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.
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.
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.
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.
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.
- Visual elements and arrangements in a text can perform persuasive work by appealing to things like color, typography, and style to achieve the creator's goals (Main Point 1)
- The rhetoric used in a visual text cannot be separated from its social and cultural context, and must be interpreted with an understanding of that context (Main Point 2)
- Anne Wysocki argues that readers now expect visual aspects of texts on computer screens and paper to be considered part of the message due to technological changes (Main Point 3)
The document discusses how media texts can be analyzed and used in the English language classroom. It provides theories on how the media constructs messages and representations, not reality. Tools for analysis include semiotics, studying denotation and connotation, and exploring ideological meanings. The document also provides examples of dissecting images from advertisements and discussing the literal and symbolic meanings conveyed. It suggests having students critically analyze media texts to develop independent thinking skills.
Global Marketing Chapter 3 : Cultural Foundations [Elegant (V)]Md. Abdur Rakib
The report include the last part Chapter 3: Cultural Foundations from Global Marketing Book by Jhonny K. Johansson. Global culture, culture across countries,global culture,global marketing,meaning of culture,self-reference criterion,silent language,SRC are the discussion topic
Microsoft power point in defense of art educaArtdoc01
It is part of my attempt to begin a dialog to get people thinking of art education in terms of its actual value to education and to society. Art Education magazine's last issue was an attempt to start a dialog regarding creativity in general and its value, but I think it stopped short of examining the idea of visual art as the focus of so much of our culture and society. I am looking at visual awareness and visual literacy in terms of their impact on the culture and the classroom. The long term goal is to make art education part of the "core" subjects in schools. Give this a look and let me know what you think. And please send this up the line and see who else may be interested in this idea.
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.
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.
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.
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.
- Visual elements and arrangements in a text can perform persuasive work by appealing to things like color, typography, and style to achieve the creator's goals (Main Point 1)
- The rhetoric used in a visual text cannot be separated from its social and cultural context, and must be interpreted with an understanding of that context (Main Point 2)
- Anne Wysocki argues that readers now expect visual aspects of texts on computer screens and paper to be considered part of the message due to technological changes (Main Point 3)
The document discusses how media texts can be analyzed and used in the English language classroom. It provides theories on how the media constructs messages and representations, not reality. Tools for analysis include semiotics, studying denotation and connotation, and exploring ideological meanings. The document also provides examples of dissecting images from advertisements and discussing the literal and symbolic meanings conveyed. It suggests having students critically analyze media texts to develop independent thinking skills.
Global Marketing Chapter 3 : Cultural Foundations [Elegant (V)]Md. Abdur Rakib
The report include the last part Chapter 3: Cultural Foundations from Global Marketing Book by Jhonny K. Johansson. Global culture, culture across countries,global culture,global marketing,meaning of culture,self-reference criterion,silent language,SRC are the discussion topic
Microsoft power point in defense of art educaArtdoc01
It is part of my attempt to begin a dialog to get people thinking of art education in terms of its actual value to education and to society. Art Education magazine's last issue was an attempt to start a dialog regarding creativity in general and its value, but I think it stopped short of examining the idea of visual art as the focus of so much of our culture and society. I am looking at visual awareness and visual literacy in terms of their impact on the culture and the classroom. The long term goal is to make art education part of the "core" subjects in schools. Give this a look and let me know what you think. And please send this up the line and see who else may be interested in this idea.
This document provides guidelines for writing an essay in linguistics. It begins with very general guidelines, such as including an introduction that states the research problem and context, a literature review, methodology, results, discussion, and conclusion. It then provides more specific guidance on how to structure each section. For example, the introduction should state the research problem, context, and response. The literature review should discuss previous work and motivate the study. The methods section should describe data collection and analysis. The results section should report quantitative findings through tables and figures with explanations. The discussion should interpret results in relation to hypotheses and previous work. Overall, the document aims to help students structure their papers to clearly convey their research.
Every teacher is a writing teacher. Common Core State Standards have brought a renewed focus on non-fiction reading and writing across content areas. Participants will explore the idea that a focus on non-fiction content does not necessarily negate creativity in the classroom. Some of the strategies mentioned in this session will certain help to develop higher order thinking skills.
This document provides information on Polish painters and their artworks from the 19th and early 20th centuries. It lists over 50 Polish artists such as Ludwik Gędłek, Jan Nepomucen Głowacki, Artur Grottger, Rafał Hadziewicz, Jerzy Kossak, Juliusz Kossak, Wojciech Kossak, Antoni Kozakiewicz and the artworks they created. The artworks depicted historical events from Polish history like battles, military encounters, and landscapes. The document also mentions several Polish noblemen painted by the artists. It concludes by stating the presentation was made by Anna and provides soundtrack information.
