Representation Keynotes

REPRESENTATION CASE STUDIES
These can be examples of texts that you feel you can analyse the representation gender, age,
ethnicity, regional/national identity etc. Each representation should have three support examples,
and these need to be different media forms.!
Example if you're looking at ethnicity, you could analyse;!
Four Lions trailer (moving image) also issue and event by linking to terrorism and 7/7 bombings!
Snoop Dogg -Vato music video (moving image)!
Newspaper front page from London riots (print text) and an event

AUDIENCE CASE STUDIES
At least three examples (different media texts) and cover the following;!
Proﬁle of target audience!
Techniques of producer to target and appeal to audience (technical codes, visual codes,
language and mode of address, genre, narrative, star image)!
How audiences are positioned to react (link to audience theories)

PURPOSES OF REPRESENTATIONS!
HOW IS REPRESENTATION CONSTRUCTED?
Representation is a mixture of:!
The actual thing being represented!
The ideologies of the people/institutions constructing the representation!
The reaction of the individual member of the audience and their ideologies!
The context of the society in which the representation is taking place

REFLECTIVE APPROACH
This approach suggests that representations
are a direct reﬂection of reality.!
Which media forms conventionally conform
to the reﬂective approach?!
Documentary!
Newspapers!
Magazines!
News programmes!
Biopics!
Fiction - recognisable character-types
and locations !
What effect can this have on audiences?

INTENTIONAL APPROACH
This suggests that producers shape reality
through representation and suggests an
audience’s understanding of the world is
directed by those representations.!
Relies on audience to recognise locations
and ‘real-life’ situations and scenarios as
well as character types and roles.

CONSTRUCTIONIST APPROACH
This is a mixture. It accepts that
representations construct meaning, but
that this meaning is understood
through reference to reality and the
audience’s own ability to analyse, accept
and reject.!
So what type of audience would this
rely on?

POSITIVE OR NEGATIVE
Are negative representations responsible
for the prejudicial treatment of a particular
group?!
Can negative representations be challenged
by positive ones?!
If representations do affect the way in
which we think about particular groups,
what does that suggest about the media
audience?

EFFECT ON AUDIENCES
Stanley Cohen (1972) studied youth groups
in 1960s.!
A moral panic occurs when society sees
itself threatened by the values and activities
of a group who are stigmatised as deviant
and seen as threatening to mainstream
society’s values, ideologies and /or way of
life.!
Mods & Rockers (1960s), football hooligans,
muggers, vandals, mobile-phone snatchers...
MORAL PANIC

AS Media Studies: MS1
!
Content Checklist
Moving Image
Examples and
Analysis
Print Media
Examples and
Analysis
Representations Audiences
Film trailer Newspaper front
pages
Gender Audience responses
and what provoked
Television extracts Magazine front
covers
Age Attempts to appeal
and position
Radio extracts Film poster Ethnicity Relevant theories
Music videos Print advertisement Regional identity Audience categories
CD cover National identity
Web pages Issue
Computer game
cover
Event
EASTER CASE STUDIES
Representation and Audience Case Studies

AS Media Studies: MS1
REPRESENTATION AND AUDIENCE CASE STUDIES
!
Brief
The MS1 exam will require you to have your own individual case studies for both representation and audience.
For question 2(c) and 3 you will be asked to use your own detailed examples, you will be expecting to use at
least examples for each question each form of representation and audience. Therefore, you will need as many
case studies and examples as possible. There are a couple of approaches you can take;
!
• Individual case studies addressing the representation and audience content individually
• Rich case studies that include a range of representation and audience analysis
!
If you want to use and develop examples or content used and analysed in class, this is ﬁne, as long as you
strengthen these and apply different ideas.
Representations
It is important to note that for each representation, there is a range of representation you need to include within
your research. For example, age; young and old. Make sure you always consider the positive and negative
representations and then the implications that these may have on audiences.
Audiences
With each examples make sure you consider how construction can effects different audiences. With this, back
up your arguments to key theories and research.
What the case studies should include
As well as using the checklist your examples should make reference and include;
• Textual analysis - annotations as well as practice of point-evidence-develop
• Own voice - your own opinion
• Apply key theories - audiences
• Use correct terminology - technical codes, visual codes, language and mode of address, genre and
narrative.
• Research - online articles, video and images, interviews (make sure you reference all your sources in a
bibliography and source list).
Deadline
Draft to be emailed by Tues 22nd April 2014
EASTER CASE STUDIES

DEREK !
SERIES 1, EPISODE 5!
(GERVAIS, CHANNEL 4, FIRST AIRED 27/2/13)
Representation of age and ethnicity!
Age - !
Old people (70+) - passive !
Sat in their armchairs, not moving much, part of the mise-en-scene - not any purpose!
Excluded from society!
Derek and care home staff try to make their time more happier and active (Duran Duran show)!
Younger people didn’t want to react with them - Dion frustrated when playing draughts.There is a social divide presented by
awkward encounters with old and young - use of colloquial language. !
Referred to as a group, not stand out characters/roles.!
Lack social skills and social awareness - casual racism used by older residents.!
Incapable - made to perform, wear outﬁts, not sure what is happening

DEREK !
SERIES 1, EPISODE 5!
(GERVAIS, CHANNEL 4, FIRST AIRED 27/2/13)
Representation of age and ethnicity!
Age - !
Older - construction of stereotypes - “smells like Oxfam”.A bit slow
and out of touch with pop culture. Being smart and wise, require
respect. !
Objects - part of the furniture. Lack of care from families, but
Derek and carers entertain them. !
Younger -Victoria talks about having children and having sexual
relationship.Visual code and language is constructing a lower class -
poor relationship values?!
Middle-aged - Kev and Dougie; unhappy, drink, depressed about jobs and
society.!
Ethnicity -!
Construction of stereotypes - young black man; interested in rap, stole
trainers, use of colloquial language (created a regional identity, created a
divide between age and ethnicity).!
Criminal - blamed a racist society and suggested he was a victim. But
conversation with Derek counteracts argument. !
Interviews - Deon talked about where he was from - hyperboles “on
stage”.!
Purpose of representations? !
Genre conventions - comical!
Are own outlook on the older generations. Deon has a prejudice
outlook when he arrives, nut leaves with a respect for their generation.!
Approach?!
Constructionist - !
reﬂective; representations of divide between ages. Recognisable
British care home with character-types. Suggesting how old people
live within care home!
Intentional - challenging audiences perception of age by using a
documentary style.

