When we see a movie trailer we can usually pretty much tell whether the film being represented is independent or major. Major films will more likely than not have at least a few familiar Hollywood faces which always helps to boost sales. Cinematography, Mise en Scene and Editing features always seem to be a lot better quality - this is due to the large budget available for the production of major films. Also, the soundtrack is likely to be made up of a lot of recognisable songs and bands as, once again, the budget allows for this. Independent films tend to have less well-known actors which immediately makes promotion harder - there is no celebrity face to use to sell the movie. Furthermore, the soundtrack of independent films is usually made up of songs by unknown bands - bands who would not charge so much for the rights to use their songs or even bands that would allow they're tracks to be used for free just for the advertising opportunity. Major films' large budgets also allows for much wider advertising opportunities on a range of different media platforms. Independent films do not have this luxury.
Case Studies
Major film: American Hustle
Distributed by Columbia Pictures (major film distributor). Release Date Wednesday 1st January 2014.Budget $40 million.
Independant Film: Blue is the Warmest Color
Distributed by Artificial Eye (minor film distributor). Release Date Friday 22 November 2013. Budget €4 million.
I looked at two Case Studiesto compare marketing methods of both major and minor film distributors.
In my opinion posters and trailers are the most effective methods of distribution. Both techniques enable the distributors to get the word out about their movies to a wide range of people. Trailers allow for word to spread about the movies whilst also enabling potential audience members the first look at what to expect from the film. However, not only does it cost to make the trailers, it also costs to have them advertised on television. Posters are a lot cheaper to produce and to distribute.
I think the distributors definitely used the right techniques to target their audience. The minor distributor particularly did well using social networking sites to promote 'Blue is the Warmest Color' as their target audience are amongst those who use social networking sites the most.
Top 15 grossing films at the UK Box Office for the previous year
UK Admissions in the past 12 years (including 2012)
I found that there was a trend between the audience figures and the country in which the film was made - those films created in the USA by American companies generally had a much higher grossing profit than those made by companies in other countries such as the UK and India. Film Industry workers find it beneficial to collect and collate quantitative data on audience trends as they have solid figures to base their own movie ventures on. Because of the huge costs of creating movies, industries cannot afford to bank on hypothetical concepts of the film viewer - they need a guarantee that their financial investments will pay off! Therefore, they rely on the cold, hard facts. For example, if the trends saw that Qualitative Research Qualitative methods of Audience Research are beneficial to film distributors as they allow them to go further than simply gathering numerical data about their audience, as is the case with quantitative research. It is a way for researchers to gather an in-depth understanding of human ideas and behaviour. In film it can be used by both researcher and distributor to monitor the reaction of the audience in response to a particular idea or medium.
Focus Groups/Pre-Screening Pre-screenings are special previews of movies, often used as part of a film's production and release cycle. A focus group of a carefully selected group of people, representing all demographics, sit in on an early screening of a film and their responses are carefully documented in high detail. Usually members of the focus group will fill out detailed response surveys and some may even have interviews. Sometimes the focus audiences are instructed not to discuss their thoughts on the movie amongst each other so as to guarantee wholly unbiased responses from each member. Viewers' responses can sometimes be videotaped.
Pre-screenings are usually held before the marketing campaign for the film begins so as to give the film distributors an idea of who their target audience should be. The response of a focus group can also be used by the film distributors to ensure that the movie evokes the desired response. For example, a film company could use the pre-screening of their horror movie to ensure that the audience reaction is one of fear. Or they could use the screening to see which members of the audience did have the desired response and from which demographic these members belonged to.
The surveys taken by the focus group could also be used after the release of the movie as a way to evaluate the success of the film and to see whether the response of the focus group was similar to the overall response by the general public. If in the focus group it was mainly the women who said they enjoyed the film, was this also the case when the film was released to the wider audience? The distributors could use this information to measure the success of the findings from their focus group. Focus group screenings are very expensive to run because of all of the equipment used for each screening. In addition, the costs to record the audience responses are surprisingly high also (sometimes expensive methods such as galvanic skin responses are used). For this reason, focus screenings are used less frequently than informal test screenings.
