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RESEARCH

Analyzing Media Products

26/02/2021

The Blitz Spirit - The Times Review

What is the media product? List director/artist/author.

The media product is a docudrama called The Blitz Spirit televised on BBC One. The director of the docudrama is Emma Frank. Emma has directed other documentaries such as “Churchill's Secret Agents”, “Gordon's Great Escape” and “Victorian Slum House”. The producer of the docudrama was Yasmine Permaul; she has produced programs like “Trump In Tweets”, “Suffragettes With Lucy Worsley” and Heston's “Marvelous Menu”. The Presenter for the docudrama is Lucy Worsely. Worsely is a famous historian who has presented other documentaries like “Royal History’s Biggest Fibs”, “A Merry Tudor Christmas'' and loads more to do with history. 

 

What is the media product? 

The media product is a docudrama, for example there are dramatised scenes in The Blitz Spirit such as Robert who volunteered to be a Fire watcher from the east end of London and Nina who monologues to the camera what she says in their diaries and mass observation reports.

Why have you chosen to analyse it? How can it inform your own ideas development?

I chose to analyse this because there was a key scene of the documentary of actors playing real life WW2 characters who were civilians telling the audience about what life was like during the blitz which contained upsetting scenes. My idea which I was thinking about was a British Soldier telling the audience what it was like on the bloody beaches of Dunkirk and how he felt.

 

What is interesting or ground-breaking about it?

The documentary is very fascinating because it was telling about how the British people never gave up fighting during The Blitz and how the German bombing affected everyone in London the whole time with the fires and the deaths of the civilians. The historian Lucy Worsley discovers eyewitness accounts of the blitz such as she finds that it was a  traumatic experience for the six people at the time. 

 

Who is it aimed at?

The Blitz Spirit is aimed at Older adults and people who are interested in the history of World War Two. This is because the docudrama contains upsetting scenes that young people may not want to see.

How does it target the audience?

The docudrama  targets the audience by powerful and upsetting scenes of Civilians in London at the time during the Blitz. The historian Lucy Horsley discovers eyewitness accounts of civilians witnessing the horrors of the Blitz.

 

How does it approach issues of representation (actor selection, class, gender, ethnicity, sexuality, regionality etc)?

The docudrama approaches the issues of representation by selecting different actors to play the part of the characters to make sure they look like the original characters. This includes a different class such as the working class and middle class there were some characters that had an east end accent and one character had a Nigerian accent. 

 

How has it been made?  

There were some scenes that were filmed inside a studio for an example when the fireman watched sparks of fire, slowly coming down in slow motion effects. Further on one of the characters goes fire watching and sees the German bombers heading to London. There was cgi involved in this scene 

 

How does it use platforms/social media/alternative methods to reach an audience?

 

The docudrama uses posters on Facebook and Twitter to advertise The Blitz Spirit this is because so that the audience will know who the characters are about and the presenter of the docudrama who is Lucy Worsley. Further on the BBC released a trailer for The Little Blitz on the social media platforms and on television.

What is its real-world context? (what does it refer to/reference in everyday life? This might be social or historical issues, (sexism, racism). 

 

The docudrama real world context is that it is set in The Second World War at the time of the Blitz which caused the deaths of millions of citizens in the city of London and haunting footage of buildings destroyed.


Does it use narrative? 

The Narrator determines the point of the view of the story of the docudrama by adding descriptions of the current background taking place in the historical year describing what the characters are currently doing. This gains the context such as where the characters are doing and what are their roles. However the Narrative is different accounts or another word is saying different stories of the same connected event but in a different place. This shows that Lucy Worsley fulfills being a narrator because Worsley addresses the issues of the accounts of the six characters for an example she mentions about Nina’s mass observation diary. Therefore she Worsley does sound like a narrator as she mentions the evidence as a historian by showing the audience the purpose of these haunting descriptions of The Blitz and the devastation.

 

How does it use aesthetic conventions, framing, symmetry? 

The docudrama have used aesthetic conventions such as framing to show that the scenes are focusing on the buildings burning and falling apart with the characters watching terrified. There can be framing shot

in the docudrama such as when the character Nina stepped outside into the chaos,


How does the media product use sound, interactivity, visual

 qualities?

The documentary uses archive sounds such as air raid sirens, Luftwaffe bomber sounds and explosions. There are visual qualities in the film such as fire and buildings crumple into pieces. 

What is the media product? List director/artist/author.

