Monday 31 October 2011

Disability in TV Drama: Disable the label

The Inbetweeners: Larks at the Park
  • hits disabled girl (wheelchair) in the head with a frisbee, audience feels bad where as someone without disablility we wouldnt feel as bad. feel we shouldnt laugh because she has a disability. (not as funny)
  • gender: boys objectify the girls - jugasorousrex L. MULVEY
  • language 'gay' even though we know they arent, seeming as if its a negative thing- derroagatry use of the word. (sexuality)
  • gender: stereotypes of boys with tops of playing football whilst will and co. are playing frisbee...
  • mise-en-scene, in a park verisimiltude as weve all been there before, audeince can identify with it as its a real place. (can relate to it)
  • dialogue: 'doent wanna play football because your scared he will break your leg' foreshadowing of disablilty
  • camera angle- looking down on girl in wheelchair maybe trying to say that shes less able than him, lower
  • binary oppositions- active able bodied people (riding bikes, frisbee, football) and static girl in wheelchair, cant join in.
  • when will trys to get frisbee back off the disabled girl, tough guys playing football try to stop him thinking he is victimising the girl.
  • frisbee in air- eye line shot of them all looking at frisbee and where its going
  • camera pans from girls walking to girl in wheelchair once frisbee is in air
  • shot reverse shot when forgein woman is having a go at will
  • the fact that the disabled girl has a carer, what might be 'expected'. stereotypically female.
  • carer being foreign, british people 'too proud' wont do that. british complain about foreign people coming over stealing our jobs.
  • couldnt communicate with the foreign woman- obstructing communication-disability.
Paul Hunt
in his life 1991 study, Paul Hunt identified 10 stereotypes that the media use to portray disabled people:
  • the disabled person as pitable or pathetic
  • an object of curiosity or violence
  • sinister or evil
  • the super cripple
  • to create an atmosphere
  • laughable
  • his/her own worst enemy
  • as a burden
  • as non-sexual
  • being unable to participate in daily life
Cast Offs: ( h/w essay notes)
  • boy in wheelchairs dad tryed out the wheelchair and couldnt do it-joke-not easy. relationship with father, joking about, trying to make the best of the bad situation they are in (audience may not see it that way?)
  • got off the boat was dependant on the other man to get him ashore but didnt want help in getting himself into his wheelchair-determination/dignity/can do it
  • wheelchair stuck in sand (audience sympathises for him, wanting to help) but he coped and managed to get around it
  • on an island by himself no one to help him if he gets stuck- how hard it may be
  • pan of the island (establishes the setting: big, isloated, besolate), view from his point of view to feel his emotions too
  • wasnt always diasbled, still trying to come to terms with it, trying to manage and find himself with his new disablilty
  • basketball, symbolic code of his past life (father gave him a basketball-giving him hope, motivating him to push towards becoming his old self again but under new circumstances)
  • narrative device-flashbacks of present day to 4 months earlier-revealing the story, help understand and identify with his character more
  • graphic discontinuity- basketball game-loud crowd with lots of people to a lonely desolate island just him alone
  • jump cuts from how far he has wheeled in distance showing how time has lapsed, taking him forever to get off the beach, helps audience identify with the situation, how hard it is
  • isolated, lonely ,harsh environment could reflect having a disablilty and sea represents society, being unpredictable, maybe dangerous and surrounding
  • name- cast offs-put away, away from society
  • verisimilitude- normal everyday sounds or sounds youd hear on the island
  • diegetic- basketball bouncing, on the boat, the waves crashing

Wednesday 19 October 2011

Codes & Conventions

Codes
A code for that particular genre that youd expect to see.Example: knife,blood and a mask; icons of the horror genre

Conventions
Unwritten rules of audience expectations
example: chase scenes, good vs evil; within horror films
parallel narratives, realistic loactions, shot-reverse-shot, realsitic narratvives