Interviews
Face to face interviews are a lot cheaper than focus group screenings, although they are a lot more time-consuming. However, despite being very time-consuming, interviews can be better than focus group discussions for getting useful information because you are likely to get a more honest, unbiased response. Following the viewing of a film, a group discussion of about 25-30 of the viewers is one way to gather feedback on the movie. However, it is a natural human response to adapt personal thoughts to fit in with the majority idea, even without realising it. So to avoid getting subconsciously biased responses from their focus group members, distributors may decide to hold individual interviews as opposed to recording or sitting in on group discussions.
Reviews and Debates
Movie reviews can come in a number of different varieties and through a wide selection of media types. Newspapers often have a movie reviews section and although less common radio reviews are not unheard of. As online blogging becomes more popular, it seems that online amateur movie reviews are becoming more popular.
Some popular british film critics:
Mark Kemode: Horror film buff, writes for The Observer
Phillip French: Former radio producer, film critic for The Observer for 50 years
Claudia Winkleman: First female presenter of BBC1's 'Film'
Movie reviews are hugely sought after during the release of a film by the audience. In recent times, during the economic crisis we've been facing in the UK, people have become a lot more careful with their money. Nobody wants to waste hard-earned cash on a rubbish movie - that's where film reviews come in. Rather than paying to see a film and then regretting it after, now more than ever people turn to movie reviews to decide whether or not a film is worth going to see. A bad film review, particularly by a well-known critic, can really damage the reputation of a film and the number of people that go to see it. Alternatively, a good film review can really be the making of a movie. With the right people saying the right things about a movie, profits made can be an impressive amount larger than initially predicted.
Online debates are everywhere! People always want to share their views and opinions on movies and particular characters/storylines. It's a satisfying experience to find that someone else agrees with you and sometimes it can be even more satisfying to find somebody who disagrees so that you are able to fight your case. Debates can be used by the audience as a means of social interaction under the Uses and Gratifications theory by Katz and Blumer. Audience members who have seen a particular film could gain pleasure from the social interaction that comes with the online discussions and debates on it.
Film distribution is the act of promoting and sustaining movies in the market place. In order for a movie to be distributed successfully, it is important for various bits of audience research to be undergone. Audience Profiling is the method in which researchers find out the characteristics , attitudes and social habits of a particular audience. This enables film distributors to make better, more consistent decisions as to how to best sell and market a particular film or movie franchise. Audience Profiles can drastically reduce marketing costs and ensures that advertisements and knowledge of the film is communicated to the targeted audience in the best and most efficient way possible. Demographics Demographics are the measurable characteristics/aspects of society which can be used to categorise all members of the public. Typically examined demographics are age, gender, class, race, job, sexual orientation, religion, generation and disability. Once the demographics of their targeted audience have been identified, researchers can then work on shaping their marketing campaign in a way which will appeal to the specified audience. Demographics are useful as they are a way to group the population using hard facts and statistics. It is a lot simpler to classify people based on factual information such as age or gender than it is using personal information such as favourite movie. One large drawback to basing marketing strategies on demographics is the fact that demographic information is not predictive it is only suggestive. For example, a researcher could notice that Prada shoes sold well in the sales last season and a lot of the buyers were women aged 35-45, then they could put 100 more Prada shoes out for sale in an area where you know that this demographic are sure to be passing - but that does not mean that they are guaranteed to sell all of the shoes. Demographics only suggest possible behaviour, they don't guarantee it. One very common method market researchers use to divide the population is through the comparison of socio-economic status. The entire population can be sorted into six different groups depending on their occupation and income bracket. National Readership Survey (NRS) demographic categories
