How is Age represented in BBC Bugs Girl Power

Throughout Bugs Girl Power, age is represented through camera shots/angles, editing, sound and mise en scene. At the beginning of the clip, we see a group of men and women walking through a corridor discussing a break in. The man is well dressed and talks with a posh accent. This conveys his age and therefore his superiority over the other employees. He refers to the blonde woman as a 'clark' when she is actually a member of the team that is investigating the break in, he looks down on her as though she is not capable of that position as she is younger than him.
The camera cuts to the young girl when when the adults are discussing the break in, and the woman laughs as it she thinks it's ridiculous that a teenager could do something to outsmart adults a lot older. The girl is sitting in a blue and green room on the floor with her knees tucked under her chin. This gives her a very childish persona and portrays her as young and scared, making it seem even more unrealistic that someone that young could break into a high security building.
The music as the woman is approaching the young girl is very tense and dramatic, it makes the audience feel as though the girl is under pressure as she is about to be interrogated. The girl's attitude when talking the the woman investigating the break in is very rude and moody, this emphasises the stereotypical image of teenagers.
During the conversation, we see shot reverse shots and the camera is at a high angle, looking down on Carly, making her seem superior to the woman and expressing that she has very little power due to her age.
Mise en scene is used to show that adults have a superiority over teenagers and children as the woman is well dressed, wearing a suit in contrast to the young girl who is wearing a hoody. There is also a close up shot of the device she presumably used to break in. When it is lifted you see a magazine the girl could have been reading called "PC Genius", it gives the impression of a children's magazine, putting further emphasis on her young age. The adults begin to talk about adopting Carly, without her consent, making the decision of a child seem insignificant to that of an older man or woman.

Representations of terrorism and ethnicity in SPOOKS

Fiona is represented as being very loving and caring, as earlier in the clip we see her with her husband. Ahmed on the other hand is portrayed as very violent - threats to injure and kill the hostages - and unsympathetic - ignores pleas to let them go - towards the hostages. He can usually be seen throughout the clip holding a weapon of some sort, or being accompanied by someone baring a weapon. Although he states that he has lost his family, he shows no remorse for Fiona or Danny. He is portrayed as being cruel when he murders Danny and to add to this, forces Fiona to look at the corpse, the music in the background has a foreign feel to it to out an emphasis on his accent and his ethnicity. In addition, although the female that is asked to keep watch over Adam is on the side of the terrorists, she later in the clip backs out of the plan and asks Ahmed to spare Fiona. He denies her request ensuring he is still seen in a negative light, but the audience can then see the female is a more positive way. Subtitles are used so the audience can understand when the terrorists are speaking Arabic. This allows the audience to know what is happening when some of the characters do not. It puts the in a position of an on looker rather than making them feel like they are in the scene. Although this gives the audience a more objective view of the characters through the subtitles, during scenes in which Ahmed is violent towards hostages, a handheld camera is used. This gives the scene a rapid and choppy effect and makes the audience feel like they are witnessing the scene first hand. It allows them to strongly empathise with characters such as Fiona as they were witnessing what she has to, from her point of view.

Islam and Muslim are religions, typically based in Middle-Eastern countries such as Iran, Iraq and Syria. 

British people are Western-Europeans, typically of Catholic or Christian faiths, although the diverse nature of the country in recent years has seen a rise in other ethnicities. 

Al Qaeda is a muslim extremist group, who have attacked civilian and military targets in various countries, most notably September 11th attack in the USA. 

Representation of Age in 'White Girl'

