The document discusses stereotypical representations of young people and older adults in media. It notes that young people are often represented negatively as immature, stupid, greedy, lazy, etc. while older adults are depicted as grumpy, outdated, slow, unable to use technology, and more. The document then analyzes how these stereotypes can be reinforced or challenged through different types of media representations. It also examines the purpose and potential effects of common stereotypes of both youth and older age in media.
How young people are represented in the media in Argentina. Stereotypes and representations.
Roxana Morduchowicz, Ph.D., Director of Medias in Schools Program, Ministry of Education, Argentina.
Youth and Media -seminar, 16.9.2010, Helsinki.
How young people are represented in the media in Argentina. Stereotypes and representations.
Roxana Morduchowicz, Ph.D., Director of Medias in Schools Program, Ministry of Education, Argentina.
Youth and Media -seminar, 16.9.2010, Helsinki.
For Media AS, I had to analyse and study a TV drama series. I decided to analyse the British TV Drama, Skins, specifically focusing on series1. For this I had to find out informaion, such as: ratings, critical acclaim, cost, characters, and modern convergence. I had to put all this information into a presentation that would become my case study.
Content drivers for global brands: new innovative paths for your branded cont...Vanksen
Generation Z and major events such as the pandemic are leading the change. Our world is becoming a global, multicultural and digitalized village. Vanksen expert teams used their analytical skills to look into the main shifts impacting worldwide content creators lately.
https://www.vanksen.com/en/insights/content-drivers-for-global-brands
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
6. YOUTH OLD AGE
POSITIVES Active
Sociable
Innocent
Strong
Long future ahead
Adventurous
Fun
Wise
Authoritative
Well educated
Freedom
Wealth
Stability
NEGATIVES Lazy
Rebellious
Rude
Hormonal
Vulnerable
Naive
Dependent
Weak
Vulnerable
Fragile
Mentally incompetent
Not in control of their own
bodies
Lonely
Dependent
Boring
Unwilling to try new things
8. History
• Media representations of young people have always
tended to be negative, e.g. ‘The Wild One’ (1953)
shows a motorcycle gang terrorising a small town.
‘Made in Britain’ (1982) focused on a delinquent, anti-
social youth.
• https://www.youtube.com/watch?v=yCENBce_dls
(TWO)
• https://www.youtube.com/watch?v=xFp5KkPp5EQ
(MIB)
• Both representations reflect anxieties of middle class
adult society, in relation to the threat to hegemony
posed by young people.
9. Representations which
are the same as the
dominant
representation
REINFORCE the
stereotype
Representations which
are different from the
dominant
representation
CHALLENGE the
stereotype
10. • Represented as….. Immature…stupid…greedy…lazy
The representation is (HOW)
• Modern
• Traditional
• Dominant
• Alternative
• Narrow
• Dis/ empowering
• Over/under-represented
• Reinforcing/ subverting a stereotype
• AVOID Positive/ Negative
11. What representation does the
front cover create?
How would the majority of
readers respond to this front
page?
Discuss the use of language on
the front cover how does this
create a response?
What visual codes are being
used?
How does the front cover as a
whole create a narrow/
disempowering representation
of young people?
12. Discuss – Are they true? Reason why media
use stereotypes? What can be the effects of
stereotypes?
Stereotypes of young people
15. Crime and Age – Is is right to rep as criminal?
• Age also makes a difference in criminal behavior
• Offending rates are highest in the late teens and early twenties and
decline thereafter. Accordingly, people in the 15–24 age range account for
about 40 percent of all arrests even though they comprise only about 14
percent of the population.
• Several factors again seem to account for this pattern
• First, peer relationships matter more during this time of one’s life than
later, and peers are also more likely during this period than later to be
offenders themselves. For both reasons, our peer relationships during our
teens and early twenties are more likely than those in our later years to
draw us into crime.
• Second, adolescents and young adults are more likely than older adults to
lack full-time jobs; for this reason, they are more likely to need money and
thus to commit offenses to obtain money and other possessions.
• Third, as we age out of our early twenties, our ties to conventional society
increase: Many people marry, have children, and begin full-time
employment, though not necessarily in that order. These events and
bonds increase our stakes in conformity, to use some social science jargon,
and thus reduce our desire to break the law
17. Theorists
• Dick Hebdige (1979) explored the polarised
(contradictory) media representations of teens
as “trouble”(dominant) or “fun” (alternative).
