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TV DramaTeen Drama

Representations ofAge

Macro level

Micro - level

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Objectives:

To revise key terms: Representation

Stereotype

Realism / Verisimilitude

Target audience response and the terminology of the 4micro-elements

To deconstruct screen shots (at micro-level) toread the representations created (at macro-level).

To create a pitch for a new teen character to beintroduced in a TV Drama, making choices atmicro-level to create a non-stereotypicalrepresentation (if it is possible) collaborativetask

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Camera Shots, Angle,

Movement and Composition

Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of

view shot, over the shoulder shot, and variations ofthese.

Angle: high angle, low angle, canted angle.

Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.

Composition: framing, rule of thirds, depth of field deepand shallow focus, focus pulls.

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Editing

Includes transition of image and soundcontinuity and non-continuity systems.

Cutting: shot/reverse shot, eyeline match, actionmatch, jump cut, cross-cutting/ parallel editing,cutaway; insert.

Other transitions, dissolve, fade-in, fade-out,wipe, superimposition, long take, short take,slow motion, ellipsis and expansion of time,post-production, visual effects.

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Sound

Diegetic and non-diegetic sound;

synchronous/asynchronous sound; sound

effects; sound motif, sound bridge, dialogue,voiceover, mode of address/direct address,

sound mixing, sound perspective.

Soundtrack: score, incidental music, themes and

stings, ambient sound, parallel and contrapuntal.

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Mise-en-Scne

Production design: location, studio, setdesign, costume and make-up, properties.

Lighting; colour design.

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Skins extract

Watch opening of Episode 1 season 3;

a brand new cast = new characters introducedhttp://www.channel4.com/programmes/skins/4od#2918539

Discuss initial impressions of characters and how

they are created.

Study the stills below and look for elements at

micro-level which build these representations.

Focus on camerawork, mise-en-scene, editing.

http://www.channel4.com/programmes/skins/4odhttp://www.channel4.com/programmes/skins/4od

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Collaborative task groups of 3

Prepare a pitch for introducing a new teencharacter to a TV drama targeted at 15 - 25s(first 30 50 seconds)

Try avoiding obvious stereotypes that you would

find annoying or unfair. Outcome: 1 or 2 speakers from the group to

present pitch, offering: An overview of the character and intended

impressions on the target audience; A shot list describing micro-level elements and

explaining / justifying choices

USE YOUR MATS!

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Groups

Group 1

ShreyaaJoshRajuOmar

Group 2Devki

MatthewManan

Group 3KhushelNimeshKevalDavid

Group 4YasminHarshiv

VirajAshwin

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Target Audience Response

Envoys

Take your pitch to another group

5 mins Target audience response:

Be ready to justify!

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Peer-assessment

Has the group created a convincingrepresentation of a teenager? Evaluate.

What elements at micro-level are mostconvincing in creating that representation?

What problems or shortcomings can youidentify with the way the character isrepresented? How might the targetaudience respond?

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In your pair, discuss this shot from Skins using as many of the following terms:

representation (or represented) labels stereotype realism

target audience response binary oppositions (extra challenge)

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Starter: In pairs, prepare to talk forat least one minute to the class about what

the composition and mise-en-scene tell you about this shot and its characters,

including how teens are represented. (Hint: The two red-haired girls are sisters)

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Objectives

To work out a narrative from the still shots

of a sequence

To address how the representation of

teenagers is constructed in the extract.

To practise structuring an exam response.

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Narrative in Skins

In your groups from last session, study the stillshots from the opening of Skins, series 1episode 1

You need to be able to explain the narrative tothe class, discussing the clues which helped youmake meaning out of stills.

Which are the shots or series of shots where

having the soundtrack would really enhance ourunderstanding of the narrative? Suggest whatthe soundtrack, including script , might be forthese shots.

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Narrative and representations in Skins

Analyse opening sequence ofSkins, looking particularly at Tonysrepresentation.

1. What can you deduce about the setting (and specifically the house)from the mise-en-scene?

2. What do you think Tonys representation is? Think about camerashots and his behaviour. Are stereotypes or/and countertypes used?

3. What is the genre? How does Tonys representation fit in to thegenre?

4. Can we tell how the narrative will unfold? Suggest some ways.

5. We start with the shot of Tony in bed with the camera in a close up ofhim why use this shot? Then we see him in his under pants - why?

6. Discuss the mise-en-scene, particularly of his bedroom. Does it tell us

anything about Tonys life style?7. How is Tonys sister Effy represented? How is their relationship

represented?

8. How are the parents represented? How is their relationship with thechildren represented?

9. Do the binary oppositions reinforce others representations?

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Series 1 episode 1

http://www.channel4.com/programmes/ski

ns/4od#2921869

How are representations of age

constructed in the extract? In your

response, address: camerawork, mise-en-

scene, editing and sound.

http://www.channel4.com/programmes/skins/4odhttp://www.channel4.com/programmes/skins/4odhttp://www.channel4.com/programmes/skins/4odhttp://www.channel4.com/programmes/skins/4od