BBFC Ratings

BBFC Ratings

12 Rating:

The ‘12’ symbol means that anyone aged 12 or over can go and see the film unaccompanied.  The overall tone of a film and the way it makes the audience feel may affect the classification. For example, a film with dark and sinister tones could disturb an audience and so the rating may be increased from a ‘12’ to a ‘15’. Moderate violence are sometimes present, however, there is no emphasis on injuries or blood. Action sequences and weapons may be present at ‘12’ films, and also long fight scenes. Weapons, which may be easily accessible to 12 year olds, are not glamorised within films of this rating. Dangerous behaviour may also be present within these films, however, they are not detailed and the activities are not presented as pain or harm free. There may also be infrequent sight of drugs misuse, but the portrayal should be glamorised or provide instructional details.

(12 Age Rating Symbol)

15 Rating:

The ‘15’ symbol means that nobody under the age of 15 is allowed to see the film, as it is unsuitable for anyone under the age. No themes are prohibited, provided the treatment is appropriate for 15 year olds. This rating is stronger than the ‘12’ rating as it can include strong violence, frequent strong language, portrayals of sexual activity, discriminatory language or behaviour and drug taking. There could be potentially be a vast amount of strong language as there is no limit for the uses, however, continued or aggressive use may not be normally passed at 15. There may also be strong violence, it should not dwell on the infliction of pain or injury and gory images are permitted, and easily accessible weapons may not be glamorised. Many films of the horror genre are passed at this rating, as there can be strong threat and menace, although strongest gory images are unlikely to be acceptable. The use of drug taking may also be shown, however it must not promote or encourage drug misuse.

(15 Age Rating Symbol)

18 Rating:

Films rated 18 are for adults and no one under the age is allowed to see the film at the cinema. This is because the 18 rated works are not suitable for children. No themes are prohibited and adults are free to pick their own entertainment within the law, so it may be possible some themes tacked at 18 may be offensive even to some adult viewers. 18 works can contain strong issues such as very strong violence, frequent strong language, strong portrayals of sexual activity, strong horror, strong blood and gore and discriminatory language and behaviour. There is no limit of the number of uses of strong or very strong language that may be passed at this rating. Uses can be aggressive, directed, frequent or accompanied by strong violence. There may also be racist, homophonic or other discriminatory language and works could explore themes relating to this. Strong violence may also be portrayed in detail. There may even be dwelling on the infliction of pain or injury, or scenes of strong sadistic violence. The strongest gory images are permitted at this category. The strongest horror works are passes at this level and may contain strong gore or sustained threat and menace, which exceed the boundaries of 15. Drug taking may also be shown, but the product may not promote or encourage drug misuse.

(18 Age Rating Symbol)

Rating for Opening Sequence: 
After reviewing the British Board of Film Classification (BBFC) website, our group decided to certify our opening sequence to a ‘15’ rating. This means that only people of the age of 15 or above may view the film at the cinema. We decided to pick this rating as the sequence may lead to violence and unacceptable behaviour, creating a bad influence on those who are under aged and may try to copy what they have witnessed. However, teenagers of the ages of 15 or above may be more mature and understand that the violence is unacceptable and the consequences they may go through if they had repeated what they have seen on screen. Weapons may also be shown on screen, showing how they may be used later on the film that may not be suitable for children who are under aged. Children may also gain fear over the object being used, however older teenagers may realise it is only for filming purposes. The film may also not be suitable for those who suffer from epilepsy as various flashing images, or somewhat subliminal images may flash continuously across the scenes. 

Research Into Mise-en-scene

Research Into Mise-en-scene

Mise-en-scene is a French term meaning what is put into a scene or frame. It is made up of visual information in front of the camera and communicates essential information to the audience about setting and characters. The five elements of mise-en-scene include: Settings & props, costume, hair & makeup, facial expressions & body language, lighting & colour and the positioning of objects within the frame. Each aspect of the mise-en-scene creates meanings and communicates them to the audience, influencing how they feel at a certain point. They can also be used for narrative enigma and make the audience question why certain objects have been placed in the way it has, creating mystery and an engaging opening sequence.

