We have now watched a number of drama clips and analysed how camera, sound, editing and mis-en-scene are used to construct a representation of a particular type of group (e.g. age, gender, ethnicity, etc.)
We are now going to try to re-define the representation in one of the clips.
In groups of three or four, I would like you to choose one of the clips we have looked at so far (one that you have a good amount of notes on would be best) and plan out how you would change the camera, editing, sound and mis-en-scene in order to change the representation of the group. It is important you pay particular attention to the four elements, look at how they were used to put across one representation and then work out how you could give a totally different representation by changing them.
Re-watch the clip you choose, discuss as a group how you can change the representation and begin to plan out on paper precisely what you would change.
Once your group has fully re-planned the clip, you will have a chance to film and edit it! We will view the clips in class once they are filmed.
Thursday, 25 November 2010
Tuesday, 23 November 2010
Timed essay
Timed Essay this Lesson
Looking at camera, sound, editing and mis-en-scene, discuss how ETHNICITY is represented in this clip.
We will watch it four times, with a note taking break after the second viewing.
Thursday, 18 November 2010
Today's Clip to Analyse
Looking at camera, sound, editing and mis-en-scene, consider how CLASS is represented in the following clip...
Tuesday, 9 November 2010
This Thursday's Lesson
I will not be here on Thursday, but there will be a lesson and you will be watching another video clip.
The clip is embedded below. Please watch it as we usually do in class - 4 times, with a break after each viewing to make notes on what you have seen.
Please answer the following question and write it up to your blogs for next lesson:
Looking at camera, sound, editing and mis-en-scene, consider how CLASS is represented in the following clip...
The clip is embedded below. Please watch it as we usually do in class - 4 times, with a break after each viewing to make notes on what you have seen.
Please answer the following question and write it up to your blogs for next lesson:
Looking at camera, sound, editing and mis-en-scene, consider how CLASS is represented in the following clip...
Skins Clip from today's lesson
How is age (youth) represented within this clip? Remember to write up your answers to your blog for homework - due a week on Thursday.
Wednesday, 20 October 2010
Tuesday, 19 October 2010
Wednesday, 13 October 2010
Another clip to analyse
In Thursday's lesson... In two groups, look at how Ethnicity is represented in the clip below...
You will need to discuss this in your groups, watch the clip multiple times and look at the four different aspects: Camera, editing, mis-en-scene and sound. Remember you are trying to describe what effect each of these has on the overall representation of ethnicity.
It may be an idea to give each person in your group an area to look at upon each viewing. After each viewing, stop and discuss your notes with each other and write down anything interesting that each of your group members have found.
Tuesday, 12 October 2010
A recap of what you need to be considering when analysing a clip...
Here is a recap on exactly what you need to be looking at when analysing clips...
For the textual analysis it's important to tie in the 3 elements of a good answer. These are:
1- Identify the technical and stylistic elements but remember that they work together to create meaning.
2- Analyse the effect of these elements on the meaning.
3 - Link back to the idea of representation.
Technical and stylistic codes
Remember that TV drama wants to create two types of reality; REAL REALITY and ALTERNATIVE REALITY. The first is an attempt by programme makers to develop a feeling that you're watching something real and easily recognised. Eastenders, The Street and Shameless all fall into this category. The second includes shows like Dr Who, Being Human and Primeval. The category can effect the stylistic and technical elements found within the show. For example the Dr Who extract from last year's exam featured CGI, dramatic non-diegetic lighting effects, CGI transitions, futuristic costume and the like.
You must never just feature-spot. The examiner knows, for example, that it's a low angle long shot of a man running in a wood in the dark with the diegetic sound of men shouting off camera. What they want you to tell them is why you think it's there. What is the effect and impact of that combination of features to the overall representation in the clip? You have to think about the effects of these elements. It's worth reminding yourself of some of the elements you might find (all the glossaries I have given you) but remember the number of technical elements used in conventional British TV drama is limited.
For the textual analysis it's important to tie in the 3 elements of a good answer. These are:
1- Identify the technical and stylistic elements but remember that they work together to create meaning.
2- Analyse the effect of these elements on the meaning.
3 - Link back to the idea of representation.
Technical and stylistic codes
Remember that TV drama wants to create two types of reality; REAL REALITY and ALTERNATIVE REALITY. The first is an attempt by programme makers to develop a feeling that you're watching something real and easily recognised. Eastenders, The Street and Shameless all fall into this category. The second includes shows like Dr Who, Being Human and Primeval. The category can effect the stylistic and technical elements found within the show. For example the Dr Who extract from last year's exam featured CGI, dramatic non-diegetic lighting effects, CGI transitions, futuristic costume and the like.