NAN !
(TATE, BBC, FIRST AIRED 04/1/14)
How has Catherine Tate represented ‘Nan’?!
Is this a positive or negative representation of
this age?!
How is the representation constructed?
Consider visual codes (mise-en-scene) and
language!
How does the genre (comedy) affect her
representation?

Nan!
!
https://www.youtube.com/watch?v=sHnlqoZNg0Q

NAN !
Loud and opinionated - putting on a front to ﬁt in to society!
Priorities TV over family - !
Uncultured - rejects foreign food!
Witchy & witty!
Technologically incompetent -!
Gossiper, irrelevant conversation - speaking to automated
system - alone?!
Cupa Tea and anger at council - interests and beliefs!
Opening titles - no life and alone, back and forward between
kitchen and armchair!
Is this a positive or negative representation of this age?!
Positive - as she is alone but willing to stick up for herself,
not being vulnerable and are still capable!
Negative - afraid of her neighbours !
Negative - forgetful (speaking to someone she ‘knows’)!
Negative - using age as a threat / bargaining tool to get what
they want!
Negative - themes of conﬂict vs. youth, neighbours, society
and the council

NAN !
How is the representation constructed? Consider mise-en-scene and language!
Visually no intermediating but verbally aggressive!
Flat has an old-fashioned decor - armchair - can relate with grandparents!
Costume - keeping warm (gas prices issue)!
How does the genre (comedy) affect her representation?!
Context adds a likability - we can relate to situations and will her to stick-up for herself!
Constructionist - laughing at how different it is, but also relate to the ‘crazy old lady’ representation

NAN !
Opinionated - council, judgemental, gossips about others.!
Stubborn - she didn’t want to wait, used her older age to suggest she should be first in line!
Ignorant - Believes she isn’t in the wrong!
Other people - young girl (cynical) ; acts if she doesn’t want her there. She makes fun/offends other people.!
Generation divide - young vs old. Old - not able to use modern technologies;‘skype sports’!
Didn’t want to engage with others!
Is this a positive or negative representation of this age?!
Negative - not a very nice person, doesn’t engage with others, offensive. Nervous to open door to neighbours, being friendly with neighbours to avoid
conflict. She is alone - know one to talk to - automated phone call.Almost shown to have forgotten how to engage with others.!
Positive - to older audiences, can relate to the character. Show self- efficiency because she is capable - but likes to be taken care of.

NAN !
How is the representation constructed? Consider mise-en-scene and language!
Mise-en-scéne - Old fashioned and outdated decor but her personality contrasts between this!
Realistic setting - possibly a reﬂective approach because of recognisable/realistic mise-en-scéne!
Costume - stereotypical construction of an older person - not to caring of appearance. Scarf - attempt to look younger?!
Language - swears a lot to exaggerate her opinions and values - about other people and the council!
How does the genre (comedy) affect her representation?!
Representation is exaggerated!
Messy hair - construction of ‘crazy old lady’!
Positive representation - makes the rudeness likeable and the characters values more valid.

LastVegas Trailer!
!
https://www.youtube.com/watch?v=TvK3m0wJutI

TASK - PRODUCEYOUR REPRESENTATION OF AGE
(YOUNG, MIDDLE-AGED, OLD) CASE STUDIES
What is the media (form and genre).!
How has the representation been constructed (visual and audio codes)?!
What purposes are there for the representation? !
Is it positive or negative?!
How might the representation affect different audiences?!
Who produced the representation? Link to ideologies of institution. !
Ideology is a system of ideas, values and beliefs promoted by dominant groups to reinforce their power (eg
governments, state institutions, corporations).

RECAP
• What is the difference between ethnicity and race?!
• In what different ways are stereotypes constructed?!
• How could positive ethnicity representations be constructed?!
• How could negative ethnicity representations be constructed?

TODAYS SESSION
• Representation of ethnicity - textual
analysis of Attack the Block!
• Newspaper front covers and news
values!
• How different newspapers reported
the London riots of summer 2011!
• Reminder - Wednesday 12th, complete
ethnicity representation presentation

Representation of ethnicity
Textual analysis of the opening of Attack the Block (2011, Cornish)
Watch the following sequence and makes notes on the following;

1. Consider how representation of ethnicity is constructed using;
• language
• visual codes
• technical codes
2. Consider who is being represented;
• What ethnic groups are being presented?
• Positive or negative representations?
• The effect of these representations on different audiences?

Opening of Attack the Block
!
https://www.youtube.com/watch?v=Vz30vlff2kQ

Textual analysis of the opening of Attack the Block
Using your notes, construct a paragraph in response to each of these;

1. Consider how representation of ethnicity is constructed using;
• language
• visual codes
• technical codes
• What ethnic groups are being presented?
• Positive or negative representations?
• The effect of these representations on different audiences?
Remember!!
• Terminology!
• PED!
• Use of examples/evidence!
• Develop your points fully!
• Read the question fully

Peer Feedback
Swap your work with somebody.

Once you have swapped, assess your peers’ work by highlighting the use of the following;
1. Consider how representation of ethnicity is
constructed using;

• Language
• Technical codes
• Visual Codes
• Terminology
• Use of examples/evidence
• Development
• Identifying ethnic groups
• Exploring if they’re positive or negative representations
• Effect of these representations on different audiences
• Terminology
• Development
Provide feedback for your peers, identifying strengths and making suggestions for what they could have also included.

Peer Feedback
Swap your work with somebody.

