This is to help anyone who needs to know the specific differences between active and passive audiences. Along with descriptions and theories that have been created in order to explain the influence the media has, on either active or passive audiences.
This is to help anyone who needs to know the specific differences between active and passive audiences. Along with descriptions and theories that have been created in order to explain the influence the media has, on either active or passive audiences.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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
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!
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
2. Food for thought…
š Question 1
š Why do audiences choose to consume certain texts?
š Question 2
š How do they consume texts?
š Question 3
š What happens when they consume texts?
3. REMEMBER
š QUESTION 1B
š Examine ONE production in relation to a media concept
š CHOOSE THE PRODUCTION THAT RELATES MOST EFFECTIVELY TO THE CONCEPT
4. THEORY – READ/INTERACTION
š A main area of focus is the relationship between the text and audience, which is fluent
and changing.
š It is no longer acceptable to suggest that there is only one way of interpreting a text and
only one possible audience response. Audiences nowadays are not mass. They are
complex and sophisticated in their responses.
š Audiences are made up of individuals who bring social and cultural experiences to their
interpretation of any text which may then alert the messages they receive from the text.
Audiences are not unquestioning consumers as they once were in the past.
š “Far from being turned into “zombies” it has grown increasingly clear that audiences are in
fact capable of a high degree of self-determination in the nature of the response that
they make to products offered to them.” (Stewart et al, 2001)
5. AUDIENCE THEORY
š RELATIONSHIP BETWEEN TEXT AND AUDIENCE
š Effects Model (Hypodermic Needle)
š Uses & Gratifications
š Reception Theory
6. THE EFFECTS MODEL
š The consumption of media texts has an EFFECT or INFLUENCE upon the audience
š It is normally considered NEGATIVE
š Audiences are PASSIVE and powerless to prevent the influence
š The power lies with the MESSAGE of the text
š HYPODERMIC MODEL
š Messages in media texts are INJECTED into the audience by the powerful, syringe-like
media
š Therefore, the media works like a drug and the audience is DRUGGED, ADDICTED, DUPED
7. AUDIENCE POSITIONING
š STUART HALL (1973) suggested texts were encoded by the producers of texts to contain
certain meanings related to social and cultural background of the creator of the text.
However, once the viewer of the text ‘decoded’ that text, then the meanings intended by
the producer may change.
š He suggested 3 main perspectives involved in the way in which an audience responds to
a particular text
š This involved how the audience is positioned by the text and their subsequent response
8. STUART HALL
š PREFERRED (Dominant) READINGS
š The audience interprets the text as closely to the way in which the producer intended
š Ideological perception
š Similar social/cultural experience = little to challenge
š E.g. Watching a political speech and agreeing with it
š NEGOTIATED READINGS
š Audience negotiates with themselves to allow them to accept the way in which the text is presented
š Agree – Disagree – Adjust viewpoint in order to get the most out of your viewing
š The audience accepts, rejects or refines elements of the text in light of previously held views
š E.g. neither agreeing or disagreeing with the political speech or being disinterested
š OPPOSITIONAL (Resistant) READINGS
š Audience in conflict with the text itself due to beliefs / experiences
š Where the preferred meaning is recognised but rejected for cultural, political or ideological reasons
š E.g. Total rejection of the political speech and active opposition
9. STUART HALL – Reception Theory
š Considered how texts were ENCODED with meaning by producers and then DECODED by
audiences
š When a producer constructs a texts, it is encoded with meaning or message(s) that the producer
wishes to convey to the audience
š In some instances, audiences will correctly decode the meaning or message(s) and understand
what the producer was trying to say (preferred meaning)
š In some instances, the audience will either fail to correctly understand the message (negotiated)
or completely reject it(oppositional)
10. USES & GRATIFICATIONS
š Total opposite to Effects Model
š The audience is ACTIVE
š The audience USES the text and is NOT used by it
š The audience uses the text for their own GRATIFICATION or PLEASURE
š Here, POWER lies with the AUDIENCE and not the producers
š This theory emphasises what audiences DO with media texts – how and why the USE them
š Far from being duped by the media, the audience is free to REJECT, USE or PLAY with
media meanings as they see fit
11. š Audiences therefore use media texts to GRATIFY their needs for:
š Diversion
š Escapism
š Information
š Pleasure
š Personal Identity and Relationships *often comparisons
š Stimulation
USES & GRATIFICATIONS
12. š The audience is IN CONTROL and consumption of the media helps people with issues
such as:
š Learning
š Emotional Satisfaction
š Relaxation
š Help with issues of personal identity
š Help with issues of social identity
š CAN YOU THINK OF ANY MORE??
USES & GRATIFICATIONS
13. š What about this one:
š Help with issues of aggression and violence??
š Controversially, the theory suggests that the consumption of violent images can be
HELPFUL rather then harmful…
š The theory suggests that audiences act out their violent impulses through the consumption
of media violence
š Think video games...
š The audience’s inclination towards violence is therefore sublimited and they are less likely
to commit violent acts
USES & GRATIFICATIONS
15. Dyer Mulvey Goodwin
š Thinks that audiences
want to consume
media products that
offer them Utopian
Solutions to their
problems
š Believes that the
media texts often
encourage the
audience to objectify
women and look at
them with a ‘male
gaze’
š Believes that
audiences are often
played in the position
of a voyeur within
music videos. He also
believes that the use
of CUs is important to
help the audience
appreciate the ‘star
persona’ of the lead
singer.
16. ESSAY INTRO
š Why is it important/essential for a media product like a film or a music video to appeal to
an audience?
š Who was your target audience for your production? Social Demographics &
Psychographic Profiles (gender, age, class, hobbies, media interests)
š What did you do to research what your audience wanted? What did you find out about
what they wanted? Why might they USE these things? – insert Media theory here!
š CHANGE FROM PASSIVE (FRANKFURT SCHOOL) TO ACTIVE (U&G) AUDIENCE.
17. MAIN PARAGRAPHS
š How did you use the following micro elements to attract/engage an audience?
š Cinematography
š Shot types, angles, movement
š Editing
š Experimental – Jump Cuts etc etc
š Sound
š Diegetic Vs Non-Diegetic
š Synchronous Vs Asynchronous – Audio & Visual
š Mise-en-Scéne
š Characters, Costume
š Location, Lighting, Colour
š Props
TERMINOLOGY
BOOKLET
18. MAIN PARAGRAPHS
š What feedback did you seek MIDWAY / AFTER production and what was their responses?
š Focus Groups
š How did a “real” audience react to your product?
š YouTube responses on the Lingfield Media Channel?
š Oscars Night – 8th May
š Did they react in a way you thought they would? Why?
š Reception Theory
19. CONCLUSION
š How important is it to consider your audience in depth?
š How has this changed or affected your production?
TO GET YOU’RE A/B GRADES:
*Incorporate theories into textual analysis of
micro elements
20. PLANNING
THEORIST THEORY MICRO ELEMENT HOW DOES IT APPLY TO MY VIDEO?
LAURA MULVEY
BLUMLER &
KATZ
MASLOW
MALE GAZE
U&G
HIERARCHY OF NEEDS
CINEMATOGRAPHY USING A PREDOMINANCE OF CLOSE
UP SHOTS ENGAGES THE AUDIENCE &
BUILDS A ”PERSONAL RELATIONSHIP”
WITH THE STAR PERSONA
SENSE OF BELONGING
MASLOW HIERARCHY OF NEEDS
HALL RECEPTIONTHEORY
GOODWIN VOUYEURISM
DYER UTOPIAN SOLUTIONS
