DOCTOR WHO: LANGUAGE AND REPRESENTATION BLOG TASKS

 Language and contexts

1) Write a summary of the notes from our in-class analysis of the episode. You can use your own notes from the screening in class or this Google document of class notes (you'll need your GHS Google login). 

Camerawork and sound:

• Music- theme tune to Doctor Who, very science-fiction - sets genre from beginning.
• Graphics on screen: title of show and episode, simple text and font.
• Slow, clunky camera movement (due to technology in 1960s).
• Sound: hum of TARDIS (helps create science-fiction genre).
• Flashback scenes - close-ups of Susan to show her emotion or misunderstanding.
• Medium shot of Doctor holding vase with teachers in background - makes Doctor look evil.
• Close-ups of Ian and Barbara when they go into TARDIS to show shock and lack of understanding.
• TARDIS sound effects when switched on.
• As Tardis takes off, close-up on each character cross-dissolved with time travel graphics. Shows each character's reaction to the narrative development.

Mise-en-scene:

• Susan - first introduced dancing and dressed as 1960s teenager (costume). Seems to be both typical teenager and alien.
• Costume and hair typical of 1960s.
• School - creates personal identity for audience.
• Setting - junkyard. Lighting - dark/ shadows. Creates mysterious, tense atmosphere.
• Setting - inside the TARDIS. Central control console, white walls with circle design, TARDIS much bigger on inside than out.
• Lighting - TARDIS is bright white (sci-fi connotation). Also contrasts with shadows outside (binary opposition).
• New setting - new time/ planet. Sets up next episode.
• Actor movement when TARDIS takes off - poor quality acting. Reflects basic nature of TV in 1960s/ lack of CGI or effects. 

Narrative and genre:

•  Opening title sequence like a rocket taking off - sci-fi genre and links to 1960s space race.
• Dimensions - Time and Space.
• Levi-Strauss - binary opposition. Light/ dark - lost torch.
• Action code: some kind of conflict/ threat linked to TARDIS.
• Propp character types: Doctor presented as villain.
• Genre - mis-en-scene/ TARDIS
• Enigma codes: Will the teachers get out? Why can't the doctor go back to his home?
• Sci-fi genre - TARDIS taking off. Links to 1960s space race - context.
• Shadow in final shot - action code, enigma code and cliff hanger for next episode.
• Continues narrative arc for this series.

2) How can we apply narrative theories to this episode of  Doctor Who? 

Todorov's Equilibrium:

 At the equilibrium it shows how Susan goes to school like other kids in a usual day showing that she wants to act like a normal teenager.

The disequilibrium is when the teachers started to get concerned and started to get curious of Susan's background information.

Propp's character theory:

The heroine which is Susan, was being mysterious and strange and it gets the curiosity of the teachers which lead to the police box where they got taken to another place.

The villain which is the Doctor, held kidnapped both of the teachers and tricked Susan just so he could get what he wants.

The false hero which was both of the teachers tried to take place as they notice that Susan was acting strange by following Susan home, thinking that they'll be able to help and figure out what was wrong.

Barthes's enigma and action codes:

The enigma code is when the Doctor took Susan and both of the teachers to a place where the audience will be filled with curiosity so that they would want to watch the next episode.

The action codes is when the Doctor took the teachers to avoid being caught. This is because it shows that audience that something will start to happen.

Levi-Strauss's binary opposition: 

One type of binary opposition is when Susan proved that she really is intelligent, making fun of the teacher as she was smarter than the teacher. This shows alien vs human. 

3) In your opinion, what is the most important scene in the episode and why?

In my opinion, the most important scene is when the teacher started asking Susan about her background. This is because if the teacher didn't asked anything about Susan's background information, then they wouldn't be in the Doctor's hands now.

4) What genre is An Unearthly Child and how can you tell? Make specific reference to aspects of the episode.

Unearthly Child has a genre of sci-fi as the there is that police box where they can teleport to another place. It also has a genre of mystery as the audience doesn't know where Susan came from.

5) How does An Unearthly Child reflect the social and historical contexts of the 1960s?

An Unearthly Child reflects to social and historical contexts of the 1960s by showing that there is an evolve in the modern today. This is shown when Susan was listening to music through caste player, whereas now we use our phones, earbuds etc. It is also shown when the teacher asked Susan where she lives, showing that the teacher cares about Susan.

Representations

1) What stereotypes of men are reinforced and subverted in Doctor Who: An Unearthly Child? How?
Stereotypes of men reinforced is that they look strong, masculine, gentlemen, dominant, logical. This is shown when Barbara asked Ian to come with her when she got suspicious of Susan. Stereotypes of men subverted is that Ian wasn't as gentleman in some bits of the scene. This is when he was talking to Barbara as if like she's lost her mind.

2) What stereotypes of women/girls are reinforced and subverted in Doctor Who: An Unearthly Child? How?
Stereotypes of women/ girl are reinforced as they are seen more concerned, caring, emotional, gossipy. This is shown when Barbara got worried because Susan was going to walk in the dark. Stereotypes of women/ girls are subverted as Susan's brave, seeing as she likes walking in the dark, and she likes mystery.

3) How do the representations of young people and old people in An Unearthly Child reflect the social and historical context of the 1960s? 
Representation of young people reflect the social context of the 1960's as they obey and follow orders from older people. Representation of young people reflect the historical context of the 1960's as they are seen vulnerable, and they are shown to follow orders from their parents. Representations of old people reflect the social context of the 1960's as the Doctor only listens to Ian, which shows that he only listen and talks to the same gender. Representations of old people reflect historical context of the 1960's as it is shown that they have more experience and, more knowledge, and more mature.

4) What representations of race/ethnicity can be found in Doctor Who: An Earthly Child? Is this surprising or not? Give reasons for your answer and consider historical / cultural context (the 1960s). Has this changed in more recent series of Doctor Who?

Representations of race/ ethnicity can be found are white people. It is not surprising because it is not diverse at that time. It has changed in the more recent series of Doctor Who?

5) How is social class represented in An Unearthly Child? Think about how education and knowledge is presented in the episode.

Social class is represented as Susan and  the Doctor have more knowledge and are smarter than those who are humans. This shows that because they are smarter, they are unique in some way, and it shows that they are different.