Doctor Who: Language and Representation
Language and close-textual analysis
1) Choose three key moments in the episode and write an NCIS analysis for those clips. You can use your notes from the screening in class. Make specific, detailed references using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc).
An Unearthly Child scene analysis
Narrative:
The episode starts with a school day where a female teacher, Barbara Wright, talks to another teacher, Ian Chesterton. She discusses her concerns over a student, Susan Foreman, with regards to her odd and unnatural demeanor. The teachers decided to follow Susan home, to get a clue on her home life as her home address wasn't clear. When observing her home, the teachers find Susan walking into a junkyard and decide to venture into the junkyard. They see a large police box and later a man, The Doctor, walks into the junkyard and argue with him to come with them to the police. Eventually, the door of the TARDIS is opened, and Susan realises that she has let both of her teachers in with the Doctor. Afraid that the teachers will reveal his time travelling antics the Doctor doesn't let them leave but Susan argues they are all transported to an unknown location.
Character:
Susan is a young and overly intelligent teenage girl she is also the Doctor's granddaughter and the first of his companions. Barbara Wright is an anxious, 'typical' female teacher. She is a History teacher and is portrayed as vulnerable and reliant. Ian Chesterton is a Science teacher and is represented as independent and intelligent. The Doctor is a time-traveler who is the Grandfather of Susan. The Doctor is depicted as an untustworthy, powerful, wise man.
Iconography:
Throughout the episode, there are many references to the sci-fi genre. For example, the TARDIS is a large blue police box which contrasts to a normal junkyard. Furthermore, when we are first introduced to Ian, we see that he is in a science classroom, which therefore enforces the sci-fi genre of the show.
Setting:
The first setting that we are introduced to is Mr Chesterton's science classroom, which connotes to the sci-fi genre. Also, we spend a majority of the episode within a junkyard which suggests unusual mystery.
2) How does Todorov's theory of equilibrium apply to An Unearthly Child? Try and use the expanded version of Todorov's theory: Equilibrium - Disruption - Recognition - Reparation - New equilibrium.
Starts in the equilibrium of the school, which is disrupted by Susan. The teachers follow Susan into the junkyard (recognition), but this attempt failed as they were met with another disequilibrium of the Doctor and their transportation to another time. The episode ends with no attempt at reparation.
3) Applying Propp's character theory, what character roles do each of the main characters in An Unearthly Child fit into? Alternatively, you may wish to discuss how characters do not fit Propp's character types.
-Susan could be seen as Propp's character role of a hero since she attempts to protect the teachers and stay on Earth. However she is overpowered by the Doctor, she could also be seen as the Princess as she requires protection.
-The Doctor could be seen as the hero since he is attempting to return Susan to a safer place, but insulting the teachers and stopping Susan from staying on Earth could also make him be seen as the villain.
-Barbara Wright could be seen as a Princess since Ian has to 'protect' her as they explore the junkyard and are brought into the TARDIS.
4) What enigma and action codes (Barthes) can you find in An Unearthly Child? Make specific, detailed reference to the text using media terminology (e.g. media language - camera shots, diegetic/non-diegetic sound, mise-en-scene etc.)
When first introduced to the character Susan we find her dancing strangely, this enigma code suggests how her role may not be of this world. An action code we see is a scene of a police officer investigating the junkyard, which is convenient towards the end of the show.
5) What examples of binary opposition (Levi-Strauss) can you find in An Unearthly Child? How do these create narrative or drama for the audience?
One key example of binary opposition in this episode is Old and Young. This is shown through Susan and The Doctor. Another example is Intelligence and Ignorance. This is shown through Ian's refusal to listen to the Doctor and his shock due to this. Another binary opposition in this episode is Weak and Strong. You could argue that in this episode, women are shown as weaker than men, as Barbara and Susan are reliant on men.
Representations
1) What stereotypes of men are reinforced and subverted in Doctor Who: An Unearthly Child? How?
A key stereotype of men that is enforced is that they should be more scientific than women, as Ian is a science teacher and there are seemingly no other female science teachers. Additionally, the stereotype that men are dominant is also reinforced in this episode because Ian takes the lead instead of Barbara, and the Doctor is the only character that controls the TARDIS, not Susan. However, this stereotype is also subverted as Ian was protected by Susan when entering the TARDIS.
2) What stereotypes of women/girls are reinforced and subverted in Doctor Who: An Unearthly Child? How?
A key stereotype that is reinforced is that women are much more emotional than men. This is shown when Barbara's worries about Susan and her fear in the TARDIS, as well as Susan's extremely emotional reaction to the Doctor taking off. The stereotype that women are weak is reinforced in this episode as Barbara needs Ian's protection and is quite reliant on him, proving how women are vulnerable. Susan also subverts this stereotype, as she attempts to fight back against the Doctor and holds her own ground.
3) What are common media stereotypes of young people and old people? Do any of the characters or scenarios reinforce or subvert these conventional stereotypes (consider this was 1963)? Has this changed in more recent series of Doctor Who?
One common media stereotype of young people is that they're rebellious which is clearly demonstrated through Susan. One stereotype of old people is that they're weak and wise which is both reinforced and subverted through the Doctor, it is reinforced because the Doctor is shown as an intelligent and rude character but is also strong since he can withstand Susan's attempt to stop him.
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?
There is only a clear representation of people of British, or white ethnicity. This is due to the lack of diversity on television at the time. Additionally, the 1960s were a time where racism was acceptable, and people of colour on television was not normal. So the fact that the 4 characters we've been introduced to are all white isn't a shock and was seen as normal.
5) How is social class represented in An Unearthly Child? Think about how education and knowledge is presented in the episode.
In this episode, the only class that is represented is the middle or upper class, as all the characters are clearly educated and are white, which suggests that they are of middle or higher class. The only human characters in this show are teachers, which further shows that the middle class is being represented.
Social and Historical context
1) How does An Unearthly Child reflect the social and historical contexts of the 1960s?
The plot was a narrative involving the Doctor and his companions voyaging 100,000 years into Earth’s past to help some cavemen discover fire. This contextually links to many current events that occurred in the 1960s for example; 1969- First Man on the moon; 1961- First man in space as they all linked to science related events just like Doctor Who.
2) How might audiences have felt towards science fiction in the 1960s?
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