Settings & Props:

The location and setting play an important part in filmmaking and help to manipulate an audience by building on certain expectations and creating various moods. The setting can either be built from scratch, allowing the designers to create exactly what they envision, or another time consuming process may be finding a setting that currently exists and filming there. For thriller or horror films, conventions of settings a props include dark forests, basements, knives, weapons, blood, abandoned buildings and other eerie related objects.

(Forest)

Costume, Hair & Make up:

The costume, hair and make up immediately tell the audience what time the film is set, which society or culture it may be based around. They act as an instant indicator to the audience of a character, such as their occupation or role within the film. Costumes are also important as they help the audience shape an understanding around each character and how they may be the protagonist or antagonist. Within horror film, the use of dark clothing and masks could be seen as a convention as they mask the identity of the killer so that the audience do not know who they are.

(Scream Mask)

Facial Expressions & body language:

The use of facial expressions allows the audience to clearly indicate the emotions conveyed by the characters. For example, if someone is frowning, the audience may assume they are either angry or upset. To emphasise this mood, music or other sounds may be played within the background to show this emotion. Body language may also indicate how a character feels towards other people, or to emphasise the facial expressions. In horror films, the victims may have a horrified facial expression to show the audience they are afraid. Their body language may also be used to emphasise this, such as my raising their hands to either side of their cheek. This could be seen as a convention for various horror, slasher or thriller movies.

(Scared Facial Expression)

Lighting & Colour:

By using lighting and colour, it can be used to highlight important characters or objects within the frame. It can also make characters look mysterious by shading parts of the face so it cannot be clearly identified. Colour can also be used to reflect a characters mental state or any hidden emotions. Each colour carried various connotations which may add meaning to the scene and give it a particular mood or for dramatic effect. For example, in ‘Schindler’s List’ one scene where a small girl dressed in red is shown within a short scene. As the movie is in black and white besides this scene, it gives huge significance to the colour and character used.

(Schindler's List: Girl in Red Coat)

Positioning of Characters & Objects Within a Frame:

The position within a frame can draw the audience’s attention to an important character or object. A filmmaker can use the positioning to distinguish relations between different people and perhaps the emotions they have towards each other. For example, within a horror film, the chase sequence between the killer and victim could show how they are in danger, and how the victim is trying to escape the grasp of the killer. Within a romantic film, the two companions may be positioned close together, indicating to the audience that they may be a couple.

(Chase Sequence)

In order for me to understand about mise-en-scene and how it can be applied to our opening sequence, I created two images within pixelmator in order to establish the moods created within a scene. The first image is of a room filled with various objects taken from a character profile description. From reading the description, I selected key pieces of information and used images to display within the image:

• ‘Nietzsche poster on the walls’
• ‘The room is a clutter of papers’
• ‘His bed is spotlessly clean and always tidy’ 

(Image Created on Pixelmator)

The other image I had created on pixelmator is using images I had taken of a model set used for creating the setting of the film. After taking various shots of this model, I uploaded the images and chose one that I felt gave an eerie effect. To begin with, I made the whole image darker to give an eerie feel so that it conveys a mystery/horror feel. Within the window in the background, I cropped shadows and darkened it so that it became black. This creates ambiguity within the mise-en-scene as the viewer can only see a silhouette of a figure, yet have no information about them. Within the foreground, I added heaps of snow to link with the setting and to create a more authentic look. I also added a ‘caution – biohazard’ security tape to develop the scene and give some information about the possible plots. By combining these various aspects onto one piece, it gives the viewer an idea of what the setting may look like and how it can be recreated on a real set.   

