MEST4 Linked production: Research and planning

1) Confirm your production brief. You write this yourself but it's absolutely crucial this is clear, appropriate and achievable. You should have done this already - the original blogpost was here - but it may have changed as a result of your preliminary exercise.

To create a music video, incorporating the three representations of; youth, women and black people. The music video should include a narrative of the song, as well as showing your skills in producing a music video, (camera and editing skills). 

2) Research: detailed notes on at least THREE texts similar to what you are creating. What are the key conventions? What can you learn/borrow from the examples you have looked at?

(Nines - yay)

This music video is similar to the type of video we are trying to create, as not only does it present a narrative. But the camera is hand-held, following someone, which is something we are aiming to do as well. The shots taken aren't that difficult and would be easy to mimic and put into our own video. Furthermore, some of the shot's are taken at night and considering we are also doing a music video, we will be taking shots at night as well as day. Moreover, this shows the urban surroundings of where the protagonist is from, so we could incorporate urban areas as well as showing the city life. 

 

( Big Tobz - Controlla ) 

Similarly, this music video follows a protagonist around the streets. The shots are quite similar to the previous music video, and I think we'd be able to use some into our music video. The editing is also quite simple, yet effective, alongside the shots. In addition, even though the camera is hand-held it isn't too shaky, and is still shot in a professional way with it not looking messy. 

Moreover, this music video has no artist miming to the lyrics, which is something we are aiming for as it may be hard to find someone who is comfortable with miming and may not be 100% reliable if they are singing along to the song. 

Furthermore, in loads of these grime videos, even though they are mainly rap songs, there are still props etc, that are involved in the video, adding more of a music video feel to it/

Therefore, when shooting, we need to take into consideration if we will be using props or not. 

(AJ Tracey - Buster Cannon ) 

This music video links largely to what we are trying to re-create, as we want to go into the city and shoot the video. Therefore, the shots and lighting to this music video link to what we are trying to shoot as well. Due to the song being quite fact paced, the shots and cuts are also quite quick, this is something we need to consider when shooting and editing. Moreover, the shots in this video aren't that hard or difficult to shoot, so considering it's taken in the city, we may be able to recreate the shots, however not exactly the same. 

Additionally, there are loads of slow paced shots edited in, which give the video more of a 'music' feel, which we will need to add in for a couple of our shots to make it more professional, as well as presenting it as a music video. 

3) Project schedule: when will you shoot and edit this production? Make this a week-by-week schedule leading up to Easter. Key dates: we break up for Easter on Friday 31 March and the final deadline is Wednesday 19 April.

We are aiming to start and finish all shooting by the end of half term.  We will start Editing  as soon as the shooting of all shots are complete which we hope will be around 19th March.

4) Script - see the BBC Writers' Room for advice/script formatting. If you're making a music video, you'll want to write a treatment instead. This is an example treatment that I provide for GCSE Media students studying this topic. For print productions, this means writing all the text for the cover, contents and feature articles. Write this in Microsoft Word so you can proofread and spellcheck the work before moving it into Photoshop.

Scene 1: 

Main character will be in an urban setting which should immediately connote the youthful environment and modern/typical hip hop music video. This is because of the dull grey and white buildings and potentially weather which should give an audience an indication of the genre or emotion of the song. This scene should incorporate the themes from all of our critical investigations for example: the use of an urban setting should infer the characters involved in the music video and target audience will be aimed at young black people and possibly other ethnic minorities who are alooking becoming a part of hip hop. Furthermore, representation of women will either be added part of this scene or at a later scene. This scene will have the main character travelling from an estate to various places; this would be a bus stop and the train statoon.   

Scene 2:

Character now would be on a bus. This scene will be quick as we don't want a lot of the music video being of a bus journey. 

Scene 3:
Character now would be preparing to get the London underground. Here we will utilise the objects in this setting to get 1 or 2 second shots to emphasise the setting of where the character is now on their journey. This scene could potentially be longer than the bus journey but it depends on whether the area is packed as we don't want to cause conflict with the use of the camera and the public. But we can use some people in the background to emit a more realistic setting. Then we are looking to get a few shots of the character on the train which will be portrayed as emotionless.