Social Grade
Social Status
Occupation
A
upper middle class
higher managerial, administrative or professional
B
middle class
intermediate managerial, administrative or professional
C1
lower middle class
supervisory or clerical, junior managerial, administrative or professional
C2
skilled working class
skilled manual workers
D
working class
semi and unskilled manual workers
E
those at lowest level of subsistence
state pensioners or widows (no other earner), casual or lowest grade workers
These social grade definitions are used as a generic reference series for describing and identifying social classes, especially by consumer marketing researchers. A problem that could arise when trying to base marketing strategies on this type of audience segmentation is the constant change between jobs and the income being received. The increase in income of many of the categories has blurred the boundaries between classes. Demographics describe who people are using quantifiable methods whilst Psychographics focus more on the attitudes, beliefs, aspirations, values and needs of an individual, categorizing people on these bases. Whilst demographics could look at an individual's annual income, psychographics would focus more on identifying the individuals spending habits - how much they spent per month, for example. Psychographics allow researchers to understand why certain types of people are attracted to particular things. They put the audience into groups with labels which suggest their position in society. Film Distributors are able to understand the subconscious and motivational drives of an audience and therefore aim to portray their movies in as desirable a way to their target market as possible. Demographic analysis is a useful method to gain quantifiable information from an audience but psychographics is essential to understand the consumer in depth. There are many measurements of psychographics; Crowd DNA's UK Tribes, Maslow's Hierachy, Young and Rubicam's 4 C's and ACORN, being just a few. The Youth Market can be segmented into 'tribes'. There are five main group types and then several further branches coming from each of these in which today's youth could be classified into:
Mainstream - chavs, fan girls, boy racers, etc
Leading Edges - TUMBLR kids, DIYers, indie scenesters, etc
Alternative - emo, nerds, hardcore, scene kids, etc
Aspirant - new casuals, rah, etc
Urban - get paid crew, stylers, etc
The idea was to establish terms that would make sense to both the youths being classified and the media and marketing industries.
Maslow's Hierachy of Needs (1969) argues that if an individual does not have their basic needs then there is no chance of them moving up on the scale. That means that without the basic physiological needs of a human, such as food, water, breathing, etc, an individual cannot experience safety and security. Without security, the individual cannot experience love and have a sense of belonging. In short, for a person to achieve self-actualization, supposedly the main goal for all humans, they must first gain the other four needs first.
Young and Rubicam's Four Consumers Young and Rubicam's Cross Cultural Consumer Characterisation is a consumer segmentation which characterises people into a set of recognisable stereotypes. The stereotypes reflect a set of human motivations: Security, Control, Status, Individuality, Freedom, Survival and Escape. From this theory, the idea is that the seven kinds of people in this world consist of mainstreamers, aspirers, succeeders, explorers, strugglers, reformers and the resigned. Mainstreamersmake up 40% of the world's population. These people are quite domestic and seek security. They enjoy being a part of a group. The aspirers seek statusand admire those in a position of high status, also appreciating status symbols such as designer clothes and labels. The succeedersare the group of people who already have status. They seek control. The reformersdefine themselves by self-esteem and self-fulfilment. They seek enlightenment. Explorers seek discoveryand crave new experiences. They are usually made up of the younger demographic. The strugglers are those who tend to feel alienated and disorganised. They seek escapefrom their normal lives and are typically from the D and E demographic. The resigned are usually those of an older generation. They are interested in past tradition and they simply seek survival. All seven groups are explained in more detail in the image below.
The results of my 4C's questionnaire:
As my main value isEnlightenment this suggests that my characteristics are most like those held by the Reformer - independence is important to me.