English language development at primary school mean the ability to express through 12 writing crafts. This presentation describes each craft in detail.
Deviprasad Goenka Management college of Media Studies
http://www.dgmcms.org.in/
Subject:Creative writing sectin 2
unit 3: writing for internet
Faculty Name: Subhangi Ma'am
Jack Davis' play No Sugar explores the daily struggles that indigenous characters face from persistent racism. Throughout the play, the indigenous characters confront the debilitating racism that dominates their existence and traps them in deep despair. Despite their attempts to escape it, this racism pervades their daily lives and cages them in an inescapable cycle of abuse.
VCE English Exam: Text Response RevisionAmy Gallacher
The document provides guidance on preparing for exams involving reading comprehension and essay writing. It discusses the skills required, such as understanding themes, characters, and how the author constructs meaning. It emphasizes practicing writing essays within time limits and following proper formatting. The document also provides tips for approaching essay topics, such as understanding the question, forming a clear position, and planning essays with an introduction, body, and conclusion. Students are encouraged to practice these skills to feel prepared for exams.
This document provides guidance for creative writing in 3 sentences or less:
The document outlines various tips for creative writing including scheduling time to write, organizing thoughts before writing, and not getting frustrated with writer's block. It also discusses different forms of creative writing like poetry, novels, short stories, and songwriting. Examples are provided for different poetry structures like sonnets and villanelles along with recommended novels and videos about the songwriting process.
Intro to Creative Writing & its TechniquesNoha Fathi
Get introduced to creative writing and some of its techniques.
The power of words can be sensed easily when written creatively. That is why, creative writing exists.
This document provides a template for structuring creative writing assignments in primary school. It presents a narrative structure with eight stages: Introduction, Hook, Challenge, Low Point, Comeback, Ah-Ha Moment, Test, and Victory. For each writing prompt, students can fill in the details for each stage to create a story. The template is meant to help primary school students overcome anxiety around open-ended writing assignments by providing a clear structure to follow.
This document provides an overview of key literary elements found in short stories, including setting, characters, plot, point of view, theme, and others. It defines these elements and provides examples from short stories to illustrate how each element is used. The document is intended to help readers understand the basic building blocks that make up short stories and how authors employ these elements in their writing.
Teachers can develop students' creative writing skills through various strategies and techniques. These include warm-up activities like having students create something from clay to get them thinking imaginatively. The writing process involves prewriting, drafting, revising and reflecting. Creativity can be fostered by choosing interesting topics, rewarding creative efforts, and creating a supportive environment. Specific strategies covered are fast writes, thematic trees, multidimensional writing from different perspectives, brainstorming and mind mapping, story transformations, and employing techniques like character empathy and wish fulfillment.
This lesson plan focuses on teaching the present indefinite tense to 4th grade students aged 8-10 years old who have a previous knowledge of sentence structure. The 45 minute lesson will begin with brainstorming daily routines, followed by a 20 minute presentation by the teacher on the rules and use of the present indefinite tense. Students will then complete controlled and semi-controlled writing exercises to practice using the tense correctly.
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.
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.
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.
There are four types of global cultural codes:
1. Preliterate codes transmitted orally like myths and folktales using Ancient Greek myths as an example.
2. Written codes transmitted through books like the Bible, Quran, and Shakespeare influencing language and culture.
3. Screen codes transmitted visually through movies, TV, and videos using Bollywood films and shows like Game of Thrones as examples.
4. Digital codes transmitted online through social media, games, and e-learning changing how we communicate and access information globally.
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 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.
The document discusses codes, conventions, genres, and messages in media. It begins by defining genre and how understanding genres is important for interpreting media codes and conventions. It then discusses various genre types in different media like television, literature, and film. The document also covers codes in media messages, common codes like technical and symbolic codes, and conventions. It discusses tropes that are commonly used in television storytelling. Finally, it briefly touches on audiences and how they experience media.
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
This document provides guidelines for writing an essay in linguistics. It begins with very general guidelines, such as including an introduction that states the research problem and context, a literature review, methodology, results, discussion, and conclusion. It then provides more specific guidance on how to structure each section. For example, the introduction should state the research problem, context, and response. The literature review should discuss previous work and motivate the study. The methods section should describe data collection and analysis. The results section should report quantitative findings through tables and figures with explanations. The discussion should interpret results in relation to hypotheses and previous work. Overall, the document aims to help students structure their papers to clearly convey their research.
Every teacher is a writing teacher. Common Core State Standards have brought a renewed focus on non-fiction reading and writing across content areas. Participants will explore the idea that a focus on non-fiction content does not necessarily negate creativity in the classroom. Some of the strategies mentioned in this session will certain help to develop higher order thinking skills.