(Image Created on Pixelmator) 

Research Into Establishing The Genre

Research Into Establishing The Genre: "Kick-Ass"

Mise-en-scene:

The opening sequence begins with the surrounding of a high school, signifying the background of the main character. The further use of creating the atmosphere of a typical teenagers bedroom emphasises to the audience that the main character is like any other person within their school. However, the character is portrayed as a ‘nerd’, connoting the idea of weakness or having a lack of courage. The various references to superheroes, such as comic book stores and superhero magazines, could also foreshadow the future transformation of the once typical teenager into a hero. The use of comic book stores within superhero movies is conventional of its genre as it clearly emphasises what the film is about, the life of the hero. The use of scenes where criminals are seen fighting and stealing also connote the genre of the film being action as violence and injury is present.

Setting:

The majority of the movie is filmed within dark streets, gang hideouts and abandoned buildings denotes the idea of criminal acts, violence and action. The use of the location, New York, also gives the audience an idea of other films also filmed in this location that are of the same genre. This urban lifestyle connotes crime, danger and violence, which are present within the film. By Kick-Ass often wondering around the streets or driving with other ‘superhero’ figures, it could show they are heroes as they are able to gain the courage to fight crime during the night.

Costume:

The use of costume is conventional of its genre as the hero masks his identity. The use of tight clothes, capes, leather, weapons and other costume features emphasises the superhero, action genre of the film.  One of the protagonists also has a remarkably similar costume to Batman, showing various aspects of these other superhero movies. They also tend to wear generally dark colours, besides Kick-Ass, showing how his character is challenging stereotypes.

Props:

Various weapons are shown throughout the course of the film, featuring in most of the scenes. The use of guns, knives, flamethrowers and bombs emphasise the action aspect of the film and show the violence and danger of the situations. These weapons connote violence, death and injury, making it clear to the audience that the genre of the film is action related.

Sound:

Non-diegetic music of fast upbeat music is conventional of action films as it creates fast paced scenes, gripping the audience into the action. The use of diegetic music such as gunshots shows the action, rather like other superhero films like batman.  The use of punching and kicking sounds also shows how action and violence is key throughout the film, and also establishes the genre. The use of dialogue shows the comical side of the film. ‘They’d get their ass kicked’ ‘He should call himself ass kick’. This comical play on words emphasises the comedy aspect of the film, showing how ‘Kick-ass’ is almost making a mockery of existing superhero films.

Lighting:

The use of low-key lighting creates a contrast between light and dark shadows within the scene, making the superhero stand out. This also emphasises the action genre as most violence and criminal activity takes place during night. The use of high key lighting during the first few scenes at the high school could show the normal aspect of the main characters life, however, when the lighting changes, it shows how the identity of the character changes when he becomes a superhero. 

Lighting Techniques

Lighting Techniques: Thriller/Mystery Films

In order to understand the different lighting techniques and how each are used, I created this Prezi presentation in order to explain the various aspects of each technique and applied it with an example. This allows me to use the information I had found out about the lighting techniques, such as top lighting and low key lighting, and apply them to the genre of film that my group and focusing on. Using each lighting example shown, displays the way in which thriller films use the convention of certain lighting, such as back lighting, to create different effects and develop a better viewing experience for the audience. Using these conventions and techniques, my group can create a convincing and realistic opening sequence within the mystery/thriller genre. 

Editing Techniques

Editing Techniques

Walter Murch, a famous editor involved with films such as ‘The Godfather III’ and ‘Apocalypse Now’, wrote ‘The Blink of an Eye’ where he discusses his experiences with editing. The ‘Rule of Six’ lays out a set of criteria that Murch believes are fundamental factors when editing. These include:

•   Emotion
•   Story
•   Rhythm
•  Eye-trace
•   Two-dimensional plane of screen
•   Three-dimensional space of action