Once you have swapped, assess your peers’ work by highlighting the use of the following;

• Identifying ethnic groups
• Exploring if they’re positive or negative representations
• Effect of these representations on different audiences
• Terminology
• Development

BROADSHEET NEWSPAPERS IN THE UK
• TheTimes &The SundayTimes !!
• The Guardian &The Observer!
• The DailyTelegraph &The Sunday
Telegraph! !
• FinancialTimes!
• The Independent & Independent on
Sunday!
• i

TABLOIDS NEWSPAPERS IN THE UK
Middle Market;!
• Daily Mail & Mail on Sunday!
• Daily Express & Sunday Express!
Tabloids;!
• The Sun &The Sun on Sunday!
• Daily Mirror & Sunday Mirror!
• Daily Star & Daily Star Sunday!
• The People

NEWSPAPERS IN THE 21ST CENTURY
• For newspapers to survive in a digital,
multimedia world, where audiences want
information in bite-sized chunks, they’ve
expanded in the market of smart-phone
applications,Twitter and video service.!
• However, print newspapers, and in
particular, their front pages still have a
role to play in how we receive the news
on a daily basis.

WHO CHOOSES THE NEWS?!
NEWS VALUES AND PUBLIC INTEREST
• Although newspapers are dealing in facts and suggest
they are telling the truth.!
!
• Windows on the world - the suggestion that the news
programmes, newspapers and documentaries offer a
realistic representation of what is going on in the world.!
!
• In fact, all news is constructed.The producer/editor of
the newspaper will decide to a present a news story,
based on the style of newspaper (tabloid/broadsheet),
its ideology and the audience that will read it.

• The same news is available to all the
newspapers every day. How do they decide
what to publish in their paper.!
!
• Gatekeepers - they decide which stories are
newsworthy for their paper.

• News values are the criteria that will
inﬂuence the decisions made by the owners,
editors and journalists about which stories
will appear in the newspaper.!
!
• They will then decide on their approach to
story, where it appears (dominance/amount
of coverage).This is known as the news
agenda

NEWS VALUES
• Threshold: the bigger the story the more likely it is to get onto the news story.!
• Negativity: bad news is more exciting and interesting than good news.!
• Unexpectedness: an event that is a shock or out of the ordinary.!
• Unambiguity: events that are easy to report and are not complex will be higher up the agenda of some newspapers.!
• Personalisation: news stories that have a human interest angle are more likely to appear in some newspapers.
Readers are interested in celebrities, and stories have more meaning if they’re personal.!
• Proximity: the closer to home the story is, the more interested the reader.!
• Elite nations/people: stories about important people and powerful nations, e.g. the USA, will be higher up the agenda.!
• Continuity/currency: stories that are already in the news continue to run and are updated as new aspects to the
story appear.

WHAT NEWS VALUES HAVE BEEN CONSIDERED
IN CHOOSING TODAY’S FRONT PAGE STORIES?
• What does the news values suggest about the newspapers values and ideologies
(including style - broadsheet/tabloid)?!
• Consider the representations of subjects/stories!
• Who do you believe is the target audience for this newspaper? !
• How is the front cover appealing to this audience? !
• Consider how different audiences may respond to the front page

How is the same story presented in different
newspaper front covers?

NEWS REPORT COMPARISON
• What does it show and for what purpose?!
• How does the reporter speak about the
rioters?!
• Who do they interview?!
• Who is the target audience? And How
does it target them?!
• What ethnic groups are represented
within this clip? And How?

NEWS INTHE UK
Understanding the ideologies of BBC News, ITV News and Sky News

Which channel’s news coverage do you
prefer to watch and why? !
Write down 3 points of why you prefer this
channel’s coverage

BBC 10 O’clock News 08/8/2011
https://www.youtube.com/watch?v=OFs0b97sqg4

Sky News 7/8/2011
https://www.youtube.com/watch?v=GUxbLgZYHl4

Sky News 12/8/2011
https://www.youtube.com/watch?v=HjWifAuTwJg

REPRESENTATION
ETHNICITY,AGE, GENDER, NATIONAL & REGIONAL IDENTITIES

TODAYS SESSION
• Representation of ethnicity, age and
regional identities; !
• How different newspapers and
news programmes reported the
London riots of summer 2011!
• Film trailer analysis - technical and
visual codes construct
representations

ETHNICITIES INTHE UK!
ENGLAND AND WALES CENSUS 2011
• British White (80.5%)!
• Other White (4.4%)!
• Indian (2.5%)!
• Pakistani (2%)!
• African (1.8%)!
• Other Asian (1.5%)!
• Caribbean (1.1%)!
• Irish (0.9%)!
• Bangladeshi (0.8%)!
• White and Black Caribbean (0.8%)!
• Chinese (0.7%)!
• White and Asian (0.6%)!
• Other ethnic group (0.6%)!
• Other Black (0.5%)!
• Arab (0.4%)!
• White and Black African (0.3%)

THIS POSESTHE QUESTIONS…
• Majority vs. minority !
• The representation of the ‘otherness’ and making comparisons!
• The construction of ethnicity by other ethnicities

TEXTUAL ANALYSIS!
REPRESENTATION
Watch the trailer of Four Lions and make notes on the
following;!
• Technical codes - editing, sound, shot types and angles, camera
movement, lighting and colour.!
• Visual codes - costume, make-up, expression and gestures,
locations and mise-en-scéne, colours.!
How are each of these used to construct representation?!
• Who is being represented? (age, gender, ethnicity, regional
identities)!
• How are they being represented? (positive/negative)!
• How could different audiences respond to the constructions
of representation?
Four Lions (Morris, 2010, UK)

Four Lions trailer!
!
https://www.youtube.com/watch?v=Ew-SrlQ9tlI

HOMEWORK!
FOUR LIONS ANALYSIS
• Identify the use of a technical code or visual code used within the trailer of
Four Lions!
• How this is used to construct a certain representation (who [ethnicity, age,
gender, national and regional identity], how, whether it is positive and negative)!
• Approx. 750 words!
• Deadline: Monday 24th March

HOW GENDER IS REPRESENTED WITHINTHE MEDIA -!
THE MUSIC INDUSTRY
Case study for MS1 - Representation and audiences

WHATTHIS INCLUDES
How men and women are represented in
music videos, magazine front covers, CD
covers (close study of Beyoncé).!
Different representations because of age and
ethnicity !
Events - Chime for Change, Miley at theVMAs!
Issues and audiences - Censorship and
regulation!
Audiences - Different audience responses.

