Representation refers to how media presents people, ideas, places, etc. through constructed presentations rather than showing the direct reality. Everything seen in media has been represented in some way. When analyzing representations, key questions include who/what is represented, how it is created, the intentions, and the effects. Representations are mediated versions that have gone through a selection and construction process, so they are not direct reflections of reality. Audiences can perceive representations as either reflections of reality or as deliberate constructions intended to shape ideas.
This document discusses representation in media and how images are constructed to represent certain groups. It explains that all media texts use representation, as everything seen is being portrayed in some way. Images undergo a process of construction, where technical elements like camera angles, lighting, and editing are used to guide viewer perception in a particular direction. Stereotypes are often used to quickly convey messages to audiences through exaggerated portrayals. The ways that teenagers, women, and other groups are represented through stereotypes is discussed.
Lesson 1 Media concepts - Representation & mediationElle Sullivan
The document discusses media representation and how the media constructs aspects of reality through the ways it chooses to portray people, places, events, and issues. It explains that representation involves re-presenting reality, not presenting it directly, and different people will have different representations based on their own experiences and perspectives. It also discusses how media producers mediate, or control, representations to try and influence the messages and meanings audiences take away. Producers do this through techniques like editing, camera angles, music, and captions that can shape interpretations. Overall, the document emphasizes that all media representations are constructions of reality, not reality itself, and will reflect the perspectives and agendas of those creating the representations.
Representation is how media portray reality through specific portrayals of people, places, and issues. It is not necessarily an accurate reflection but a constructed version. Media representations shape how audiences view things by selecting what to include and exclude and using language, images, and editing to guide audience understanding in a particular way. Representations reflect the views and values of their creators and can influence audience attitudes if they promote biased or unfair portrayals of groups.
Representation involves interpreting reality and re-presenting it to an audience through media. All media goes through this mediation process of selecting what to show and how to show it. Representations are shaped by the opinions of their producers and the context of the society in which they are presented. Audience cultivation theory suggests that media representations have gradual, long-term effects on audiences by reinforcing social values.
Representation refers to how media producers portray realities, people, places, and events to an audience through various creative and technical choices. All media goes through a process of mediation where the raw reality is interpreted and re-presented. Even reality television involves carefully selecting housemates, camera angles, and scenes to broadcast. Representations can be reflective of reality, intentional to convey a specific meaning, or constructionist by acknowledging how audiences may accept or reject what they see based on their own views. How people and groups are represented through media affects how they are seen and treated by society.
1. This document discusses the representation of issues and events by the media, including the use of sexualized images of children, size zero models, third world poverty, the London riots, the royal baby/marriage, and the Olympics and Paralympics.
2. It explains that representations in media are constructions of reality, not reality itself, and how individuals and groups are represented is a deliberate construct by media producers to portray people and events in a certain way.
3. The process of mediation, by which media producers select and edit content through techniques like camera angles, costumes, language, and music, shapes the message and interpretation presented to audiences.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and promote stereotypes as a way to simplify complex ideas, and the role of dominant ideology and hegemony in influencing representations.
This document discusses representation in media and how images are constructed to represent certain groups. It explains that all media texts use representation, as everything seen is being portrayed in some way. Images undergo a process of construction, where technical elements like camera angles, lighting, and editing are used to guide viewer perception in a particular direction. Stereotypes are often used to quickly convey messages to audiences through exaggerated portrayals. The ways that teenagers, women, and other groups are represented through stereotypes is discussed.
Lesson 1 Media concepts - Representation & mediationElle Sullivan
The document discusses media representation and how the media constructs aspects of reality through the ways it chooses to portray people, places, events, and issues. It explains that representation involves re-presenting reality, not presenting it directly, and different people will have different representations based on their own experiences and perspectives. It also discusses how media producers mediate, or control, representations to try and influence the messages and meanings audiences take away. Producers do this through techniques like editing, camera angles, music, and captions that can shape interpretations. Overall, the document emphasizes that all media representations are constructions of reality, not reality itself, and will reflect the perspectives and agendas of those creating the representations.
Representation is how media portray reality through specific portrayals of people, places, and issues. It is not necessarily an accurate reflection but a constructed version. Media representations shape how audiences view things by selecting what to include and exclude and using language, images, and editing to guide audience understanding in a particular way. Representations reflect the views and values of their creators and can influence audience attitudes if they promote biased or unfair portrayals of groups.
Representation involves interpreting reality and re-presenting it to an audience through media. All media goes through this mediation process of selecting what to show and how to show it. Representations are shaped by the opinions of their producers and the context of the society in which they are presented. Audience cultivation theory suggests that media representations have gradual, long-term effects on audiences by reinforcing social values.
Representation refers to how media producers portray realities, people, places, and events to an audience through various creative and technical choices. All media goes through a process of mediation where the raw reality is interpreted and re-presented. Even reality television involves carefully selecting housemates, camera angles, and scenes to broadcast. Representations can be reflective of reality, intentional to convey a specific meaning, or constructionist by acknowledging how audiences may accept or reject what they see based on their own views. How people and groups are represented through media affects how they are seen and treated by society.
1. This document discusses the representation of issues and events by the media, including the use of sexualized images of children, size zero models, third world poverty, the London riots, the royal baby/marriage, and the Olympics and Paralympics.
2. It explains that representations in media are constructions of reality, not reality itself, and how individuals and groups are represented is a deliberate construct by media producers to portray people and events in a certain way.
3. The process of mediation, by which media producers select and edit content through techniques like camera angles, costumes, language, and music, shapes the message and interpretation presented to audiences.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and promote stereotypes as a way to simplify complex ideas, and the role of dominant ideology and hegemony in influencing representations.
The document summarizes several narrative theories including Todorov's 5 stages of narrative, Barthes' narrative codes, Propp's character archetypes, and Strauss' concept of binary oppositions. Todorov proposed that narratives follow 5 stages: equilibrium, disruption, recognition of disruption, attempt to repair, new equilibrium. Barthes identified codes like enigma and action that create anticipation. Propp identified 7 character types commonly found in folktales. Strauss believed narratives are structured through fundamental oppositions like good vs evil. The theories provide ways to analyze narrative structure and characters in stories and films.
The document discusses the concept of representation in media studies. It defines representation as how groups, individuals, events, places or social changes are portrayed through media. Representations are subjective rather than objective and are constructed based on choices made in the media text. Stereotypes are oversimplified representations of groups that universally apply common characteristics. The document examines how stereotypes are used and discusses the reality show Benefits Street as an example of representation.