As well as enjoying the narrative of the film, I noticed the wide variety of technical features used throughout the film. A range of different cinematography, sound, mise-en-scene and editing features were included which really enhanced my viewing pleasures and increased my general enjoyment of the film. One scene where an array of features were used to complement the narrative was during the 'Girls Gone Wild' scene at the climax of the plot. The contents of the Burn Book has just been revealed all over the school and the girls are all arguing with each other. Cross-cutting is used between the chaotic scene in the hallways and the peaceful, dignified meeting being held in the principal's office. The huge contrast in the atmosphere between these two places made me laugh a lot and made me feel more knowledgeable than Cady for once as I knew more than she did - she and the characters in the office were completely oblivious. As one of the teachers, Ms Norbury, tries to settle down the students, she gets knocked down to the ground, her glasses falling from her face in the process. A low angle shot is used on Ms Norbury here, making her look vulnerable to the girls despite her status as a teacher, and I felt really sympathetic towards her. A pull focus shot is then used as the focus is on a pair of broken glasses before these become blurred and suddenly a piece of paper on the floor is unblurred and becomes focused instead. With this shot we are first drawn into the fact that Ms Norbury's glasses are broken before we are made aware of the bigger picture and the more important object - the piece of paper on the floor stating that Ms Norbury is a drug dealer. The camera slowly zooms in on the piece of paper to allow the audience to see exactly what is written before the shot changes back to one of Ms Norbury. As a spectator, I felt really bad when I read the page; it felt like I was seeing it alongside her and experiencing the hurt that she would have felt. The cut back to the meeting in the principal's office lightened the mood a bit for me as I was no longer having to look at the Ms Norbury's hurt expression. Later in the scene, we see Regina stood in the centre of the shot and the camera slowly reverse zooms to let us take in the chaotic sight surrounding Regina. This shot made me feel really angry - Regina caused all of the turmoil yet she was standing in the centre, totally unscathed, whilst in the background we could hear amplified sound effects such as the sound of clothes tearing and the contrapuntal sounds of wild animal noises. The reverse zoom shot seemed to be handheld as it was slightly shaky - but I enjoyed this as it made me feel more involved with the chaotic scene. High-key lighting was used throughout the scene; nobody was specifically highlighted using the light, yet all the characters were well lit so I was able to see them clearly and not miss any of the action. Whip pan cuts were used between girls to show how everybody was arguing but they were all having very similar arguments. Again, this was using a handheld camera as well and the shaky element enhanced the idea of the turmoil. I really enjoyed the whip pan cuts as I thought they were really effective in portraying the anger and upset felt by all of the girls in the scene. Piece is finally restored at the end of the scene by the piercing sound of the fire bell and the amplified sound of the water falling.
Film Theorist Tzvetan Todorov describes narratives as going from equilibrium to disequilibrium then back to an altered equilibrium and this is exactly what happens in Mean Girls. A typical linear structure is represented in the movie:
Equilibrium - Cady is a typical girl. She is just starting at high school and t's a new experience for her. Everything in the school is very clique orientated.
Disruption (beginning of move out of equilibrium) - Cady is introduced to the world of the Plastics. Her initial task of just trying to get through high school is suddenly out of the window and now she has a new task - to ruin the Plastics, mainly Regina George.
Conflict (peak of the disequilibrium) - Cady is no longer pretending to be a Plastic, her friends have realised that she has truly become one. The Burn Book is revealed to the whole school and chaos erupts.
Resolution (beginning of move back to equilibrium) - Cady realises that she's done wrong and confesses to all of her wrongdoings.
New Equilibrium - Cady is back to just being a normal high school girl, but now all of the cliques have disbanded. People mix freely with one another regardless of previous social standings and high school life is now a lot happier.
I enjoy watching movies that have this structure. I wouldn't go as far as to say the structure of Mean Girls gives me pleasure, but I do find the idea of a disequilibrium being reverted back to equilibrium satisfying. It's not a complicated structure so I can focus on the actual storyline as opposed to having to keep up with the narrative style.
I find that most of the pleasures that I receive from the movie come during the disequilibrium when things aren't quite right. I think this is because these are the most dramatic and chaotic moments during the film and these are the scenes which I have the strongest reactions to, therefore these are the scenes where I gain the most pleasure. One moment where I gain visceral pleasure from the film is during the party scene. Cady is drunk and dressed in tight, revealing clothes and she thinks that this is going to impress Aaron. She doesn't realise that she is just embarrassing herself and I watch the entire scene in anticipation with a really uncomfortable feeling in the pit of my stomach. I then find myself full on cringing when Cady throws up straight into Aaron's lap. When that scene is on, even now when I've watched the movie so many times I still find myself closing my eyes or looking away rather than have to endure such an awkward moment with her. Another visceral pleasure I gained the first time I watched the movie was when Cady follows Regina out of school as she's trying to apologise to her. One moment there are two girls standing in the middle of the street having an argument and the next one of them gets hit by a bus. I remember visibly jumping from the shock of that moment - it was completely unexpected. Now when I watch it I don't have exactly the same response because obviously now I know it's coming, I'm looking out for it, but I still find it amazing how strong my response was the first time.
