Realism is a complex concept that depends on multiple factors. The same representation may appear realistic to some audiences or from some perspectives but not others. Realism is influenced by the intentions of the creator, the experiences and expectations of the audience, and the broader cultural and historical context. There is usually no single, objective answer to whether a representation is realistic.
Realism is a complex concept that depends on perspective. Different people and cultures will have varying views on what constitutes a realistic representation based on their own experiences and values. While some elements of a representation may align with actual people or events, realism is ultimately a subjective judgment rather than an objective quality.
Realism in media representations is complex with different meanings and interpretations. Whether a representation is considered realistic often depends on the values, experiences, and perspectives of both the creator and the audience. The same representation could appear realistic to some and not to others. Realism is contextual and subjective.
Realism in media representations is complex with different notions and degrees of realism. The same media content can appear realistic to some but not to others, depending on their own experiences and points of view. Realism is often a matter of perspective rather than an absolute quality.
This document provides information about representation case studies and audience case studies for media analysis. It discusses using examples from different media forms to analyze representations of gender, age, ethnicity, and other identities. It provides examples of representation case studies looking at ethnicity using a film trailer, music video, and newspaper front page. It also provides guidance on what audience case studies should include, such as a profile of the target audience and techniques used to appeal to and position audiences. The document discusses how representations are constructed through a mixture of what is being represented, the ideologies of the people creating it, and how audiences may interpret it. It also examines the reflective, intentional, and constructionist approaches to representation.
This document outlines a proposed expert insight network that connects users with experts for video chat consultations. It would work by having experts join the network, set their rates, and make their availability calendars. Users could then browse expert profiles, book and pay for appointments, and have private video chats. The network sees opportunities in connecting celebrities and influencers with followers looking for personalized advice and expertise. It analyzes competition and identifies gaps in the high-end consumer market. Key aspects include recruiting experts across various categories, setting competitive hourly rates, and generating revenue through commissions on bookings.
The document provides information on various elements of documentary films including:
- Types of footage and techniques used such as interviews, voiceovers, and reenactments.
- Common documentary structures like linear, open, and circular narratives.
- Elements of the "direct cinema" style including no interference and aiming for objectivity.
- Narrative theories from scholars like Propp, Barthes, and Todorov on codes and structures.
- An analysis of the opening of "Ready Steady Drink" discussing use of lighting, camerawork, editing and sound design.
- Consideration of topic ideas for their own student documentary, settling on teenage pregnancy.
Here are two potential TV drama clips for analysis of gender representation:
1. Survivors (1975-77) - This BBC post-apocalyptic drama presented complex representations of gender in its portrayal of men and women struggling to survive in a world devastated by plague. It subverted stereotypes by showing female characters as capable and resourceful leaders.
2. Eastenders (1985-present) - One of the longest running soaps on British television. Gender is consistently constructed through archetypal portrayals of masculinity and femininity in working class London. Episodes often focus on domestic conflicts and tensions between patriarchal and matriarchal values.
Both clips could offer opportunities to analyse how gender is represented
This document discusses codes, conventions, and languages used in media to communicate meaning. It explains that technical codes like camera angles and lighting and symbolic codes like character dress and actions are used to construct meaning. It then defines different media languages including written, verbal, non-verbal, visual, and aural and provides examples. The document also discusses semiotics, denotation and connotation. It profiles theorists Roland Barthes and Claude Levi-Strauss and their work on structuralism and semiotics. Finally, it provides quotes from each theorist and briefly summarizes two music videos.
Realism is a complex concept that depends on perspective. Different people and cultures will have varying views on what constitutes a realistic representation based on their own experiences and values. While some elements of a representation may align with actual people or events, realism is ultimately a subjective judgment rather than an objective quality.
Realism in media representations is complex with different meanings and interpretations. Whether a representation is considered realistic often depends on the values, experiences, and perspectives of both the creator and the audience. The same representation could appear realistic to some and not to others. Realism is contextual and subjective.
Realism in media representations is complex with different notions and degrees of realism. The same media content can appear realistic to some but not to others, depending on their own experiences and points of view. Realism is often a matter of perspective rather than an absolute quality.
This document provides information about representation case studies and audience case studies for media analysis. It discusses using examples from different media forms to analyze representations of gender, age, ethnicity, and other identities. It provides examples of representation case studies looking at ethnicity using a film trailer, music video, and newspaper front page. It also provides guidance on what audience case studies should include, such as a profile of the target audience and techniques used to appeal to and position audiences. The document discusses how representations are constructed through a mixture of what is being represented, the ideologies of the people creating it, and how audiences may interpret it. It also examines the reflective, intentional, and constructionist approaches to representation.
This document outlines a proposed expert insight network that connects users with experts for video chat consultations. It would work by having experts join the network, set their rates, and make their availability calendars. Users could then browse expert profiles, book and pay for appointments, and have private video chats. The network sees opportunities in connecting celebrities and influencers with followers looking for personalized advice and expertise. It analyzes competition and identifies gaps in the high-end consumer market. Key aspects include recruiting experts across various categories, setting competitive hourly rates, and generating revenue through commissions on bookings.
The document provides information on various elements of documentary films including:
- Types of footage and techniques used such as interviews, voiceovers, and reenactments.
- Common documentary structures like linear, open, and circular narratives.
- Elements of the "direct cinema" style including no interference and aiming for objectivity.
- Narrative theories from scholars like Propp, Barthes, and Todorov on codes and structures.
- An analysis of the opening of "Ready Steady Drink" discussing use of lighting, camerawork, editing and sound design.
