practice how to use slidshare

1. TV Drama Revision
Representation Starter
Listen to ‘Geezers need excitement’. Cross
gender (taking on a male role if you’re female)
and visa versa. Note down every reference to
your new gender to analyse the
representation of males and females.

2. TV Drama Revision
Representation:
• What kind of realism is being attempted by
the programme?
• Who is being represented in the drama (who
is present), and how?
• Is there a dominant ideology (world-view)
being presented?
• What cinematic techniques convey these
representations?

3. Mark Scheme
• Analysis
• Use of Examples
• Use of Terminology
• MUST comment on all 4 areas: Mise en
Scene, Editing, Camerawork, Sound.

4. Representation
• Areas of representation that you could be asked
to comment on will be chosen from the
following:
• Gender
• Age
• Ethnicity
• Sexuality
• Social Class
• Physical ability / disability
• Regional identity

5. Camerawork
• Movement = pan, tilt, track, zoom
• Angle = high, low, close up
• Shots = establishing, POV, over the shoulder

6. Mise en scene
• Location, set, props, costume, lighting, colour
design

7. Sound
• Asynchronous, synchronous, sound
effects, dialogue, voiceover, theme
tune, diegetic, non-diegetic, sound bridge.....

8. Editing
TRANSITION OF IMAGE AND SOUND
• Cutting, dissolve, jump cut, match on action,
slow motion, long take, short take, eyeline
match, wipe, insert, montage, crosscutting
• What would you say about the editing in this
clip?
• http://www.youtube.com/watch?v=0UTRzB-
wIco

9. Spooks Editing
• Long take coupled with close ups and mysterious breathy/
monotone music (creates intrigue, sense of danger.)
• Audio changes to add organ/ choir music (sense of
fate, death, associated with spiritual realm)
• Long tracking take to establish location and give a sense
that someone is watching/ following
• Quick shots/ short takes of watch, hand, movement –
suggests panic intercut with long scenes of Ruth watching –
suggests perhaps she’s the victim?
• Eyeline match suggests they are linked.
• Audio building up (volume increases) adds haunting sense
suggests death is near...

10. How to take notes....
• Divide into four and then split into two
• Write while you watch.........
• http://www.youtube.com/watch?v=eBk51qINf
z4
• Our observation round on ‘Waterloo Road’
• http://longroadtvdrama.blogspot.com/2009/1
2/practice-quaestion.html

11. Observation Round
1. What colour was the vase that was shot?
2. What colour was the lampshade?
3. What camera angle followed Janeece down the hall?
4. What was Maxine wearing on her legs?
5. What does Earl say when he’s stroking Maxine’s hair?
6. Maxine says “everything you touch gets....”
7. What camera angle is used directly after Maxine has
been shot?
8. How many fences does Earl jump over?
9. How many blue cars are shown at school?
10. How many police cars are at the scene?

12. 1. White
2. Gold and maroon
3. High angle
4. Long white socks
5. I’d do anything for you
6. Poisoned and twisted
7. ECU on eyes
8. Three
9. Four

13. Cranford
• Analyse the representation of class:
http://beauchampmedia.ning.com/video/cranfo
rd-extract
How is the representation of class constructed in
the extract?
What affects the representation of class?
(accent, clothes, lighting, props, camera
angles)

14. Monarch of the Glen – Representation
of age
• http://beauchampmedia.ning.com/video/mon
arch-of-the-glen

15. Editing – examiners report
This proved to be the most problematic for candidates and the one technical area of
analysis that was often omitted in candidate’s answers. Most candidates who
addressed editing were able to address the type of transitions used and could
comment on the pace of the editing.
Weaker candidates often omitted any discussion of editing or offered quite
simplistic accounts of how editing was used, for example in the use of quick
succession cuts and short takes when the community takes apart the fishing hut
at the end of the sequence. More able candidates could analyse technical
issues of editing by way of analysis of the ellipsis, accounting for how the extract
collapsed a series of events, for example, in explaining the narrative to represent
Amy as a ‘troubled’ teenager who had no option left but to run away from
school and then the home of Paul McDonald; then candidates were then able to
comment on pacing, the use of continuity, most often through the shot reverse
shot compositions in the extract and some through the use of sound as
well. These candidates cleverly discussed how soundbridges were constructed
through the use of non-diegetic music in the representation of age, for example, the
stringed mood music representing the gloomy prospect that Amy faces, or the

16. How to Revise....
• http://blackpoolmedia.wordpress.com/catego
ry/representation/
• Watch any 5 min extract from TV Dramas you
like and particularly ones you don’t
• Identify terminology
• Identify comments to make on all 4 areas
• Choose an area of representation and
practise, practise, practise......