“Billie Eilish: The World’s A Little Blurry” is a documentary directed by R.J. Cutler, an ‘Award Winning’ experienced director who has directed lots of other documentaries such as: as “Belushi”, “Listen to Me Marlon”.

This documentary is two hours and twenty minutes long, so far this is the only documentary about Billie Eilish’s life, and it is only available on Apple TV, a platform you must subscribe to. This documentary has been rated as suitable to viewers aged 15 and over, this is because it includes scenes where Billie Eilish describes her past experiences with self-destructive behaviour, that may be distressing for young viewers.

Why have you chosen to analyse it? How can it inform your own ideas development?

I have chosen to analyse this documentary not because I am a fan of Billie Eilish but because I like how the documentary is very realistic and it shows the real 19-year-old Billie, behind all of the fame. I like that Billie was very involved in the creation of this documentary, an interview with the Independent states that “the documentary leaves a lot out, as she grew up watching celebrity documentaries and didn’t want the world to know everything about her life”. This is something that will inspire my own ideas in the future, as I do think that some documentaries do reveal too much about celebrities’ personal lives.

What is interesting or ground-breaking about it?

I think that it is interesting to see clips of her childhood and now, showing how she has fulfilled her dream of being a singer. The documentary reveals some ground-breaking things about her, like living with Tourette Syndrome, keeping her relationship with her boyfriend a secret and her struggles with self-harm. Although these things were disclosed in her documentary, the media have started to write articles about her life, which could lead to false news.

How does it approach issues of representation (actor selection, class, gender, ethnicity, sexuality, regionality etc)?
The documentary does not involve any actors, the people involved in the documentary are her family, friends and some fans. This means that a range of classes, genders, ethnicities and sexualities will naturally be involved in the documentary. The documentary also includes some famous celebrities such as Justin Bieber, Orlando Bloom and Katy Perry and loads more, this is interesting because all these celebrities are much older than Billie Eilish.
 

How has it been made?

The documentary has been filmed by camera crew over two years, it includes footage showing Billie’s World tours, her family home and general life experiences like her pass her driving test. This is a very natural documentary; I would be very shocked to find out if any of it was staged.

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What is its real-world context? (what does it refer to/reference in everyday life? This might be social or historical issues, (sexism, racism).

This documentary shows how Billie copes with rising to fame, her struggles with the paparazzi and struggles with trolls online. It shows the dark side of fame as well as the good side, but it does not cover any major issues.

How does it use aesthetic conventions, framing, symmetry?

The documentary uses aesthetic conventions such as medium long short for an example when Billie is washing her car and there is rule of thirds when Billie performs on stage at one of her concerts around the world. This shows us that the documentary has done very well picking these interesting shots for a program like this.

 

How does the media product use sound, interactivity, visual qualities?

This documentary is not interactive because it shows someone's life, they are in charge of how there life is shown shown the audience don't play any role in choosing the outcomes.

There is a mix of sound in this documentary, it starts with a slow and dramatic piano piece, with fingers clicking as it begins, this builds suspense and the audience are excited to see where it's going. The documentary fades between her singing and the audio of childhood video clips.  

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There is a mixture of colour and black and white visuals throughout the documentary, and the recordings are of a high quality. 

DIVERSITY AND REPRESENATION

5/03/2021

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This BBC document is about looking at representation of different diversity and ethnic background commissioning. Also the BBC document gives a clear direction to the creators of brand new shows, making sure that they have content that appeals to all audiences and how they can set out the creativity of how the show is going to work whether it is drama, documentary, and comedy and loads more. Further on, the BBC want to try and hire people  from “different regions” to give more diversity to their staff. For example hiring people from a poorer background and anyone who’s “disabled” can take part in any shows they like which is suitable for them.

 

As an example of a BBC show Doctor Who Series 10 showed the Doctor's companion being played by an LGBT Actress Pearl Mackie who plays Bill and the character is also gay and black. In some of the episodes some people were being racist and sexist to Bill of the way she looks and her background.

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Bill_and_Heather_kiss.jpg

This BBC document is about looking at representation of different diversity and ethnic background commissioning. Also the BBC document gives a clear direction to the creators of brand new shows, making sure that they have content that appeals to all audiences and how they can set out the creativity of how the show is going to work whether it is drama, documentary, and comedy and loads more. Further on, the BBC want to try and hire people  from “different regions” to give more diversity to their staff. For example hiring people from a poorer background and anyone who’s “disabled” can take part in any shows they like which is suitable for them.

 

As an example of a BBC show Doctor Who Series 10 showed the Doctor's companion being played by an LGBT Actress Pearl Mackie who plays Bill and the character is also gay and black. In some of the episodes some people were being racist and sexist to Bill of the way she looks and her background.

