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The document discusses various ways that media can represent and stereotype different groups. It describes representations and stereotypes related to gender, age, ethnicity, sexuality, class, physical ability, disability, regional identity, and more. Representations in media may portray certain groups from a particular ideological perspective rather than accurately reflecting reality. Stereotypes often oversimplify groups through fixed ideas.
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Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes in media across various groups. It addresses representation and stereotypes related to age, gender, ethnicity, class, sexuality, region, and physical ability. For each category, it provides examples of how groups within that category may be represented as well as common stereotypes associated with each group. The goal of the document is to examine how various groups are portrayed in media and the oversimplified ideas that are often associated with them.
Stereotypes and representation presentation
This document discusses representation and stereotypes across various social categories such as gender, age, ethnicity, sexuality, class, ability, and region. It provides examples of how each of these groups are commonly represented in media as well as examples of common stereotypes associated with each group. Some of the key representations and stereotypes mentioned include men and women often being portrayed in masculine and feminine ways, certain ages being associated with certain behaviors or appearances, and ethnic groups being ascribed simplistic or misleading characteristics.
Presentation1
This document discusses various forms of representation and stereotypes in media. It addresses representation and stereotypes related to gender, age, ethnicity, sexuality, class/status, physical ability/disability, and regional identity. For each category, it lists examples of how different groups are commonly represented or stereotyped, such as through traits attributed to various age groups like children or older adults. The document aims to outline different dimensions along which people can be portrayed or perceived in overgeneralized ways.
Presentation1
This document discusses various forms of representation and stereotypes in media. It defines representation as the portrayal of individuals or groups, and outlines how people can be represented by gender, age, ethnicity, sexuality, class, ability status, and region. The document also defines stereotypes as common assumptions about groups that may not be accurate. It provides examples of stereotypes associated with different genders, ages, ethnicities, sexualities, classes, abilities, and regions.
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The document provides an agenda and terms list for Class 15. The agenda includes a presentation on Terms List 3 and a film screening of M Butterfly. The terms list defines key concepts like gay, heterosexual privilege, homophobia, institutional oppression, intersex, male privilege, multiple identities, and dialect.
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This document discusses research on gender, communication, and culture from various academic fields such as communication, anthropology, history, psychology, and sociology. It covers quantitative and qualitative research methods used to study these topics. It also addresses how learning about gender, communication and culture can enhance understanding of how culture influences views and strengthen effectiveness in communication. Key concepts discussed include sex, gender, and how meanings of gender are socially constructed and can vary across cultures.
Gender Identity
Gender identity refers to a person's internal sense of their own gender, whether male, female, neither, or both. It is distinct from biological sex and gender roles. Gender identity is self-identified and involves both inherent and environmental factors. Gender roles refer to societal expectations of masculine and feminine characteristics and behaviors. There are various gender identities including cisgender, transgender, non-binary, and agender.
Mass media and gender
Gender roles in mass media – Gender stereotypes in mass media -gender identity roles - Positive notions of body and self - Gender in media: magazines, TV shows, cartoons, movies and advertisements - Gender equality and language use.
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Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes in media across various groups. It addresses representation and stereotypes related to age, gender, ethnicity, class, sexuality, region, and physical ability. For each category, it provides examples of how groups within that category may be represented as well as common stereotypes associated with each group. The goal of the document is to examine how various groups are portrayed in media and the oversimplified ideas that are often associated with them.
Stereotypes and representation presentation
This document discusses representation and stereotypes across various social categories such as gender, age, ethnicity, sexuality, class, ability, and region. It provides examples of how each of these groups are commonly represented in media as well as examples of common stereotypes associated with each group. Some of the key representations and stereotypes mentioned include men and women often being portrayed in masculine and feminine ways, certain ages being associated with certain behaviors or appearances, and ethnic groups being ascribed simplistic or misleading characteristics.