Editing Technique	Explanation
Action Match	Either an action commenced in shot A is completed in shot B, or an action in shot A is mirrored by an action in shot B, for example when there's a cut from character A in location A reading a letter, to character B in location B reading the same letter.
Cross Cutting	Cutting from one subject to another (for example a chase sequence) or a way of manipulating time where we cut between two different story lines running simultaneously.
Continuity Editing	The most common type of editing, which aims to create a sense of reality and of time moving forward. Also nick - named invisible editing referring to how the techniques draw attention to the editing process.
Cutaways	A brief shot that momentarily interrupts continuous action by briefly inserting another related action. Object or person (sometimes not part of the principle scene or main action), followed by a cutback to the original shot.
Eye-line Match	Shots are matched by the linkage from the gaze of one character towards another character. If character A looks down to see characters B, character B will look up to see character A.
Freeze Frame	The effect of seemingly stopping a film in order to focus in one event or element.
Flashback	A scene or moment in a film in which the audience is shown an event that happened earlier in the films narrative.
Graphic Match	An edit effect in which two different objects of the same shape are dissolved from one into the other
Jump Cut	An abrupt, disorienting transitional devices in the middle if a continuous shot in which the action is noticeably advanced in time and/or cut between two similar shots, usually done to create discontinuity for artistic effect.
Juxtaposition	The placement of two (often opposed) images on either side of an edit to create and effect.
Linear Narrative	A style of storytelling in which events happen chronologically.
Montage Editing	The juxtaposition of seemingly unconnected images in order to create meaning.
Parallel Editing	A type of editing in which events in two locations are cut together, in order to connote a connection between the two sets of events.
Slow Motion	Often used to emphasise a particular action of event for example creating a sense of jeopardy as a car attempts a long jump.
Sound Match	Either a sound begun in a short A continues in shot B, or sound in shot A Is matched by another, similar but difference sound in shot B (for example a scream cuts to train whistle).
Visual Effects	Visual effects are conventionally used to alter previously- filmed elements by adding, removing or enhancing objects within the scene.

Editing Used in ‘Alien’ (1979) and ‘Shaun of the Dead’ (2004)

Walter Murch’s Rule of Editing	Alien (1979) dir. Ridley Scott	Shaun of the Dead (2004) dir. Edgar Wright
Emotion	People running, scared/frightened facial expression. Creates a sense of urgency and desperation, showing that something is out to get them.	Slow panning shots and cross cutting present the repetitive, boring daily routine for the main characters.
Story	The montage gives a glimpse of grim figures and people running. Plunges the audience straight into action and shows the tone and progression of the story. The close up of the egg gives significance as it questions how this may lead to the ‘Alien’.	Montage editing technique. Camera moves up the body of the character, emphasis on character’s costume. Focus of the way the person walks, like a zombie. This could foreshadow future events.
Rhythm	The use of sound starts off slow, however pace quickens along with action. This has an effect of building tension and suspense. Establishes the genre of the film: horror, as conventional techniques is portrayed.	At first rather quick, and follows the beat of the music. The slow scenes change to faster ones as the sequence progresses. This could show the boring and repetitive nature of activities.
Eye-trace	Slowly travels through space, suggests it is an important edit as it is long scene. Zooms into mysterious objects, narrative enigma, how they can influence the plot. Close up of characters shows how they are significant to the plot: protagonist.	Close up shot of the main character panning upwards – costume, objects, jump cuts. The focus sifts to common objects e.g.) jam and milk. Shows the environment and how he lives.
Two-dimensional plane of screen	Pan down egg, key feature as shots keep cutting back to it. The ship is isolated from everyone in space however the people are together, shows how people are safe and space is dangerous.	Clutter everywhere. Short jump cuts: meaningless common activities showing his daily routine. Clutter: relation between characters and their environment, suggesting they are lazy.
Three-dimensional space of action	Lots of space around each shot, suggests they are in an unfamiliar place. Space of action, large space whilst small group of people, signifies their loneliness.	Close together, showing how the characters live together. Lots of clutter close to the characters, showing how they live. Suggesting that they are lazy and do not do much.

