Doctor Who: Language and Representation blog tasks

 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

• Sound: hum of TARDIS (helps create science-fiction genre).

• Medium shot of Doctor holding vase with teachers in background - makes Doctor look evil. 

Mise-en-scene:

• Susan - first introduced dancing and dressed as 1960s teenager (costume). Seems to be both typical teenager and alien.

• Actor movement when TARDIS takes off - poor quality acting. Reflects basic nature of TV in 1960s/lack of CGI or effects.

• Costume and hair typical of 1960s.

Narrative and genre: 

• Enigma codes: mystery of Susan’s home. French Revolution book - “I’ll have finished it” “That’s not right”... suggests time travel.

• Narrative background - “I was born in another time and another world” (Susan). Doctor says “One day we will return” - creates narrative arc for Doctor Who that still continues today.

• Sci-fi genre - TARDIS taking off. Links to 1960s space race - context. 

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

Todorov's Equilibrium:

Equilibrium > Disequilibrium > New equilibrium

thus, at the beginning of the episode there is no narrative changing situation. as we find out that Susan's apparent house address does not exist, we find a state of disequilibrium. however, no new equilibrium as been restored. the audience faces a cliff hanger.    

Propp's character theory:

Vladimir Propp stated that there were seven basic character roles when he analysed classic fairy tales and that these were present in most narratives.

 Hero=teachers , Villain= grandfather , Heroine/Princess= susan, Father, Donor, Helper/Sidekick=Barbra, False Hero= possibly teachers 

Barthes's enigma and action codes:

• Enigma code: Police Box / TARDIS. “It’s alive!” 

• Action code: some kind of conflict/threat linked to TARDIS. 

Levi-Strauss's binary opposition: 

• Levi-Strauss - binary opposition. Light/dark - lost torch.

3) In your opinion, what is the most important scene in the episode and why? when Barbra discovers Susan's false address, this is as it creates the audience to be able to create ideas or theories in relation to the episode. this is great for a first episode.

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

the genre is sci-fi. A very obvious direction to this is the TARDES. the idea and physical presence of the prop is very general to a sci-fi piece of media.

• 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). 

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

historical context- the incline of technological advances.  " you've seen a TV, haven't you" this line from the doctor quite nicely describes the advances of the UK, as in this period TV's were common but not popular in households.

social= gender. this episode presents men and females in a much more traditional light.

• Gender stereotypes reinforced - school students, Ian and Barbara. Boys harassing girls in school corridor.

• Gender: “I feel frightened” - Barbara. Reinforces gender stereotypes. Ian - “I take things as they come”.

Representations

1) What stereotypes of men are reinforced and subverted in Doctor Who: An Unearthly Child? How?

• Subvert gender stereotypes - Susan shown as cleverer than teachers. 

2) What stereotypes of women/girls are reinforced and subverted in Doctor Who: An Unearthly Child? How?

Gender - Doctor only talks to Ian - “Young man…” Ignores Barbara. Shows gender roles in 1960s. shows women's opinions to be seen as not important.

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 age: Susan and Doctor stereotypical parent/child relationship. Susan presented as rebellious teenager.

• Racist representation from Doctor: “The Red Indian’s savage mind was blown”. 

• Teachers to Susan: “You are one of us” - reinforced white, middle class educated stereotypes. 

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? the episode only contains white representations. 

• Racist representation from Doctor: “The Red Indian’s savage mind was blown”. 

• Teachers to Susan: “You are one of us” - reinforced white, middle class educated stereotypes. 

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

• Social class - very middle class school and characters. Also all white.