Focault
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The document discusses Michel Foucault's theory and how it can be applied to analyze media texts. The objective is to understand Foucault's theory and be able to apply it by analyzing how texts create a sense of being watched (panopticism) and how this shapes behavior. Key terms are defined, including panopticon as Jeremy Bentham's circular prison design that allows constant surveillance. Foucault argued that surveillance shapes society and controls behavior. Students will analyze reality TV, social media, and catfishing through Foucault's lens by discussing how the audience watches and those in the texts present themselves.
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Focault
The document discusses applying Michel Foucault's theory to understand media texts. It aims to help understand Foucault's perspective and apply his ideas about power and surveillance to analyzing media. Key concepts discussed include Foucault's panopticon model of constant surveillance and how it shapes behavior, and how voyeurism enacts power over those being watched. The document suggests discussing reality TV, social media, and other media through the lens of Foucault's panopticon theory.
Focault
The document discusses applying Michel Foucault's theories on surveillance and the panopticon to various media texts. Foucault argued that constant surveillance changes how people present themselves and act, as viewers have power over those being watched. Reality television and social media allow audiences to observe and control how others present themselves. Students analyzed how shows like Big Brother and profiles on Facebook reflect concepts of voyeurism and panoptical control from Foucault's perspective. They were assigned to write an essay comparing selected media texts using Foucault's surveillance theories.
Theories
The document summarizes several media theories:
- Auteur Theory asserts that the director is the "author" of a film and their creative vision shapes the film. It looks at three components: technical competence, personality, and interior meaning.
- Reception Theory holds that media messages can be decoded differently by audiences - as the dominant, negotiated, or oppositional reader.
- The Hypodermic Needle Model views media as having the power to influence and control audiences like a hypodermic needle. However, this ignores that audiences do not always passively receive messages.
- The Male Gaze portrays and looks at women in a way that empowers men while sexualizing and diminishing women.
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The document discusses applying Michel Foucault's theory to understand media texts. It aims to help understand Foucault's perspective and apply his ideas about power and surveillance to analyzing media. Key concepts discussed include Foucault's panopticon model of constant surveillance and how it shapes behavior, and how voyeurism enacts power over those being watched. The document suggests discussing reality TV, social media, and other media through the lens of Foucault's panopticon theory.
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The document summarizes several media theories:
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- Reception Theory holds that media messages can be decoded differently by audiences - as the dominant, negotiated, or oppositional reader.
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- The Male Gaze portrays and looks at women in a way that empowers men while sexualizing and diminishing women.
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This document provides an overview of key concepts in sociology. It discusses how sociology studies society and human behavior. Sociologists believe people's daily lives shape the world and that diversity influences society. The document also outlines different social sciences like anthropology, psychology, and economics. It introduces sociological perspectives and important thinkers in the field like Comte, Marx, Durkheim, and Weber. Students will be assigned to research groups on these influential sociologists and present their contributions creatively to the class.
Sociology ch1 modified
This document provides an overview of key concepts in sociology. It discusses how sociology studies society and human behavior. Sociologists believe people's daily lives shape the world and that diversity influences society. The document also outlines different social sciences like anthropology, psychology, and economics. It introduces sociological perspectives and important thinkers in the field like Comte, Marx, Durkheim, and Weber. Students will be assigned to research groups on these influential sociologists and present their contributions creatively to the class.
Sociology ch1 modified
This document provides an overview of key concepts in sociology. It discusses how sociology studies society and human behavior. Sociologists believe people's daily lives shape the world and that diversity influences society. The document also outlines different social sciences like anthropology, psychology, and economics. It introduces sociological perspectives and important figures that have influenced the field like Auguste Comte, Karl Marx, and Emile Durkheim. Finally, it describes an upcoming group project where students will research one of these influential sociologists and present their contributions.
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This document appears to be notes from a media studies class. It includes statistics on student performance in the subject across various years, descriptions of class projects analyzing films and creating documentaries, information on guest speakers from the film industry, and notes planning a short horror film exercise for students to complete in groups. The document provides an overview of the media studies curriculum, projects assigned, guest involvement, and resources available to students.
Film production
The document outlines the five key stages of film production: development, pre-production, production, post-production, and distribution. It describes the main activities that take place at each stage, from securing initial financing during development, to distributing the completed film. The stages involve writing scripts, hiring crews, filming, editing, marketing the film for theatrical release, and generating ongoing revenue through different distribution channels.
Gender
The document discusses gender stereotypes and representation in media. It asks how different genders are portrayed in terms of their appearance, behavior, speech, dress, jobs, relationships, and other attributes. It notes that these portrayals may differ by age, region, sexuality, race, personality, and other factors. The document then categorizes people by gender and provides a template for analyzing clips in terms of stereotypes and how characters are represented. Students will be asked to compare portrayals of males, females, and trans individuals both within and across gender categories.