Todorov and Propp Theories

Tzvetan Todorov and Vladimir Propp Theories

Russian theorist, Tzvetan Todorov, suggests that all narratives follow a structure of five parts. The story begins with an equilibrium, where everything is balanced and things are as they should be. Then something comes along to disrupt that equilibrium (disequilibrium), in some cases the antagonist is introduced and the story takes a particular direction. The recognition that there has been a disruption then occurs, and then there is an attempt to repair the damage from the disequilibrium, which is often the highest point of tension throughout the film. Finally a reinstatement of the equilibrium is made at the end of the narrative, solving all the problems of the story.

• Equilibrium 
• Disruption 
• Recognition 
• Repair
• New Equilibrium  

Vladimir Propp's character theory is based on his analysis of folk tales and legends from various countries. Much like Todorov theory, but more detailed and complex, He arrived at the conclusion that the story is built up following folk tale guidelines as in there are always certain ‘types’ of characters. These include:

• Hero – Who is on a quest (search)
• Villain – The opposing foe to the hero
• Donor – Character who provides a tool(s) to the hero character
• Dispatcher – Who starts the hero on his quest/way
• False Hero – Character who tries to divert the hero from his quest
• Helper – self explanatory, helps the hero
• Princess – who is the reward for the hero
• Father – who rewards the hero for his efforts

Vladimir Propp also had a narrative theory that tied in with his character theory, which is set in 6 parts: Preparation occurs first when the audience is introduced to the story. A complication then transpires that gives clues to the direction that the story is heading. Transference is then where the donor provides the hero with tools or objects and other events. The struggle is where the hero deals with complications of his search. The hero then returns home with issues still remaining. Finally, recognition occurs where the story’s loose ends are tied up and all problems are solved. 

• Preparation 
• Complication 
• Transferance
• Struggle
• Return
• Recognition 

Motifs In Films

Motifs In Films

A motif is any recurring element that has symbolic reference within a story. Through its repetition, a motif can help produce aspects such as themes of moods within the film. They are used as a key concept within films to enhance the viewing experience for the audience and to induce the idea of narrative enigma.

Various films have different numbers of motifs within the duration of the film. For example, in the film ‘The Great Gatsby’ directed by Baz Luhrmann (2013), the motif of the destruction of cars is used to foreshadow an iconic point within the film. With the film being set within the 1920’s, the story is set around the idea of the American dream and people trying to gain wealth, status and live a lavish lifestyle. By cars being seen as a sense of wealth and newfound freedom, it could suggest that the destruction of these vehicles is caused by the wealthy and how they can corrupt other peoples lives. The film has some mystery aspects of its genre due to the enigmatic character of Gatsby. His character is responsible for various motifs within the film such as his extravagant parties, the ‘green light’ and cars. The motif of parties allows the audience discover the themes of prosperity and how it can be used to please people. The motif of the ‘green light’ could be seen as significant as the audience are aware that Gatsby is trying to grab the light, however it is out of his reach and is impossible to get. The light could be a symbol for the character of Daisy and his desire for her, but the unachievable task he pursues into to trying to get her, which inevitably ends in a tragedy.

(The Great Gatsby Film Poster)

Another film that uses motifs is ‘Schindler’s List’ directed by Steven Spielberg (1993). The main motif used within the film is the use of lists, emphasised by the name of the film. Being set around the time of world war two in Germany, the first list shown is the names of various Jews being sorted into those who are useful and those who are not. The progression of lists further within the film turns into the list of Jews who are to be killed and who work. The final list shown is the names of Jews on Schindler’s list that are sent to work in his factory and saved from being killed in concentration camps. The motif of lists could be used to show how Jews had been categorised like robots that are sent to their deaths or to work in gruelling conditions. Schindler’s list is almost a breakthrough in the fate of the Jews as it is the first time there is a spark of hope for staying alive. Another motif used within the film is death that is expressed throughout the film. Within various shots, the Jews had been shot in the head and blood flows onto the snow around them. The image of flowing blood could be used to show the physical and metaphorical lifeblood being bled out of the Jewish race. The motif of trains is also used to show the endless cycle of death and how Jews can be tricked into hope. Near the end of the film, Schindler asks to spray water into the carriage, where Goeth tells him not to give false hope, giving the clear implication that the trains are used to deliver the Jews to their deaths.

