Doctor Who Language and Representation

 Language and Representation

Language and contexts:

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: The Doctor Who theme song. Extremely science fiction; defines the genre right away.
• Close-ups of Susan to convey her feelings or confusion during flashback moments.
• The doctor appears sinister in this medium image of him holding a vase with teachers in the background.

• The TARDIS's humming sound effect conveys that it is "alive" and also suggests a science fiction setting.

• As TARDIS takes off, close-up on each character cross-dissolved with time travel graphics. Shows each character’s reaction to the narrative development.

Mise-en-scene:

• Susan initially incorporated dancing and wore an outfit reminiscent of a 1960s adolescent. Seems like a regular teen and so strange.
• Junkyard is the scene. Shadows and dim lighting. creates a tense, enigmatic mood. 
• The TARDIS has a sci-fi feel to it with its dazzling white lighting. additionally contrasts (binary opposition) with shadows outside.
• The way the actor moves when the TARDIS lifts off is not very good. reflects the simple, CGI-free TV of the 1960s and its lack of effects. 

Narrative and genre:

• Enigma codes: Susan's house's mystery. Book on the French Revolution: "I'll have finished it" "That's not right" implies going back in time.
• Time travel in science fiction: "That hasn't happened yet."
• Propp character types: Doctor presented as villain.
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2) How can we apply narrative theories to this episode of  Doctor Who? 

Todorov's Balance: Todorov proposed that all accounts take after a three portion structurePropp's character hypothesis: Vladimir Propp expressed that there were seven fundamental character parts when he dissected classic pixie stories which these were show in most stories. Media items still utilize these conspicuous character sorts nowadays: Barthes's conundrum and activity codes: Activity Codes: anything that recommends something sensational is around to happen. E.g. when the TARDIS starts to require off or when the shadow shows up within the final shot of the scene. Conundrum Codes: a story code that makes riddle and gives the group of onlookers questions to keep them observing e.g. who is the Specialist and where is he taking them? Will the teachers get domestic? What is the secretive shadow within the last scene?Levi-Strauss's double resistance: Twofold resistance could be a hypothesis that all stories are driven by strife of a arrangement of contradicting powers. There are numerous cases that can be found in this Specialist Who scene e.g. great v fiendish; youthful v ancient; human v outsider; dull v light etc.

3) In your opinion, what is the most important scene in the episode and why?

In summary, I believe that the most significant part of the action was when the teacher tried to leave but was unable to do so, and the expert caused the tardis to travel to a different location. 

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

Given that the police box can go in time to any location in space and believe it has witnessed the greatest plausible dream, the type is most likely science fiction.

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

It demonstrates that cutting-edge technology is not typically found in junkyards together with time machines. Everyone in the episode wonders how this technology, which was invented in the 1970s, can be presented in the late 1990s. 

Representations:

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

In Specialist Who: An Unearthly Child, certain stereotypes about males are challenged and strengthened.

1. Ian Chesterton's character, who is portrayed as a science educator who relies on reason and proof to achieve marvels, initially supports the generalisation that men are intelligent and wise.
2. The male characters—apart from Ian and the Specialist—first demonstrate a tendency to take command and make decisions for the group, supporting the stereotype of men as pioneers.

Reversed generalisations:

1. The Specialist is portrayed as an unusual and non-physically coercive figure, subverting the stereotype of men as physically strong and dominant.
2. As the plot develops, Ian's persona challenges the stereotype of men as heartless and savage by displaying empathy and compassion for others, particularly for Susan, the doctor's granddaughter.
In general, Specialist Who: An Unearthly Child challenges and subverts stereotypes about sex by presenting male characters who defy wants and exhibit a wide range of traits.

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

1. Susan Foreman's persona initially adapts to the stereotype of a helpless woman in need. She is shown as a young woman in need of comfort from Ian, Barbara, and the Specialist because she is scared and helpless.1. Susan Foreman defies the stereotypical female role as the scene progresses and demonstrates her intelligence, cunning, and independence. She questions the Expert and demonstrates her advanced knowledge of science and invention, defying the stereotype that women are only dependent on males for guidance and support.

2. Barbara Wright's persona challenges the stereotype of the troubled woman by assuming command and showcasing her leadership abilities. She is shown as a strong, competent woman who isn't afraid to speak her mind and take initiative, even in risky situations.

3. By showing Barbara and Susan as bold, curious individuals who are eager to explore uncharted territories, the scenario also subverts the stereotype of women as being nosy about household parts.Generally speaking, "An Unearthly Child" challenges stereotypes of women and young women by showcasing diverse, multidimensional female characters who defy expectations and exhibit independence and organisation. These characters demonstrate their bravery, intelligence, and competence while escaping the constricting and limited roles that are typically assigned to women in narratives.

3) How do the representations of young people and old people in An Unearthly Child reflect the social and historical context of the 1960s?

In "An Unearthly Child," the depictions of young people and old people in various ways mirror the social and historical context of the 1960s.First of all, the young people—of which Susan and her two teachers are the most prominent—display a spirit of rebellion and nonconformity, which is indicative of the burgeoning youth counterculture of the 1960s. The portrayal of Susan as a young, free-thinking woman was consistent with the then-evolving social trends.Conversely, the ancient characters in the story, like the Specialist and the cavemen, are portrayed as traditional and adaptable. This is generally a manifestation of the generational divide that became increasingly apparent in the 1960s, when younger generations were often advocating for social and cultural change while older generations held fast to traditional beliefs.Additionally, the appearance of the cavemen speaks to a harsher and more primitive way of existence, representing the idea of advancement and progress that predominated in the 1960s. The contrast between the younger, more innovative characters and the older, more traditional ones highlights the period's societal shift towards modernity and mechanical advancement.The portrayals of young people and old people in "An Unearthly Child" generally capture the social and real environment of the 1960s by highlighting the conflict between traditional and modern values, as well as the emerging youth counterculture and generational divide of the era.

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?

In the 1963 book An Natural Child, racial and ethnic depiction is primarily limited to white characters. This is not surprising given the social and historical context of the 1960s, a time when television tended to predominantly feature white characters and frequently needed distinctions. During this period, people of colour on British television were shown in restricted ways, as was primarily seen in Specialist Who: An Natural Child.There have been conscious efforts to improve the representation of race and ethnicity in Specialist Who in more recent iterations. The show has featured more diverse characters and performers from a range of socioeconomic backgrounds, including people of colour in key roles. This action illustrates the shifting demands and mindsets inside the television industry,as well as a more general emphasis on diversity and tolerance in society. Specialist Who: A Natural Child may not have had distinct racial and ethnic representations, but more recent arrangements have advanced this aspect of the show.

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

Susan, a character in An Unearthly Child, and her teachers at Coal Slope School teach social lessons. Being a Time Ruler and possessing advanced knowledge, Susan is regarded by her teachers and peers as being well-versed in both education and knowledge. This establishes a clear distinction between social courses, with Susan belonging to the next, higher-level lesson and her teachers and fellow students to the lower, less-level course.This division of the social lesson is also reflected in the scene's portrayal of information and teaching. Susan's teachers are presented as ignorant and narrow-minded, unable to recognise or appreciate Susan's advanced knowledge and decision-making abilities.This represents a prevalent theme in many science fiction stories: people who require advanced knowledge and insights are often screened out as belonging to a lower level, and advanced information and insights are often associated with the next social course.Overall, An Unearthly Child emphasises the differences in instruction and knowledge between the two classes by contrasting Susan's advanced knowledge with her classmates' and teachers' apathy. This highlights social lessons.