- Consideration of topic ideas for their own student documentary, settling on teenage pregnancy.
Here are two potential TV drama clips for analysis of gender representation:
1. Survivors (1975-77) - This BBC post-apocalyptic drama presented complex representations of gender in its portrayal of men and women struggling to survive in a world devastated by plague. It subverted stereotypes by showing female characters as capable and resourceful leaders.
2. Eastenders (1985-present) - One of the longest running soaps on British television. Gender is consistently constructed through archetypal portrayals of masculinity and femininity in working class London. Episodes often focus on domestic conflicts and tensions between patriarchal and matriarchal values.
Both clips could offer opportunities to analyse how gender is represented
This document discusses codes, conventions, and languages used in media to communicate meaning. It explains that technical codes like camera angles and lighting and symbolic codes like character dress and actions are used to construct meaning. It then defines different media languages including written, verbal, non-verbal, visual, and aural and provides examples. The document also discusses semiotics, denotation and connotation. It profiles theorists Roland Barthes and Claude Levi-Strauss and their work on structuralism and semiotics. Finally, it provides quotes from each theorist and briefly summarizes two music videos.
This document outlines the requirements for a descriptive narrative or short story assignment, including choosing a form, identifying the intended audience and their interest, and establishing the purpose and how it connects to the overall context and prompt. Students must highlight or write in their chosen form, explain who their audience is and why they would be engaged, and discuss what understanding or message they want the audience to come away with regarding topics like society, relationships, or conflict.
The British colonized Singapore in 1819 under Sir Thomas Stamford Raffles to gain control of the strategic trading port between China and India. As a British colony, Singapore became an important center for trade and helped expand the British Empire in Asia. However, colonization also negatively impacted native Singaporeans, who faced heavy taxes and became a lower social class than the British colonizers.
Using images can help tell a story or narrative. Photographs and illustrations provide visual context that can enhance a written story. Selecting the right images to represent key moments, themes, or ideas in your narrative can help readers better understand and engage with your message.
The document provides guidance for writing and delivering a speech. It emphasizes that a speech is meant to be spoken, not read, and must engage the audience. It recommends introducing the topic, yourself, and your main point in the opening and referring to the audience throughout. The body should use a TEEL structure and include at least three arguments with evidence. It also suggests using transitions, persuasive techniques, and rebutting opposing views. The conclusion should reiterate the main point and call the audience to action. Proper preparation includes researching, outlining, practicing delivery, and using cue cards.
This document provides questions to guide a statement of explanation for a persuasive essay, focusing on the chosen form, structure, tone, audience, contention, understanding of related concepts, language choices, and persuasive techniques used. Specifically, it prompts the writer to discuss how their form and structure suits the persuasive style, their intended audience and why that group would engage with the piece, their main argument or opinion, how their work shows understanding of related ideas, and what language and tense choices best achieve their goals for persuasion.
Bradley Manning is a former United States Army soldier who was convicted of passing classified material to WikiLeaks. He was born in 1987 in Oklahoma. In 2010, Manning was arrested for providing WikiLeaks with video of an airstrike in Baghdad, as well as hundreds of thousands of classified Iraq and Afghanistan war documents. He was held in solitary confinement for over 8 months and faced various charges for his actions. Manning's treatment in prison was controversial and sparked international support campaigns on his behalf.
This document outlines key concepts related to media representation including how representations are constructed through processes of selection and omission, how audiences interpret representations using codes and conventions, and the skills of analyzing representations in context of values, history and institutions. It discusses representation as re-presenting reality through symbolic codes in various media forms and the relationship between representations and meaning making.
This document provides questions for a student to address in a statement of explanation (SOE) about a piece of writing on the topic of artificial intelligence (AI). It asks the student to summarize how their chosen writing form fits the style and theme, to describe the fictional context and specific AI aspects addressed, and to explain how the imagined scenario allows expressing a personal opinion on AI. It also prompts the student to identify the intended audience, what the audience might learn, and which opinions the piece aims to change. Finally, it asks the student to discuss choices made regarding vocabulary, punctuation and language to suit the goals and audience.
The document discusses propaganda techniques used by Nazi Germany and the United States during wartime. It provides examples of Nazi propaganda posters appealing to unity and loyalty while depicting enemies of Germany. It also shows a United States propaganda poster promoting Rosie the Riveter and women's contributions to the war effort. Finally, it asks students to identify well-known corporate logos and slogans.
Statement of explanation imaginative conflictTy171
This document provides guidance for writing a statement of explanation (SOE) by posing a series of questions about key elements of the writing. It asks the writer to reflect on their choices regarding structure, style, audience, intentions, context, incorporation of source material, and language techniques. The questions are grouped into sections about form and style, audience, intentions, context, use of source material, and language choices. Writers are advised to choose a couple questions from each section to address concisely in their SOE and demonstrate deliberate writing techniques used.
The document provides guidance for creating a children's book, including choosing an age range and main character, developing a simple plot with problem and resolution, using minimal description and speech to move the story along, including a moral, and keeping it short using simple or compound sentences with a few complex words. It also discusses using book descriptions, speech, morals, and plots while employing simple, compound, and complex sentences.
