Class: Language and Representations

 Language and close-textual analysis

1) Write an NCIS analysis for the episode - using notes from the screening in class. Make specific, detailed reference to moments in the text using media terminology (e.g. media language - camera shots and movement, diegetic/non-diegetic sound, mise-en-scene etc.)

Co-owner of a Lonely Heart

Clip 1 - 00:00-03:10

Narrative: Corakinus tries to get new heart, but something wrong happens.

                 Corakinus and April share a heart (Sci-Fi)

                 'previously on...' - Multi strand narrative

                  Relationships.

                 

Character: Corakinus - Villain

                  April

                  Ensemble cast - TV drama     

Iconography: Swords 

                      Shiny heart 

                      lighting

                     Anchor - blue glowing orb

Setting: Corakinus's palace 

              April's bedroom

              Cave/lair 

               Domestic settings

 2) How does Todorov's theory of equilibrium apply to Co-owner of a Lonely Heart? Try and use the expanded version of Todorov's theory: Equilibrium - Disruption - Recognition - Reparation - New equilibrium.

Equilibrium - Previously on/Recap Clip

Disruption - April's Father 

Recognition - April and Ram in bedroom

Reparation - Aprils dad confronts her 

New equilibrium - Next episode

3) Applying Propp's character theory, what character roles do each of the main characters in Class fit into? Alternatively, you may wish to discuss how characters do not fit Propp's character types.

Hero - Charlie :Charlie is the prince of  the Rodians and tries to protect the Cabinet of Souls.

                                  

Heroine - April: Tries to save everyone from Corakinus ( King of the shadow kin.)   

Princess - April: Needs to be saved/helped by someone.  

Villain - Corakinus: Wants to take the heart away from April (wants to kill her) and wants the Cabinet                                    of Souls 

Donor - Ms Quill: Helps Charlie as she is in charge of his safety 

False hero - Ram: Thinks he is the hero as he helps April but he cant really do anything as he cant save                                her from Corakinus

Dispatcher - April's Father: This is because he tries to warn April's Mother that something is wrong                                                     with April.

Helper - Tanya: She tries to help everyone but cant do that much.   

 

4) What enigma and action codes (Barthes) can you find in Co-owner of a Lonely Heart? Make specific, detailed reference to the text using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc.)

Petals - What happens to the Petals?

Swords - April and Corakinus 

Headteacher - What will Miss Quill do when the creature is out of her head?

5) What examples of binary opposition (Levi-Strauss) can you find in Co-owner of a Lonely Heart? How do these create narrative or drama for the audience?

April vs Corakins - They are enemies but both share April's heart.

Domestic setting vs Alien Setting - Gives feeling of a normal life than changes to a alien life.

Young vs Old - The young teenagers are interfering in trouble whilst the older people e.g. Ms Quill, don't care about anything or dont know what is happening.   

Representations

1) How is gender represented in Class - Co-owner of a Lonely Heart? Are gender stereotypes reinforced or subverted?

Gender stereotypes are both reinforced and subverted. They have been reinforced because the males have been presented as powerful and to be heroes. This is shown Ram is presented as the typical hero as he helps April as she goes to attack her farther and goes into the the realm of the shadow kin.

The have been subverted as the females have been presented as powerful  and superior. This is shown when April is about to attack her father and threatens top kill him, he gets frightened of  her and it is also shown when she goes into the realm of the shadow kin.      

2) How is age (e.g. teenagers; older people like teachers or parents) represented in Class - Co-owner of a Lonely Heart? Does the show reinforce or challenge stereotypes about young people?

Age is represented as the older people e.g. teacher/parents are caring toward the teenagers. Whilst the teenagers have been presented to be interfering.  

3) How is race and ethnicity represented in Class - Co-owner of a Lonely Heart? Are  stereotypes reinforced or subverted?

Race and Ethnicity have been both subverted and reinforced. They have been subverted because  BAME people have been represented to be smart and clever this can been seen by Tanya (Black character)  as she is smarter then her year group  as she is two year groups above. It has been reinforced as White people are represented as smart. This can be seen by April (White character) who is presented as smart.   


4) How is sexuality represented in Class - Co-owner of a Lonely Heart? How does this reflect the BBC's remit to represent modern Britain?

