Film studies
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This document outlines a research project on the impact of social realism in constructing counter-stereotypical representations of teenagers in film. The researcher will analyze conventions of social realism and how they are used in films like 2.37, Kids, and Fish Tank to portray teenagers in a more realistic, and sometimes extreme, manner compared to stereotypical representations. Key scenes from these films that show dark or horrific aspects of teenage life will be examined. Primary research on audience responses to counter-stereotypical versus stereotypical teen representations is also planned, though the method is still uncertain. Issues identified include the project scope being too broad and uncertainty around relevant primary research approaches.
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Film studies
This document outlines a research project on the social realism genre and its impact on representations of teenagers in film. The research question asks to what extent the conventions of social realism allow for true representations of teenagers. The investigation will define social realism, examine its conventions, analyze films through a textual approach, consider stereotypical vs. counter-stereotypical representations, and explore audience responses and director intentions. The focus film is 2.37, which depicts dark themes of suicide and abuse in a documentary style. Supporting films include Kids and Fish Tank, which also portray teenagers in explicit, horrific ways not usually associated with them. Initial research has begun on social realism themes, stereotypes in "chick flicks,"
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The document discusses age stereotypes in media representations of youths and old people. It finds that:
- Youths are often negatively portrayed as criminals, drug abusers, lazy, and reckless in the media. This can lead to moral panics around youth behavior.
- Old people are commonly stereotyped as frail, lonely, childlike, unproductive burdens on their families. They are seen as grumpy, fussy, and engaging in stereotypical pastimes.
- Both youth and old age stereotypes are overly broad generalizations that do not reflect the diversity of these groups. The frequent portrayal of stereotypes in media can influence public perceptions and government policies around age.
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This document outlines a research project on the social realism genre and its impact on representations of teenagers in film. The research question asks to what extent the conventions of social realism allow for true representations of teenagers. The investigation will define social realism, examine its conventions, analyze films through a textual approach, consider stereotypical vs. counter-stereotypical representations, and explore audience responses and director intentions. The focus film is 2.37, which depicts dark themes of suicide and abuse in a documentary style. Supporting films include Kids and Fish Tank, which also portray teenagers in explicit, horrific ways not usually associated with them. Initial research has begun on social realism themes, stereotypes in "chick flicks,"
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The document discusses age stereotypes in media representations of youths and old people. It finds that:
- Youths are often negatively portrayed as criminals, drug abusers, lazy, and reckless in the media. This can lead to moral panics around youth behavior.
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- Both youth and old age stereotypes are overly broad generalizations that do not reflect the diversity of these groups. The frequent portrayal of stereotypes in media can influence public perceptions and government policies around age.
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The document discusses three films - Bullet Boy, Attack the Block, and Quadrophenia - and how they represent youth culture and stereotypes. Bullet Boy portrays teenagers as criminals and does not provide redemption. Attack the Block offers more likable teenage characters. Quadrophenia challenges stereotypes of the time and provides new perspectives. These films can impact perceptions of youth through either reinforcing or challenging stereotypes.
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This document discusses stereotypes, how they are formed and perpetuated through media representations. It defines stereotypes as oversimplifying and exaggerating certain characteristics of social groups and applying them to all group members. It notes that stereotypes reduce diversity to just a few characteristics. The document also discusses why people believe media representations, including that realistic formats make messages more believable. It suggests analyzing media for believability, plausibility, and how experiences shape how realistic representations seem.
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The document discusses representation in media texts and how people, places, and events are portrayed. It explains that representation involves depicting or describing something through symbols and can reflect or mediate reality through the use of media language and narratives. The document also discusses reflective and constructionist views of representation, with the constructionist view being that our understanding of the world is shaped by the representations presented in media texts.
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This document discusses how different age groups are represented in media. It notes that after gender and ethnicity, age is the most common way people are stereotyped. It then examines stereotypes of teenagers as yobbish or involved in gangs/crime, and of older people as poor, fussy, or senile. The document suggests these representations are socially constructed to justify social control. It analyzes how moral panics over youth groups can influence legislation and media texts that perpetuate stereotypes like EastEnders character Martin Fowler.
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The document discusses possible effects of films on audiences and issues of representation in Disney's Star Wars: The Force Awakens. It analyzes several media effects theories and their potential application to the film, such as the hypodermic needle theory, two-step flow theory, and uses and gratifications theory. It also examines representations of race, gender, age, and sexuality in the film, and debates around these topics. Finally, it outlines some legal issues around discrimination and copyright as well as ethical issues concerning violence in the film.