Scene 4:

The character would be in the city and their emotion would change once the lighting brightens and the songs tone changes. 

5) Sketching and drafting - for video-based productions this means astoryboard - sheets available in DF07 or you can print out your own AQA storyboard sheet. For print productions, this means detailed sketches of all your pages.

6) Shot list - use Microsoft Word or a template like this to help you. Remember, you need a shot list whether you are filming or carrying out a print photoshoot - professional quality original images are essential if you want to reach the top level.

Shot no	Shot type	Description of shot	Timing
1	Close up/trolley shot	Main character leaving an estate. Camera behind main character following him/her out of estate. Slow motion	6 secs
2	Close up/low angle	Shot of main character with hood on covering most of his/her face. Camera only reveals bottom of face their face. Slow motion	6 secs
3	Long shot /establishing shot	This would be the setting or the name of the street/estate	6 secs
4	Close up	Character put hand in pocket pulls phone out. Slow motion	5 secs
5	Medium shot	Camera is behind the character who opens up a message from (slow motion)…	5 secs
5	Medium close up	Character  has an expression on their face (slow motion)	5 secs
6	Long shot	People playing football/cars driving past/other people in estate/other characters in estate acting chilling	6 secs
7	Medium shot	Camera is behind the character who goes off message app and enters music app (slow motion)	7 secs
8	Medium close/jump cut	Main character puts earphones in.	6 secs
9	Close up	Main character on bus journey with hood up	5 secs
10	Establishing shot	Shot of the environment or road signs and buildings	5 secs
11	Close up	Main character would look at phone with another message from...	6 secs

12 - close up - Main character looks outside window of bus - 7 secs

13 - establishing shot - Shot of train station logo shot fades out - 6 secs 

14 - medium close up - Shot fades back in and main character now is going to get on a train - 6 secs 

15 - close up of main character on train still with hood on - 6 secs

16 - establishing shot - the buildings and environment on the train journey - 6 secs 

17 - close up - Main character then leaves the train camera follows behind them - 5 secs

18 - medium close up - character steps into the city and is embraced by the setting - 5 secs

19 - close up - Main character pulls phone out and turns music off - 5 secs 

20 - close up - Main character takes off hood along with earphones - 5 secs 

21 - establishing shot - this will be a shot of lights - 5 secs 

22 - establishing shot - Shot of buildings with light to show off positive emotions - 6 secs

23 - establishing/long shot - Main character immerses their self to the city and camera captures their facial expression (more calm/slightly happy) - 6 secs 

24 - medium close up - Main characters phone goes off - 5 secs

25 - close up - Main character then mutes/turns phone off - 7 secs.

26 - establishing shots - shots of shops with cars going past - 4 secs 

27 - establishing shot - the London city environment which would be something more significant (landmarks) - 7 secs 

28 - long shot - Main character standing by building or wall as the camera zooms/moves backwards - 8 secs 

29 - medium close up - Main character is a shop (footlocker for example) looking at trainers or just window shopping - 5 secs

30 - establishing shot - of public just walking around London which gives off a sense of london culture - 5 secs 

31 - medium close up - police car with sirens driving fast - 4 secs

32 - medium shot - Main character walks past camera and camera turns in a fast motion (edited) - 4 secs

7) Mise-en-scene: casting/model details, costume and make-up, props, lighting, location scouting for video productions etc. Use photographs to document and plan your mise-en-scene - using your phone is acceptable for this.

Our location for our music video will hopefully be in Central London .

In our music video, the camera will be handheld,  following either, a girl/boy or even both, (as we need to incorporate the representation of women as well)  around Central London. The costumes won't be anything too over the top, just basic/casual tops and jeans. Moreover, regarding props as our music video will mainly be a camera following a protagonist around the city, I don't think there will be a lot of props involved. 
In terms of lighting, we will be shooting both during the day and at night, to show the city life both during the day and night
Additionally, In terms of editing, we will edit the shots in order to match the song so it is parallel. However, we may slow down some of the shots or even increase the pace to make it more like a music video. This will mean, us incorporating both slow paced shots and fast.  