Postmodernism refresher
This document outlines an activity to teach students about postmodernism. It introduces some key terms related to postmodernism like pastiche, parody, hybridity, and intertextuality. Students are split into groups and given media texts to analyze in terms of these concepts, explaining how each text demonstrates postmodern qualities. The goal is for students to identify these postmodern elements in both existing and original media examples. They compete for points by accurately categorizing texts and developing their own case studies. At the end, a winner is announced based on the group with the most points.
Section b intro to exam topics
The document provides information to help study for an exam on the film industry. It discusses the key stages in the life cycle of a film from funding through production, marketing, distribution, consumption including exhibition and exchange. It also outlines the main topics to be covered: media ownership, synergy/convergence, audiences, digital technology, hardware, and technological convergence. Examples of case studies and recent films are mentioned to illustrate the concepts. Constant revision of the material is emphasized in order to remember all the necessary information for the exam.
Notes & paragraphs
The document provides guidance on how to take effective notes and write paragraphs for the AS media exam. It recommends two note-taking options - structuring notes by the beginning, middle and end of a clip, or noting each key term and the related evidence. For paragraphs, it outlines the PEAL structure - having a Point, Evidence, Analysis, and Link for each paragraph. It emphasizes using analytical verbs for analysis and comparing representations where possible to achieve higher marks.
Improving your blog
This document provides guidance on improving a blog by reviewing comments, completing missing tasks, and maintaining the blog independently. It highlights areas the blog will be marked on, such as titles, completion, order, time management, presentation, and communication. Good practices are noted but not described, while poor practices are listed but also not explained. Students are instructed to upload assessment records and missing content, as well as fix text presentation issues.
Media key terms sound new
This document defines and provides examples of key terms related to sound in media. It discusses concepts like diegetic and non-diegetic sound, the soundscape, score, dialogue, ambient sound, sound bridges, sound effects, Foley, synchronous and asynchronous sound, incidental music, and sound motifs. Examples are provided for many terms, typically linking to YouTube videos that illustrate the term. The document concludes by asking the reader to categorize their understanding of the terms into green, amber, and red for focused revision in preparation for a test on the topics.
Pomo lesson 2 modernism & technologies
This document provides an overview of key concepts related to modernism and postmodernism. It discusses how modernism emerged from the late 19th century with industrialization, capitalism, and secularization. Technologies like the automobile and telephone altered perceptions of time and space. Theories like Taylorism and Fordism aimed to increase efficiency and productivity through specialization and assembly lines. However, events like the World Wars and economic crashes eroded trust in rationalism and science, contributing to postmodernism's emphasis on style over substance and skepticism of grand narratives. Students are assigned to complete a chart comparing modern and postmodern traits, and create mind maps analyzing specific modernist and postmodernist works in their historical contexts.
Media key terms editing
This document defines key terms related to editing in media. It discusses various continuity editing techniques like the 180 degree rule, match cuts, shot reverse shot, eye line matches, and cross cutting. It also covers other editing concepts like pace, time manipulation, transitions, and special effects. The goal of continuity editing is to make scenes look continuous and smooth for the audience.
Media key terms mise en scene
This document defines and provides examples of key cinematography and mise-en-scene terms. It discusses mise-en-scene as referring to everything that appears before the camera, including lighting, setting, color, characters' body language, facial expressions, gestures, costumes, props, and representations. It also covers the different types of lighting like key lighting, fill lighting, and high/low key lighting. Color symbolism and how lighting determines mood are also addressed. The document provides homework to review and learn these important media terms.
Assignment 3 planning of sweded trailer
The document provides guidance for students planning their Sweded trailer assignment. It outlines the key elements they must include in their planning: a storyboard, script, props, costumes, actors, and locations. Students must choose whether to collaborate together on all aspects or divide tasks among group members. Templates and examples are provided for the storyboard and script. Criteria for assessing the quality of each element at different levels are also included.
Postmodern past paper questions
This document lists past paper questions about postmodern media from January 2010 to June 2014. The questions cover defining postmodern media, discussing why it may be considered controversial, analyzing how postmodern media differ from other media and blur reality/representation, and assessing theories of and arguments for/against postmodernism in relation to various media examples and texts.
Exam info
This document provides information about an exam on Critical Perspectives in Media, including details about the postmodernism section. It covers the title, length, requirements and marking of the exam. For the postmodernism part, it lists various media platforms and theories that must be studied, such as video games, cinema and audience theories. It also provides sample exam questions focusing on definitions of postmodernism, how postmodern media challenges traditional concepts, and debates around whether postmodernism is a useful theory. Students are instructed to prepare for an exam question relating to prompts about their chosen contemporary media issue.
