1) Write an NCIS analysis for the episode - using notes from the screening in class. Make specific, detailed reference to moments in the text using media terminology (e.g. media language - camera shots and movement, diegetic/non-diegetic sound, mise-en-scene etc.)

Co-owner of a Lonely Heart

Narrative:The flowers feed of blood and can reproduce with the amount of blood that they consume

Character:april is represented as a hero but also as a villain.Ways that she can be represented as a hero could be for example how she is saving the world from an end and from the shadowkin another thing is that when she opened up the portal, her actions were quiet heroic however her way of speaking makes her look almost as if she was a villain

Iconography:The use of sci-fi eye colour changing is used frequently when Corakinus overtakes Aprils eyes changing her eyes to orange and black using hybridity with school lockers giving a an american effects on a British school.The shadow world and sword use a lot of sci-fi colours giving a horror feeling and a healing colour of blue for relaxation and calming tone.

Setting:The episode in Class is set in a school called  Coal Hill Academy so a member of the audience can relate to it. Most of the scenes are filmed in a house to show the teen/family drama. 

2) How does Todorov's theory of equilibrium apply to Co-owner of a Lonely Heart? Try and use the expanded version of Todorov's theory: Equilibrium - Disruption - Recognition - Reparation - New equilibrium.
Equilibrium -  shared heart of April and korakinus as this has become normal.
Disruption - April's dad has returned to express his concerns for April. She is not pleased and she subconsciously summons the shadow swords. She resists the urge to kill him and instead heals her mother's paralysis. The connection has seemingly become stronger as they both have now found out where the other is. The petal threat has become more prominent.
Recognition - Headteacher talks to Miss Quill about the deadly flower petals and how they are a serious threat to everyone.
Reparation - April knows where korakinu's realm is so she cuts open a portal then runs into it as Ram accompanies her.
New Equilibrium - April is set out to defeat korakinus and reclaim her heart.
3) Applying Propp's character theory, what character roles do each of the main characters in Class fit into? Alternatively, you may wish to discuss how characters do not fit Propp's character types.

hero-April/Charlie

villain-April/Coricinous/Quill

false hero-Ram

helper-Tanya

princess-None

4) What enigma and action codes (Barthes) can you find in Co-owner of a Lonely Heart? Make specific, detailed reference to the text using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc.)
I would say that the main action code would be the flower petals. This is because It intrigues the audience with all sorts of wonders .For example: How did it arrive to Planet earth or why dose it feed of blood ect..

5) What examples of binary opposition (Levi-Strauss) can you find in Co-owner of a Lonely Heart? How do these create narrative or drama for the audience?
Light - Dark - Shadow world and earth 

Good - Evil - April who wants freedom and done nothing wrong contrasts to Corakinus who kills innocent people like  Ram's girlfriend 


Parent - Child - April's dad and April are not on good terms because he paralyzed her mother

Representations

1) How is gender represented in Class - Co-owner of a Lonely Heart? Are gender stereotypes reinforced or subverted?

Personally, I think that most stereotypes are neutralized with points like how Quill is dominant, April is the main character and that a black female had been put in classes three years ahead due to how smart she is. However, I feel like a crucial part that reinforces stereo types is the clip where ram jumps in the portal. the reason that  pointed this out is because even after seeing all the power that April has that he still feels the need to go after her to protect her..

2) How is age (e.g. teenagers; older people like teachers or parents) represented in Class - Co-owner of a Lonely Heart? Does the show reinforce or challenge stereotypes about young people?
For this question, I would say that it is a mix of both subverting and reinforcing Stereotypical teenager. Like I previously stated, Tabatha is really smart and has been moved up by three years which subverts the stereotypes that teenagers pay no attention to school but more to social media. however, Something that is reinforced in this is how there are the typical jocks(Ram),The teachers Pet(April) and the 'nerd'(tabatha)
3) How is race and ethnicity represented in Class - Co-owner of a Lonely Heart? Are  stereotypes reinforced or subverted?

Class is more diverse as there is a range of races and although the protagonist is white, it is still more diverse than older Doctor Who episodes. 

4) How is sexuality represented in Class - Co-owner of a Lonely Heart? How does this reflect the BBC's remit to represent modern Britain?