Presentation1
This document discusses various forms of representation and stereotypes in media. It addresses representation and stereotypes related to gender, age, ethnicity, sexuality, class/status, physical ability/disability, and regional identity. For each category, it lists examples of how different groups are commonly represented or stereotyped, such as through traits attributed to various age groups like children or older adults. The document aims to outline different dimensions along which people can be portrayed or perceived in overgeneralized ways.
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This document discusses various forms of representation and stereotypes in media. It defines representation as the portrayal of individuals or groups, and outlines how people can be represented by gender, age, ethnicity, sexuality, class, ability status, and region. The document also defines stereotypes as common assumptions about groups that may not be accurate. It provides examples of stereotypes associated with different genders, ages, ethnicities, sexualities, classes, abilities, and regions.
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The document provides an agenda and terms list for Class 15. The agenda includes a presentation on Terms List 3 and a film screening of M Butterfly. The terms list defines key concepts like gay, heterosexual privilege, homophobia, institutional oppression, intersex, male privilege, multiple identities, and dialect.
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This document discusses research on gender, communication, and culture from various academic fields such as communication, anthropology, history, psychology, and sociology. It covers quantitative and qualitative research methods used to study these topics. It also addresses how learning about gender, communication and culture can enhance understanding of how culture influences views and strengthen effectiveness in communication. Key concepts discussed include sex, gender, and how meanings of gender are socially constructed and can vary across cultures.
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Gender identity refers to a person's internal sense of their own gender, whether male, female, neither, or both. It is distinct from biological sex and gender roles. Gender identity is self-identified and involves both inherent and environmental factors. Gender roles refer to societal expectations of masculine and feminine characteristics and behaviors. There are various gender identities including cisgender, transgender, non-binary, and agender.
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The document discusses gender differences in social behavior and their underlying sources. It notes that from birth, infants are classified as male or female and treated differently by society based on gender roles. It then outlines several key gender differences in areas like emotional expression, aggression, leadership evaluations, and friendships. These differences arise from both biological factors like prenatal hormone exposure as well as societal factors like gendered socialization and treatment from a young age.
Sexual orientation and sexuality
The document defines key terms related to sexual orientation and gender identity. It describes sexual orientations including heterosexuality, bisexuality, pansexuality, asexuality, queer and definitions for gay and lesbian. It also defines gender identity, gender expression, transgender, gender transition and gender dysphoria. The document provides brief descriptions of each term.
Representation
The document discusses representations of gender and race in mainstream media. It notes that femininity is often associated with beauty, sexuality, emotion and body image while masculinity is associated with power, strength, lack of emotion and independence. It also discusses how feminism has aimed to reduce stereotypical portrayals of women in media which predominantly show slender women and shame those who don't fit that ideal. Representations of masculinity similarly promote independent stereotypes that can oppress men by preventing the expression of emotion. Race representations also impose restrictive values through stereotypical portrayals.
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Bisexuality involves physical and romantic attraction to both males and females. Freud theorized that everyone has traces of bisexuality due to anatomical similarities in early development. Bisexuality has been viewed negatively with stereotypes of disease, inability to commit, and betrayal for leaving a same-sex partner for an opposite-sex one. However, human sexuality exists on a spectrum and people should have the freedom to choose partners without harming others or limiting their choices.
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Male roles are often portrayed as superior and successful in work or action films, while females are commonly shown as helpless and in need of rescue. Older individuals may be depicted as physically weak or not tech-savvy, while youth are healthy and socialize in groups. Black individuals are sometimes represented as sporty and tall, while whites could be nerdy or wealthy. Gay individuals may be shown as fashionable or effeminate, whereas straights are often machismo. The rich are portrayed as privileged with large homes, whereas the poor are scruffy with few possessions. The able-bodied are healthy and active, while the disabled may struggle more in society.
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This document discusses gender and sexual identity development from infancy through late adolescence. It begins with conversations between a social worker and a small child exploring gender identity. It then introduces the Genderbread model for understanding gender identity, gender expression, sex, and sexual orientation. The rest of the document outlines typical developmental milestones and behaviors regarding gender and sexuality at each life stage from infancy through late adolescence. Interactive exercises are included to help illustrate concepts.