Animation has existed since prehistoric times, with one of the earliest examples being an 8-legged boar drawing in the Altamira caves over 10,000 years old. Early animation concepts included Egyptian wall drawings from 2000 BC depicting wrestlers in motion and Leonardo Da Vinci's illustrations of limbs in different positions. Animation was made possible by the persistence of vision, the phenomenon where the human eye retains an image for a fraction of a second after seeing it, first demonstrated in 1828. Early animation devices included the Thaumatrope in 1828 and the zoetrope in 1860, which used successive drawings to create the illusion of motion. The development of film cameras and projectors in the late 19th
The document provides guidance on how to carefully analyze persuasive texts by identifying the main contention, supporting arguments, tone, and persuasive techniques used by the author. It recommends asking questions about what is being said, how it is said, and why it may be persuasive. The response should introduce the text, name the contention, and describe the tone. Body paragraphs should each analyze a persuasive technique using examples from the text. The conclusion should summarize the contention and techniques used, and assess the effectiveness of the author's strategy.
This document provides an introduction to media studies, including key concepts and textual analysis. It discusses why media is studied, defines media as the place people inhabit, and lists examples of media like film, television, newspapers, and video games. The document outlines four key concepts for analyzing media: media language, representation, audience, and institutions. It then focuses on media language and how meaning is constructed through codes like visual codes, technical codes, and narrative codes. Semiotics, the study of signs, is introduced, discussing how signs have denotation and connotation. The document provides examples of analyzing signs and media texts through breaking them down into their visual and technical codes.
This document provides guidance on evaluating media language and production through a semiotic lens. It defines key concepts of media language, codes and conventions, and how meaning is constructed in media texts. Students are tasked with analyzing their own media production, such as a music video, by identifying the macro meanings constructed and the micro-level semiotic signs and techniques used to create those meanings based on relevant theoretical frameworks. Terminology from theorists such as Barthes, Hall, Eco, and Goodwin is provided to facilitate a deep analysis of the student's own media language use.
1. The document discusses the importance of understanding media language and how it creates meaning in texts. It defines media language as the codes and conventions used in different media like television, newspapers, and movies to communicate meaning.
2. It emphasizes that semiotics, or the study of signs and symbols, is important for understanding how meaning is constructed through creative use of media language. Anything can become a sign if someone interprets it as representing something else.
3. The document provides terminology for analyzing media language, including concepts from scholars like Pierce on icons, indexes and symbols, Barthes on denotation and connotation, and theories of mise-en-scene and camerawork. Understanding these concepts is key for evaluating
This document provides an overview of key concepts related to analyzing media language. It defines media language as the codes, conventions, and techniques used to generate meaning in media texts. These include technical elements like camerawork, editing, and mise-en-scène as well as symbolic and written elements. The document also discusses several theorists and how concepts like denotation/connotation, realism, and McLuhan's "the medium is the message" can be applied when analyzing media language. Students are advised to use terminology around signs, codes, and conventions when evaluating how meaning is constructed through media language in different texts.
Here are the key points to discuss in your response:
1. Identify the specific media product you created (e.g. film trailer, magazine spread etc.).
2. Analyze how you used specific micro elements of media language like mise-en-scene, camerawork, editing, sound etc. to construct meanings.
3. Explain the codes and conventions you drew on within each micro element to communicate your intended messages, narratives, representations or target audiences.
4. Discuss how audiences would decode the preferred meanings you aimed to convey through your strategic use of the grammar and systems of the chosen media language.
5. Conclude by arguing how your manipulation of media language effectively achieved your communic
Here are the key points to discuss in your response:
1. Identify the specific media product you created (e.g. film trailer, magazine spread etc.).
2. Analyze how you used specific micro elements of media language like mise-en-scene, camerawork, editing, sound etc. to construct meanings.
3. Explain the codes and conventions you drew on from the genre/form to communicate your intended messages to the target audience.
4. Discuss how audiences would decode the preferred meanings through their understanding of these media languages.
5. Conclude by arguing that your creative use of media languages effectively achieved your communication goals for this media text.
This document discusses key concepts in media, including how meaning is created through symbolic and technical codes. It provides examples of symbolic codes like mise-en-scene, costumes, and objects/props. Technical codes include different camera shots, angles, movements, and composition. Stuart Hall's reception theory is explained, discussing preferred, negotiated, and oppositional readings by audiences. Color symbolism in media is also covered, with examples of how red, green, and blue are used and what they may represent.
Tv drama 2 codes, conventions and debates about representation-1Ms Olive
This document provides an overview of key concepts for analyzing representation in TV dramas, including codes, conventions, and how they are used to create meaning. It discusses technical, narrative, audio, symbolic, action, and enigma codes. It emphasizes that codes and conventions must be considered together, and stresses analyzing how codes are conventionally used in different genres. The document suggests representation should be questioned by considering the context, themes, and target audience of the TV drama. It poses the questions of whether society influences media or vice versa.
This document outlines the requirements for a descriptive narrative or short story assignment, including choosing a form, identifying the intended audience and their interest, and establishing the purpose and how it connects to the overall context and prompt. Students must highlight or write in their chosen form, explain who their audience is and why they would be engaged, and discuss what understanding or message they want the audience to come away with regarding topics like society, relationships, or conflict.
The British colonized Singapore in 1819 under Sir Thomas Stamford Raffles to gain control of the strategic trading port between China and India. As a British colony, Singapore became an important center for trade and helped expand the British Empire in Asia. However, colonization also negatively impacted native Singaporeans, who faced heavy taxes and became a lower social class than the British colonizers.
Using images can help tell a story or narrative. Photographs and illustrations provide visual context that can enhance a written story. Selecting the right images to represent key moments, themes, or ideas in your narrative can help readers better understand and engage with your message.