TEXTUAL ANALYSIS!
MUSIC VIDEOS
1. Beyoncé - Partition!
2. P!nk - Try!
3. John Newman - Cheating!
The analysis includes the use of Goodwin’s convention theory
- how gender is represented, with consideration of genre of
music, artist image and ethnicity.

BEYONCÉ - PARTITION
POINT - There is a consistent theme of sexual imagery and provocative actions within Partition.!
EVIDENCE - Throughout the music video there are shots that focus and linger on the female body.This
positions the audience as voyeurs. Goodwin suggested that this a convention of music videos; he
suggested that woman are positioned to be looked at and there is a strong notion of looking.This is
evident when Beyoncé seems being trying to attract the attention of an uninterested man, even though
we cannot see the person she is performing to, the ﬁgure is reading a newspaper, driving an expensive,
yet traditional and classy Royals Royce and there are extreme close-ups of a mans hand caressing
Beyonce’s body. !
DEVELOP - As the identity of the man isn’t revealed until later in the video and the camera is
positioned from where he is sitting, the audience are positioned where the man is. Mulvey’s theory of
‘male gaze’ suggests this technique invites the audience to relate to this man.Therefore, it creates the
idea that Beyonce is performing and acting to the audience, demonstrated clearly with the scene set in
a theate.This creates a clear divide in the roles of gender; Beyonce is very active in getting the attention
of the man, but it is suggesting the own way she can get this attention is to act sexually.This preferred
meaning represents women very negatively, creating the idea that they are positioned lower than men
in society and in this case a relationship. It suggests that woman need and crave the attention of men,
but can only gets this by behaving sexually provocative.
Gender

POINT - The mise-en-scéne also demonstrates that the female is craving this
attention for money and materialistic objects.A negotiated reading of the music video
could offer that Beyoncé is demonstrating her self-confidence and own power.!
EVIDENCE - The music video opens with a long shot of this grand, luxury estate and
throughout the video there are close-up shots of Beyonce draped in expensive goods.
The artist’s costume suggests wealth with vast amounts of jewellery, silk outfits and
the use of the colour gold strengthens the connotations of richness.!
DEVELOP - This behaviour is being glorified by the sophistication and classiness.
Beyonce’s star image has been constructed as strong, independent, feminist icon since
being in Destiny’s Child with titles such as ‘Independent Women’.The representation
of gender goes against this idea, Partition may be constructed with a sense of class,
however it is a derogatory representation of women, particularly as the music video
progresses and the mise-en-scéne constructs a strip-club and nightclub setting.
Gender

POINT - The male character is very passive and is subject to be the voyuer.!
EVIDENCE - The male, Jay-Z, Beyonce’s husband is sat in low-key lighting with
back lighting, which creates a silhouette, making it difﬁcult to see him.The
serious facial expression and passive action suggest a level of expectation, that as
a rich male, with expensive jewellery, smoking cigars that you should perform for
me.The stage props also portrays a sense of imprisonment with Beyonce and
her back up dancers behind bars and dancing on bars.The projection of leopard
print on the girls could also connote that the women are treated like animals
who are caged and ready to perform.!
DEVELOP - This represents men with power but also with a level of passiveness.
Whereas, the women are enslaved for the man, a performance sex object.This is
a damaging representation of both genders, they are both negative messages and
portray an obvious imbalance of each genders within a marriage.
Gender

P!NK -TRY (POP MUSIC)
POINT - Abuse portrayed through dance as an art form and
expression!
EVIDENCE -!
DEVELOP -
Gender and genre
To ﬁnish

JOHN NEWMAN - !
CHEATING (BLUES/DANCE)
POINT - Woman seen to be committing adultery/cheating
with another man!
EVIDENCE - The narrative and performance of the video are
integrated !
DEVELOP -
Gender and genre
To ﬁnish

REPRESENTATION AND GENRE
Beyoncé - RnB!
P!nk - Pop!
John Newman - Modern Blues/Dance
To ﬁnish

BEYONCÉ -THE BRAND
An article from The Guardian (2013) suggests that
Beyoncé has become a global ‘super-brand’.
http://www.theguardian.com/media-network/partner-zone-brand-union/can-brands-learn-from-beyonce Gender

BEYONCÉ -THE BRAND!
CD COVERS
With music videos and CD cover, the producer and artist are in control with
how star image is constructed. !
The last four album covers, focus on the appearance of Beyoncé with the
exception of her latest, simply named ‘Beyoncé’.There isn’t a focus on
performance, but more construction and focus of her famous ‘natural beauty’, a
common convention of Beyonce’s image. !
Beyonce is a representative of strong powerful women, her edgy look and sharp
sex appeal makes her an icon that appeals to both men and women not only for
her music but because of her powerful sexual attraction.!
This representation raises the question of if this a positive or negative
representation of gender. She is a music artist, who often using her body and sex
appeal to her audiences.!
Positive - demonstrating the values of a modern feminist; conﬁdent and
independent !
Negative - Not being judged or valued on music talent but on her sex appeal.
The colours are very mellow with
use creams, whites, blues, green
and grey. This creates a calm
impression of the album and
artist with a sense of realism.
This star image will be associated
with this mood and response if
repeated to become a convention.
Gender

Heat and colour red - Connotations with warmth,
temperature, passion, the colour red covers the
majority of the advert. A lighting ﬁlter casts red
highlights on the body, sexualising the body,
particularly highlighting the exposed legs
Catch the Fever - The tag-line uses
imperative language, commanding
the audience to join a trend and
again has connotations with the
name ‘Heat’, with being hot, but in
this context, it isn;t suggesting
being unwell, but has sexual
undertones
Visual codes: Gesture, facial
expression and costume - The
gesture and body position of
Beyonce is inviting and
provocative, her exposed legs
are slightly open, she is laying
down and the light also
highlights her cleavage. These
sexual connotations with a
seductive facial expression
constructs a direct mode of
address from Beyoncé,
attracting woman wanting to
relate to her and be her by
purchasing the perfume and also
targets men who want to be
seduced by Beyoncé.
PRINT ADVERTISEMENTS
Gender

