Section A: Written response & practice paragraphs

Learning Objective:-to be able to make notes from an extract from a TV drama

-to be able to work in groups to write a written a response to aim to revolve around representation

Learning Outcome:-a written response from a TV drama clip

Rate your confidence

Not confident Somewhat confident Very confident

Your ability to write an effective written response (paragraphs) for section A

Quiz

• Complete

• White = must complete• Orange = try to complete• Green = if you can• Blue = extension for a challenge!

• Peer assess

Sample paragraphs

• Given a sample paragraph

• WWW & EBI

• Give sublevel

• Justify your level by explaining why you awarded that level

Model Paragraph 1

• The clip from doctor who shows that men are more dominating than women. You can see this in a variety of ways, including the fact that the doctor is obviously dominant and holds power over the black woman. This is because he stands above her and he commands her by telling her to “kneel” and she obeys, during this we see low angles on him and high angles on the black woman again to show he is more dominant. During this the music is quite serious. Also, he has more time allocation than any other character in comparison other characters such as the maids or the blonde woman to show they are less important. His clothes sort of show him as a typical man as he is wearing a suit, the women wear feminine type of clothing like the blond woman wearing a silky red dress who sort of looks like a ‘trophy date’ for him, he doesn’t really pay attention to her though because he is clearly more interested in destruction as he has little robots in the galaxy ready to destroy which is typical of male villain characters. He also commands them just like he did with the woman to show his power. Also, other males have jobs that show their power too, such as the guards who have guns and they guard the prisoners who are scared which shows they are dominant like the main man.

Vote….. (1 min talk to partner)

Level 1? Level 2? Level 3? Level 4?

Paragraph 1

• The clip from doctor who shows that men are more dominating than women. You can see this in a

variety of ways, including the fact that the doctor is obviously dominant and holds power over the

black woman. This is because he stands above her and he commands her by telling her to “kneel”

and she obeys, during this we see low angles on him and high angles on the black woman again to

show he is more dominant. During this the music is quite serious. Also, he has more time allocation

than any other character in comparison other characters such as the maids or the blonde woman to

show they are less important. His clothes sort of show him as a typical man as he is wearing a

suit, the women wear feminine type of clothing like the blond woman wearing a silky red dress who

sort of looks like a ‘trophy date’ for him, he doesn’t really pay attention to her though because he is

clearly more interested in destruction as he has little robots in the galaxy ready to destroy which is

typical of male villain characters. He also commands them just like he did with the woman to show

his power. Also, other males have jobs that show their power too, such as the guards who have guns

and they guard the prisoners who are scared which shows they are dominant like the main man.

EAA = 3BEG = 2/3T = 2B

Overall level = 2A / 3C

WWW-clear PEAL-good link to representation/gender-some effort to write about all 4 areas-analysis (to show understanding of meaning)-some effort to compare/contrast

EBI-equal discussion for all 4 (more on editing & sound)-always explain (music point)-more range of accurate terminology (music = non diegetic score

music)

-link to representation/stereotypes could develop (not just

obvious)

-develop compare/contrasts

Fairly clear point, link to gender

PEAL (evidence)

Random point, not accurate media terminology, no explanation or link

Incorrect Term(costume)

Effort to compare & constrast

Evidence?

Link back to gender stereotypes/representation

Good analysisof MES (& link to gender)

MES S

CA

S

E

MES

MES

MES

Model Paragraph 2

• The scene starts with a mid shot of a male character and then shows a variety of close ups and long shots of other surrounding characters. It is clear that the black girl is in trouble and the other characters feel sorry for her because they look sad for her. It looks serious as the guards are holding guns and the black woman looks like she is being forced there and she has to surrender her device that maybe could have gotten her out. She is dressed like a soldier which isn’t typical because usually guys dress like that. The man is dressed in a suit and he has employees which are controlling other people to help him destroy the world. I think he is trying to destroy the world because he looks sort of evil and careless like a typical villain and there is also a ticking clock which is like when a bomb is going to go off. There are jump cuts to show the robots outside in space. There is extreme close ups of the ticking clock to make it clear to audience. He is quite mean to the black woman because he tells her what to do. High angles are used to make him look bigger in comparison to the black woman who is also on the floor lower than him. There are mid shots to show him looking at his watch and then the shot focuses to the clock ticking down. He is kind of bossy and because he is the only character that shouts.