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Young children are just beginning to develop their understanding of gender identity. The document discusses several key points: children see gender in rigid categories at first but become less influenced by biological factors over time; play activities and social interactions help shape a child's emerging gender identity; and research finds children tend to take on stereotypical gender roles in pretend play but become more flexible in adolescence.
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The document discusses various topics related to human sexuality and desire, including:
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Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes across various social groups. It examines how media represents age, gender, ethnicity, class, status, sexuality, region, ability and disability. For each group, it provides examples of representations and common stereotypes, such as the elderly being slow, women being delicate, black people liking reggae music, gay men acting feminine, northerners being tough, and the disabled being segregated. The document suggests media representations do not always reflect reality and often rely on oversimplified stereotypes.
Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes across various social groups and identities. It addresses representation and stereotypes related to age, gender, ethnicity, class, status, sexuality, regional identity, physical ability/disability. For each category, it provides examples of how groups within each category may be represented in media and stereotyped. It also defines key terms like representation, stereotypes, and verisimilitude.
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Gender, age, race, and class are often narrowly represented in TV dramas. Women are frequently shown based on their beauty, size, sexuality, emotions, and relationships rather than independence. Men are commonly portrayed as strong, powerful, sexually attractive, and independent. Elderly characters are usually depicted as senile or rebellious teens. Racial stereotypes perpetuate social myths. Class is also simplistically represented through socioeconomic extremes.
Gender differences
The document discusses gender differences in social behavior and their underlying sources. It notes that from birth, infants are classified as male or female and treated differently by society based on gender roles. It then outlines several key gender differences in areas like emotional expression, aggression, leadership evaluations, and friendships. These differences arise from both biological factors like prenatal hormone exposure as well as societal factors like gendered socialization and treatment from a young age.
Sexual orientation and sexuality
The document defines key terms related to sexual orientation and gender identity. It describes sexual orientations including heterosexuality, bisexuality, pansexuality, asexuality, queer and definitions for gay and lesbian. It also defines gender identity, gender expression, transgender, gender transition and gender dysphoria. The document provides brief descriptions of each term.
Representation
The document discusses representations of gender and race in mainstream media. It notes that femininity is often associated with beauty, sexuality, emotion and body image while masculinity is associated with power, strength, lack of emotion and independence. It also discusses how feminism has aimed to reduce stereotypical portrayals of women in media which predominantly show slender women and shame those who don't fit that ideal. Representations of masculinity similarly promote independent stereotypes that can oppress men by preventing the expression of emotion. Race representations also impose restrictive values through stereotypical portrayals.
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Casandra Corona & Sarah Jane Calub
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This document discusses intercultural and intracultural communication as well as gender differences in communication styles between men and women. Intercultural communication refers to communication between parties from different cultures, while intracultural communication is between parties from the same culture. Miscommunication is more common in intercultural exchanges. The document also notes several differences in how men and women communicate facially, through paralanguage, use of personal space, posture, and eye contact.
Bisexuality
Bisexuality involves physical and romantic attraction to both males and females. Freud theorized that everyone has traces of bisexuality due to anatomical similarities in early development. Bisexuality has been viewed negatively with stereotypes of disease, inability to commit, and betrayal for leaving a same-sex partner for an opposite-sex one. However, human sexuality exists on a spectrum and people should have the freedom to choose partners without harming others or limiting their choices.
Representation
Male roles are often portrayed as superior and successful in work or action films, while females are commonly shown as helpless and in need of rescue. Older individuals may be depicted as physically weak or not tech-savvy, while youth are healthy and socialize in groups. Black individuals are sometimes represented as sporty and tall, while whites could be nerdy or wealthy. Gay individuals may be shown as fashionable or effeminate, whereas straights are often machismo. The rich are portrayed as privileged with large homes, whereas the poor are scruffy with few possessions. The able-bodied are healthy and active, while the disabled may struggle more in society.
