Grayson perry
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Grayson Perry is a British artist known for his ceramic pots, quilts, and dress designs. His works have richly textured surfaces created through designs marked into clay and intricate glazing and photo-transfer techniques. Perry's pieces feature unusual and sometimes dark subject matter juxtaposed with classical forms to tell stories and explore tensions.
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This document provides information about analyzing narratives in television and film. It discusses several key concepts:
- Narrative refers to storytelling and how different elements are organized to create an entertaining and meaningful story. Narrative structure is how a story unfolds, which can be open or closed.
- Narratives can be linear and told chronologically or non-linear and out of order. Multi-stranded narratives involve multiple plots occurring simultaneously.
- Narrative theories like those proposed by Tzvetan Todorov can provide insight into how meaning is created and the codes and conventions of different genres. Todorov's theory involves 5 stages of narrative progression.
- When analyzing dramas,
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This document introduces students to representations of masculinity in various media like magazines, TV, video games, music and film. It encourages students to find examples of masculinity in media and draw their ideal man. The document then explores common stereotypical portrayals of men as socially powerful, physically violent, in control of others, and financially independent. It examines character archetypes in popular video games and discusses concepts like hegemonic masculinity. Students are tasked with analyzing a media text of their choice to discuss representations of men and whether it reinforces or challenges stereotypes.
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Tv drama 3 representation of masculinity
This document provides information about analyzing narratives in television and film. It discusses several key concepts:
- Narrative refers to storytelling and how different elements are organized to create an entertaining and meaningful story. Narrative structure is how a story unfolds, which can be open or closed.
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The document discusses changing definitions of masculinity in modern Western societies. It analyzes how traditional male roles were disrupted by factors like the women's rights movement, deindustrialization, and the AIDS crisis. This has led to a "crisis of masculinity" as men are uncertain of their place. Fight Club is presented as exploring this theme through the narrator's emasculation pre-Fight Club, the cancer support group, and Project Mayhem's ultimately empty form of "male fundamentalism."
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This document provides information about an upcoming exam on media representation in TV dramas. It will be split into two sections. Section A focuses on analyzing representation in an unseen TV drama extract. Students will watch a 30-minute extract and then answer an essay question analyzing how representations of categories like class, gender, ethnicity are constructed through techniques like camerawork, editing, sound design. Section B covers questions about media institutions, audiences, and a pre-prepared case study. The document outlines the skills and concepts students need to understand to succeed in this exam, including representing, realism, and deconstructing TV dramas using formal analytical techniques.
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This document discusses different theories of masculinity and how they relate to media representations of gender, including: patriarchy and how media traditionally portrayed men as superior and women in roles that suited men; hypermasculinity and its association with violence, danger, and objectifying women; Connell's concept of hegemonic masculinity as the dominant form of masculinity that is culturally valued over others; and Earp and Katz's examination of how pop culture imagery socially constructs masculine identities through emphasizing aggression and emotion suppression. Traditional women's roles in media aligned with patriarchal ideals by depicting them as happy housewives or sex objects that served male interests.
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Here are two example sentences from the exemplar essay on the Merlin extract:
The low-angle shot of Merlin looking up at Arthur constructs Arthur as powerful and dominant, representing his high social status and position of authority over Merlin.
The close two-shot of Merlin and Arthur sitting side by side at a similar eye level challenges this hierarchical representation by positioning them as equals.
The Representation of Gender
This document provides an overview of an exam for a media studies course. It outlines the two sections of the exam:
Section A focuses on textual analysis and representation, requiring analysis of an unseen moving image extract and focusing on the representation of a specific concept.
Section B assesses knowledge of media institutions, production processes, distribution strategies, technologies, and audience reception/consumption through answering a question based on a case study of a specific media industry, in this exam focusing on music magazines.
The exam is 2 hours and consists of two compulsory questions, one for each section, worth 50 marks each. Areas of focus and representation that may be covered are also outlined.
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OCR Tv Drama: Representation of Social class
This document provides a lesson plan on analyzing how social class is represented in media. It defines social class and outlines the British class system. It discusses how stereotypical upper, middle, and lower class individuals may look, sound, and dress. Techniques like mise-en-scene, camerawork, sound, and editing are examined to show how they can represent social class in film clips. Students are asked to analyze clips from The Street and Cranford to identify how these techniques portray social class.
