Parallel editing is used to show that the boy and girl are related and have a strong relationship. We can see through the parallel editing that they lead very different teenage lives, showing binary opposite characters. She is coming home; rebelling against house rules and he has been in his own bed. This conforms to Levi Strauss' idea that all narratives have opposites. The two narrative threads come together as she reaches the window and the cut aways show that she relies on him to cover up for her.
There is a sense of disequilibrium at the start, this backs up todorovs theory. Also action editing is used- they use short takes almost as a montage when he is doing his work out. This shows the pace of editing and is also used when the dad is shouting at the protagonist, the fast pace of the editing is parralel to the loud shouting of the father. This suggests that teenagers have a quick and almost hektik lifestyle.
Also there are binary opposites of the boy and girl aswell as between young and old. Shot reverse shot is also used to show the reaction between the conversations, for example between the father and boy, this shows the angeer and frustration on the father's face that the boy has caused him. this is shown in real time to make the audience feel the realism in the scene.
Monday, 5 December 2011
sound- exam practise
The dialogue between the father and the son shows a reversal in audeince expectations. We see the father shouting and swearing at the teenager, which is normally something we would expect to hear from the teenager. The father's aggressive reaction to the diegetic rock music plays to the stereotype that teenagers play loud music and are inconsiderate to older people. His reaction also plays to the stereotype that teenagers frustrate their parents.
We hear the diegetic sound of the alarm clock at the start of the clip, the protagonist is already awake, this shows that he is troubled, this then leads to non-diegtic music that is parrallel to him while he is working out -showing he also cares about his physical appearence playing on the stereotype of teenagers caring that they look good and are 'posers'. The music is to a beat showing he likes routine. This challenges the stereotype because most teenagers dont like or do routines.
We hear the diegetic sound of the alarm clock at the start of the clip, the protagonist is already awake, this shows that he is troubled, this then leads to non-diegtic music that is parrallel to him while he is working out -showing he also cares about his physical appearence playing on the stereotype of teenagers caring that they look good and are 'posers'. The music is to a beat showing he likes routine. This challenges the stereotype because most teenagers dont like or do routines.
Thursday, 1 December 2011
camera examples
The idea that teenagers are curious about sex is reinforced through the over the sholder shot used when he is looking at the older woman getting dressed through the window over the road. The shot is hand held so that the audience can have the same experience as the teenage main character. The following close up shot shows a lack of expression suggesting that this is routine and he has become disaffected by the image. This conforms to the stereotype that teenagers' lives are surrounded by sex and it plays a big part of their life.
The relationship between the brother and the sister backs up the stereotype, this is because the brother looks out for the sister. This is expressed in the camera angles, they show a high shot looking down on the sister from his point of view showing he has the power to let her in without getting caught by what we assume as their dad. We also see a low shot to back this up, the low shot is also from her point of view allowing the audience to really feel the realism of this happening.
The relationship between the brother and the sister backs up the stereotype, this is because the brother looks out for the sister. This is expressed in the camera angles, they show a high shot looking down on the sister from his point of view showing he has the power to let her in without getting caught by what we assume as their dad. We also see a low shot to back this up, the low shot is also from her point of view allowing the audience to really feel the realism of this happening.
mise en scene examples
The mise en scene of the protagonists bedroom challenges and conforms to stereotypical views about youth culture. The establishing shot suggests that the series targets a teenage audience and it will follow the life and experiences of a teenager. The duvet cover shown is of a double bed with a naked man and woman, suggesting that this age group is sexually charged. The protagonist is positioned in the middle of the two bodies suggesting that he is sexually inexperienced. It could also be suggesting that he is alone and confused about his sexuality, which conforms to teenage sterotypes.In this shot natural lighting is used to give a sense of realism so the teenage audience identifies with the life of the protagonist.
The protagonists bedroom challenges the stereotype theory of teenagers being messy. This challenges it because the protagonist's bedroom was neat and organised, for example his draws were full with neat folded polo shirts, instead of just being chucked around his room, this being the stereptype expected, his sister contrasts him with this, whereas he is neat and tidy, she is almost the complete opposite, having an untidy bedroom and coming home late when she wasnt suppost to be going out at all.
The protagonists bedroom challenges the stereotype theory of teenagers being messy. This challenges it because the protagonist's bedroom was neat and organised, for example his draws were full with neat folded polo shirts, instead of just being chucked around his room, this being the stereptype expected, his sister contrasts him with this, whereas he is neat and tidy, she is almost the complete opposite, having an untidy bedroom and coming home late when she wasnt suppost to be going out at all.
