Revision on Camera, Editing, Sound, Mise-en-scene

I have decided to look at another TV drama extract. This is because I want to be constantly reminding myself of camera, editing, mise-en-scene and sound. By revising these it will help me when coming to re shoot and editing. I have chosen an extract from Waterloo Road which focuses on the representation of age. Even though the main question is on age, I am going to focus on the camera, editing, mise-en-scene and sound before linking it to age. Before even looking at the extract I am going to think about the stereotypes and if the different age groups meet or slightly link with them. Teenagers are always associated and portrayed to be disrespectful and disruptive towards over members of society. Additionally, elderly people are usually stereotyped to be "moody" and their costume normally consists of browns, blacks and grey's. By knowing the stereotypes before looking at the extract it will give me an insight and understanding to see whether the certain characters represented have portrayed to be atypical or stereotypical.

In this extract from Waterloo Road; the characters have all been represented as stereotypical. 

The extract opens with a close up of of a man foot walking under the desk, this creates quite a mysterious tone within the extract. Immediately  there is a mid shot of two young boys which therefore links into the mystery and mischievous behavior already connoting the stereotypical nature of the young teenage male characters  The diagetic sound of the characters 'whispering' reinforces the secrecy and rebellious attitude of the characters. Furthermore, the editing of the shot reverse shot from the pupils to the teacher creates tension within a scene emphasises the rebelliousness which the two young boys seem to maintain. Consequently, this has already inferred to the audience that the 'teenage' age group will be portrayed to be stereotypical. Moreover  close up of the teacher reveals his facial expression and his concern about what the two boys are doing which potentially opposes to the usual stereotype as his facial expression is not dull or uninterested. The wide shot of the three characters helps the audience gain an insight into the diagetic sound of the dialogue which is the pupils making up excuses of how they broke the object. However, the eye line match and over the shoulder connote to the audience that the characters are equal implying that the age groups are no more advanced than the other. The panning shot introduces a middle aged Indian woman to the scene. The mid shot demonstrates her body language and her facial expression which is presented as worried and perplexed. Similarly,  when she is displayed she is also at eye line match which reinforces the equality between all age groups. The mise-en-scene of the two teenage characters help make it evident to the audience that they are young and are in school. However, they are wearing their uniform incorrectly which connotes their nontraditional frequent behaviour. The old teacher is wearing dark grey's and black which signifies his old age and is iconic of what an old person may look like. It also symbolises his personality as being 'dull'. Additionally  the middle ages woman is wearing two contrasting colour's such as a bright pink and a grey. This is significant because the pink symbolises beauty and love which is then contrasted with a dull colour connoting a cross between a young and old inferring she is between the two. The constant high key lighting in the scene helps make everything appear clear and apparent. 

Furthermore, the next scene consists of a young teenage boy and a middle aged man. The boy is marginalised which infers his age is less important. Whereas, the middle ages man is centralised when first introduced connoting his signification within the scene. The non diagetic, ambient sound in the background of the scene reinforces the realism and authenticity as they are based within a school. Moreover, the two characters are shot at eye line match and over shoulder which juxtaposes when both characters are introduced. The low angle shot of the middle aged man emphasises his importance which therefore juxtaposes with the middle aged woman who was seem to be equal to the different age groups. 

Additionally, the next scene features two pupils. They are introduced with a long shot and are centralised in the scene which therefore demonstrated the importance they uphold within this scene. The surroundings of the pupils in the hall ways are not in focus which reinforces the audience concentration of the two young teenage characters. The ambient sound within the background also emphasises the realistic nature and helps give the audience an insight into the young character's life. The diagetic dialogue of the two characters talking suggests they are worried and distressed which is stereotypical as it is known to be common that teenagers have an attitude. Moreover, another teenage character is introduced. The mise-en-scene of the two teenage girls connotes their sexuality, gender and rebelliousness. This is because they are wearing their uniform incorrect but have also accessorized which illustrated their femininity but also their 'fun' and 'engaging' attitudes towards their lives. On the other hand, the dialogue of one of the girls shouting juxtaposes this and therefore implies that she is distressed from family issues. This is again, a stereotype being made as her costume has portrayed her to be rebellious and her attitude and raising of voice to be frustrated and irritated. The editing such as the over the shoulder shot of the three young teenagers displays their equality. 

I have finished analysing over half of this extract and I feel as if I have reminded and revised it very well. I have come to a conclusion that the representation of age within this extract is equal between all different age groups even though they have all been stereotyped  The director may have done this to imply to the audience that all people are equal. However, because of the use of stereotypes it immediately makes the audience form a judgments between characters. Moreover, I am very satisfied with the revision I have done on this extract as I now have been reminded of the camera, editing, mise-en-scene and sound which will help me when I come to changing and adjusting my coursework. If I was to improve the way I approached this I would have focused more on sound as in my coursework it is what we are currently struggling on. For my next revision, I am going to revise sound to make sure I know that the sound I am putting into my coursework piece will match it and create tension (which is what we want).