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This BBC Diversity and inclusion commissioning guidelines will inform my own ideas because this short film will be set in a south east region part of England in a time of Britain's darkest hour of the second world war of the aftermath of being on the beaches of Dunkirk. The short film will appeal to all ages from different ethnic backgrounds because it is an epic point in a shared shared history of Britain in it's darkest hour and it's allies. 

EXPOSURE BY WILFRID OWEN

15/03/2021

Our brains ache, in the merciless iced east winds that knive us . . . 

Wearied we keep awake because the night is silent . . .

Low drooping flares confuse our memory of the salient . . .

Worried by silence, sentries whisper, curious, nervous,

       But nothing happens. 

 

Watching, we hear the mad gusts tugging on the wire,

Like twitching agonies of men among its brambles.

Northward, incessantly, the flickering gunnery rumbles,

Far off, like a dull rumour of some other war.

       What are we doing here?

 

The poignant misery of dawn begins to grow . . .

We only know war lasts, rain soaks, and clouds sag stormy.

Dawn massing in the east her melancholy army

Attacks once more in ranks on shivering ranks of grey,

       But nothing happens.

 

Sudden successive flights of bullets streak the silence.

Less deadly than the air that shudders black with snow,

With sidelong flowing flakes that flock, pause, and renew,

We watch them wandering up and down the wind's nonchalance,

       But nothing happens.

 

Pale flakes with fingering stealth come feeling for our faces—

We cringe in holes, back on forgotten dreams, and stare, snow-dazed,

Deep into grassier ditches. So we drowse, sun-dozed,

Littered with blossoms trickling where the blackbird fusses.

       —Is it that we are dying?

 

Slowly our ghosts drag home: glimpsing the sunk fires, glozed

With crusted dark-red jewels; crickets jingle there;

For hours the innocent mice rejoice: the house is theirs;

Shutters and doors, all closed: on us the doors are closed,—

       We turn back to our dying.

 

Since we believe not otherwise can kind fires burn;

Now ever suns smile true on child, or field, or fruit.

For God's invincible spring our love is made afraid;

Therefore, not loath, we lie out here; therefore were born,

       For love of God seems dying.

 

Tonight, this frost will fasten on this mud and us,

Shrivelling many hands, and puckering foreheads crisp.

The burying-party, picks and shovels in shaking grasp,

Pause over half-known faces. All their eyes are ice,

       But nothing happens.

 

Remembering Dunkirk

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Harry Leigh-Dugmore was evacuated from Dunkirk as part of Operation Dynamo in May 1940.

This is his remarkable story.

We were ill-prepared for the events of May 1940.

Despite inventing the tank, which revolutionised warfare, our thinking and training were still too firmly based on the idea of two opposing armies in holes in the ground.

Then, when the Germans poured into Belgium, instead of sitting in those holes and going bang-bang when the Germans got there, we drove on through Belgium to meet them – to the welcome and temporary delight of the Belgians.

But we could not hold them and started falling back.

From somewhere near Louvain we began driving in convoy towards the Channel coast until the Military Police stopped us at a crossroads to allow movement the other way.

We had been given no information about where we were going other than to follow the vehicle in front.

But, when we were allowed to continue we had no vehicle to follow. Looking backwards, I could see that I was in the leading vehicle of a convoy of two.

When, after some time, we had not caught up with the vehicle we were originally following, we stopped for a council of war.

None of us had any idea where we were supposed to be going.

This revealed that we were a fighting unit comprising one Lance-Corporal and eight other ranks with a variety of small arms and assorted stores mounted on one 15 cwt truck and one Bren carrier. None of us had any idea where we were supposed to be going.

The other conclusion was that the Lance-corporal was in charge and was expected to do something about it.

I was that lance-corporal: then a youngster of 20 summers, only two of which had happened since I was a schoolboy. The others were all older than me. 

Suddenly, without any warning or preparation, I was in charge of people who just happened to be there at the time.

My recollections of the next two weeks or so are of a disconnected set of events.

One day we found a quartermaster’s truck that had been abandoned. None of us had had a bath or even a good wash for at least a week, so we stripped at the side of the road and re-dressed ourselves in brand new underclothes and shirts – wonderfully refreshing.

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Evacuating from Dunkirk

We queued for the best part of two days for boats coming to the mole. When German planes came over bombing and machine gunning we spread out as far as possible but sportingly returned as nearly as we could to our position in the queue.

 

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22/03/2021

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