You must never just feature-spot. The examiner knows, for example, that it's a low angle long shot of a man running in a wood in the dark with the diegetic sound of men shouting off camera. What they want you to tell them is why you think it's there. What is the effect and impact of that combination of features to the overall representation in the clip? You have to think about the effects of these elements. It's worth reminding yourself of some of the elements you might find (all the glossaries I have given you) but remember the number of technical elements used in conventional British TV drama is limited.
Thursday, 7 October 2010
Life on Mars Extract from our Lesson
Here is the extract of Life on Mars. Rewatch it a few times and make notes of anything else you notice on your second and third times of viewing:
Monday, 4 October 2010
Monarch of the Glen Extract, from Jan 2009 Exam
As discussed in lesson, the exam question will read similar to the following:
"With reference to the CAMERA, EDITING, SOUND AND MISE EN SCENE,
discuss how ........................ is represented in this clip."
The gap above will be filled with one of the following:
Age, Gender, Sexuality, Regional Identity, Physical ability/disability, Class/status, Ethnicity.
In the extract below, the exam board required the candidate to discuss how AGE was represented.
The exam board allows you to do the following:
• First screening: watch the extract; no notes are to be made this time.
• Second screening: watch the extract and make notes.
• There will be a brief break for note-making.
• Third and fourth screening: watch the extract and make notes.
We will watch this extract 4 times in class on Tuesday's lesson, and you will need to make notes on how camera, editing, sound and mis-en-scene aid in constructing the representation of age.
OCR Guide to Basic Camera Shots
These basic OCR Exam board information videos may be of help to you. They give information on camera shots and movements:
Camera Shots:
Camera Movements:
Wednesday, 29 September 2010
Tasks for Thursday 30/9/10
Please see the tasks file below. Those of you who were here last lesson should already have a printout of this. You need to work through these in Thursday's lesson.
Lesson Tasks
View more presentations from andym1982.
Thursday, 23 September 2010
Link to The Wire - Pilot Episode
Here is a link to the pilot episode of The Wire, that we have been watching in lessons:
Click here to download file
This download is for educational purposes!
Click here to download file
This download is for educational purposes!
Monday, 20 September 2010
Exam Question template
Below is a page summarising some possible exam questions. This will be important, as it allows us to see the kinds of topics and issues you may be asked to discuss. Whichever issues you discuss, the examiner will want to see how you link camera, editing, sound and mis-en-scene to the construction of representation.
Glossary of mis-en-scene and lighting terms
Below is a glossary of mis-en-scene and lighting terms:
Glossary of Sound Terms
Below is a glossary of sound terms which we will need to analyse. We will be doing this soon, so study this list:
Thursday, 9 September 2010
Homework Reminders
From Lesson 1, homework was to watch an episode of a drama of your choice and make brief notes on the points listed on the sheet given out.
From Lesson 2, homework was read the camera shots information sheet, then watch a short scene of a drama of your choice (doesn't have to be a whole show) and fill in the camera shots sheet. Remember: Denotation is what is literally being shown - e.g. a medium shot of two people talking. Connotation is if the shot gives a hidden meaning to what is happening - e.g. a high angle of two 'hoodies' walking down an alley could give the impression of security camera footage, making them seem sinister, even if it not mentioned in the plot.
From Lesson 2, homework was read the camera shots information sheet, then watch a short scene of a drama of your choice (doesn't have to be a whole show) and fill in the camera shots sheet. Remember: Denotation is what is literally being shown - e.g. a medium shot of two people talking. Connotation is if the shot gives a hidden meaning to what is happening - e.g. a high angle of two 'hoodies' walking down an alley could give the impression of security camera footage, making them seem sinister, even if it not mentioned in the plot.
Wednesday, 8 September 2010
First Lesson Presentation
The Powerpoint Presentation from our first lesson, on 'What is Representation?":
Specification for TV Drama
Below is a link to the specification for the TV Drama topic we will be covering in lessons. I have highlighted the parts relevant to our lessons in the PDF file...
If you are having difficulty accessing the file at the above link, you can also view and download it here:
Welcome
Hi all. I'll be updating this blog regularly with bits of very useful information relating to the Drama unit of the AS course.
You will need to create your own blog, so that you can upload any work we do in class and homework for me to check.
Mr Mariani.
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