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This document analyzes representations of sexuality in TV dramas. It begins by distinguishing between gender and sexuality, noting that sexuality includes heterosexuality, homosexuality, bisexuality, and metrosexuality. It then defines gender and sexuality. The document examines how homosexuality has become a more prominent representation in recent TV dramas, though gay and lesbian characters are often marginalized. It also notes that media representations sometimes rely on stereotypes like feminine gay men and masculine lesbians, but representations are becoming more varied. Finally, it analyzes several common stereotypical sexual identities portrayed in TV shows, such as the feminine gay man, metrosexual man, repressed homosexual, and masculine/feminine lesbians.
Representation sexuality
This document discusses the representation of sexuality in television drama. It outlines several common stereotypes seen in portrayals of gay, lesbian, and other non-heterosexual identities, such as the feminine gay man, the closeted gay man, and the lesbian with masculine traits. It also notes that media often rely on stereotypes that associate gay men with femininity and lesbians with masculinity. However, the document states that representation has begun to shift with increased gay rights and acceptance, allowing for more diverse portrayals.
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This document discusses stereotypes of age in media representations. It lists both positive and negative stereotypes commonly associated with being either young or old. Some negative stereotypes of youth include being immature, stupid, greedy, lazy, selfish, unfit, violent, callous, gullible, unreliable and careless. Positive stereotypes include being active, sociable, innocent, strong, with a long future ahead and being adventurous and fun. Negative stereotypes of old age include being grumpy, outdated, slow, weak, whining, unhealthy, miserly, hard-of-hearing, ugly, unable to use technology and being lonely, dependent, boring and unwilling to try new things. The document
Representation social class
The document discusses how different social classes are represented in British media. It analyzes representations of the upper class, middle class, working class, and those in poverty. The upper class is often portrayed through depictions of the monarchy and as cultured with estates. The middle class is overrepresented as educated and successful. The working class is sometimes shown as dumb or immature. Those in poverty or the "underclass" tend to be portrayed negatively through terms like "chavs" or statistics that imply they are responsible for their own circumstances. Neo-Marxist perspectives argue that media representations reinforce social inequalities by celebrating hierarchy.
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Hegemonic masculinity
This document provides an overview and schedule for a module on contemporary understandings of masculinity, men, and male sexuality. It discusses theories of masculine socialization, hegemonic masculinity, and how definitions of masculinity and male sexuality are changing. Small group activities are included to discuss these topics in local contexts and analyze how images objectify men. The goal is to understand shifting constructions of masculinity and their impacts on men.
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The document discusses representations of age in various media genres and how they are constructed. It addresses stereotypical portrayals of teenagers, old people, and middle-aged individuals in genres like soaps, ads, films, sitcoms, and news. The constructionist approach views representations as reflecting both reality and the values of their creators, and audiences interpret them based on their own perspectives. Ideologies around age, class, and gender can influence media portrayals and affect audience perceptions in either positive or negative ways. Stereotypes are reinforced through dominant representations but may also be challenged by alternative portrayals.
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The document discusses how the British mass media typically portrays different social classes in a positive light that reinforces social hierarchies. The upper and middle classes tend to be represented positively as celebrities, while the working class and poor are often portrayed negatively or as problems. In addition, the media focuses disproportionately on issues relevant to the wealthy, such as business and luxury goods, rather than addressing social inequalities or challenges faced by less privileged groups.
Lesson 19 - Regional and national identity
This document discusses regional identity in the UK and how it is portrayed in television and film. It examines stereotypes of different regions including Northerners, Southerners, Scousers, Welsh, and Londoners. Key theorists are discussed who argue that media plays a role in constructing national and regional identities through appealing to shared values and traditions. However, some media presents a more fragmented picture and must find ways of representing diverse identities in multicultural Britain. The use of stereotypes in establishing characters and identities is also examined.
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The makeup artist looked online for suitable makeup options for a performance that would be non-sticky, non-reactive, and clean. Considering their budget, the makeup artist also researched costs for all the necessary makeup items. A face painting kit priced at £12.99 containing colors, a brush, sponge and instructions would allow painting of up to 50 faces and fit within the budget for the performance.