The document provides guidance for writing and delivering a speech. It emphasizes that a speech is meant to be spoken, not read, and must engage the audience. It recommends introducing the topic, yourself, and your main point in the opening and referring to the audience throughout. The body should use a TEEL structure and include at least three arguments with evidence. It also suggests using transitions, persuasive techniques, and rebutting opposing views. The conclusion should reiterate the main point and call the audience to action. Proper preparation includes researching, outlining, practicing delivery, and using cue cards.
This document provides questions to guide a statement of explanation for a persuasive essay, focusing on the chosen form, structure, tone, audience, contention, understanding of related concepts, language choices, and persuasive techniques used. Specifically, it prompts the writer to discuss how their form and structure suits the persuasive style, their intended audience and why that group would engage with the piece, their main argument or opinion, how their work shows understanding of related ideas, and what language and tense choices best achieve their goals for persuasion.
Bradley Manning is a former United States Army soldier who was convicted of passing classified material to WikiLeaks. He was born in 1987 in Oklahoma. In 2010, Manning was arrested for providing WikiLeaks with video of an airstrike in Baghdad, as well as hundreds of thousands of classified Iraq and Afghanistan war documents. He was held in solitary confinement for over 8 months and faced various charges for his actions. Manning's treatment in prison was controversial and sparked international support campaigns on his behalf.
This document outlines key concepts related to media representation including how representations are constructed through processes of selection and omission, how audiences interpret representations using codes and conventions, and the skills of analyzing representations in context of values, history and institutions. It discusses representation as re-presenting reality through symbolic codes in various media forms and the relationship between representations and meaning making.
This document provides questions for a student to address in a statement of explanation (SOE) about a piece of writing on the topic of artificial intelligence (AI). It asks the student to summarize how their chosen writing form fits the style and theme, to describe the fictional context and specific AI aspects addressed, and to explain how the imagined scenario allows expressing a personal opinion on AI. It also prompts the student to identify the intended audience, what the audience might learn, and which opinions the piece aims to change. Finally, it asks the student to discuss choices made regarding vocabulary, punctuation and language to suit the goals and audience.
The document discusses propaganda techniques used by Nazi Germany and the United States during wartime. It provides examples of Nazi propaganda posters appealing to unity and loyalty while depicting enemies of Germany. It also shows a United States propaganda poster promoting Rosie the Riveter and women's contributions to the war effort. Finally, it asks students to identify well-known corporate logos and slogans.
Statement of explanation imaginative conflictTy171
This document provides guidance for writing a statement of explanation (SOE) by posing a series of questions about key elements of the writing. It asks the writer to reflect on their choices regarding structure, style, audience, intentions, context, incorporation of source material, and language techniques. The questions are grouped into sections about form and style, audience, intentions, context, use of source material, and language choices. Writers are advised to choose a couple questions from each section to address concisely in their SOE and demonstrate deliberate writing techniques used.
The document provides guidance for creating a children's book, including choosing an age range and main character, developing a simple plot with problem and resolution, using minimal description and speech to move the story along, including a moral, and keeping it short using simple or compound sentences with a few complex words. It also discusses using book descriptions, speech, morals, and plots while employing simple, compound, and complex sentences.
Animation has existed since prehistoric times, with one of the earliest examples being an 8-legged boar drawing in the Altamira caves over 10,000 years old. Early animation concepts included Egyptian wall drawings from 2000 BC depicting wrestlers in motion and Leonardo Da Vinci's illustrations of limbs in different positions. Animation was made possible by the persistence of vision, the phenomenon where the human eye retains an image for a fraction of a second after seeing it, first demonstrated in 1828. Early animation devices included the Thaumatrope in 1828 and the zoetrope in 1860, which used successive drawings to create the illusion of motion. The development of film cameras and projectors in the late 19th
The document provides guidance on how to carefully analyze persuasive texts by identifying the main contention, supporting arguments, tone, and persuasive techniques used by the author. It recommends asking questions about what is being said, how it is said, and why it may be persuasive. The response should introduce the text, name the contention, and describe the tone. Body paragraphs should each analyze a persuasive technique using examples from the text. The conclusion should summarize the contention and techniques used, and assess the effectiveness of the author's strategy.
This document provides an introduction to media studies, including key concepts and textual analysis. It discusses why media is studied, defines media as the place people inhabit, and lists examples of media like film, television, newspapers, and video games. The document outlines four key concepts for analyzing media: media language, representation, audience, and institutions. It then focuses on media language and how meaning is constructed through codes like visual codes, technical codes, and narrative codes. Semiotics, the study of signs, is introduced, discussing how signs have denotation and connotation. The document provides examples of analyzing signs and media texts through breaking them down into their visual and technical codes.
This document provides guidance on evaluating media language and production through a semiotic lens. It defines key concepts of media language, codes and conventions, and how meaning is constructed in media texts. Students are tasked with analyzing their own media production, such as a music video, by identifying the macro meanings constructed and the micro-level semiotic signs and techniques used to create those meanings based on relevant theoretical frameworks. Terminology from theorists such as Barthes, Hall, Eco, and Goodwin is provided to facilitate a deep analysis of the student's own media language use.
1. The document discusses the importance of understanding media language and how it creates meaning in texts. It defines media language as the codes and conventions used in different media like television, newspapers, and movies to communicate meaning.
2. It emphasizes that semiotics, or the study of signs and symbols, is important for understanding how meaning is constructed through creative use of media language. Anything can become a sign if someone interprets it as representing something else.
