Download - Class & status
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Class & Status
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Key terms – yellow sheet
• Have in front of you?
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New Note template
Essay planning as you go along!
P = Point Evidence for EAL
Do link if you can
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What is class & status (2 words)?
• What comes to mind?
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What is class & status?
• Their social class– lower/middle/upper
• Determined by income– Rich/poor
• Determined by area you come from– Chelsea vs Croydon
• Linked to professions– President of a company/cleaner
• Changes over time (old days = you were born into your class (born a princess or peasant)• Remember now, a homeless person can become rich overnight – in our modern day and age
this is celebrated isn’t it?– Think of ‘slumdog millionaire’
• Could link to gender/ethnicity • Status – your rank, positioning, standing
– David Beckham – ‘high status’– Or a ‘knight’ or ‘lady’– Judge in a court – Black gay man = some would view as low ‘status’ as ethnic minority and part of minority group
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Stereotypes for different class status OLDEN DAYS Positive stereotypes Negative stereotypes
low
middle
high
*can you think of TV shows/films where these stereotypes are reinforced? Or challenged?
MODERN DAY Positive stereotypes Negative stereotypes
low
middle
high
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Stereotypes for different class status OLDEN DAYS Positive stereotypes Negative stereotypes
low Friendly, helpful, hardworking Not intelligent, independent
middle Works to take care of family, dedicated
Strict? Gullible – easily led/controlled by upper class
upper Leads community Exploit the poor, controlling
*can you think of TV shows/films where these stereotypes are reinforced? Or challenged?
MODERN DAY Positive stereotypes Negative stereotypes
low Does the dirty work Sponge – benefits, lazy, stupid
middle Shapes community (family – brings up well, morals)
Irresponsible, neglectful – do the bare minimum, sheep – followers)
upper Gives back to community (secret millionaire)
Cheats, wants more power
*this is marxist theory!
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MORE IN SOUND / EDITING• More range in sound
– Volume control– Diegetic/non diegetic– Mood of music– Synchronous / asynchronous– Dialogue – accent/tone/language (what they say)– Ambient sound– Sound bridging
• More range in editing– Continuity editing to have flow of actions
• 180 degree rule• Match on action• Eyeline match• Shot reverse shot• Sound bridging (also sound)
– Pace (length of clips and how often they cut)– Kuleshov effect! (image association, sense of time/pace)– Voicover– Transitions– Effects (black & white/CGI etc)– Flashback (change the effect/transition)
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Importance of editing• Takes us to different locations
– Cuts to new place such as a hotel pool, to room, to kitchen
• Changes pace (there can create tension)– Go from slow to fast to show change in character’s feelings (fingersmiths)
• Influence our opinions on characters depending on how much screen time they get (time allocation) (like/dislike)– Feel sorry for 2nd maid as she is not shown very much
• Manipulate the time experienced by characters and audience (showing us different things at same time for example)– Think of a scene to show a character is getting more fit over time (montage editing & transitions/cuts of
different locations will allow us to understand time)– Ellipsis – cutting out time to understand something took place over a period of time– Split screen or cross cutting (different places happening at same time)
• Offer clues about the characters or plot development – Having an eye line match of something a character can see might reveal more info– Cutting between characters in a scene may reveal more about each character (linked with MES/CAM SAM)
- think of scene in freedom writers, there is sound bridging when he reads the diary but we actually so the eyeline matches of the teacher/other students to understand they feel sorry for him
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Stereotypes• Do the stereotypes section only first –
• Link this to stereotypes about CLASS & STATUS………the character is portrayed as……
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Set up notes
• Set up quick (leave side empty)
• 1 – no notes• 2 – 25% notes• 3 – 50% notes• 4 – 75% notes
Leave empty
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Clip = ‘Merlin’
• on blog (hyperlink on blog)
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Sentence starters……
• Point: The character is portrayed/represented as…..
• Evidence: For example, …..(1 point from CAM/MES/E/S each?)
• Explanation: This shows/suggests/connotes….
• Link: This is a ____________ (reinforced/challenged) stereotype because…….
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Homework 1 (due fri)
• Write full response to the clip
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Homework 2 (due tues)
• Submit notes AND essay (full page of notes) and should be 2-3 page essay – stick to time!
EXTENSION:Also watch ‘crimson’ petal and identify the stereotypes in the clip