ENG3C. Media Studies Unit Date Submitted: Media Studies Unit. Name: Group Members

ENG3C Media Studies Unit Date Submitted: Media Studies Unit Name: Group Members

Media Assignment Adolescent Drama Series Fall 2013 Thursday, January 19, 2012. 2

Media Stock and Stereotypical Characters Objectives: To examine the difference between stock characters and realistic characters To recognize when they are playing stock To focus on the vocal and physical characteristics associated with these characters To determine the genres associated with these characters. Handout: (adapted from Exploring Theatre. Nancy Prince and Jeanie Jackson. National textbook Company Chicago, Illinois. 1997) Handout: Many of the popular 30-minute situation comedies (sitcoms) have character types that are easy to recognize. These character types are known as stock and stereotypical characters. A stock character is a familiar character that is the same type of character in every play/movie. The villain, the hero, the clever servant, the fool. Take a minute to fill in the following chart. Blank number 2 is your choice. Vin Diesel ditzy blonde These people have become typecast Another type we often see played by beginning actors is the stereotypical character. This is a familiar type of character whose tag or label identifies a particular group or segment of society. If the labels politician, cheerleader, TV evangelist, and jock automatically bring to mind visual images, then those particular character types have probably become stereotyped for you. The stereotypical image of a grandmother that many of us have is: gray-haired, sturdy shoes, and knitted shawl. But how many grandmothers do you know who fit this picture? Teacher: Librarian: When creating characters, it is important to avoid negative ideas concerning occupations, race, gender, age, ethnic heritage, religious background, or sexual orientation. Negative stereotypes result when groups of people or individuals are misrepresented in a discriminatory or prejudicial way. Using stereotypes as truth does not allow you to see the world as it really is. Beginning actors find stock/stereotypical characters an easy starting point. If you recreate the role of the class clown, the spoiled brat, the ditzy cheerleader, or the teenage bully, you have an idea of what to do because you have seen those stereotyped characters in movies and TV many, many times. In many types of theatre, however, the use of stock characters are essential. Examples of the anticipated use of stock characters come in farce, children s theatre, and the commedia dell arte to name a few genres. 3

Media Activity Warm-up Walk around as the following stereotypical characters. You may talk to each other (physical/mental/ vocal). Cheerleader Jock Computer Expert Beauty Queen Psychic Braggart Miser Coward Villain Lover Librarian Hero Psychiatrist Teacher Rock Star Activity: In groups of 4-6, and using the following settings, create a scene using stock/stereotypical characters: at a grocery store in the express line, school cafeteria, airplane during turbulence, stranded on a desert island, waiting in the chairs outside the principal s office, haunted house, TV talk show on the secrets of my success, at a trial. Give your character a name. Work on recreating the vocal and physical of your stock character. Students: rehearse for 10 minutes, and then present. Discussion: what common vocal and physical mannerisms did you see? How many dudes, or Shhhhhh from librarians? What is the difference between: edgy and over the edge? intensity in comedy and drama Reflection: how comfortable are you with the physical and vocal demands of these types of characters? 4

Media Character Archetypes Archetype: (definition) The original pattern or model of all things of the same type Television programs contain many stock characters which fit these archetypes Female Archetype Characteristics Fits The Archetype Breaks The Archetype Mother Nurturer, protector, home, family and health are important Maiden Beautiful, virtuous, good, often needs rescuing and has little or no control over her own destiny Sex Goddess Beautiful, exudes raw power in her sexuality, often seeks to seduce men Amazon Bitch/Witch May or may not be beautiful, she is strong and capable and often sees herself as superior to the opposite sex Appears beautiful but her true self is fearsome/ugly to most males, vengeful Superwoman Capable of doing everything successfully, career, family, Male Father Wimp/Nerd Protector, provider, family is important to him Not physically attractive, often wears glasses, uncoordinated especially in sports Warrior Stud/Macho Tough, rugged, soldier, cowboy type Attractive, relies on his physical appearance and strength to attract women Athlete/Jock Attractive, physically built, plays many sports, often portrayed as dumb Superhero Strength beyond that of a human, but has human emotions 5

Media Teenage Drama Viewing Sheet 6

Media Lingo List Here's a list of some of the terms and expressions that are used in this unit. Camera angle: the position of the camera in relation to the subject Celebrity: a famous person Conflict resolution: skills learned to work out a disagreement Courageous: a way of being that enables one to face difficulties and challenges Endorse: to show support to a product or project by attaching one's name or signature Foreign: someone from another country or nation Hero: a male who is courageous, noble Heroine: should be a female hero, but in TV, film and literature is often simply the principal female character, sometimes a victim Myth: a traditional story concerning superhuman beings; an invented story Perpetrators: persons who commit or carry out a crime Public eye: in the community or national view Recognition: formal approval or support Review: to evaluate or judge something; a movie review Role playing: to act out a role or part; to pretend (S)hero: a female and/or male hero Super (s)hero: a (s)hero having imaginary powers Victim: a person who suffers a violent or harmful act Villains/villainess: real life male and female people, or characters in a movie, play or cartoon, who act in a cruel and evil way Source: Used with permission from Kids Talk TV: Inside Out, Office of Communication, United Church of Christ. Source: www.media-awareness.ca 7