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This document provides an overview and introduction to studying media studies at the AS level. It discusses key concepts like representation, gender, and audience analysis. It outlines the course content, which focuses on textual analysis, representations, and audience response. Assessment includes a 2.5 hour exam and a coursework assignment involving pre-production, production, and a reflective report. It encourages students to consume a variety of media texts and keep up with current events to prepare.
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The document discusses gender stereotypes and how they are portrayed in media. It explains that from a young age, children learn stereotypical behaviors for their gender from various sources like family and media. Traditionally, girls are encouraged to play with dolls while boys play with toys like guns or cars. These stereotypes shape distinct gender codes over time. The document then analyzes how older media often portrayed masculinity as superior and showed men in more powerful roles while women were usually depicted as housewives or sex objects. However, more modern representations have challenged these traditions as gender roles became less defined following feminist movements starting in the 1960s.
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In this slide-show, I look at the target audience of short film and assess who I will be aiming my own short film at during production.
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The document discusses representations of teenagers in media texts and provides tasks for students to analyze different media portrayals of youth. It suggests that teenagers are often represented in media as either fun or consumers. More complex representations have emerged in user-generated content where teens are involved in production. Students are asked to identify various media images of youth, consider why those representations exist based on social and historical context, and apply theories of representation and ideology to analyze sample media texts portraying teenagers.
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This document discusses representations of gender in media and how they relate to societal expectations. It explores how toys, magazines, and other media often portray narrow definitions of masculinity and femininity by associating certain activities, interests and roles with particular genders. For example, girls are frequently depicted as enjoying domestic toys and magazines focused on beauty, while boys are shown with construction toys and magazines on strength and independence. The document also examines how early media tended to reflect patriarchal ideals by presenting traditional gender stereotypes that positioned men as powerful and women as sex objects or homemakers. More modern feminism has challenged these portrayals and sought greater gender equality in media.
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The document discusses several theories on how media affects audiences and issues of representation in film. It analyzes Star Wars: The Force Awakens using these frameworks. On effects, it notes the film could inject passive attitudes in viewers or spread through opinion leaders. It also provides diversion, social interaction, and identity reflection. However, it may desensitize some to violence or influence them to imitate fights. On representation, it positively portrays diverse races and ages but is lacking in LGBTQ representation. Legal issues include potential pay discrimination and copyrights, while regulatory bodies like BBFC impact violence and language levels.
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The document discusses several theories related to media effects and representation in media. It analyzes how the Star Wars film The Force Awakens may impact audiences through concepts like the hypodermic needle theory, two-step flow theory, uses and gratifications theory, and desensitization theory. It also examines how the film represents aspects of identity like race, gender, age, and sexuality. Legal considerations that could affect the film, like censorship and ratings, are also mentioned.
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The survey results showed that the target audience for the short film was mostly male aged 17-24, who identified as left-wing or apolitical and atheist/agnostic. They had an educational background ranging from high school to post-graduate degrees. They particularly enjoyed comedy, action, drama, and art films and listed escapism and humor as most important when watching movies. Their favorite characters tended to be individuals who suffered alone due to not fitting into mainstream society.
Legal & ethical regulatory bodies report
The document discusses possible effects of films on audiences and issues of representation in Disney's Star Wars: The Force Awakens. It analyzes several media effects theories and their potential application to the film, such as the hypodermic needle theory, two-step flow theory, and uses and gratifications theory. It also examines representations of race, gender, age, and sexuality in the film, and debates around these topics. Finally, it outlines some legal issues around discrimination and copyright as well as ethical issues concerning violence in the film.
Theory and Theorist For Media Studies A2
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.
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AS Lesson 1 - intro to course outline and representation
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Lesson 2 - Representation - Gender and stereotypes
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The document summarizes how the white working class is portrayed in the movie Fish Tank. It shows teenage girls drinking alcohol and dancing provocatively. Family members are depicted as aggressive, fighting, and disrespectful towards each other. Scenes portray a lack of hygiene and care for their living environment as empty alcohol bottles and cigarettes are left around the home. Overall, the white working class is represented negatively as unemployed, aggressive, and disrespectful in the movie.