This document discusses what makes a good photo by listing 12 elements: intimacy, human interest, mood, camera angle, spontaneity, contrast, drama, light and shadow, luminosity, realism, innovation, and creativity. It then provides examples and further explanation of each element. Intimacy involves close relationships while human interest draws the viewer in. Mood sets the atmosphere and camera angle provides unique perspectives. Spontaneity comes from natural feelings. Contrast includes variations in many attributes while drama creates emotional impact. Light and shadow, luminosity, and realism depict scenes realistically. Innovation introduces new perspectives and creativity comes from original expression.
The double page spread features large bright images of a celebrity that stand out against plain colored backgrounds. The font used is easy to read. The celebrity's name is brighter than the text to draw attention. While there are not many colors used, the black and bright images make the celebrity stand out. As an R&B magazine, the colors have a dramatic effect suitable for the target audience.
1) Richard Dyer's theory of representation outlines four aspects: re-presentation through media language, being representative of types and stereotypes, institutions prioritizing profit over accuracy, and audiences responding in preferred, negotiated, or oppositional ways.
2) When analyzing a representation, one should consider who and what is being represented, who is doing the representing, and whether it is fair and truthful or relies on stereotypes without self-expression.
Representation refers to how media portray individuals, groups, events, and issues. Stereotypes are oversimplified and often inaccurate representations that are frequently used by media to help audiences instantly understand concepts. Representations can change over time based on how audiences and society views certain groups or topics. This document discusses how media use and influence representations.
The document discusses reflective and constructionist views of representation and how they apply to coverage of the Rugby World Cup. A reflective view sees media as reflecting reality, while a constructionist view is that media representations construct our knowledge. Students are asked to search online coverage of the Rugby World Cup, note descriptive words used about the English rugby team, and analyze how the media constructs a representation of the team.
This document provides an overview of media studies, outlining what students can learn including researching, deconstructing, analyzing, discussing, planning, creating, and evaluating media texts. It states media studies involves a deeper understanding of how media like films and magazines are made and how they work. The document indicates media studies is a good fit for those with an inquisitive mind who like being critical and creative, and enjoy media like films, TV, and the internet. Some who may not enjoy it are those who find writing or computers hard or think it will be an easy subject. It also outlines the four key concepts used to analyze media texts: language, institution, audience, and representation.
1) According to Stuart Hall, stereotypes are socially constructed reflections of dominant ideologies that can be reinforced, challenged, or constructed by media representation.
2) Two 1990s sci-fi blockbuster films, Independence Day and Mars Attacks, featured black heroes who challenged previous negative stereotypes by portraying them as strong and heroic. These "countertypes" could eventually become new stereotypes themselves if too popular.
3) Traditional representations of femininity in media highlight beauty, physique, sexuality, emotion, relationships, and portray women as part of a context rather than independent. Masculine representations focus on strength, power, independence, and portray men as isolated heroes who don't rely on others.
Major forms of photography include single photos, picture groups, sequences, series, and photo essays. Photo essays allow photographers to explore stories in more depth than single photos by depicting concepts or themes over longer periods of time with multiple related photos and a personal viewpoint. Effective picture stories include 4+ photos accompanied by text to tell about a subject, with all photos relating to each other and the broader story. Photographers are advised to thoroughly research and document subjects to effectively capture and sequence photos that clearly and cohesively tell the story.
Portrait artists use top quality oil painting supplies when creating your hand painted portrait oil painting. Portrait Painting from Photo is our main business, and our artists are good into doing it.
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.
The document discusses representation in media and how media present the real world. It introduces key concepts around how representations are constructed, including selection, organization, and focus. It asks questions about who/what is represented, how the representation is created, who created it, and why. It discusses gatekeepers in media and the constructionist approach to representation, where meaning is created through the relationship between producers, text, and audience. It concludes with a quote about how representations determine treatment and a task analyzing representations of oneself in moving images.
The document discusses representation and stereotypes in media. It defines representation as how media constructs reality through selective presentation. Representations encode certain ideologies and paradigms while excluding others to shape a preferred view. Stereotypes are shortcuts used to understand media that define characters as either belonging or not belonging in a society. While stereotypes can enhance a text's realism, they also risk oversimplifying groups and misrepresenting reality. The document analyzes how various theories like the male gaze approach stereotypes and representation in media production and reception.
The document discusses the film technique of mise-en-scene and focuses on settings and props. It explains that settings can provide context for where and when a scene takes place and can suggest things about characters. Films use real locations, studio sets, or computer-generated backgrounds. Real locations immerse viewers but are costly, while studios offer control but lack authenticity. Props provide details about characters. Overall, settings are chosen deliberately by filmmakers to inform the story and audience.
The document discusses representation and stereotypes in media texts. It summarizes Richard Dyer's theory that stereotypes reduce the complexity of groups to a few exaggerated characteristics that are then applied to all group members. These characteristics are communicated through media language. The document also discusses whether those in power still stereotype minority groups, the benefits of stereotypes as media shorthand, and how representations and stereotypes are communicated to audiences semiotically through signs and systems of meaning that take into account audience ideology.
This document discusses media representations and stereotypes. It defines key concepts like stereotypes, archetypes, and countertypes. It explains that media institutions use stereotypes as visual shortcuts that become normalized through frequent repetition. Gatekeepers like media producers and moguls control the representations that audiences see. The document analyzes representations in images and advertisements and discusses theories around gender representation, subcultures, and myths. It prompts the reader to analyze representations in a film opening sequence using various frameworks.
This document summarizes key concepts from Stuart Hall's work on representation and media. Hall argues that the media plays a huge role in society by influencing individuals through the images it displays, and that having knowledge about how the media uses images creates power. He also asserts that representations in media do not have one fixed meaning, as meanings are given to images based on the person interpreting them. Hall defines representation as presenting, imaging, or depicting something within media, and discusses how his conceptualization of representation as not having one fixed meaning challenged earlier views.
This document discusses representation and how it constructs meaning through signs and images. It explains semiotics, how signs are composed of a signifier and signified, and how representation works to present meaning. It analyzes Laura Mulvey's theory of the male gaze in film and how women are typically represented as objects for the male viewer. It also discusses criticisms of this view and how representation of gender and other groups can be analyzed critically.
This document discusses representation in media texts and how to analyze representations. It defines representation as how groups, events, places or social changes are portrayed in media. Representations offer a version of reality but are subjective and constructed rather than objective. The document outlines Richard Dyer's 4 key points for analyzing representations: 1) What is represented 2) How it represents social groups 3) Who is responsible 4) Audience response. It also discusses theorists Stuart Hall and how representations rely on stereotypes that can subordinate groups.
The document discusses young soldiers in war who were not true heroes but merely boys forced into combat. They received medals but did not feel heroic, just scared kids forced to fight and kill. One soldier recalls being knighted by a woman but they were not real knights and never discussed their experiences afterwards.