Sexuality is subverted greatly as the main male cast is represented as a gay alien which subverts two different things. First, he is and alien and second he is gay which is very unconventional to see on a bbc coming of age drama series

5) How is disability represented in Class - Co-owner of a Lonely Heart? Why are disabled people generally under-represented in the media and how does Class try to address this?

Disability is considered 'Normal' as no one has an issue with Aprils mother and her being on a wheelchair, she is still treated the same as a mother. However i feel that She is almost sorry for April as stated in a previous episode, 'Just because I'm in A wheelchair dose not mean that I'm not your mother' this will make the audience sympathise for her.

LR

 1) Type up your feedback in full - WWW & EBI. You do not have to write your mark and grade if you don't want to.

WWW-this is well below where we want to be but i know that you were working throughout lockdown and have an up to date blog. this means that we need to focus on exam techniques.

2) Look at Question 3 in the assessment - the media analysis of the Under Armour advert.

-floodlights to connote that this is a big event

-the makeup is made to make it look like the man is sweating infering that this is for sports

Use CLAMPS to revise mise-en-scene and write about each element of CLAMPS for the Under Armour advert.

C - Costume: The player is wearing red and black rugby kit which has connotations of... 

L - Lighting: The stadium floodlights tell the audience...

A - Actor placement and movement: The rugby player is... The player's face suggests...

M - Make up: The player's face is shining under the lights which makes it look like...

P - Props: The tyre is significant because...

S - Setting: the stadium setting suggests to the audience...

3) Look at Question 4. What is Todorov's theory of equilibrium? How does it link to the Audrey Hepburn Galaxy advert? 

4) What social class is Reveal aimed at? (Extension - what do the cover lines on Reveal suggest about what working class people are interested in?)

5) Pick three cover lines from Tatler that reflect upper class British culture and society. Explain what they suggest about the lifestyle and beliefs of upper class British people.

doctor who 2

 

1) Who is the target audience for Doctor Who? Has it changed since 1963?

The target audience for Doctor Who was and always will be a mainstream family audience. In 1963, there were only 2 channels available, the BBC and ITV so Doctor Who had to cater to a wide audience. Nowadays, although some episodes have elements of the horror genre, there is no explicit sexual content in Doctor Who or gory violence so viewing times for Doctor Who are before the watershed and so children can watch it along with their parents.

2) What audience psychographic groups might particularly enjoy Doctor Who?
most people who enjoy things which include action and sci fi would really enjoy this because that is the whole theme of doctor who.
3) What audience pleasures are offered by An Unearthly Child? Apply Blumler and Katz's Uses and Gratifications theory to the episode. Make sure you provide specific examples from the episode to support your ideas.

Personal Identity:Students and teachers relating to susan and her teachers with school life.

Diversion (Escapism):Distraction from daily life with work school and stress.

Surveillance (Information / Facts):What the TARDIS is for later information in the series and more series.


4) What additional Uses and Gratifications would this episode provide to a modern 2020 audience?

5) Thinking of the 3 Vs audience pleasures (Visceral, Vicarious and Voyeuristic pleasures), which of these can be applied to An Unearthly Child?

Visceral - TARDIS takes of

              - Creepy junkyard

Vicarious - Space + time travel

                - going into the TARDIS

                - Car (Teacher’s discussion)

Voyeuristic - Teacher’s discussion of Susan 

Industries

1) What was the television industry like in 1963? How many channels were there?

2) Why is Doctor Who such an important franchise for the BBC? 
because analitics show that most of their income comes from that show

3) How does Doctor Who meet the BBC's mission statement to 'inform, educate and entertain'? They follow the rules of education by including everyday school subjects as well as some things that regular students would not know. As well as the fact that for education, this was one of the first sci fi series.

4) How is the BBC funded?

the bbc is funded by the Independent of government intervention and by the amount of views and purchases they receive from their websites and channels

5) Who regulates the BBC and what is the watershed?

doctor who

 1) Choose three key moments in the episode and write an NCIS analysis for those clips. You can use your notes from the screening in class. Make specific, detailed references using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc.)