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This document provides context and analysis about the 2009 British drama film "Fish Tank". It notes that the film was filmed on real locations known for crime and deprivation in East London and Essex. It also used non-professional actors like Katie Jarvis who was discovered arguing with her boyfriend. The film presents a bleak and dystopian view of a social deprived area between London and Dagenham where community and family have disappeared. It charts the rise and fall of hope and despair of its characters as the protagonist Mia wants to escape her circumstances.
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The document discusses the representation of different social factors in the British TV show The Inbetweeners. It addresses the representation of age, ethnicity, gender, and social class in the show. Regarding age, the show focuses on 17-18 year olds and portrays some stereotypes of teenagers. For gender, the four main characters are male and females are often portrayed as sex objects. In terms of social class, the characters come from middle-class backgrounds.
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The document provides a history of British cinema since 1984. It discusses the revival of the British film industry in the 1980s and 1990s, with the rise of multiplex theaters drawing larger audiences. Major production companies like Channel 4 and Handmade Films backed influential films during this time period. The costume drama genre became synonymous with British cinema, though the term was later replaced with "heritage film." By the mid-1990s, films like Four Weddings and a Funeral and Sense and Sensibility showed the two directions of British national cinema. Trainspotting in 1996 enhanced British cinema's international profile and influence on youth films through its portrayal of sex, drugs and working class life.
Fish Tank
Social realism is a genre that aims to portray realistic depictions of everyday life, often focusing on working-class characters and social issues. It typically uses handheld camera work, unknown actors, and gritty urban settings to represent the struggles of ordinary people. Films in the social realism genre commonly deal with controversial topics like poverty, relationships, and minority groups that were not typically represented in other films at the time. The genre became prominent in British cinema starting in the late 1950s as filmmakers sought to authentically capture the realities of working-class lives on screen.
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The document discusses the planning process for a student's short film project aimed at a teenage audience. It details the student's research of similar films and audience preferences through a questionnaire. The student analyzes films with gritty urban themes but chooses to emulate the more lighthearted film Anuvahood that comically portrays youth culture.
The big thing about the essay question at the end
The document provides guidance for answering an essay question about either censorship/classification/regulation or media effects in relation to the film 'Us'.
For censorship/classification, it discusses the different film rating systems in the UK and US and how they relate to scenes in 'Us'. For media effects, it outlines the hypodermic needle and uses and gratifications theories and discusses how scenes in 'Us' could relate to debates around imitative behavior and the effects of violent media. It provides potential discussion points about various scenes and issues raised in the film.
A2 presentation
This document discusses a student's research and planning for creating a short film aimed at a teenage audience. The student conducted a questionnaire of their target 16-26 year old audience which found they prefer action/adventure films, are attracted to actors and storylines, enjoy both experimental and conventional films, prefer feel-good factors, and see music in films as important. The student analyzed similar films including Adulthood and Shank to understand conventions around representations of youth, moral panics, and genre. They chose to analyze the comedy Anuvahood as it provides a lighter perspective compared to more gritty films.
A2 presentation
This document discusses a student's research and planning for creating a short film aimed at a teenage audience. The student conducted a questionnaire of their target 16-26 year old audience which found they prefer action/adventure films, are attracted to actors and storylines, enjoy both experimental and conventional films, prefer feel-good factors, and see music in films as important. The student analyzed similar films including Adulthood and Shank to understand conventions around representations of youth, moral panics, and genre. They chose to analyze the comedy Anuvahood as it provides a lighter perspective compared to more gritty films.
A2 presentation
The document discusses planning for a short film aimed at a teenage audience. Research was conducted through a questionnaire for 16-26 year olds to determine preferences like genre, attractiveness of films, and importance of music. Most preferred action/adventure films with feel-good factors and important soundtracks. Research of similar films showed representations of youths as violent and stereotypical "moral panics". The film will center on a character pursuing a music career who loses confidence but finds restoration through a chance encounter. Planning includes character profiles, a storyboard, and consideration of camera angles and music to set tone. Ancillary materials of a poster and magazine review will also be created.
A2 presentation
This document discusses research being done to create a short film aimed at a teenage audience. It analyzes similar films to understand conventions and audience preferences. A questionnaire finds that the target audience likes action/adventure films with feel-good factors and important soundtracks. Research of films like Adulthood and Shank show their use of moral panic themes around youth and gangs. In contrast, the film Anuvahood takes a more lighthearted, comedic approach to these themes.