3. The document provides terminology for analyzing media language, including concepts from scholars like Pierce on icons, indexes and symbols, Barthes on denotation and connotation, and theories of mise-en-scene and camerawork. Understanding these concepts is key for evaluating
This document provides an overview of key concepts related to analyzing media language. It defines media language as the codes, conventions, and techniques used to generate meaning in media texts. These include technical elements like camerawork, editing, and mise-en-scène as well as symbolic and written elements. The document also discusses several theorists and how concepts like denotation/connotation, realism, and McLuhan's "the medium is the message" can be applied when analyzing media language. Students are advised to use terminology around signs, codes, and conventions when evaluating how meaning is constructed through media language in different texts.
Here are the key points to discuss in your response:
1. Identify the specific media product you created (e.g. film trailer, magazine spread etc.).
2. Analyze how you used specific micro elements of media language like mise-en-scene, camerawork, editing, sound etc. to construct meanings.
3. Explain the codes and conventions you drew on within each micro element to communicate your intended messages, narratives, representations or target audiences.
4. Discuss how audiences would decode the preferred meanings you aimed to convey through your strategic use of the grammar and systems of the chosen media language.
5. Conclude by arguing how your manipulation of media language effectively achieved your communic
Here are the key points to discuss in your response:
1. Identify the specific media product you created (e.g. film trailer, magazine spread etc.).
2. Analyze how you used specific micro elements of media language like mise-en-scene, camerawork, editing, sound etc. to construct meanings.
3. Explain the codes and conventions you drew on from the genre/form to communicate your intended messages to the target audience.
4. Discuss how audiences would decode the preferred meanings through their understanding of these media languages.
5. Conclude by arguing that your creative use of media languages effectively achieved your communication goals for this media text.
This document discusses key concepts in media, including how meaning is created through symbolic and technical codes. It provides examples of symbolic codes like mise-en-scene, costumes, and objects/props. Technical codes include different camera shots, angles, movements, and composition. Stuart Hall's reception theory is explained, discussing preferred, negotiated, and oppositional readings by audiences. Color symbolism in media is also covered, with examples of how red, green, and blue are used and what they may represent.
Tv drama 2 codes, conventions and debates about representation-1Ms Olive
This document provides an overview of key concepts for analyzing representation in TV dramas, including codes, conventions, and how they are used to create meaning. It discusses technical, narrative, audio, symbolic, action, and enigma codes. It emphasizes that codes and conventions must be considered together, and stresses analyzing how codes are conventionally used in different genres. The document suggests representation should be questioned by considering the context, themes, and target audience of the TV drama. It poses the questions of whether society influences media or vice versa.
Media language refers to how meaning is conveyed to audiences through signs and symbols in media texts. It includes elements of mise-en-scene, camerawork, editing, and sound. Signs and symbols can have multiple interpretations that depend on how audiences "read" them based on their own cultural background. Theories discussed include Levi-Strauss' concept of binary opposites, Saussure's ideas about signifiers and signifieds, and Barthes' five codes that describe meaning in a text.
The document provides an overview of media language and how it creates meaning in texts. It discusses the importance of understanding media language and its codes and conventions. Media language includes verbal, written, moving images and sound. Each medium has its own language that uses signs and symbols understood through familiar rules and conventions. Understanding media language helps appreciate media experiences and analyze how meaning is constructed through creative and symbolic use of signs and metaphors.
This document discusses various concepts related to analyzing meaning in media texts, including:
- Denotation vs connotation and providing examples of each
- Stereotypes associated with gender, social class, and age
- Iconography associated with different media genres
- Linear vs non-linear narratives and examples of each
The document prompts the reader to analyze film posters and clips to understand how meaning is communicated through elements like color, sound, editing, costumes and more.
This document discusses concepts related to analyzing meaning in media texts, including:
- Denotation vs connotation and providing examples of each
- Stereotypes associated with gender, social class, and age
- Iconography and expectations for different media genres
- Linear vs non-linear narratives and examples of each narrative structure
The document prompts the reader to analyze film posters and clips to identify how meaning is communicated through elements like costume, dialogue, and editing techniques.
This document provides an overview of representation and how meaning is constructed through the process of representation. It discusses how representations are constructed by authors and interpreted by audiences based on codes, conventions, and sociocultural contexts. Representations can depict individuals, groups, ideas, and more. Meaning is created not just by what is depicted but also what is omitted. Audiences interpret representations based on their own knowledge and experience.
This document discusses semiotics and structuralist film theory, specifically the works of Roland Barthes and Claude Levi-Strauss. It explains that Barthes identified different codes that create meaning and mystery in texts to engage audiences. These include the hermeneutic code, proairetic code, semantic code, symbolic code, cultural code. It also discusses Levi-Strauss' concept of binary oppositions, which juxtapose contrasts to construct narratives, and provides examples of how binary oppositions were used in the film Captive.
This document provides an introduction to analyzing media texts through semiotics and identifying symbolic, written, and technical codes and meanings. It discusses key terms like denotation (surface meaning), connotation (deeper meanings and associations), signifier (the sign or image), and signified (what the signifier represents). The document outlines frameworks for analyzing movie posters and advertisements. It also discusses how signs can have different cultural meanings and provides examples of analyzing signifiers in images and ads.
The document provides an overview of theoretical concepts related to evaluating media products against theories of media language, audience, and narrative. It defines key terms and concepts for each area, such as denotation and connotation in media language, passive and active audience theories, and structural elements of narrative like linearity and narrative closure. The document aims to reinforce understanding of these theoretical areas and how to apply them in evaluating one's own media coursework.
