![]() ![]() The social class of our characters is very similar they are all working class characters we know this because of the costumes they are wearing, they fit the stereotypical representation of teenagers. So we have used contemporary stereotypes of teenagers for example a teenage girl dies first, this is to match the gender stereotype of a female being weak and powerless, the other stereotype we have used is age because the girl is a teenager and they are usually stereotyped as inexperienced and unconversant. Our media product represents a range of social groups, for example gender, age, social class and ability. Our media product represents particular social groups a particular one is age for example teenagers because we do not have any adults or children in the product. ![]() How does your media product represent particular social groups? Another difference that clearly indicates my skills have improved as the academic year has gone on is the use of diegetic sound correctly, in our preliminary task diegetic sound of people talking can be heard throughout, however in our opening sequence diegetic sound has been used effectively for example the wind in the forest to add an isolated effect for example. However in our final draft of Final Warning a match on action is used when the girl is trying to escape where she is running through the forest, the difference between the two match on actions is the final draft of the opening sequence Final Warning uses match on action for effect for example through showing many shots of the girl running it gives the effect the forest is larger than it actually is adding tension. I will be comparing my preliminary task to my final draft of Final Warning, as you can see in my preliminary task we have used a match on action where Ben is about to enter the classroom and then he is in the classroom this is a simple match on action with limited effect. Here is my final draft of our opening sequence Final Warning: ![]()
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January 2023
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