The document summarizes key themes in the novel Heroes including heroism, appearance and reality, and forgiveness. Regarding heroism, the nature of true heroism is unclear as no character finds comfort in their heroism. War heroes are portrayed as inspirational figures through propaganda but are in reality victims unable to return to normal life. On appearance and reality, the townspeople see a sanitized version of war but the survivors bring back the harsh reality and cannot function normally. Characters like Francis and Larry hide their true selves behind masks.
The document summarizes several narrative theories including Todorov's 5 stages of narrative, Barthes' narrative codes, Propp's character archetypes, and Strauss' concept of binary oppositions. Todorov proposed that narratives follow 5 stages: equilibrium, disruption, recognition of disruption, attempt to repair, new equilibrium. Barthes identified codes like enigma and action that create anticipation. Propp identified 7 character types commonly found in folktales. Strauss believed narratives are structured through fundamental oppositions like good vs evil. The theories provide ways to analyze narrative structure and characters in stories and films.
The document discusses the concept of representation in media studies. It defines representation as how groups, individuals, events, places or social changes are portrayed through media. Representations are subjective rather than objective and are constructed based on choices made in the media text. Stereotypes are oversimplified representations of groups that universally apply common characteristics. The document examines how stereotypes are used and discusses the reality show Benefits Street as an example of representation.
This document discusses what makes a good photo by listing 12 elements: intimacy, human interest, mood, camera angle, spontaneity, contrast, drama, light and shadow, luminosity, realism, innovation, and creativity. It then provides examples and further explanation of each element. Intimacy involves close relationships while human interest draws the viewer in. Mood sets the atmosphere and camera angle provides unique perspectives. Spontaneity comes from natural feelings. Contrast includes variations in many attributes while drama creates emotional impact. Light and shadow, luminosity, and realism depict scenes realistically. Innovation introduces new perspectives and creativity comes from original expression.
The double page spread features large bright images of a celebrity that stand out against plain colored backgrounds. The font used is easy to read. The celebrity's name is brighter than the text to draw attention. While there are not many colors used, the black and bright images make the celebrity stand out. As an R&B magazine, the colors have a dramatic effect suitable for the target audience.
1) Richard Dyer's theory of representation outlines four aspects: re-presentation through media language, being representative of types and stereotypes, institutions prioritizing profit over accuracy, and audiences responding in preferred, negotiated, or oppositional ways.
2) When analyzing a representation, one should consider who and what is being represented, who is doing the representing, and whether it is fair and truthful or relies on stereotypes without self-expression.
Representation refers to how media portray individuals, groups, events, and issues. Stereotypes are oversimplified and often inaccurate representations that are frequently used by media to help audiences instantly understand concepts. Representations can change over time based on how audiences and society views certain groups or topics. This document discusses how media use and influence representations.
The document discusses reflective and constructionist views of representation and how they apply to coverage of the Rugby World Cup. A reflective view sees media as reflecting reality, while a constructionist view is that media representations construct our knowledge. Students are asked to search online coverage of the Rugby World Cup, note descriptive words used about the English rugby team, and analyze how the media constructs a representation of the team.
This document provides an overview of media studies, outlining what students can learn including researching, deconstructing, analyzing, discussing, planning, creating, and evaluating media texts. It states media studies involves a deeper understanding of how media like films and magazines are made and how they work. The document indicates media studies is a good fit for those with an inquisitive mind who like being critical and creative, and enjoy media like films, TV, and the internet. Some who may not enjoy it are those who find writing or computers hard or think it will be an easy subject. It also outlines the four key concepts used to analyze media texts: language, institution, audience, and representation.
1) According to Stuart Hall, stereotypes are socially constructed reflections of dominant ideologies that can be reinforced, challenged, or constructed by media representation.
2) Two 1990s sci-fi blockbuster films, Independence Day and Mars Attacks, featured black heroes who challenged previous negative stereotypes by portraying them as strong and heroic. These "countertypes" could eventually become new stereotypes themselves if too popular.
3) Traditional representations of femininity in media highlight beauty, physique, sexuality, emotion, relationships, and portray women as part of a context rather than independent. Masculine representations focus on strength, power, independence, and portray men as isolated heroes who don't rely on others.
Major forms of photography include single photos, picture groups, sequences, series, and photo essays. Photo essays allow photographers to explore stories in more depth than single photos by depicting concepts or themes over longer periods of time with multiple related photos and a personal viewpoint. Effective picture stories include 4+ photos accompanied by text to tell about a subject, with all photos relating to each other and the broader story. Photographers are advised to thoroughly research and document subjects to effectively capture and sequence photos that clearly and cohesively tell the story.
Portrait artists use top quality oil painting supplies when creating your hand painted portrait oil painting. Portrait Painting from Photo is our main business, and our artists are good into doing it.
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.
The document discusses representation in media and how media present the real world. It introduces key concepts around how representations are constructed, including selection, organization, and focus. It asks questions about who/what is represented, how the representation is created, who created it, and why. It discusses gatekeepers in media and the constructionist approach to representation, where meaning is created through the relationship between producers, text, and audience. It concludes with a quote about how representations determine treatment and a task analyzing representations of oneself in moving images.
The document discusses representation and stereotypes in media. It defines representation as how media constructs reality through selective presentation. Representations encode certain ideologies and paradigms while excluding others to shape a preferred view. Stereotypes are shortcuts used to understand media that define characters as either belonging or not belonging in a society. While stereotypes can enhance a text's realism, they also risk oversimplifying groups and misrepresenting reality. The document analyzes how various theories like the male gaze approach stereotypes and representation in media production and reception.
The document discusses the film technique of mise-en-scene and focuses on settings and props. It explains that settings can provide context for where and when a scene takes place and can suggest things about characters. Films use real locations, studio sets, or computer-generated backgrounds. Real locations immerse viewers but are costly, while studios offer control but lack authenticity. Props provide details about characters. Overall, settings are chosen deliberately by filmmakers to inform the story and audience.
The document discusses representation and stereotypes in media texts. It summarizes Richard Dyer's theory that stereotypes reduce the complexity of groups to a few exaggerated characteristics that are then applied to all group members. These characteristics are communicated through media language. The document also discusses whether those in power still stereotype minority groups, the benefits of stereotypes as media shorthand, and how representations and stereotypes are communicated to audiences semiotically through signs and systems of meaning that take into account audience ideology.
This document discusses media representations and stereotypes. It defines key concepts like stereotypes, archetypes, and countertypes. It explains that media institutions use stereotypes as visual shortcuts that become normalized through frequent repetition. Gatekeepers like media producers and moguls control the representations that audiences see. The document analyzes representations in images and advertisements and discusses theories around gender representation, subcultures, and myths. It prompts the reader to analyze representations in a film opening sequence using various frameworks.