Child and Adolescent Sexual and Gender Identity Development (UMass Lowell 2...
This document discusses gender and sexual identity development from infancy through late adolescence. It begins with conversations between a social worker and a small child exploring gender identity. It then introduces the Genderbread model for understanding gender identity, gender expression, sex, and sexual orientation. The rest of the document outlines typical developmental milestones and behaviors regarding gender and sexuality at each life stage from infancy through late adolescence. Interactive exercises are included to help illustrate concepts.
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Young children are just beginning to develop their understanding of gender identity. The document discusses several key points: children see gender in rigid categories at first but become less influenced by biological factors over time; play activities and social interactions help shape a child's emerging gender identity; and research finds children tend to take on stereotypical gender roles in pretend play but become more flexible in adolescence.
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This document discusses how sexuality is portrayed in popular media and how it influences cultural norms. It notes that different cultures and time periods have varying definitions of appropriate sexual behaviors. While media often focuses on certain types of content for entertainment purposes, it rarely addresses risks or responsibilities. The document advocates understanding diversity in human sexuality and that what is considered "normal" is shaped by cultural context rather than being inherently defined.
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Bell Hooks critiques traditional Western feminism for prioritizing patriarchy as the sole form of oppression and failing to consider intersectionality. She argues feminism should challenge all forms of domination, including those based on race, class, gender, and sexuality. Further, traditional definitions portray women only as dominated and do not allow for male allies against sexism. Hooks calls for celebrating small victories and connecting feminism to concepts like love and spirituality to make it more accessible and inclusive.
Gender and personality (The big five OCEAN)
This research paper examines gender differences in the Big Five personality dimensions of Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. A sample of 28 university students completed the Big Five Inventory. Results found no significant gender differences in Openness and Neuroticism, but found women scored higher than men in Conscientiousness, Extraversion, and Agreeableness. The paper concludes there are small but significant gender-based differences in some personality traits.
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This document discusses representations of sexuality in the media. It notes that depending on factors like culture, religion, region, and era, perceptions of homosexuality can vary greatly. Some negative representations portray homosexuality as immoral or view LGBTQ individuals as outcasts. However, more positive representations in media show sexuality as a natural part of human identity. The document also provides quotes on homosexuality both criticizing and supporting LGBTQ individuals.
Individual differences in sexual orientation
The document discusses individual differences in sexual orientation. It defines three main categories of sexual orientation: heterosexual, bisexual, and homosexual. It also provides potential debate topics around same-sex marriage, adoption by same-sex couples, and LGBTQ leadership. The document notes that how a person's sexual orientation becomes evident is through their thoughts, feelings, and experiences during adolescence and young adulthood. Finally, it states that sexual orientation is not a choice and therefore cannot be changed, though some may hide their orientation to avoid discrimination.
