Thursday, 24 September 2015

A2 Media Studies | Practical Brief: Initial Ideas

Brief overview
The brief I have chosen to participate in is the documentary brief and the person I am working with and I have agreed on this and have discussed on what we will be doing in the documentary. The documentary genre is likely to be the observational genre as mentioned before and the documentary is planned to be set in a secondary school giving the audience a view on what a Southampton-based secondary school is like.

I will be working with Tom Hayward as the other member in this practical and we have decided on what roles we both will be having throughout. I will be covering cinematography and mise-en-scene whilst Tom will be covering the editing and sound in the video we are planning to make. Our influence for this documentary has mostly come from Channel 4 documentaries, specifically Educating Essex and Educating Yorkshire as analysed by Tom and I.

Brief - Discussed ideas
We have discussed several ideas regarding the documentary that we want to do and some of these ideas that we've discussed consist of the following:
  • To film in a classroom and see what footage comes out of it.
  • An interview with some teachers that work at the secondary school.
  • To aim to make the documentary professional such as the likes of what Channel 4 have achieved in their documentaries - though should not provide a negative light on the people in the scenes.
  • Interviews with some of the students at the school to reveal their positive views on the school.
  • A variety of camera shots and movement (e.g. establishing shots to establish the setting and scenes).
  • Use of both calming and fitting music to show the audience that the sound fits with what the documentary is about.
  • Use of a voice over which will provide a description about the school and what it's like.
  • A narrative to provide the USP to the viewing audience of the documentary.

A2 Media Studies | Practice Magazine

Documentary magazine (concept)
Following the initial ideas that me and Tom discussed, we both decided to make individual magazine pages and here I will be showcasing the magazine and possibly explaining what I went through whilst practicing my skills.
Documentary Magazine Concept
For this magazine I used Canva as the use of software and I've had experience using Paint.NET, Adobe Fireworks and little experience using Adobe Photoshop. I regularly use Paint.NET at home and the other said applications whilst I am at college. I went through various layouts for this magazine until I chose one I thought would be appealing, I used one of the free templates as I do not plan to invest into a layout for the magazine (if one should be made).

As this was a concept I wanted to keep the description small and simple with some use of my own photos which I had taken during my AS Media course in the previous year, I mentioned about the documentary being filmed by 'two students', where the documentary will be filmed and a small insight into what the documentary is to offer.

Wednesday, 23 September 2015

A2 Media Studies | Representation in Documentaries

Representation and Ideologies in 'Educating Essex'

I will be reviewing the representation and ideologies depicted in the Channel 4 documentary 'Educating Essex' (low quality though however uploaded by the channel itself) from my point of view and will also be looking at the micro elements of the extract which will support my gathering from the extract.


Throughout the extract I have gathered that a secondary school in Essex is being represented and it depicts what progressing GCSE students are doing during the day according to timetable. This already indicates what the director's ideology could be for this documentary which I believe could be that the scenes throughout the extract suggest that this is genuinely what a single secondary school in the UK towards an older demographic whilst a younger demographic may argue upon the subject as there are schools around the UK that do not depict the same scenes as in Educating Essex.

Furthermore, I would also believe that there is a mix between a both positive and negative representation shown in the extract. I think this because whilst there are scenes which show a calm, positive working classroom with a teacher explaining a subject, there are also scenes in the extract which can draw a negative representation. An example of a positive representation I picked up on was that the first two scenes (0:01, 0:08) show that of a standard secondary school in the United Kingdom, the positiveness in the scenes is that the students are following orders from that of the teachers and that a student is shown trying to figure out what the teacher is explaining which again is something you would expect in any normal secondary school. Although on the other side of things, an example of a negative representation would be that students can be seen as immature and inappropriate by disrupting the class in several scenes (0:14, 0:21, 0:24, 0:28).

Following this I will also analyse the extract through its micro elements to determined how people are being established/framed, focusing on areas which are more important to creating representation within the extract. As well as this I will also be focusing on two micro element areas and discussing how they are more important to creating representation.

Cinematography
The two camera techniques within the extract that I believe shows how the teachers and students of the school are would be the use of establishing shots and two shots. The establishing shots capture the misbehaving of the students and the nature of the school, which seems to be almost entirely based being immature and happy whereas for the two shots, they frame how both teachers and students are in the extract. This is one of the two areas which are important to creating the representation seen within the extract as it shows how the students and teachers behave during different times of the school day.
Two shot showing a teacher and a student discussing something.
Another area of the cinematography in the extract which helps create representation would be the uses of close ups, mid shots and long shots. These camera techniques help establish the people being shown in the extract and show how people are reacting to things whilst in class, giving the audience member a representation of their own to apply to the extract whilst he/she is viewing it. The close ups show the teachers and students going through their daily experiences at the school, the mid shots and long shots also establish the teachers and show to the viewer what the teachers are doing about trouble being caused within the establishment and also shows to the viewer that the teachers are doing what they can to stop bad behavior in the school.

