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Language and contexts

1) Write a summary of the notes from our in-class analysis of the episode. 

          Camerawork and sound: 

  • Music - theme tune to Doctor Who. Very science-fiction - sets genre from beginning.

  • Graphics on screen: title of show and episode. Simple text/font. 

  • Slow, clunky camera movement (due to technology in 1960s). 

  • Sound: hum of TARDIS (helps create science-fiction genre).

  • Flashback scenes - close-ups of Susan to show her emotion or misunderstanding.

  • Medium shot of Doctor holding vase with teachers in background - makes Doctor look evil.

  • Close-ups of Ian and Barbara when they go into the TARDIS to show shock and lack of understanding. 

  • Hum sound effect for TARDIS gets across the fact that it’s “alive” - also connotes sci-fi genre.

  • TARDIS sound effects when switched on.

  • As TARDIS takes off, close-up on each character cross-dissolved with time travel graphics. Shows each character’s reaction to the narrative development.


          Mise-en-scene:

  • Susan - first introduced dancing and dressed as 1960s teenager (costume). Seems to be both typical teenager and alien.

  • Costume and hair typical of 1960s.

  • School - creates personal identity for audience. 

  • Setting - junkyard. Lighting - dark/shadows. Creates mysterious, tense atmosphere. 

  • Setting - inside the TARDIS. Central control console, white walls with circle design, TARDIS much bigger on inside than out. 

  • Lighting - TARDIS is bright white (sci-fi connotation). Also contrasts with shadows outside (binary opposition).

  • New setting - new time/planet. Sets up next episode.

  • Actor movement when TARDIS takes off - poor quality acting. Reflects basic nature of TV in 1960s/lack of CGI or effects.


          Narrative and genre:

  • Opening title sequence like a rocket taking off - sci-fi genre and links to 1960s space race.

  • Enigma codes: mystery of Susan’s home. French Revolution book - “I’ll have finished it” “That’s not right”... suggests time travel.

  • Science fiction - “That hasn’t happened yet” - time travel. 

  • Dimensions - Time and Space.

  • Levi-Strauss - binary opposition. Light/dark - lost torch.

  • Enigma code: Police Box / TARDIS. “It’s alive!” 

  • Action code: some kind of conflict/threat linked to TARDIS. 

  • Propp character types: Doctor presented as villain.

  • Narrative background - “I was born in another time and another world” (Susan). Doctor says “One day we will return” - creates narrative arc for Doctor Who that still continues today.

  • Genre - mise-en-scene/TARDIS.

  • Barthes - action codes: “Don’t touch it”.

  • Enigma codes: Will the teachers get out? Why can’t the doctor go back to his home?

  • Sci-fi genre - TARDIS taking off. Links to 1960s space race - context. 

  • Shadow in final shot - action code, enigma code and cliffhanger for next episode. 

  • Continues narrative arc for this series.


2) How can we apply narrative theories to this episode of Doctor Who? 

Todorov's Equilibrium:
Equilibrium-  The teachers, Ian and Barbra start talking about Susan because they find out her address doesn't exist. Then they see her go into a junkyard.
Disequilibrium- Find Susan and get stuck in the tardis.
New equilibrium- They are on a new planet.

Propp's character theory:

Barthes's enigma and action codes:

Levi-Strauss's binary opposition: 


3) In your opinion, what is the most important scene in the episode and why?

4) What genre is An Unearthly Child and how can you tell? Make specific reference to aspects of the episode.

5) How does An Unearthly Child reflect the social and historical contexts of the 1960s?

Representations

1) What stereotypes of men are reinforced and subverted in Doctor Who: An Unearthly Child? How?

2) What stereotypes of women/girls are reinforced and subverted in Doctor Who: An Unearthly Child? How?

3) How do the representations of young people and old people in An Unearthly Child reflect the social and historical context of the 1960s? 

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?

5) How is social class represented in An Unearthly Child? Think about how education and knowledge is presented in the episode.


Grade 8/9 extension tasks and reading

Read this Media Magazine article tracing the cultural impact of Doctor Who. What does it suggest regarding the importance of Doctor Who, representations and industry?

Read this Guardian feature on female characters in Doctor Who. What does it suggest regarding the representation of women over time in Doctor Who?

Consider representations of age in Doctor Who. How have representations of age changed over the 50-year history of the show?

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