Using a dolly shot to create a small smooth movement, the audience is able to appreciate the men using their working tools. This helps builds age representations through the idea that the men are of a working class (usually associated older people/adults).
A long shot then pans into a medium long shot, when Amy is walking into the scene. This is useful to observe her costume (stereotypical teenage outfit; jeans and jumper, very casual), which not only by itself builds her age representation, but establishes the age contrast between her own costume and those of the men in the working scene.
A close-up dolly shot of Amy in the car is effective for building age representations, as it enables the audience to see her emotions as she grabs the driving wheel of the car. We can see she is confused and obviously does not know what she is doing, which exposes her youth and inexperience.
Again using a medium-long shot, the audience can see age representations being constructed through the headmasters very old fashioned costume (suit, mis-match tie etc), which establishes he is of an older generation. It also enables the audience to see his beard, which is full of grey hairs, again construction representations of an older generation.
In the scene where the headmaster and the man have just met, the camera pans diagonally, up from everyone else's face, then down to Amys. This emphasizes how she is much smaller (as well as younger) than everybody else is the scene and proposes her vulnerability and youth.
When the headmaster and the man walk into the study, using a long-shot, the audience can observe the new setting, which is of the study and its very old-fashioned decor (wood paneling etc). This helps constructs the representation of older people/adults.
As the two men are having a conversation, the camera is lowered to a low angle shot facing up towards them. This constitutes their authority (the audience are being placed in Amy's position), which represents how they are older.
A montage of shots is used to express the theme of the narrative which as shown is skilled labour. This presents age representations of maturity and experience (i.e adults).
When the camera enters Amy's room, a mid shot captures a stuffed animal in appropriate depth which represents her youth and innocence. The camera then tilts and pans to slowly reveal everything that contributes to age representations, including the teddy and the very girly and feminine and playful font used to address the goodbye note , which again is a representation of her youth.
A slow zoom is used to expose her emotions which helps build representations, because she is so young her emotional reaction is very immature and dramatic (i.e those of the stereotypical teenager
A medium close-up is effective (when the woman is looking out of the window), because as well as being close enough to enable the audience to appreciate her emotions, it is also wide enough that they can observe the window she is looking out from to seek Amy. This helps build age representations through the idea that any mature, grown person who has independence may leave using an adequate exit (i.e front door) but where Amy has used a window it represents, she is young, dependent and immature. Also it is a very stereotypical form of escaping for teenager. (When they run away from home via the bedroom window so they are not caught by parents.
No comments:
Post a Comment