http://www.youtube.com/watch?v=auSAGvpM7W8&feature=results_video&playnext=1&list=PLB2D366F08D880447
Non diegetic sound of gong in the beginning of the scene is probably an end to a sound bridge, which is used to get audience's attention to what is happening. The non-diegetic sound is not used for a while, which shos that producers are trying to get the audience to feel how the characters do. Diegetic sound in the form of a dialogues shows the communication of the characters. Diegetic hard breathing of the woman in between her talking, emphasises that she feels nervous and awkward. The volume of the diegetic sound has been increased, so even the rustling of the envelope is loud, which also emphasises the awkwardness and indicates that this is a business transaction encounter. As the diegetic dialogue continues, the audience can identify that the boy feels nervous and uncomfortable, because he doesn't finish his sentences. The same goes for the woman, which in a way brings the characters closer together for the audience, as they are feeling the same emotions. The use of "oh" throughout the dialogue also shows the how the characters are nervous.
The loud ambient sound of the door locking, highlights the vulnerability of the boy, as he's father is outside and can not help him. The following dialogue between boy and the woman is punctuated by awkward silences, which indirectly emphasises the boy's disability, by drawing the audience's attention to the unusual situation and the reason why he is there. The disability is treated like part of the narrative and is not used to get the audience to stare or feel too much pity for the boy at this point. The use of sound in combination with mise en scene, cinematography and editing helps to highlight disability, as being the main theme for this clip.
The scene cuts to father being outside and the diegetic soundtrack of fast paced classical music, is the complete opposite of father's nervous feelings and fidgity behaviour. The diegetic sound effects of the car, father opening and closing car's window, father moving the car seat and accidently pressing the horn highlight that he is very anxious about his son, but also he is a bit bored, as the time goes slowly and he has nothing to do except for feeling "on the edge" all of the time.
There is a non diegetic soundbridge soudntrack that begins with the father and transists into another scene with the boy and the woman. It is slow, mellow, harmonica tune and so it is reflecting their dialogue calming the mood down a bit. It also gets the audience to feel more pity for the boy's disability and emphasises that this is a very important scene, as he has never been touched before. The use of hamonica instrument helps to create a sad atmosphere. The soundtrack can also be described as sllightly seductive, which creates the romantic mood for the audience abd shows sexual tension and relationship between the characters. The audience can guess that the soundtrack will continue to develop in a seductive was, as the characters are about to have sex.
Thursday 29 September 2011
Monday 26 September 2011
How does Editing help to construct the representation of disability in the Diary of a Call Girl clip.
http://www.youtube.com/watch?v=auSAGvpM7W8&feature=results_video&playnext=1&list=PLB2D366F08D880447
Continuity editing is used throughout the clip, to make the clip more realistic and tghe editing more invisible for the audience. Hard cuts and shot-reverse shots are use to emphasise the conversation between the father, disabled son and the woman. The use of them helps to create awkwardness as the woman does not know whether to look at dad or the son. The awkwardness surrounding the disability is also highlighted when the close up of woman looking at the disabled boy cuts into the eyeline match medium shot of the father. The transitions also cut from high and low angle from point of view of the woman and the boy, highlighting that he is lower as he is sitting in a wheelchair. Two match on action of father picking his son up from the wheelchair and putting him on the bed, shows a seemless action, but also indicates the the disabled boy is helpless. Another eyeline match of the boy laying on the bed and looking at the woman locking the door, draws attention to the vulnerability feelings that he has. Short-reverse shot expresses quick pace and short dialogue conversation, which also shows the awkwardness due to disability, as there are a few silent moments.
There is a cross cut from the boy and woman to the father and his van outside. Eyline match showspoint of view shot of the father looking at the house and the windows, showing how anxious the father is feeling about his son due to his disability and this also highlights tenderness in their relationship. There is a series of jump cuts of father's fidgity actions in the car, indicating his restlessness due to being worried about the boy. Match on action cuts of woman touching the boy and her helping him to take his shirt off, shows that although the situatoin is awkward, the woman is trying to get over it. Also the disability is representes through woman's slow and careful movements when she has anything to do with the boy.