Thorughout the clip we follow a young girl around the age of 13. It begins with an establishing shot of a sunny, grassy area creating an emphasis on the innocence of the girl riding her bike that she is far too old for, as though she is clinging onto her childhood. The camera is close up to elements of the bike, putting an emphasis on the fact that it is pink and too small for her. The cuts are quick and jumpy as the camera is not static, making it seem as though the audience are riding along with her. When the girl stops at the chip shop, editing is used to creat quick cuts, putting emphasis on the fact that although she is dealing drugs at a young age, it is nothing out of the norm for her and she just continues on as if it didn't matter, which makes her appear less innocent. The camera is positioned in a way that only allows the top of her head to be seen, making the audience to see how short she is, which would connote innocence however, this is followed by her dealing drugs and so contrasts the previous innocent and childlike image. When she arrives at the block of flats, and a feathered pillow is thrown out of the window, the camera looks up at the white feathers as they float around her signifying her youth and contrasting the dark and dingy building in which she lives. Her brother and sister are represented as typical children of their age, through mise en scene. The boy carries an 'x box' and the girl carries her toys, these are stereotypical items that a child would have in their possession and they highlight the ages of the characters. When the girl hands the money over to her dad, he says "good girl", this contrasts the drug deal she has just made as the condescending nature of the phrase makes her seem young and innocent. When the family are running away from the father, sound is used to create confusion as it is distorted and echoed, it also creates a sense of panic and the audience empathise with the girl and her family as anticipation is created as we await the father to realise they have left. The girl's older sister is laughing as they drive away from their father however, she is more apprehensive about their leaving, this is shown as she is hugging her dog and crying which makes her seem more vulnerable and as though she is leaving against her own will and as though her mother made the decision for her and her siblings as she is not old enough to decide for herself.

Gender Representation in Waterloo Road

In the clip we see a high school that has introduced a scheme to split male and female students during lessons, this essay will show how camera, editing, sound and mise en scene represent gender throughout. The clip begins with male students in a food technology lesson, this contrasts the stereotypical view that women usually cook and men do more manual or academic work. Sound is used to represent gender as the music during the scene is fast paced and the ambient sound reflects the behaviour of the boys as they throw the ingredients for their food around and generally misbehave. The female teacher is an authority figure, which again contrasts the stereotypical role of men and women. Mise en scene highlights the gender representation as the teacher is wearing a blue, floral apron emphasising the fact that her character is feminine but still in control whereas the boys are wearing darker, more masculine colours. She states that the boys' food is already measured out for them, as if to say that they are incapable of cooking and therefore need a woman's help to prevent them from making any mistakes. The camera is filming from outside the classroom, through the blinds which makes it hard for the audience to relate to the characters. A shot reverse shot is used throughout the conversation the teacher has with the deputy head and shows her reaction in response to his comments about the new student. The editing during the scene makes the situation feel more chaotic around the boys as the cuts are quick and short. This is in contrast the the classroom of girls as the cuts are slow and calm, as though the audience were in the classroom with the girls. The camera pans around the room and allows the back of students' heads to be in the shot, making the audience feel like they are in the lesson amongst the girls. The camera angles throughout the clip are low angle, looking down onto the classroom to enable the audience to see that the girls are sitting in an ordered fashion, not standing and throwing things like the boys had previously been doing. This, and the lack of music and background noise denote that the girls are calmer and more mature than the boys as they can follow instructions and sit civilly. In addition, the girls suggest that not only can women cook, like the teacher in the previous scene, but they can carry out academic discussions and work intelligently. However the rules are being reinforced by a male deputy head teacher, giving him a rol of higher authority and making both the female teachers and the female students seem inferior to him.

Key Vocabulary for TV Drama

Camera Shots, Angle, Movement and Composition

• Shots: Establishing shot, Master shot, Close-up; a certain feature or the subject that takes up the hole frame. Mid-shot; showing some of the subject in detail, but giving an impression of the whole subject Long shot; shows the entire object or human figure and is usually intended to place it in some relation to it's surrounding. Wide shot; the subject takes up the full frame, or as much as possible. Two-shot; shot of two characters engaged in conversation, establishing a relationship. Aerial shot; taken from an overhead position. Point of view shot; showing something from the subject's perspective. Over the shoulder shot; looking from behind a person looking at the subject.  and variations of these.

• Angle: high angle, low angle, canted angle.

•  Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.

• Composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.

Editing

Includes transition of image and sound – continuity and non-continuity systems.

• Cutting: shot/reverse shot, eyeline match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway; insert.

• Other transitions: dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion, ellipsis and expansion of time, post-production, visual effects.

Sound

• Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; added to the clip during post-production. sound motif, sound bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective.

• Soundtrack: score, incidental music, themes and stings, ambient sound.

Mise-en-Scène

• Production design: location, studio, set design, costume and make-up, properties.

• Lighting; colour design.

Areas of representation

• Gender

• Age

• Ethnicity

• Sexuality

• Class and status

• Physical ability/disability

• Regional identity