(Schindler's List Film Poster)

By analysing the motifs used within films of a similar genre, our group can adopt a motif that can be used within the opening sequence, which can enhance the viewing experience for the audience. This technique can be used effectively to display narrative enigma and emphasise the genre of the film we had chosen: thriller/mystery. Some examples our group could use within the genre could be the repetition of the colour black or red. These colours give different connotations, such as black meaning death, mystery and tragedy with red meaning blood, danger and anger. Another motif that could potentially be used is the use of a diary used by the main character of the film. This could show the progression of his schemes and his developing emotions throughout the course of the film. This could create tension and be interesting for the audience as it builds narrative enigma.  

Representations In Films

Representations In Films

Representation is “how an individual or group is shown to the audience within a media text”. When focusing on the horror/thriller/mystery genre, there are various stereotypes and conventions use in order to establish the specific genre. The film directors often use conventional techniques in order to portray the genre clearly to the audience. However, some films challenge these conventions using non-stereotypical features, creating a different perspective in order to establish the genre effectively. The main topics expressed when looking at representation include: gender, ethnic groups, social classes and ages.

Gender:

Stereotypically, men are portrayed as the antagonist within horror and thriller films with the victim often being an innocent and vulnerable woman. The main protagonist also tends to be a dominant male figure that tries to protect the victims. A classic example of a male antagonist and female victim is from Alfred Hitchcock’s 1960s film ‘Psycho’. Within the first few scenes, a mystery murderer kills the well-known actress, Janet Leigh, shocking the audience. This has stereotypical features, however the removal as the actress so early on in the film could be seen as challenging the conventions. Women are represented in a stereotypical weak, powerless and delicate way, clearly showing the audience how they may be the victim within the film.

(Scene from Psycho)

Camera:

When representing more dominate figures such as male characters within the film, low angle shots may be used to portray superiority and power. This shot gives the impression that the victim, likely female, has to look up to the figure, further signifying authority and control within the situation. High angle shots may also be used within stereotypical scenes as it gives the impression the more dominant figure, perhaps male, is looking down at its victim, showing her vulnerability and fragility. Over the shoulder shots between male and female characters could also be used to show authority as the heights of the two subjects may differ. Stereotypically, the male character would be taller, so if this shot was used it could connote the woman is weak and powerless in contrast to the domineering role of the man.

Editing:

Various editing techniques could be used to portray each gender, for example, a shot/reverse shot could be used to display the disparity between the relationship of two genders, such as when the protagonist (male) is saving the victim (female). The use of this shot can show the various expressions of the two genders and how one character may seem heroic and the other perhaps frightened or relieved. The use of cut shots during an emphatic part of the dialogue could also be used to show emotions between two characters. For example, a male character may be saving a victim, within the dialogue a key sentence may be told and at this point the camera moves closer towards his face and creates a dramatic scene. This could be used for both genders and their certain feelings towards a situation.

Sound:

Non-diegetic sound of music may be used to build tension within each scene, depending on which gender is being shown. The music may be eerie and jumpy when the camera is on the woman, presenting her fear and vulnerability, however the music may be loud and sharp when the camera is on the man, showing his dominance and power within the sequence. Amplified sound of a high dynamic range may also be used within the scenes to create effect. For example, within a horror film, these sounds may be used when the victim is in danger, perhaps creating distress or vigilance within the audience towards the situation.

Mise-en-scene:

Women are often dressed in bright colours within the scenes of a horror film, connoting innocence or helplessness, as these colours are often associated with the victims within the scenes. The women also tend to have either little clothing, showing her defenceless nature or lots of clothing, making it harder for the victim to get away from its killer. The men are often dressed in smart or casual attire within the scenes. When dressed smart, it makes the characters look masculine and powerful. When the man is dressed casually, it suggests he could be a victim or with baggy clothes, a criminal figure. It is also conventional for weapons to be shown within the scenes. It is often the male antagonists with the weapons, connoting this villainous role and desire to kill.

