Editing of Coming down the moutain

Editing of Coming down the Mountain summer 2012 clip Representation of Disability.

First of all a long take is used and the cinematographer makes the camera fade in so the actual shot gradually and smoothly appears on the screen also the previous shot dissolves away to the next scene. Furthermore continuity editing is used which is connected to the diegetic because it tries to kind of recreate what has already happened.  This then moves on to a eye-line match to show the main character starring at his disabled brother which represents how much his brother is a burden and annoyance to him.

Linear narrative is used to present the audience with what is happening in the scene which is displayed through the use of montage editing which has juxtaposition of seemingly unconnected images to create a particular meaning and help support what is being said in the diegetic.

The next scene is set in the kitchen because it involves a stereotypical family eating their breakfast as it is a fairly slow paced scene it is viewed by the audience through a long take as the same shot is used for a long duration.  When action starts to happen in this scene such as the brother trying to reach for his brothers Weetabix the shot then speeds up through the use of a short take because the shot is only used by the cinematographer for a short period of time.  This signifies the early money rush that a stereotypical family would face however the editing speed is a lot slower when the disable boy is in the scene which tries to explain how he is unique and different compared to normal people.  

This next scene uses a cross cut to show the food and the two brothers talking about pigs and Ben telling his disabled brother about how they kill pigs. The editing technique of a jump cut is used by the cinematographer to show how the disabled brother tries to eat pork in a sausage and then gets put off it because of what his brother is saying which then ultimately builds tension before the dad steps in.

This scene is showing the audience the two boys at the bus stop waiting for the bus. It uses short takes for this so the audience views a range of different things which the disable brother does in a short period of time, this is a good use of montage editing by the editor because it shows a juxtaposition of unconnected images such as playing with toys which represents to the audience how annoying the disable boy is to his brother can be. Furthermore an eye line match is used to show Ben’s daily perspective on his disable brother which presents the audience with how annoying he is to his brother.

When the two boys are sat at the bus stop continuity editing is used to support the diegetic of one of brothers which is ‘being dragged off to an old pervs sex dungeon’ continuity editing is you used to try and give the audience a false impression about one of the minor characters in the scene.

In the next scene the speed of the scene is very slow which makes the audience the feel connected and are able to relate to the boy bored at the back of a history classroom, this represents how he is just a ordinary school boy, however when more action is used in the scene match on action is used to show the how continuity of space and time is being more emphasised.

In the scene of the boys talking about the party the match on action is very faced because this juxtaposes what the party will be like, however when the cameraman decided to point the camera at the disable brother the match on action decreases in speed which represents how boring the night would be if he decided to spend the night ‘babysitting’ his disabled brother.

When the disabled boy is on the bus a long take is used to show the audience his surroundings on the bus, as his calmly sat on the bus other kids his age are pushing, shoving, fighting and generally just being loud  which represents the difference between the types of people. He is scared and frightened of what might happen because of his disability whereas normal kids aren’t scared of anything. A cutaway is used to show a grown adult character sat on the bus; this is done again to show another huge contrast between the different types of people.

Lastly in the same scene a slow motion is used to try and represent how the disabled boys mind is working, however this just adds effect and makes the audience feel sorrier for him.