This document provides guidance and resources for a student's coursework on representations of youth in the media. It discusses deadlines, areas for improvement in their draft, and topics to research such as existing products and conventions. It also lists top student bloggers as examples and provides links to their work. In discussing past representations, it references the 1960s mods and rockers as well as the 2011 London riots. It examines how youth were portrayed negatively in both eras and how new media shaped responses. The document aims to help the student strengthen their analysis of how representations of youth in the media can perpetuate moral panics and stereotypes over time.

1. Mods and rockers
Vs
London riots

2. Starter task
• What are your views so far on why youths
have a negative representation in the media
and press?

3. Reminder
• Your course work deadline for your second
complete draft is Friday 13th February.
• Areas that need improving in general in planning
and research are: not enough evidence shown in
relation to audience research, not enough links to
your own product e.g. test shots, organising cast,
booking out equipment, things that went wrong
etc.
• You need to start researching ancillary texts:
• Look at exiting products and state conventions.
• Look at fronts, layouts, images, techniques used
on Photoshop, print screens of making your
product.

4. Top bloggers
• Daniel Rothery
http://danielrotherya2media.blogspot.co.uk
• Nusuri Bibi http://nbibi.blogspot.co.uk/
• Isabel Smart http://a2isabelsmart.blogspot.co.uk/
• Natasha Newman http://A2natashanewman.blogspot.com
• Steph Dagg http://stephdagga2media.blogspot.co.uk/
• Alice Venard http://venardalicea2.blogspot.co.uk/
• Shannon Cammish
http://shannoncammish1997.blogspot.co.uk/
• Shannon Carroll
http://shannoncarrolla2media.blogspot.co.uk/
• Talitha Roberts http://talitha-roberts-a2.blogspot.co.uk/
• Connie Wray http://conniewraya2.blogspot.co.uk/

5. Top bloggers
• Kate Maxey http://katemaxey.blogspot.co.uk/
• Beth Sager Http://bethsagera2.blogspot.co.uk
• Megan Noble
http://megnoblea2media.blogspot.com
• Steph Blanchard
http://stephblancharda2media.blogspot.co.uk/
• Jaye Best http://mediajaye.blogspot.co.uk/
• Jack Conman http://jackconman97.blogspot.co.uk/
(best mock exam)
• Carrie Woodhead
http://carriewoodheada2media.blogspot.co.uk

6. Quadrophenia
• The film represents jimmy being controlled by
the ideology of a mod.
• He turns to drugs, violence and crime to try
and become accepted.
• His ultimate goal is to be a perfect mod.
• He wants to fit in, the ideology takes over his
life and controls who and what he becomes.

7. • How does this clip demonstrate the mod
ideology rules Jimmies life?
• https://www.youtube.com/watch?v=ds1aqhx
KY7M

8. Identity and judgments
• This clip reinforces how peoples identity changes
peoples points of view. i.e. not clothes and stripped
back of identity no prejudgment is made.
• Identity is created by choice. People create a
stereotype based on expectations linked to identity.
Just like society identify teenagers as deviant.
• Tessa Perkins states: “ Stereotypes are not always
false” they have to have some truth, this links to
teenagers in the 60s and now as an identity has to
be created based on some truth.
• The press simply exaggerated the truth. A similar
stereotype has been created in todays society.

9. • How does this clip represent young people in
the 60s
• https://www.youtube.com/watch?v=9Yb_sO_
CH-8 (19)

10. Repetition of ideology through media
form
• This section of the film really focuses on the negative
behavior of the young teens of the 60s. It is a long
sequence really bringing history to the forefront of
peoples minds making the negative representation and
stereotype linger and encouraged, not to be forgotten.
• It shows young people as brutal and menacing making the
negative label given you youth hard to shake.
• This film also demonstrates how media is produced
around cultural events making history in to a media
format, this makes the representations more
consumerable and open to interpretation. By doing this
enables the folk devil representation to constantly loop
and a stereotype to continue.