In terms of casting people to be in our music video, we will ask people in school if they are will to take part, or even outside of school friends, and make sure they are 100% committed.  

MEST4 Preliminary exercise: evaluation

1) Why did you choose this particular recreation and how does it link to your main production?
I chose this particular recreation as it links to mine, Alayna's and Sharife's critical investigation topics. The music video, shows the representation of, youth, women and the representation of black people.

2) What difficulties did you face in producing this recreation?
One difficulty we faced whilst producing the recreation, was trying to find a balcony that extended to the left hand-side as well as the right. Another difficulty we faces was not trying to get people into the shot as we were filming on an estate. 

3) What are the strengths of the production?
Some strengths of the production were getting everything quite similar to the actual music video, in terms of props etc. Furthermore, the camerawork was also almost similar to the music video alongside the timing. 

4) What aspects would you look to improve?
Some aspects I would look to improve is the camera work, when using it by hand to make it less shaky, but still enough to show the audience that it is actually hand held. 

5) What lessons will you take from this process that will help you with your main production?
From this process I have learnt is to be a bit more organised and put more time into researching. 

6) Now that you are ready to start your actual linked production, explain clearly what you will be creating and how confident you are in delivering this.
For my linked production I will be working alongside Alayna and Sharife and we will be creating a music video, in which I am very confident in doing. 

story board

story board

re-creation clip

shot list

Shot List:

Shot No	Type of shot	Description	Duration
1	Pan, over the shoulder	Shot of balcony with camera turning 180 degrees clockwise.	12 secs
2	Pan, medium close up	Shot of the main character going from waist to his chest.	2 secs
3	Pan, medium shot	Main character puts coat on and turns to look at female whilst rubbing hands.	3 secs
4	Long shot/establishing shot	Female character posing in the estate.	1 sec
5	Close up	This is a close up of the tray with the food and drink on it.	1 sec
6	Medium close up	Main character looks at drink it disgust.	1 sec
7	Low angle	Long shot of the male and female characters by a car. Female walks to him whilst he is o the phone	4 secs
8	Low angle, medium	Main character would begin to mime the song in front of a block	3 secs
9	Medium close up	Main character holds drink with disgusted facial expression	1 sec
10	Medium close up	Begins to turn to the balcony with the drink	1 sec
11	High angle, close up	Pours drink onto the floor.	1 sec
12	Close up	Of the female character	2 secs
13	Medium close up	Of the female character again smiling	1 sec

MEST4: Linked Production planning

Your Critical Investigation topic: 
Our music video will be exploring how youth, women and black people are presented
Your Linked Production brief: 
To create a music video that inbodies the representation of youth culture, objectification of women and the portrayal of black people. Your production should demonstrate an understanding of the way music videos use camera shots, sound and editing to communicate a story and ideas to the audience.

Length/size of production (e.g. 3 minutes, 5 pages etc.): 
Our production will be approximently 2mins in length
Give an example of an existing media text this is similar to what you plan to produce: 
'Work' by Rihanna is similar as its black culture being portrayed as it is a cultural celebration and also the representation of youth and women are being portrayed in the video. 


Give an example of an institution that would produce or distribute your planned production:
Atlantic records, rock nation, VP records 


How would your production reach its audience?
Youtube
Who do you plan to work with on this project?
Alayna and Sharife

Preliminary exercise: Recreation task

Name of the text you plan to recreate:
Nines 'Yay'
Scene/section you will recreate:
First 30 sec
Location you will use for your recreation:
a cornershop
Actors you will require for your recreation:
three males 
Props/costumes you will require for your recreation:
Black clothing
Equipment you plan to use:


Any other relevant information:m

draft 2

“I called the cops, you were being noisy, I tried to get you to stop, and you won’t stop partying” ^[1]

To what extent does the film ‘Neighbours’ represent teenagers in a negative way and what is the impact of this?

