Film studies
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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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Film studies
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.
Lesson 5 - Representation of Age
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.
AS Media Lesson 7 - realism and stereotypes
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.
Lesson 1 representation intro
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.
Critical investigation!
This document discusses the narratives constructed around female artists in music videos and how this is being challenged. Traditionally, female artists were depicted in ways that appealed to the male gaze, but artists like Lady Gaga and Pink have pushed back against these stereotypes. While progress has been made in achieving more empowering portrayals of women, the music industry remains predominantly controlled by men, and some problematic narratives persist. Contemporary female artists are analyzing how media represents women and attempting to promote more positive and diverse portrayals through their work.
Lesson 3 - Representation - Misogyny and feminism
The document discusses representation of gender and stereotypes in media. It notes that stereotypes are often oversimplified, exaggerated, generalized portrayals that present cultural attributes as natural. Stereotypes can be used negatively and to justify discrimination. The document examines how gender and other groups have been inappropriately depicted in past TV, movies and ads. It discusses the need for stereotypes to change and notes some are changing. It also discusses positive stereotypes known as "countertypes" and references research showing more equal gender representation in recent media. The document raises questions about whether recent portrayals are truly positive representations or if misogyny remains an issue, discussing examples of misogynistic lyrics in hip hop and debates around their
AS Lesson 5 - age
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.
Fight club Intro
This document provides context about the production and critical reception of the controversial film Fight Club. It discusses how the film was an experimental movie funded by a major studio that critiques consumerism. While unconventional, the film's style and structure both conform and diverge from Hollywood norms. The film explores controversial themes like a fake and superficial society that strips away authentic emotions. It also represents masculinity in a homoerotic and non-traditional way. The film received mixed critical reviews, with some like Roger Ebert arguing it promoted fascist or misogynistic ideals through its portrayal of women and gender roles.
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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.
Lesson 5 - Representation of Age
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.
AS Media Lesson 7 - realism and stereotypes
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.
Lesson 1 representation intro
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.
Critical investigation!
This document discusses the narratives constructed around female artists in music videos and how this is being challenged. Traditionally, female artists were depicted in ways that appealed to the male gaze, but artists like Lady Gaga and Pink have pushed back against these stereotypes. While progress has been made in achieving more empowering portrayals of women, the music industry remains predominantly controlled by men, and some problematic narratives persist. Contemporary female artists are analyzing how media represents women and attempting to promote more positive and diverse portrayals through their work.
Lesson 3 - Representation - Misogyny and feminism
The document discusses representation of gender and stereotypes in media. It notes that stereotypes are often oversimplified, exaggerated, generalized portrayals that present cultural attributes as natural. Stereotypes can be used negatively and to justify discrimination. The document examines how gender and other groups have been inappropriately depicted in past TV, movies and ads. It discusses the need for stereotypes to change and notes some are changing. It also discusses positive stereotypes known as "countertypes" and references research showing more equal gender representation in recent media. The document raises questions about whether recent portrayals are truly positive representations or if misogyny remains an issue, discussing examples of misogynistic lyrics in hip hop and debates around their
AS Lesson 5 - age
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.
Fight club Intro
This document provides context about the production and critical reception of the controversial film Fight Club. It discusses how the film was an experimental movie funded by a major studio that critiques consumerism. While unconventional, the film's style and structure both conform and diverge from Hollywood norms. The film explores controversial themes like a fake and superficial society that strips away authentic emotions. It also represents masculinity in a homoerotic and non-traditional way. The film received mixed critical reviews, with some like Roger Ebert arguing it promoted fascist or misogynistic ideals through its portrayal of women and gender roles.
AS Lesson 3 - misogyny and feminism
This document discusses representations of gender and stereotypes. It notes that masculinity is often represented through stereotypes of strength, power, attractiveness, physique and independence, while femininity is represented through beauty, physique, sexuality, emotionality and relationships. Men are often lone heroes while women take helper roles and are more frequently victims. It encourages analyzing how media portrayals reflect and shape societal gender norms and stereotypes, and whether countertypes may challenge stereotypes. Students are assigned a homework task analyzing celebrity or character stereotypes and countertypes.