Mise-en-scene
An area of mise-en-scene which helps create representation within the extract would be its depiction of teachers doing their job and the confusion of students in class. Nearer to the beginning of the scene a teacher is doing a maths lesson and there's a student being shown in the frame being confused on the subject, asking herself about what is being explained. This establishes representation in the extract as the audience member viewing the extract would represent the teachers and students as well behaved and focused on the subject as a first impression for the audience member, being unaware of anything else that would further occur in the extract for the time being.

Establishing shot showing students' immaturity in the frame.
Another area in mise-en-scene which I found that creates representation in the extract would be where a student is shown being told off by a teacher and where students in the corridor are constantly misbehaving. This could create a negative representation from the audience member which could also suggest that Channel 4 has put the school in a sort of negative light as the students misbehaving doesn't give the school a good image whereas for the student being told off by a teacher, it shows to the viewing audience member that the teacher is doing his job properly and is addressing to the behavior issues within the establishment, representing the school in general in a positive way.

After looking at mise-en-scene and cinematography I gathered that these elements are more important to creating representation in the extract as I found more in these areas than I did in sound and editing. I could only find two things in sound and editing whilst I found more elements in cinematography and mise-en-scene.

Is this what the audience would expect?
For a documentary which is based around a school I would believe that it certainly is what the audience would expect of a setting like this. The setting is in an environment of students who sometimes misbehave and get into situations with teachers (e.g. students running around in the corridor, teacher getting annoyed over a laughing student etc.) which could create a bad image for the school though despite the negativity shown in the extract there are also scenes of positivity which could subvert the negative light being put on the school (e.g. students happily dancing to music, teacher jumping around the room etc.)

What ideologies are suggested by this representation?
I would think that two ideologies have been suggested by the representation that has been picked up on and discussed whilst viewing the extract. 

The first ideology in the extract would link to how the extract shows positive scenes as mentioned before, the message that Channel 4 would want to get out of the positive scenes is that the school is like any ordinary secondary school with a bright community and that they have students who are determined to get their GCSEs. 

The second ideology that I've picked up reflects the negativity in the extract, where students are being immature and teachers are not very happy, the message I found in this that Channel 4 might be trying to send to the audience is that as well as the school 'being like any ordinary secondary school', it could also be a place where the people in it aren't 100% bright or determined as shown in scenes where the students are laughing and messing around and where a teacher is telling off a student.

Media Theories
A media theory that I found that I could apply to the extract was Levi Strauss' theory on binary opposition and I also found that I would be able to apply this theory to my product as it may depict scenes of good/bad (a lot more focused on the good) and I also thought that it could depict scenes of dark/light as the cameraman would be going through different parts of the setting (which I believe is a secondary school, just like the extract).

Representation - Is it stereotypical?
I think that the representation in the extract being stereotypical could be an arguable subject. It could be argued that Educating Essex depicts how a normal secondary school would be like to older demographics though however it could also be argued that the representation is not stereotypical in accordance to younger demographics, that of which consists of students at different secondary schools/colleges in the UK and that Educating Essex was just how one secondary school is being depicted as, this could also apply to an older demographic for those that are members of staff in secondary schools.

Representation in the extract - Fair and/or accurate?
From my view of the extract I would say that the representation is fair but not really accurate. The reason being is because I think the representation being on a both positive and negative side is fair but not accurate as in comparison to other secondary schools. The behavior in the extract of the students shows that it could just be the school that has students who act like this as there are other schools in the UK that do not accept the sort of behavior, hence my view of the representation not being accurate.

Representation in the extract - Conventional or subversive?
The representations in the extract (again in my own viewing of it) would be conventional. I mentioned about arguing that it may not be how different secondary schools are though however I do agree on the fact that the representation is both fair and conventional - but not accurate. 

The reasoning for this is because a lot of secondary schools can relate to such behavior of students being depicted in Educating Essex and the teachers are shown being mostly professional which is also something a lot of secondary schools or secondary school staff could be related to. Reflecting from my experience at secondary school, I would say that the representation is conventional because I have seen that students do not behave well in a secondary school at some given times (when teachers aren't around - as seen in the corridor of the school in Educating Essex).

Thursday, 10 September 2015

A2 Media Studies | Codes and Conventions of Documentaries


I will be describing the codes and conventions of documentaries that are broadcast by Channel 4 such as 'Britain's Benefit Tenants' and also other general documentaries which are broadcast on a channel such as National Geographic with a documentary such as 'Seconds From Disaster'.

