Wednesday 28 November 2018

Sixties Britain


In October 1965, the Prime Minister, Harold Wilson, officially opened London’s new Post Office Tower. A gleaming cylinder of metal and glass, the tower could hardly have been a more fitting symbol of the scientific optimism of a self-consciously ‘go-ahead’ decade. It was a monument not just to the white heat of the technological revolution, but to the sheer self-confidence of a society basking in unprecedented prosperity. From the new tower blocks springing up in cities across the country to the radios in teenagers’ bedrooms, from Beatles hits and Bond films to comprehensive schools and nuclear power stations, Sixties Britain seemed – superficially at least – to be a country reborn in the crucible of affluence.
In some ways, the cliches of the 1960s ring absolutely true. With the economy buoyant, unemployment almost non-existent and wages steadily rising, millions of families bought their first cars, washing machines, fridges and televisions. Millions of teenagers, too, were transfixed by the sound of Radio Caroline and the look of Mary Quant — although, then as now, Carnaby Street catered more for tourists and day-trippers than the tiny handful at the cutting edge of fashion. Television transformed the imaginative landscape of almost every household in the country, not merely through pictures of faraway places, but through satirical programmes such as That Was the Week That Was. Even the nation’s diet was changing, transformed not just by the arrival of foreign imports from chicken tikka masala to spaghetti bolognese, but by the relentless advance of the supermarket.
Beneath the glamorous veneer of swinging London, however, Britain under Harold Macmillan, Sir Alec Douglas-Home and Harold Wilson remained a remarkably conservative, even anxious society. Intellectuals worried that affluence and mass communications were undermining traditional working-class culture; in the Pilkington Report, published in 1962, it was hard to miss the disdain for commercial television. Meanwhile, despite the much-discussed stereotype of the ‘permissive society’, popular attitudes to moral and sexual issues remained strikingly slow to change. For all the excitement surrounding the landmark Lady Chatterley’s Lover trial in 1960, or the liberalisation of the divorce, abortion and homosexuality laws later in the decade, most people held similar attitudes to their parents; in this respect, the generation gap was a media invention.
And although students marched on the US embassy in protest at the Vietnam War, or staged sit-ins at universities such as the London School of Economics, it is easy to forget that only one in ten young people became students. Polls showed that like their elders, most young people still supported the death penalty and were uneasy about large-scale Commonwealth immigration; by the end of the decade, it is probably no exaggeration to say that the Conservative maverick Enoch Powell, who was kicked off his party’s front bench after his notorious ‘rivers of blood’ speech, was the most popular politician in the country. Even Mary Whitehouse, a ferocious critic of televised obscenity, especially on the BBC, commanded the instinctive support of tens, perhaps even hundreds of thousands of people.
By the end of the 1960s, the contradictions at the heart of the affluent society were becoming increasingly apparent. Despite Harold Wilson’s promises of endless growth thanks to his National Plan, the economy was running into serious trouble. The Aberfan catastrophe in 1966, the devaluation of the pound a year later and the Ronan Point disaster a year after that all hinted at the political and social traumas that would blight the following decade. Perhaps most ominously, Wilson’s last stab at modernisation, the trade union reforms outlined in the White Paper In Place of Strife, fell apart completely in 1969. A year later, the public punished the Labour government for its perceived under-achievement. A new and much unhappier era was at hand.
Task: You need to look closely at how the era influenced The Avengers episode 'The Town of No Return'. Complete the questions in your book.


How did changing attitudes towards age in 1965 influence “The Town of No Return’?

There was a strong focus on youth in fashion, music and entertainment, which reflected changing social attitudes and values in the decade. Not everyone welcomed this, however; many members of the older generation put up strong resistance to the changing attitudes.
These different in attitudes and values became known as the ‘generation gap’. This generation gap is cleverly dealt with in “The Town of No Return’ through the use of the two protagonists. Steed represents the value of the older generations, having fought in the war, while Emma represents the values of ‘swinging London’. Rather than clashing, the two compliment each other, with Steed’s polite English gentleman working perfectly with Emma’s vibrant, ‘swinging sixties’ young woman.


Thursday 8 November 2018

Media Representations: how the media portray events, issues, individuals and social groups.


When approaching representation in Cuffs and The Avengers, you need to be able to identify how different events, issues, individuals and social groups are being shown to the audience. This is known as the context.

You already do this in English Literature. For example, you have studied An Inspector Calls where you need to understand about the perspective of the writer and audience as well as something about the history of 1912 (when the play is set) and 1945 (when the play was written).



Cuffs is a modern TV Crime Drama and as such it represents ideas about current events, modern issues and up-to-date social groups and individuals. It is relevant to a viewer who knows what it is like living in Britain in 2018.

The Avengers is an old fashioned TV Crime Drama representing the ideas in 1960s Britain, the issues and events that were happening at that time and the people and social groups who lived then. 



Copy these definitions of different contexts on to a Word document.

  1. Social Context – how media products reflect the society in which they are produced and that of their target audience.
  2. Cultural Context – how media products reflect the arts and culture, including popular culture, of their time.
  3. Historical Context – how media products reflect historical events and social changes.
  4. Political Context – how media products reflect political viewpoints, messages, values and beliefs.

Task: With reference to episode 1 of Cuffs you need to make notes on all the following:
  • Events that take place in the episode (what are they?)
  • Issues that the episode deals with (first decide what they are)
  • How individuals are represented (first identify what individuals are represented)
  • How social groups are represented (again, first identify what social groups the episode identifies)
EXT Task: Answer this question, using your notes from today's lesson.
How do you think Cuffs represents Britain in 2018? Refer to the four different contexts you have looked at in today's lesson.

Sunday 4 November 2018

Researching TV Crime Drama

Today, you need to look at other TV Crime Drama broadcast on the BBC and on ITV. You will look at each show and consider how they fit the codes and conventions of a TV Crime Drama. You can find your own programmes if you would like to. These suggestions are there to help you.

Task One: Watch each trailer and then answer the questions at the bottom of this blog post on a word document entitled TV Crime Drama Research Task. You must answer the questions for each programme you choose. You will need to print this out and tag into your book next lesson.

BBC TV Crime Drama Suggestions












  1. How is mise en scene used to make it clear to the audience that the programme is TV Crime Drama genre?
  2. How do the main characters in the trailers clearly fit the crime drama genre?
  3. How is sound used to convey the TV Crime Drama genre?
  4. How is the programme branded as a BBC or ITV product?
  5. What do you think makes the TV Crime Drama suitable for the target audience?
Extension Task: Once you have collected your evidence, you need to write your ideas up in your book (or on another Word document if you prefer). The title is Compare how commercial and public service broadcasters create TV Crime Drama for their audience.
You should think about the similarities and differences across the BBC and ITV programmes. Compare how the codes and conventions of the genre are used, explain why different stations might need different ways to engage mass prime time audiences or smaller niche audiences and explain how the two broadcasters have different demands on them (advertisers or BBC charter demands).