Kelly, shivonne, judy, leticia, noor, patryica

Model Paragraph 3

• The scene opens with a close up shot on a masculine male with rule of thirds applied to the frame so the audience can see figures entering through a door. Regardless of the shallow focus making it difficult for the audience to see the characters in the background, already we begin to see this man has some sort of authority. Within seconds we see that a female character is being brought into a room controlled by characters wearing costume & props that suggest authority as they look like soldiers; as she walks the down a corridor the symmetrical shot reveals the guards on either side of her connoting authority and order, also, there is camera dolly to follow her movement to reveal that she is vulnerable as per her tense body language and scared facial expression. Eye-line matching reveals other characters who are obviously being held captive which include employees such as maids and other male characters. The audience can assume the male in the suit is in control as he is usually in the centre of shots and placed higher suggesting his authority and control over others. Additionally, the connotations of a character being held in a cage connote his dominance. This reinforces stereotypes of males having powerful authority over women as the black woman is helpless. The other characters in the background including the maids also reinforce stereotypes of women having domestic jobs while typically, the ‘soldiers’ are male. Typical male villains are usually masculine who have attractive females on their side, they also have evil intensions as they are destructive. These stereotypes are again reinforced as we see an attractive blonde woman who is represented as an object as we do not hear her speak or challenge him and she is wearing a costume which is symbolic of femininity and attractiveness. She is usually placed behind him and in the corner of the shots which makes her inferior as she is less important. Lastly, as the man starts the ‘ticking clock’, which is clear to the audience with a close up shot, it gives a tense of panic as the clock ticks down and this action reinforces his desire to destroy. The pace of the scene increases to increase the tension. A cutaway to the tiny ships in space also reinforce the man’s control as they obey his actions just as the black woman obeyed him when he commanded her to ‘kneel’ and ‘bow your head’ which are gestures that symbolise respect and obedience towards a man in a position of authority.

Esere, courtney, katia, chelsea, tayla, gelsomina

Model Paragraph 2

Marks/levels WWW EBI

EAA = 1A

EG = 2B

T = 1B

Overall = 1A

-some interpretation of meaning (shows)-some small effort to relate to stereotypes about gender-some sentences are clear

-know terms and use them correctly-write and connect additionalcategories (esp editing & sound)-wider range of terms-write in PEAL paragraphs-try to think more carefully about gender stereotypes

Model Paragraph 3

Marks/levels WWW EBI

EAA = 4B

EG = 4B/4A

T = 3A

Overall = 3 / 4

-clear sentences and writing skills; use of connectives-consistent link to representation and stereotypes-link between 3 categories in relation to representation-range of terms, all accurate-PEAL paragraphs-some effort to compare/contrast-discussion of audience

-more sound terms; link these into paragraphs

-for a grade: don’t just comment on ‘obvious’ stereotypes representations

Rate your confidence

Not confident Somewhat confident Very confident

Your ability to write an effective written response (paragraphs) for section A

Get into your groups

Group 1 Group 2 Group 3

CAM SAMC

+

MES

CAM SAMC

+

SOUND

CAM SAMC

+

EDITING

KellyPatrycia

CourtneyLeticia

NoorJudyKatia

Shivonne

ChelseaTaylaEsere

Gelsomina

For a challenge try to take notes for as much categories as possible…..

Prepare for response

• Prepare notes (in your preferred way)

• Watch clip, no notes

The clip…..

• From ‘Eastenders’

• Representation: gender

Continued……

• watch clip, notes– Break: look at key terms sheet for help

• Watch clip, notes– Break: Share info with group, become ‘experts’ in your

topics

Next, you will switch groups

Get into your new groups

Group 1 Group 2 Group 3

Chelsea (E)

Patrycia (MES)

Judy (E)

Tayla (S)

Kelly (MES)

Courtney (MES)

Shivonne (E)

Gelsomina (S)

Noor (S)

Leticia (MES)

Katia (E)

Esere (S)

Choose a target

Level 2

-2 technical areas

-aim to connect to representation

-mainly focused on 1 scene

Level 3

-3 technical areas

-straight forward connections to representation

-some contrasts between 2 scenes

Level 4

-4 technical areas

-clear connections to representation

including ones that are not

obvious

-clear comparing & contrasts

between 2 scenes

Last time to watch clip

• Watch clip (last time), notes

In new groups

• Share info with new group

• Choose a target __________

• Choose jobs– 1 person: writer (write paragraph) – 1 person: presenter (read to class & watch time)– 1 person: director (make sure link to stereotypes/representation) – 1 person: assistant director (help manager and also make sure 4

categories link in paragraph)

• Make a rough draft (if you want – in bullet points)

• Write paragraph

Put answers on board

• Each group to present (reader to read)

• Peer assess:

Rate your confidence

Not confident Somewhat confident Very confident

Your ability to write an effective written response (paragraphs) for section A

Plenary – twitter square

• Write down 1 thing you learned from today’s lesson• Write down 1 thing you want to develop further

• # to write down a key phrase from today’s lesson at the end (positive or negative) i.e. #needtorevisesound

Homework (Due Thur)

• Write your own paragraph which is an improvement from the one you did today

• Try to move up a level!