Diary of a call girl

The first few minutes of the clip no non-diegetic soundtrack is played. We are then introduced to the first sound effect through the rustling of an evolope, this emphasises that this is only meant for business and they are not a young couple.

There is still no soundtrack, this is because the producers don't want to make it easy for the auduience as they want them to feel the awkwardness between the call girl and the disabled boy. There is a loud ambient sound when she is locking the door, to show the vulnerability of the boy.

Pure dialogue begins between the boy and girl which is short, stilted and still awkward. Both the father and call girl leave their sentences unfinished to help emphasise the awkwardness but also the nervous feeling from the father. The awkward silences draws attention to the reason why the young lad is there, this helps construct his disability in an indirect way which is something new for the both of them.

The storyline is about his disability and this is shown through the soundtrack. A diegetic soundtrack is played to show the fidgiting and anciety of the father. The diegetic sound is classical music, not suitable for the fathers opposite feelings. Sound effects shows his anxious and nervous leaving his disabled son alone.

A soundbridge, slow and depressing is used to cross-cut from the fathers restlessness to the girl and boy getting down to business. The main instrument used in the non-diegetic sound is an harmonica which is usually used to play the blues. The soundtrack helps reflect the dialogue and makes the audience feel sympathetic towards him and his disability.

Diary of a call girl

In Diary of a call girl, continuity editing is used throughout the clip. At the start a shot-reverse shot is used to emphasise the awkwardness in the atmosphere, and both shots are helping us with who to look at. Transitioning from the prostitutes close-up of her looking down cuts to the start of the disabled boy's father looking awkward which helps build the awkward atmosphere.

The high angle shot to the low angle shot helps emphasise the guys disability. Two match on actions were used, one showing the father picking his son up from out of the wheelchair and another one shortly after him putting his son onto the bed, these show the continuity of action.

After the father leaves there is an eyeline match between him lying on the bed looking at her locking the door this draws attention to the boys feeling of vulnerability of her locking the door as his dad is unable to help him if he needs it. There is then a cross-cut to his father outside getting in the van.

Another shot-reverse shot is used during a quick pace conversation between the disabled boy and the prostitute, this shows the awkwardness. Due to the boys disablility there were awkward silences instead of constant dialogue.

We are then shown the father through a point of view shot which shows the anciety he feels for his son, a tender moment between father and son. There are a series of jump cuts, taking out a chunk of action to show time has passed which shows the fathers restlessness and his worrry for his son. There is a cross-cut to back inside of the boy and girl getting down to business.

'Monarch of the Glen' camerawork

The clip of 'Monarch of the Glen' starts with a dolly shot so the audience can fully appreciate the men working and it helps to see the hard tools of labour. There is an over the shoulder shot which shows the conversation between Amy and the young lad and it is followed by a long shot for the audience to get an understanding with the usage of Amy’s body language.

The usage of a medium long shot helps us to focus on the young girl, Amy and it also helps us establish the location and the representation of the young girl. When Amy is in the car, a close-up and a dolly shot is used to show the concentration on her face and the fear shown in her eyes.

For the crash a high-angle shot and a medium long-shot helps shows the audience the location with the crash in the foreground, this emphasises the conflict between ages and shows the costume of the headmaster. A tilt helps the audience to establish the height difference, and panning from one person to another conveys the high status of Paul.

There is a close-up of Amy, eye level to show the hesitation in her eyes. A two shot is followed on showing the difference of age and Amy’s vulnerability. The audience also gets a sense of Amy’s vulnerability through a tilt which reveals the close-up of the note she leaves behind. We are shown around her room where there is a slow zoom on the photograph, which emphasises the emotion that she reveals which builds up to her overreaction and representation of age. The usage of a tilt helps the audience appreciate we are outside looking in. We are shown the elderly lady’s maternal feeling towards Amy through a medium close-up when she heads over to the window trying to see where Amy may have run to. We become eye level with the middle aged man, Paul and a close-up to see the sense of guilt he is feeling after he hears the news about Amy’s runaway.

Monarch of the Glen

In the ‘Monarch of the Glen’ age is presented in several ways. At the beginning of the clip it shows a group of men with tools of hard labour and no young people around which suggest those tools are not associated with young people and it is a job for men. The group of men are in work wear to show their dedication to their voluntary work whereas the young people are casually dressed to show they are from a more relaxed generation and not as skilled or experienced to do their job.

The main character is the focus on the way age is presented as she claims to be older than what she actually is but we learn from her actions she was younger than what people expected. From her uncertainty of how to drive shows her childish side when she accidently crashes into her smart casual dressed head teacher; she cowardly hides herself behind another casual dressed lad as she is frightened to face her teacher. Her childish behaviour emerges when she has a tantrum and says ‘I hate you’ to the middle aged man after his discussion with her head teacher. Their discussion is held in an oak panelling room, which suggests old and not a usual place a teenager would feel at home. Before her tantrum she is told to leave from the middle aged man who acts like her father and tells her she has to go and sit her GCSE’s. We are shown her room, which reflects a feminine childlike personality with magazines and teddies on her bed, moving on to a decorated mirror of photos and pink lights which show she is young and girly. From hearing what she was told she decides to run away from the situation instead of face it which also shows she is too young to take control of her responsibilities and finds an easier route to run away from it all.

A Lady then discovers her disappearance and takes a maternal feeling to the girl. This shows adults are more responsible for their actions than what young people are.

Key Media Concepts

There are 4 concepts of media:
- Media Language, the words choosen to keep the audience interested.
- Representation, how certain people are portrayed by the media eg. the behaviour of ethnic groups, roles of gender etc.
- Audience, the consumers of media, who become intrigued by what the media produces.
- Institution, the people who produce, distribute and exhibit the films.

The are two sections to the exam, section A is about the media language and representation. In this section you analyse a 5minute clip from a tv drama describing the uses of the technical elements, cinematography (which are the camera angles, shots and movement), editing, sound (important for building tension) and mise en scene (everything in the scene). Section B will be on the audience and institutions, and answering a question to do with two case study films and comparing them.