark, line or shape, volume or depth and movement or stasis.

·         A graphically discontinuous edit is the complete opposite of two edits.

Rhythmic Relations

·         manipulating the rhythms experienced by perceivers through thoughtful juxtaposition of longer and shorter shots

·         For example a music video – pop music has short quick shots love and romantic music as longer shots to convey emotion.

Rhythmic transitional devices

·         Straight cut

·         Fade out

·         Fade in

·         Dissolve

·         Wipe

·         Flip frame

·         Jump cut

Temporal relations

·         When you watch a TV drama it is meant to be portrayed among a week, a day, a year but the audience is only watching it for half an hour

·         The editing process by which the difference between temporal duration and screen duration is reconciled.

·         This can be down by the mise en scene

Temporal relations: chronology

·         The two most common disruptions to chronological order are flashbacks and flash forwards

Spatial Relation

·         Allowing the audience to understand the way the characters are positioned on screen.

·         For example – 180 degree rule and match on action

Spatial continuity

·         The standard pattern

Ø  Establishing shot

Ø  Shot reverse shot

Ø  Eyeline match (point of view shot)

Ø  Re-establishing shot

Thematic relations

·         Editors have at their disposal two very powerful techniques for manipulating the perceivers place in the hierarchy of knowledge and therefore affecting our thematic understanding of the film:

Ø  montages editing

Ø  cross cutting

Sound

Sound

·         Sound has the power to create certain moods, to create characters and signal events what are about to happen

·         The power of music to manipulate emotions has always been acknowledged.

Three essential elements- all create realism

·         The human voice

·         Sound effects

·         Music

Diegesis- the TV world

·         Diegetic – this sound is part of the programmes Diegesis (natural sounds)

·         Non-diegetic – takes place outside of the Diegesis, often added when edited to create mood.

Foley sound- happens in the post production process, enhancing the natural sounds but you do not notice them because they are very well embedded into the scene.

Dialogue- mode of address voice over

·         Used in TV dramas as a narrative device

·         First person narration

·         Generally about the centre character

·         Finding out privileged information that other characters in the Diegesis may not know

Direct address

·         The character breaks the fourth wall and addresses the audience

·         Alternative way of narrative

·          Breaks up verisimilitude

Music

·         Used to help us feel part of the story

·         Used to makes us feel what the characters are feeling

Incidental music

·         To add emotion and rhythm to the drama usually not meant to be noticeable

·         Dissonant music

·         A tone or emotional attitude towards the story or the characters depicted

·         Understand the links between different sequences

Parallel sounds= things you expect to hear e.g. fight scenes upbeat fast past music

Contrapuntal sounds- something you don’t expects e.g. classical music in fight scenes

Stings= brief stab of music just before a change of scene and to enhance the drama of the situation

Ambient sound- the sound occurring the area where they shoot the drama. It is often to create verisimilitude to create drama with the Diegesis

Merlin Essay

Throughout the Merlin clip the class and status representation pull and push against the typical stereotypes.

The music used at the start of the sequence is eerie and atmospheric, creating a dark tone to the scene. It builds as Merlin is in the room for a longer time, getting louder and building to a climax as there is more of a chance he will be caught and he picks up more objects. The women enters the scene and the music suddenly changes to a more scary sound and then comes to an abrupt stop when she enters the room and sees Merlin- this shows the women's high status and authority in comparison to Merlin as she has the power to stop all sound and drive the narrative with her presence alone.

The way in which Merlin addresses Arthur as 'My lord' sarcastically shows that he knows that Arthur is of a higher class and must play along with his role as a peasant. However he rebels against this stereotype, as he is well spoken and speaks in a clever manner and he is also not afraid to undermine authority and royalty which highlights his bravery.

The fight scene is shot with a stedicam, which gets the audience more involved in the scene with the use of unsteady camera movement. There is also a lot of over the shoulder shots to show binary opposition between the two characters; the thought that Merlin is the poor peasant and Arthur is the powerful knight.

The key incite to the class and status of both Merlin and Arthur can be seen through the low and high angle shots of both of them. Stereotypically Arthur is above Merlin in the fight scene showing that he is more dominating and superior, however it is strangely reverses when merlin uses his magical knowledge to belittle Arthur with the camera panning down onto him. This differentiates against the typical stereotype that lower class people and not intelligent and the upper class people are the greatest.  

High angles can also so be shown at the start of the scene with Merlin looking down on the old women in the mirror. This connotes that the women is scared that merlin will find out that she can perform magic too. This also contrasts the theory that upper people are above lower class people.

In this sequence Merlin's clothing connotes that he is of a low status and highlights his role as a peasant- as he is dressed in scruffy, dull clothing. This contrasts to the women at the start of the scene who is dressed in a long gown made from nice material and with a sophisticated hairstyle- which suggests royalty and that she has more authority in the castle than Merlin does. Arthur is also used as binary opposition to Merlin as he is dressed in armour and knight like clothing- making him seem powerful and heroic in comparison to Merlin's thin, scruffy top which doesn't provide him with any protection in the fighting scene- showing he is vulnerable.
At the start of the sequence when Merlin is collecting something for the woman in a room belonging to her, the decoration is fit for royalty and uses warm colours and objects to make the room inviting- this shows her position in the castle is high up. This contrasts to the closing scene where Merlin and his teacher like friend are discussing magic after the fight, the room they talk in is dark and gloomy, creating a cold atmosphere and simplistic as there is no decoration or warm colours- it is only a bare room. The two contrasting locations reflect that the two peasants are more practical and only need their conversation to drive the narrative, whereas the woman in the castle is more attached to material objects. The lighting in the opening scene is dark and scary, showing he feels nervous, but as soon as the women enters the room the lighting automatically gradually gets lighter- showing her presence is powerful and significant.

Editing is used to show the audience that despite Arthur being of higher status than Merlin, he is still his equal and Merlin does not see this as important by the use of Shot-reverse-shot at eye line level, which allows the audience to understand Merlin is just as powerful and clever as Arthur. Also the use of SFX in the scene helps to show Merlin has an advantage over Arthur and is just as or more powerful than him. This is shown by how his eyes glow, which gives the audience privileged information showing Merlin, is powerful. Match on action is used to show Merlin's reaction when his teacher sees him fighting. It then shows his reaction to his teacher, which expresses his worry, showing his teacher has some kind of authority over him. Shot transitions are used to move the scene from the castle grounds to the streets, which show and emphasises the difference in status and class. Also Merlin appearing in both settings suggests he has some form of power, to be in the castle setting, which signifies with high class and power.