Ethnic Groups:

An ethnic group is a group of people who share the same race or nationality that have a distinctive culture. These groups tend to have similar set roles within the stereotypical horror/thriller genre films. White people are often portrayed as the protagonists and victims as they are seen as ‘good’ and ‘innocent’. However, people within different ethnic minorities are often shown to be the antagonists within the films as they are portrayed as both violent and dangerous, or as victims for being inferior and weak. For example, within the new film ‘The Butler’ the afro-american figure is shown to be a slave, showing the weakness and vulnerability of his character whilst the white characters were in control of them. 

(The Butler Film Poster)

Camera:

Both high and low angle shots may be used within the scenes within the various ethnic groups. These shots could be used to show how some groups have more power than other or it could reflect their status within society. For example, one race may be shown with a low angle shot, making them look bigger and more power, reflecting their authority within society. Extreme wide shots may also be used to show the area in which each character may live. For example, a stereotypical upper class white character may be shown living in a mansion within the countryside. This could show the relationship between the character and their location.

Editing:

Short take shots of the ethnic minorities may be used to portray their lack of importance compared to other characters within the play, showing how they are not significant within the scenes. Cross cutting may also be used to compare the lifestyles between each ethnic group and how their differ from each other. Another conventional editing technique that may be used is ‘wipe’, showing how society wants to push them out.

Sound:

When shots of the various ethnic minorities are shown, cultural music may be played within the background to give the audience a better idea of the culture behind the group and their background. For example, within ‘Karate Kid’, cultural music is played to show the audience the background behind Chinese culture. The use of dialogue could also be used to present the various ethnic minorities. For example, the films may have characters speak in their regional languages, such as African or Indian, showing the background of where the characters come from. Another technique used may be the use of accents; this shows the audience the stereotypical location from where each ethnic group is from.

Mise-en-scene:

A common convention of placing characters within their cultural costumes is a typical technique used in a variety of films. This allows the audience to clearly recognise the location and culture of each of the figures. For example, Indian characters may typically be wearing saris, emphasising their racial background. Various items or props may also be used to stereotypically portray the ethnic group presented. For example, a white character from England may very stereotypically have a pot of tea and crumpets as the use of props, representing where they are from.

Social Class:

The social class system is when people have the same social, economic or educational status. The way in which different classes are portrayed within a film is dependant on the storyline. Upper class characters within films are often presented as snobbish, obsessed with money and always getting out of trouble because of wealth. Working class characters are often represented as being poor, aggressive criminals who often commit crimes and inflict pain upon others. However, class may be irrelevant within many horror films, however location may be focused in a working class environment creating realistic and eerie atmosphere. The working class characters are often portrayed as weak, whereas rich characters are represented as powerful. This is conventional within various films as it shows the power of wealth and how it can affect people. For example. within 'The Great Gatsby" the lifestyle is around wealth and how the characters are all involved within money and power. 

(The Great Gatsby Film Poster)

Camera:

Low angle shots may be used for when the camera is faced upon upper class characters as it makes the audience look as if they and underneath the wealthy characters, showing how they rich have the ability to control the working class characters. High angle shots may be used when the camera is pointed towards the working class characters, showing how they are weak and vulnerable compared to people with a higher status. Close up of objects may also be used to show how people are of a different social class. For example, a close up of accessories such as a gold watch or necklace may be used to show how some characters may be wealthy and within the upper class society. A two person shot could also be used to illustrate the contrast between the different classes.

Editing: 

Slow motion scenes could be used for the working class characters to create an emotional effect. This could allow the audience to emphasise with the characters on screen and feel what they may be going through. Cut shots may also be used to show the difference between the classes, such as the rich and poor, showing how their lifestyles are dramatically dissimilar. Cross cutting may also be another technique to show the difference between diverse classes and how their lifestyles differ.