This document summarizes key concepts from Stuart Hall's work on representation and media. Hall argues that the media plays a huge role in society by influencing individuals through the images it displays, and that having knowledge about how the media uses images creates power. He also asserts that representations in media do not have one fixed meaning, as meanings are given to images based on the person interpreting them. Hall defines representation as presenting, imaging, or depicting something within media, and discusses how his conceptualization of representation as not having one fixed meaning challenged earlier views.
This document discusses representation and how it constructs meaning through signs and images. It explains semiotics, how signs are composed of a signifier and signified, and how representation works to present meaning. It analyzes Laura Mulvey's theory of the male gaze in film and how women are typically represented as objects for the male viewer. It also discusses criticisms of this view and how representation of gender and other groups can be analyzed critically.
This document discusses representation in media texts and how to analyze representations. It defines representation as how groups, events, places or social changes are portrayed in media. Representations offer a version of reality but are subjective and constructed rather than objective. The document outlines Richard Dyer's 4 key points for analyzing representations: 1) What is represented 2) How it represents social groups 3) Who is responsible 4) Audience response. It also discusses theorists Stuart Hall and how representations rely on stereotypes that can subordinate groups.
The document discusses young soldiers in war who were not true heroes but merely boys forced into combat. They received medals but did not feel heroic, just scared kids forced to fight and kill. One soldier recalls being knighted by a woman but they were not real knights and never discussed their experiences afterwards.
The document summarizes key themes in the novel Heroes including heroism, appearance and reality, and forgiveness. Regarding heroism, the nature of true heroism is unclear as no character finds comfort in their heroism. War heroes are portrayed as inspirational figures through propaganda but are in reality victims unable to return to normal life. On appearance and reality, the townspeople see a sanitized version of war but the survivors bring back the harsh reality and cannot function normally. Characters like Francis and Larry hide their true selves behind masks.
1. The document discusses the character of Raisuli in the film The Wind and the Lion.
2. Raisuli is portrayed as a complex character that reflects stereotypes of Arabs as "last of the Barbary pirates" but also as a romantic patriotic hero opposing imperialism.
3. The film depicts Raisuli as both a violent pirate-terrorist but also as a noble, virtuous hero who rescues and protects Eden Perdicaris.
Heroes quotations – read the following and complete the tablehammonda
This document contains 20 short quotes from a novel. The quotes reflect on themes of heroism, war, guilt, identity and human nature. They describe how people perceive the narrator, memories of family and friends, the idea of places or acts being unlucky, recognizing betrayal, contemplating what makes a good or heroic death, struggling with sin, the sound of gunshots, failing to recognize someone, not blaming oneself, feeling special or finding one's identity, questioning the meaning of heroism, describing soldiers as scared kids who fought and stayed rather than running away.
The document provides information about an upcoming English Literature exam, including:
- It is a 2 hour exam with 1 hour focused on analyzing extracts from the novel "Heroes"
- It consists of a 10 mark extract question analyzing language, structure, and form for 20 minutes
- And a 20 mark essay question choosing between two titles analyzing the entire text for 40 minutes.
- The exam counts for 40% of the student's final English Literature grade.
George tells Lennie not to drink so much and gets frustrated with Lennie's behavior. George and Lennie dream of owning their own land together one day. George worries about Lennie getting them into trouble again.
CLOSING REMARKS: THE NEED FOR MORAL COURAGEGerd Tarand
1) The speaker discusses the challenges of climate change and depletion of fossil fuels, arguing that it will require a complete system change to transition away from the fossil fuel economy.
2) They acknowledge that this transition will be enormously difficult but argue it is necessary to avoid catastrophic consequences.
3) The speaker urges the audience to have the courage to become revolutionaries to drive this change, rather than ignoring the problem or being cynical about it.
Opening remarks for nstp lts graduation 2012Jun Pontiveros
The document welcomes attendees to the graduation ceremony for the 9th cohort of students to complete the National Service Training Program - Linkage to Service (NSTP-LTS) program. It expresses pleasure in celebrating the success of the graduating students and thanks those who helped make the program a success, including families, professors, and cooperating teachers. The graduation is a time for both celebration of achievement and giving thanks to those who helped the students reach this milestone.
This document provides the program for a graduation ceremony at Cogon Elementary School. It includes the order of events, list of graduates, guests, and school staff in attendance. The ceremony will begin with an opening remarks, pledges, and national anthem followed by the presentation and acceptance of graduates. Guest speakers will provide messages of congratulations and inspiration to the graduates. Academic awards and certificates will be distributed before a valedictory address and closing remarks.
The speaker gives closing remarks at a commencement ceremony. They congratulate the graduates and their families for their achievements. The speaker says that receiving certificates and diplomas is not the end goal, but rather a celebration of how far the graduates will go in setting their own limits. The speaker reflects on all the trials, studies, grades, relationships and efforts that brought the graduates to this point. A new door now awaits them, with opportunities to apply what they've learned. The graduates are advised to embody the ideals of their alma mater and show their individuality and strength of character to the world, which will help build strong foundations for their future.
The document discusses the characteristics of an epic hero based on how they were defined and portrayed in ancient Greek epics. It states that an epic hero is a human who fights for a noble cause and possesses superhuman qualities that society admires. The hero goes on a journey where they are tested by gods and supernatural forces to prove their worthiness and complete a quest, which often involves traveling to the divine world. If the hero survives the low point of nearly giving up, they regain their rightful place in society upon completing their quest.
SpeakerHub's 101 quotes to inspire speakers eBook SpeakerHub
Where do you go when you need a bit of extra lift? Sometimes the well thought out words of history’s very best orators can be just the ticket.
From drafting speeches, to calming your nerves right before you step into the spotlight, we’ve collected the top inspiring 101 quotes from thought leaders around the world.
Check nuggets of wisdom from Dale Carnegie, Mark Twain, Tony Robbins and Winston Churchill (we’ve even thrown in some William Butler Yeats and Seth Godin for good measure.) The quotes are here to inspire you.
See the whole article here: https://speakerhub.com/blog/101-quotes
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
An epic is a long narrative poem that recounts the deeds of a larger-than-life hero who embodies the values of their society. Epics often concern conflicts between good and evil and are written on a grand scale. There are two types of epics: folk epics which are oral traditions that change over time, and literary epics which are fixed written works. Epics feature heroes who undertake extraordinary journeys and battles while gods or supernatural beings may intervene. The hero embodies the highest ideals of their culture and achieves immortality through their legacy.
