Sample Opening Paragraph

The character of Nick is seen at a building site, asking for his old job back. A series of medium close ups and a three-way shot reverse shot between Nick, the man in the van and his employer emphasises the dramatic burns to the side of Nick’s face. The men are seen to appear nervous with frequent eye contact exchanges between the employer and the man in the van showing their discomfort. They apologise for having nothing for him, saying that it is due to a lack of jobs although it is evidently because of his new disabled status. This represents the disabled in a stereotypical way as they are perceived as pitied. The facial expressions and apologetic tone of voice indicate that Nick’s character is pitied by the others who are more able and not afflicted by disability.

Disability / Ability Representation Question

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Unknown

1Discuss the ways in which the extract constructs the representation of disability and ability using the following:

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

 

 

A2 : Section 1b

Representation of Age

http://www.youtube.com/watch?v=Fs9vN5kvAmw&list=PLAC15C50BB775177D

This clip will not embed (it's been disabled!) but this is a past OCR example for Age; I am trying to create something for sexuality although I may provide a good example of the existing one we've seen to help you regardless!

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Monarch of the Glen

1Discuss the ways in which the extract constructs the representation of age using the following:

 

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

Representation of Ethnicity

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Bradford Riots

1Discuss the ways in which the extract constructs the representation of ethnicity using the following:

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

This clip is from TV Film but effectively gives you the opportunity to analyse ethnicity.

Here is another clip which can be used to analyse ethnicity also from the TV drama 'Spooks'

A2 Homework Question

Describe a range of ways in which you used creativity and how this impacted on the final outcomes of your portfolios. Refer to a range of examples in your answer to show how these skills developed over time. [25]

AS Previous Exam Topics

•2013

–Regional Identity

–Age

•2012

–Ability / disability

–Sexuality

•2011

–class and status

–Gender

•2010

–Gender

–Ethnicity

•2009

–Gender

–Age

Representation of Disability / Ability - Exam Practise

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Casualty

1Discuss the ways in which the extract constructs the representation of disability / ability using the following:

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

Sample Paragraphs (Start of analysis)

Sample Paragraphs for the Clip

The clip from Waterloo road is a school-based television drama and the clip focuses on a number of situations within the students and teachers lives.

The clip opens with two schoolboys discussing concealing something. They are approached by an older male teacher. At one point there is a medium long shot with the boys positioned to the left and right of the teacher as he questions them and then states “Give it.” before they hand over a badly damaged camcorder. The costume of the boys establishes they are within a school and are therefore of school age – they are wearing black trousers, white shirts and ties which are loosely fastened and are in the school colours. One wears a black coat and has a shoulder bag. The older male teacher is wearing a tweed style suit with a perfectly tied tie; it looks fairly old fashioned with an old fashioned brown jumper. The representation of youth in this scene is quite stereotypical as the boys are wearing school uniform which looks scruffy and they are stood with their shoulders hunched, facing the teacher. The fact that they are hiding a broken camcorder is also quite stereotypical as young people, especially boys, are often represented as up to no good and engaging in criminal behaviour. They appear unreliable and untrustworthy, as they have broken the camcorder, which also fulfills the stereotype. This conforms to the four suggested stereotypes of teenagers although the boys could be seen to conform two of the suggested stereotypes; the respectable because they are staying and listening to the teacher, and the delinquent which is symbolised through the damaged school property and the fact that they lie to conceal it.

The representation of adults is also stereotypical as the older male teacher is seen as an authority figure who is in control of the situation. He is superior to the young men and this is shown through the use of dialogue where he demands “Give it.” and the boys did as they were told. His old-fashioned costume is juxtaposed with the young teacher who approaches wearing a modern, fitted formal outfit.  There is a medium two shot where both the older teacher and younger teacher are seen. The older teacher has a sarcastic, knowing vocal tone and appears to the audience to undermine the younger teacher with his tone and body language. She is seen looking up towards the older teacher.  Despite their equal job roles, the younger teacher, who has forgotten to insure the camera that is now broken, is undermined. This represents young adults as being less organized, careful and capable than older adults, which is a stereotypical representation; the older male is seen as wise and knowledgeable and quite condescending as adults, especially in this job role, often speak down to people (students) as they are in authority.

Exam Practise

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Waterloo Road

1. Discuss the ways in which the extract constructs the representation of age using the following:

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

 

 

Mock Exam

We (all three of us!) had a go at the following clip. Firstly however, I attach a link to an excellent blog which demonstrates a brilliant response to this exact clip, to give you guidance and push you in the right direction.

Exemplar Answer for Primeval

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examplesfrom the extract only.

Extract: Primeval Series 2 Episode 3, written by Richard Kurti and Bev Doyle, dir. Jamie Payne

1.     Discuss the ways in which the extract constructs the representation of gender using the following:

·      Camera shots, angles, movement and composition

·      Editing

·      Sound

·      Mise-en-scene

 (50 marks)

Yr 12 - Representation Exam Skills

Create a note sheet for the following clip. I will be marking this carefully in your books.

How is the representation of age constructed in the clip from Waterloo Road?

Representation of Class PowerPoint

Complete a notes table for the Cranford clip above using the format we have discussed and used in class; slides 10 and 11 are the most relevant. You should have a completed table for tomorrows lesson when we will be attempting a full size mock of this question for the hour.

If you are away in tomorrows lesson, you will sit it on Wednesday and have to catch up the final area of representation.