Loréal - It has been suggested by
an article in The Daily Mail
(12/1/2012) and in the
documentary Killing Us Softly 4:
Advertising's Image ofWomen (Jean
Kilbourne, 2010) that Beyoncé had
been photoshopped to appear
lighter in skin tone, more white.!
With this in consideration, it
would suggest that being white is
better and more beautiful than
being black.
Ethnicity and issuehttp://www.dailymail.co.uk/tvshowbiz/article-2087388/Beyonc-white-skin-row-Controversial-photo-shows-singer-looking-shades-lighter-usual-tone.html

This issue rises the debate about how Photoshop has offered the
media producers a chance to construct unrealistic images of
people.!
Killing us Softly 4 expresses the way woman are presented with
images of what you should like even though it is almost impossible
because the photographs are in fact not real, they are constructed.!
To a passive audience this can be dangerous as it presents
unrealistic goals and print advertisements and magazine front
covers are suggesting values on appearance and lifestyle. It
represents how woman should be, tall, slim, big-bust, pale and
white (according to the Beyoncé adverts), perfect white teeth, if
allowed to smile and with no blemishes.
Gender and issuehttp://www.dailymail.co.uk/tvshowbiz/article-2087388/Beyonc-white-skin-row-Controversial-photo-shows-singer-looking-shades-lighter-usual-tone.html

PHOTOSHOP ISSUE - LORDE
Positive representation of women?!
Lorde’s star image is constructed to be pure
and strong - not giving in to expectations and
the ‘model’ pop star. Her acceptant speeches
at award shows have been short.!
Lorde is showing that she doesn’t respect they
way media is trying to construct her image and
give an unrealistic impression of her - showing
she is not afraid to show imperfections.
Gender and issue

MILEY CYRUS
Miley Cyrus received lots of criticism for her
live performance with Robin Thicke at the
MTVVideo Music Awards.!
Critics and the public suggested it was over
sexualised and represented woman in the
music industry as sexual objects, particularly as
there were clear comparisons made between
her child-acting career and transformation
when going into the music industry. Raising the
question - does sex sell?!
Part of the criticism was directed to her
because of her previous role as Hannah
Montana and parents complained that children
and fans of the Disney show would be
encouraged by her behaviour and see it as
acceptable.
Issue, age and gender

http://www.bbc.co.uk/news/entertainment-arts-23847366 Issue, age and gender

REGULATION &
CENSORSHIP
Censors to clamp down on raunchy music video after
viewers express 'special worries' about sexual content!
The BBFC have announced that they vow to crack down
on the videos comes after they surveyed 10,000 people
across the UK at the end of 2013!
An article in the Daily Mail suggested that music videos
that include innuendoes and sexual content and behaviour
are to be regulated.!
It is also interesting to note that the article only focuses
on female artists.!
The article explained; It also said the ‘sexualisation of
young girls was of particular concern’.!
‘Music videos were identiﬁed as a key source of sexual
imagery, which parents believed to be potentially harmful
to young girls’ emotional wellbeing and social
development,’ the report said.!
‘The overwhelming reaction to the music videos content
was one of shock and incredulity.’
Issue, age and genderhttp://www.dailymail.co.uk/news/article-2539029/Raunchy-music-videos-clamped-censors-large-scale-public-consultation-reveals-special-worries-sexual-content.html

CHIME FOR CHANGE
Chime for Change is a charity that raises awareness
and funds for equal woman’s rights across the world!
Last year a concert was arranged with musicians off
the A-List including Jennifer Lopez and Beyoncé!
According to an article in The Daily Mail; the overall
message of Saturday night's star-studded concert at
Twickenham Stadium in London seemed to be lost on
some of the performers, according to many critics.!
Twitter brimmed with harsh but fair questions,
including why modern day feminism requires wearing a
pair of 'spiked heels' and underwear, and if the sexy
performances were entirely appropriate.
Event and genderhttp://www.dailymail.co.uk/tvshowbiz/article-2334615/Chime-Change-2013-Fans-lash-Beyonce-Jennifer-Lopezs-skimpy-outﬁts.html#ixzz2xjJX3GMb

R E C A P
• So far, we have looked at how we to respond to media texts.
• Audiences may respond differently because of their background,
demographic profile, experiences and interests.
• Sometimes it can offend.

T O D AY S S E S S I O N
• Media regulation in the UK
• Are women sexualised in music videos?
• Gender representation in the music industry

M E D I A R E G U L AT I O N I N T H E U K
• BBFC - British Board of Film Classification. Certify and classify film, DVD
and video game
• Ofcom - Regulate TV and radio sectors, fixed line telecoms, mobile, postal
services.
• PCC - Press Complaints Commission - regulate standards of journalism
• ASA - Advertising Standard Agency - regulate advertising across all media

G E N D E R R E P R E S E N TAT I O N I N
M U S I C V I D E O S
M S 2

S TA R T E R
Thoughts about how men and women are
represented in music videos?

S E X A P P E A L
• Andrew Goodwin suggests that “there are frequent references to the
notion of looking and the voyeuristic treatment of the female body.”
• Voyeurism - the idea of a sexual pleasure by watching.
• It can be referred as ‘sex appeal’ and this is used to sell the artist’s music.
• How is this constructed?

S E X A P P E A L
• Exhibitionist - somebody who performs to be
watched.
• Dancing, being sexually provocative,
addressing the camera/audience, slow
motion.
• As well as the artist being sexually seductive.
The notion of looking can also be referenced in
the use of props;
• Mirrors, TV screens, cameras, telescopes,
binoculars, and magnifying glasses/scopes.

M U S I C V I D E O A N A LY S I S
• Make notes on
• Representation of men
• representation of women
• Themes of voyeurism

R E P R E S E N TAT I O N O F M E N
• They’re in control, in dominating position, treating women like objects, passing them around (dice). Pulling women by hair.
Spanking. Being sugar daddies?
• Trainers and ‘players’ (double-meaning?)
• Wealthy - suits, clothes, showing money (prostitution), alcohol.
• Greed and lust.
• References to drugs and being out-of-control.
• Self-indulgence with intertextuality with twitter (being popular) and talking about their own sexuality and genitals.
• Sexualising self? Being provocative with ice-cream.
• Women are going to men, not the other way round, like animals (props).
• Animals > Women > Men.