Throughout many years now, youth have been constantly presented in a negative manner. Whether it is shown through books, documentaries or films, there has always been a constant negative perception of them. This is evident and illustrated through Nicholas Stoller's American - comedy film, ‘Neighbours’ (2014) produced by Point Grey Pictures - Good Universe. In Stoller's film, youth are constantly presented as out of control with no morals or ambitions. During most of the film there is a negative representation shown of youth; they are seen partying, drinking, taking drugs, and having sex, “Young people’ you hear about them a lot in the media. Either portrayed as anti-social yobs that all drink, smoke and have sexual intercourse on a daily basis. Or else they are portrayed as victimised and the future of the world we live in.” ^[2] Furthermore, not only are the audiences shown a negative representation of the younger generation, but one may argue that younger audiences who view films such as ‘Neighbours’ may be impacted/influenced in a certain manner.  Many teenagers have felt that they are only presented in one way, negatively. There have been various documentaries and interviews in which teenagers express their opinion about the way the youth are presented in the media. Additionally, there is a strong debate on whether or not the youth are presented negatively or not; "To be fair, the media are not misrepresenting teenagers, they are merely reporting the bad side of them.”^[3] This essay will explore whether or not films like ‘Neighbours’ misrepresent or represent teenagers in a negative way, and whether or not these films have a negative impact on their audiences.

[1]

To begin with, Stoller’s Hollywood film ‘Neighbours’ would mainly appeal to the youth of today’s society, throughout the movie the youth are presented as out of control teenagers who have nothing better to do than party and get drunk. The ‘Hot House’ scene in particular shows the negative representation of the youth, this scene starts off with various medium shots that zoom into close-ups of the props being used for the party. There are numerous fast paced cuts, which is parallel to the speed of the scene as it's a party scene. Throughout the first part of this scene there is parallel, non-diegetic music playing, that fits in with the atmosphere. It then goes into a scene with the main protagonists in what looks like a Delta Psi Meeting, in this scene we see Ted ( Zac Efron ) lighting up what looks like a joint and the scene is quite calm, in comparison to the previous scene. He further goes on to talk about what has happened throughout the Delta Psi history, with the non-diegetic music playing in the background. The type of music that is played in certain scenes in this film along with sounds, is key in this type of film, as there are were a lot of parties shown the right kind of music had to be played to create the right environment. Jenny McCartney from the telegraph states; "The frat-house obsessions of sex, drugs and drunken excess while also openly revelling in them – it’s more perceptive than it might first appear." ^[4]

Not only is there just one single scene of the youth behaving recklessly, however there is more. Another scene which involved in the movie is the first party in the frat house. The scene starts various medium shots that zoom into close-ups of the props being used for the party. There are numerous fast paced cuts, which is parallel to the speed of the scene as it's a party scene. Throughout the first part of this scene there is parallel, non-diegetic music playing, that fits in with the atmosphere. It then goes into a scene with the main protagonists in what looks like a Delta Psi Meeting, in this scene we see Ted ( Zac Efron ) lighting up what looks like a joint and the scene is quite calm, in comparison to the previous scene.

[2]

He further goes on to talk about what has happened throughout the Delta Psi history, with the non-diegetic music playing in the background. The type of music that is played in certain scenes in this film along with sounds, is key in this type of film, as there are were a lot of parties shown the right kind of music had to be played to create the right environment. Also, the right setting and props used helped create a better narrative as it mad everything seem more realistic. After he speaks, we see the characters dropping large amounts of marijuana into steel bins, which light up and the scene picks up a faster pace once again. From this there are various shots of joints, people lighting up bongs etc. and numerous people entering the frat house. The camerawork throughout this scene is quite shaky, and hand held to create more of a realistic feel. There's a green tone of lighting throughout, which creates more of an idealistic scene as it's a frat party. We can also see numerous posters of marijuana signs posted on the walls around the house. Additionally, throughout majority of the scene we a dominant representation of teenagers partying and doing silly things, such as jumping down the stairs, smoking more than one substance at once, etc. We also see girls shirtless, behaving recklessly and almost being objectified. We also see boys and girls making out and behaving inappropriately in bedrooms. This could therefore, create a moral panic for the older generation. Even though they wouldn't typically see a movie like this, if they were to, it would create a moral panic as they don't agree with the behaviour of teenagers these days and frown upon most of the things they get up to; "Lifestyles, clothing and pastimes of youth of young people of different classes and geographical origins come to life in his novels and films, providing us with snapshots of changing youth culture" ^[5] Furthermore, there’s a dominant ideology of the youth portrayed throughout the entire film, linking with Stuart Hall’s theory of ideologies. In addition, Blumer and Katz’s, ‘Uses and Gratification’ theory can also be applied as there’s the theory of Personal Identity: teenagers seeing themselves reflected on screen, linking with Dyer’s theory of stereotype’s being a projection of the real world.[3]

