2.How does your media product represent particular social groups?

Within our sequence the use of gender played a significant role. The two male actors who play Chris and Rob show and connote the stereotypical teenage boys. Loud, bold, confident, cocky, arrogant, humours. All characteristics which are conventional to the gender and genre. However we also manipulated this convention and challenged it by allowing the audience to see a more emotional side of the boys. Exploiting their emotions towards the new student. We see the proximity of the boys emerge as they both develop an emotional bond between the new student. The sequence involves long shots where the audience can see physical reactions to Monique's presence and close ups of the males to show the emotional reaction to her presence. This allows males within the audience to engage with the actors and gratify to see the gender roles being challenged and alternated. The soundtrack opposes some elements of our sequence. The locker scene shows the boys frustration with one another and their competitiveness, this could make the audience feel edgy and uncomfortable, therefore that is why we chose to have the soundtrack playing which uplifts the mood and contradicts the aura of the frame. This can be applied as Levi Strauss theory of binary opposition; with the males emotions and the affect Monique has over them. Monique instantly appears in the frame with a French presence. The dialogue between her and her mother instantly allows the audience to feel bewildered as they cannot understand what is being said. This allows the audience to instantly be placed into Monique's shoes as they are unable to understand what Monique and her mother are saying. This builds a barrier between audience and Monique however the use of subtitles allows the audience to finally seek comfort and understanding. The use of a French voice over also has similar effects. Creating an awkward position for the audience as they begin to see how it must feel to be in Monique's position and perspective on being one who is excluded from a culture. This voice over is highly effective as it creates a presence of unknown and discomfort, also conforming to Levi Straus theory of binary oppositions. Creating a sense of enigma and leaving the audience anticipating to see if the language barrier amongst others can be overcome. Camera angles and shots also support the diegetic and non diegetic dialogue. High angles and long shots allow Monique to look timid, vulnerable and out of place. All of which build upon Monique's inability to combine both cultures in order to fit in or seek acceptance. The teacher within our sequence allows us to show status and power between characters. The teacher is shown to the audience through a low angle this enables her to look dominant and gain power. The teachers body posture also dictates that she is of higher status then the other actors/actresses in the frame which is conventional to the genre. The fact she is the only one who appears to be standing shows that she must have some authority over the others. Also when Monique is first welcomed into the classroom the teacher is the first to great her and speak to her. This shows signs of maturity and respect, characteristics conventionally associated with an elder person. This also allows the audience to engage with her as a teacher and with more dominancy over others.