4. YOUTH OLD AGE
POSITIVES Active
Sociable
Innocent
Strong
Long future ahead
Adventurous
Fun
Wise
Authoritative
Well educated
Freedom
Wealth
Stability
NEGATIVES Lazy
Rebellious
Rude
Hormonal
Vulnerable
Naïve
Dependent
Weak
Vulnerable
Fragile
Mentally incompetent
Not in control of their own bodies
Lonely
Dependent
Boring
Unwilling to try new things
5. Age
Youth:
• All youths believe that the police have it in for them
• negative stereotypes as hoodie wearing criminals
• Young people are portrayed by the media as alcoholics and drug abusers, criminals, lazy,
complaining and aggressive
• A common misconception for parents is that every middle school kid of this generation is
conceited, gossip-ridden, hormone-raging and naive. This is a stereotype. The irony of labeling
children with stereotypes is not just hypocritical, but a huge overgeneralization.
Pensioners and the elderly:
• Pensioners stereotyped as being grumpy
• The elderly are stereotyped as being old, frail and lonely
• They are not wanted and a burden to their family
• The image of old people as childlike has been with us for a long time. there was a high level of
agreement that old people are unproductive, have to go to bed early, need a nap every day, are in
the "happiest" period of their lives, cannot manage their own affairs, and are in their second
childhood.
• Pensioners are fed up with being stereotyped on television as grumpy Victor Meldrews or sweet
little old ladies, according to a study.
6. MISE EN SCENE
Costume
Lighting
Production Design
Props
Performance (body language,
facial expressions)
Space
CINEMATOGRAPHY
Close up, extreme close up/long
shot, mid shot, two shot, POV,
high/low/canted angle, over the
shoulder,composition, framing,
rule of thirds, power points,
deep/shallow focus, depth of
field, tracking, panning,
zooming, tilting, craning
SOUND
Sound bridge, motif, non-
diegetic/diegetic,
ambient, instrumental,
soundtrack, tone, tempo,
dialogue, sound effects,
foley
EDITING
Fast/slow pace,
long/short takes, fade,
dissolve, cut, transition,
180 degree rule,
montage/continuity
editing, match on action,
eyeline match,cross
cutting/parallel editing,
simultaneous action
How would these
represent
Superior or inferior
qualities?
8. Group Activity
• You will be given a number 1-4
• You need to sit in a groups that contain only your number
• Your numbers refer to these technical areas
• 1 = Camera shot, angle, movement and composition
• 2 = Mise en scene
• 3 = Sound
• 4 = Editing
• We will watch the sequence twice and you need to take notes for your focus
areas
• You will then discuss the notes you have written with your group and share
and develop them, adding in any appropriate terminology and linking to any
theory
• You will then, as a group write one paragraph on your focus area
• We will then join all these paragraphs together creating a living essay, and
hopefully an exemplar one
11. Marking Criteria
Frequent and Accurate use of
media terminology
Consistent evidence from the extract offered.
Offers frequent relevant examples from the
extract
Clear analysis of how the technical
aspects are used to
construct the particular representation
Understanding of the constructed
nature of representation
10
Terminology
20
20
Use of Examples
Analysis/Explanation
12. Weak Responses
Described the action rather than analysed
Focused primarily on one area and neglect others
Stray from the relevant question- discuss gender/social class etc
Were concerned with TV Drama as genre rather than focus on
representation
Use terminology rarely or inaccurately
Write a short response, intro and conclusion included
Strong Responses
Use note taking effectively and were well practiced in working under
timed conditions.
Understood the constructed nature of representation and were able
to explore this through all four micro elements
Used media terminology frequently.
Selected the most relevant examples form the extract and analysed
how the technical aspects constructed age.
Could see the range of representations rather than ‘old’ and ‘young’
Considered whether these representation were conformed to or
subverted stereotypes
13.
14. P.E.E.
• Now write a PEE for at least two points
• From your notes
• Point – your comment about the area of
representation
e.g. Youth is represented through diegetic sound.
• Evidence – your micro element that tells us this
e.g. The dialogue is colloquial.
• Explain – link the two
e.g. This conforms to a stereotypical view of young
teenagers, that they are rebellious in speaking their
own language.
15. Editing
Weakest area of analysis. Some candidates
making no reference at all.
Stronger responses discussed the use 180-
degree rule and continuity editing.
These candidates also referred to eyeline
matches, shot reverse shot, simultaneous
action and use of ellipsis.
Also some discussed the pace of editing to
represent age
Sound
Was tackled well by some but too much
focus on dialogue.
Clear distinction between diegetic and
non-diegetic sound by some candidates.
Need to address use of music in more
detail-tempo, pace, sound bridges and link
specifically to representation.
Mise-en-scene
Often very well discussed but at times too
much focus on this area. Some entirely
focused on mise-en-scene
Concentration on clothing and props but
little exploration of lighting.
Must link to how it constructs
representation.
Cinematography
Well handled by most with the most
confident use of terminology in this
area.
Problems for some in just identifying
camera shots/angle/position and not
linking this to the construction of
representation.