30 Inspiring Quotes To Help You Get Through Your Work DayBernard Marr
The document contains a collection of 30 inspiring quotes from various notable figures. The quotes provide words of encouragement and advice about life, work, happiness, opportunity, and overcoming challenges. They address topics like making the most of one's time, embracing change, pursuing work you love, and maintaining a positive mental attitude. The document was compiled by business author and consultant Bernard Marr as inspiration for improving performance.
This document outlines the agenda and program for a seminar, including:
1) An introduction by the moderators welcoming participants and outlining the day's program.
2) An invocation and national anthem to start the program.
3) Opening remarks to be delivered by the 5th year adviser.
4) Introduction of the guest speaker by the Academic Coordinator of the College of Engineering.
5) A question and answer session with the guest speaker after their talk.
6) Presentation of a token of appreciation to the guest speaker.
7) Closing remarks thanking participants for their involvement in the seminar.
This document provides key quotations from chapters 1-7 of the novel "Heroes" by Robert Cormier. The quotations are analyzed and comments are made on what they reveal about the characters and plot. In the first chapter, it is established that the narrator Francis has returned from war disfigured. His interactions with others show he has low self-esteem and is trying to hide his identity. He mentions being in love with Nicole and having a gun for a mysterious mission. The flashbacks reveal Francis' admiration for his teacher Larry and the special bond between him, Nicole, and Larry, though Francis feels jealousy toward their closeness.
20 Inspiring Quotes From William Zinsser's "On Writing Well"Glenn Leibowitz
If you're looking for inspiration and ideas that will help you become a better writer, read these 20 inspiring quotes from William Zinsser's "On Writing Well", the classic guide to writing nonfiction.
Compiled by Glenn Leibowitz, visit http://www.glennleibowitz.com
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.
The document discusses representation in media. It makes three key points:
1. All media texts are representations of reality that are intentionally composed by their producers and are artificial versions of reality.
2. It is important to remember that every media form, from videos to magazines, represents someone's concept of existence through signs and symbols.
3. Representation is a fluid, two-way process where producers position a text in relation to reality and audiences assess the text based on its relationship to their own reality. Representation mediates ideas of people, places, and events in various ways.
This document discusses representation as a key aspect of media studies. It defines representation as how media presents the real world to audiences through constructed meanings. A popular form of representation is stereotypes, which overgeneralize groups using easily recognized traits. Stereotypes are useful shortcuts for media producers but can also emphasize differences. The accuracy of media representations depends on selection, organization and focus during the mediation process which constructs our perceptions through techniques like camera angles and lighting.
The document discusses the concept of representation in media. It explains that reality is mediated and constructed in all forms of television programming from news broadcasts to documentaries to reality TV and TV dramas. None of these accurately reflect objective reality. When analyzing representations, it is important to consider what is being represented, how it is represented, who is responsible for the representation, and how audiences may interpret the representation.
This document provides an overview of short films, including their defining characteristics, history, and differences from feature films. Short films are typically under 40 minutes, have low budgets, and are made independently. They are often screened at film festivals and can help filmmakers gain experience and funding for future projects. The document also examines some key aspects of analyzing films, including genre, representation, audience, narrative, institutions, technologies, and evidence.
The document discusses representation in media texts. It makes three key points:
1. All media texts involve mediation which alters reality and creates representations rather than showing the true reality. Mediation involves selection, organization and focusing of elements.
2. Representations are influenced by the intentions of their creators, the views of individuals consuming the media, and the dominant ideology of society.
3. Stereotyping is a natural human tendency that simplifies groups into prototypes. Media representations exploit this by emphasizing appearances, behaviors, and constructing stereotypes that fit each medium. People tend to conform new information to existing stereotypes.
Media meaning is created through symbolic and technical codes. Symbolic codes include mise-en-scene elements like colors, lighting, and facial expressions, while technical codes involve camera work like shots, angles, and editing techniques. How audiences interpret media can vary according to Stuart Hall's encoding/decoding model of preferred, negotiated, or oppositional readings depending on their own backgrounds. Symbolic codes are designed to elicit real-life emotions from viewers, while technical codes shape meaning through techniques such as shot types, camera movements, and edited transitions.
Representation is a key concept in media studies that has three meanings: to resemble something, to stand in for something, and to present something a second time. There is a complex relationship between representations in media and reality, as reality is always more extensive than any representation can fully capture. Richard Dyer notes that we can only understand reality through representations, and representations are constantly evolving as humanity develops new ways of trying to depict reality. While representations may not perfectly match reality, they are how we learn about and make sense of the world.
Representation refers to how groups, events, places, or social changes are portrayed in media. Representations offer a version of reality rather than objective reality, as they are constructed through the process of mediation. When analyzing representations, key points to consider include: what is being represented, how it is represented, who is responsible for the representation, and how the representation can be interpreted.
- Advertisements have four basic characteristics: they are commercial to make money, have an ideology or set of messages/values, their purpose is to sell products or services, and advertisers seek a wide target audience.
- There are four basic advertising formats: product information, product image, personalised format that gives products human qualities, and lifestyle format that links products to lifestyles.
- Advertisers use persuasive techniques like celebrity endorsements, expert endorsements, nostalgia, lifestyle fantasies, music/sound effects to target audiences.
This document discusses representation in media and provides a framework for analyzing representations. It defines representation as how groups, events, places, or social changes are portrayed in media through subjective constructions rather than objective reality. To analyze representations, the document outlines considering: 1) what is being represented, 2) how it is represented, 3) who is responsible for the representation, and 4) how the representation can be interpreted by audiences. Key theorists on representation like Richard Dyer and Stuart Hall are also summarized.
This document discusses the concept of representation in media studies. It begins by defining representation as how media depict or describe people, places, and events to call them up in our minds. This is done through a process of mediation where reality is altered and changed into a media text. When analyzing representations, it is important to look at how they are selected, organized, and focus attention in particular ways. Representations do not show objective reality but rather symbolize and substitute for reality. They affect how audiences perceive people and issues in society. Different views see representations as reflecting society, intentionally shaping society, or actively constructing social meanings. Stereotypes are oversimplified representations that leave out diversity.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and influence stereotypes as a way of simplifying complex ideas for audiences. It also discusses the concepts of hegemony, where a dominant group influences ideology, and pluralism, where multiple groups and ideas can coexist.
This document discusses the concept of representation in media studies. It begins by defining representation as how media depict or describe people, places, and events to call them up in our minds. This is done through a process of mediation where reality is altered and changed into a media text. When analyzing representations, it is important to look at how they are selected, organized, and focus attention in particular ways. Representations do not show objective reality but rather symbolize and substitute for reality. They affect how audiences perceive people and issues in society. Different views see representations as reflecting society, intentionally shaping society, or actively constructing social meanings. Stereotypes are oversimplified representations that emphasize certain traits, but countertypes can provide alternative representations.