Through these scenes we can witness youth behaving in an almost disrespectful manner. Additionally, through these scenes the youth of our society believe they are not being presented in a fair manner; "It said four in five teens felt they were unfairly represented in the media and, of these a vast majority - 85% - said this was affecting their chances of getting a job.” ^[6]. Therefore, not only does this support my hypothesis of teenagers being presented in a negative way, but it also shows how today’s youth feel about the way they are represented, especially in the media;

In addition, ‘Neighbours’ is not the only film that has created a negative representation of the youth in today’s society. There are many more films, such as Phil Lord and Chris Miller’s ’21 Jump Street’. Similarly, this film also conveys a negative representation of the youth, however, it is still yet appealing to the youth of today’s society; “Teen films hold a special place in the hearts of almost all moviegoers since we have fond and frustrating memories of the films that spoke to us in our adolescence.” ^[7] Furthermore, ownership and control portrays what the media releases and allows audiences to view, and throughout the film it only conveys a negative representation of teenagers creating a moral panic. One may argue that the youth watch these films due to seeing themselves reflected on screen or in fact for a diversion; and escape from reality. Additionally, by there being more than one film out there in the film industry presenting a negative stereotype of the youth may indeed create a moral panic for the older generation, as all they see is teenagers behaving out of control and may believe this will happen or does in fact happen in real life; "As a group, ‘youth’ have become a ‘matter of concern’ – the target of various policies, schemes, interventions and strategic attention.” ^[8] Furthermore, there have always been the dominant stereotypes of what teenagers are like; “Dumb guys, deadly guys, bullies, buffoons, betrayers, predators, punks and thugs. Their hooliganism is a stirring example of youthful high spirits, their stupidity excused by naiveté” ^[9] This therefore, does convey that the youth of society do have a negative stereotype constantly shadowing them.

[4]

Both these films, ‘Neighbours’ and ’21 Jump Street’ are typical American high school comedies that portray the negative/dominant stereotype of the youth in today’s society. The major values in this film is to make the audience believe that the younger generation are young reckless teenagers who just want to party whilst doing illegal things, such as, smoking, underage drinking, sex and so on. By creating movies like this does not only emphasis the negative portrayal of the youth, but create a moral panic for the older generation, as they agree with the ideologies and stereotypes of teenagers. Moreover, despite the fact that these films may create a moral panic, some teenagers may argue that they aren’t represented accurately or fairly in the media, “The social positions and experiences associated with being a teenager in these films didn’t really describe my life” ^[10]. Further creates the debate of whether or not teenagers are accurately presented in a fair manner, “Teen film is generally thought more interesting for what it says about youth than for any aesthetic innovations, and is represented as closely tied to the historically changing experience of adolescence” ^[11]. Additionally, in today’s society the youth are extremely vulnerable and are the main target in the media stated by Jon Lewis, “But while much of the recent work is compelling, youth culture has proven yet to be an exclusive target.” ^[12] Due to the youth of today’s society being vulnerable gives the media more of an opportunity to take advantage of them and present them negatively,  "For youth who are vulnerable (or ‘at risk’, disadvantaged, marginalized or disenfranchised – terminology varies) the interconnectedness of various indicators of vulnerability are a phenomenon of life.” ^[13]. The youth are being presented this way as it wants society to believe teenagers are reckless and have no goals or ambition. Instead, all they do is get drunk and throw loud parties. Furthermore, the younger generation are portrayed in this manner to show the huge difference between both generations.