Media Camera Shots Television is made up of thousands of pictures, called shots, each of which must be carefully planned. To make television programs more interesting, various types of shots are used. Camera Distance. There are three main shots describing how near or far the camera is from the subject. A close-up shows only one part of the subject, usually in great detail. Close-ups would include shots of a person s face, the paws of a dog walking down a path, a hand on a doorbell, or a tree branch. A picture showing half of the subject, such as a character from the waist up or the back end of a car, is a medium shot. A long shot shows the whole subject: a person from head to foot or the entire car. Any of these shots can show one subject or more at the same time. These three shots are used for specific reasons. An establishing shot at the beginning of a scene tells viewers where they are; for example, a long shot of a car driving up to a hotel or a close-up of a restaurant sign. To show the effect of one person s words or actions on the other people in the scene, a reaction shot is used. In general, television is a close-up medium: things look better in close-up because the screen is small. However, mixing the shots provides variety and gives information needed to keep the story moving. Camera Angle. The angle from which a shot is taken is another way to give variety as well as information. A high-angle shot positions the camera above eye level, looking down on the subject, which consequently appears insignificant, weak, helpless or small according to how extreme the angle is. At eye level, the impression is neutral. A low-angle shot has the camera looking up at the subject, which then appears important, powerful or domineering, again depending on how exaggerated the angle is. Usually the camera looks at the subject, but occasionally the camera shows what the subject is seeing. This is a reverse-angle shot. Camera Moves. Another way to give television programs variety is for the camera to move. When the camera changes its position by moving left or right, this is called tracking or trucking. Changing the camera s position by moving it forward or backward is known as dollying. When the camera stays in the same position but turns left or right, this is panning, and when it turns up or down, this is known as tilting. Even when the camera is stationary and not turning, it can appear to move closer to or farther from its subject; by using a special ring or lever on the lens, the cameraperson can zoom in or out. Although these moves are useful, they should not be overused or they will lose their effect. In fact, any camera movement must be planned and rehearsed so that it will be smooth and in tune with the action. Source: TVOntario s Behind The Scenes, Resource Guide For Television Literacy. 1990 8

Media Camera Shots & Angles 9

Media Camera Shots & Angles continued 10

Media Camera Techniques Viewing Guide Viewer s Name: Title of Show: Technique Examples Effect on Viewer Camera angle: Low-angle High-angle Eye-level Reverse-angle Camera distance: Close-ups Extreme close-ups Medium shots Long shots Establishing shots Reaction shots Camera moves: Tracking or trucking Handheld Zoom in or out Visual patterns 11

Media Individual Viewing Guide Viewer s Name: Title of Show: Technique Examples Effect on Viewer Camera angle: Low-angle High-angle Eye-level Reverse-angle Camera distance: Close-ups Extreme close-ups Medium shots Long shots Establishing shots Reaction shots Lighting Sound effects Costumes Recurring Visual patterns 12

Media Progress Report Log Date: /10 Group Members: Absences: 1. What decisions did the group make today? 2. What did each group member do today? Name: Name: Name: Name: 3. What is your group planning for tomorrow? 4. Who needs to do what tonight to be ready for tomorrow? 13

Media Storyboard Audiovisual Planning Video Audio 14

Media Storyboard Example 15

Media Storyboard Title: Page: By: Clip # Transition: Clip # Transition: Clip # Type: Graphic Photo Video Text Narration Music Sound Effect Other Description/Text/Narration/Comments: Shot/Video Effect: Type: Graphic Photo Video Text Narration Music Sound Effect Other Description/Text/Narration/Comments: Shot/Video Effect: Type: Graphic Photo Video Text Narration Music Sound Effect Other Description/Text/Narration/Comments: Shot/Video Effect: Transition: 16

Media Rubric Drama Series Pitch /20 Name(s): Series Title: Category Level 1 Level 2 Level 3 Level 4 Premise: Knowledge/ Understanding Trailer Script: Communication Trailer Storyboard: Thinking/Inquiry Premise demonstrates a Premise demonstrates limited understanding of some understanding of realism in portraying realism in portraying adolescent needs and adolescent needs and experiences experiences Script uses conventions, vocabulary, and terminology with limited effectiveness Script uses conventions, vocabulary, and terminology with some effectiveness Storyboard is incomplete Storyboard is somewhat complete Premise demonstrates a Premise demonstrates a considerable understanding of realism in standing of realism in high degree of under- portraying adolescent portraying adolescent needs and experiences needs and experiences Script uses conventions, vocabulary, and terminology with considerable effectiveness Storyboard is complete, but lacks detail Script uses conventions, vocabulary, and terminology with a high degree of effectiveness Storyboard is complete and detailed Trailer: Application Character Intro: Knowledge/ Understanding Uses planning skills and critical/creative thinking processes with limited effectiveness Trailer makes connections within and between the contexts of adolescent needs and experiences with limited effectiveness Character introduction in costume expresses ideas and information with limited effectiveness Uses planning skills and critical/creative thinking processes with some effectiveness Trailer makes connections within and between the contexts of adolescent needs and experiences with some effectiveness Character introduction in costume expresses ideas and information with some effectiveness Uses planning skills and critical/creative thinking processes with considerable effectiveness Trailer makes connections within and between the contexts of adolescent needs and experiences with considerable effectiveness Character introduction in costume expresses ideas and information with considerable effectiveness Uses planning skills and critical/creative thinking processes with a high degree of effectiveness Trailer makes connections within and between the contexts of adolescent needs and experiences with a high degree of effectiveness Character introduction in costume expresses ideas and information with a high degree of effectiveness Comments: 18