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The document discusses various topics related to human sexuality and desire, including:
- Biological factors like hormones and arousal, and how they interact with social/cultural influences
- Competing approaches to understanding sexual desire, such as biological/evolutionary explanations versus social constructionism
- How societies construct and control sexuality through norms, taboos, and gender roles
- The influence of culture and environment in shaping what behaviors are seen as normal versus deviant
- Debates around topics like sex education and how much biological hardwiring versus socialization impacts human sexuality
The overall perspective is that both biological and social/cultural factors are important for understanding human sexual desire, and an integrative approach is needed to
Bisexuality group project
This document discusses models of bisexual identity development. It describes D'Augelli's interactive model which views identity development as involving exiting one's heterosexual identity, developing a personal bisexual identity, developing social and community identities, and developing intimacy. It also discusses Weinberg's 4 stage model involving initial confusion, finding and applying the label, settling into the identity, and continued uncertainty. The layercake model describes 5 stages from socializing heterosexually to identifying as bisexual. The models are meant to broadly understand identity development, though every person's experience is unique based on factors like ethnicity, gender, and culture. A therapist can provide a safe space for clients to explore and reconstruct their identity and understand the nature
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This document discusses common stereotypes related to ethnicity, culture, gender, disability, age, class, and sexuality. Some examples of ethnic/cultural stereotypes mentioned are that all black people are good at sports and that all Arabs/Muslims are terrorists. Gender stereotypes discussed include the ideas that men are stronger and better suited for certain jobs than women. Stereotypes of disability range from seeing disabled people as "different" or "other" to the idea that some with mental disabilities are prone to anger. Age stereotypes include seeing children as loud/spoiled, adults as mature/stern, and older people as wise/forgetful. Class stereotypes associate upper class with wealth/education, middle class with business
Sociology also talks about the sex gender and ethnicity in the society.pptx
Talks about gender sex and ethnicity
Similar to Laurens powerpoint media (20)
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Sociology also talks about the sex gender and ethnicity in the society.pptx
Sociology also talks about the sex gender and ethnicity in the society.pptx
More from laurenhurley623
Costume and Prop Requirements
The document outlines prop and costume requirements for a poster and magazine cover shoot. It states that props typically include knives, guns, and drugs, but fake substitutes can be bought. For the film, substitutes will be needed for drugs, alcohol, and a knife, but not a gun. The costume needs to be modern, fashionable clothing in dark colors, suitable for a late autumn/winter setting in England. Actors likely won't need to change costumes for the shoot as only still photos are being taken.
Hair and Makeup Requirements
The document outlines hair and makeup requirements for a photo shoot for a magazine cover and poster. Hair will be kept simple as the genre is action and the models are meant to look like everyday people. A hair student will ensure hair stays tidy. Makeup will also be kept clean and simple, with the actors doing their own makeup except for any special effects. A hair stylist has agreed to style the models' hair slightly for the location and studio shoots to keep a natural look. Substantial makeup like blood will be done by a makeup artist or face painter if needed.
History of Magazines and Posters
The document discusses the history of magazines and posters. It details some of the earliest magazines starting in 1663, including the first magazine designed for a female audience in 1693. The term 'magazine' originated from the Arabic word for warehouse. The popularity of magazines led to the establishment of the first advertising agency in 1890. Posters first emerged as a mass-produced medium in 1870 through advances in lithography. During World Wars I and II, posters were heavily used for recruitment and morale purposes. In the 1990s, photographs replaced illustrations as the dominant design style for movie posters.
Codal Analysis of Adverts 1
The document analyzes several advertisements, including one for Innocent Drinks. The Innocent Drinks ad depicts a man in England buying a healthy drink that benefits a Ugandan family, showing happiness for both the consumer and those receiving charity. It uses bright colors and animation in a fast-paced, upbeat style.
Codal Analysis of Adverts
The document analyzes several advertisements, including ones for Innocent Drinks, Haribo Starmix, and Cravendale. The Innocent Drinks ad uses bright colors and imagery to portray happiness and show how purchasing their product benefits people in developing countries. The Haribo ad features adults acting childish while discussing the candy in a professional setting. The Cravendale ad depicts a cartoon boy who loses his head after indulging too much in their milk.
Female Stereotypes
Walter Lippman and Tessa Perkins theorized about the usefulness and limitations of stereotypes in society. Martin Baker asserts that stereotypes are problematic as they do not accurately represent real people. Common female stereotypes described in the document include the professional businesswoman who is independent, smart, and feared in the workplace; the "dumb blonde" who is unintelligent and objectified for her looks and revealing clothing; the maternal housewife who happily cooks, cleans, and gossips with neighbors; and the masculine woman who engages in stereotypically male activities and has mostly male friends.
Best Work Unit 2
This document lists Lauren Hurley's best work as the top 30 photographs. It includes a section for the top 20 final prints and lists photograph #20. The summary provides only the essential information about the topic and structure of the short document in 3 sentences.