Thursday, 24 November 2011
Thursday, 3 November 2011
Friday, 14 October 2011
How is disability represented in after Thomas?
How is disability represented in after Thomas?
The Mise en scene show the Mother and her child are wearing winter clothing, hat scarf etc. The style of the clothes worn also tells us that they look to be from a middle class family. The light is dull and blurred at the start, this is almost as if it is symbolising the distressing mood. Also we see the red bus drive by, this bus is red symbolising a warning for the danger that is going to come later on in the clip. We then see a white background with the black writing saying it is a true story. This is white to symbolise the truth and purity of the purity of the film to try and shock the viewers into realisation of the story of this young disabled boy and his Mother and the troubles they have to face.
This has been made by the BBC which is a highly creditable company; because of their reputation we trust them this helps us truly believe that this really is a true story.
We hear the contrast in the diegetic sound and non-diegetic sound, this helps to produce an enigma code. In the introduction we can hear the child screaming of the child, We also hear the sound of the traffic racing by, this helps highlight the danger involved in the scene, at this moment in time we don’t know that the child is disabled, we assume at this moment in time that he has been injured or is just misbehaving. At the end of the intro we can hear the background sound of the traffic and the child almost get sucked up, but the sound of the violin stays there. It then shows the white background with the writing on it. The sound is sucked up is used almost like it has gone back in time to the start again. We do not hear the boy speak at all, although we hear him scream, this tells us that maybe the boy can’t speak. It also shows us that he is very unhappy and something is not right with the boy, although at the start we assumed he was just another misbehaved, spoilt kid, we hear the screaming and distress of the mother shout at the people watching her struggle and only then we realise that he is disabled.
The editing in this film is fast paced, action type. This shows the flicking through clips of the mother and boy to the traffic, and then back to the Mother and boy. This shows the boy at a fast pace, it makes the scene feel dangerous and as it is all at normal time it makes us feel the panic of the mother. This is all adding to the danger involved, and makes us feel sorry for the Mother when it is all over.
The camera is shown at close ups during the scene where the child is lying in the road. This helps us show that the son is in distress and the panic and fear on the mothers face. Also we see the over the shoulder shot of the shop worker, almost as a point of view shot, this makes us think and feel the unhappiness and stress of the shop assistant. We also see different types of shots in this clip, for example the long shot to show the whole bodies of the Mother and her son.
The Mise en scene show the Mother and her child are wearing winter clothing, hat scarf etc. The style of the clothes worn also tells us that they look to be from a middle class family. The light is dull and blurred at the start, this is almost as if it is symbolising the distressing mood. Also we see the red bus drive by, this bus is red symbolising a warning for the danger that is going to come later on in the clip. We then see a white background with the black writing saying it is a true story. This is white to symbolise the truth and purity of the purity of the film to try and shock the viewers into realisation of the story of this young disabled boy and his Mother and the troubles they have to face.
This has been made by the BBC which is a highly creditable company; because of their reputation we trust them this helps us truly believe that this really is a true story.
We hear the contrast in the diegetic sound and non-diegetic sound, this helps to produce an enigma code. In the introduction we can hear the child screaming of the child, We also hear the sound of the traffic racing by, this helps highlight the danger involved in the scene, at this moment in time we don’t know that the child is disabled, we assume at this moment in time that he has been injured or is just misbehaving. At the end of the intro we can hear the background sound of the traffic and the child almost get sucked up, but the sound of the violin stays there. It then shows the white background with the writing on it. The sound is sucked up is used almost like it has gone back in time to the start again. We do not hear the boy speak at all, although we hear him scream, this tells us that maybe the boy can’t speak. It also shows us that he is very unhappy and something is not right with the boy, although at the start we assumed he was just another misbehaved, spoilt kid, we hear the screaming and distress of the mother shout at the people watching her struggle and only then we realise that he is disabled.
The editing in this film is fast paced, action type. This shows the flicking through clips of the mother and boy to the traffic, and then back to the Mother and boy. This shows the boy at a fast pace, it makes the scene feel dangerous and as it is all at normal time it makes us feel the panic of the mother. This is all adding to the danger involved, and makes us feel sorry for the Mother when it is all over.
The camera is shown at close ups during the scene where the child is lying in the road. This helps us show that the son is in distress and the panic and fear on the mothers face. Also we see the over the shoulder shot of the shop worker, almost as a point of view shot, this makes us think and feel the unhappiness and stress of the shop assistant. We also see different types of shots in this clip, for example the long shot to show the whole bodies of the Mother and her son.
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