(conventions) TV dramas all have the following ingredients;
  • characters- even particualr kinds. (eg. good and bad)
  • stories- they all tell stories, whether they involve adventure/crime/romance, they often do but not always end happily
  • the stories are told against familiar backdrops:- eg. homes/police stations/offices (for crime dramas) however most dramas often use outside locations to create particular effects
  • camerawork- paricualr kinds of shots - establishing shots, mid-shots, shot/reverse shot, close ups(emotions)
  • stories use dialogue to tell the story. monologues are built in. (voiceover of character telling the story)
  • music is used to punctuate the action, create effects (suspense/tension) and underline emotional moments
  • subgenres tend to have items that make them immediately identifiable: police cars, blue lights, operating theatres and scalpels, triage/reception areas in hospitals. Icons of the genre, symbolise the (sub) genre.

Exemplar Paragraph:arguing for representation

This however portrays the different roles and characteristics of women which may have changed in contemporary times. The props such as the heavy machinery emit connotations such as manual masculine feelings. However the female is in charge of the stereotypical male vehicle. Therefore this suggests equality and an improvement of women within jobs and status compared to the traditional domestic duties. Even though the women within the extract portray dominance through props, the male characters continually illustrate dominance. For example the male’s usage of the guns for example, the shot gun in the barn and the hand gun involving the key protagonists. This contrasts to how the brunette women display authority by attempting blackmail. Overall this could suggest males and women are equally dominant although just portray it through different criteria.

Tuesday 18 October 2011

Highlighted Exemplar Essay on Gender Representation

G322 Candidate Exemplar Response
Date: June 2010
Representation: Gender
Throughout the extract representations of gender are illustrated through various elements such as editing and sound. A mix of dominance and equality is produced through the extract however overall it is conveyed that women are physically subordinate compared to physically strong and stereotypically hegemonic male.
Representations of gender have been clearly illustrated throughout editing. For example mixes of pivot/panorama shots as well as fast tracking shots have been incorporated when the girl is trying to save and protect the male character. This illustrates the fast movement and action of the cut however it may also signify a chaotic environment where women struggle to take and maintain power. Another example of a tracking shot is portrayed when the male character is travelling down the rope. This editing however demonstrates to the audience the thought and power the character has from making a quick rational decision which is a stereotype of male behaviour. A long establishing shot is used which clearly signifies the three male characters in an equal line. The equal line personally connotes equality however as the majority of characters were male this illustrates women inferiorly in serious situations. Near the end of the extract one male in the process of saving a women from another dangerous man however the framing of the cut demonstrates representations of gender. For example the female protagonist was placed significantly behind the male which illustrates the girl’s subordination compared to the male.
The next element which produces representations of gender is through sound.
In one cut once the female had saved the male from the life threatening situation from the dialogue such as “Come on” with a high intensity, provoking the animal, suggests bravery and a strong masculinity. This dialogue may have been said as an attempt to regain status as he’s just been saved by a girl. At the start of the first cut a synchronisation from the strings is displayed when the music matches to the sombre or negative topic. “Let her go” by a different male suggest he may think of the male as being superior therefore shouldn’t have to run after her. In this scene within the barn one female protagonist was trying to bribe the male character through dialogue. Therefore this could represent woman being manipulative to convey power in antithesis to males who assert their power in a physical manner. “My best coat!” also creates representation of women such as an obsession of appearance and vanity. However positive representations towards woman are also portrayed. For example once one woman has undertaken the stressful experience the other female protagonist says “you okay” which suggests women to be expressive and caring in contrast to males who are minimal with their dialogue. The diegetic sound the dogs barking emphasise the bad situation of the woman conveying the woman’s vulnerability further. This is also emphasised by the harsh sound effects which build and sustain tension creating a climax.
The next factor which displays representations is through mise en scene. Expressions play a key role, for example when the blonde male is approached by the sabre toothed tiger his expression coveys fear leading to a sympathetic response from the audience however this contrasts greatly to the calm and collective expression of the girl, which suggests a swap in roles involving dominance. At the start of the scene the colour intensity is high on the male compared to the grainy background. This demonstrates the natural setting however focuses the attention on the male protagonist which could suggest male superiority. The females clothing (blonde) presents a male style which is in contrast to the stereotypes of a feminine woman, however another female character in the film is represented with a high pride in her appearance which conforms to the stereotype.
This however portrays the different roles and characteristics of women which may have changed in contemporary times. The props such as the heavy machinery emit connotations such as manual masculine feelings. However the female is in charge of the stereotypical male vehicle. Therefore this suggests equality and an improvement of women within jobs and status compared to the traditional domestic duties. Even though the women within the extract portray dominance through props, the male characters continually illustrate dominance. For example the male’s usage of the guns for example, the shot gun in the barn and the hand gun involving the key protagonists. This contrasts to how the brunette women display authority by attempting blackmail. Overall this could suggest males and women are equally dominant although just portray it through different criteria.
A final way in which representations of gender have been displayed is through camera work. For example the low angle looking down on the male in the whole illustrates his vulnerability and helpless position which displays him as subordinate. However a different low angle in conveying the tiger illustrating dominance of man and a hierarchy with the animal being lower. Establishing shots such as before the male jumps looking on in the long distant horizontal plane suggests his thoughts which leads to the male’s hasty decision. An extreme close up on the woman’s face when she’s been knocked down demonstrates her fear and panic further suggesting the women’s weak position compared to the male. A pivot shot is used which creates the effect as the camera is on a fixed position that someone or something would be looking at them for example the dangerous tiger which overall represents vulnerability to the male and the woman.
Overall the particular extract conveys elements of representation through various ways of media aspects. In conclusion a mix of equality is suggested overall, however the traditions where the male characters save the day are clearly presented. Although a mix of response from empathy juxtaposed to spite is displayed from the audience involving both genders.