Continuity editing is used throughout the clip, to make the clip more realistic and tghe editing more invisible for the audience. Hard cuts and shot-reverse shots are use to emphasise the conversation between the father, disabled son and the woman. The use of them helps to create awkwardness as the woman does not know whether to look at dad or the son. The awkwardness surrounding the disability is also highlighted when the close up of woman looking at the disabled boy cuts into the eyeline match medium shot of the father. The transitions also cut from high and low angle from point of view of the woman and the boy, highlighting that he is lower as he is sitting in a wheelchair. Two match on action of father picking his son up from the wheelchair and putting him on the bed, shows a seemless action, but also indicates the the disabled boy is helpless. Another eyeline match of the boy laying on the bed and looking at the woman locking the door, draws attention to the vulnerability feelings that he has. Short-reverse shot expresses quick pace and short dialogue conversation, which also shows the awkwardness due to disability, as there are a few silent moments.
There is a cross cut from the boy and woman to the father and his van outside. Eyline match showspoint of view shot of the father looking at the house and the windows, showing how anxious the father is feeling about his son due to his disability and this also highlights tenderness in their relationship. There is a series of jump cuts of father's fidgity actions in the car, indicating his restlessness due to being worried about the boy. Match on action cuts of woman touching the boy and her helping him to take his shirt off, shows that although the situatoin is awkward, the woman is trying to get over it. Also the disability is representes through woman's slow and careful movements when she has anything to do with the boy.
Thursday 22 September 2011
Analysing Camera work and it’s constructed representation of age in the „Monarch of the Glen” clip.
http://www.youtube.com/watch?v=qTQDipfN8JA
The scene starts with a dolly shot, so the audience can fully appreciate the hard, adult, labour work that the men are doing. Camera pans across the yard and medium, long, over the shoulder shot is used to establish the location of two youngsters and establish costumes. The casual clothing represents young age of the girl. Dolly shot goes into a close up of the girl sitting in the car to show the confusion on her face, as because of her young age, she doesn't know a lot about cars. A high angle wide shot is used to show the setting, as the young, inexperienced girl crashes into another car. Medium long shot shows the old headmaster and the crashed cars in the foreground, putting forward the conflict between young and old, and also highlighting the older age through costume and beard.
Pan/tilt shot is used to show the height difference between the girl and the man. The eye-level close up of the girl manipulates the audience into feeling sorry for her. The two shot also highlights how the older woman cares about and protects the young girl. A slightly low angle makes the men in their two shot look controlling and powerful. Another eye-level medium close-up is used ti out the audience into her vulnerable position. High angle, medium close up of the man shows how he is older and has power over the girl.
An establishing wide shot shows countryside with sheeo to emphasise the location. The use of rainbow increases the mood of the scene and the audience. A series of mid shots and close ups again show the adult hard work with tools. Tilt shot is used to reveal the close up of the two notes the girl leaves behind. Then pan is used to show the teddy bear. The pink, girly writing and the toy also help to express the young age of the girl. Slow zoom into a photograph on the mirror is used to emphasise the emotions of the girl; her being upset, over-reacting and packing to run away also indicates her young, teen age. Tult goes into the camera looking throught the door with a long show of the woman, giving the audience girl's feelings of being on the outside. Medium close up shows emotions of the woman putting emphasis on her age, as she acts like the girl's caring mother.
High angle, over the shoulder shot of the man puts the audience into his perspective. The following of the close up on his face, shows him feeling guilty about the girl. This also refers to the age, as he is portrayed as older, father-like character.
The scene starts with a dolly shot, so the audience can fully appreciate the hard, adult, labour work that the men are doing. Camera pans across the yard and medium, long, over the shoulder shot is used to establish the location of two youngsters and establish costumes. The casual clothing represents young age of the girl. Dolly shot goes into a close up of the girl sitting in the car to show the confusion on her face, as because of her young age, she doesn't know a lot about cars. A high angle wide shot is used to show the setting, as the young, inexperienced girl crashes into another car. Medium long shot shows the old headmaster and the crashed cars in the foreground, putting forward the conflict between young and old, and also highlighting the older age through costume and beard.
Pan/tilt shot is used to show the height difference between the girl and the man. The eye-level close up of the girl manipulates the audience into feeling sorry for her. The two shot also highlights how the older woman cares about and protects the young girl. A slightly low angle makes the men in their two shot look controlling and powerful. Another eye-level medium close-up is used ti out the audience into her vulnerable position. High angle, medium close up of the man shows how he is older and has power over the girl.
