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Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
Representations year 12 deb
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Representations year 12 deb

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  • 1. Year 12 Media - 2012
  • 2. This is not a pipe
  • 3. This is NOT me
  • 4. Huh?• These are not the actual thing or person – they are a representation of the thing.• Representation means to re-present (i.e. show again)• Individuals and groups of people are represented in the media as being a certain way. This is a construct of reality and NOT reality itself.
  • 5. Let’s take Snooki
  • 6. How we are represented• I could represent this class as diligent and hard working• Or I could represent you as off-task and disengaged.It’s all about HOW I choose to show you, andwhat I leave OUTIt’s also about WHO is doing the re-presenting
  • 7. We can show the police as caring and helpful
  • 8. ORNOT!
  • 9. MEDIATION• The media selects (mediates) the way it shows people to serve its own purposes.• The way in which a media producer (the person who made the media product – ad, film, tv show) represents a person or group is affected by their own experiences and values and society’s dominant values.• The way we as an audience read it will also reflect OUR values and experiences – a National voter is going to react differently to the previous images to how an Occupy supporter might.
  • 10. How representations work• They are repeated• We are asked to identify with or recognise the representation• They make generalisations about people – grouping them together – mothers, business, teenagers• Representations both SHOW and SHAPE our world• Representations are connected to world views – these are called ideologies
  • 11. Representations• We’re creating representations all the time – if you’ve got a Facebook page you’ve definitely created a representation of yourself.• Think about what you choose to put on there, and what you choose not to put on there. D Sharon Pruitt
  • 12. Stereotypes• The idea of representation in media is really key, because if you see the same representation again and again, you start to believe it is true.• These repeated representations can become stereotypes.• Stereotypes are useful for media producers as they are like a ‘short cut’ that media consumers can recognise and decode immediately – someone with glasses is smart, blondes are ditzy, people with dreads are?
  • 13. STEREOTYPES• Stereotypes are often highly judgmental and over-simplified. They are an extreme form of stereotyping that become ‘natural’ through repetition.• Stereotyping often involves minority groups and prejudice, and come about due to a power imbalance between groups in society.
  • 14. Do Now Please• Use these words in a paragraph about REPRESENTATIONRepeatedSelectedShape and ShowWorld Views
  • 15. What is a representation made up of?Representations of groups of people are made up of manylayers:• what we see and hear about the group• how the group are shown behaving• their relationship with others• Production techniques used to show them (different for each type of media)Remember everything in the media is SELECTED(mediated) by the person/group who producesit
  • 16. Representing US• Fold your paper into 6 squares• On the top row Draw and/or Brainstorm• How YOU would represent teenagers• How YOU would represent your gender (female or male)• How YOU would represent your cultural groupOn the next row down:How the MEDIA would represent each of thesegroups. Be prepared to discuss your opinions
  • 17. When viewing/reading any media text you should ask these questions• Who made it?• When was it made?• What was it made for?• Who benefits from this representation or whose point of view does it support?• Who does not benefit from this representation or whose point of view is not considered?• Who or what is not shown?
  • 18. For this standard you will learn about:• features that create the representation• the difference between the representation and reality• the stereotypes/messages/values that are created by the representation• the selection and/or omission of material• who created the representation.
  • 19. Achieved• Can describe what the representation is• How features of the media texts create the representation• The effect of the media representation What is it? How do they do it? What’s the effect of that?
  • 20. Merit Why is it like that?Demonstrate in-depth understanding involves providingreasoned explanations for the effect of therepresentation. This includes such aspects as• Reasons for the difference between the representation and reality• Reasons for stereotypes, messages, and/or values created by the representation• Reasons why the selection and/or omission of material reinforce stereotypes, messages and/or valuesA reasoned explanation involves a logical argumentsupported by specific evidence.
  • 21. So what? Excellence Why does it matter?Demonstrate critical understanding involves examining likelyconsequences of the representation and drawing conclusionsbased on the evidence. The examination includes aspects ofthe representation such as:• the effectiveness of the features in creating the representation• implications of the difference(s) between the representation and reality• the implications and/or effectiveness of the stereotypes, messages, and/or values that are created by the representation• the implications and issues associated with the selection and/or omission of material.
  • 22. "Taken as a whole, these films provide audiences, young and oldalike with a peculiarly jaundiced view of American society andthe role of adolescents within it...In looking at the images inthese films, it is necessary therefore to consider, not only whatwe see and are told, but what we do not see and are not told.The adolescent, still in the process of establishing his or her ownself-image, may well fall prey to mistaking the screen image forthe self he or she is to become. Adolescence itself is a time of roleand identity experimentation. Standing in the wings of life,waiting to be cued, the young person may well mistake the cuesHollywood sends.....For some adolescents, the film industrysrepetitive images and stereotypes offer the opportunity for apre-packaged identity that subverts the natural emergence of anauthentic self".[p276] Cinema of Adolescence – David Considine, 1985

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