Explanation/Analysis/Argument:  /20  (19/20)
Use of Example:  /20  (19/20)
Terminology:   /10  (9/10)

Sunday 9 October 2011

Improved paragraph for Editing: Merlin

There's a lot of intercutting throughout the whole sequence, especially in the fight scene between Merlin and the Prince - a lot of close up, slow motion shots of the weapon hitting the fruit give impact and show the strength of the Prince compared to Merlin.
At the beginning of the sequence there is a pan shot of Merlin's perspective entering the  bedroom to show his curiosity of a place unknown to him, it is then a straight cut to the lady walking along so you know he's going to get caught by her (juxtapositioning helps the audience to gather that these two shots in this sequence are immediately sequential) - you can see by her clothing that she is of higher status. Also in this scene, when the lady is looking at herself in the mirror you see from her perspective, an old lady in the mirror - the facial expressions and movement have been swiftly edited as if it's her moving as the old woman. This gives the audience a use of dramatic irony because they know something that the other characters don't - this also intrigues the audience to the lady's character.


When the scene changed to the market, you can see that Merlin fits right in with this class, the panning shot lets you see that he is on the same level as the stool runners. A shallow depth of field is used with Merlin's confrontation to the Prince, so the audience will focus on Merlin's facial expressions and what he's saying. There is also an over shoulder- shot reverse shot between merlin and the Prince to show that the Prince always has someone watching his back and Merlin just has someone watching him. Shot/reverse shot is an example of Spatial Relations,in which it relates points in space in order to achieve narrative continuity. Half way through the fight scene it cuts to the old wizard in the tower looking down on his apprentice (like father to son) this also shows his significance and that he'll be of importance later on in the sequence.
In the final scene there is a two shot of the old wizard and Merlin having an argument, the camera tracks whilst they walk in and discuss what just happened, the camera keeps on the old man's eye level to show that he's in power at this moment in time.