11. Progressing to current representations
• We will now progress to look at current day
representations of young teens in the press
focusing on the London riots (2011), how they
were reported and how youths were labeled
during this event.
• We will look at the impact of social media and
how new forms of media were created and based
on this event. We will consider how the negative
rebellious representations of youth have
continued within the news and media.

12. Task
The London Riots
• What caused the London riots?
• What was the main reason behind the riots?
• Who was blamed for the London riots?

13. • Cause: Disturbances began on 6 August, after a protest in
Tottenham following thedeath of Mark Duggan, a local
who was shot dead by police on 4 August.
• Reason: The riots have generated significant ongoing
debate among political, social and academic figures about
the causes and context in which they happened.
Attributions for the rioters' behaviour include structural
factors such as racism, classism, and economic decline, as
well as cultural factors like criminality, hooliganism,
breakdown of social morality, and gang culture.

14. Blame: Researchers who study the causes of political
instability suggest that the critical common factor is the
stupidity of youths. A nation's extent of political unrest,
i.e. its vulnerability to riot, war or regime change, is
directly associated with the percentage of 15-24-year-
olds in its population. They argue that communities
with more than 20% of individuals in this age group run
the greatest risk of more frequent and more intense
political instability. Reasons also include: poor relations
with the police, social exclusion, family break down,
government cuts, unemployment and poverty, gang
culture, criminal opportunism, moral decay at the top,
failure of the British disciplinary system and
mainstream media relationships with communities.

15. News now Vs News then
• How do these news reports on the London
riots reinforce the same message carried out
in the press in the 60s and the film
Quadrophenia?
• https://www.youtube.com/watch?v=9lTenTyv
2qY
• https://www.youtube.com/watch?v=y8LunXbt
vxY

16. Same concept different era
• The report represents teens being controlled by the
ideology of a ‘gang’.
• They turn to drugs, violence and crime to try and become
accepted.
• The main reason the outbreaks happened were soon
forgotten and it became a war between the police and
the gangs.
• Just like in the 60s the police became less powerful and
became ruled by youth
• Unlike the mods and rockers different gang members
truced and it became less of a war between the youths
and gangs but a war between the police/government and
the gangs.

17. What has changed?
• How did technology contribute to crime?

18. • One thing that can’t be disputed, is that Social
Media is the present time, it is “Now”. It’s
the immediate feelings and thoughts of people. It
is the news as it’s current and informative and it
only takes one awe inspiring, hard hitting or
attention grabbing tweet to go viral. This is
why Social Media should come with a level of
social responsibility, that’s something worth
keeping in mind. You never know who’s reading it
and how it will go down, especially if it reaches the
masses. (source BBC news)

19. Starter task
• Stan Cohen stated a moral panic is built upon 5 key
areas, the following areas are:
1 Concern– Awareness of a negative impact on society
2 Hostility- Towards the group to separate them from
society and to ‘folk devil’ “them” from “us”
3 Consensus- A wide group of society accept the threat
of the group in question
4 Disproportionality- The action taken is
disproportionate to the actual threat posed
(exaggeration of the crime in the media)
5 Volatility- They can easily disappear as soon as they
came and move on to a new topic

20. History repeats ‘ill manors’ 2011
• https://www.youtube.com/watch?v=s8GvLKTsTuI
- music video
•
https://www.youtube.com/watch?v=Iz5gJd42DW
8 lyrics
• https://www.youtube.com/watch?v=1hfxWjUcbz
s film trailer

21. Task 1
• Analyse the lyrics to Plan B’s ill manors song.
• What is the message behind the lyrics?
• What do young people and people from these gangs really
think the problem is behind youth acting in such ways?
Written response, areas to adapt:
1) Who is producing the representation.
2) The media form used.
3)The target audience it is for.
(why are these areas important and what will it affect?)