I also gained pleasures through orientation and discovery. The movie was narrated and seen from Cady's point of view so therefore I learnt things about other characters as she did. There is no major 'whodunnit' type of moment anywhere within the movie, but things such as finding out that Regina is cheating on her boyfriend or that the school coach is having an affair with two of his students creates the suspense that would usually come with discovery but instead this suspense is created through the build-up of waiting for the other characters to learn what I and Cady already know.
As the movie is a comedy, I received a lot of emotional pleasure from Mean Girls. I was constantly laughing throughout. A particularly strong response that I had however was during Cady's prom queen acceptance speech. Cady is trying to make things right again after her fall from the top and show people that things like prom queen and king just aren't important. There are a few people that she points out from the crowd as looking exceptionally pretty at the prom and these girls are people that usually would not be at the top of the social ladder (one of the girls is disabled and the other is overweight). The counter-culture attraction of this scene is what draws such a strong response from me. In society, generally when people describe the perfect girl, they do not describe someone who is overweight or someone who perhaps has some sort of disability. The fact that Cady takes the time to specifically point out these people, the so-called underdogs of the school, and identifies them as being just as beautiful and worthwhile as herself and the other nominated prom queens always really touches me and it's one of the scenes that really made an impression on me the first time I watched the movie.
The Hypodermic Needle Model suggests that the behaviour of us as an audience can be directly influenced by what we see in the mass media - including film. The idea is that when we watch a movie, we can be subconsciously affected in a way that alters the way we see things or the way we might act.
As a spectator, I don't think that Mean Girls had any effect on my beliefs and behaviour as such (subconsciously or otherwise). The comedy was too much for there to have been any serious kind of message that could make me question my beliefs or change the way I act. What the film did do, however, was further establish some of the ideas that I already maintain as an individual - bullying being the main one. I know that it is wrong to bully, and I have never and will never do it, but after seeing the effect that bullying had on some of the girls' lives in the movie, it really did make my opposition to bullying even stronger.
The Uses and Gratifications Theory suggests that we as an audience are in control when viewing a piece of media and that we use certain areas of the media to satisfy our own needs and gratifications. The four main areas in which the theory suggests we can gain gratification from are surveillance, social interaction, entertainment and identity. Relating the theory to Mean Girls, I think that it is possible for the audience to receive gratification from the film in all four specified areas and I know that I personally was able to.
Surveillance
The movie gives an example of life in a high school. Of course, a lot of the elements are hugely exaggerated but the audience could still use the movie to get a general idea of experiences that take place in high school. I know that I personally structured my idea of high schools based on what I saw in the film and although a lot of what goes on in the movie I have never experienced myself at school (e.g. burn books, inappropriate teacher/student relationships, etc) some aspects I have found to be true to some extent. Whilst I think that 'cliques' may be too strong a word, people often do tend to go around in their specific groups at school. One thing that I really took from the film the first time I saw it was the idea of bullying and how something you say to someone can really affect them. One thing I noticed was that most of the back-stabbing in the film was done by girls. I went to an all girls school from Years 7 through to Year 11 and I experienced 'bitchiness' first hand; it really is a problem that more schools should try to tackle - just like they do in the film.
Rumours played such a huge part in Mean Girls - everything that everyone thought they knew about other people at the school had all come from rumours. I really learnt the importance of being careful about what you say to people and not taking everything you hear about other people whole heartedly. There was one scene in the movie where all the girls in the year were sat down together and made to talk abo I went to an all girls school from year 7 to year 11 and I understood how bitchy girls can be.