Best work
This document outlines the top photographs from Lauren Hurley's work, beginning with the top 30 photographs in the "Best Work" section, followed by the top 20 photographs in the "Final Pieces" section, and concluding with the top 10 photographs highlighted in the "Final 10 Photographs" section.
Cross media convergence and synergy
Cross media convergence involves combining different forms of media such as production, distribution and exhibition. Synergy refers to releasing related products simultaneously to promote each other. For example, the movie The Inbetweeners released a soundtrack and yearbook to capitalize on the film's popularity. Disney also uses cross media convergence by promoting their products across different social media platforms, giving traffic to the sites and advertising opportunities. Convergence aims to create mutually beneficial relationships between different media elements.
Inbetweeners
Cross media convergence involves combining different forms of media, such as during production, distribution, or exhibition. Synergy occurs when multiple products from the same company work together to promote each other, providing mutual benefits. For the movie The Inbetweeners, synergy was used by simultaneously releasing the film soundtrack and a yearbook from the movie, encouraging fans to purchase both to experience all the music and content related to the film. Releasing the soundtrack and yearbook together boosted sales of each product.
g321 q3
Lionsgate Films would be a good distributor for the horror film "Provoking The Demon" because Lionsgate has extensive experience distributing successful horror films theatrically, both in the US and overseas. Examples given are "Saw" which made $18 million on its US opening weekend in 2004 and "The Last Exorcism" which made $20 million on its US opening weekend in 2010. Lionsgate also has experience distributing films in the UK market, as with the film "The Cabin in the Woods" which made $5.27 million in the UK. The British Film Institute could also potentially distribute the film in the UK as they provide funding and support for British films.
codal
This document analyzes visual, audio, and narrative codes used in the openings of several horror films, including The Blair Witch Project, The Ring, and Saw. For The Blair Witch Project, it discusses the use of black and white and handheld footage to set a serious, documentary-style tone. For The Ring, it describes dark visuals and ominous sounds used to create an eerie atmosphere. And for Saw, it outlines fast-paced visuals and unsettling audio that set an intense and disturbing mood. Overall, the document examines how these films employ various cinematic techniques in their openings to immerse viewers and build suspense.
Shoot list
This shoot list outlines camera shots needed for a film scene, including close ups of characters, medium shots of characters discussing and playing a Ouija board, aerial and high angle shots of characters playing with the Ouija board, close ups and extreme close ups of the board, and medium close ups of a possessed character.
Planning for shoot
The document outlines plans for a shoot on February 15th. May Smith of Perfect Hair & Beauty in Harlow, Essex will handle hair and makeup and arrive 30 minutes before filming. Actors will provide their own clothes while Lauren Hurley will make an Ouija board, buy £1 worth of flowers, and provide facepaint for props.
Treatment ptd
The document provides a summary of the opening scene of a psychological horror film called "Provoking The Demon". The opening scene takes place in a graveyard where two main characters are visiting a grave and mourning. A voiceover is heard as the scene changes to the characters' living room, where one character is convinced to use a Ouija board to contact a deceased friend. Various camera shots are used to show their interaction with the board and one character's shocked reaction. As the character searches the graveyard, the other is seen behind them looking possessed before the title credits roll. Fades to black are used as transitions throughout the opening scene accompanied by a voiceover and music.
Treatment
The document provides a summary of the opening scene of a psychological horror film called "Provoking The Demon". The opening scene takes place in a graveyard where two main characters are visiting a grave and mourning. A voiceover is heard as the scene changes to the characters' living room, where one character is convinced to use a Ouija board to contact a deceased friend. Various camera shots are used to show their reaction as the board spells out "goodbye", and one character searches the graveyard only to find the other appearing possessed behind them. The title of the film appears as the opening scene fades to black. Voiceovers, music, and fade to black transitions are used throughout the opening.