improved sound paragraph for Merlin

A lot of non-diegetic and diegetic sounds are used to show the difference in social classes within different parts of the sequence. For example at the beginning of the sequence when Merlin is looking through the woman’s room, the music that is playing is eerie and sinister which connotes that as a lower class citizen, he shouldn’t be in there. Music/ soundtrack being played is an example of a non-diegetic sound and gives the audience an idea of what kind of emotions we should be feeling in order to relate to whats going on.In this case, the audince should be feeling a bit on edge and should have some anticipation for what wil happen to Merlin when he gets caught by the lady walking towards the room in which he should not be in. The music could also be seen as being a parallel sound as it fits and compliments whats happening on screen with the emotions/feelings of the audience. This music would have been added in the later part of the production process.
Foley Sound is the reproduction of everyday sounds, they are sounds that arent supposed to be noticed as the audience probably comes across them on a day to day basis. An Example of this could be the unlocking of the door (resulting in Merlin suddenly jolting back, reinforcing the idea that he knows he should be/ isnt worthy of being in there).


The use of diegetic sounds is part of the diegesis and helps to give the scene a more life like a realistic effect, the sounds are more natural. In the sequence where we are placed in the town; the goats/sheep “bah”ing suggests that peasants are mainly farmers and need to work hard. The sound of the animal is also an example of an ambient sound, adding a sense of verisimilitude to the scene.
The Diegetic sounds also suggests a difference in wealth and class. The echoes of the woman’s footsteps on the floor as she walks to her room shows the wealth because firstly, the echoes would only come from a stone floor something the peasants wouldn’t have been able to afford. Secondly, the echoes themselves show the vastness of the castle. In contrast, the footsteps in the town make dull thuds, maybe squelches, showing that the ground the people are walking on is mainly mud and/or dirt showing they live in poor conditions.

Dialogue used by some of the characters helps to portray their higher status over others; the prince for example will say what he wants, what he thinks, showing he doesn’t need to worry about consequences. The shouting at of the end of the sequence again shows authority; the old man shouting at Merlin explains that he shouldn’t have done what he did, suggesting that he is more important and is above him in terms of hierachy. To enhance that idea, in the end after snapping back and responding to the old man (perhaps giving off the idea that he feels he should be seen just as equally as important and has the right to speaking his mind) Merlin goes silent, in effect backing down and willing to accept what the old man is saying.

Friday 7 October 2011

extra merlin notes

(creating social status and class!) Merlin is not supposed to be in the room, social class.

Merlin
SOUND
music is mysterious, suggesting he is not supposed to be in there
sheeps in market(foly sounds, fits with what were seeing, dont pay attention as it sounds like it natural to be there)
when merlin insults the king, crown sound shcoked(silence) as its unusual that someone of lower class would insult someone of higher class like that. 'My Lord' being cheeky, but sarcastically still addresses him as  'my lord'.
when fighting, upbeat fast music, not a serious fight, just 2 boys fighting.
clanking of metal hooks/weapons- danger merlins in
poinging of spikes- non diagetic-not serious/ a bit of fun
sting to show power as arthur/prince finishes the fight and basically wins.

CAMERA ANGLES
pans
see it from mainly merlins point of view, audience relates to/ identify with him
when running down the stairs(big,expensive stone walls and ground), theres a high angle shot, exhibiting that he is lower than the people that are in the castle.

in the market-eye level shot, now audience is at his level.
when fighting, eye line is level with both merlin and prince, suggests merlin doesnt care that he is lower down in class than him.
prince is standing up tall and whipping weapon around whilst merlin is fumbling around truying to get hold and control of weapon.
merlin looking into crowd- eye line shot of merlin and old man from castle the a reaction shot of merlin to show that he knows he has diasppointed the man.


MISE-EN-SCENE
props: mirrors, flowers, beads
running out of the castle, everyone else is wearing capes and fancy clothes where as merlin is the only one in poorer clothing
when in market, setting in market looks less rich, poorer clothes, wicker baskets and many more people of his kind(more poor people)

when talking to the blonde guy, shows he is wearing leather and armour, inforcing he is rich.
when about to fight prince, Merlon does not have his own weapon, not privileged, cant afford to and cant cacth, not his type of thing)
old man in castle, glasses & cape- he is higher in social class and may have power over the other characters(merlin)


EDITING
pace
cut away to man in castle looking down on the fight, has importance to latter part of scene.
extreme close up of merlins eye- audience at advantage as we are the only ones that know aswel as merlin that he is using his magic to get one over on the prince and is his way of showing power.


