TV DRAMA: HOTEL BABYLON

 Extract from Hotel Babylon HERE

January 2010: Hotel Babylon, Series 1, Episode 5 (Alrick Riley, Iain B MacDonald and Keith Boak, 2006, BBC) 
Extract location: Episode 5, Chapter 2 
In point: 6 mins 22 seconds 
Out point: 11 mins 52 seconds

Discuss the ways in which the extract constructs representations using the following:

• Camera shots, angles, movement and composition 
• Editing 
• Sound 
• Mise-en-scène [50]

The examiner drew particular attention to candidates' failure to analyse editing:

 'As with the January and June 2009 series, this technical area proved to be the most problematic for candidates and the one technical area of analysis that was often omitted in candidates’ answers. Many candidates ignored editing altogether and only a few of those that did cover it were able to make meaningful links to representations by, for example, showing how the editing created particular viewpoints which we are encouraged to identify with or how screen time indicated the shifting relationship between characters in the sequence, for example through the discussion of the rule of thirds.

'Most candidates made reference to the pace of editing to reflect the frantic situation and emotions of the immigrant characters. The use of shot reverse shot and cuts to aid continuity were mentioned by many candidates, as was the use of cross cutting between the two situations to enhance tension. More able candidates demonstrated the ability to link the use of editing to the representation of characters, such as the use of long and short takes to represent power and the use of eye line matches to reinforce a sense of dominance. Most candidates who addressed editing were able to address the type of transitions used and could comment on the pace of the editing.  There was evidence on occasion where students engaged with the rule of thirds and juxtaposition of characters in the narrative using editing devices, which is very encouraging.  

'However, many candidates’ responses seem to be very limited in address of the issues of editing and all too frequently it was absent from their responses – which does not enable candidates to reach a level four on the marking criteria for the use of examples.  Weaker candidates often omitted any discussion of editing or offered quite simplistic accounts of how editing was used, for example in the use the shot reverse shot sequence between characters. A common error in the terminology of editing continues to be with the use of jump cuts.'