The Specials Csp
The Specials - Ghost Town: Blog tasks
Background and historical contexts
Read this excellent analysis from The Conversation website of the impact Ghost Town had both musically and visually. Answer the following questions
1) Why does the writer link the song to cinematic soundtracks and music hall tradition?
1) How does the article describe the song?
2) What does the article say about the social context of the time – what was happening in Britain in 1981?
3) How did The Specials reflect an increasingly multicultural Britain?
4) How can we link Paul Gilroy’s theories to The Specials and Ghost Town?
Fact sheet:
Watch the video several times before reading Factsheet #211 - Ghost Town. You'll need your GHS Google login to access the factsheet. Once you have analysed the video several times and read the whole factsheet, answer the following questions:
1) Focus on the Media Language section. What does the factsheet suggest regarding the mise-en-scene in the video?
The factsheet says the mise-en-scene creates a dark and bleak mood. The streets are empty. The city looks run-down. The band wear dull clothes. Their car looks old and cramped. All of this shows decay and tension in society.
2) How does the lighting create intertextual references? What else is notable about the lighting?
The lighting is low and gloomy. This links to horror and zombie films. It reminds viewers of something unnatural or scary. The shadows make the band look ghostly. It adds to the idea that the city is lifeless.
3) What non-verbal codes help to communicate meanings in the video?
The band members use serious facial expressions. They stare blankly or look worried. Their body language is stiff. They do not speak. This shows sadness and fear. It helps create a sense of anger and hopelessness.
4) What does the factsheet suggest regarding the editing and camerawork? Pick out three key points that are highlighted here.
The camera often moves in a shaky way, creates a feeling of chaos.
The editing is slow and uses long takes, gives the video a haunting tone.
There are point-of-view shots from the car, makes the audience feel part of the journey.
5) What narrative theories can be applied to the video? Give details from the video for each one.
Todorov’s theory: There is no clear equilibrium. The whole video shows disruption. The city is already broken.
Barthes' enigma codes: We never know where they are going or why. This creates mystery.
Levi-Strauss binary opposites: The video shows calm vs chaos, life vs emptiness, and youth vs decay.
6) How can we apply genre theory to the video?
The video mixes genres. It has features of music video, documentary and horror. Steve Neale says genres repeat but also change. Ghost Town uses music video conventions but adds horror-style lighting and documentary realism.
7) Now look at the Representations section. What are the different people, places and groups that are represented in the Ghost Town video? Look for the list on page 4 of the factsheet.
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Urban environments
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Black and white working-class men
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Young people
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Violence and protest
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Decay and destruction
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Thatcher’s Britain
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A multi-ethnic band
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The nation as divided and broken
8) How can Gauntlett's work on collective identity be applied to the video?
The video shows how people feel about their society. It reflects a shared anger and sadness. The song gives that group a way to express itself.
9) How can gender theorists such as Judith Butler be applied to Ghost Town?
The video does not follow typical gender roles. The male band members do not act powerful instead show fear and helplessness. This challenges ideas of strong masculinity, Butler says gender is performed, so in this context the band perform an alternative male identity.
10) Postcolonial theorists like Paul Gilroy can help us to understand the meanings in the Ghost Town music video. What does the factsheet suggest regarding this?
Gilroy says Black culture is shaped by the history of empire. Ghost Town shows Black and white musicians together. This suggests unity in a broken society, the band represent how racism and inequality still exist after empire.
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