8/6/2019 Part 5 Evalution
1/2
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
2/2
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.
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