Sexuality has been presented to be open. This is because Charlie (Homosexual character) is open with his gender which is normal in his society but in real life some people show hatred towards homosexuality.    

5) How is disability represented in Class - Co-owner of a Lonely Heart? Why are disabled people generally under-represented in the media and how does Class try to address this?

Disability has been represented to be normal. This is because April has a disabled mother. Disabled people are under-represented because they cant do things that 'normal' can do and might have mental or physical health issues. Class has tried to present this to be a normal thing as some people have problems but we need to respect that.  

Audience and Industry

 Audience 

1) Who is the target audience for Doctor Who? Has it changed since 1963?

The target audience of Doctor Who families (age between 12-40). This has changed Since 1963 as from 1970-2010 the female audience has increased by 22%.

2) What audience psychographic groups might particularly enjoy Doctor Who?

The psychographics groups of Doctor Who are people who are interested in science and history.

 3) What audience pleasures are offered by An Unearthly Child? Apply Blumler and Katz's Uses and Gratifications theory to the episode. Make sure you provide specific examples from the episode to support your ideas.

Personal Identity: When we personally relate to something. Teenagers could associate themselves as                                   Susan

Personal Relationships: When we create a personal relationship with the characters. We might care                                               about what happens at the end of Doctor Who when they time travel to the                                               Cavemen era.

Diversion (Escapism):When we are escaping or entertained away from your normal life. For example                                        the audience might find the sci-fi entertaining.  

Surveillance (Information / Facts): When we learn new information from a show. For example, Doctor Who teaches us about space, science and history. 

4) What additional Uses and Gratifications would this episode provide to a modern 2020 audience?

Additional Uses and Gratifications this episode would provide is Visceral, Vicarious and Voyeuristic also known as the 3 V's.

5) Thinking of the 3 Vs audience pleasures (Visceral, Vicarious and Voyeuristic pleasures), which of these can be applied to An Unearthly Child?

 

Visceral - Physical thrill of watching something. When we see the TARDIS starting up to time travel. 

Vicarious - Experiencing something through characters. We experience space and time travel through the Doctor etc.

Voyeuristic - Watching something we normally wouldn't see. We get to see what the inside of the TARDIS looks like and see Sci-Fi which was new in the 1960s.

Industries

1) What was the television industry like in 1963? How many channels were there?
The television industry was less diverse and they had more man as the main roles than females. 

They weren't that many channels, there were only 3. 

2) Why is Doctor Who such an important franchise for the BBC? 
Doctor Who is important as it has been a long running show and informs viewers about their mission statement. 

3) How does Doctor Who meet the BBC's mission statement to 'inform, educate and entertain'?
Doctor Who does this as it informs the audience about historical events, it educates us about science and history and audience find the show entertaining.    

4) How is the BBC funded?
The BBC is funded by the TV license tax which is £157.50 

5) Who regulates the BBC and what is the watershed?

The BBC is regulated by the OfCOM (the Office of Communications). The watershed is when suitable programs for all age groups are shown before the 9pm cut off time. After this they can put more grown up programs.       

  

Learner Response

 1) Type up your feedback in full - WWW & EBI. You do not have to write your mark and grade if you don't want to.

Total = 25 = Grade 5

WWW - This is a very solid assessment with the potential to aim for the top levels next time. It's very clear you've revised the theories, CSP's and contexts and this knowledge is vital to succeeding.

EBI -  Our challenge now is to add to depth and detail to you analysis to reach the top grades. Try and discuss the different possible meanings aspects of the text might communicate to the audience.

       - Question focus: you must stay focused on the 8 and 12 mark questions.

LR - see blog

 2) Look at Question 3 in the assessment - the media analysis of the Under Armour advert.

Use CLAMPS to revise mise-en-scene and write about each element of CLAMPS for the Under Armour advert.

C - Costume: The player is wearing red and black rugby kit which has connotations of the logo which is also in the colour red. The red could also show feelings of stress or energy which links back to the advert as the man is training which shows he is using power and energy. 

L - Lighting: The stadium floodlights tell the audience that they are in stadium which shows that under armour give their products to professional sports players. The floodlights are also in the shape on the under armour logo.

