8/6/2019 Part 5 Evalution

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Representation of the working class

My media product represents the working class asstanding up for what they believe in and working hard

to have their opinions heard.

Here, (picture), I used a mobile phone to make the

footage unsteady. This connoted to the audience that

the mise-en-scene was somewhat rowdy and helped

connote to the audience that the people were

unhappy with the governments decisions. This may beseen as a stereotypical rowdy view of working class

people.

The mise-en-scene also helps emphasis further the

representation of how working class people will stand up for

what they believe in. This was done through close-ups of thestudents banners, which are an arbitrary sign and diegetic

sound of the protests. In one section of my opening

sequence I used a voiceover, whilst footage of a protest

played, to help emphasis the idea that working class people

will stand up for what they believe in further. The voiceover

is of a man giving a speech about how the government is out

of control and how we need to stop them. The speech

includes this dialogue: That kind of capitalism can not stand,

can not survive, does not deserve to survive.

8/6/2019 Part 5 Evalution

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The use of archetypes to represent particular social groupsIn my media product I tried to have a clear division between social classes. I did this by making the antagonist of the film the

government and as those in power are mostly upper class, it may be seen at the films protagonists are the upper class society.

To help make the character seem more innocent, such as in

scenes where she is getting arrested,(below) , I used low

angles shots and a voiceover to express the innocence of

people like the main character in the real life situation of

increased university fees.

The protagonist of the film is from a working class

background. I showed this through the mise-en-scene in

the second half of my two minute opening sequence,

through the use of pans of the characters bedroom, (right).

The characters bedroom helped represent her social class

in a stereotypical way, as people from this social class are

usual seen as having cluttered houses, where things are not

perfect. This is seen in the main characters bedroom, such

as handles missing from her draws, her bed lining notmatching and her room being cluttered with dirty cups and

rubbish.

As most British Social realism films use dull lighting and colours, as a

way of connoting to the audience that the film is about real life,

where things are not always perfect, I tried to do the same. Although

all of my lighting is natural I tried to film later in the day so that thelighting was darker, helping connote to the audience that the film

was going to explore more controversial themes, such as rebelling

against the government, that are often found in British Social

Realism films. I also dressed the films characters in darker clothes to

help show that the film was not going to be light. I also dressed the

films characters in thin clothes that looked like they had been out

worn to help show that they were from a working class background,

I did this as I found, in my research stage, that most British Social

Realism films dress their characters in this way to help connote theirsocial class.