The document provides guidance on applying theoretical concepts and creating a sense of argument when analyzing representations in media texts. It emphasizes the importance of having a clear line of argument supported by detailed examples. It lists various theoretical concepts and theorists that could be applied, such as Hall, Morley, Hartley, and encourages linking examples to theory. Examples of student responses are provided that analyze representations of class, gender, disability and more through close analysis of mise-en-scene and application of theorists like Barthes and Perkins.

1. To apply theoretical
knowledge and create a
sense of argument.

2. To apply theoretical knowledge and create a sense of
argument
1] Make sure you have a line of argument and plenty of
examples to back up your key points.
It is important you use key terms eg
It could be argued that…
However…
Part of the mark criteria is a sense of argument.
EG
It could be argued that the male representation in this music
video is heavily biased and negative.

3. To apply theoretical knowledge
and create a sense of argument
Remember there is much more to representation than gender and age!
Just focusing on those makes your response very basic.
•Gender
•Age
•Class
•ethincity
•Ability/ disability
•Sexuality
•Youth -Teen social groups
•Regionality eg countryside/ town
•Modern/ traditional
•Digital
Write this list down – if you want to resit AS, you should know these!

4. To apply theoretical knowledge and create a sense of
argument
You need to provide:
 A detached analysis of your music video
 Detailed micro examples
 Analysis that includes the theoretical concept.
Consider how representation works- the media products invites
audiences to decode the representation and agree with them in a
certain preferred way.
Consider how you can use Stuart Hall and David Morley here – when
analysing representations you can also consider if the MV
encourages debate and negotiated or oppositional readings of
those representations.

5. To apply theoretical knowledge and create a sense of
argument
 Representations always reflect culture, society and ideology.
You need to consider and debate how your MV reflects Western
culture and ideology. How it represents social expectations?
 Consider- Hartley argues that genres are ‘agents of ideological
closure, they limit the meaning and potential of a given text” How
can you apply this theory to your MV?
 Raynor said that media texts attempt to ‘present the real world’ in
what ways does the MV do this?
Challenge- Could you then link Hall to this?
Discuss and make notes on the argument + micro examples + theory

6. To apply theoretical knowledge and create a sense of
argument
McQuail suggests media texts offer “insight into the
circumstances of others”
In what ways can it be argued that the MV offers
representations the TA can relate to, consider, learn
from?
Ryall argues that “genre provides a framework” – were
the representations guided by/ limited by/ supported by
the genre conventions of the song?
Discuss, make notes on the argument, micro examples
and the theory

7. To apply theoretical knowledge and create a sense of
argument
McQuail suggests media texts offer “insight into the
circumstances of others” In what ways can it be argued that
the MV offers representations the TA can relate to, consider,
learn from?
Vladimer Propp argues that all character functions share
similar representations. Consider how you represented the
hero/ villain/ false hero.
Remember, you have to create a sense of argument and
provide a range of different micro examples- you cannot
keep using the same micro examples – every micro
example you use must be different.
Just because the question focus is representation, it doesn’t
mean you cannot use other theorists.

8. To apply theoretical knowledge
and create a sense of argument
1. Dyer “how we are seen determines how we are treated’ & ‘a star is
an image, not a real person’ [discuss and make notes]
2. Mulvey “male gaze” = please do not use this theory – it is outdated
and not relevant to your MV’s.
3. Perkins “stereotypes are not simple” [discuss and make notes]
4. Barthes signs and signifiers are always used!
You can choose to use any of these theorists discussed today – I am
sure you understand some better than others. I am sure you can
apply some better than others.
Remember- the important thing is to create a sense of argument –
develop a strong analysis and use a range of micro examples.
Aim to use 3-4 theorists well and in detail. It may be that you make a link
or reference to one or two more but remember, you only have 30
minutes to answer this question.