An Unearthly Child scene analysis-from the start to7:00

Narrative:the narratives are that she has been failing to hand in homework, has a mysterious location (unknown)

Character: 

Susan-very smart at somethings but bad at others

teachers-very curious about susans backround.

students-stereotypical teenagers since at that time that is when stereotypes were made for teenagers.

Iconography: time-travel, futuristic looking music device, weird rocket

Setting: school and junkyard


2) How does Todorov's theory of equilibrium apply to An Unearthly Child? Try and use the expanded version of Todorov's theory: Equilibrium - Disruption - Recognition - Reparation - New equilibrium.

In the first episode of Doctor Who the equilibrium can be seen as Susan first coming to school, then the disruption could be when the teacher came to the junkyard looking for Susan and meeting her grandad.

They reach a resolution when they finally find Susan. Then a new problem arises when they are in the Tardis and they land in an unknown time.

3) Applying Propp's character theory, what character roles do each of the main characters in An Unearthly Child fit into? Alternatively, you may wish to discuss how characters do not fit Propp's character types.

Doctor Who - Villain

The Doctor was first seen as a villain as we see in the first episode but now days is seen as a hero 

Susan Foreman -  Helper/sidekick 

Ian Chesterton - Hero

Barbara Wright - Heroine 

4) What enigma and action codes (Barthes) can you find in An Unearthly Child? Make specific, detailed reference to the text using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc.)

The noises when entering the tardis were quiet weird and would remind an audience of sci fi and futuristic thing.

5) What examples of binary opposition (Levi-Strauss) can you find in An Unearthly Child? How do these create narrative or drama for the audience?

One example of binary opposition is light v dark because the setting of the junkyard is completely opposite of the Tardis with bright white lights. Another example is good vs evil as the teachers can be seen as good by helping Susan whereas the the Doctor can be seen as evil trapping them in the Tardis.


Representations

1) What stereotypes of men are reinforced and subverted in Doctor Who: An Unearthly Child? How?
it in forces the stereotype that men are more dominant than women like when Barbara was going to look for Susan she needed the help of Ian and also the doctor was in charge of Susan.
2) What stereotypes of women/girls are reinforced and subverted in Doctor Who: An Unearthly Child? How?
it reinforces that women are inferior as it shows Barbra asking Ian for help to find Susan's address than just doing it herself also when the Tardis was about to take off, Susan was powerless and could obviously not stop the doctor
3) What are common media stereotypes of young people and old people? Do any of the characters or scenarios reinforce or subvert these conventional stereotypes (consider this was 1963)? Has this changed in more recent series of Doctor Who?

this episode was made during the era of the 'creation' of teenagers and so you could tell that this was trying to recreate typical teenage boys who would annoy the teenage 'gossip girls'.

4) What representations of race/ethnicity can be found in Doctor Who: An Earthly Child? Is this surprising or not? Give reasons for your answer and consider historical / cultural context (the 1960s). Has this changed in more recent series of Doctor Who?

in doctor who, most if not all the actors are white. this would not be surprising in the 1960 however if it was played to a modern audience it would shock them. this is why in the recent doctor who there is more representation of other races. 

5) How is social class represented in An Unearthly Child? Think about how education and knowledge is presented in the episode.

In the episode: un unearthly child, you can see that Susan is represented as nearly all lower, middle and upper-class the reason that I said this is because by lower class, she lies in a junk yard which is no place that other classes would live, also to represent the middle class, you can see by her going to a public school with normal education and good teachers along with the stereotypical middle class clothing. Finally, Susan represents the upper-class with some kind of technology to listen to music as well as having the Tardis..

Social and Historical context

1) How does An Unearthly Child reflect the social and historical contexts of the 1960s?
An Unearthly Child reflects social contexts of the 1960's through the relationship between Susan and her teachers this is shown when they offer to tutor Susan at her house. The Historical context is shown through how Susan listens to music through a caste player whereas now we use our mobile devices and the cars in the episode
2) How might audiences have felt towards science fiction in the 1960s?

Fields like communication, entertainment, space travel, and transportation expanded drastically due to the science fiction genre. In addition, the culture of society has.Of all of the parts of society, the field of technology is the most impacted by science fiction