Language and representation CLASS

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 Language and close-textual analysis

1) Write an NCIS analysis for the episode - using notes from the screening in class. Make specific, detailed reference to moments in the text using media terminology (e.g. media language - camera shots and movement, editing, diegetic/non-diegetic sound, mise-en-scene etc.)


Co-owner of a Lonely Heart

NCIS / Narrative: 

Corakinus tries to anchor the heart so hes able to have it all, April fights back ad while shes a it also heals her mom.

Camerawork: 

High angle on Aprils dad when shes towering over him telling us hes a weaker character than April.

Editing: 

CGI: swords appearing out of thin air, orange glowing eyes, slicing portal to the shadow kin realm,the deadly flowering multiplying.

Sound: 

Lots of BGM non diegetic sounds, corakinus and Aprils dialogue mirroring each other sows their connection (diegetic sound).

Mise-en-scene:

Setting in Aprils garden, sense of familiarity for the audience (personal identity), common setting for a high school teen drama.


2) How does Todorov's theory of equilibrium apply to Co-owner of a Lonely Heart? Try and use the expanded version of Todorov's theory: Equilibrium - Disruption - Recognition - Reparation - New equilibrium. You can find reminder notes on all these narrative theories here - just scroll down to narrative.

The equilibrium is that April and ram and everyone is trying to beat the shadow kin king and trying to get Aprils heart back. The disruption is that corakinus is trying to anchor her heart back. The resolution is that she fights back and also heals her mum. The new equilibrium is that now shes in the shadow kin realm and needs to find Corakinus to get her heart back.

3) Applying Propp's character theory, what character roles do each of the main characters in Class fit into? Alternatively, you may wish to discuss how characters do not fit Propp's character types.

Ram Singh is the false hero, April MacLeann is the princess, Corakinus is the villian, Tanya Adeola is the helper.

4) What enigma and action codes (Barthes) can you find in Co-owner of a Lonely Heart? Make specific, detailed reference to the text using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc.)

The next time.. clip at the end of the episode is a big enigma code because it shows the things to come which would make the audience want to see what happens next.


Representations

1) How is gender represented in Class - Co-owner of a Lonely Heart? Are gender stereotypes reinforced or subverted?

Aprils character subverts gender stereotypes because she is the strong female lead ( subverts the weak women stereotype). 

2) How is age (e.g. teenagers; older people like teachers or parents) represented in Class - Co-owner of a Lonely Heart? Does the show reinforce or challenge stereotypes about young people?

Age is represented as the teens are the main characters that do a lot of the work in the episode, there are not a lot of older adults in the ep.

3) How is race and ethnicity represented in Class - Co-owner of a Lonely Heart? Are stereotypes reinforced or subverted?

The episode is very diverse showing different ethnicity's and races.                                                                                                   

4) How is sexuality represented in Class - Co-owner of a Lonely Heart? How does this reflect the BBC's remit to represent modern Britain?

There is a gay couple in the show which definitely subverts the gender stereotypes quite a lot, right now the LGBTQA+ community is still being normalised since 2003 whereas in the 1960s it was frowned upon.

5) How is disability represented in Class - Co-owner of a Lonely Heart? Why are disabled people generally under-represented in the media and how does Class try to address this?

Disability is represented as a strong thing because Aprils mum is paralysed but it still a very strong mother and character in the show which subverts the stereotype of disabilities being a bad thing that weighs people down.























































































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