An establishing wide shot shows countryside with sheeo to emphasise the location. The use of rainbow increases the mood of the scene and the audience. A series of mid shots and close ups again show the adult hard work with tools. Tilt shot is used to reveal the close up of the two notes the girl leaves behind. Then pan is used to show the teddy bear. The pink, girly writing and the toy also help to express the young age of the girl. Slow zoom into a photograph on the mirror is used to emphasise the emotions of the girl; her being upset, over-reacting and packing to run away also indicates her young, teen age. Tult goes into the camera looking throught the door with a long show of the woman, giving the audience girl's feelings of being on the outside. Medium close up shows emotions of the woman putting emphasis on her age, as she acts like the girl's caring mother.
High angle, over the shoulder shot of the man puts the audience into his perspective. The following of the close up on his face, shows him feeling guilty about the girl. This also refers to the age, as he is portrayed as older, father-like character.
Monday 19 September 2011
Analysising Mise en Scene and it’s constructed representation of age in the „Monarch of the Glen” clip.
http://www.youtube.com/watch?v=qTQDipfN8JA
Throughout the clip natural key lighting was used for the outside scenes. Low key lighting was used for the scenes inside with adults, emphasising their age through dislike of very bright light.
In the beginning of the clip we see men with tools of hard labour, enhancing their adult work which is not for young people. We see adults wearing smart workwear costumes, while youngsters costume is casual. This shows how the age difference influences fashion opinions and style and how costume plays an important role in identifying and showing the age difference to the viewers. The audience can see that the girl does not know a lot about cars and driving through her shy body language. Therefore in this scene, car is a very important prop, because it helps the audience divide the adults who drive with the young girl, who didn't have an oppertunity to learn about driving yet.
We can see recognize the headmaster through his smart clothing and his old age is also shown with style of beard and hair. The shaking and hiding behind others shows that the girl is young and childish. The older woman is blocking the girl, which shows the contrast between older age and youth, as the adult character protects the younger character. The office with wooden panelling and the style of interior represents old room that belongs to an old person. Brandy in decanter emphasises that the room is not ment for young people.
The girl running away shows that she is an immature child. Having the man order her around and telling her off before she ran away, establishes the age difference between them making him look like a strict parent. There is another scene showing men with tools, working hard and doing work that requires older age and experience that comes with it. In this scene the props in the form of tools are also very important, as they halp to establish the age difference by making the audience see that they are not the sort of things that would be used by young people.
Teddy bear, magazinez, pink lanters and writing with flowers make the girl seem feminine and childlike also putting emphasis on the colour pink being only for youngsters. Woman’s running shows she is worried and caring creating a mother-daughter relationship between her and the girl.
Thursday 15 September 2011
Regional/National Stereotypes!
Although we are generally taught that stereotypical behaviour is not correct or polite and on opposite rather rude and discriminative, Media and Film consist on a variety of different stereotypes. In this post I am concentrating on Regional and National Stereotypes. In the pictures above I have shown a variety of different stereotypes of this topic. For example a fat American man with a burger, represents the way many American men are owerweight due to their liking of junk food. There is a french man in a beret holding a baguette, which represents how this a typical headwear for many french men and how french are known for their love of bread. There is a german man with a beer, as they have a lot of beer in germany. There is an indian woman with a headscarf, which is worn by many indians due to religious beliefs. There is a leprecon with a beer, which plays with irish legend and the famous Guiness beer. There is also a mexican in their traditional hat-Sombrero. There is also a russian man wearing a lot of warm clothing, as everyone usually associates Russia with very cold weather. There is a scottish man in a kilt, which reflects their tradition and finally a spanish man representing a bull fighter, which Spain is very popular for. The important thing to remember that these images are not representing all of the population for those images, as there are for example a lot of americans who have a very healthy diet or a lot of germans who don't drink at all. However the fact that we are instantly able to recognize a country from those images, makes them sterotypes, as they portray the image that people are used to create their associations from.
Key Concepts of Media Studies!
The Key Concepts of Media Studies are:
Media Language
Cinematography, Editing, Sound, Mise en Scene.
Representation
age, gender, ethnicity, sexuality, regional identity, ablity/disability, class/social status.
Audiences
Types of audience.
Insitutions
Types of insitutions.
In the exam we will have to use our knowledge of media language to analyse a type of representation given. We will do a case study on two films and we will use it to answer a question based on audiences and insitutions.
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