Question 1:
How do the two texts use narrative techniques to draw the attention of an audience? (8marks)
Firstly, both texts attract the audiences to their narrative through the use of music. In Educating Yorkshire, the parallel music throughout Mushy speech is significant in creating a content atmosphere for the audiences, as it highlights that he has overcome his speech impediment. As a result, the cut away shots of the different characters crying during his speech would further draw the audiences, as some may feel emotionally engaged in the narrative. To add, Educating Yorkshire is a documentary drama and Mushy’s process has been overly simplified as the spectators do not the whole procedure. Although the audiences do not see the bigger process, his transition to be able to speak could make the audiences feel engaged with the narrative, as they may feel happiness for the student. As a result, it could be suggested that Mr Burton fits in Prop’s character type theory as the helper and therefore Mushy is the hero because of his accomplishment.
Similar to Educating Yorkshire, Waterloo road also uses music to draw the attention of audiences. The panning shot of the car arriving alongside with the contrapuntal music is effective in appealing the spectators in the narrative, as it could foreshadow conflict. This is because, the female teacher states a “mystery newcomer” and therefore the upbeat contrapuntal music, could be a sign of conflict. Referring to Barthes enigma code, it is evident that the medium close up shot of Gabriella’s lips further draws the attention of the audiences as they would want be keen to know who she is. Likewise, the panning shot of the car is a key example of an action code, as after the teacher’s exchange of dialogue the audiences would acknowledge that the arrival of the new student is not going to be pleasant.
Significantly, Todorov’s narrative structure is established in both of the texts which would further make the spectators drawn into the storyline. For example, in Education Yorkshire the equilibrium is shown by Mushy not being able to speaker, followed by Mr Burton helping him highlights the disequilibrium, and lastly the new equilibrium is presented through the student overcoming his difficulties. Whereas, in Waterloo Road there is no equilibrium as it is a drama series and therefore the company would to intrigue the audiences by ending with a cliff-hanger. As a result, this establishes that both texts uses narrative techniques in different ways to draw the attention of the audiences.
Question 2
How do the two Media texts offer contrasting representations of school life? You may also refer to other media texts to support your answer?
Moreover, Educating Yorkshire represents school as a caring community for teenagers. This is made evident through Mr Burton’s determination to help Mushy overcome his speech impediment which positively portrays school life. As a result, this could be beneficial for the audiences in showing that school life can change student’s lifestyle through the support of their teachers. The fact that Educating Yorkshire was awarded as the best documentary series at the National Television Award shows the positive outcomes of school life based on Mushy’s achievement.
However, Waterloo Road presents a stereotypical portrayal of school life through the student’s behaviour. For example, once Gabriella kisses the boy the students react in a predictable, shocked manner, which shows a traditional representation of school life. Referring to Perkin’s theory, this conveys that stereotypes are not always false as teachers gossiping at the beginning of the extract and the kiss are common issues in school life. To analyse further, Gabrielle is represented as an assertive, middle class, teenager, which challenges the hegemonic femininity of girls being unconfident and introverted. This is made evident through her confidence to approach the boy and kiss him in front of her parents and the school. In relation to Butler, it could be suggested that the female character is subverting the gender performance for women through her dauntless personality. Nevertheless, Gabriella’s uniform could fit into Mulvey’s male gaze theory as she is represented as being attractive by wearing a short skirt and top. Thus this would appeal to the heterosexual male spectators, also known as the “white eye” by Hall. As a result, this shows that Waterloo Road represents an alternative portrayal of school life compared to Educating Yorkshire, by not highlighting any positive factors.
Similar to Waterloo Road, the opening of the British drama film ‘Kidulthood’ also represents school life stereotypically by showing issues such as bullying, drug use, relationships ect. This highlights that Waterloo Road reinforces the mainstream representation of school by focusing on teenage issues such as the kiss which foreshadows conflict with the other characters, rather than positive aspects which is shown in Educating Yorkshire. Furthermore, the murder of a teacher in Leeds was stabbed by at 15 year old student in her class, undoubtedly represents school life negatively. This is because it would make audiences assume that students are becoming uncontrollable and therefore schools may no longer be perceived as safe community for children.
Question 3
How has social media changed the way audiences watch television? You should refer to other media products to support your answer.
Firstly, it could be argued that social media has changed the way audiences watch television as they can now become more connected with the programmes. Through Twitter and Facebook, users can interact with their favourite programmes by posting up messages or creating fan pages to keep them up to date with the latest news. For example, fans of Waterloo Road used Twitter to save the show from being axed by hash tagging “@SaveWR” which went viral. Significantly, this establishes that social media has empowered audiences as they can actively generate their own content and therefore this has changed the way audiences watch television because they are interacting more. This highlights the concept of ‘watercooler TV’ as people can now discuss a programme through Twitter or Facebook whilst it is being broadcast. Likewise, in some episodes of the ITV2 show ‘Celebrity Juice’ viewers can interact with the programme by tweeting the answer to a question given by the presenter Keith Lemon. As a result, this reinforces the idea that social media has changed the way audiences watch television as they can engage with the programme more through social networking sites, which would not be possible through traditional forms of media.
Furthermore, spoilers are another way in which social media has changed the way audiences watch television. This is because, spoilers are now available online which may decrease the spectator’s pleasure of watching television as they are unlikely to be shocked by the issue. For example, on Facebook users who like the Hollyoaks page receive spoilers about upcoming events through teaser trailers or photos. Although this may appeal to some spectators, it does also change the way audiences watch television as they can read the comments about the storyline and receive further information which could make them less intrigued to watch the programme.
Moreover, social media has taken over television as some people are watching television less. According to The Telegraph (2012), 65% of 16-24 year olds preferred social media over television as their leisure activity. As a result, TV companies have become aware of this change and therefore they have worked on ways of engaging young people online with TV programmes. For instance, ‘The Million Pound Drop’ was one of Channel 4’s successful online game with caused 11 million play online, rather than watching the show. Significantly, this conveys that social media has changed the way audiences watch television, as they are are engaging with the programme online.
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