[5]

Moreover, one may argue that the youth of today are more out of control due to having more freedom than expected; “Teenagers had more opportunities to have an active social life because they had become more mobile” ^[14]. Therefore, this connotes that people believe that teenagers are out of control due to the amount of freedom they have. Not only this but as a society we are led to believe that teenagers a reckless, misbehaved people. Additionally, ‘General Multiplex’ represents the ongoing need to research both youth and youth culture and believe that the youth of today’s society live in their own world, “Planet youth” ^[15.]   And do as they please. This once again reinforces the point of the youth being completely out of control with no boundaries whatsoever.

For my historical text I decided to research Allan Carr’s 1978 film ‘Grease’ I've decided to pick this film because it shows a clear representation of the youth and even though there are some similar behaviours that can be seen in the society of today's youth, there's still a large difference, and this film shows a clear example of that. The purpose here is to be able to demonstrate the difference in society regarding the youth in the 70's in comparison to the youth in today's society. The film shows a completely different side to society in comparison to the one today. Yes, the youth are seen having fun, and there are characters who do smoke and drink; “The use of marijuana by youth at this point had become more common, and the availability of other drugs was making youth more eager to explore altered states of mind” ^[16]. However, it's to a much less extent and they aren't presented as out of control; "Traditional teenage gender roles are become more blurred as society changes and Ideology moves on." ^[17] Furthermore, the film doesn't just show a change in the behaviour of the youth, but it shows the difference in the way teenagers dress, speak and act.

[6]

Similarly, the youth in the film are still despised by the older generation, just like today's youth and during the Zeitgeist this has been reinforced.  In terms of ‘Zeitgeist’ one may argue that the youth in fact haven’t grown/aged: “the young become a social problem only when they refuse to grow up” ^[18]. Despite there being a majority of people who do believe the youth are menace to today’s society, there is the minority that disagree with this; “most young people were traditional, cleaning-living, hardworking kids unfairly maligned by the actions of a few disturbed members of their generation”. ^[19.] This is also reinforced again with the quote, “Teen film does not accurately portray the lives of the adolescents despite its use of the fabulously consuming trivia of everyday teen life (Martin 1994: 65) ^[20]. In addition, there’s always the question of why teenagers behave in the way they do; “The older generation feared that it’s diminishing influence and lack of control over young people was making it possible for a youth culture , which many believed promoted immortality” ^[21]. Moreover, ‘Grease’ demonstrates clearly that the youth back then were only slightly different to the youth today as there were similar characteristics shown in society then as the ones today; “Of course children and teenagers existed before the twentieth century began, but social perception of the preadult population was considerably different before the early 1900s” ^[22]. Furthermore, teenagers then also felt as if the representation of youth was incorrect as well; "They all admitted they were fans of The Breakfast Club, yet they were also quick to point out some of the problems they have with the teen genre in general: - kids always hate their parents, female characters are limited to supporting roles, male characters are only interested in sex" ^[23].

[7]

To conclude, in my opinion, I strongly agree with my hypothesis of the youth being presented in a negative manner. From 1978 and early on decades the youth have constantly had a negative shadow following them, however, it has become more evident in these early ages through Zeitgeist. Many teenagers feel as if they are in fact presented unfairly and I agree as in most of the media the negative side of the youth are shown in comparison to the positive side. In my opinion, the youth of today’s society, are only presented in one way and the other majority of teenagers who do in fact, go to school and study hard aren’t shown in the media as much as teenagers behaving poorly.

Word Count; 2469

BIBLIOGRAPHY

Works cited –

Books:

Bernstein, J. (1997). Pretty in pink: The golden age of teenage movies. New York: St. Martin's Griffin.

Driscoll, C. (2011). Teen film: A critical introduction. Oxford: Berg.

Fictions of Youth: Pier Paolo Pasolini, Adolescence, Fascisms (Toronto Italian Studies)

Lewis, J. (1992). The road to romance & ruin: Teen films and youth culture. New York: Routledge.

McCartney, J. (n.d.) Bad Neighbours: 'surprisingly perceptive' Retrieved December 06, 2016

Riele, K. T., & Gorur, R. (2015). Interrogating conceptions of "vulnerable youth" in theory, policy and practice. Rotterdam: Sense.

