What is the main narrative and message of the song, and how is this added to or altered by the visual elements of the video and the techniques used? Does the video   subvert or confirm the messages and content of the song? How is ethnicity, age, gender and class represented in the video? What binary oppositions are created or shown in the video between different stereotypes? What stereotypes are used to represent different social groups? How is the concept of inequality or social power demonstrated in the technical codes or narrative of the video? What cultural or media references does the video and song make and why?

The main narrative and message of the song is criticising the traditional British white stereotypes that they made of ethnicity, race and suburban area. Which Dizzee Rascal tries to either mock, as there is a white, middle age, upper class women controlling Rascal to when he can entertain people, as in the setting of her house there is a box where he comes out of. As in the 1960's black people were portrayed as entertainers for the white as in tv shows if they had a black character they would either be a servant or slave, however, they would always be cheerful and comedian pleased to be working for the white. The director could subtly be suggesting that the women is the white people who control when black people can have their time, however, when they had enough they have to obey what the white people say, so in the end of the music video he has to do back into the box. The video has only 2 real life people and the rest are puppets, yet the 2 real people are not equal as the white women is a normal size and Dizzee Rascal is the same size as the puppet, it suggests the segregation between not only race but also classes. Dizzee Rascal describes how he usually saw robbery and police fighting with people in his area, yet as the women sees what happening on top of her piano. Her face is quite disgusted, surprised and confused 

The video references 1950s children’s television, most specifically Muffin the Mule, which was aired on the BBC from 1946 until 1955 (when it switched to ITV). The BBC programme was presented by Annette Mills who sang and interacted with a puppet mule and other characters who appearedon her grand piano. The programme was broadcast live and was hugely successful, becoming the first children’s television programme to have its own merchandise. The actress who plays the female pianist in Dream bears a clear resemblance to Annette Mills, the puppet mule is also featured,and the set is similar to Muffin the Mule.The use of these references creates an innocent, child-like backdrop to the video and contrasts with the contemporary issues and problems depicted.

Dream combines elements of performance andnarrative, typical of the music video form. Two ‘worlds’ are constructed – the salubrious 1950s sitting room and the contemporary city setting, established through the set, props and puppets on the grand piano. The video features a female pianist who directly addresses the audience, introducing Dizzee Rascal and singing some lines from Happy Talk. She acts as a presenter/ narrator and reacts to the action, arguably reflecting the ‘typical’ or ‘expected’ response of an older audience to rap music.Dizzee Rascal performs and directly addresses the audience, also commenting on the narrative and actions of the puppet characters. The narrative is linear, featuring disruptions and a resolution that reflects the dominant message of triumph over adversity through commitment to a dream. The video features many postmodern elements, juxtaposing 1950s children’s television characters with familiar contemporary iconographysuch as the nightclub and off-licence, and a matriarchal older female with a young male grime artist. This creates a fable-like quality to the video, as Dizzee Rascal tells the story of the development of a successful career.The images are highly illustrative, often featuring a literal interpretation of the lyrics e.g. ‘off licence’, ‘young baby mothers’. This adds to the sense that a vivid story is being told.The period setting of the sitting room isestablished through the mise-en-scène of the striped wallpaper, floral curtains and grand piano, connoting a middle-class environment that contrasts dramatically with the contemporary setting of the narrative. The stereotypically socially deprived, inner- city environment is constructed through the set and props on the piano. There are many props that reference childhood:

Pastel coloured building blocks at the beginning and end of the video. Musical box from which Dizzee Rascal emerges – and returns to at the end of the video when it is covered in stars, connoting his success as a music artist.

Toy police car and helicopter.

Puppets – Muffin the Mule, youths, policeman etc.

The use of this iconography of childhood establishes a sense that the video is a fable with a clear moral message. This, coupled with the juxtaposition of the 1950s references, helps to distance the audience – there is little attempt to create verisimilitude or the illusion of reality – it is clear that it is a constructed narrative.

Dizzee Rascal begins to use the microphone prop at the point where he talks about discovering music and gaining air time. The microphone connotes power – Dizzee Rascal’s voice can now be heard (literally and metaphorically), and this signifies a move away from deprivation and rebellion towards achieving his dream and becoming a respected member of society.

The use of simple props and iconography, such as the nightclub signified by the disco ball and dimmed lights, constructs distinct and recognisable settings to illustrate the lyrics and communicate meanings.

Consider how developing technologies affect media language:

The video makes use of green screentechnologies to allow Dizzee Rascal to perform on the piano and interact with the puppet characters. The following article gives further information about the process

The references to 1950s children’s television,

especially the use of direct address by the pianist, ironically position the audience

as children being told a story. The puppet characters are interwoven into the narrative e.g. Muffin the Mule operating the sound recording desk and the Lord Charles puppet in the pram – this juxtaposition potentially creates a sense of surprise or unease, provoking the audience to think about the narrative and messages in the video.

Dizzee Rascal also intertextually references Captain Sensible, who recorded Happy Talk in the 1980s, when he says ‘This is too sensible for me, man’ as he climbs out of the musical box. These references could create a sense of nostalgia and pleasure for viewers who recognise them.

Consider theoretical approaches: Semiotics – Barthes- Many of the images illustrate the lyrics but connote deeper meanings in relation to the more abstract notion of working to achieve a ‘dream’.