The document defines representation as the mediated presentation of people, things, ideas, places, etc. by the media. It discusses how representation involves describing or depicting something to call it up in the mind. Representation is a constructed process that involves selection, organization, and focusing of content by the media to direct the audience's attention in a certain way. This process of mediation is how representations are formed to present a version of reality rather than reality itself.
In the game show Take Me Out, women are often objectified as 20 women must choose whether a man will select them based solely on their physical appearance. While some game shows aim to appeal to audiences through stereotypes, media producers must consider factors like age, gender, income and interests to effectively reach their target demographic. Representation in media can influence audience perceptions.
The document provides an overview of theoretical concepts related to evaluating media products against theories of media language, audience, and narrative. It defines key terms and concepts for each area, such as denotation and connotation in media language, passive and active audience theories, and structural elements of narrative like linearity and narrative closure. The document aims to reinforce understanding of these theoretical areas and how to apply them in evaluating one's own media coursework.
The document discusses the concept of representation and mediation in media texts. It explains that all media representations involve three key processes: selection, where certain elements are chosen over others; organization, where elements are arranged in particular ways; and focusing, where the media directs audience attention. It also discusses three views of representation - the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional portrayal, and the constructionist view which sees representation as a complex interaction between the object, creator, audience and societal context. Representations are never exact reflections of reality but mediated portrayals that audiences interpret based on their own perspectives and societal influences.
The document discusses the concept of representation in media. It explains that representations offer a version of reality rather than being objective, and are constructed based on someone's opinion. Key points made include that representations can influence audiences and their perceptions, and the importance of considering who is responsible for creating a representation and how audiences may interpret it. Examples provided analyze how Lily Allen is represented in different photos.
This document discusses representations in media and how individuals and groups are represented in certain ways that construct reality rather than reflect it. It notes that media representations are selective and can portray people or groups in stereotypical ways to serve the purposes and values of the media producer. Repeated representations can become ingrained stereotypes that oversimplify and make generalizations. The document prompts analyzing who created a media text, when it was made, what it was made for, and who benefits from or is not considered by the representation.
The document contains quotes from the play An Inspector Calls by J.B. Priestley. It explores themes of social responsibility, class differences, and the impact of individual actions on others through quotes discussing looking after others, blaming oneself and others for a girl's suicide, and the inspector's message that we are all responsible for each other.
This document provides key quotations from the first 8 chapters of the novel "Heroes" by Robert Cormier. The quotations are accompanied by brief analysis. Some of the main points that emerge are:
- The narrator Francis was disfigured in the war and returns home anonymously with a mission to fulfill
- He had feelings for Nicole Renard before the war but their relationship is now a mystery
- Larry LaSalle is a charismatic teacher and role model in the town, but there are hints of a dark past
- Flashbacks reveal Francis' admiration for Larry and the growing triangle/jealousy involving Nicole
- The characters are still scarred by their war experiences
The document discusses representation of ethnicity in media. It states that ethnicity, like gender, consists of both biological and culturally defined characteristics. Media representation of ethnic groups can rely on rigid stereotypes similar to gender stereotypes. However, stereotyping of race is seen as more harmful than gender stereotypes because media may provide children's only experience of certain ethnic groups. The document also notes that most research has focused on representation of black people and that representation of other groups like Asian and Latino people is also important given their population sizes. It discusses how representation of ethnic groups has both improved and still includes negative stereotypes at times.
The document discusses representation of sexuality in media. It outlines common representations of heterosexual women and men, homosexual women and men, and transgender individuals. These representations include monogamous, promiscuous, embarrassed or in the closet. It notes that sexuality is often expressed through gender expression and physical attributes. The document advises analyzing how a character's gender and sexuality are constructed and whether the representation is positive, negative, or stereotypical.
This document discusses representation of different types of disabilities and abilities in media. It identifies physical, sensory, intellectual, mental health, developmental, and non-visible disabilities. It also mentions physical abilities like superheroes. It provides questions to consider when analyzing representation of disabilities/abilities in drama, such as what type is shown, how they are portrayed and treated by others, their role, and the overall message conveyed about that disability or ability.
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. The document poses questions about representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. It provides questions to consider when analyzing representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
This document provides exam advice for studying representations in television drama. It discusses the four micro-elements of mise-en-scene, cinematography, editing, and sound. For each element, it outlines the key technical aspects and terminology. It also evaluates example student responses, noting strengths like frequent terminology use and clear analysis, as well as weaknesses like an imbalance of focus across the elements. The document concludes with revision tips, emphasizing visual study aids, exemplar essays, practicing timed responses, and self-assessment.
This document provides key quotations from the first 5 chapters of the novel "Heroes" by Robert Cormier. The summaries focus on establishing the characters of Francis, the narrator who returns from war disfigured, and Nicole, the woman he loves. Francis believes he has no identity and hides his injuries. He carries a gun and has a mysterious mission. Flashbacks reveal Francis admired teacher Larry LaSalle and felt like an outsider as a child. The quotations analyze Francis' low self-esteem, lost love for Nicole, and belief that he is not a hero despite being awarded a medal. They also hint at darker secrets surrounding Larry and build mystery around what happened to Francis and Nicole
This document discusses the representation of gender in media. It explains that media helps shape cultural ideologies and notions of what is considered normal or appropriate for different social groups like men and women. Representations of women in media often focus on beauty, sexuality, and emotional roles while minimizing intellectual roles and independence. Representations of men often emphasize strength, power, physique and independence. Both gender representations in media can be unrealistic and contribute to body image issues.
This document outlines and prompts analysis of the main characters in the play: the Birling family (Arthur, Sybil, Eric, and Sheila), Gerald Croft, the Inspector, and Eva Smith/Daisy Renton. For each character, it poses questions about how they are described, how they treat others, their role in Eva Smith's suicide, and important quotes related to that character. The overall document aims to guide examination of these key figures and their interactions, which seem central to the events and themes of the play.
Representation describes how signs like media texts stand in for and depict reality. Producers intentionally frame reality through signs like editing and camerawork to position texts ideologically. Audiences make sense of reality through these representations. Common representations of social groups in media include stereotypes like criminal black men, nerdy white men, sexy Latinas, and helpless disabled people. Understanding how media represent social groups through signs is important for recognizing the ideologies that shape perceptions of reality.
The chapter shows the development of a relationship between Francis and Nicole. It also depicts Francis' transformation from a shy boy to a table tennis champion under Larry's guidance at the Wreck Centre. Against the odds, Francis wins the table tennis match against Larry. However, Larry undermines Francis' victory by implying he let Francis win. The chapter demonstrates Larry's influence and control over the young people at the Wreck Centre.