This document discusses representation in media and provides a framework for analyzing representations. It defines representation as how groups, events, places, or social changes are portrayed in media through subjective constructions rather than objective reality. To analyze representations, the document outlines considering: 1) what is being represented, 2) how it is represented, 3) who is responsible for the representation, and 4) how the representation can be interpreted by audiences. Key theorists on representation like Richard Dyer and Stuart Hall are also summarized.
1. Verisimilitude. Techniques like location shooting, handheld camerawork, natural lighting and diegetic sound help create a sense of realism.
2. Frail, lonely, dependent
3. Rebellious, energetic, naive
A1Y1 Media Studies 1.2 introduction textual analysis and semioticsKBucket
This document introduces textual analysis and semiotics. It discusses how signs can have both literal and implied meanings. A sign's denotation is its literal meaning, while its connotation includes cultural and symbolic associations. Roland Barthes was influential in semiotics, proposing that media texts use signs to construct meanings that can become naturalized. When analyzing media, signs and codes like visual elements, technical aspects, and language are broken down. This reveals how meaning is made through both explicit and implied messages.
Similar to Area of study 1 representation v 3 (20)
To Kill A Mockingbird is a Pulitzer Prize-winning 1960 novel by Harper Lee that is still considered one of the best books of all time. It tells the story of Scout Finch, her brother Jem, and their father Atticus in 1930s Alabama. Key themes are prejudice, courage, and the legal system. Atticus serves as the town lawyer defending Tom Robinson, a black man falsely accused of raping a white woman. The novel highlights issues of racism and social justice that are still highly relevant today.
This document provides an introduction and study guide for the film "Dead Poets Society". It outlines themes in the film such as struggling for identity and fighting conformity. It also defines vocabulary words that will be relevant to the film like attributes, undaunted, zeal, conformity, romantic, and realist. Students are instructed to answer questions about the characters and themes while watching the movie using these definitions, and there will be a quiz afterwards.
Tim was unhappy in his job and wanted to start his own business. He loved art and travel. He came up with the idea of an online art gallery that would allow people from around the world to view and purchase art that was sourced globally. Five years later, his online art gallery had become very successful and innovative, allowing Tim to live in New York and work in his passion of art. The document provides guidance on developing a business idea, identifying strengths/weaknesses/opportunities/threats, target markets, locations, costs, hiring, and obtaining funding through an investor presentation and pitch.
Tim was unhappy in his job and wanted to start his own business. He loved art and travel. He came up with the idea of an online art gallery that would allow people from around the world to view and purchase art that was sourced globally. Five years later, his online art gallery had become very successful and innovative, allowing Tim to live in New York and work in his passion of art. The document provides guidance on developing a business idea, considering strengths, weaknesses, opportunities, threats, target markets, location, branding, startup costs, hiring employees, and creating a pitch deck to seek funding.
The document provides guidance for creating a children's book, including choosing an age range and main character, developing a simple plot with problem and resolution, using minimal description and speech to move the story along, including a moral, and keeping it short using simple or compound sentences with some complex vocabulary. It also discusses using book description, speech, moral, and plot and defines simple, compound, and complex sentences.
The document provides guidance for creating a children's book, including choosing an age range and main character, developing a simple plot with problem and resolution, using minimal description and speech to move the story along, including a moral, and keeping it short using simple or compound sentences with some complex vocabulary. It also discusses using book description, speech, moral, and plot and defines simple, compound, and complex sentences.
The document provides guidance for creating a children's book, including choosing an age range and main character, developing a plot with a problem and resolution, keeping descriptions brief and using dialogue, selecting a moral, maintaining a short length using simple and compound sentences along with a few complex words, and having a happy ending.
This document provides guidance on essay structure and the different components of an essay. It discusses the key parts of an essay including the introduction, body paragraphs, and conclusion. The introduction should begin broadly and introduce the topic before narrowing to the specific contention. Each body paragraph should make one point supported by evidence from the text using the TEEEL method of a topic sentence, evidence, explanation, and linking sentence. The conclusion should summarize the argument and restate the contention on a broader level without introducing new points. Proper planning and outlining of ideas is emphasized to write a coherent, well-structured essay.
Statement of explanation expository compare contrast Ty171
This document provides guidance on writing a statement of explanation (SOE) by posing a series of questions to consider in five key areas: choices made in writing style, how the chosen form fits the intended style, the intended audience, what the audience should understand, and choices made in vocabulary and language techniques. The questions prompt the writer to reflect on their intended audience, ensuring their writing achieves the goal of presenting a logical conclusion based on evidence rather than persuading readers. Writers should address a couple questions from each section concisely and with a clear understanding of their audience.
This document discusses new media technologies and their impact on representation. It defines new media as the combining of traditional media with computer technology, allowing for on-demand access across devices. While new technologies enable user participation and sharing, they also raise copyright issues and moral panics about society abandoning old media. Examples discussed include how digital music file sharing challenged copyright laws, how Web 2.0 fostered user-generated content, and how new devices expanded access to media.
The document discusses several topics related to new media technologies and their social impact. It covers the rise of user-generated content online, moral panics about new technologies, issues of copyright infringement with digital music, the evolution of the internet to incorporate user interactivity and social media, and how new devices and media platforms are changing representation and culture. New media refers to on-demand digital content across any device as well as interactive and user-generated content online.
The document provides guidance on writing and delivering an effective speech, noting that a speech is designed to be spoken rather than read, it should engage the audience, and include an introduction with the topic and contention, 3 main arguments following an essay structure, and a conclusion that leaves the audience with a clear message. It also recommends practicing delivery, using cue cards, and choosing an appropriate tone and language for the audience and topic.
