1) Audience theory examines how media producers construct target audiences and how audiences interpret messages.
2) David Morley identified three types of audience readings: dominant, negotiated, and oppositional.
3) Stuart Hall argued that audiences actively interpret meanings based on their own frameworks, rejecting the idea that media directly injects meanings.
4) Later theorists rejected effects models of passive audiences in favor of seeing audiences as active interpreters who pick and choose what to accept.
An introduction to what an audience is, how this relates to media studies and why audiences are important. Presentation talks about categorisation, audience fragmentation, the impact of new technology and links to help support your learning.
An introduction to what an audience is, how this relates to media studies and why audiences are important. Presentation talks about categorisation, audience fragmentation, the impact of new technology and links to help support your learning.
This is the theory revision I created for my A2 Media group a couple of years ago. There is some general narrative theory, Media theory Laura Mulvey etc and Racial Representation theory, Stuart Hall, Paul Gilroy, bell hooks etc. This was based on Media and Collective Identity focusing on the representation of black culture in British Film and American Music Videos.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What is Audience
• All Media products have a target audience.
• They also sometimes (particularly in the case
of propaganda) try to construct an audience.
• Products can have a mass audience or a niche
audience
• The producer of your text (independent or
mainstream ) will be important regarding the
make up of your audience.
3. David Morley
In a very significant study of audience responses to a
popular news magazine programme in the early
1980s, The Nationwide Audience, David Morley suggests
that there are three main different kinds of ‘reading’
audience members can produce:
• Dominant
(or ‘hegemonic’) reading
The reader shares the programme’s ‘code’ (its meaning,
system of values, attitudes, beliefs and assumptions) and
fully accepts the programme’s ‘preferred reading’
• Negotiated reading
The reader partly shares the programme’s code and broadly
accepts the preferred reading, but modifies it in a way which
reflects their position and interests.
• Oppositional (‘counter-hegemonic’) reading
The reader does not share the programme’s code and rejects
the preferred reading, bringing to bear an alternative frame of
interpretation.
4. Hart 1991
• Texts need audiences in order to realise their
potential for meaning. So a text does not have
a single meaning but rather a range of
possibilities which are defined by both the
text and by its audiences. The meaning is not
in the text, but in the reading. (Hart 1991, 60)
5. Stuart Hall
• Hart’s theory relates to the work of Stuart Hall
which states that texts are encoded with a
preferred meaning by the producer but as
audiences are active that meaning can be
interpreted in various ways.
6. Structuralism
• A Structuralist would argue that how an audience
member makes sense of a media text is dependent
upon the cultural and moral beliefs.
• Stuart Hall’s work suggests that the audience’s
interpretation is dependant on a number of
frameworks outside the text. These include
socio/economic frameworks such as class, gender, age
education and ethnicity. They include the individual’s
past experiences and also include previous knowledge
and experience of the medium. (reception theory)
7. Frankfurt School & The Hypodermic
Needle
• The Frankfurt school were concerned about the
possible effects of mass media. They proposed the
"Effects" model, which considered society to be
composed of isolated individuals who were
susceptible to media messages. The Frankfurt school
envisioned the media as a hypodermic syringe.
• The contents of the media were injected into the
thoughts of the audience, who accepted the
attitudes, opinions and beliefs expressed by the
medium without question.
• A potential problem? The Audience are purely
passive
8. An Alternative
• However, theorists since have thought that media
could not have such direct effects on the
audiences
• Audiences are not blank sheets of paper on which
media messages can be written; members of an
audience will have prior attitudes and beliefs
which will determine how effective media
messages are. (Abercrombie 1996)
• David Gauntlett identifies 10 things wrong with
the effects model.
9. Uses and Gratifications
• Blumler and Katz (1974) suggested that there
were four main needs of television audiences
that are satisfied by television.
• Diversion
• Personal Relationships
• Personal Identity
• Surveilance
10. Another Criticism
• Another criticism is that of the tendency to
concentrate solely on why audiences consume
the media rather than extending the
investigation to discover what meanings and
interpretations are produced and in what
circumstances, i.e. how the media are
received. (O’Sullivan, Dutton & Rayner 1994,)
11. Pick and Mix Readers
• David Gauntlett proposes a pick and mix reader.
• His research stems from primary research with
female magazine readers but his theory, I would
argue, can be applied to any media text.
• Gauntlett suggests that audience members “take
the bits they like and disregard the rest”. Again
this relates back to the work of Stuart Hall and
the criticisms of media effects – social
backgrounds, culture and consumption context
need to be considered.
12. John Fiske
• Audience Power:
• Fiske also, goes against the notion of the
media indoctrinating audience members. He
argues that “popular culture is made by the
people, not produced by the culture industry”.
• Basically he is suggesting that the power of
audience interpretation far outweighs the
ability of an institution to send a particular
message or ideology.
13. The Argument
• Frankfurt School
• Media Effects
• Adorno
• The media
indoctrinate the
masses
•Stuart Hall
•Abercrombie
•Gauntlett
•Fiske
•The audience are
active and
interpret their
own meanings.
14. Your Text
• Think about who would produce your text.
• Who is the target audience.
• How have you attempted to attract that
audience? (micro analysis – draw on genre)
• How could your text be interpreted – engage
in the theoretical debate, providing detailed
examples from your text (micro analysis –
semiotics) to support and challenge.