R E P R E S E N TAT I O N O F W O M E N
• Child like - naive, vulnerable, animals, toys, white and purity, innocence, a game?
Brushing their hair - are they toys?
• Self-respect abandoned?
• Cannot see if it is wrong?
• Domestic women - men moulding behaviour. Dog/bitch. Putting forward message of
domesticating/animal/moulding - do what men want and need.
• Animalistic - not human? Can not express feelings?
• On display for men (and audience?)

T H E M E S O F V O Y E U R I S M
• Looking at each other - far away is fantasy, close is real, it can happen.
• Men looking at girls, girls looking at camera.
• Ideas of licking and biting - flirting with audience
• Thrusting and dancing

Blurred Lines music video
!
https://www.youtube.com/watch?v=yyDUC1LUXSU

Troublemkaer music video
!
https://www.youtube.com/watch?v=4aQDOUbErNg

F O R A N D A G A I N S T A R G U M E N T
Is it ok for female artists to use sex appeal
to sell their records?

M S 1 : R E P R E S E N TAT I O N
E V E N T S A N D I S S U E S

E V E N T S
• For events, the expectation is that you will explore the representation of two events,
focussing on two examples from different media texts to support your points for each event.
• The events will need to be contemporary (less than ﬁve years).
• The events can be local, national or international. This means the case study could be
adapted for regional or national identity.
• Examples we have looked at in class;
• 2011 London riots
• 2013 MTV Video Music Awards
• 2013 Chime for Change

E V E N T S - C A S E S T U D Y C R I T E R I A
Within the case studies you will be expected to research and discuss;
• The ideology of the text in which the events features. Is it clear what the text you are
using thinks about the event? Is there any evidence of opinion or bias in the
representation?
• How the event has been presented, referring to, for example, language and mode of
address, anchorage, technical, visual and audio codes and the use of images.
• The construction of the representation. The elements that go to make up the ﬁnal text
will have been constructed in a way that real life is not.When we witness an event in
real life we do not see it from three different camera angles and in slow motion. This is
often the way we view an event as it is presented to us in the media. It is a selected
construction and has been edited often to show a particular viewpoint.

E V E N T S - C A S E S T U D Y C R I T E R I A
• The process of selection. For whatever ends up on the screen or in print, a lot more will
have been left out. Someone will have made the decision about what will be included and
what to omit. Consider how this might affect how the audience feels about the event.
• The focus of the representation. The way in which a media text is mediated encourages
the audience to focus upon a particular aspect of the text to push us towards making
assumptions and to draw conclusions. For example, our eyes are drawn to the headlines
and cover lines in newspapers and magazines.
• The role of opinion leaders in inﬂuencing the audience about the event. Has mediation
occurred?
• The audience who will consume the text and their response to the representations
encoded within in.

E V E N T S E X A M P L E - 2 0 1 1 R O YA L W E D D I N G

• The Daily Star is targeting a different audience.
Here the event is represented in terms of national
pride and ethnocentricity.
• The lexis used further emphasises the sense of
what it is to be British according to Daily Star, it is
‘passion, pomp, ceremony, fun and true love’
• The language used is formal and addresses the
reader directly, making them feel part of the event.
• The image of the kiss was one used by many
newspapers that day to represent the event and
royal couple.

• Hello’s magazine’s target audience like gossip about up-
market celebrities. Here, the images selected for the
front page show snapshots thumbnails of the wedding
day including iconic British celebrities, such as Victoria
Beckham. The images suggest the importance of the
event.
• The main image has been chosen as the mode of address
is direct, seeming to engage the Hello! audience.
• The magazine’s sell line is a ‘second souvenir issue’
further deﬁning the event as one that will be
documented for future audiences and underlining an
importance and memorable event.
• The magazine also uses enigma codes to suggest that it
has exclusive information and more intimate details about
the royal couple to encourage readers to buy the
magazine.

E V E N T S - P O S S I B L E C A S E S T U D I E S
• Task; research two events and two
examples per event, making sure
you answer the criteria questions.
• Examples we have looked at in class;
• 2011 London riots
• 2013 MTV Video Music Awards
• 2013 Chime for Change
!
• Other possible events;
• 2012 London Olympics
• 2011 Royal Wedding
• 2014 Ukraine and Russia conﬂict
• 2014 Nigerian schoolgirl
abduction
• 2014 FIFA World Cup
• 2014 European Elections

R E P R E S E N TAT I O N S O F I S S U E S
• As well as representing groups in society, the media also construct
representations of issues and indeed may be partly responsible for
creating the issue itself.
• The expectation is that you will have two case studies of issues to
discuss how they were represented across two different media texts.
• It is important to show a strong awareness and understanding of
how the issue can be represented differently according to the
particular text.

R E P R E S E N TAT I O N S O F I S S U E S .
C A S E S T U D Y 1 - B O D Y I M A G E
Two media texts could come from; print advertisements, ﬁlm posters,
game covers, magazine front covers.
The issue also links to the way in which both genders in general are
represented. The issue of body image in the media is represented across
a range of media texts, including;
• Unrealistic images of perfection for both men and women in
magazines.
• Gossip magazines where imperfections in the bodies of celebrities
are highlighted for discussion and ridicule.
• Documentaries raising awareness of the issue (BBC 2s; Blurred Lines)
• Newspaper images of catwalk models that are a size zero.
• Media articles commenting on the concern of the beauty cult that
means that only thin is beautiful (Dove).

R E P R E S E N TAT I O N S O F I S S U E S .
C A S E S T U D Y 2 - R E G U L AT I N G M U S I C V I D E O S
Two media texts could come from; music videos, cd covers, print
advertisements or magazine front covers of artist.
The issue also links to the way in which both genders in general are
represented. As well as the effects of audience. Research;
• The content within the music videos - voyeurism, provocative
behaviour, promoting misogyny.
• The reasons why BBFC may consider regulating media - effects
on vulnerable/younger audiences
• How it represents both genders and effects
• Interviews of parents complaining and also music artists
defending themselves
• Argument - the role of advancing technologies and accessibility
to content.

