TV Drama 4
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Transcript of TV Drama 4
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TV DramaTeen Drama
Representations ofAge
Macro level
Micro - level
http://images.google.co.uk/imgres?imgurl=http://vesperinlimbo.files.wordpress.com/2009/03/skins_poster.jpg&imgrefurl=http://vesperinlimbo.wordpress.com/2009/03/18/must-watch-television-skins/&usg=__pga36Vj5whg5tDGZqTLOARCcjA8=&h=768&w=512&sz=108&hl=en&start=4&um=1&tbnid=iVmwt84m5NASGM:&tbnh=142&tbnw=95&prev=/images%3Fq%3Dskins%26hl%3Den%26rlz%3D1I7ADSA_en%26um%3D1 -
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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