I have gathered that the codes and conventions of a documentary may consist of the following:
  • Narrative - Provides a story and a USP (Unique Selling Point) to the viewing audience.
  • A setting which is appropriate for the documentary genre (e.g. expository or fly on the wall may be in a place which is worn down, evident on 'Benefits Street' and 'Britain's Benefit Tenants')
  • [Channel 4] - Always seems to be some form of 'negative light' which causes mixed responses from the audience, again evident in a documentary such as 'Benefits Street'.
  • Low or high key lighting dependent on the setting of the documentary (possibly the story too)
  • A variety of camera shots and camera movement depicted in the clip.
  • A range of establishing shots to help establish the setting of the documentary.
  • Interviews with people (e.g. eyewitnesses (evident in 'Seconds From Disaster'), locals (evident in 'Benefits Street' and 'Britain's Benefit Tenants'))
  • Often use of calming music/soundtrack (e.g. piano)
Following this list of codes and conventions I will also be explaining which of these are in Channel 4 documentaries and will also explain why they are evident.
  • Narrative - This is evident in just about any documentary and the USP is sold to the audience from often discussing more personal subjects such as a community of benefit tenants and how they live their life or how education is in the United Kingdom (e.g. Educating Essex and Benefits Street).
  • Key lighting dependent on setting - This is evident in Channel 4 documentaries as often low key as it contributes to fitting to the plot of the documentary. An example of this would be that the setting of 'Britain's Benefit Tenants' is very often low key and is also backed by very cloudy weather.
  • Natural lighting - This lighting can occur within the environment of the film world and is similar to the key lighting as previously discussed, the natural lighting in the film world can offer or suggest realism and voice overs within a documentary extract.
  • Interviews with people - This is evident in Channel 4 documentaries such as 'Benefits Street' as the subject is often shown as a resident of the street.
  • Calming soundtrack - This is used in 'Benefits Street' as there is a soundtrack which is mostly composed by a piano which fits to establishing the drama that unfolds in James Turner Street.
  • Variety of camera shots/movement - This was essential to establishing the setting of documentaries like Benefits Street and Educating Essex as the multiple camera shots contribute to selling the USP of the documentary to the viewing audience.
I believe the type of documentary I will be making is the observational documentary as I will be observing how a secondary school is in my text. The conventions that I might consider replicating in my text would be the use of key lighting, a variety of camerawork (movement, shots, and maybe composition), obviously the use of a narrative, and more importantly, a text which aims to provide a positive light which arguably subverts that of some Channel 4 documentaries which I have looked into and analysed before.

A2 Media Studies | Transition Work: Documentary Analysis

A2 Media Studies Transition Work
For my transition work I will be looking at a second clip which I'll be analysing in detail such as the clip from 'Britain's Benefit Tenants'. In this I will be looking at a clip from Channel 4's Benefits Street. 

Mise-en-scene
As of watching the chosen extract I have gathered that the scenes being shown mostly shine a negative light on people who live in a broken down street called ‘James Turner Street’, located in Birmingham. Channel 4’s negative light on the residents of the street is evident as they are filming and broadcasting what is their daily lives in front of thousands of viewers which creates readings such as oppositional, negotiated and unlikely preferred (younger demographic.) As well as this, Channel 4 have also depicted a place which is covered in rubbish and worn down households due to people living inside them who are struggling to maintain daily needs due to weekly earnings of about £50 from benefits which could create such readings as mentioned before.

Establishing shot of people in James Turner Street
Furthermore into my gatherings from the extract on mise-en-scene, I have found that the street is also a place for violence and constant drama as police are shown walking into someone’s house followed by someone being shown chasing the person filming whilst threatening to cause harm to them. This further shows that Channel 4 have mostly put a negative light on the residents of the place as they are aggravated by the fact that they are filming their lives which they don’t feel comfortable with and the fact that it’s shown that forces are sometimes required from occurrences within James Turner Street.

Police found walking into a resident's house within the frame.
Whilst Channel 4 have been known to shine a negative light on people in the extract, it also appears that they may not be applying this sometimes as before the end of the extract, people are shown having fun in their daily lives as the filmmaker has depicted people dancing, smiling and being able to tolerate being filmed as trio of adults pose for the camera whilst next to the ‘James Turner Street’ sign which could suggest that as Channel 4 do shine a negative light, the ‘light’ they shine on the residents of the street can sometimes be a positive thing. This is also evident at the beginning of the scene where a kid is seemingly doing parkour across households and another kid is shown smiling after the narrator mentions ‘there are good times’.

