How is the representation of gender presented

There are various high angle shots of the man when he is in the pit which gives him a sense of vulnerability and helplessness, as opposed to the typical male status where he fights back and ends up winning.
There is another high angle shot from the farmer mans point of view looking down at the vulnerable woman (damsel in distress) this gives the man power and authority over the woman and also makes the woman seem weak and in danger the typical male/female roles in films.


There is allot of fast paced editing which helps build tension and  anxiety as to the fate of the male character.
The woman is dressed in a dark formal suit whilst driving a digger this opposes to the stereotypical female role, now the woman is the one in power she is dressed smart and the digger which is usually used by strong working men is helping create an idea of a female hero. She then goes on to end up saving the man from the tiger by shooting it, this typical dilemma in a film would usually consist of a man saving the woman but it is reversed in this. There is a man in the group of people who is dressed quite feminine pink shirt and scarf and a black hat this also reverses the typical image of a man and is also continued when they run in the barn to save the woman two of the "aplha men" whom are dressed causally have guns which build an image of a stereotypical strong man, the more feminine man has a shovel which opposed to a gun has less power.


Throughout the pit scene there is a sound score which uses trumpets and violins to create a sense of suspense, also as the woman enters the scene in the digger there are powerful trumpets which are usually used to create a sense of power and strength. As the man is trying to escape from the tiger the score soundtrack incorporates more drums and bass guitar this creates tension and suspense as to whether the man will be able to escape the tiger and save his life.
When the farmer man is about to shoot the woman the director uses the two dogs barks to again create suspense and tension as to whether or not the defenceless woman will be saved and in the end she is by the aplha men ( a typical male saves female scenario)
The dialogue the woman uses also gives her the stereotypical female image once she gets off the hay she says "this is my best coat" as opposed to worrying that she was almost killed.
The conversation between the male and female characters in the opening scene portrays a typical relationship the woman is angry at the man and tells him to leave her alone and he doesn't know what to do and has to be told by other men what to do this constructs the dominance between the woman and the man showing that she is more in control than him.

Media elements

Mise-en-scene:
-Costume - What they are wearing
-Setting/Location - Where they are
-Props - What props are in shot
-Lighting - What lighting is being used
-Body language and blocking - What the actors body language is like and where they are all positioned
-Makeup

Lighting:
-Key light - Main bright ceiling light
-Fill light - Fills in shadows from the side
-Back light - Lighting from the back (creates a silhouette)
-High key lighting - Bright
-Low key lighting - Dark

Camera work

Shot composition:
-Two shot - Two people in the shot
-180 degree rule - Camera can only film on one side of the line established between the characters
-High angled/birds eye view shot - Can make the people look either small or vulnerable
-Low angled shot - Gives the person power
-Eye level
-Tilted angle - Tilted shot makes the audience feel disorientated

Camera work:
-Panning - When the camera pivots from side to side
-Tilt - Camera goes up and down
-Tracking - When the camera follows someone/thing
-Reverse tracking - Tracking backwards
-Dolly shot - Small smooth movements
-Crane shot - When the camera is mounted on a crane
-Zoom

Editing

Continuity Editing:
-Invisible editing - Makes the action flow smoothly
-180 degree rule
-Eye line match
-Cross cutting - Cuts from two different scenes can show whats going on at the same time
-Action match - Cutting from a wide shot to a close up two different shots
-Graphic match - Two shots chosen for graphic similarities e.g orange and a clock both round
-Shot-reverse-shot - Used during conversation camera cuts back and forth from each person

Transition:
-Cuts/hard cut - One image stops and the other starts immediately
-Dissolve/cross fade - Images on top of each other
-Fade in/out
-Jump cut - Scenes of a cut put together which can show someone being impatient or fidgety
-Montage - Shots chosen for the thematic action often used to show development and crunch time.

Sound:
-Diegetic - Sound from within the story (The actors and audience can hear it)
-Non-diegetic - Sound that has been added (Only the audience can hear it)
-Soundtrack (score) - Music chosen to go with a scene
-Sound effects - Added in post production (Gun fire, explosions, laughter)
-Theme music - Soundtrack for a show or a specific person e.g Eastenders and James Bond
-Ambient sound - Natural sounds from the environment (diegetic)
-Dialogue - What the actors are saying
-Sound bridge - Sound track that bridges together two different scenes.

Scene analysis - Sound

They way sound is used to represents disability

-Throughout most of the clip there is no sound. There is no ambient sound in the girl apartment which helps build up the awkwardness as we can hear the awkward silences between the characters.
-Their dialogue is soft and they use short sentences which they don't finish, this again highlights the awkwardness of the boys disability.
-When the girl locks the door the microphones pick up the locks clearly as this links in with the boy feeling nervous about being on his own as he needs his dads assistance.
-When the boys dad is in his van he turns on the radio (diegetic sound) but is doesn't represent his mood so he quickly turns it off. We also pick up clearly on the electric windows going up and down and him moving the chair again highlighting how awkward he feels about the situation.
-There then is a sound-bridge from the van back to the apartment with the first soundtrack of the clip.
-The soundtrack is a harmonica usually represents sorrow and it makes us feel pity for the boy because of the situation he is in.

Scene analysis - Continuity editing

How the editing helps to construct the representation of disability.


