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 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 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 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 guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
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 discusses how to analyze the film "This is England" in relation to genre conventions. It provides examples of genre conventions and signifiers to discuss, such as iconography, storylines, themes, and technical elements. It notes that this is a social realist film, which typically comments on social issues through naturalistic techniques. While the film uses conventions like improvised dialogue and handheld camerawork common to the social realist genre, the director Shane Meadows also brings his own stylistic flair. The document advises the student to consider both how the film adheres to and diverges from typical social realist conventions in their analysis.
This document proposes a new youth magazine called "Alternative Arts" that would target 16-24 year olds in the North-East of England interested in alternative subcultures like dance, theatre, tattoos, fine art, photography, and music. The magazine would feature articles showcasing these arts genres through features on local artists and studios. The proposal includes sample article layouts, distribution and sales plans, and financial projections indicating the magazine could turn a small profit on a budget of £10,000.
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 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 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 guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
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 discusses how to analyze the film "This is England" in relation to genre conventions. It provides examples of genre conventions and signifiers to discuss, such as iconography, storylines, themes, and technical elements. It notes that this is a social realist film, which typically comments on social issues through naturalistic techniques. While the film uses conventions like improvised dialogue and handheld camerawork common to the social realist genre, the director Shane Meadows also brings his own stylistic flair. The document advises the student to consider both how the film adheres to and diverges from typical social realist conventions in their analysis.
This document proposes a new youth magazine called "Alternative Arts" that would target 16-24 year olds in the North-East of England interested in alternative subcultures like dance, theatre, tattoos, fine art, photography, and music. The magazine would feature articles showcasing these arts genres through features on local artists and studios. The proposal includes sample article layouts, distribution and sales plans, and financial projections indicating the magazine could turn a small profit on a budget of £10,000.
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.
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.
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 discusses different genres of film and their conventions. It analyzes action films, comedy films, and romantic films. For each genre, it examines elements like music, dialogue, sound effects, mise-en-scene, props, locations, character types, and editing pace. The document provides examples from films like The Transporter, Kevin and Perry Go Large, and The Notebook to illustrate techniques typical of each genre.
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.
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 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 guidance on preparing for the G322 TV Drama and Representation exam. It outlines the structure and requirements of the exam, including discussing camera work, sound, mise-en-scene, editing, and representation in responses. It also defines key terminology and gives examples of drama genres and keywords that could be discussed. The document then shifts to discussing the video game section of the exam, focusing on the processes of production, distribution, and exhibition for case study examples. It provides context on synergistic marketing and technological convergence in the industry.
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.
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.
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 discusses different genres of film and their conventions. It analyzes action films, comedy films, and romantic films. For each genre, it examines elements like music, dialogue, sound effects, mise-en-scene, props, locations, character types, and editing pace. The document provides examples from films like The Transporter, Kevin and Perry Go Large, and The Notebook to illustrate techniques typical of each genre.
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.
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 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 guidance on preparing for the G322 TV Drama and Representation exam. It outlines the structure and requirements of the exam, including discussing camera work, sound, mise-en-scene, editing, and representation in responses. It also defines key terminology and gives examples of drama genres and keywords that could be discussed. The document then shifts to discussing the video game section of the exam, focusing on the processes of production, distribution, and exhibition for case study examples. It provides context on synergistic marketing and technological convergence in the industry.
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 preparing for the G322 TV Drama and Representation exam section. It outlines the structure and requirements of the exam questions on camera work, sound, mise-en-scene, editing, and representation. Key terminology is defined for each technical area. Example drama genres and potential clips are listed. Guidance is also provided on the video games section, including discussing the processes of production, distribution, and exhibition with reference to a case study.
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.
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 the importance of using media language in media exams. It provides guidance on terminology related to the four main technical elements - camera, sound, editing, and mise en scene. Students are advised to analyze their work by discussing how they created meaning for the audience through genre, representation, narrative or other techniques. They should explain why they chose specific shots, layouts, colors, lighting and other elements, rather than just describing their work. The document also introduces semiotics, the study of signs and their meanings in media texts. It explains key concepts around signs, codes, and culture in semiotic analysis.
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.
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
The document provides guidance on summarizing conventions used in various media texts, including music magazines, British film, neo-noir trailers, film websites, and film magazines. It instructs the reader to explain how they learned about the conventions by naming specific videos watched and how they influenced the reader's work. Print and video conventions are then defined, including elements like mastheads, coverlines, columns, pictures, captions, cinematography, mise-en-scene, editing, sound, and text. Finally, Stuart Hall's encoding/decoding model of media discourse is summarized as locating meaning between the producer and reader, with the producer encoding meaning and the reader decoding it according to their own background and interpretation.
This document provides guidance for a group presentation task on analyzing music video genres and conventions. It discusses choosing a music video to analyze and the elements the presentation should include, such as genre, conventions, codes, contexts, and target audience. Students are advised to focus on codes (denotation vs. connotation), conventions, contexts that influenced the video, and how it promotes the artist to the target audience. They are given examples of what to discuss and are reminded that they will be assessed on their understanding of these concepts.
This document defines and discusses the concept of mise-en-scene in film analysis. Mise-en-scene refers to everything that appears within the frame of a shot, including lighting, props, costumes, character performances, and sets. It can help viewers understand different elements of a film, such as the time period through costumes, emotions through lighting, genre through props, and story through sets. Micro analysis of mise-en-scene elements can support larger macro themes in a film, such as representations of characters.
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.
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.
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 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 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.
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.
5. 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
6. Activity 1: Selection & Omission
• Drawn the object that has been placed on the
table
• Use the full size of the paper provided
• In groups of four, choose the drawing that you
would give to the Head Dean and Cambridge
University
7. Cont.
• If you were to find out that the Head Dean of
Cambridge University was a fan of surrealist
art, would this change you decision?
• Justify your answer
8. 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
9.
10. 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 *
11. 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.
12. 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
13. 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
14. 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
15. 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)
16. • 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
17. 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
18. 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.
19. 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.
20. 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)
21. 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.
22. 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
23. Technical Codes
• Tech codes are interested in the reasons
behind certain shots / composition / lights /
editing has been used
24. 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?
25. 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
26. 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
27. 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