(lady in castle)
MISE-EN-SCENE
clothing- purple conotes royalty
shes well kept

SOUND
music, choir like, reflecting her status (church/religious)
'What are you doing here?' reinforcing that he is not supposed to be in there, merlin has to justify and explain himself to her (below her in socal hierachy)
Sting- footsteps (folysounds)

CAMERA ANGLES
zooms in on her, showing her importance.

EDITING
length of shot, pace. always has more time on screen than merlin.

Co-ordinating the shots: Film Editing

whats the idea of editing?
The general idea behind editing in narrative films is the coordintation of one shot with another in order to create a coherent whole.
The system of editing employed in narrative film is called continuity editing- its purpose is to create and provide efficient and artful transitions.

Editing film
1. in film making, the task of selecting and joining camera takes.
2. in the finished film, the set of techniques that governs the relation among shots.

Editing is the process of preparing language, images or sound through correction, condensation, organization, and toher modifications in various media...Editing is, therefore, also a practice that includes creative skills, human, relations, and a precise set of methods

Juxtaposition and meaning
Edwin S. Porter, The Great Train Robbery, 1903. Shots in sequence create meaning for the audiences.
From exterior shots to set, the audience is encouraged to believe the events they see are immediately sequential.

The Kuleshov effect
Lev Kuleshov,circa 1920; intercut an actors face with unrelated footage taken later.
Audiences interpreted emotional responses on the actors face based on the juxtaposition of images.
Whilst much of the moving image we see used this effect, it does not usuall;y draw attention to it.


Contrast 'four main functions' of film editing
  • make sure that the production is the required length of time
  • to remove unwanted material or mistakes
  • to alter, if necessary, the way or the sequence in which the events will be portrayed
  • to establish the particular style and character of a production (O'Sullivan, Dutton and Rayner)
Releations in editing (5)
Graphic relations
a graphic match is achieved by joining two shots that have similarity in terms of light/dark, line or shape, volume or depth, movement or stasis.
A graphically discontinuous edit creates a clash of visual content by joining two shots that are dissimilar int erms of one more of the above visual principles.

Rhythmic Relations
film is not only a visual art, but also an auditory and even tactile art. Editors also remain aware of the effects achieved by manipulating rhythms ecpercienced by percievers through thoughtful juxtapositions of longer and shorter shots as wekk as through transitional devices that affect the percievers sense of beat or tempo.
rhythmic transitions:
straight cut
fade-out
fade-in
dissolve
wipe
flip-frame
jump cut

Temporal Relations
editing is the process by which the difference between temporal duration and screen duration is reconciled. Sounds simple, but most feature films present in roughly 2 hours sufficient interection of story and plot to provide percievers with everything they need in order to understand days, weeks, months or even years in characters lives.
temporal relations: chronology
most narrative films are presented in roughly chronological order, with notable exceptions.
the two most common disruptions to chronological rpder are fhalshbacks and flashforwards (the former being much more typical than the latter)

Spatial Relations
Perhaps the most important, as well as the most overlooked, principle of editing is its function in providing percievers a reliable sense of physical space that constitutes the world of film. Editors are responsible for relating points in space in order to achieve narrative continuity.
Spatial Continuity
The standard pattern for editing a scene in a narratvie film includes the following:
Establishing shot
Shot/Reverse shot
Eye-line match (POV shot)
Re-establishing shot
(cheat-cuts)

Thematic Relations
Editiors have at their disposal two very powerful techniques for manipulating the percievers place in the hierachy of knowlegde, and therefore affecting our thematic understanding film:
Montage sequences
Crosscut editing

Wednesday 5 October 2011

Sound: Micro Elements

Sound in Tv Drama
  • has the power to create certain moods
  • create character
  • signal events that are about to happen
  • the power of music is to manipulates audiences emotions.