Sound:

The use of dialogue and how people talk could be used to show how they are from different classes. For example, if a character uses lots of slang and speaks in a ‘cockney’ accent, they may be seen as working class as it is conventional for these characters to be presented within the way in films. If another character speaks in a formal manner with well-pronounced vocabulary, they may be seen as upper class as these are conventions for this status of characters. The use of music may also be used to present the classes, for example, orchestral music may be used to present the upper class connoting their sophisticated and mannered characteristics. However, perhaps rap music may be used to represent the working class as it often uses slang and taboo within the lyrics of the music, reflecting the language used by those within that class.

Mise-en-scene:

Upper class characters may be wearing branded suits with lots of expensive accessories such as watches and jewellery. Women may often wear items with many diamonds and gold if she was in the upper class, showing how they have lots of wealth and men wearing watches and smart suits showing their prosperity. Working class people may wear casual attire perhaps showing how they cannot afford the branded products. The upper class characters may often boasting about their wealth through luxury items, where as the lower class may treasure what they have. It is also conventional for a weapon to be used by this class within thriller or horror films.

Ages:

Within horror or thriller films, children or the elderly are often represented as being vulnerable, innocent and rely on others for help and care. Teenagers are often represented as being lazy, violent, and aggressive, and often causing harm to other characters. This is conventional and stereotypical within films such as ‘Kidulthood’ and ‘Adulthood’ as teenagers are represented within this manner. However, adults are portrayed as being clever, hard working and diligent. Within thriller films, the adults are often the characters who are either the antagonist or protagonist. This leaves the other age groups such as children or the elderly being perceived as weaker and innocent characters, therefore the victims within the films.

(Kidulthood Film Poster)

Camera:

High angle shots facing towards characters of a young or very old age may be used to show their weakness and inferior nature in contrast to the adults, showing how they may be the victims within the sequence. Point of view (POV) camera shots may also be used to show the perspectives of different characters. For example, a child may be shown with a low angle POV shot, showing how they are young and innocent. However an adult may be shown with a high angle POV shot showing show they are more dominant and powerful than the older frail characters or young vulnerable characters.

Editing:

Jump cuts may be used for younger children or the elderly creating a distorting effect. This could be used to show how they may be confused within certain situations and unable to address what it happening within the scene. Shot/reverse shots may also be used to show how different age groups react towards each other, such as the relationship between a father and child. Shots with deliberate continuity errors may also be shown for young children or the elderly, showing how they may be confused and disorientated within certain situations. 

Sound:

Depending on the various ages being shown, the use of music may change significantly. For example, if an elderly person was shown on screen, old 1960s music may be played to show the music of their era. Using quiet tones such as nursery rhymes of soft, rhythmical tones may portray the use of young children. The use of tone within vocal dialogue may also be used to reflect different ages. For example, young children may have high-pitched noises, where as adult men may have deep, low voices. The use of the tone within the adult’s tone may also be used to patronise or frighten other characters to show their ability to control them as they have more power.

Mise-en-scene:

The children within the films may be seen wearing bright colours with comical or animated characters on their clothing. This could be used to show their innocence and defenceless characteristics. Teenagers may stereotypically wear hooded jumpers showing their ‘violent’ and ‘thug-like’ features. This could be used to show how they commit crimes and are always stereotypically bad within society. Adults may wear smart clothing such as suits, showing how they have authority above other characters and have professional careers. Old people may often be dressed in smart clothes such as long skirts, jumpers and sweater vests. This could show how they are old fashioned and dress appropriately within society. The setting within each age group may also differ. Children may be seen within a nursery environment with various toys, showing how they are innocent and young. Teenagers may be seen within dark alleys, showing how they have a criminal nature. Adults may be seen within a typical office environment showing their profession, whilst elderly people may be seen within an elderly home as they rely on others for help.