A - Actor placement and movement: The rugby player is lifting a large heavy tyre which suggests he is strong and training hard. The player's face suggests that he is drained and is training hard.

M - Make up: The player's face is shining under the lights which makes it look like he is sweating which shows connotations that he is training hard.

P - Props: The tyre is significant because it shows how strong the rugby player is because of his practice.

S - Setting: The stadium setting suggests to the audience that the rugby player is a professional sports man which suggest that their products are used by professional sports players.

3) Look at Question 4. What is Todorov's theory of equilibrium? How does it link to the Audrey Hepburn Galaxy advert? 

The adverts has links to Todorov's theory as it has a equilibrium, disequilibrium and equilibrium.

Equilibrium - Audrey Hepburn is sitting in the bus whilst it is driving peacefully along the coast                     of Italy. 

Disequilibrium - The bus crashes because of a fruit stall which has blocked the road.

New equilibrium - A man offers to drive Audrey Hepburn, she accepts the lift and they drive of.

4) What social class is Reveal aimed at? (Extension - what do the cover lines on Reveal suggest about what working class people are interested in?)

Reveal is aimed at working class women. The cover lines suggests that working class people are interested in gossip, celebrities and looking and dressing a certain way. 

5) Pick three cover lines from Tatler that reflect upper class British culture and society. Explain what they suggest about the lifestyle and beliefs of upper class British people.

Most invited 2017 - This suggests that higher class people get invited and host balls/exclusive parties.

The one month gap year - This suggests that rich kids go on gap years and do tours around the world which you can only associate with rich people because they have a lot of money.

Oops my clothes fell off -  This suggest that rich women like dressing and looking a certain way.

            

 

Doctor Who: Language and Representations

 Language and close-textual analysis

1) Choose three key moments in the episode and write an NCIS analysis for those clips. You can use your notes from the screening in class. Make specific, detailed references using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc.)

An Unearthly Child scene analysis

Scene 1 00:00-06:40

 Narrative: Opening shot is of a police man - creates feeling of mystery/suspense   
                  Mystery of where Susan lives. Foggy London - danger 
 

Character: Police man, Teachers (Barbara Wright and Ian Chesterton, Susan Foreman (15-years-old)                         who is a "genius" 
 
 Iconography: Rocket (space race) - suggests 1960's space travel 

                       Susan's costume - 1960's teenager

                      Futuristic radio

                      Classroom 

                       Title sequence      
 

 Setting: Junkyard, School (Coal Hill School), foggy London 

Scene 2 06:40-10:00

Narrative: Teachers go find Susan's house 

                Flashback of Susan - gives us background of her 

                " Do you get the feeling we're about to interfere in something best left alone." - foreshadows                  danger

               Dimensions - Time + Space

               Hints of Disequilibrium ( Todorov) 

Character: Susan presented different to other students 

                 "Unearthly"

                   Much smarter than teachers BUT also gets things wrong e.g. decimal system  

                   Time travel 

Iconography: Car - Darkness + shadow - creates feeling of mystery 

Setting: In a Car, Junkyard and School/classroom

Scene 3 13:00-19:40

Narrative: Mystery of the TARDIS 

                 Doctor introduced - sarcastic 

                Talks about Police and being locked up

                 "One day we shall get back" 

Character: Doctor - sarcastic and dismissive

                  Presented as a villain (Propp)

                  Ian presented as a typical teacher and a hero

                  Susan: "I am from a different time and place."

                  Doctor: "You wouldn't understand"

                   Ian: "I want to understand."            

Iconography: TARDIS (police box/time machine)

                      Futuristic machinery Control console

                       Close up on switch         

Setting:  In the police box (TARDIS)

               science-fiction

2) How does Todorov's theory of equilibrium apply to An Unearthly Child? Try and use the expanded version of Todorov's theory: Equilibrium - Disruption - Recognition - Reparation - New equilibrium.

Equilibrium: normal day at school, students exiting, teachers chatting.

Disrupted: Ian and Barbara (teachers) are talking to Susan (student) and offer her a lift home. They follow her home.

Recognition: See Susan enter her house, they enter and see a junk yard- they are shocked.

Reparation: Enter Tardis because Dr found them, teachers are confused- realisation of aliens.