The entire soundtrack is comprised of three essential ingredients:
  • the human voice/dialogue
  • sound effects
  • music
Types of sound:
the world of the TV programme we see on screen is called the DIEGESIS(basically the tv world)

Two main types of sound in TV Dramas- Diegetic and Non-Diegetic

Diegetic- the sound is part of the programmes world (diagesis) and can be dialogue/speech, footsteps and effects with a source. (slightly more natural sounds)

Non-Diegetic- takes place outside of the diagesis/world of the story. Usually placed on later in the post-production process, eg-music and sountrack. Such sounds are included as to provide an appropraite emotion or mood. Foley Sound is the reproduction of everyday sounds for use of film making, eg- swishing of clothing or footsteps or breaking glass. Not supposed to be noticiable, goes as being a natural sound.

Dialogue-modes of address-
Voice Over- in TV dramas usually used as a narrative device. First person narration. The voice over can also allow us information about the central character and build his/her representation. They can also allow us privileged information- so sometimes we will know more than other characters on screen, creating drama.

Direct Address- when the characters on screen directly address the audience. Its an alternative to voice over. Rarely used in TV dramas, but when it is, its mainly for humour.

Importance of music in TV Dramas-
The soundtrack/store in tv drama is ofen used to tell the audience how we should be feeling, whether this is sad, happy, scared or amused. The use of music is a convention of TV Drama.

Incidental music-
This incidental music is used to add emotion and rhythm to a drama. Usually not meant to be noticeable. Often provides a tone or and emotional attitude toward the story and/or the characters depicited. In addition background music often foreshadows a change in mood. Incidental music may aid viewer in understanding the link between certain scenes. A sound motif (particualr music theme) assoctiaed with a film, eg- jaws, dun dun dun dun dun music.

Parallel and Contrapuntal sounds-
sounds can be used in one of two ways
1) Parallel sound- when we watch a TV drama the sound we hear usually compliments and follows what we see on screen. Eg- fast paced, loud music in a chase/action scene.
2) Contrapuntal sound- is sound that does not fit the images we see on screen. usually to create an effect.

Stings-
Either a brief crescendo stab of music used to enhance the drama or current situation just before a change of scene. ('dramatic sting' in this case)
A brief comical stab on music to enhance a punch line at the end of a scene.

Ambient sound-
also known as natural sound- the sound occuring in the area where they shoot the drama. it is often used or created in dramas to create verisimilitude.

Merlin Extract Group Essay

sounds:
Alot non-digetic music and sound effects are used to show the difference in class in the sequence. For example at the beginning of the sequence when Merlin is looking through the woman’s room, the music playing is eerie and sinister which connotes that as a lower class citizen, he shouldn’t be there, looking there. The unlocking of the door, and the resulting jolt Merlin does again suggests he shouldn’t have been there. Non digetic sounds are also used when the sequence moves to the town; the goats/sheep “bah”ing suggest the peasants are mainly farmers and need to work hard. This also adds verisimilitude to the scene.

Digetic sounds suggest the different in wealth and class as well, of course. The echoes of the woman’s footsteps on the floor as she walks to her room shows the wealth because firstly, the echoes would only come from a stone floor something the peasants wouldn’t have been able to afford. Secondly, the echoes themselves show the vastness of the castle. In contrast, the footsteps in the town make dull thuds, maybe squelches, showing that the ground the people are walking on is mainly mud and/or dirt showing they live in poor conditions.

Speech used by some the characters show their higher status over overs; the prince for example will say what he wants, what he thinks, showing he doesn’t need to worry about consequences. The shouting at of the end of the sequence again shows authority; the old man shouting at Merlin is shouting, telling that he shouldn’t have done what he did, showing that he is more important, this is confirmed when the Merlin answers quietly. However, when Merlin shout back which suggests that he feels he should be as important as the other man.