3.4
The student created several creative works and artifacts for different assignments. For assignment 3.1, they created a PowerPoint on different types of historical artifacts and their uses, which provided good information but could have been more colorful. They also made a table discussing the positive and negative impacts of technology on artifacts. For 3.2, they researched the artist Grayson Perry and created a document about his work, which had good research and layout but lacked color. For 3.3, they made clay pots, cardboard buildings, paintings, and costumes, putting good effort into making them look creative though more details could have improved the cardboard buildings.
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This document discusses representations of sexual identity in TV drama and examines stereotypes associated with different sexual orientations. It explores how homosexuality, bisexuality, and heterosexuality have traditionally been portrayed, often relying on stereotypes. Common stereotypes for gay men include being effeminate, promiscuous, and lonely. For lesbians, stereotypes include being masculine and aggressive. The document also discusses Laura Mulvey's concept of the "male gaze" and how it objectifies women in film.
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This document discusses media representations of social class in the UK. It outlines the main class divisions in British society and analyzes how each class is portrayed in media. The upper classes, especially the monarchy, are typically shown in a very positive light. The middle class is over-represented and portrayed as concerned with moral issues. The working class is often blamed as the source of social problems. Newspapers aimed at different classes assume what types of content will interest each reader.
Sexuality Representation in TV Drama
This document discusses stereotypes related to sexuality. It notes that heterosexual males are often stereotyped as tough and dominant leaders, while heterosexual women are seen as weak, feminine, and subordinate. Homosexual males are commonly stereotyped as camp, feminine, and promiscuous. Lesbian women are often portrayed as butch, feminist, and disliking men. The document then analyzes examples of characters from TV shows to examine whether they conform to or defy these stereotypes, such as Kurt Hummel from Glee conforming and Thomas Barrow from Downton Abbey defying stereotypes of gay men. Shane McCcutcheon from The L Word is seen to conform to stereotypes of lesbian women,
Media Representations of sexuality
The document discusses media representations of sexuality in Britain, noting that they are overwhelmingly heterosexual. It argues that the media participates in symbolically annihilating homosexuals and lesbians through negative stereotyping, rarely portraying them realistically or at all. When homosexual characters are portrayed, they are often stereotyped as camp, macho, deviant, or responsible for AIDS, reinforcing negative views of gay sexuality. However, representation of LGBT people is slowly improving as societal tolerance grows.
Introducing tv drama and representation for g322 ocr media studies
This document provides information about an upcoming exam on media representation in TV dramas. It will be split into two sections. Section A focuses on analyzing representation in an unseen TV drama extract. Students will watch a 30-minute extract and then answer an essay question analyzing how representations of categories like class, gender, ethnicity are constructed through techniques like camerawork, editing, sound design. Section B covers questions about media institutions, audiences, and a pre-prepared case study. The document outlines the skills and concepts students need to understand to succeed in this exam, including representing, realism, and deconstructing TV dramas using formal analytical techniques.
AS Media Lesson 3 - Masculinity
This document discusses different theories of masculinity and how they relate to media representations of gender, including: patriarchy and how media traditionally portrayed men as superior and women in roles that suited men; hypermasculinity and its association with violence, danger, and objectifying women; Connell's concept of hegemonic masculinity as the dominant form of masculinity that is culturally valued over others; and Earp and Katz's examination of how pop culture imagery socially constructs masculine identities through emphasizing aggression and emotion suppression. Traditional women's roles in media aligned with patriarchal ideals by depicting them as happy housewives or sex objects that served male interests.
TV Drama - Class & Status
Here are two example sentences from the exemplar essay on the Merlin extract:
The low-angle shot of Merlin looking up at Arthur constructs Arthur as powerful and dominant, representing his high social status and position of authority over Merlin.
The close two-shot of Merlin and Arthur sitting side by side at a similar eye level challenges this hierarchical representation by positioning them as equals.
The Representation of Gender
This document provides an overview of an exam for a media studies course. It outlines the two sections of the exam:
Section A focuses on textual analysis and representation, requiring analysis of an unseen moving image extract and focusing on the representation of a specific concept.
Section B assesses knowledge of media institutions, production processes, distribution strategies, technologies, and audience reception/consumption through answering a question based on a case study of a specific media industry, in this exam focusing on music magazines.