Social Interaction
I gain a lot of social gratification from this movie. It is the kind of film that discussions can be based off of very easily. All of my friends have seen Mean Girls - it's just one of those movies that is put on at sleepovers. There are so many memorable quotes and jokes that my friends and I often use for a quick laugh. In fact, during a lesson at school, my group used the Kevin G rap from this movie as a basis for a rap of our own but with the theme of road and environmental safety. My friends and I were socially interacting with one another to create the rap but there was also further interaction between us and other students in our class with whom we shared the rap. In some ways, this links in with theorist Henry Jenkins' Convergence Culture theory; my friends and I used the original film text and created our own creative response from it.
Entertain
I always watch Mean Girls when I'm bored or just in the mood for a laugh. Also, I use this movie a lot as a method of escapism. When I'm feeling upset or just generally down it's easy to forget about whatever it is that's going on in my life and just get lost in the comfort of such a familiar movie. Cady's life gets completely out of hand as the disequilibrium is reached in the film and I receive gratification from the fact that even someone as beautiful as Cady, who's life was so seemingly perfect, can go through issues like self doubt and social acceptance just like me.
Identity and the Identification Theory
I think my last point links with the identity aspect of the uses and gratifications theory. I can identify with the character of Cady Heron because she is a girl in high school just trying to find her place. They don't make her seem particularly heroic at all in the movie, they show the flaws that she has just like any normal girl which makes it easier for me to identify with her.
Regina George (antagonist), on the other hand, is this beautiful, rich, somewhat untouchable girl. She is portrayed as 'perfect' and as I don't see myself in this way at all I found it very difficult to identify with her. What her character did enable me to do was highlight a lot of negative traits that I myself never want to have. Throughout the movie, Regina is horrible; spreading rumours about people, knocking her supposed friends down at any given opportunity and just generally victimizing everyone around her. It's as though the character was specifically made to personify all of the negative behaviour you could ever expect to find in a school and I think this made her flaws a lot more obvious to me as a spectator. The characters Gretchen and Helen are both just as guilty of talking about people behind their backs, but because this is really the only main flaw of theirs throughout the movie (as they are generally not mean to people, unlike Regina) I didn't really take so much notice of this the first time I watched the movie. The fact that Regina's entire character seems to be just made up of bad traits makes her more recognisable as a villainous character and this therefore made it easier for me to identify the negative characteristics of hers that I wanted to make sure I never have.
The Identification Theory is based on the idea that we align ourselves with one (or more) characters in particular when watching a piece of media (i.e. film). There are certain characters that we identify with when watching a movie whether it's because we like them, or dislike them, or feel sorry for them. Film theorist Murray Smith breaks down our identification process into three more precise concepts; recognition, alignment and allegiance. It is these three concepts that he believes make up the systematic reasoning as to why we have emotional responses to fictional characters.
Recognition is the WHO. It refers to the emotional engagement we have with the character. It's the spectators' ability to put themselves into the position of the character in order to understand and feel what they're experiencing. The characters we as individuals specifically choose to engage with often depends on our own personal identity. Alignment is the HOW. Murray refers to this concept as "the process by which spectators are placed in relation to characters in terms of access to their actions, and to what they know and feel".Itrefers to the actual techniques used to make us want to identify with specific characters. For example, larger allotted screen times, excessive use of POV shots and camera angles used can all have an affect on us as spectators. Allegianceis the WHY. It refers to the reasoning behind why we choose specific characters to align ourselves with; the moral evaluation of characters by spectators. Murray claims that "to become aligned with a character, the spectator must evaluate the character as representing a morally desirable set of traits in relation to other characters within fiction".
Cady Heron
In the movie Mean Girls, Cady is the character with whom I find myself aligning with most readily. Voice overs from her character are used to narrate each scene so I immediately see every scene from her perspective. The voice over really allowed me to put myself in Cady's position and empathise with her, even during times in the film when she was clearly in the wrong because although her actions and behaviour were often wrong, the voice overs allowed me to hear how sorry she was for her behaviour. There is a particular scene in the movie just after the burn book and all the horrible things written in it have been put all over the school. Cady is given the chance to own up to her part in it, but she doesn't. Now, if we were to just watch the scene, it would look like she was just being cold and uncaring. But with the voice over we hear the reasons behind why she doesn't initially own up and I can understand her point of view more and I find myself empathising with her.