The chapter provides insights into Francis' lonely childhood and introduction to the Wreck Centre. It describes Francis' growing attraction to Nicole, who also begins attending activities at the centre. Additionally, the chapter introduces Larry LaSalle, the youth worker who motivates the young people at the centre and reorganizes its activities. The chapter closes with Francis leaving in the rain, reflecting his depressed mood.
Francis has a drink at the St Jude Club with other veterans from the war. He recognizes them but they do not know who he is. On his way to the Wreck Centre, Francis meets Arthur Rivier, another veteran. Francis feels like an outsider even in his hometown. The chapter explores how the war has changed Francis and the other veterans, and suggests that the reality of war was not as heroic as initially thought.
Editing is the process of organizing sound and images into an overall narrative. There are several common editing techniques, such as continuity editing which aims to create a sense of reality and time progression, and jump cuts which create discontinuity for artistic effect. Other techniques include cross-cutting to build tension, cutaways to interrupt scenes, and parallel editing to imply connections between separate events. Through these various techniques, editors structure footage to tell a story in the most effective way.
Francis visits the town where he grew up and recalls discussing Nicole with an army comrade. In a flashback, he remembers joining the army at a young age of 15. He has nightmares about his traumatic war experiences, describing them in graphic detail. His landlady feels sorry for his injuries from the war. Memories of Nicole remain fresh in Francis' mind as he visits where she used to live.
This document contains lesson materials for analyzing the novel "Heroes" including:
- Objectives to critically respond to the text by referring to relevant aspects, discussing characters/relationships thoroughly, and considering experimental ideas.
- A summary of Chapter 2 which introduces the main character Francis and his childhood love and devotion to Nicole through flashbacks.
- Analysis of how Francis is portrayed as a shy boy lacking in confidence in his interactions with Nicole before the events of the war transformed him.
This document discusses different types of camera shots and camera work including high angle, low angle, tilt, pan, track, focus, inside framing, outside framing, extreme close up, close up, mid shot, and long shot. Students are asked to find examples of images that demonstrate each type of camera work and post them to their blog.
The document provides context and background information about the novel Heroes by Robert Cormier. It discusses the time period the novel is set in, between 1940-1945, a time of World War II. It also introduces the main character, Francis Cassavant, an ex-soldier who was severely injured in the war. In the opening chapter, Francis describes his injuries and states his intention to kill another character, Larry LaSalle, though the reason for this is not yet known. The document examines various aspects of the novel to help the reader understand and analyze the text.
2. What is Representation?
the constructed and mediated presentation of
people, things, ideas, places etc
the process by which the media present the ‘real
world’ (Rayner)
The idea of representation is an important one in
understanding meaning in media texts. In other words,
everything in the media is a representation – everything
we see is being represented.
Individuals – Rylan Clark in X Factor 2012
Groups – Teenagers
Places - New York
Nations – Iran
Ideas – Religion/the family
Regions/Locations - the North of England
3. Questions to ask when analysing
Representation:
WHO or WHAT is being
represented?
HOW is the representation created?
WHO has created the
representation?
WHY is the representation created
in that way? What is the intention?
WHAT is the effect of the
representation?
4. The media re-presents people, ideas and
events. What we see in the media is in
some way a ‘second-hand’ version – it is
clearly not the thing itself. The
representation has been created or
constructed by the selection of specific
media language elements. In addition,
everything we see in a media text has gone
through some process to get to us – this is
called mediation.
Representations are re-
presentations
5. This is not a happy family – it is a
re-presentation of a happy
family
This is a professionally-taken and posed picture. Whilst there is no way
to know if the people in the picture are related, it is most
probable they are not, but are professional models.
The facial expressions connote happiness and the framing
Shows unity and physical closeness. The ‘mother’ acts as a
nurturer as she has her arms around two of the children and the
‘father’, carrying the child, depicts a caring, masculine
strength.
The framing of the picture and the angle of the shot focuses
our attention on their faces showing that their happiness is the
most important aspect of this group and other visual clues
provide an understanding of a range of ideals about family and
gender roles: the female child is sweet and sensitive; the small
male child is boisterous and a bit of a handful (although
controlled by a strong yet gentle father); both parents are
patient, kind and conservatively dressed – not the kind of family
you’ll see on Supernanny (C4).
6. A news photograph for example may appear to be presenting us with a factual
image but it has been through a process of construction:
• the photographer has selected his/her position, lens, angle, exposure
and framing before taking the picture
• the picture editor will decide if the image needs to be cropped,
enhanced or in any way altered before inclusion into the paper
• an editor will choose which, of the many available photographs of the
image, will be the one chosen for inclusion in the newspaper and,
importantly at this stage, the images which do not meet the needs of the
text will be rejected
Even then, further mediation takes place:
• Will the photograph be large or small?
• Will the photograph be on the front page or, less visible, on page 8?
Placement choices like this, along with cropping and framing, act to focus the
attention of the reader in a certain way.
• What headline and text will be used to accompany the photograph?
• Will the photograph have a caption?
• Will it be positioned close to another photograph?
The Construction and Mediation of
Representations
7. Each of these choices will have an impact on the idea that the
audience takes from the image:
• a large photograph connotes importance as does placing it
on the front page of the newspaper,
• text can add either a negative or positive connotation to an
image,
• by placing pictures next to each other the audience can be
guided into making connections between them.
So, even in the most apparently factual representations, choices are
made which means that the image is not simply a recording of an
actual event or a person. These images have been selected
depending on the ideas that need to be communicated by the text.
Every decision that is made about the person/place/object
represented is made for a reason and this selection process can add
to, take away from and alter meaning at each stage of the process.
A representation is the final product after all of the decisions
have been made. Meaning is made in the construction of the
representation and the combination of all the choices come together
in order for the audience to ‘read’ and interpret the information
provided.
8. To summarise, the selection
process is:
•The decision over what is chosen to be represented and what is
rejected;
• The choices made when organising the representation:
• The options taken to focus the audience in a certain way.
All media texts are constructed in this way:
factual programming on TV is shot and edited before being broadcast;
every aspect of the mise-en-scene of a film text is carefully chosen in
order that it creates the right impression on the audience;
the words selected in newspaper and magazine articles are part of the
construction of the final representations.
A theorist called White spoke of the ‘gatekeepers’ - that is the people
who are part of the decision making process in the construction of
media texts. Magazine editors, journalists, writers, photographers,
directors etc. all play a part in the creation of representations and act as
gatekeepers selecting what information will be passed on and how it will
be communicated. They select what will (and will not) be represented
and how.