REPORTING THE LONDON RIOTS!
NEWSPAPER FRONT PAGES
• Consider how each newspaper reported the riots!
• How did they represent the people carrying out the riots?!
• What news values have been considered when choosing the approach of the story?!
• What does the choice of lexis within the headline/s and choice of photographs
suggest about the newspaper’s ideology?

NEWS REPORT COMPARISON
• How does the reporter speak about the
rioters?!
• Who do they interview? How do they
interview them?!
• What ethnic groups are represented within
this clip? And How?!
• Who is the target audience? And How does it
target them?

BBC 10 O’clock News 08/8/2011

SKY NEWS
• What are the differences and similarities between BBC News?!
• Consider; !
• Visual and technical codes!
• Interview techniques!
• Representations of ethnicity, age, gender and regional identities!
• What does this suggest about Sky News’ ideologies?

TASK
1. Each, write down 3 differences and similarities between the two programmes.
Consider;!
• How does the reporter speak about the rioters?!
• Who interviews who? Who do they interview? How do they interview them?!
• What ethnic groups are represented within this clip? And How?!
• Who is the target audience? And How does it target them?!
2. What does each report suggest about the ideologies of the institution (BBC & bSkyb)?

REPORTINGTHE LONDON RIOTS!
BBC NEWS AT 10 AND SKY NEWS LIVE
• similarities !
• No direct emphasis on the ethnicity of the rioters - Sky
News had close-ups of hands and eyes, which revealed
the ethnicities of the group.!
• White, middle-aged, middle-class reporters vs. young
people being the suspects and rioters.!
• The effects on livelihoods of shop owners - make
audience feel sympathy towards those effected.!
• Raised questions of the governments role and
responsibilities - help the rioters (Sky) and those
effected (BBC).!
• differences !
• Regional identities - victims (BBC) & suspects (Sky)!
• Sky - close-ups of tracksuits and trainers - shows
branded/expensive clothing, also new (stolen?),
construction of stereotype - chav, gang culture and gang
identity. !
• Sky - colloquial language and informal (uneducated -
backs up Sky’s intentions to blame gov. for making cuts).
16 year old having a son? Patronising questioning -
inviting audience to judge this person. !
• Locations - BBC interviewed people within own home/work
place, indoors - safe and secure.Whereas, Sky, was outdoors
(exposed) with background (Canary Wharf) famous London
landmarks but also showed the differences in class - wealth vs.
poverty.

REGIONAL IDENTITIES
MS1: Representations and Audiences

WHEN APPROACHING REGIONAL IDENTITY ANALYSIS
!
• Aural codes - accents and dialect
• Visual codes - mise-en-scéne (location, costume, performance, make-up)

WHEN APPROACHING REGIONAL IDENTITY ANALYSIS
How are people’s regional identity represented?
• Are people from different areas shown as having different interests, personalities, attitudes, behaviours? If
so, how is this constructed?
• Is their regional identity represented as being important in their life?
• Are people from particular regions portrayed as being better, more powerful, than others?
• Are people from particular regions portrayed as being abnormal/weaker/more pathetic than others?
• How do other characters treat the characters from different regions?
• What is the message the text is trying to portray about regional identity?
• Are there technical codes that contribute to the construction of the representation?

DOCUMENTARY
• Gogglebox is a ‘fly on the wall’ documentary.
• Fly on the wall - filmmaker is said not be intervening, sometimes using hidden
cameras. The suggestion is that the subjects of the film will behave more naturally
and as a result reality will be captured.
• There is still a selection. The producer chooses what footage to include and edit that
in an order. Therefore, the producer is encoding the text to create a preferred
meaning, message and purpose.
• Different audiences may decode these meanings, messages and purposes differently.
Why may audiences decode texts differently?

TASK 1
DOCUMENTARY
• Watch the following clips of Gogglebox and make notes on how regional identities are
represented.
• Consider how selection and editing contribute towards the construction of the
following;
• Who is being represented? (age, gender, regional identity, class)
• How are they being represented? (positive or negative)
• Effects on audience? (different audience responses)

gogglebox (channel 4)
https://www.youtube.com/watch?v=fRH6CyM_U28

SHAMELESS (CHANNEL 4) !
& REPRESENTATIONS OF REGIONAL IDENTITIES
• Group 1. Narrative - !
• consider how it is established in the extract of Shameless. !
• what does the narrative suggest about the values of characters regional identities!
• does this construction of narrative contribute towards the representation of regional identities!
• Group 2. Characters - !
• consider how each character is represented - visual codes (clothing, locations, gestures and expressions)!
• is this positive or negative?!
• what does this suggest about the region

REGIONAL IDENTITIES
Television extracts and case study research

RECAP
• Last week - regional identity representation analysis!
• Documentary - Gogglebox & One Born Every Minute!
• Constructed Reality -TOWIE, Made in Chelsea, Geordie Shore!
Q. How can we identify what region people may come from?!
• Case study hypothesis - develop this and begin today!
HW - Four Lions ethnicity research

BEFORE EASTER
• Complete regional identity representation case study in own time!
• Audience theories !
• Audience response to different media texts, including documentary
and web pages

SHAMELESS (CHANNEL 4) !
& REPRESENTATIONS OF REGIONAL IDENTITIES
• Group 3.Technical codes - !
• use of editing, camerawork and soundtrack to construct meaning and mood!
• how does this contributes towards construction of regional identities!
• does this create drama (genre) and appeal to an audience?!
• Group 4. You choose one of the above.

ALL GROUPS, CONSIDERTHE
FOLLOWING.
• How does these techniques attract and appeal to different
audiences?!
• How may different audiences decode the text. Refer to Stuart Halls
theory (preferred, negotiated and oppositional readings).

W H E N A P P R O A C H I N G R E G I O N A L I D E N T I T Y A N A LY S I S
How are people’s regional identity represented?
• Are people from different areas shown as having different interests, personalities, attitudes,
behaviours? If so, how is this constructed?
• Is their regional identity represented as being important in their life?
• Are people from particular regions portrayed as being better, more powerful, than others?
• Are people from particular regions portrayed as being abnormal/weaker/more pathetic than others?
• How do other characters treat the characters from different regions?
• What is the message the text is trying to portray about regional identity?
• Are there technical codes that contribute to the construction of the representation?