22. Task 2
• In your groups create a poster demonstrating the points
you discussed.
• State key phrases of the song and explain what you think
they mean.
• Show a range of different points of view and what the
message is of the song.
• Include comments you have found in response to the song,
news articles and other songs etc. you feel relate to the
message.
• Make links to:
• 1) Who is producing the representation.
• 2) The media form used.
• 3)The target audience it is for.
why are these areas important and what will it affect?

23. Presentations
• We will now present our research and
opinions of the song to the group.
• Please make notes as other groups may make
points that your group did not explore.
• Be confident, choose a question that other
groups have not asked the group and make
notes on the discussion had.

24. Then V’s now
• What has changed?
• What remains the same?
• Is it a fair representation?

25. History repeats
• Back in 1972, Stanley Cohen concluded: "The
intellectual poverty and total lack of imagination
in our society's response to its adolescent
trouble-makers during the past 20 years, is
manifest in the way this response compulsively
repeats itself and fails each time to come to terms
with the 'problem' that confronts it."
• Quadrophenia is a striking and evocative reminder
of a bygone age when Britain was … well, basically
exactly the same as it is now.

26. Your point of view?
• “Quadrophenia is a striking and evocative reminder of a
bygone age when Britain was … well, basically exactly the
same as it is now.”
• "The intellectual poverty and total lack of imagination in our
society's response to its adolescent trouble-makers during the
past 20 years, is manifest in the way this response
compulsively repeats itself and fails each time to come to
terms with the 'problem' that confronts it."
• To what extent do you agree with one of the following
statements? Explain your answer with reference to ‘Cohen’
past, present and future references to back up your point.

27. Media Theory
• We will now explore some more media theory
and theorists.
• You will use these theories and theorists to
back up your point/argument in your exam.
• Please take notes
• We will look in to Marxism, Althusser and
Gramsci

28. Marxism
• Marxists/ Karl Marx are interested in
• “How dominant social groups are able to
reproduce their social and economic power”
Taylor and Willis (1999)

29. Marxism
• One of Marx’s core ideas about society was that
all societies have an economic base. This is seen
to be the central core and focus of any society –
what makes it function.
• In Western cultures this economic base is
essentially capitalist – in other words, the whole
system is based on the pursuit of wealth.
• The problem is that this does not benefit all – the
rich get richer and the poor poorer in this type of
system. It leads to social inequality.

30. Marxism
• Marx sees a capitalist society as a split society.
Those who control or have power are called
the bourgeoisie.
• Those who do not and who have to sell their
labor for minimal pay and often no share of
the profit are called the proletariat.

31. Marxism
• Marx saw that the economic base supported a super
structure
• The institutions that exist in a society such as those
linked to the law, education, politics and the media.
These are shaped by the economic base and exist to
support, serve and legitimise the base to society –they
partly exist to convince people that the way the
country works is the right way.
• To make society believe in which society is run is the
correct way and they feel safe in this society so do not
want it to change.

32. Marxism
• How does Marxism apply to media texts?
• You can look at who owns a media production and who
benefits the most financially
• Texts can be examined to see if they promote
ideologies that support the ruling classes/ the status
quo – is it being used to exert hegemonic control – ask
what ideologies are being pushed? Who do they
benefit?
• Do texts naturalise inequality between groups based
on power – are men privileged over women? White
groups over other cultures? Capitalism over any other
economic system and values?

33. Marxism
• Are media texts produced just like any other
product in the capitalist system – for maximum
profit? The need for efficient mass production
may lead to a formula approach to media
creation, weakening elements of creativity and
imagination.
• Some Marxist critics, like Theodor Adorno,
certainly saw capitalist media systems as hostile
to the production of ‘good’ and valuable culture.
Some products will never get made as they are
unlikely to yield a profit.

34. Althusser
• Althusser says we are subjects of what we are
made to believe.
• Ideology has been created for us and we can
only consume what we are made to believe,
by doing so we are ultimately subjects of
ideology that has already been created for us.