Criteria 4+5
The document discusses finding the target audience for a social realism film. It analyzes similar films from production companies to identify a mainstream audience of middle-class youth aged 16-25. It also identifies potential niche audiences like social realism enthusiasts. To validate this, the document describes conducting a questionnaire that confirmed the target audience enjoys themes in the film like portrayals of anti-social youth. It then held a focus group with social realism experts to refine the film based on their feedback before releasing it to the identified mainstream demographic.
Film studies presentation
This document proposes three small film research projects: 1) Analyzing how teenagers are represented in 2.37, Mean Girls, and The Perks of Being a Wallflower, as the films show both typical and darker portrayals of teenagers. 2) Examining Christian Bale's variety of roles in The Dark Knight, The Machinist, and The Flowers of War. 3) Studying Quentin Tarantino's unique directorial style seen in Reservoir Dogs, Pulp Fiction, and Kill Bill Vol. 1. The teenage representation project would look deeper into societal contexts that may have inspired the films and their messages about teenagers.
Film studies presentation
This document proposes three small film research projects: 1) Analyzing how teenagers are represented in 2.37, Mean Girls, and The Perks of Being a Wallflower, as the films show both typical and darker portrayals of teenagers. 2) Examining Christian Bale's variety of roles in The Dark Knight, The Machinist, and The Flowers of War. 3) Studying Quentin Tarantino's unique directorial style seen in Reservoir Dogs, Pulp Fiction, and Kill Bill Vol. 1. The teenage representation project would look deeper into societal contexts that may have inspired the films and their messages about teenagers.
Audience theoryanddebates
The document provides an analysis of the 1999 film Fight Club and the 2007 film Juno. It discusses the BBFC film classification processes for both films. For Fight Club, violence and themes of terrorism and masculinity led to an initial 18 rating that was denied due to glorification of violence. Juno was denied a PG rating due to language, sexual references, and a brief graphic scene, but received a 12A. The document also discusses audience reception theories and how different viewers may have interpreted the films.
Criteria 4+5
The document discusses finding the target audience for a media product. It analyzes the audiences of similar social realism films produced by companies like BBC Films and Film Four. These audiences tend to be younger, middle-class students and adults aged 30-40. The author also identifies potential niche audiences like social realism enthusiasts. To validate this, the author conducted questionnaires that found their target audience to be middle-class youths aged 16-20 who enjoy films portraying anti-social youth themes. The author then showed an early version to a focus group with social realism expertise and refined the product based on their feedback.
PR2: Audience Theories
This document discusses several audience theories and provides examples of how they relate to the film Fight Club:
- The Hypodermic Model suggests media can directly influence audiences, exemplified by those who believe Fight Club could promote violence.
- Reception Theory notes encoding and multiple audience decodings based on factors like gender, class, and beliefs. Surveys found most saw Fight Club's violence as "just right" while one viewed it as too much.
- Uses and Gratification Theory says audiences choose media to fulfill needs like diversion, relationships, and identity. Fight Club could fulfill escaping problems.
The document also summarizes the film Fight Club and reviews how the BBFC and critics debated its level
Thriller Media Evaluation
The document provides details about a student's short thriller film project for media studies. It discusses how the film develops conventions of the thriller genre such as having a protagonist and antagonist involved in a criminal plot. It also challenges some conventions by having a female protagonist and shooting scenes in daylight. The film represents teenagers involved in the drug trade and portrays different social groups and ethnic minorities. Potential distributors discussed include Film4 and Channel 4 as they support new British talents, and festivals that showcase short films. The intended audience is teenagers aged 15-18.
Pr2 audience theory
The document discusses three audience theories: the hypodermic model, encoding and decoding theory, and uses and gratifications theory. It also summarizes a film analysis of the movie "Fight Club" and the results of a survey about audience responses to the film. The survey found that most respondents were young males who learned about the film from friends/family and had a preferred or negotiated reading of it based on their individual backgrounds and experiences. The document argues that encoding and decoding theory best explains how audiences make sense of media texts in different ways.