As tv drama & representation
The document discusses various concepts related to representation in media texts including signs, codes, ideologies, and the representation of social groups such as gender, ethnicity, age, sexuality, class, ability, and region. It provides examples of common representations within each social group and questions to consider when analyzing representations, such as whether they reinforce stereotypes or provide diverse portrayals.
Rep of gen ppt
The document discusses the representation of gender in media. It explains that gender is a social construct that influences how people are expected to behave and think based on whether they are male or female. Traditional media stereotypes present narrow definitions of masculinity and femininity, with imbalances of power. However, feminism challenged these patriarchal representations, leading to more diverse portrayals of gender over time. Modern media both reflects and influences ongoing debates around gender roles and identities.
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The document discusses the concept of mediation in media texts. It explains that every media text represents a version of reality rather than reality itself, as the media takes real people and events and changes them into the final media product. It provides the example of a comedy show being mediated through repeated rehearsals and editing to produce the half hour broadcast. Representation is then discussed as how groups, individuals, or social changes are portrayed in the media through subjective rather than objective constructions. Any representation is a mixture of the thing itself, the opinions of its creators, individual reactions, and the social context. Key points to consider with TV drama representations are what is represented, how, who is responsible, and how it can be interpreted. Ster
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This document discusses representation and gender stereotypes. It explores the difference between sex and gender, with sex referring to biological characteristics and gender referring to socially constructed roles. It then lists common stereotypes associated with masculine and feminine traits, such as colors, clothes, jobs, and character qualities. The document discusses theorists like Claude Levi-Strauss and their views on binary oppositions and how meanings are produced. It also analyzes representations of men focusing on strength, power, attractiveness, and physique, while representations of women focus on beauty, sexuality, emotions, and relationships.
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.
The Portrayal of Women in Media
This document is an essay analyzing the portrayal of women in mass media such as films, television, music videos, and advertising. It discusses how women have traditionally been portrayed in narrow gender roles and stereotypes, such as being thin, fragile, and focused on beauty and relationships. However, it notes that some recent portrayals in films like Frozen and music videos like "All About That Bass" show a move toward more empowering and diverse portrayals. The essay also examines how exposure to stereotypical portrayals can influence societal expectations of women. Overall, it argues that while some progress has been made, further work is still needed to eliminate harmful stereotypes and achieve accurate, non-stereotypical representation of women across all
AS Lesson 1 - intro to course outline and representation
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.
Hannah's pitch
The document outlines a teen crime drama film called "SPLIT PITCH" about a college student who leads a double life. At school, he is well-behaved, but outside of school he engages in criminal activities. The promotional campaign will focus on depicting the two sides of the main character's life through a split poster, teaser trailer showing his differing behaviors with and without sound, and a magazine cover using lighting effects. The target audience is viewers under 25 who can relate to the urban setting and issues of drugs, violence and gang culture portrayed in the film.
Representation
The document discusses various concepts related to representation in media including stereotypes, cultural identities, genre, and targeted audiences. It provides examples of character archetypes from Propp's analysis of fairy tales and from the James Bond film Casino Royale. The document also briefly discusses the hypodermic needle theory of media effects, schemas, connotation versus denotation, and provides a link to the film Pretty Woman.
Sci fi audience theories
This document discusses key concepts related to science fiction film audiences:
- Films have target audiences that can be segmented by demographics (age, gender, location) or psychographics (personalities and attitudes).
- Some films appeal broadly to mainstream audiences while others target niche audiences.
- Films fulfill various needs and gratifications for audiences, such as entertainment, information, identity exploration, and social interaction.
- Science fiction films specifically can provide transparency, energy, intensity, a sense of community, and abundance.
Representation theories
The document discusses several representation theories:
- Mulvey's male gaze theory suggests that female characters are displayed for male pleasure and are passive objects of the male gaze.
- Baudrillard's hyperreality theory argues that representations have replaced reality and images now bear no relation to the real world.
- Dyer believes stereotypes in media reinforce differences between people and legitimize inequality.
- Hall discusses how media propagate dominant social values and ideologies and segment society.
- Gramsci's concept of hegemony explains how representations are used to control people by portraying the elite as capable rulers.
- Levi-Strauss discusses binary opposites and representations of dominant and subordinate groups.
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.