Shary, T (2005). Teen movies: American Youth on Screen. London: Wallflower.

Shary, T. (2002). Generation multiplex: The image of youth in contemporary American cinema. Austin: University of Texas Press.

Tropiano, S. (2006). Rebels and chicks: A history of the Hollywood teen movie. New York: Back Stage Books. Online – Comp School, H. P. (n.d.). Teenagers in the media. Retrieved December 06, 2016 McCartney, J. (n.d.). Bad Neighbours: 'surprisingly perceptive' Retrieved December 06, 2016 BBC News. BBC, 19 Feb. 2014. Web. 09 Jan. 2017. Brianair.wordpress.com. N.p., 03 Oct. 2010. Web. 09 Jan. 2017. Works consulted –

Books:

America. Oxford: Berg, 2001

B.Osgerby, Playboys in Paradise: Masculinity, Youth and Leisure-Style in Modern

Bernstein, J. (1997). Pretty in pink: The golden age of teenage movies. New York: St. Martin's Griffin.

Bondavalli, S. (2015). Fictions of youth: Pier Paolo Pasolini, adolescence, fascisms. Toronto: University of Toronto Press.

Cohen, Stanley (1973). Folk devils and moral panics the creation of the Mods and Rockers. Paladin

Driscoll, C. (2011). Teen film: A critical introduction. Oxford: Berg.

Dyer, Richard. The Matter of Images: Essays on Representations. London: Routledge, 1993. 245. Print.

Easthope, G. (1994). Book Reviews : REPRESENTATIONS OF YOUTH: THE STUDY OF YOUTH AND ADOLESCENCE IN BRITAIN AND AMERICA Christine Griffin, Cambridge, Polity Press.

Johnson, S. A., & Ensslin, A. (2007). Language in the media: Representations, identities, ideologies. London: Continuum.

King, G. (2002). Film comedy. London: Wallflower Press.

Lewis, J. (1992). The road to romance & ruin: Teen films and youth culture. New York: Routledge.

Noguera, P., Ginwright, S. A., & Cammarota, J. (2006). Beyond Resistance!: Youth activism and community change: New democratic possibilities for practice and policy for America's youth. New York: Routledge.

Osgerby, B. (2004). Youth Media.

Riele, K. T., & Gorur, R. (2015). Interrogating conceptions of "vulnerable youth" in theory, policy and practice. Rotterdam: Sense.

Shary, T. (2002). Generation multiplex: The image of youth in contemporary American cinema. Austin: University of Texas Press.

Shary, T. (2005). Teen movies: American youth on screen. London: Wallflower.

Smith, R. (2010). Doing justice to young people: Youth crime and social justice. Cullompton: Willan.

Strasburger, V. C., & Wilson, B. J. (2002). Children, adolescents, and the media. Thousand 

Oaks Calif.Sage Publications.

Tropiano, S. (2006). Rebels and chicks: A history of the Hollywood teen movie. New York: Back Stage Books.

Journals:

Lanskey, C. (2011). Promise or Compromise? Education for Young People in Secure Institutionin England. Youth Justice, 1

Lepianka, D. (2015). The Representation of Youth in the Dutch News Media. Young, 23(4)

Online:

B. (2010). Teenage Representation. Retrieved December 06, 2016, from https://brianair.wordpress.com/film-theory/teenage-representation/

B. R. (2012). "21 Jump Street" blurs comedic high school stereotypes | The Daily Californian. Retrieved December 06, 2016, from http://www.dailycal.org/2012/03/14/21-jump-street-blurs-comedic-high-school-stereotypes/

Comp School, H. P. (n.d.). Teenagers in the media. Retrieved December 06, 2016, from https://www.makewav.es/story/14341/title/teenagersinthemedia

Cosslett, R. L. (2014). From hoodies to goodies: Today's teenagers have the makings of model citizens | Rhiannon Lucy Cosslett. Retrieved December 06, 2016, from https://www.theguardian.com/commentisfree/2014/feb/16/hoodies-goodies-teenagers-makings-good-citizens-young

