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Downton Abbey analysis

At 0:47 the contrast in costumes shows the difference between the rich and the poor. The rich people are wearing expensive, traditionally high class outfits (suits) and the lower class are wearing work outfits for example the servants (aprons and hats) and the paper boy. This shows a direct contrast between the two classes. 

There is high key lighting in the upper class peoples section of the house showing that they are more powerful because they are in a brightly lit area. Low key lighting is used in the areas of the house such as the kitchen where the servants work and live because traditionally they would be in the bottom floor of the house. 

At 0:49, the man looks down on the paper boy as he is late and snatches the paper from him. 

At 1:09 there is a close up shot of the man reading the newspaper and you can see the facial expression but there is no clue on what he is reading. 

At 1:17 you can see the class difference as the lower class workers have to iron the newspapers so that the upper class people won't get dirty hands other wise they look like the lower class. 

The setting of the lower class area is at the bottom of the house which shows the class order as they are at the bottom and is full of unsaturated colours which could symbolise dirtiness as they are working class (kitchen 1:32). The upper class section of the house is above the servants and is full of saturated colours.

The bell at is showing that the upper class is constantly asking the lower class to do more jobs and the lower class can't answer back so they all have to do the work, their lives are being dictated by the upper class. 

At 1:34, the lower class are making traditional Indian breakfast called Kedgeree whilst shows their wealth as it had only just been brought to the UK. for the upper class and they have to eat toast. 

The lower class people are wearing no makeup or anything to make them look nice or different to each other, where as the upper class spend lots of time getting ready to look presentable. 

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