35. Ideology and Althusser
• Ideology is not “false consciousness.” Rather
ideology structures what we do and makes our
reality.
• Althusser is a structuralist we cannot exist
outside of culture or ideology. It provides
meaning to our lives, the systems that we live
through.
• In short, we have no reality beyond our ideology
we ‘adopt’ an identity from a shared set within
society.

36. Althusser
• For Althusser, it is impossible to access the “real conditions
of existence" due to our reliance on language.
• Our language structures our experience of the world –
(semiotics) and our language is a consequence of the social
world.
• We have no way of engaging with the world apart from
language. Because of our being inside language we can’t
see external reality only the ideological interpretation of it -
we can only see the representation of reality, not reality
itself.
• However, through a vigorous study of economics, history
and sociology, we can come close to perceiving ideological
systems and how we are placed in specific sets of relations
by those systems.

37. Althusser
• Process of an individual adopting a set of beliefs or
ideology from a system of beliefs. We come to think
that our beliefs are our own, that they originate from
ourselves. My beliefs emerge from my conscious
decisions, I have free will and can choose what to do.
• However what Althusser argues is that these beliefs are
not really our own – they are social. We are taking part
in shared societal ideas but think they are our own
private ideas. We internalise social beliefs and see
them as our own.

38. Althusser
• The beliefs/ideology come to us through the
Ideological State Apparatus, the devices by which
ideology is transmitted. Family, Education,
Media, Religion, Culture, Arts.
• Our consciousness, what we are emerges from
these. We exist is a system of beliefs, we
internalise these beliefs and they become our
own, and in turn we play a part in reproducing
them. The people produced by this, the
ideological ‘subjects’ facilitate the economic
systems.

39. Gramsci Hegemony
• the term cultural hegemony describes the
domination of a culturally diverse society by the
ruling class, who manipulate the culture of that
society — the beliefs, explanations, perceptions,
values, and mores — so that their ruling-class
worldview becomes the worldview that is
imposed and accepted as the cultural norm; as
the universally valid dominant ideology that
justifies the social, political, and economic status
quo as natural, inevitable, perpetual and
beneficial for everyone, rather than as artificial
social constructs that benefit only the ruling class.

40. Gramsci Hegemony
• Gramsci uses the idea of hegemony By this he meant the spreading
throughout society of a system of values, attitudes, beliefs and
morality that has the effect of supporting the status quo in power
relations.
• Hegemony in this sense might be defined as an overarching belief
that is diffused by the process of socialisation into every area of
daily life.
• Dominant relations of power become seen as common sense so
that the philosophy, culture and morality of the ruling elite comes
to appear as the natural order of things.
• The values that maintain the power relations infiltrate all levels and
aspects of culture.
• A hegemonic belief is something we all concur with, its normal and
is spread throughout society.

41. Gramsci
• Because we all concur with these beliefs and
share them we actively contribute to their
maintenance.
• Rather than a passive public we give consent to
power systems. EG - The ruling groups present
themselves as the group best able to provide us
with the means to pursue our needs and to
maintain power the dominant groups constantly
realign themselves and adopt different critical
concerns.

42. Gramsci
• Hegemony is about getting us to actively
agree to the system of
oppression(authority/power). Ideology is not
imposed but a system of choices and ideas.
These are grouped together into set which we
choose to adhere to media play a part in
justifying oppression by making it seem
legitimate. The help in the “Manufacture of
Consent” – a term taken up by Noam
Chomsky

43. Marxism/Althusser/Gramsci
• Marx sees us as being ruled by the wealthy
• Althusser sees us as subjects.
• Gramsci sees us as willing if not complicit
participants in our own subjectification.

44. Task
• How does the media theory we have just
covered apply to the representations of youth
and youth culture?
• How do you feel the representation of youth
and youth culture is implied using theory to
back up your answer.