TV Drama - Representation & Gender Introduction
This document discusses representations of gender in media. It notes that stereotypes are socially constructed and reflected dominant ideologies that can be reinforced or challenged through media representations. It provides examples of how some blockbuster sci-fi films in the 1990s created new "countertypes" or positive stereotypes of black male heroes that countered previous negative stereotypes. The document also discusses how femininity and masculinity tend to be represented through common stereotypical characteristics and genres, and how these representations can reinforce gender stereotypes, particularly through techniques like camera shots, mise-en-scene, editing, and sound. Activities are included for analyzing gender representations and stereotypes.
Lesson 2 - Representation - Gender and stereotypes
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.
Task 5
This document discusses the possible effects of films on audiences and issues related to the representation in films like Star Wars: The Force Awakens. It examines several theories on how audiences may be influenced, such as the hypodermic needle theory where audiences passively accept messages, or two step flow where opinion leaders influence others. It also looks at positive and negative representations of race, gender, age and sexuality in the film. Legal issues around discrimination and copyright are reviewed. Finally, it analyzes the role of regulatory bodies like the BBFC in censoring films and enforcing rules around offensive content, discrimination and age ratings.
AS Media Lesson 14 - Representation of disability
This document discusses representations of disabilities in media and explores common stereotypes. It provides examples of stereotypes like pitiable/pathetic, victim, sinister/evil, atmosphere/curio, super-crip/triumph over tragedy, laughable, vengeful, burden/outcast, non-sexual. Students are asked to identify examples that fit these stereotypes from their own media consumption and analyze a film clip representing disability.
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The document provides an overview of the history and conventions of the horror genre. It discusses the origins of horror films in the early 20th century and the popularity of genres like gothic horror, slasher films, and remakes. The document also covers common conventions like dark settings, innocent victims, monsters/killers, and ambiguous endings. It analyzes the audience profile, theories for why audiences watch horror, different types of horror films, and BBFC ratings. Famous horror actors mentioned include Boris Karloff and Bela Lugosi.
AS Lesson 2 gender and stereotypes
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.
Wk 2 3 mest 3 rep teens
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.
Fish tank pdf
Fish Tank is a bleak film by Andrea Arnold about a 15-year-old girl named Mia living in a run-down housing estate with her mother and sister, who finds brief moments of hope and joy through dancing and bonding with her mother's new boyfriend, though the film takes some dark turns and ends on a depressing note.
Representation of White Working Class In Fish Tank
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 discusses representations of gender and stereotypes. It notes that masculinity is often represented through stereotypes of strength, power, attractiveness, physique and independence, while femininity is represented through beauty, physique, sexuality, emotionality and relationships. Men are often lone heroes while women take helper roles and are more frequently victims. It encourages analyzing how media portrayals reflect and shape societal gender norms and stereotypes, and whether countertypes may challenge stereotypes. Students are assigned a homework task analyzing celebrity or character stereotypes and countertypes.
As tv drama & representation
The document discusses various concepts related to representation in media texts including signs, codes, ideologies, and the representation of social groups such as gender, ethnicity, age, sexuality, class, ability, and region. It provides examples of common representations within each social group and questions to consider when analyzing representations, such as whether they reinforce stereotypes or provide diverse portrayals.
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The document discusses the representation of gender in media. It explains that gender is a social construct that influences how people are expected to behave and think based on whether they are male or female. Traditional media stereotypes present narrow definitions of masculinity and femininity, with imbalances of power. However, feminism challenged these patriarchal representations, leading to more diverse portrayals of gender over time. Modern media both reflects and influences ongoing debates around gender roles and identities.
TV Drama - Representation
The document discusses the concept of mediation in media texts. It explains that every media text represents a version of reality rather than reality itself, as the media takes real people and events and changes them into the final media product. It provides the example of a comedy show being mediated through repeated rehearsals and editing to produce the half hour broadcast. Representation is then discussed as how groups, individuals, or social changes are portrayed in the media through subjective rather than objective constructions. Any representation is a mixture of the thing itself, the opinions of its creators, individual reactions, and the social context. Key points to consider with TV drama representations are what is represented, how, who is responsible, and how it can be interpreted. Ster
Lesson 2 - Representation, gender and stereotypes
This document discusses representation and gender stereotypes. It explores the difference between sex and gender, with sex referring to biological characteristics and gender referring to socially constructed roles. It then lists common stereotypes associated with masculine and feminine traits, such as colors, clothes, jobs, and character qualities. The document discusses theorists like Claude Levi-Strauss and their views on binary oppositions and how meanings are produced. It also analyzes representations of men focusing on strength, power, attractiveness, and physique, while representations of women focus on beauty, sexuality, emotions, and relationships.