This document provides questions to guide writers in developing a statement of explanation (SOE) for a written piece. It prompts the writer to consider their audience and intentions, how their writing engages with key concepts, their use of language and style, and how their writing connects to source texts. The questions are meant to help the writer consciously choose techniques that best suit their goals of informing and persuading their intended readership.
The document provides guidance on choosing a format for a persuasive writing piece - a letter to the editor, persuasive essay, or speech - and outlines the key elements of each format. It discusses the structure, tone, language, and examples to include for each option. For a letter to the editor, it recommends an engaging opening, clear contention, supported arguments, rebuttal of alternatives, and conclusion. For an essay, it describes a formal, third person tone with examples, rebuttal, and conclusion. And for a speech, it advises having a persona, engaging introduction, clear contention and purpose, signposting, and powerful conclusion.
The document provides guidance on choosing a format for a persuasive writing assignment and outlines the key elements of three formats: a letter to the editor, persuasive essay, and speech. It discusses the structure, tone, language, and other conventions of each format. For the letter, it emphasizes using a hook, stating the contention, supporting arguments with examples, and rebutting opposing views. The essay section focuses on a formal tone, third person, subtle persuasion, and referring to the text "The Rugmaker of Mazer-E-Sharif." For speeches, it notes the importance of engaging the audience, having a persona, and using techniques like rhetorical questions and a powerful conclusion.
Statement of explanation imaginative conflictTy171
This document provides questions for students to answer in a statement of explanation (SOE) about a written piece. It asks students to reflect on choices made regarding writing structure and style, intended audience, themes addressed in relation to prompts, use of source material, and language techniques used to achieve their goals. Students are reminded to be concise and address a few questions from each section rather than trying to answer every question posed.
The document provides guidance on how to analyze persuasive texts, including how to identify the main contention, arguments, and persuasive techniques used by the author. It recommends asking questions about what is being said, how it is said, and why it is persuasive. The response should include an introduction stating the text, author, contention, and tone. Body paragraphs should follow the TEEL structure and discuss how techniques shape the reader's view. Connectives should link paragraphs, and the conclusion should summarize the contention and persuasive strategies.
Statement of explanation imaginative conflictTy171
This document provides questions for students to consider when writing a statement of explanation for a creative writing piece. It asks students to reflect on the choices they made regarding the structure and style of their writing, their intended audience, how their piece engages with prompts and source materials, and their use of language and writing techniques. The questions are meant to help students consciously shape their writing for a specific readership and context.
1. Area of Study 1 - Representation
On completion of this unit, students should be
able to describe the construction of specific
media representations and explain how the
process of representation reproduces the world
differently from the direct experience of it.
2. Area of Study 1 - Representation
Key knowledge
• Media representation and its relationship to the selection and
construction of reality in various media forms
• The nature of codes and conventions evident in media productions,
and the meanings they create
• The nature and role of audiences in reading media representations
• notions of ‘realism’ in media texts
• Representations within the context of values such as those related
to gender, age, ethnicity, culture and socioeconomic status
• The influence of institutional and social practices on the nature of
representations, and their availability and accessibility
• Representations within the context of media history and culture,
including the emergence and development of stereotypes, styles
and generic conventions within media
3. Unit 1 – Representation and
Technologies of Representation
Key Skills
• Describe representations in media texts
• Compare the construction of representations in a range
of media texts and across media forms
• Use concepts of representation, selection, omission
and construction in the evaluation of media texts
• Discuss how audiences make judgments about how
realism is represented in specific media texts
• Analyse representations within the context of
institutional practices, media history and cultural
values.
4. REPRESENTATION LIFE CYCLE
Selection & Selection &
Omission Omission
Author Audience
(Sender) Rep (Receiver)
Values Values
Using Codes & Using Codes &
Conventions Conventions
Cultural & Cultural &
Historical Historical
Context Symbolic Symbolic Context
Audio Audio
Technical Technical
Written Written
5. DEFINITION
The act of ‘re-presenting’ or attempting to
depict reality. The creator constructs a
representation that attempts to portray reality;
this is mediated in a number of ways by the
process of selection, omission, construction, and
interpretation by the receiver.
6. TYPES OF REPRESENTION
Representations can appear in many different
forms. They can depict:
• Individuals (celebrities, historical figures)
• Social groupings (families, ethnic groups)
• Institutions (the law)
• Ideas (freedom)
• Events (war)
• Issues (terrorism)
7. REPRESENTATION & MEANING
An image does not carry meaning in itself; it is
the reader that creates meaning within an
image.
The audience plays an essential role in the
creation of meaning behind a representation.
Audiences read and interpret a representation
based on a number of factors.
8. CONNOTATION & DENOTATION
• Connotation is the meaning is attached to an
object
• Denotation is the name attached to an object
9. SYMBOLIC & CULTURAL CODES
• Meaning is also attached to images through
references to, and within, culture or society.
• Meanings are specific to the society or culture
in which they are viewed.
• Meaning is attached via what Barthes called a
‘cultural code’, which is knowledge gained
from living in, absorbing and consuming
products of a culture.
10. COLOUR CONNOTATION
Red Power, excitement, energy, and physical
courage.
Green Money, envy, environment, Mother Earth,
universal love and youth.
Blue Trust, integrity, and communication
Purple Quality, luxury, and decadence
Black Glamour, sophistication, exclusivity
Gold Wealth and prestige
Yellow Happiness, optimism and friendliness
Orange Fun, playful and joyful social interaction
Pink Love, nurturing, and caring (light pink);
sex appeal (brighter pink)
Brown Warmth, safety, reliability, and
dependability
11. CODES & CONVENTIONS
The word ‘code’ refers to any system of signs
that are used to communicate meaning.
