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The sequence begins in the main

protagonists fathers car. This is a


conventional normal, everyday setting
that the audience can immediately
identify as realistic and universal. This
sets up the running theme of a realism.
Furthermore, the change from the car to
the party is effective in juxtaposing the
teenagers family relationship with that of
her friends. With her family (her father in
this instance) theMoreover,
character
is
the producers effectively set up
represented to be having
an attempt
atcomplicated balance
and foreshadow
the
independence away from
her fathers
car.
between
family and
friend relationships
through
this contrast
in setting. Also, the
Whereas, in the party
setting:
the
seaside
setting
Brighton is familiar to
protagonist is out of her
depth
withofher
the audience with everyday places like
friends.

Initially for the demographic of the genre (young adults and teens) we sympathise
with the conventional nagging shown through you dont have to stalk me and
how this effects parent-child relationships. Plus, the main character: Georgia is
shown after, in an olive costume encoding her as a countertype of a teenage girl; as
she doesnt fit the convention of heavy makeup, skimpy clothing etc.

Other characters shown like Lindsay- the main


antagonist of the narrative: clearly fit the archetypal
villain, noted by Propp. The characters black clothing
stand out amongst the bright colour of Georgias olive
costume. Not only does the black colour seem to
connote her nasty, manipulative side but we
immediately identify a contrast between the
protagonist and antagonist. The protagonists
friendship group seem to identify as different
stereotypes of teenagers. Jas is shown to be slightly
sexualised with devil horns and a low cut red dress
connoting her as the conventional promiscuous teen.
Moreover, the characters in the school scene like
Dave the laugh and the twins who fit the deviant

A running theme is the struggles of a teenager, from the embarrassment


of the female protagonist wearing an olive costume to a party, avoiding
her dad stalking her, shaving her eyebrow off and battling with
parents being too intimate. Other themes include embarrassment,
humour, fitting in, growing up too soon and friendship.

NARRATIVE: Unlike Todorovs theory, the


initial scene with the protagonists father
lacks an equilibrium due to the
embarrassment she faces. In fact, other
events in the opening like walking
through the streets of Brighton in an olive
costume heighten this disruptive
embarrassment for the female character.
Despite this disruption point of the
narrative we still find humour in the
characters humiliation with the help of
upbeat music and high key lighting. Later,

Costume is conventional of the genre.


Characters like the protagonist, her
parents and other passers-by all wear
archetypal everyday clothing (jeans
and a t-shirt). Although, the
protagonists olive costume connotes
her unique personality and how were
Even in the
positioned to acknowledge
her initial sequence, were encouraged to
the roles of the characters. For instance,
importance againstquestion
other characters.
the protagonists three friends (Jas, Ellen and
Rosie) not wearing food costumes allows us to
question what is it that makes these friends close?
Do/will they stick together? Is Georgia completely
isolated from them? Plus, the protagonists
parents seem to entice similar questions like do
they not sympathise with Georgia at all? Will this
testing parent-child relationship continue? The
creation of enigma in the text isnt conventional
as it doesnt particularly evoke nervousness or

Initially, were introduced to the main characters parent and friends


in a way that allows us to make presumptions about their
personalities e.g. that Ellen is the baby of the group e.g. her
discussing what her mother made her wear. Furthermore, the
introduction to Libby (the protagonists sister) shows a contrast
between teenagers and children through the immaturity and comedic
naivety of a child vs the struggles of maturing as teen. In addition,
the school scene is extremely conventional of the genre. The
protagonist narrates the sequence through a voiceover, allowing us to
identify
different
characteristics
within
the students.
the
The overall
mood
is positive with
elements
like high For
keyinstance,
lighting connoting
the
conventional
lad
character
known
ashumorous
Dave the and
laugh.
equilibrium jack
of thethe
text.
The
tone is also
quite
light hearted with
the upbeat non-diegetic music too.
The pace seems to mirror the feelings of the protagonist. At first, a
slow and peaceful rhythm is created through the continual edit but
after the embarrassment of the olive costume: the upbeat music
and rushed body language creates a faster rhythm as Georgia
becomes more and more humiliated. The pace then reverts to a
slower rhythm at the school and home scene, suggesting the
normality of these settings.

The main plot of the text is the difficulty in meeting the expectations of being
a teenager, this is set up straight from the initial scene. Moreover, the
embarrassment of wearing an olive costume to a party foreshadows this
continual theme of not fitting in. Other examples like the protagonist
narrating the school scene conveys the overwhelming pressures of so many
different students. Hence, this foreshadows the key plot of whether the main
character can overcome these struggles. Another element of the plot is the
power of adults. As well as parent authority; teacher authority is shown
through the archetypal scary head teacher this sets up the plot of
teenagers trying to be independent, and how perhaps sometimes adult
authority isnt the most beneficial. Lastly, the opening sets up the plot of how
friendship works- the good and the bad through scenes with the friendship
group getting on and arguing too. Again, the text challenges the typical ideas
about plot because the plot isnt especially tense or dramatic, instead there
seems to be multiple plots running through the text that all help to create this
image of teens.