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.
The Portrayal of Women in Media
This document is an essay analyzing the portrayal of women in mass media such as films, television, music videos, and advertising. It discusses how women have traditionally been portrayed in narrow gender roles and stereotypes, such as being thin, fragile, and focused on beauty and relationships. However, it notes that some recent portrayals in films like Frozen and music videos like "All About That Bass" show a move toward more empowering and diverse portrayals. The essay also examines how exposure to stereotypical portrayals can influence societal expectations of women. Overall, it argues that while some progress has been made, further work is still needed to eliminate harmful stereotypes and achieve accurate, non-stereotypical representation of women across all
AS Lesson 1 - intro to course outline and representation
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.
Hannah's pitch
The document outlines a teen crime drama film called "SPLIT PITCH" about a college student who leads a double life. At school, he is well-behaved, but outside of school he engages in criminal activities. The promotional campaign will focus on depicting the two sides of the main character's life through a split poster, teaser trailer showing his differing behaviors with and without sound, and a magazine cover using lighting effects. The target audience is viewers under 25 who can relate to the urban setting and issues of drugs, violence and gang culture portrayed in the film.
Representation
The document discusses various concepts related to representation in media including stereotypes, cultural identities, genre, and targeted audiences. It provides examples of character archetypes from Propp's analysis of fairy tales and from the James Bond film Casino Royale. The document also briefly discusses the hypodermic needle theory of media effects, schemas, connotation versus denotation, and provides a link to the film Pretty Woman.
Sci fi audience theories
This document discusses key concepts related to science fiction film audiences:
- Films have target audiences that can be segmented by demographics (age, gender, location) or psychographics (personalities and attitudes).
- Some films appeal broadly to mainstream audiences while others target niche audiences.
- Films fulfill various needs and gratifications for audiences, such as entertainment, information, identity exploration, and social interaction.
- Science fiction films specifically can provide transparency, energy, intensity, a sense of community, and abundance.
Representation theories
The document discusses several representation theories:
- Mulvey's male gaze theory suggests that female characters are displayed for male pleasure and are passive objects of the male gaze.
- Baudrillard's hyperreality theory argues that representations have replaced reality and images now bear no relation to the real world.
- Dyer believes stereotypes in media reinforce differences between people and legitimize inequality.
- Hall discusses how media propagate dominant social values and ideologies and segment society.
- Gramsci's concept of hegemony explains how representations are used to control people by portraying the elite as capable rulers.
- Levi-Strauss discusses binary opposites and representations of dominant and subordinate groups.
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.
TV Drama - Representation & Gender Introduction
This document discusses representations of gender in media. It notes that stereotypes are socially constructed and reflected dominant ideologies that can be reinforced or challenged through media representations. It provides examples of how some blockbuster sci-fi films in the 1990s created new "countertypes" or positive stereotypes of black male heroes that countered previous negative stereotypes. The document also discusses how femininity and masculinity tend to be represented through common stereotypical characteristics and genres, and how these representations can reinforce gender stereotypes, particularly through techniques like camera shots, mise-en-scene, editing, and sound. Activities are included for analyzing gender representations and stereotypes.
Lesson 2 - Representation - Gender and stereotypes
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.
Task 5
This document discusses the possible effects of films on audiences and issues related to the representation in films like Star Wars: The Force Awakens. It examines several theories on how audiences may be influenced, such as the hypodermic needle theory where audiences passively accept messages, or two step flow where opinion leaders influence others. It also looks at positive and negative representations of race, gender, age and sexuality in the film. Legal issues around discrimination and copyright are reviewed. Finally, it analyzes the role of regulatory bodies like the BBFC in censoring films and enforcing rules around offensive content, discrimination and age ratings.