Site Plan
This site plan shows the layout of a room with furniture including a sofa, dining table, and cabinet. It also indicates the locations of two windows and two doors. The plan provides a basic overview of the room setup and placement of key fixtures without unnecessary details.
Location release form
This location release form gives HIP PICTURES permission to film at the stated location for their film "Provoking The Demon" and use any footage or equipment from the location for educational, promotional, or other purposes. It allows HIP PICTURES to use on-location equipment and requires them to leave the location in good condition, replacing any damages. The location owner grants full rights to footage shot on the premises without compensation unless damages occur.
Provoking the demon script
Liam and Jessica go to visit their friend at St Andrews Church on a windy day. Liam convinces Jessica to try contacting their deceased friend, though Jessica has reservations. They attempt to contact the friend but scary things start to happen, though not directly to Jessica. The document is the script for a short film called "Provoking the Demon" where two friends try to contact a deceased friend but unintentionally provoke something sinister.
Risk assessment
The risk assessment identifies several potential hazards for the film shoot at a dog walking route and graveyard location including dogs, rain, limited visibility, drowning, road accidents, wet mud, and tripping over gravestones. The document rates each risk on a low, moderate, or high level and provides preventative measures such as using leads for dogs, checking the weather forecast, sticking to the schedule to avoid filming in the dark, ensuring the crew stays on site away from the nearby pond, taking care when crossing roads, using established footpaths and storing equipment properly, and being aware of gravestone locations.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Laurens powerpoint media
- 1. Representation and Stereotypes Lauren, Nathan and Emma
- 2. Representation Media representations are the ways in which the media portray particular groups, communities, experiences, ideas and topics from a particular ideological or value perspective. Rather than examining media representations as simply reflecting or mirroring reality.
- 3. Gender Gender is represented in the media by masculinity or femininity. Both males and females can be represented as masculine or feminine. Masculinity – strong, tough, muscly Femininity – gracious, delicate, beauty
- 4. Age Age is the length of time that one has existed. Age is represented by: Babies Children Teenagers Adults The Elderly
- 5. Ethnicity Ethnicity is the representation of race. Ethnic minorities are usually represented in four ways in the media: Exotic – being foreign and ‘different’ is a key part of the medias representation of ethnicity Dangerous – Ethnicity is also represented by the persons background. Humorous – People with different ethnicities are usually classed as funny and happy Pitied – different races are pitied in different ways whether that be because of smartness or poverty.
- 6. Sexuality Sexuality is a persons sexual preference or orientation. Some examples of different sexualities would be: Heterosexual Homosexual Bisexual Asexual Polysexual Pansexual Transsexual
- 7. Class and Status Classes: Upper Class: A social class composed of the wealthiest members of society. Middle Class: A class situated in the middle of a social hierarchy. Working Class: Those employed in the social tier. Lower Class: Lower than a middle rank in a society. Status: Somebody with a higher or lower status within a particular class.
- 8. Physical Ability/Disability Physical Ability – The ability to perform a physical act and with the same mental ability. Disability – The condition of being unable to perform as a consequence of physical or mental inability. For example a person may be missing a limb, be wheelchair bound, or able to walk and exercise.
- 9. Regional Identity Regional identity is identification with a specific geographic region of a nation. Some examples if different regional identities are: Northern Southern Eastern Western
- 10. Stereotypes A widely held but fixed and oversimplified image or idea of a particular type of person or thing.
- 11. Ethnicity Different ethnic groups are subject to stereotype. Examples of this would be: A Jamaican person would be stereotypically represented as a Rastafarian person who has little worries about life. An English person would stereotypically have a stiff upper lip, enjoy drinking tea and be very patriotic towards Queen and Country.
- 12. Physical Ability/Disability A physically able person would be stereotypically fit and able to take part in sporting activities. Somebody who has a disability would stereotypically be segregated from society. The symptoms of the disability may be exaggerated for dramatic effect. For example, a mental illness and its symptoms may be exaggerated in order for the audience to be aware of the problems that the character is facing.
- 19. Verisimilitude