Shameless!
!
https://www.youtube.com/watch?v=lr0uu6EPgLk

I N D I V I D U A L C A S E - S T U D Y
R E S E A R C H R E G I O N A L I D E N T I T I E S
• Individually, research how certain media texts represent regional identities.
• Choose an approach with three examples;
• Pick a region of the UK and research different media texts that
represent the region (characters and location)
• Choose a moving image media form - i.e. how different
documentaries, constructed reality shows, film, television dramas or
music videos represent different regions

TA S K
• Educating Yorkshire
• Educating Essex
• TOWIE
• Made in Chelsea
• Gogglebox
• One Born Every Minute
• Shameless
• News
• Don’t Tell the Bride
• Big Fat Gypsy
S U G G E S T I O N S

1. Write your hypothesis on the sheet on MacBook.
2. Begin your research. This should include;
• Genre study and media text codes and conventions, including technical and visual codes.
• Institution ideologies of channel / production companies.
• Scene analysis with reference to visual codes and technical codes and construction of regional identity
representation.
• Character proﬁles with reference to other representations (gender, age, ethnicity)
• Audience proﬁles and statistics - how audiences respond to text
Can be put together in word document or presentation
Sources should include video clips, interviews, online journals/blogs and newspaper articles

INTRODUCTIONTO REPRESENTATION!
!
REPRESENTATION IN ADVERTS
Age, Gender, Ethnicity & Issues

TODAY’S SESSION
• What we mean by representation!
• How to analyse and recognise representation!
• Issues and representation

BANNED
In its ruling, the ASA said the reference to the number of arrests was misleading because it did not relate to those detained in the speciﬁc areas where
people would have seen the vans.The report said: "We concluded that the poster was unlikely to incite or exacerbate racial hatred and tensions in multi-
cultural communities."It was not irresponsible and did not contain anything which was likely to condone or encourage violence or anti-social behaviour."

NOT BANNED
The ASA felt the ad itself was unlikely to cause serious or widespread offence.

BANNED
The ASA ruled against the ads because it found them sexist, not sexy:!
... we considered the images and the model's poses were gratuitous.We considered the images were overtly sexual and
that they demeaned women by emphasising the model's groin, buttocks and breasts and by not including her face.

BANNED
The ASA banned the adverts because of the high-volume of complaints suggesting they were offended
and disgusted. Children’s charity, Barnando’s refused to apologise, arguing that the issue of child
poverty was normally ignored by the media.

WHAT DO WE MEAN BY
REPRESENTATION?
• For the MS1 exam, representation may be the focus of either Question 2c or Question 3.!
• The areas you may be asked about in the exam are:!
• Gender!
• Ethnicity!
• Age!
• Issues!
• Events!
• Regional & National Identities

WHAT DO WE MEAN BY
REPRESENTATION?
• It is important in order to access the higher grades, that the examples
you use in the examination are fully developed to show your
understanding of representation.!
• It is also important that you discuss how the representation is
created and constructed in your chosen examples, by analysing the
technical codes and visual codes.

WHAT DO WE MEAN BY
REPRESENTATION?
• Representation means the way in which aspects of society, including gender, age, ethnicity and
national/regional identities are presented to an audience within different media texts.!
• We will also be considering how events and issues are presented in the media and what effects
these may have on audiences.!
• Representation will change and alter according to the context - including genre, form and type
of media and audience.!
• Representation doesn’t always have to cause offence, in most media texts you could
deconstruct representation.

BIGGER. FATTER. GYPSIER!
PRINT ADVERTISEMENT (CHANNEL 4, FEB 2012)
• mise-en-scéne - caravans in background - stereotypes/iconography of gypsies, dead
shrubbery, litter (constructing stereotype of gypsies - untidy, messy, public issue)
caravans make statement of here to stay!
• documentary - a shot that is supposed to be not ‘set-up;. !
• Men - gypsy men do the hard work - pulling horse (old-fashioned/traditional),
Paddy looks ‘weathered’, he has been working, serious looking. Cold - clothing
suggests this.Technical code - LA shot, suggests power but gesture/expression
suggests arrogance.!
• Horse - ungroomed, and untidy - poorly treated by gypsies - small/young horse
(Cob), traditionally used; carts and agriculture - being dragged by owner with no
care - representing gypsy as rough and uncaring.Young suggests that being bred for
work.!
• Women -!
• Weather - dull, grey, boring (stereotypically British) pathetic fallacy - weather
reﬂects mood!
• Typography - In your face advertising (hard sell)

APPROACHING REPRESENTATION
ANALYSIS
Key Questions!
• What kind of world is represented by the media text? Is what it presents as reality, a construction?!
• Who is control of text? Are there any values apparent in the representations?!
• Who is encoding and suggesting the representation? What messages are contained within the text?!
• Who is the target audience of the text? Will different audiences respond and decode to the
representations in different ways?!
• How are stereotypes used in the text? What is their purpose?

HOW DO WE RECOGNISE
STEREOTYPES?
• A construction whereby character traits are over-exaggerated to
make them easily recognisable.!
• Stereotypes can be positive or negative and are quick ways for the
producers of media texts to transmit messages to audiences.

MEN
• incapable - when giving role of parent, he isn’t
sure of what to do - need help/reliable on
women!
• lazy - watchingTV slumped on sofa - location
looks like living room, still unsure of what to
do with child, not engaging with them - larger
man!
• visual codes reinforce these ideas- casual
clothing, confused facial expression
(daydreaming), not engaging/looking at child!
• technical codes - low-key lighting from lamp,
tense, sad, lonely

WOMEN
• only good parent are women!
• must be out - bingo - possibly a bad
parent - is this to appeal to men?!
• women should be at home looking
after child and husband!
• women should be playing bingo,‘join
paddy power bingo’!
• technical codes - font appealing to
women,

HOMEWORK
• For monday 3/2/14, bring in at least one example of print media.!
• It can be controversial or risqué, but doesn’t have to be.!
• Consider the representation of the person/people/subject - whether
it be age, gender, ethnicity or national/regional identity.

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