9. A). Representations as Reflections (the reflective approach)
Sometimes representations are assumed by an audience to simply replicate
the real world. Some audience members may perceive the News,
Documentaries and Reality TV for example as portraying a straightforward
reality. News broadcasts present information as fact and great care is taken
to attempt to create an aura of authority and trust. Even with fictional
programming, the audience can often perceive what is presented as ‘real’.
Soap Operas concentrate on making media language choices which give the
appearance of reality as it is an expectation of the genre. Newspapers and
magazines discuss fictional characters and events as if they were real and,
often, dramatic story-lines are discussed and debated as if they are
happening to people we know. This is not to say that the audience
necessarily believes there is an Albert Square or an area in Manchester
called Weatherfield but they need to believe that these places are in some
way reflecting the world as it is. For the British soap opera, this idea is
crucial – it is one of the genre expectations the audience will have and it
needs fulfilling. Soaps need to generate an idea of identification within the
audience. The characters, places and events must be such that the audience
can relate them to their own lives and experiences of the world. This is a
genre convention and an important aspect of the success of soap operas.
Audience Perceptions of
Representations
10. British soaps try to maintain the illusion of reality. This occurs through the use of
specific media language choices in each of the five categories:
1. Lighting – selected to appear as if diegetic. Light appears to come from
natural sources – daylight, streetlights, lamps etc;
2. Music – rarely non-diegetic. Pub jukeboxes and radios are often seen to be the
source of music which is often carefully selected to parallel the dramatic action;
3. Editing - mainly straight cuts to create invisible editing;
4. Camera work – predominantly eye-level shots. Mid-shots and close ups are
the main choice as they depict the action from the audience’s eye-level as if they
are there observing the scene. Extreme close ups are also used when the director
wants to show the significance of a specific item or facial expression;
5. Mise–en-scene – soaps try to emulate a very ordinary setting. Extras are
used to populate public areas and houses are decorated to look ‘lived in’. Dialogue
is written to reflect real conversations and clothes chosen to reflect current
fashions.
The genre, therefore, emulates a recognisable world which appears as if real. Of
course, in doing so, what is also created are ideas about values and ideologies
– the attitudes, ideas about morality and acceptable behaviour are also portrayed
as real.
Representing the Real in British
Soap Operas
11. B) Representations as Deliberate Constructions (the
intentional approach)
Sometimes, representations are seen to be a deliberate
attempt to create associations and ideas for the audience.
Michael Moore can easily be seen to have a political agenda
with his documentary making. In Fahrenheit 9/11 (2004),
his representation of President Bush was carefully
constructed to create a specific idea of an idiotic and corrupt
man. He selected images and quotes carefully which would
support his perspective and rejected images and quotes that
may have challenged this idea of the US president. He
juxtaposed these images with news footage, interviews and
other images which would anchor his meaning and ensure
that throughout the film the idea of President Bush was
consolidated.
Audience Perceptions of
Representations
12. Representation in advertsising
Advertising can be seen in this way too as the linking
together of ideas and images to a product is used to
persuade the audience to act in a certain way.
Men’s shavers/razors are often represented alongside
images of cars and planes. The colours used in the
adverts are those with associations of masculinity:
silver, black and red dominate in the advertising.
Sporting celebrities such as David Beckham are used to
endorse the products and the culmination of these
elements in the representation are that razors are
associated with strength and an idea of machismo and
sophistication. However, there is nothing essentially
masculine about the razor. It is simply a tool that is
required for a specific purpose.
13. Women also purchase this tool but when it is
marketed to them pastel colours, curved shapes and
words with feminine association are used.
Whether you use a Mach 3 or a Venus, the effect
is the same, the removal of body hair.
However, the way the products are represented
creates very different associations, all linked to ideas
about gender identity and expectations. These associations
are part of the representations of the product and are a
calculated and deliberate appeal to the consumer group that
is targeted. Nothing forces the audience to accept the
representations as presented.
However, the producers can be seen to be attempting to, as
far as possible, create specific associations and ideas for the
audience.
14. C). The Constructionist Approach
A useful way of thinking about representation is that
the meanings are created by the relationship between
the producers, the text and the audience:
• The representation is constructed with a set of ideas
and values (producer’s intent/intended meaning)
• The context of the representation is part of the
representation (media language choices, anchorage,
media form, placement/ location, genre expectations
etc.)
• The audience reacts to this representation and this
depends on their own personal interpretational context:
age, gender, political/ religious beliefs, nationality etc.
(negotiated meaning)
Audience Perceptions of
Representations
15. In The Day After Tomorrow (2004, dir. R. Emmerich)
there is a representation of a group of British scientists
who assist the hero of the text (an American scientist)
by providing him with information on the impending
ecological changes that act as the main conflict for the
film. The representation shows the British as living in a
low-tech environment and this is in sharp contrast to
the technologically advanced laboratory used by the
Americans. The British are depicted in extreme peril
and the representation uses the stereotype of the ‘stiff
upper lip’ mentality as they are represented dealing
with danger calmly and pragmatically. They salute the
Queen and Manchester United and deal with the crisis
by opening a bottle of well matured whisky.
Representation in a film
16. This representation plays on a number of national
stereotypes that may not be as obvious to the target
audience of the film. (Even though Hollywood films are
marketed for a global audience the majority of their profits
will come from the domestic audience – that is other
Americans). As a British audience watching this film, we may
be struck by the limited view of the British. This
representation will be interpreted differently depending on
the perspective of the audience.
This is not to say that the director is ignorant about the
British or that he deliberately constructed the British to look
weaker than the Americans. He would have used past textual
examples to base his representations on and his own
experience of the British which would almost certainly not be
as detailed or accurate as the knowledge the British have
about themselves as a nation. Therefore, the representation’s
meaning is dependent on who is watching, reading and
interpreting the text.
17. Q. Look at a text which represents you (your age group, your gender,
your race, your religion). How accurate are these representations? Who
do you think is creating the representation? Is it someone like you?
As Media students it is important to recognise how what we see in
any media text is a constructed representation rather than a simple
reflection of reality. Once this is recognised it is important to
consider the meanings created by these representations and both
the reasons why they are created the way they are and the
effects the representations may have. It is also important to
consider that most representations are constructed by someone
outside the group that is being depicted.
Dyer said: ‘How we are seen determines how we are treated, how
we treat others is based on how we see them. How we see them
comes from representation.’ Given the volume of representations
we are exposed to whilst accessing the media, it is unsurprising that
they are seen to be influential in the way we the audience make
sense of the world.
Why do we need to consider
representations?
18. When discussing representations, you will need
to consider HOW they are constructed through
the media language choices made. However,
you should also consider WHY they are created
the way they are and impact of the
representations: the meaning they create and
the effect on the audience which will mean you
will need to relate representation to the other
media concepts such as audience, narrative,
genre, institution and ideology.
Exam Hint