The Wave: Sequence 2 - Tuesday

Question 1

Mise-en-scene

Answer 1

At this point, the students are still wearing their own individual choice of clothes. This diversity contrasts with the unitythey show when doing the marching exercise.
Portrayal: Costume - Wenger indicates his rebellious attitude by wearing a punk rock t-shirt (The Clash*) This contrasts withWieland’s more typical ‘boring’ shirt and tie.
Props: the classroom furniture, posters, blackboards, and science models remindus of the high school location and that, despite the raucous enjoyment of the students, they are still in a lesson. *The Clash promoted a left-wing message in their songs to ‘to encourage people to do things for themselves, think for themselves and stand up for what their rights are’

Question 2

Cinematography

Answer 2

This sequence primarily features long shots that capture the entire class. This allows us to see the initial diversity of the group(expressed through costume and hair)
The LS alternatebetween Wenger’s POV (establishing him as apoint of identification and as the leader of the group) and those of students from the back of theclassroom, making us feel as if we are a memberof the group, too.
These shots are intercut with medium shots of individual students, allowing us to observe their reactions, which range from Tim’s enthusiasm to Mona’s reluctance.

Question 3

Editing

Answer 3

‘Day of the Week’ captions are used to keep track of time and often surpriseus at how quickly things are escalating.
This also creates the film’s episodic narrative structure.
Somecritics of the film said the speed at whichevents progress was unrealistic, but the real- life ‘Third Wave Experiment’ on which the film is based also took place over one week.
Cross-cutting is used to show the responsesof the class below (“the enemy”) and tocontrast the marching, joyous students inWenger’s class with the passive, bored-looking students in Wieland’s group.

Question 4

Sound

Answer 4

Diegetic Sound.
Wenger’s dialogue is used to showthe more positive and optimistic side of ‘autocracy’: “A rhythm like this can cause bridges to collapse” exhorts the power of united action, and the booming of the group’s marching (especially as it gathers pace) creates a sense of excitement.
His declaring Wieland’s class as “the enemy” reflects the way other dictatorshipsunite disparate groups by creating a commonenemy (Bolsheviks in Fascist Italy, Jews in Nazi Germany etc.)

Question 4

Montage

Answer 4

After Wenger’s class there is a montage of students’ reactions as they excitedly discuss his lessons.
This conveys the effect of the wave and how it has swept over them