Pr2 fight club
The document discusses three audience theories - the hypodermic model, encoding and decoding, and uses and gratifications theory - in relation to the film Fight Club. It also summarizes the results of a survey about audience responses to the film. The hypodermic model suggests audiences respond the same way to media, while encoding and decoding recognizes individual differences in how audiences make sense of media. Uses and gratifications looks at how audiences actively use media to fulfill needs like diversion or social interaction. The survey found most respondents had a preferred reading of Fight Club and enjoyed it for diversion, with more male respondents viewing it positively than female.
Week 4 stereotypes
The document discusses stereotypes of teenagers in media representations. It summarizes Richard Dyer's theory that stereotypes reduce diversity to a few exaggerated characteristics applied to all members of a social group. The document also discusses how stereotypes can reinforce certain values and assumptions through selective portrayal in media. Several theories are presented on how stereotypes function as a media shorthand and how constant exposure can subtly influence audiences' attitudes over time through cultivation and cultural effects. Examples of common teenage stereotypes in films and television are provided.
Lesson 5 Representation
This document provides lesson materials on the concept of representation for a media studies exam preparation. It includes two lessons on representation, with the second focusing on planning an essay question applying representation to a coursework production. The lessons define representation, discuss its importance, and provide examples of how it can be analyzed in media texts. Key theories and theorists on representation such as Laura Mulvey, Richard Dyer, and David Buckingham are outlined. Students are guided in identifying representational concepts in their own work and planning a structured essay applying representation theory.
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The document provides details about a horror film title sequence called "Hypnosis" that was created for a media assignment. It describes the content and meaning behind elements in the title sequence, which introduces mysterious man in the woods holding a knife and shows the destruction of photos representing how each character dies. The document also discusses how the title sequence draws from conventions of the horror genre through its use of mystery, tension, blood, and fire while also trying to challenge conventions through its use of daylight filming.
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The document provides details about the development, production, distribution and reception of the film Django Unchained. Quentin Tarantino conceived of the film as a spaghetti western set before the Civil War dealing with American slavery. It was filmed on location across the US and had a budget of $100 million. Distributed by The Weinstein Company and Columbia Pictures, it was a box office success grossing over $138 million.
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Film studies
- 1. FM3: Small Scale 2nd Presentation
- 2. My Research Title – Genre Study Statement: “The impact of social realism in constructing counter stereotypical representation of teenagers” In the form of a question: To what extent do the
- 3. How I intend to break up my investigation What is Social Realism? What is it’s purpose? What are the conventions? Textual analysis of films, look at how these conventions have possibly impacted on the construction of the teen representations Consider what is stereotypical in order to provide an explanation of what is counter stereotypical (may refer to another film which has a ‘stereotypical’ representation) Consider audience response to these representations VS the stereotypical Find out what he directors/writers have said about the films.
- 4. Focus Film – 2.37 2.37 (2006, Murali K. Thalluri) My focus film is 2.37 - I chose this film because its counter stereotypical. - Extreme and dark representation of teenagers. - Deals with serious subjects such as suicide and sexual abuse. - Social Realism; Documentary feel.
- 5. Additional Films – Kids & Fish Tank 2009, Andrea Arnold 1995, Larry Clark Fish Tank: - British Social Realism film - Documentary feel - More realistic and relatable representation Kids: - Extreme representation - Sex and drug oriented - Social Realism/Documentary feel - Explicit nature
- 6. Initial Research - The Social Realism Genre: - Themes often include: sex, drugs and violence. - Unknown Actors and Actresses keep the sense of realism - 'Chick Flick' films: - How they have helped to form the stereotype teenager we know today - Around since the very early days of cinema - Similar ideologies in these films that we see today - In popular films teens are shown as living adventurous, exciting yet unrealistic lifestyles - Audiences start to believe and desire to lead similar lives to the characters
- 7. Examples of key scenes from films watched so far that will help my investigation 2.37 – The suicide scene and the rape scene. They show a dark and extreme representation of teenagers. They also show that what we see on the surface isn’t always what they are feeling or are like underneath and in private
- 8. Examples of key scenes from films watched so far that will help my investigationThe Rape scene in Kids and the scene where Mia gets attacked by some men in Fish Tank Again it shows the nasty and horrific side to teenagers, that they are capable of doing things that some people may only associate adults doing.
- 9. Primary Research - Looking into audience responses for the counter stereo typical representations from my chosen films VS stereotypical representations
- 10. Problems that have occurred - Chosen project area too big - Not sure what to do for Primary Research - What research would be relevant