The exam is 2 hours and consists of two compulsory questions, one for each section, worth 50 marks each. Areas of focus and representation that may be covered are also outlined.
Representation Of Sexuality
Sexual orientation refers to emotional, romantic, and/or sexual attractions to men, women, both genders, neither gender, or another gender. Common stereotypes about homosexuals, bisexuals, and heterosexuals include the notions that gay men will die of AIDS, are feminine, bisexuals are confused or promiscuous, and heterosexuals will always be monogamous and have children. Historically, homosexuality was widely stigmatized and illegal until recent decades, and stereotypes portrayed gay men as predators. While stereotypes simplify perceptions for media, they often provide an inaccurate view of people's sexuality.
OCR Tv Drama: Representation of Social class
This document provides a lesson plan on analyzing how social class is represented in media. It defines social class and outlines the British class system. It discusses how stereotypical upper, middle, and lower class individuals may look, sound, and dress. Techniques like mise-en-scene, camerawork, sound, and editing are examined to show how they can represent social class in film clips. Students are asked to analyze clips from The Street and Cranford to identify how these techniques portray social class.
Representation of Sexuality
This document analyzes representations of sexuality in TV dramas. It begins by distinguishing between gender and sexuality, noting that sexuality includes heterosexuality, homosexuality, bisexuality, and metrosexuality. It then defines gender and sexuality. The document examines how homosexuality has become a more prominent representation in recent TV dramas, though gay and lesbian characters are often marginalized. It also notes that media representations sometimes rely on stereotypes like feminine gay men and masculine lesbians, but representations are becoming more varied. Finally, it analyzes several common stereotypical sexual identities portrayed in TV shows, such as the feminine gay man, metrosexual man, repressed homosexual, and masculine/feminine lesbians.
Representation sexuality
This document discusses the representation of sexuality in television drama. It outlines several common stereotypes seen in portrayals of gay, lesbian, and other non-heterosexual identities, such as the feminine gay man, the closeted gay man, and the lesbian with masculine traits. It also notes that media often rely on stereotypes that associate gay men with femininity and lesbians with masculinity. However, the document states that representation has begun to shift with increased gay rights and acceptance, allowing for more diverse portrayals.
Age presentation
This document discusses stereotypes of age in media representations. It lists both positive and negative stereotypes commonly associated with being either young or old. Some negative stereotypes of youth include being immature, stupid, greedy, lazy, selfish, unfit, violent, callous, gullible, unreliable and careless. Positive stereotypes include being active, sociable, innocent, strong, with a long future ahead and being adventurous and fun. Negative stereotypes of old age include being grumpy, outdated, slow, weak, whining, unhealthy, miserly, hard-of-hearing, ugly, unable to use technology and being lonely, dependent, boring and unwilling to try new things. The document
Representation social class
The document discusses how different social classes are represented in British media. It analyzes representations of the upper class, middle class, working class, and those in poverty. The upper class is often portrayed through depictions of the monarchy and as cultured with estates. The middle class is overrepresented as educated and successful. The working class is sometimes shown as dumb or immature. Those in poverty or the "underclass" tend to be portrayed negatively through terms like "chavs" or statistics that imply they are responsible for their own circumstances. Neo-Marxist perspectives argue that media representations reinforce social inequalities by celebrating hierarchy.
Media Representations of Regional Identity
The document discusses regional identity and stereotypes in the United Kingdom. It describes stereotypes associated with being Scottish, Welsh, Irish, English, from London, Manchester, Newcastle, Liverpool, Essex, Yorkshire, Cornwall/Somerset, South England, and North England. For each region, it provides examples of stereotypical traits often portrayed in television and media, such as Scots being money-obsessed drinkers and Londoners being either posh or "chavs". It concludes by listing questions to consider when analyzing how regional identity is represented in a video clip.
Hegemonic masculinity
This document provides an overview and schedule for a module on contemporary understandings of masculinity, men, and male sexuality. It discusses theories of masculine socialization, hegemonic masculinity, and how definitions of masculinity and male sexuality are changing. Small group activities are included to discuss these topics in local contexts and analyze how images objectify men. The goal is to understand shifting constructions of masculinity and their impacts on men.
