Stranger Things Representation

Learner Resource 23

Detailed textual analysis 1 – representation in long form TV drama

Task: You will complete some close textual analysis of a key sequence from your chosen drama. The purpose of the analysis is to:

·       identify how characters, social groups, social identities, events and issues are represented in the sequence

·       how these representations are constructed through the use of specific media language techniques and signs

·       how ideological values and viewpoints are represented 

·       the meanings audiences might interpret from these representations

Watch the sequence and complete the grid below with notes from your analysis. Give as much detail as possible in your answers.

Areas of representation	Questions about the representation?	Analysis notes
Characters, social groups and social identities	Who are the main characters? Which social groups are they part of?  Are any of the characters usually under-represented in the media? How do they reflect the social identity of the country in which they live? Are any of these characters mis-represented in the drama? Do the characters conform to common social stereotypes? What are the main messages and values that the producer is trying to communicate through the characters in this sequence? Which aspects of media language are most useful in constructing these character representations?	·      Will, Joyce, Hopper, Mike, Eleven. (Dustin and Lucas) ·      Will, Mike, Dustin and Lucas are all in a friendship group. Will and Joyce are family related. Eleven is the only individual that has no other links or unites with anyone through the first episode at the start. ·      Will and Mike are underrepresented in media as they are smart, young and caring teenagers whereas throughout various media platforms teenagers are represented as lazy and evil people. ·      Mike and the rest of the ‘gang’ show social identity by playing Dungeons and Dragons, riding chopper bikes and wearing baseball caps, all of these objects show typical values of a teenage American in the 80’s which conforms the stereotype. ·      The teenagers do not conform to the stereotype as typically the ‘nerdy’ boys would typically be scared and worried about the events that occurred to Will however they are determined to do the detective work subverting the stereotype. However, over Dustin conforms the stereotype of an unpopular student as he admires a older female and is ignored in society with minimal change. ·      The overall stereotype for the teenage boys being subverted, adds a sense of originality and adds audience

Areas of representation	Questions about the representation?	Analysis notes
Events and issues	What events are represented in the sequence?  What issues or topics are represented in the sequence?  Are the issues or events usually under-represented in the media? Is the representation of the events or issues that unfold in the sequence stereotypical? Is the representation positive or negative? Do you feel the event or issues surrounding the event are mis-represented? What makes you think this? Why has the producer constructed the representation of events and issues in this way? Which aspects of media languageare most powerful in constructing the representation and communicating messages and values about the event/issue?	·      Hopper is shown to be slumped on the sofa surrounded with beer cans, cigarette buts and rubbish. ·      Policemen are seen to been responsible and organized however this is heavily contradicted. ·      When Hopper enters work he seems unbothered about the problems in the area and uses the morning to WAKE Up, however there is a child missing, this subverts the stereotypical ideologies of police sheriffs. ·      The representation is negative however as the episode unfolds it becomes more positive as he uses core skills eventually to try and find Will showing more care and devotion towards his job and the town. ·      The beginning poor representation of Hopper makes the audience feel no sympathy however as the episode unravels sympathy is acquired as Hopper has had a rough life, which is emphasized through the loss of Will and the intoxication on the day of rest Sunday. ·      A panning shot of Hoppers messy house helps the audience gain an instant judgment upon him; we feel he is the local slob however his occupation subverts his house state. The lack of lighting emphasizes the lack of hope and passion Hopper has for his job and life.
Realism	How does the drama appear to be real? What aspects of the drama (such as characters, events, issues and storylines, locations and settings, costume choices, performance etc) help to create realism in the sequence? Which specific elements of media language enable the representations of the characters, social groups, events and issues to feel real? How does the use of realism help the representations in the drama to feel natural and ‘real’? How does this influence the way you respond to the sequence?	·      Hoppers story seems very real as in real life Police officers’ lives are very private and separate to their profession therefore there is a sense of realism to the LFTVD. The location (his house) therefore fits this storyline.  ·      Setting is a key component to show representation of Hopper, it makes the scene feel real with a back story to the characters. ·      The use of realism makes the narrative more realistic, as this allows the audience to gain an opinion upon Hopper and the Police force in that era.
Signs and signifiers	What key signs and signifiers can be seen in the sequence? How do we recognize the signs in the sequence? Why might we be familiar with them? How do these signs and signifiers help to communicate messages and values about the characters, social groups, events and issues that are represented in the sequence? What are the main connotations(meanings) offered in the sequence? Are the meanings they offer stereotypical?  Do they reinforce existing ideas about how we should live and behave in certain situations? Can the signs and signifiers used in the sequence be seen to provide an alternative meaning or viewpoint?	·      The ideologies of intoxication and depression are evident, as these to themes heavily contrast a profession such as Police Sheriff therefore is adding a type original theme to the narrative. ·      The original signs and settings seen the characters in combine to make their character and responsibility’s.  ·      The main connotations of Hopper from his house are that he is having a midlife crisis, depressed or having an intoxication problem, the meaning represented are not stereotypical. However, the meaning showed could just show how Hopper relaxes as he has a stressful profession however he doesn’t, shown through the secretary’s speech about the garden gnomes going missing.
Ideology – viewpoints, messages and values	What viewpoints and ideas are expressed by the representations offered in the sequence? Do the representations in the sequence support or challenge dominant ideology – are they stereotypical or not? Do the representations of characters or events feel ‘real’ or natural’? Is the producer inviting you to accept general social stereotypesor to question them? Can the values of the writer, producer or owner be reflected in the representations? Do the representations offer a range of meanings and values for audiences to think about, or do they provide a single preferred meaning?	·      The viewpoints in the scene of Hoppers house challenge dominant ideology’s as the most iconic individual in the town is shown in his weakest format behind closed curtains. ·      The representations feel real as a Police Sheriff could feel vast amount of pressures from time to time however this is contrasted by the actual meanings of Hoppers job not being difficult therefore somewhere else in his life has been difficult.