The idea of ‘myth’ relates to the use of iconography such as the ‘hoodie’ which, over time, has become recognisable as

a symbol of youthful rebellion.

structuralism – Levi-Strauss Many binary oppositions are evident, most prominently that of the young black male v older white female which reflects the idea of hierarchies of power in society. The female is physically bigger than Dizzee Rascal, due to the difference in scale, and she shows disapproval of the anti-social behaviour and approval of the positive actions. Despite Dizzee’s success, she arguably retains the power as he gets back into the box at the end.

Other oppositions include youth v police/ authority – with some sense of resolution as they all dance together towards the end of the video.

Anti-social behaviour v hard work and dedication - the central message of working hard to achieve a ‘dream’ reflects a dominant ideological message that hard work offers

an ‘escape’ from social deprivation.

The representation of the white, upper middle

class pianist reflects 1950s Britain when people in positions of power tended to belong to hegemonic social groups. Dream is also interesting to consider in the context of the post-war period in Britain when many people from the Caribbean, as well as from India and Pakistan, moved to Britain to work and British society was becoming more ethnically diverse as a result of this period of immigration.

The 1950s references create a sense of distance and allow the audience to view the video as an allegory and understand the use of quite extreme stereotypes as a way of exploring contemporary issues. For example, police brutality may be considered as something that would have occurred more frequently in the past, but there are cases of this happening in contemporary society. Dream is also interesting to consider in the context of the early 2000s when it was released, in relation to concerns about antisocial behaviour amongst inner-city youths. The decision by Bluewater Shopping Centre in Kent to ban ‘hoodies’ in 2005 received widespread media coverage. ‘Hoodies’ have been worn by hip hop artists

since the 1980s and have become to be associated with rebellion and antisocial behaviour. The following article gives some further background information on the topic. Consider the way social groups are represented through processes of selection and combination:

Representations of gender, age and ethnicity.

The pianist is constructed as a stereotypical 1950s white, middle-aged, middle-

class woman through the mise-en-scène

of her upright posture, formal jacket with large floral brooch and hair style.

She fulfils a matriarchal role and uses quite a patronising mode of address (‘Hello boys’ and girls’), especially as she introduces Dizzee (‘he’s such a rascal’).This creates humour, especially as the video progresses and reaction shots reveal her shock and disapproval of the actions of the ‘youths’.Her horror as the helicopter flies past her face connotes her stereotypical British reserve – she does not like this invasion of her personal space and is not used to encountering antisocial behaviour. She reinforces dominant messages and ideologies, smiling her approval on the positive elements of the narrative, for example holding up Dizzee Rascal’s album and singing ‘just do it’.

Dizzee Rascal is constructed as a rebellious young black male through the dress codes of red tracksuit with a ‘hoodie’ top and trainers. » He appears to be a stereotypically defiant youth who challenges authority at thebeginning of the video, reinforced by thelyrics e.g. ‘reckless with no shame’.As the narrative progresses, a more positiverepresentation of Dizzee Rascal is constructed as he describes his strong sense of purpose, hard work and achievement. Later in the video, following Dizzee’s transformation, the youths also partake of more creative and less destructive behaviour (e.g. kicking a football, break-dancing), establishing him as a role-model.This positive representation of a young black rapper challenges many negative stereotypes of this social group.Positive messages and values are embedded in the representations e.g. the power of pursuinga ‘dream’ is connoted when Dizzee Rascal is inside the recording studio and the policeman is battering on the window, but cannot reach him – perhaps suggesting that music offers a ‘protection’ from the harsh realities of the outside world. Similarly, in the nightclubscene, the puppet characters, including the policeman, dance harmoniously, connotingthe power of music to bring people together. Many clear stereotypes are constructed through the ‘puppets’ to create recognition and humour, and also convey messages and values:Youths are constructed as irresponsible and having no purpose in life – skateboarding, spraying graffiti, stealing the TV.The Scots character (red hair, tartan) is constructed as a drunk with a lager bottle.The police officer is constructed as a brutal, baton-wielding white male, beating a youth in a style that references ‘Punch and Judy’.

The puppets are attached to strings, linking to the notion that this story is a fable, but also suggesting hierarchies of power and control – they are conforming to stereotypical, possibly pre-ordained roles. This raises questions about key issues in contemporary society such as crime, antisocial behaviour, underage sex etc. and how these can be tackled.

Representation Stuart Hall.The video deliberately constructs the puppet characters as stereotypes to exemplify the way in which these social groups are often representedand to demonstrate that these stereotypes can misrepresent individuals from these groups.Theories of ethnicity and postcolonial theory - Gilroy the construction of the white matriarchal children’s TV presenter and the young black male ‘rascal’ is interesting to explore in relation to postcolonial theory, especially in the social and historical context of the 1950s and increasing ethnic diversity in Britain.The narrative embeds positive messages and values, constructing a representation of a successful rapper and subverting negative stereotypes of ethnicity. However, the female can be seen to be in control, especially
as Dizzee Rascal is diminutive, arguably depends on her for ‘endorsement’ of his album and returns to the box at the end.While the story suggests that 21st century Britain is an inclusive and multicultural society, the repeated shots of the TV presenter looking shocked and her patronising tone towards Dizzee Rascal imply that society is not yet fully integrated.