This document provides information on Polish painters and their artworks from the 19th and early 20th centuries. It lists over 50 Polish artists such as Ludwik Gędłek, Jan Nepomucen Głowacki, Artur Grottger, Rafał Hadziewicz, Jerzy Kossak, Juliusz Kossak, Wojciech Kossak, Antoni Kozakiewicz and the artworks they created. The artworks depicted historical events from Polish history like battles, military encounters, and landscapes. The document also mentions several Polish noblemen painted by the artists. It concludes by stating the presentation was made by Anna and provides soundtrack information.
English language development at primary school mean the ability to express through 12 writing crafts. This presentation describes each craft in detail.
Deviprasad Goenka Management college of Media Studies
http://www.dgmcms.org.in/
Subject:Creative writing sectin 2
unit 3: writing for internet
Faculty Name: Subhangi Ma'am
Jack Davis' play No Sugar explores the daily struggles that indigenous characters face from persistent racism. Throughout the play, the indigenous characters confront the debilitating racism that dominates their existence and traps them in deep despair. Despite their attempts to escape it, this racism pervades their daily lives and cages them in an inescapable cycle of abuse.
VCE English Exam: Text Response RevisionAmy Gallacher
The document provides guidance on preparing for exams involving reading comprehension and essay writing. It discusses the skills required, such as understanding themes, characters, and how the author constructs meaning. It emphasizes practicing writing essays within time limits and following proper formatting. The document also provides tips for approaching essay topics, such as understanding the question, forming a clear position, and planning essays with an introduction, body, and conclusion. Students are encouraged to practice these skills to feel prepared for exams.
This document provides guidance for creative writing in 3 sentences or less:
The document outlines various tips for creative writing including scheduling time to write, organizing thoughts before writing, and not getting frustrated with writer's block. It also discusses different forms of creative writing like poetry, novels, short stories, and songwriting. Examples are provided for different poetry structures like sonnets and villanelles along with recommended novels and videos about the songwriting process.
Intro to Creative Writing & its TechniquesNoha Fathi
Get introduced to creative writing and some of its techniques.
The power of words can be sensed easily when written creatively. That is why, creative writing exists.
This document provides a template for structuring creative writing assignments in primary school. It presents a narrative structure with eight stages: Introduction, Hook, Challenge, Low Point, Comeback, Ah-Ha Moment, Test, and Victory. For each writing prompt, students can fill in the details for each stage to create a story. The template is meant to help primary school students overcome anxiety around open-ended writing assignments by providing a clear structure to follow.
This document provides an overview of key literary elements found in short stories, including setting, characters, plot, point of view, theme, and others. It defines these elements and provides examples from short stories to illustrate how each element is used. The document is intended to help readers understand the basic building blocks that make up short stories and how authors employ these elements in their writing.
Teachers can develop students' creative writing skills through various strategies and techniques. These include warm-up activities like having students create something from clay to get them thinking imaginatively. The writing process involves prewriting, drafting, revising and reflecting. Creativity can be fostered by choosing interesting topics, rewarding creative efforts, and creating a supportive environment. Specific strategies covered are fast writes, thematic trees, multidimensional writing from different perspectives, brainstorming and mind mapping, story transformations, and employing techniques like character empathy and wish fulfillment.
This lesson plan focuses on teaching the present indefinite tense to 4th grade students aged 8-10 years old who have a previous knowledge of sentence structure. The 45 minute lesson will begin with brainstorming daily routines, followed by a 20 minute presentation by the teacher on the rules and use of the present indefinite tense. Students will then complete controlled and semi-controlled writing exercises to practice using the tense correctly.
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.
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.
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.
There are four types of global cultural codes:
1. Preliterate codes transmitted orally like myths and folktales using Ancient Greek myths as an example.
2. Written codes transmitted through books like the Bible, Quran, and Shakespeare influencing language and culture.
3. Screen codes transmitted visually through movies, TV, and videos using Bollywood films and shows like Game of Thrones as examples.
4. Digital codes transmitted online through social media, games, and e-learning changing how we communicate and access information globally.
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 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.
The document discusses codes, conventions, genres, and messages in media. It begins by defining genre and how understanding genres is important for interpreting media codes and conventions. It then discusses various genre types in different media like television, literature, and film. The document also covers codes in media messages, common codes like technical and symbolic codes, and conventions. It discusses tropes that are commonly used in television storytelling. Finally, it briefly touches on audiences and how they experience media.