Representations of age
The document discusses representations of age in various media genres and how they are constructed. It addresses stereotypical portrayals of teenagers, old people, and middle-aged individuals in genres like soaps, ads, films, sitcoms, and news. The constructionist approach views representations as reflecting both reality and the values of their creators, and audiences interpret them based on their own perspectives. Ideologies around age, class, and gender can influence media portrayals and affect audience perceptions in either positive or negative ways. Stereotypes are reinforced through dominant representations but may also be challenged by alternative portrayals.
Representation of social class
The document discusses how the British mass media typically portrays different social classes in a positive light that reinforces social hierarchies. The upper and middle classes tend to be represented positively as celebrities, while the working class and poor are often portrayed negatively or as problems. In addition, the media focuses disproportionately on issues relevant to the wealthy, such as business and luxury goods, rather than addressing social inequalities or challenges faced by less privileged groups.
Lesson 19 - Regional and national identity
This document discusses regional identity in the UK and how it is portrayed in television and film. It examines stereotypes of different regions including Northerners, Southerners, Scousers, Welsh, and Londoners. Key theorists are discussed who argue that media plays a role in constructing national and regional identities through appealing to shared values and traditions. However, some media presents a more fragmented picture and must find ways of representing diverse identities in multicultural Britain. The use of stereotypes in establishing characters and identities is also examined.
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Introducing tv drama and representation for g322 ocr media studies
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Creative and media makeup
The makeup artist looked online for suitable makeup options for a performance that would be non-sticky, non-reactive, and clean. Considering their budget, the makeup artist also researched costs for all the necessary makeup items. A face painting kit priced at £12.99 containing colors, a brush, sponge and instructions would allow painting of up to 50 faces and fit within the budget for the performance.
3.4
The student created several creative works and artifacts for different assignments. For assignment 3.1, they created a PowerPoint on different types of historical artifacts and their uses, which provided good information but could have been more colorful. They also made a table discussing the positive and negative impacts of technology on artifacts. For 3.2, they researched the artist Grayson Perry and created a document about his work, which had good research and layout but lacked color. For 3.3, they made clay pots, cardboard buildings, paintings, and costumes, putting good effort into making them look creative though more details could have improved the cardboard buildings.
Pots
Pots are containers that are commonly used for cooking and storing items. There are many famous pots throughout history that have their own unique characteristics and cultural significance. Some notable pots include Yixing clay teapots from China, tagines from Morocco, and Dutch ovens which are versatile pots used for baking, braising, stewing and more.
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The document discusses the history of early music videos and their creators:
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- Nat King Cole hosted a TV show in 1956 and created one of the first music videos, though the show faced issues due to racism.
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- Michael Jackson is credited with starting his music video career in the 1960s and becoming a
Cara impact of techno on artefacts
The document discusses the impact of technology on artifacts by comparing artifacts made by hand versus by machine. It notes machines are often more accurate and efficient at production, but that handmade artifacts may be more creative and personalized since they involve more human effort. However, machine-made artifacts are also criticized as being less distinctive since they require less individual craftsmanship.
Creative and media
The poem is about a pot the author created that represents their identity and favorite things and place, with designs and colors inspired by Grayson Perry's pottery work. The pot tells stories through its textures and designs in a way that influenced the author without causing conflict, as pots can share stories with people.
Artefact Presentation
Artefacts are man-made objects used across creative industries like theatres, galleries and museums. Theatres use costumes, props and sets as artefacts, while galleries display pots, sculptures and paintings. Museums exhibit moulds of people and animals. Visual arts that focus on creation of primarily visual works, such as drawing, painting, photography and printmaking, also produce artefacts. Logos are artefacts as they are visual artworks, and props in theatres are seen as artefacts.
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How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 1. Grayson Perry Grayson Perry’s works are mostly the same style, their surfaces richly textured from designs marked into the clay, then they are glazed and he uses photo-transfer techniques. Perry makes ceramic pots, hand-stitched quilts, and dress designs. His form and content is always strange: classic Grecian-like urns bearing friezes of car-wrecks, cell- phones, supermodels, as well as more dark and fictional scenes-tells storeys. Perry’s pots surfaces are textured from designs marked into the clay, followed by intricately glazing and photo-transfer techniques.
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