AS Media Lesson 14 - Representation of disability
This document discusses representations of disabilities in media and explores common stereotypes. It provides examples of stereotypes like pitiable/pathetic, victim, sinister/evil, atmosphere/curio, super-crip/triumph over tragedy, laughable, vengeful, burden/outcast, non-sexual. Students are asked to identify examples that fit these stereotypes from their own media consumption and analyze a film clip representing disability.
Horror genre research
The document provides an overview of the history and conventions of the horror genre. It discusses the origins of horror films in the early 20th century and the popularity of genres like gothic horror, slasher films, and remakes. The document also covers common conventions like dark settings, innocent victims, monsters/killers, and ambiguous endings. It analyzes the audience profile, theories for why audiences watch horror, different types of horror films, and BBFC ratings. Famous horror actors mentioned include Boris Karloff and Bela Lugosi.
AS Lesson 2 gender and stereotypes
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.
Wk 2 3 mest 3 rep teens
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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AS Lesson 1 - intro to course outline and representation
AS Lesson 1 - intro to course outline and representation
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Fish Tank is a bleak film by Andrea Arnold about a 15-year-old girl named Mia living in a run-down housing estate with her mother and sister, who finds brief moments of hope and joy through dancing and bonding with her mother's new boyfriend, though the film takes some dark turns and ends on a depressing note.
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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.
Fish tank
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.
Fish tank (2009) Case Study
The film Fish Tank had a budget of £2 million pounds and was shot in 30 days, with partial funding of £70,000 from the UK Film Council. It was directed by Andrea Arnold and starred Katie Jarvis, who won a BAFTA Award for her breakthrough role. The film received critical acclaim and awards after being screened at numerous film festivals internationally. It had a limited arthouse release in UK theaters, grossing over £400,000 in its first few weeks.
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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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Representation of White Working Class In Fish Tank
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04 g322 section b a history of british cinema since 1984
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Question 2
The document discusses representing social groups in horror films. It notes that teenagers and families are often represented. Specifically, the opening sequence represents a group of teenagers in a stereotypical manner through their clothing, dialogue, and reaction to entering a dark new world. However, the document also acknowledges some issues with relying on crude stereotypes, such as always killing off minority characters first or overly sexualizing and portraying women as weak. The document concludes that it will aim to represent teenagers in an expected horror genre way while avoiding offensive stereotypes that could raise more criticism.
Question 2
The document discusses how the filmmaker represents teenagers in their opening horror sequence. It notes that teenagers are commonly portrayed in stereotypical ways in horror films, such as wearing hoodies and jeans. The filmmaker aims to represent teenagers in a stereotypical manner through elements like costumes, lighting, location, and limited dialogue to build suspense. However, the filmmaker wants to avoid offensive stereotypes that have been criticized in other films, such as certain racial or gender stereotypes. The document provides context on the filmmaker's target audience and how they aim to appeal to them while portraying social groups in a responsible manner without crude stereotyping.
Film studies presentation
This document proposes researching how teenagers are represented in films. It suggests analyzing three films: 2.37 which depicts an extreme portrayal of teenagers, Mean Girls which shows a stereotypical high school portrayal, and The Perks of Being a Wallflower which deals with a more sensitive representation. The research would look at the social and political contexts that may have inspired these different cinematic portrayals of teenagers and the messages they aim to convey.
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
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.
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.
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.
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.
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
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.
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.
Youth culture
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.
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.
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 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.
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.
Trainspotting Trailer Analysis
The document analyzes a trailer for the film Trainspotting using various film theories. It discusses how the shots introduce protagonists and adhere to stereotypes about class, gender, and drug use. Various techniques like lighting and editing are examined in terms of how they promote violence and leave the audience with unanswered questions to encourage viewing the full film. Reception theory suggests a young British audience could relate to the themes but an older or worldwide audience may be less interested.
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The document analyzes and compares the album artwork styles of several dance/electronic music artists including Example, Calvin Harris, Daft Punk, Rudimental, and David Guetta. Some common features noted across artists include simple designs with bold typography, similar color schemes within an artist's work, vintage-style photos, and appearances of artists not being the main focus. Differences are also highlighted such as Daft Punk featuring robot heads and David Guetta's artwork centering around himself as the artist.
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Evaluation
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 conventions of the social realism genre allow for a true representation of teenagers?
- 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