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 provides an overview of semiotic analysis and key concepts in semiotics. It discusses how semiotics is the study of meaning-making and communication through signs such as words, images, and symbols. It outlines some of the founders of semiotics, such as Saussure and Peirce, and defines important terms like the signifier, signified, and interpretant. The document also distinguishes between denotation and connotation, and describes different types of signs like icons, symbols and indexes. Finally, it gives examples of how semiotic analysis can be applied to understanding television media.
The document discusses various concepts relating to how meaning is created through media language. It defines key terms like denotation and connotation, and how they relate to encoding and decoding meaning. Elements of media language that create meaning are explained, such as mise-en-scene, camerawork, editing, and sound. The importance of understanding how these micro-level techniques construct intended meanings and can allow for alternative readings is highlighted. Analyzing one's own media products in terms of the specific examples of how these elements create key meanings and audiences' potential alternative interpretations is presented as a task for revising one's work.
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.
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 defines codes and conventions used to interpret visual and cultural symbols. It explains that codes are visual, audio or technical elements that imply meaning based on what audiences have learned. Conventions are recurring elements that group together to form genres. Codes have both a denotative literal meaning and connotative symbolic meaning. The document provides examples of visual codes like facial expressions and location, and technical codes like camera angles and music. It includes links to example movie trailers to analyze codes and conventions.
Media language refers to the codes and conventions used across various media to communicate themes and ideas to audiences. It works on the principles of semiotics, where signs have signifiers (forms) and signified meanings. Key concepts of media language include language, institution, ideology, audience, and representation. Individual audience members can interpret elements like genre, images, sound, and text differently. Institutions encode meaning into media through intentional choices of signs and signifiers. [END SUMMARY]
This document discusses representations of gender in media, specifically focusing on the game show "Take Me Out". It notes that in this show, there is one man who chooses between about 20 women based solely on their physical appearance, as he knows nothing about them personally. Some may criticize this concept as it presents women as objects to be judged on their looks alone. The document then discusses how media representations can transmit values and ideologies through the choices made in portraying people, such as focusing on their gender, and how stereotypes can be constructed to enhance certain personality traits or physical features.
This document provides an overview of media language theory, including key theorists and concepts. It discusses how media texts construct meaning for audiences through codes and language. Some main points covered include:
- Media language analyzes how technical elements like camera shots, fonts, and layouts create meaning. It examines meanings at denotative, connotative, and symbolic levels.
- Theorists discussed include Barthes, Saussure, Derrida, Pierce, McLuhen, and Kuleshov. Barthes explored denotation and connotation. Saussure analyzed the relationship between signifiers and signifieds. Derrida emphasized polysemic meanings.
- Approaches to meaning include
This document provides an overview of media language theory, including key theorists and concepts. It discusses how media texts construct meaning for audiences through codes and language. Some main points covered include:
- Media language analyzes how technical elements like camera shots, fonts, and layouts create meaning. It examines meanings at denotative, connotative, and symbolic levels.
- Theorists discussed include Barthes, Saussure, Derrida, Pierce, McLuhen, and Kuleshov. Barthes explored denotation and connotation. Saussure analyzed the relationship between signifiers and signifieds. Derrida emphasized polysemic meanings.
- Approaches to meaning include
This document provides information about media language and semiotics. It defines key terms like denotation and connotation, and signifiers and signified. It explains how Roland Barthes' semiotic theory examines how media texts construct cultural meanings through signs on both a denotative and connotative level. Examples are provided of how signs in advertisements take on connotative meanings based on codes and conventions that are culturally understood. The document suggests analyzing one's own media content for its use of signs, denotations, connotations, and how it may reinforce cultural myths.
Similar to Area of study 1 representation v 4 (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 a few complex words. It also discusses using book descriptions, speech, morals, and plots while employing 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 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.
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.
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 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.
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.
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.
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. Representation & Gender
• An audience’s reading of gender can be
influenced by the technical codes used to
construct a representation
• Veiwers tend to see women in the media
products from the male point of view
• Seeing the male’s point of view in this way is
know as the ‘male gaze’. The audience sees
what he sees and identifies with him
13. Representation & Ethnicity
• Representations can reveal a lot about the
attitudes and values of the society towards
ethnicity
• Postcolonialism, the study of the cultural
aftermath of colonial rule, explores the effects on
a society after experiencing a period of foreign
control
• Edward Said argued that Europe has defined itself
at the centre, with all others as outsiders
• Terms such as ‘the East’ defined other cultures by
their relationship to Europe as the centre
14. 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
15.
16. 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 *
17. 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.
18. 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
19. 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
20. 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
21. 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)
22. • 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
23. 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
24. 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.
25. 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.
26. 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)
27. 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.
28. 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
29. Technical Codes
• Tech codes are interested in the reasons
behind certain shots / composition / lights /
editing has been used
30. 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?
31. 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
32. 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
33. 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