Representation of age- Assessment point

Discuss the ways in which the extract below constructs the representation of age using the following:

• camera shots, angle, movement and composition
• editing
• sound
• mise-en-scene

Here is an exemplar opening to this essay. Your task is to write the next section of the essay, focussing on the representation of age as constructed through the character of the maths teacher. 

Read my opening first before then continuing the essay. Begin with the sentence highlighted at the end of my opening and move forward from there. 

Exemplar Opening

This extract constructs representations of differing age groups.

At the very beginning of the extract a representation of middle-age is constructed through the character of the strict teacher. This representation is that of middle-age as possessing authority and power, with the character having control over other characters who are both teenaged and young adult.

A sense of enigma is created on this character's first appearance as we see a tracking shot of feet walking through tables from a low level. The absence of non-diegetic sound allows us to focus clearly on the noise of the character's footsteps. A cut to two teenage boys clearly shows them as behaving in a suspicious manner before we cut back to the feet steadily approaching. This juxtaposition constructs meaning for the audience as it becomes clear that the boys are keen to hide from the approaching adult, suggesting that he has authority over them. 

A series of quick cuts adds pace to the scene before we see the middle aged teacher's face for the first time in close-up. The use of a close-up allows us to see an expression that has connotations of enjoyment as he passes judgement over the boys. He puts the boys under pressure by asking where they were as everyone else was 'suffering the screening'. This dialogue, an aspect of diegetic sound, helps to further construct his character as being a somewhat disillusioned and cynical representation of middle age. The composition of the shot where he questions the boys gives him power as he is anchored in the centre of the shot with the boys either side of him. 

His character is developed through his use of sarcasm in the delivery of lines of dialogue such as when he finishes the first boy's sentence by saying 'holding his hair..' The actor's tone of voice, an element of mise en scene, is patronising and this character is developing into a very negative representation of his age group. His use of non-verbal commands, such as the clicking of fingers, and commands using the imperative tense, 'Give it!', ensure that the audience are aware of his authority, a fact supported through the character's costume with his suit, shirt and tie having connotations of power. Further interactions between the character and a young adult teacher reinforce his representation as middle aged authority.


A different representation of middle age can be seen at the end of the extract through the character of the maths teacher.

Compared to the strict teacher the maths teacher is influenced by what other people think. Just like the first time we see the strict teacher we see a low angle shot of the maths teachers shoes. we hear a non-diegetic sound of pop/rap music this shows that he is a teacher that has been influenced by the students or younger people around him.We see a long shot of the maths teacher and he looks uncomfortable we can also tell this by his use of dialogue asking a lot of questions letting us know that he is unsure about his new look.Two students make diegetic remarks towards what he is wearing "Sir tell us you robbed a year ten for that" and laughing at him from this we can tell that he doesn't have as much power and authority as the strict teacher does as the students were not scared to make fun of him. This remark also lets us know that he is at the age where he can understand a "joke" and has a friendly relationship with his students unlike the strict teacher who has a sarcastic, dry sense of humour and will take any jokes the students say about him the wrong way. We also find out that the maths teacher cares what other people think about him as there is a close-up shot of him looking worried and angry at the young girl that has made him dress the way he is. 

We then see a high angle tracking shot of the maths teacher running down the stairs to talk to the female teacher Miss Chowdri. From the way he approaches her we can tell that he is eager to talk to her and find out her opinion towards his new look she responds with that he "looks ridiculous" then walks away. The maths teacher looks on the ground and his facial expression looks disappointed in himself, from this we can tell that the maths teacher is still trying to find himself and fit in around the school amongst his colleagues unlike the strict teacher who is confident and belittles the younger teachers such as Miss Chowdri at the start. 

The maths teacher is then approached by the caretaker who laughs at him.There is a two-shot of the care -taker and maths teacher talking. The maths teacher looks annoyed and in a irritated tone repeats what Miss Chowdri just said to him agreeing with her statement "yes i know i look ridiculous". The care taker notices that the maths teacher is frustrated and it quickly turns in to a father and son like conversation with the care taker giving the maths teacher advice to '"concentrate on what he's good at" even though they are around the same age. Lastly we see a long shot of the maths teacher then walks off following after the care taker walking uncomfortably.