New Equilibrium: Ian, Susan, Barbara and Dr Who travel to the cavemen- show the Tardis.

3) Applying Propp's character theory, what character roles do each of the main characters in An Unearthly Child fit into? Alternatively, you may wish to discuss how characters do not fit Propp's character types.

Doctor Who - Villain

The Doctor was first seen as a villain as we see in the first episode but now days is seen as a hero 

Susan Foreman -  Helper/sidekick 

Ian Chesterton - Hero

Barbara Wright - Heroine 

4) What enigma and action codes (Barthes) can you find in An Unearthly Child? Make specific, detailed reference to the text using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc.)

Enigma Codes: creates mystery and suspicion

Last scene- where have they gone? Place? Will the teachers be released? What shadow did they show?

Lift Scene- Why does Susan like to walk in the dark? 

Action: audience knows what will follow up

Close zoom on button in the Tardis- so we know they will be transported.

5) What examples of binary opposition (Levi-Strauss) can you find in An Unearthly Child? How do these create narrative or drama for the audience?

Hero (Ian) vs Villain (Dr)---plot twists, drives the narrative.

Masculine (superior) vs Feminine (inferior)

Big vs Small

Representations

1) What stereotypes of men are reinforced and subverted in Doctor Who: An Unearthly Child? How?

The stereotypes of men that have been reinforced is that men are seen as superior towards females. e.g.

Doctor who is superior towards Susan Foreman-

The stereotypes of men that have been subverted is men being caring towards young children. e.g. Ian Wright is Susan's science teacher. He is worried about her so that's why Ian and Barbara find the TARDIS. This subverts the stereotypes of men as this was seen as a women's job (motherly).

2) What stereotypes of women/girls are reinforced and subverted in Doctor Who: An Unearthly Child? How?

The stereotypes of women that have been reinforced are women being inferior to men. e.g. When Ian and Barbra are at the junkyard the Doctor completely ignores Barbra and keeps talks to Ian 

"Young man "

The stereotypes that have been subverted are that women are presented to be working and earning money (Barbra Wright)  not staying at home and doing domestic works and looking after the children whilst the men work.

3) What are common media stereotypes of young people and old people? Do any of the characters or scenarios reinforce or subvert these conventional stereotypes (consider this was 1963)? Has this changed in more recent series of Doctor Who?

The stereotypes of young people are that they are quit disobeying. This reinforced by Susan's character as she disagrees, doesn't listen to the Doctor and argues with him. 

The stereotypes old people are that they are quit oppressive, superior and grumpy. This is reinforced in the scene were the Doctor orders Susan and shows his superiority.

 4) What representations of race/ethnicity can be found in Doctor Who: An Earthly Child? Is this surprising or not? Give reasons for your answer and consider historical / cultural context (the 1960s). Has this changed in more recent series of Doctor Who?

In Doctor Who there are only White people acting in it. This is not surprising as in the 1960s there was a lot of racism and non-White (BAME) people were seen as uneducated and poor (stereotypes). This has changed in more recent years as BAME people have been in shows. 

5) How is social class represented in An Unearthly Child? Think about how education and knowledge is presented in the episode.

Dr:

• He represents technology and science which was big thing in the 1960s's due to the space race (period of space and travel). 
• Represents the new world of discovery.
• Symbolises the struggle between good and evil or a God-like presence as he wanders through history.
• He is from another planet.

Susan:

• She is the Dr's Granddaughter.
• She is 15 so she is a strong link for the young target audience.

Ian and Barbara:

• Represent human traditional values and are middle class.
• They are also Science and History teachers and give advice to the Dr on space and time.
• They also are represented to by like a Mother and Father figure towards Susan. 
• Ian is very physical whilst Barbara is more caring. They have been traditional in their gender roles        

Social and Historical context

1) How does An Unearthly Child reflect the social and historical contexts of the 1960s?

An unearthly child reflected the historical context as Susan (the unearthly child) was from outer space and during this time (1960s) They had historical events to with space and travel.   

2) How might audiences have felt towards science fiction in the 1960s?

An audience in the 1960s would have felt quit familiar to sci-fi because of historical events such as

•  First man in space -1961
• First man on the Moon - 1969
• Concorde is flown for the first time - 1969