G. M. (n.d.). Retrieved December 06, 2016, from http://www.independent.co.uk/arts-entertainment/films/reviews/bad-neighbours-film-review-slapstick-scenes-are-juvenile-but-still-have-a-comic-kick-9313438.html

M. L. (2012). 21 Jump Street | Movieguide | Movie Reviews for Christians. Retrieved December 06, 2016, from https://www.movieguide.org/reviews/21-jump-street.html

McCartney, J. (n.d.). Bad Neighbours: 'surprisingly perceptive' Retrieved December 06, 2016, from http://www.telegraph.co.uk/culture/film/10803384/Bad-Neighbours-surprisingly-perceptive.html

N. B. (n.d.). Movie Teens: How Accurately Are They Portrayed? Retrieved December 06, 2016, from http://www.films42.com/feature/movie_teens.asp

P. T. (2014). Negative youth portrayal in the media | Shout Out UK. Retrieved December 06, 2016, from http://www.shoutoutuk.org/2014/08/14/negative-youth-portrayal-media/

R. G. (2012). Review: '21 Jump Street' is affectionate satire. Retrieved December 06, 2016, from http://www.newsday.com/entertainment/movies/21-jump-street-is-affectionate-teen-satire-1.3602128

R. V. (n.d.). Behind the stereotypes: The shocking truth about teenagers. Retrieved December 06, 2016, from http://www.independent.co.uk/news/uk/this-britain/behind-the-stereotypes-the-shocking-truth-about-teenagers-421295.html

Moving images:

Stoller, N. (2014). [Neighbours]

Lord, P. (2012). [21 Jump Street]

Carr, A. (1978). [Grease]

 

Footnotes -

1)    [i] P,Pasolini, 2015, pg 11

2)    BBC News. BBC, 19 Feb. 2014. Web. 09 Jan. 2017.

3)    Shary, T (2005). Teen movies, pg 7

4)    Riele, K. T., & Gorur, R. (2015), pg 9

5)    Bernstein, J. (1997). pg 15

6)    Driscoll, C. (2011). pg 11

7)    Driscoll, C. (2011). pg 11

8)    Lewis, J. (1992), pg 15

9)    Riele, K. T., & Gorur, R. (2015), pg 12

10) Tropiano, S. (2006), pg 10

11) Shary, T. (2002). pg 7

12) Driscoll, C. (2011). pg 12

13) Brianair.wordpress.com. N.p., 03 Oct. 2010. Web. 09 Jan. 2017.

14) Lewis, J. (1992), pg 11

15) Lewis, J. (1992), pg 12

16) Lewis, J. (1992), pg 11

17) Tropiano, S. (2006), pg 11

18) Shary, T. (2002). pg 8

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1)         Bernstein, J. (1997). Pretty in pink, pg

2)         Driscoll, C. (2011). Teen film, pg 11

3)         Driscoll, C. (2011). Teen film, pg 11

4)            Lewis, J. (1992), pg 15

5              Riele, K. T., & Gorur, R. (2015), pg 12

6)         Tropiano, S. (2006), pg 10

7)         Shary, T. (2002). Generation multiplex, pg 7

8)         Driscoll, C. (2011). Teen film, pg 12

9)         Brianair.wordpress.com. N.p., 03 Oct. 2010. Web. 09 Jan. 2017.

10)       Lewis, J. (1992), pg 11

11)       Lewis, J. (1992), pg 11

12)       Tropiano, S. (2006), pg 11

13)       Shary, T. (2002). Generation multiplex, pg 8

14)       Lewis, J. (1992), pg 12

15)       Lewis, J. (1992), pg 11

16)       Tropiano, S. (2006), pg 11

17)       Shary, T. (2002). Generation multiplex, pg 8

18)       Riele, K. T., & Gorur, R. (2015), pg 10

19)       Driscoll, C. (2011). Teen film, pg 6

20)       Bernstein, J. (1997). Pretty in pink, pg 10

21)       Shary, T. (2002). Generation multiplex, pg 9

22)       Tropiano, S. (2006), pg 14

23)       Driscoll, C. (2011). Teen film, pg 6

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