Cinematography
Camera techniques within the extract show that the residents lack power compared to other people across the United Kingdom. This is evident at the beginning of the extract where the camera shows a high angle whilst using crane movement on James Turner Street which could possibly suggest a ‘negative light’ being put on the street’s residents. The daily lives of the residents are captured with tracking movement, establishing shots and long shots of people walking through the street as well as use of handheld movement, these camera techniques allow for the audience to watch what is the daily life of a benefit tenant which could create mixed responses as before mentioned in mise-en-scene.

High angle shot/view of James Turner Street.
Family shown in a three shot.
The extract also offers close ups and depth of field on the residents as they discuss about how James Turner Street is which further shows to the viewer how bad the benefit tenants have their lives which could create a negotiated or oppositional response as Channel 4 have chosen to film and broadcast them instead of leaving them alone. Other camera techniques which I have found within the extract are also frequent two/three shots, tilting and panning of the camera on the residents of the street which contributes to establishing the life of a benefit tenant to the viewing audience. These camera techniques capture just how low the life of a benefit tenant is and creates mixed readings as people may feel sympathy or anger as a result of getting a view from a benefit tenant’s perspective.
Depth of field shown in the background whilst a resident speaks out for her situation.
Three shot of people posing towards the camera near the end of the extract.
Two shot of couple sitting on a thrown away sofa.
Editing
Techniques I have found in editing which help establish and scene and setting are use of straight cuts, quick cuts and overall medium paced editing. These three elements help establish the scene as different scenes are being played in the same street which allows for the viewing audience to create their own understanding of what life is like for a benefit tenant. An example of this would be the use of straight cuts and quick cuts, they skip to different things occurring within James Turner Street such as people cussing, ganging up and kids being happy as they are mostly unaware of how things are for their family.

People shown walking through the street.
Happy child shown in the frame showing that not all of James Turner Street's community are bad.
Furthermore, the scene and setting is established with use of medium paced editing as it allows for the filmmaker to create an understanding for the viewing audience with what’s going on and what James Turner Street is like. Picking up on how a negative light is created by Channel 4 with the editing, various scenes of violence and drama are shown as gangs of people are formed up on the street and people are shouting whilst the police are also shown visiting someone’s house which means most people within the street could be up to no good which could arguably show them as bad people to the viewer and the audience.

Rubbish shown littered on the street as the council won't take it.
Sound
The sound in the extract helps establish to the viewing audience what James Turner Street is and what it’s like as the use of non-diegetic soundtrack (piano) could possibly suggest that drama is about to ensue in the street. The use of a voice over also assists with establishing the scenes being unfolded to the viewer as it addresses to what James Turner Street is and allows for the audience to acknowledge a further understanding in Benefits Street and the actual street itself.

Person shown threatening the cameraman with violence for filming in his area.
Diegetic sounds of laughing, shouting and screaming also show what kind of drama unfolds in the street because there are multiple people who get themselves into different situations like forming a gang, dealing with a police officer who has to investigate a scene caused by the neighbours of ‘Benefits Street and children playing in the street being unaware of what their parents have become of themselves.
A resident's house shown in a mess.
Further sound techniques which show establishment and possibly picks up on creating a negative light on the neighbours with the use of dialogue and a sound bridge. These techniques pick up this negative light created which is lit on Benefits Street as dialogue has consisted of swearing and threats which is also where a sound bridge occurs where a man in the scene yells by a group of men walking down the street which carries on into another scene within the extract.

Links to genre conventions
The extracts links to genre (expository mode) conventions consist of the use of voice overs/narration during the scenes being unfolded. The narrator addresses to what James Turner Street is with aid of dialogue from the residents of the street who could also be taking part in exposing the street to what's bad about it. An example of this would be that one of the residents who lives on the street says "James Turner Street was one of the best streets. Now? One of the worst.".

What pleasures (Rick Altman) does it offer?
I have found that the extract offers an emotional pleasure. This is because the viewing audience may have emotional responses such as sympathy (likely aimed at a younger demographic watching the documentary) and anger (older demographic). Younger viewers may feel sympathy for the people on Benefits Street as they have life from a much worse perspective and older viewers may create an emotional response of anger as it becomes clear in the extract that people aren't comfortable with being filmed by Channel 4 and being broadcast to thousands of viewers as mentioned before. 

Visceral pleasures are also offered from the extract as Benefits Street has before and constantly is creating controversy online. Audiences watching the documentary have mixed responses, whether that would be from anger, sympathy or other feelings such as confusion. There has been constant talk about the documentary on social media (Twitter and Facebook) and in online article comments.