I think the fact that I fit the movie's target audience is a huge factor as to why I am able to empathise with Cady so readily. I am a teenage girl around Cady's age, I have experienced high school, I recognise the difficult positions you can find yourself in and I understand how hard it can be to risk your peers friendship by doing the right thing so naturally my allegiance is with her throughout the film as she struggles to do the right thing.
As Cady is the protagonist of the film, naturally she is the character whose actions and feelings are made most available to me as the spectator. She has the most allotted screen time which automatically makes me feel closer to her than to any of the other characters and I get to see a lot of the scenes from her point of view. The combination of the voice overs along with the point of view shots used aligns me more with Cady's character than any other.
Whilst Cady isn't exactly the most moral character in the entire movie (examples of more moral characters would be love interest Aaron Samuels and maths teacher Ms Norbury) it is because of this that I find myself wanting to align myself more with her and this is where the Identification Theory is not always accurate. Sometimes I find that the characters with the most morally desirable traits are quite annoying and too perfect for me to want to align with. In a scene towards the end of the movie when all the girls are doing an apology exercise to help them express their thoughts to one another, most of the things the girls are apologising for are really quite nasty things but I understand that sometimes people do say nasty things that they later regret and I respect their honesty. One girl takes the stand and as she starts talking we realise that she has nothing to apologise for but is instead pleading with the others to be nicer to one another and to let things "go back to the way they were in middle school" when they all got along.
In hindsight, this character probably has better morals than most of the other girls in the room, and it certainly did make for an entertaining scene, but as I was watching the movie I couldn't identify with her at all because she just seemed too moral. It seemed so unnatural. Sometimes it is easier for me to identify with the characters whose flaws are shown or whose morals I see are challenged throughout the film because it makes them seem more like me - I'm not perfect. My allegiance to Cady does change a little towards the middle of the film as it reaches it's disequilibrium when we realise that Cady has become one of the mean, popular girls that she was initially trying to tear down. At the start of the movie, Cady was always dressed comfortably and casually in the same sort of clothes that I would wear, and this made her a desirable ally compared to the Plastics and their girly, tight pink clothes. But somewhere towards the middle of the film, suddenly Cady's clothes too start getting girlier and tighter and, let's face it, sluttier and she does become a lot harder for me to align myself with.
In previous scenes, when Cady had found herself in an altercation with anyone, I would usually find myself siding with her. However, at the end of the party scene when she has the argument with Janice and Damien (when she is dressed in her tight, revealing dress) I side with Janice because she is right; Cady has changed, and I can't identify with anything in her new character - she's just nothing like me.
There is one other character that I identified a lot with in the film, despite her only being shown for about five seconds. One issue touched upon is the idea of stereotypes. On Cady's first day of school, the principal comes into her classroom to let the rest of the class and her teacher know that there will be a new student joining the class. The principal mentions the fact that the new girl is from Africa. Now, despite the fact that Cady is standing directly by the principal and we can assume that the teacher, Ms Norbury has never seen her before, automatically it is the single black student in the room that she turns to and welcomes. The scene is humorous as the girl, who wasn't paying attention, suddenly realises that she is the one being spoken to and responds with "I'm from Michigan", but I think it's a pretty important point. I can relate, being black myself, and having had a similar experience to the girl. When I was a lot younger, a girl in my class couldn't understand why I wasn't white yet I could still be classed as a British citizen. I remember her saying over and over again "but black people are African and white people are British". She wasn't being offensive, and I didn't take offence, but it really made me realise that citizenship and how it's gained isn't something that is explained a lot at schools - it was my parents that told me about it. Furthermore, later in the movie, there is a scene in the canteen with Cady and the plastics when one of the girls asks her "if you're from Africa then why are you white?". It's a common stereotype and error made, particularly by young people, that all Africans are black when this is really not the case. Nearly 10% of people living in South Africa are white. This stereotype is only touched upon in the movie, but I think that it's good that it was included at all. People need to be more aware.