-The beginning there is an eye line between the woman and the dad when she asks for the money she switches between looking at the dad and son this shows she is feeling awkward and uncomfortable not knowing who to ask.
-Then there is a long take of the boys dad trying to find the money in his bag this leaves time to build up the awkwardness between the characters.
-There is a action match when the dad has to lift his son from his wheelchair then puts him on the bed highlighting his disability.
-As the girl leads the boys dad out she locks the door and there is a shot reverse shot of her locking the door and the reaction of the boy to this he looks nervous and doesn't want her to lock the door and this again shows how vulnerable he is without his dad.
-The pace of the conversation between the boy and girl is longer than necessary
-There is an eye line shot of the dad looking up then we see he his looking at her apartment this shows he is worried about his son.
-Then there is a jump cut of the dad in his van it is deliberately discontinuous, he is fidgeting and can't make up his mind what to do highlighting his anxiousness.
-It cross cuts between the dad in his van and the girls apartment it is happening at the same time.
-The director privileges the mastershot as this builds up the relationship between the boy and girl better than close ups of them as we can see she is more in control and can sense she feel more confident around him.

Scene Analysis - Camera Shots

Way the film uses different camera shots to represent age.

Camera Shots:
- First scene is a dolly shot which gives us the opportunity to see all the heavy tools being used by the men.
- Long shot of the girl as she walks out of the house then pans to a medium long shot to show her clothes and body language.
- Another dolly shot to a close up of the girl in the car letting us see her body language clearly.
- Medium long shot of the headmaster so we can see his clothes and establish his age.
-Shot reverse shot between the man and older headmaster showing age differences.
-Pans from man to girl he is taller than her emphasizes her youth.
-Camera shifts to eye level so show the fear of the girl.
-Establishes new location shows you the antique room.
-Shot is still low angle at the girls eye level when the two men are talking giving them authority.
- Medium closeup still at the low eye level when the girl is being told off same when it's shot reverse shot making us relate to the girl.
- Wide shot to establish scene change.
-Camera tilts to reveal magazines and goodbye notes and pans to revel teddy bear and another note instead of a establishing shot the camera movements reveal whats happening which helps to show her youth.
-The camera tilts to reveal a window that the girl has climbed out of, a dramatic thing to do.
-Medium close up to show the woman's emotions as she looks out the window.

Scene Analysis - Mise en scene

Ways the film uses mise en scene to represent age.

Costume:
- The young girl wears light casual clothes in comparison to the older men who wear dark heavy work clothes.
-The headteacher of the school is portrayed as old by his clothing; a tweed blazer v-neck jumper with an odd tie a classic stereotypical old headmaster look, he also has grey hair and a beard making him appear older.
Setting/Location:
- There is a countryside location somewhere in Scotland creating the image of a hard working farm.
- In one of the scenes the headmaster and one of the men go into a room which looks like an old fashioned study, it has antique furniture, candlesticks scattered around and decanters which makes it not a suitable/desirable room for a younger adult.
Body language & blocking:
-The girl gets into a car telling the man she can drive but her facial expressions reveal she is lying she looks confused and has to convince herself where all the pedals are proving she can't do an adult task; driving.
- When the young girl gets scolded by her headmaster she lowers her head apologetically and hides behind one of the older men, which is what young children usually do in this situation.
-When the older man disciplines the girl he does the stereotypical adult thing by wagging his finger at her while talking.
- She in retaliation stomps her feet and flings her arms as she walks off upset.
Props:
-Brandy is poured for the two men in the study, which is considered a real old mans drink.
-In the bedroom you see magazines on the bed designed for young girls, showing the age of the girl.
-She also leaves notes for the family members which are heavily decorated in a child like way.

Pride and Prejudice analysis.

The first 5 minutes into the film is of the 6 daughters listening in to their mother and fathers conversation about a possible suiter for their daughters. Set in the 19th century there were still strong beliefs about the rights of a woman and in this clip it shows the stereotype the the young girls have had embedded into them since they were young.

Mrs.Bennet trying to persuade her husband to visit the man who must marry one of their daughters states that "For we may not visit if you do not as you well know Mr. Bennet!" His wife seems far more insistent that her daughters must marry off than Mr Bennet himself.
Later in the scene the daughters get excited about possible marriage with a man whom they have never met or know much about a tradition they must be custom to in their upper class status. They also talk about what they are going to wear and how they are going to look appearance an obviously important matter to them. 
It is a bit like a beauty pageant the girls get all dolled up and parade themselves and the winner gets the prize; the man. 

When the girls eventually meet the man he walks into the hall where they are having a ball and everyone grows silent in his presence. Two of the daughters and another woman exchange conversation about how his friend looks miserable yet he is extremely wealthy implying that he should be happy, another indication of their high class. As he passes by the women lower their heads and curtsy at him.

Key Concepts of Media

The key concepts of media are; media language, representation, audiences and institutions.

What each concept means:

Media language- What makes up a media product e.g language editing sound body language.
Representation- The way certain members of society are stereotyped into groups such as, age, gender, sexuality, religious beliefs, and social status.
Audiences- The audience of the specific media product, why the audiences want to watch/read the media product and how the producer of it attracted an audience.
Institutions- The producers and regulators of the media.

The exam will get you to explain;
1. How the piece of media used different ways of stereotyping the characters.
2. Being able to analyse cinematography, editing, sound, and mise en scene.
3. How the producer of the film attracted a specific audience for his film.