Camera
The sequence starts with a establishing panning shot of Merlin walking down the corridor which establishes him in a high class environment. Eye line shot is used from marlins point of view because he is the only one in the room however when the lady’s enters it switches to her level indicating she is of a higher level in society. The use of the point of view shot when the lady looks into the mirror intrigues the audience to her character and status compared to Merlin. A reaction shot from Merlin as to when the lady enters the room indicates to the audience that he is doing something that he shouldn’t be therefore the audience may believe him to have a lower social class. From the reaction shot we can tell that it’s the woman’s bedroom from the props and her questioning of his actions as to being in the room.  When the scene changes to the market, you can see that merlin fits right in with this class, the panning shot lets you see that he is on the same level as the stool runners. The camera is often positioned behind Merlin so it’s as if the prince is attacking the audience which shows his dominance in the scene. When Merlin and the prince are having the conversation in the market a response shot is used this helps the audience see both points of view. There are also alot over the shoulder of the prince shots which indicates to the audience that someone has always got the princes back whereas with Merlin he is left to fight his own battles indicating he is of less importance in society. A high angle shot is used when the prince falls down showing that he loses some of his power to merlin, this contradicts the rest of the camera angles which are used to show that the prince has the dominance of the power throughout the scene.
editing
There's a lot of intercutting throughout the whole sequence, especially in the fight scene between Merlin and the Prince - a lot of close up, slow motion shots of the weapon hitting the fruit give impact and show the strength of the Prince compared to Merlin. At the beginning of the sequence there is a pan shot of Merlin's perspective entering the  bedroom to show his curiosity of a place unknown to him, it is then a straight cut to the lady walking along so you know he's going to get caught by her - you can see by her clothing that she is of higher status. Also in this scene, when the lady is looking at herself in the mirror you see from her perspective, an old lady in the mirror - the facial expressions and movement have been swiftly edited as if it's her moving as the old woman. This gives the audience a use of dramatic irony because they know something that the other characters don't - this also intrigues the audience to the lady's character.

When the scene changed to the market, you can see that Merlin fits right in with this class, the panning shot lets you see that he is on the same level as the stool runners. A shallow depth of field is used with Merlin's confrontation to the Prince, so the audience will focus on Merlin's facial expressions and what he's saying. There is also an over shoulder- shot reverse shot between merlin and the Prince to show that the Prince always has someone watching his back and Merlin just has someone watching him. Half way through the fight scene it cuts to the old wizard in the tower looking down on his apprentice (like father to son) this also shows his significance and that he'll be of importance later on in the sequence.
In the final scene there is a two man shot of the old wizard and Merlin having an argument, the camera track shots whilst they walk in and discuss what just happened, the camera shot keeps on the old man's eye level to show that he's in power at this moment in time.

mise-en-scene
The Mise en scene throughout the sequence is mainly dark, gloomy and eerie reflecting the time era of the medieval period. The extract that represents the difference in class of society by using mise en scene consists a variety of different elements. The setting in the first scene shown in the sequence is of high class as the architecture is grand, consisting pain glass windows which indicates the idea that the house is of a high social status.  The colours of the clothing used throughout the scene helps give understanding of the characters class. The royal purple of the female characters dress represents a high social status whereas Merlin’s clothing consists of brown and green which connotes a poor, lower level of class. The dialect of the characters also plays a big role in the idea of class throughout the sequence as the female character and Arthur’s accents indicate that they are of a higher status. On the other hand Merlin’s dialect reflects a lower class of society.
During the fight scene the audience can notice that Arthur supplies them both with a metal, heavy weapon whereas later on in this particular scene Merlin uses less expensive objects such as the rope and stool dividing there social class. Also at which the skill that Arthur uses his weapon shows that he has a higher class. Arthur’s costume consists of metal plating and armour, and he also has guards at his side this immediately signals that he is of a higher status. The lighting aspects at the end of the fight scene show Merlin silhouetted so that he is hidden whereas Arthur has all lighting on him to represent a higher class and status. The older character shown in the tower is seen as more superior as he looks down onto the courtyard where the two men fight. The mise en scene in the tower is dark and mysterious which could reflect the idea of magic and that his class may be higher compared to Merlin as he has mastered the idea of magic.