‘Conventions’ are well-established ways of
constructing texts.
12. Activity
1. Create a table
2. Look at the following advertisment
3. Write down the denotative and connotative
content
Denotative Content Connotative Content
The man is wearing a dark suit, white He is wealthy and has a high-paying
shirt and a brown and black striped tie job: he is a businessman
The man has short brown hair that is He is a conservative person who has to
slightly combed to one side look ‘respectable.’ As the cut is no
longer in fashion, it suggests that the
ad is from the 80s
13.
14. Codes & Conventions
• Systems of generally accepted signs that help
create and communicate meaning
• Audio/Visual codes can be categorised into four:
– Index
– Symbolic
– Written
– Audio
– Technical
* Codes don’t work in isolation *
15. Index Signs
• Index - An Index signs is a sign where there is a
direct link between the sign and the object.
The meaning is derived from the
context/situation in which the sign is read.
• The majority of traffic signs are Index signs, as
they represent information that relates to a
location.
16. Index Signs
• Colours are frequently used to reference meaning, but
the context in which a colour is perceived plays a big
part in the meaning it carries (Indexical)
• Write down two different meanings for each of the
colours below and two different contexts/settings that
change the meaning:
– Black
– White
– Blue
– Red
– Green
17. Symbolic Codes
• A symbol has no logical meaning between it and the
object
• Flags are symbols that represent countries or
organisations
• Film clips often operate by using symbolism to
communicate meaning
• Watch the film clip ‘November Rain’ and write down as
many symbolic references under the headings of:
– Props & Costume
– Setting
– Colours
18. Props & Symbolic Setting Symbolic Colours Symbolic
Costumes meaning meaning meaning
Broken Sinner not saint Derelict Abandoned by Grey Danger/sadness
Crucifix house God to come
Empty Drowning Rain Foreboding Red Passion, love,
whiskey sorrows tragedy/ sadness life, irreversible
bottle damage
Short Lustful bride, Church Loss (death), Joy Black Mourning
wedding Passionate (marriage)
dress relationship White Loss of vitality
Smoking Wild/fearless
Lifestyle Or
stupidity
depending on
Values*
Casket Death
19. Written Codes
• Can be very powerful at creating meaning
• Almost impossible for text on screen not to be
read
• Written statements are credible as our culture
respects the written word
• Can intro setting, time, place or work to
anchor the meaning of an image
• What is written (How it is written = Technical
Code)
20. • How important is setting/context in the way
codes are read by an audience?
• Choose one code and provided a different
meaning by deconstructing it from a different
perspective
21. Written Codes
• The following is the film clip Everybody Hurts
by R.E.M.
– How have they used written codes?
– What effect does it have?
– How did it make you feel?
– In what other ways could this technique be used?
– Same video, different text = changed meaning
22. Written Codes anchor meaning
This image of a Big Mac could have any number of meanings depending of the
it appears with.
Write a caption that clearly anchors the meaning of this image.
E.g. Take a good look because you won’t see this when you buy one.
23. Audio Codes
• Audio codes are used to enhance the illusion of
reality. The filmmaker can use music, sound
effects or dialogue to assist in this deception,
even though these sounds weren’t present when
shooting took place.
• Diegetic Audio – Audio that takes place in the
world of the representation. The characters can
hear it, react and interact with it.
• Non-diegetic Audio – Audio that takes place
outside the world of the representation. Only the
audience can hear it.
24. TV & Movie Themes
Track 1 – Raiders of the Lost Ark Track 5 – Pulp Fiction
(adventure) (crime/thriller)
Track 2 - E.T. Track 6 - Schindler’s List
(family/adventure) (biography/drama/history)
Track 3 – Halloween Track 7 - The Crow
(horror/thriller) (action/fantasy/thriller)
Track 4 – Monty Python and the Holy Grail Track 8 – The Godfather
(comedy) (crime/drama)
25. Duck Amuck
• Often, we take audio codes for granted, accepting that
what we hear is just what should be heard. What about
when we watch an animated cartoon when all we’re
watching are thousands of drawings providing the illusion
of reality? How are the audio codes used then?
In this Warner Brother’s cartoon, notice how
– Music
– Sound effects &
– Dialogue
are all used to construct reality and to make the audience aware
that it operates under different conventions.
26. Technical Codes
• Codes of the profession, these codes are the
techniques of construction
• They can be broken down into any of these
production elements:
– Camera
– Lighting
– Editing
– Mise en scene/Visual Composition
27. Technical Codes
• Tech codes are interested in the reasons
behind certain shots / composition / lights /
editing has been used
28. The Matrix
• In groups, examine:
– Camera
– Mise en scene
– Lighting
– Editing
What has been used? Why has it been used? What
meaning does it communicate?
29. Stereotypes
• An oversimplified version of a representation
is called a stereotype. These can often be
quite negative as they don’t give a detailed,
accurate portrayal of the truth
• These representations are used mostly in
advertising
30. Stereotypes
• Stereotypes are quick and easy to use, as they
are easily assembled and easily understood
– Write down a group of commonly stereotyped
people
– Write down five stereotypical objects/qualities
that could be used to identify them
– Beware the Wog – The Late Show
31. Values
• Society is held together by beliefs and ideals
• Values are ideas that people hold to be ‘true’
or ‘important’ and society reflects these
beliefs
• Media products reflect these beliefs as they
are created within a particular time and
society
• Values are expressed as attitudes towards an
idea, e.g. Education is important