Cam samc assignment 2
This document provides instructions for an assignment on key camera techniques for students in a media class. It includes a quiz on camera shots, angles, movement, and composition. For homework, students must work in groups to take photos that demonstrate these techniques and create a PowerPoint presentation with annotations explaining each technique. Examples of layout for the presentation are provided. Students will be assessed on their understanding, photo quality, presentation skills, and group contribution.
Genre subgenre hybrid
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Sample presentation
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Lesson 1 exam section a intro
This document provides information about Section A of the G322 exam, which focuses on analyzing techniques used in television dramas. It defines key terms like text, analysis, and representation. It describes the objectives of Section A as understanding how technical elements like camera work, mise-en-scene, editing, and sound are used to create meaning and represent social groups. Candidates will analyze an unseen TV drama clip using these techniques and terms. The document also lists different types of TV dramas and resources for further studying them.
Introduction presentation
This document contains assessment results for AS and A2 media students from 2011-2014. It shows that for AS level, the percentage of students receiving A-E, A-C and A-B grades fluctuated over the years but remained high overall, with 100% receiving A-E in 2013-2014. Similarly for A2 level, the percentage of top grades varied year-to-year yet stayed high, with 100% of students receiving A-E in 2012-2013. The document also outlines the assessment structure for the course, which includes exam sections on TV drama and the film industry, a coursework film opening sequence, and research, construction and evaluation components.
Postmodernism lesson 1
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The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
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Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
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The Future of Independent Filmmaking Trends and Job Opportunities
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Focault
- 1. Pomo theorist: Focault Objective: -to be able to understand Focault’s theory Outcome: -be able to apply his theory to media ‘texts’
- 2. Starter 1 • A) 3 prison officers, 5 prisoners – Officers in centre – Prisoners around them • B) 3 prison officers, 5 prisoners – Officers in classroom – Prisoners in small room (cell)
- 3. Starter 1 - Questions • Scene A – – – – How did you feel? Why did you feel that way? How did you behave? Why do you think you behaved that way? • Scene B – – – – How did you feel? Why did you feel that way? How did you behave? Why do you think you behaved that way? • The difference? – How do did you behave differently from scene a to b? – Why do you think you behaved differently?
- 4. Starter 2 • Imagine your ‘best’ Facebook profile picture – Does it actually look like the ‘real’ you? – How did you make yourself look ideal? – Why did you make yourself look ideal? – Why do you think the idea of an audience looking at this picture/profile changes you and your behaviour? – What is the ‘effect’ of ‘idealising’ yourself online?
- 5. Key terms • Pan = ? • Optic = ? • Voyeurism = ?
- 6. Key terms • Pan = sweeping movement to reveal more (broad view or broad in scope) • Optic = using sight • Voyeurism = the act of watching
- 7. Key Terms • Panopticon = circular prison well cells around outside with central surveillance station • Panoptic/Panoptical = including everything visible in 1 view
- 8. Panopticon – the prison • The Panopiticon was an innovate prison design by English philosopher Jeremy Bentham in 1785. In it he designed a prison in which all inmates could be constantly watched or be under the threat of being watched.
- 10. Michel Foucault (1926-1984) • Foucault's ideas centred on History, particularly around how we know about the world around us and each other. He wrote extensively on the history of sexuality and gender and was a pioneer of "Queer Theory" he main contributions include. • Panopticalisation • Knowledge and Power • He died from an AID's related illness in 1984
- 11. Focault – main points • Foucault's ideas explain why we are so obsessed with Voyeurism in Postmodernity. • Foucault thought that ‘the panopticon’ was interesting and started to apply the idea to Society • Foucault suggested that the act of watching (voyeurism) was an act of power and control on part of the viewer. We are never ourselves in social situations until we are alone away from others controlling sight. • Because of this people act differently and the act of watching becomes an act of control. • Recently Foucault's ideas have been used to understand Reality TV and the Media.
- 12. Task Group 1 Catfish Marisha Jodie Laura Group 2 Group 3 Reality TV: big brother/ I’m a celeb, get me out of here! Social Networking: Facebook, twitter etc Chelsea Pam Russ Abigail Rosie
- 13. Task • To what extent are these texts ‘Panopticon’s? • How does the feeling change for the audience vs. the people being watched? • Are the people in the texts (contestants/people’s profile) real or hyperreal? How? Why? • How does it feel watching these texts? • The audience are voyeurs; are they dependant on observing others? Why? • How is the audience ‘in control’ while watching/observing these texts?
- 14. Presentations • Present your sheets
- 15. Summary of Focualt Voyeurism (the act of watching) changes the way people behave/present themselves Reality TV reflects a voyeuristic Postmodern society Social Networking and the internet give us greater control over voyeurism
- 16. Homework – Due Thur • Choose 1, 2, 3 of the ‘texts’ today. • Task: Write a written response applying Focault’s theory – Start essay by explaining context of the panopticon and Focault’s theory (main points) – Use the questions as prompts – If doing 2-3 texts, compare similarities/differences – About 1-1 ½ pages