9. To apply theoretical knowledge
and create a sense of argument
Example exam question from 2013
Apply the concept of media representation
to one of your coursework productions.
Examples follow for you to read….remember
to begin with a clear introduction, then look
at previous targets for 1b.
Write your response to hand in for marking.

10. To apply theoretical knowledge
and create a sense of argument
FRANKIE
The wide shot of the star image’s bedroom develops a strong
representation of class. The mise en scene could be argued to be
middle to upper class and the set design of the lace bedding with
curtains are a symbolic sign of wealth [Barthes], additionally well
made curtains, décor and accessories in the set design support
this representation. Frankie is comfortable in the setting and
centre framed to develop her importance as the artist however, as
Perkins suggests “stereotypes are not simple” and it can also be
argued that she is not class conscious; her costume develops her
representation : jeans, jumper etc and the idea that she is willing
to leave this lifestyle for love may appeal to the youthful romantics
in the target audience.

11. To apply theoretical knowledge
and create a sense of argument
MORGAN
The wide shot of the couple in the dining room develops their
youthful representation. Morgan’s star image is enhanced as a
romantic young man however the use of the symbolic sign of a
red tablecloth [Barthes] is polysemous and develops multiple
meanings: that of love but also of danger. This is then edited with
a cut to ellide time and the plates appearing indicates this; at this
point she has become a “mardy bum” and there is a
representation of discontentment in the relationship. The mise en
scene could be argued to be middle class however it could be
argued that the set design doesn’t contain any signs specifically to
denote class therefore widening the appeal of this representation
to the TA. Perkins suggests “stereotypes are not simple” and
though it could be argued that they represent typical young
couples and the ups and downs of a modern relationship, it is
clear that Morgan is the one trying the hardest to make the
relationship work.

12. To apply theoretical knowledge
and create a sense of argument
SOPHIA
The medium shot of the star in the bathroom develops a strong
representation of her disability at this point. The mise en scene
could be argued to develop connotations of washing away her
grief. The water could also be symbolic of her attempting to wash
away her pain and the bruises [Barthes], additionally she is
represented as a vulnerable victim [Propp] and this is a very
traditional female representation. However, it could be argued that
this representation will change when continuity editing is used to
signify her exit from the house as though she is moving on and
forwards. Perkins suggests “stereotypes are not simple” and it can
also be argued that she is a mixed representation of modern girls
who despite still having the desire to fulfil traditional roles are also
aware of modern society’s expectations of behaviour.

13. To apply theoretical knowledge
and create a sense of argument
BEN
The wide shot of Ben stood at the river develops a strong representation
of regionality. The mise en scene location could be argued to develop the
connotations of being lost – that he is literally adrift without her in his life
and the rural location signifies a loneliness. The water may also become
a symbolic sign to imply change and movement [Barthes] however his
representation remains weak in a close up showing his tears
encouraging sympathy for the modern make in a failing relationship.
As Perkins suggests “stereotypes are not simple” and it can also be
argued that he is not a traditional male as he is not represented as
dominant. However, this modern sensitive representation offers
negotiated readings [Hall] for the TA who may be encouraged to see this
representation as far more reflective of today’s relationships in a western
society that has undergone the ideology of feminism. However, some
may argue that feminist ideology has demasculated men and the media
may represent men as weaker than women as shown in this music
video.

14. To apply theoretical knowledge
and create a sense of argument
DREAMS
The wide shot of the couple in a park develops a strong
representation of the student group. The mise en scene location is
a free place to meet and can also represent the romantics and the
idea of the picnic/ liaison in the park [Barthes]. It could be argued
to represent the middle to upper classes and connote the College
or University lifestyle [parks/ leafy walks], however their costume
is informal and represents their class as indistinct. As Perkins
suggests “stereotypes are not simple” and it can also be argued
that they are not class conscious: jeans, jumper etc and this
supports the representation of changes in modern society and that
it is not only the wealthy who are now able to attend further
education.