• Michael Brake (1985) categorises the media
representations of teens into:
o Respectable (alternative)
o Delinquent (dominant)
18. More Theory
• Daren Garratt (1997) suggests that negative
media representations of teens as trouble
invite teens to be trouble. “Media coverage
represents how they should behave, even if,
largely, they haven’t been.”
• Graeme Burton (1999) argues that teen
subculture is in opposition to the dominant
culture (of adults). He uses the term
‘problematisation’ to describe the idea of
youths as problems.
19. One more bit: Stuart Hall
(1978)
• Argues that the negative representations of
young men by the media, is deliberate as it
justifies social control by authority figures,
such as the police and government.
• Hall identifies the media as having a key role
in this ‘social production’ of news. Youths are
often portrayed by new media as a social
problem.
20. Moral panics!
Ideology
❖Stanley Cohen (1972)
❖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 (1980s), hoodies,
muggers, vandals, knife/gun
crime, binge drinking, under age
pregnancy
21. Process of a moral panic
1. Occurrence of deviant act.
2. Act or problem widely reported in media:
news outlets; internet chat rooms;
fictional narratives; video games…
3. Call for government control either from
legislation/policy initiatives or the more
vigilant operation of already existing
social controls.
25. Dominant/Alternative
Representation = (depending
on your reading: Skins seems
‘fun’ for a teen audience, but
more like ‘trouble’ for an
older audience).
THE POSTER WAS BANNED BY THE
ASA – COMPLAINTS OF ORGY
Channel 4 said it did not mean to cause
offence and the second series of Skins
clearly showed the "consequences of
hedonistic and irresponsible behaviour".
"could cause serious or widespread
offence" and was inappropriate for poster
sites that could be seen by children.
28. Representations
which are the same as
the dominant
representation
REINFORCE the
stereotype
Representations
which are different
from the dominant
representation
CHALLENGE the
stereotype
Alternatives
29. Positive Alternative
Representation Teen
Awards (Website/
video – Jack G 15)
http://www.bbc.co.uk/events/eqbc6q/video
s/p01klbck#p01ktlxd
In groups, using the case study template,
deconstruct this text – BBC Radio 1’s – Teen
Awards. TEEN HEROES HALL OF FAME Page
30. BBC Radio 1s Teen
Awards - WEBSITE
• Every year BBC Radio 1 host a special awards show in
honour of some outstanding teenagers who have acted
selflessly, bravely, with courage, or have inspired other
people.
• And to show the award winners they really have done a
good thing, a few famous faces from the world of pop
turn up to sing at the star-stuffed ceremony.
• Use of Pull Quotes
• Shots next to celebrities (two shot)
• BBC - remit
31.
32.
33. • Skyfall - James Bond meeting Q The scene in the
James Bond movie "Skyfall" where 007 and Q meet
each other for the first time.
• https://www.youtube.com/watch?v=57Uy9jPxxwI
• Representations? Subverting stereotypes
34. Reasoning
• 50th anniversary of the film Pillars of British acting, self-
parody jokes throughout – Sam Mendes plays with the
generic conventions of the Bond franchise to ensure
Skyfall is contemporary and offers something different for
the mass target audience.
• “Brave new World”
35. Context and Purpose
• The representation in a media text may have a
different purpose. This may change according
to the type of text it is, i.e. the context.
• Ill Manors (MUSIC VIDEO)
• Teen Awards (WEBSITE/ VIDEO)
• London Riots (Newspaper)
• Skins (Poster/ Trailer)
• What are the purposes of these?
36. Conclusion
• Sum up argument – As I have shown most media
representations of young people are negative. This is
because they reflect the concerns of their middle class
producers, and as a result usually reinforce hegemony…
• More positive representations can be found on television
channels aimed at younger people.
• The effect of media representations of young people is…
• In the future I believe…(social media, young people can
construct their own representations – Student Fees
protests, power of mass media).
37. A final thought…
• There is no single 'media representation'
of youth or older age; there may be
dominant representations
(delinquent/trouble/grumpy), but across
films, TV, fiction and documentary there
are significant differences and nuances
which need to be teased out and
considered.
AO!: Demonstrate knowledge and understanding of media concepts, contexts and critical debates
38. Homework Written Task (50 mins)
• Using Representation Essay Template.
• With reference to your own detailed
examples, explore the representation of age
in the media today.
Demonstrate knowledge and understanding of media concepts, contexts and
critical debates