Representation of Gender in Doctor Who

Self-Assessment

I found the task relatively challenging because I haven't written an essay for quite a while now and forgot the key things you need to cover in order to write something successful. I would say that my essay's quality is basic because I managed to pick out points about the character and expand on some areas. Nevertheless, I feel like I lacked the use of key terms, as well as detailed explanation. I also felt like I was drawing away from the fact that I had to focus on editing, miss-en-scene, sound and the use of camera.

I think to improve my essay, I would have to expand on my explanations with more usage of key words, focus on miss-en-scene, editing, camera usage and sound, and perhaps talk about a pair of these somehow linking?? idk

Representation of Gender

Our next focus area will be the representation of gender. This is an interesting and demanding area and, to fully engage with representations of gender, you need to be aware of gender stereotypes.

Gender stereotypes are simplistic generalizations about the gender attributes, differences, and roles of individuals and/or groups.

Stereotypes can be positive or negative, but they rarely communicate accurate information about others. When people automatically apply gender assumptions to others regardless of evidence to the contrary, they are perpetuating gender stereotyping. Many people recognize the dangers of gender stereotyping, yet continue to make these types of generalisations. We see gender stereotypes regularly being reinforced in television drama.

Traditionally, the female stereotypic role is to marry and have children. She is also to put her family's welfare before her own; be loving, compassionate, caring, nurturing, and sympathetic; and find time to be sexy and feel beautiful.

The male stereotypic role is to be the financial provider. He is also to be assertive, competitive, independent, courageous, and career‐focused; hold his emotions in check; and always initiate sex.

These sorts of stereotypes can prove harmful; they can stifle individual expression and creativity, as well as hinder personal and professional growth.

The weight of scientific evidence demonstrates that children learn gender stereotypes from adults. As with gender roles, socializing agents—parents, teachers, peers, religious leaders, and the media—pass along gender stereotypes from one generation to the next.

The Exam

May 15th (isn)
2 hours --> (100 marks)
2 sections (A + B)
Section A == TV Drama
1 Compulsory question (50 marks)

A = 80
B = 70
C = 60
D = 50
E = 40
etc.

(Unknown extract) Discuss the ways in which the extract constructs the representation of x using the following: 

• camera shots 
• editing
• sound
• mise-en-scène 

(50 marks)

x= 

• gender
• age
• sexuality
• ethnicity
• class (lower class, middle class and upper class) + status (low-social and high-sosial)
• physical ability/disability
• regional identity

Genre in Television Programming

• the word genre comes from French as 'kind' or 'class'
• helps categorise, classify and identify things
• linked with codes and conventions 
• stereotyping 
• can be stereotyped even if the person hasn't experienced it 
• genre allows people to have certain expectations so that things can become shocking if it's unexpected 
• sub-genre e.g. lifestyle and leisure --> food, property, auctions, cars etc.
• hybrid e.g. children's program --> comedy, factual etc. 

Our focus: Drama

• fantasy
• period/historical
• medical
• docu-drama
• sci-fi
• teen
• comedy
• continuing drama (soap operas / don't come off the screen) one-off (1 episode), series (episodes) and serial (continuing)
• crime

Verisimilitude: creation of reality which audience believe in