Collective identity in Juno

Kids room, burger phone, assumption about abortion girl’s preoccupation with sex and male parts; boy’s bike; school locker covered in stickers, condoms offered by girl receptionist playing on game boy, nose-ring, black make up, defying social norms,; subverts expectations that young people have abortions without thought but fulfils expectations about teen pregnancy – th9ough sex without thought of the consequences

Language – teen speak, ‘do me a solid.’ ‘rad’; blue slushies,

Parents – (the boys’ mother makes dinner, cares about him eating)

Nickname June bug by her parents

Liberal parents but very supportive though disappointed

Parents hoping she was expelled or into hard drugs!

Juno’s handshake with the lawyer.

Boyish dress, plaid shirt, hair tied back contrasted with her friend Leah who is a cheer leader but dresses in skirt, jewellery, hair long and down.

Mark represented as not having left his youth behind him, guitar, comics

Prejudice of ultrasound technician ‘poisonous environment’ to bring up a baby in.

‘drunk tons of booze, ate junk

Juno is an intelligent yet cool kid; very cool and calm about the whole thing, practical and level-headed; quite knowledgeable on music and films – into slasher movies!

Rebellious language and behaviour (poured slush puppie in step mom’s pot!)

Puts lipstick on to go visit Mark. Made to realise Mark sees Juno differently from

Dances are for nerds and squares.

Paulie – athletic but not a jock; does his homework; Paulie’s room – bed like a racing car!, sitting on floor rather than at desk, constructed as immature – young, hurt, sensitive but ignored by Juno.

We come to realise that Juno thought she was giving her baby everything she didn’t feel she had: a loving supportive environment, material wealth – every advantage she doesn’t have. Then she finds out Mark and Vanessa’s life is not what she thought.

 

St Trinians – use the bit where the different groups are introduced to the new girl.

 

Buy Juno on DVD at Amazon.co.uk

Notes from Media course November 2009

  • http://getaheadocrmedia.blogspot.com
  • Formative mark scheme
  • Evaluation / argument / analysis
  • Examples 20% / terminology 10%
  • One over all website with links to kids individual websites preferred
  • Jan 2009 ‘How important is technological convergence for institutions and audiences.’
  • TV Drama see p 18-19 of spec NB p/c it for students
  • Keep a glossary of technical vocabulary
  • Integrate answers with argument, evaluation and analysis see above range of different examples.
  • Synthesised answers are best but difficult to cover all aspects equally quite acceptable to go through each aspect separately.
  • Constructions to be recognised by viewers – can adhere to cultural expectations or undermine or challenge them.
  • Sound and editing also important – pace can be influenced; manipulation of time to make things seem quicker, slower to increase tension; creation of perspective; manipulation of narrative information – e.g. relationships between characters or bits of story line.
  • Look at The Chase for editing of the keys bit – 3 shots – extension of time gives her status; which characters get most reaction shots? Point of view shots?
  • Sound is more than just dialogue; how is non-diegetic sound used? How is ambient sound used?
  • Section B – 2 case studies contrasting? E.g. big vs. small companies, or mass vs. niche? CONCENTRATE MORE ON PRODUCER / INSTITUION LESS ON GAME ITSELF
  • Strong technological element
  • All dependent on New Media Technologies for production / marketing / consumption
  • Start with the student
  • Where do they play? How do they share it? Where did they hear of it? Then back to the institution which produced it
  • Production / distribution / consumption / exchange i.e. shared, adapted, added to, changed, subverted? Mash ups!
  • Greg dyke ‘within 5-10 years 10% of jobs will be in media in some way. Firms have PR / media relations depts. Etc.
  • Technological convergence different from institutional convergence.
  • Section A if student does an intro say e.g. whether or not gender etc. is the key focus of the scene or not or whether it is a stereotypical view or not… But start with mise en scène.
  • On CD useful documents: Take back the tube / second life / their space report
  • Also Music Magazines c/w examples the Beat 56/60
  • Foundation c/w – do screen grabs show page layout / design and how photos cropped see also: Chestnut Grove School; remember not all members will contribute the same and marks can be differentiated. Evaluation should be more on lines of annotation, reflection, could film presentations of coursework to class. Creative & Media Diploma and The Art of the Title Sequence Map out the timeline of a trailer so they can copy it – see ginger snaps at cmdiploma.com Yasmin’s blog!
  • Advanced portfolio see p 32 of spec NB idea – set or sequence of posters for the railway billboards – photograph the boards then Photoshop own posters into them.
  • If using others’ music e-mail for permission – proves you have sought it even if not granted!
  • The 4 questions (see p 30 of spec)
  • Notes from the specimen A2 paper:
    • Q1a concepts 5 areas to be chosen from: digital technology / creativity* / research and planning / post-production / using conventions from real media texts (see on the blog a Mark Redman presentation on Creativity
    • Q1b concepts: representation / audience / narrative / genre / media language (includes genre, narrative etc.!!)
    • NB look at music magazines c/w in relation to these questions likewise soap trailer.
    • *could come up each time.
    • Section B convergence of themes; keep up to date with the news regarding media and issues
    • Collective identity suggestions:
      • Life on Mars – also a postmodern text
      • Facebook – also global media
      • GTA – also global media
      • Big Brother
      • Youth – British film
        • Shane Meadow sympathetically portrays the young
        • The news representation of young people
        • Social networking how do young people represent themselves?
        • Kid British (you tube short film)
      • Two Media is the production / institution not the texts themselves
      • Nick Griffin on question time for the mash up!
      • Downfall (Hitler)
      • Spotify
      • Longroad media
      • Michael Wesch film on the anthropology of the internet
      • Suggested reading about Youth representation
        • ‘Folk devils and moral panics’ – Stanley Coen
        • David Buckingham
        • Angela MacRobbie – ‘Girls and Magazines’
        • ‘Representing Youth’ – Christine Griffin

 

Final note every unit needs: institutions audiences, representation!