Evaluation Question 2: 'How does your media product represent particular social groups?'

This response will analyse how particular social groups [namely class and status, age, and gender] are represented in my media product, Venatic, via the uses of camera angle, movement, composition, mise-en-scene, sound, and editing. My thriller opening sequence shows the film’s three protagonists [one teenage girl, and two teenage boys], breaking into a storage container where they proceed to scavenge for any useful weapons or resources before the untimely arrival of some horrific, unidentified creature (who serves as one of the film’s antagonists).

Immediately upon commencing and all the way throughout the sequence, mise-en-scene provides a great indication as to the representation of class and status, as well as of age, and gender. In one of the sequence’s opening shots we are shown the three teenagers each dressed in tracksuits and other casual, inexpensive clothes of the same idea, thus denoting that they are of a lower class due to the connotations that tracksuits have with ‘chavs’ and the slang term of ‘road-men’. Equally, the costumes adhere to stereotypical portrayals of adolescents being nothing more than loitering miscreants, and given the fact that the female character is also dressed in the same clothes as the two boys, the gender stereotype of girls being far more prim and proper is subverted - in its place, the sequence presenting a countertype. 

The idea of the sequence’s protagonists being of a lower class is further reinforced by the fact that they have broken into a storage container, where, from what we can see, they are stealing gasoline canisters, nails, piping, knives and tape - all inexpensive, somewhat common items. Comparatively, if the three teens were of a higher class instead, it is first of all unlikely that they’d have needed to have broken into a cramped and cluttered storage container, and secondly, the items that they would have stolen would have been both far more valuable and effective - such as taking a gun. Consequently, props reaffirm the representation of class and status, and likewise, adhere to and support the stereotype of age within the thriller opening sequence; after all, adolescents are often believed to be in the possession of knives and shanks, and in the opinion of many, regularly partake in small-time delinquency. As such, the fact that they are breaking into someone’s storage container, partaking in theft, and are in the possession of some of the more blunt, crude weapons, conforms to such a stereotype regarding age. Once again however, this then subverts the gender stereotype regarding girls being prim and proper as the female character is partaking in the rather shady activities likewise - although however, it is therefore important to note that whilst the boys go for nails and knives, she instead goes for the gasoline canister and lamp fuel - in some ways henceforth actually adhering to the gender stereotype, as it would appear the items she is taking are not for particularly violent means unlike the boys’.

The lighting of the mise-en-scene also denotes the idea of the three teens being of a lower class due to the fact that is has been done entirely by torchlight. The characters are, for the most part, using, large, old and aged torches rather than sleek and small ones, thus implying that they have equally been taken or are hand-me-downs. If the three characters were of a higher class, then perhaps they would have used the torches on their phones and the like, or would simply just have torches of a higher calibre. The fact that each character has a torch also presents the idea that the characters are of equal rank - subverting the stereotype that are men are more powerful than women. This idea of equality is further reinforced by the fact that the boys can be seen to be wearing rings, earrings and other trinkets - stereotypically female accessories. Such accessories, however, also serving to adhere to the stereotype that the characters are of a lower class as such items when in regard to men are considered to be ‘chavvy’ alike the rest of their costumes.

Finally, regarding the mise-en-scene of the sequence, the old, leather-bound map book subverts the stereotype [regarding age] that young people can’t read maps and equally suggests that the three characters have had somewhat of an education - thus implying that perhaps they are not of the lowest possible class and status.

Sound offers further representation of class and status, age, and gender within the sequence. When the elder teenage boy says at the end after having quickly read the map, “We’ve gotta move”, he isn’t overly articulate with his words, failing to annunciate. As such, we could describe such a tone as somewhat colloquial which thus denotes he isn’t of a particularly high social class. This representation conforms to stereotypes regarding the lower class and of youth, as stereotypically adolescents (and lower class adolescents especially) are expected to be lazy with their speech. 

Gender is represented when the female character continuously hushes the two male characters; this subverts the stereotype that women are to listen to men, as it shows the girl holding her own and in a position of power, taking control.

Camera angles, movement and composition also further the representations of class and status, age, and gender within the sequence. One of the initial shots is a low-angle shot of the two boys entering the storage container which denotes power - they are in control of the situation - thus adhering to the gender stereotype of men being in control, but subverting the class and status and age stereotypes that the lower class and the young have no power. Equally, the first shot we see of the female character is also from a low-angle denoting the same sort of power and control over the situation. This however subverts all stereotypes and instead presents countertypes in all three of the representations: age, gender and class and status, as stereotypically the youth, women, and the lower classes are all portrayed as powerless. 

When the elder teenage boy begins gaffer taping the knife to a pipe, we are also presented with another low-angle shot thus denoting yet the same things - adhering to the stereotype of male power and subverting to the stereotype of the youth and lower class’ lack of power. When the three characters are bunched around the map book, there is a high-angle shot, denoting a lack of power following the creature’s attack upon the storage container, conforming to the stereotypes of the youth’s and lower class’ powerless natures.

Finally, editing is also used as a means of representing class and status, age, and gender within the sequence. For the most part, the sequence has fairly swift cuts, indicating an energetic and potentially hurried atmosphere, representing youth and thus adhering to the stereotype that adolescents are always on the move, never stopping. As such, when they do stop and are cautious, a countertype is presented regarding their behaviour when in relation to their age. Equally, the female character is cut to just as much as the male characters, denoting an equality and thus subverting the stereotype that men are above women once again.

Consequently, the clip portrays quite a counter-typical representation of gender, yet a very stereotypical representation of age and class and status - the female and male characters being treated as equals, yet adhering to the stereotypes of being low-life miscreants and not particularly wealthy or respectable members of society.