Meaning theory lecture
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This document discusses concepts related to analyzing meaning in media texts, including: - Denotation vs connotation and providing examples of each - Stereotypes associated with gender, social class, and age - Iconography and expectations for different media genres - Linear vs non-linear narratives and examples of each narrative structure The document prompts the reader to analyze film posters and clips to identify how meaning is communicated through elements like costume, dialogue, and editing techniques.
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This document discusses the narrative structure of films and asks the reader to consider how conventional or unconventional the structure of their chosen text is. It prompts the reader to relate this to other textual elements like genre, themes, ideologies, and character representations. It also provides some points for analysis, such as Todorov's theory of narrative versus portmanteau storytelling, how nonlinear narratives affect character development and themes, and whether the structure enhances the film or is just a stylistic choice.
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This document discusses gender representation in the media and contains questions to help analyze stereotypes. It includes a starter activity where students list adjectives to describe males and females and identify negative stereotypes. Students are asked how they would use camera work, sound, editing, and mise-en-scene to represent common male and female stereotypes in a television drama. They then analyze a clip from Sherlock to identify how gender is portrayed and whether stereotypes are reinforced or challenged through the use of technical elements. Finally, it poses questions to help students argue how the media represents and promotes certain gender stereotypes, and how stereotypes can be challenged.
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The document provides information about a media studies exam on TV drama, including that:
- The exam is in May and 2 hours long, worth 50% of the overall grade
- It has two sections: Section A focuses on TV drama and will be covered in lessons until December 2014.
- The exam will involve analyzing representations (e.g. of gender, age) in TV drama clips by discussing camera shots, editing, mise-en-scene, and more.
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Genre is a way of categorizing text based on style and form conventions. Genres are formed over time as new ones emerge and old ones fade away, and works can fit into multiple genres. A text is classified into a genre by identifying key elements it shares with others in that genre, such as plot points, music, or font. Genre provides audiences with expectations for how elements will be represented. Several genre theorists discuss genres and their conventions, such as them being dynamic over time rather than fixed, and pleasure coming from repetition with variation. Most genre theories can be applied to horror films, which use conventions through iconography and other elements to set expectations.
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Genre signifiers
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The document discusses stereotypes associated with different sexualities. It provides prompts to identify stereotypes for heterosexual males and females, gay males, and lesbian females. Examples of common stereotypes include heterosexual males being tough and dominant, and gay males being feminine and emotional. The document encourages analyzing how media represents these stereotypes through technical elements like camera shots, mise-en-scene, editing, and sound design. Students are asked to examine scenes for stereotypical portrayals and suggest how representation could be revised to challenge stereotypes.
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This document provides instructions for a summer media studies assignment. Students are asked to explore 6 films from two lists that will be studied in their Year 12 course. For 3 films from each list, they need to collect information to answer questions about the film's institutions, audience, genre/conventions, and representations. They can present their findings as either a paper-based portfolio or blog-based portfolio, including summaries and sources. The goal is for students to gain understanding of key areas that will be explored in their upcoming course.
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This document provides information about a British and American Film Topics summer examination for a course. It outlines the three sections of the exam, with Section B focusing on British film topics taught by Mrs. Raji. This section will focus on the horror genre, key elements of narrative and representation, and expectations for understanding two detailed case study films. The document also provides definitions and explanations of genre, codes and conventions, and how they construct meaning and audience experience. Key concepts for film analysis like institutions, representations, and ideology are also introduced.
FM2 Booklet Part 1
Here are some key narrative features that are distinctive in many horror films:
- Non-linear/flashback storytelling that builds mystery and tension.
- Isolation of characters in remote/confined settings that heightens their vulnerability.
- A "final girl" protagonist who is often the last survivor.
- Jump scares and suspenseful build ups that startle the audience.
- Gore and graphic violence used to shock or disturb viewers.
- Twist endings or reveals that subvert expectations.
- Ambiguous or open-ended conclusions that leave threats still lingering.
- Moral or social commentary on issues like sexuality, drugs, or changing social values.
Focusing
Representation
The document discusses representation and stereotypes in media. It states that all media texts offer representations or versions of reality that are intentionally composed by their producers. Representations are fluid and interpreted differently by audiences. Signs and codes in media help audiences make sense of what is being represented. Stereotypes are commonly used as shortcuts but can also perpetuate negative views of groups when overused or in certain contexts. The key areas where stereotypes occur most often are identified as gender, age, ethnicity, sexuality, class, physical ability, and regional identity.
Semiotics and the Practices of Looking (DAPS 6 and 7)
The first document discusses genre theory in film. Genre theory aims to categorize films based on similarities to communicate meanings and make characters more predictable. This allows audiences to know what to expect from a particular genre film, making these films easy to market. The second document covers auteur theory, which originated in France as film critics grew bored with traditional French cinema. Auteur theory examines directors as "authors" of their films. An example of an auteur director is given. The third document discusses concepts like mimesis, social constructivism, and how viewers make their own meanings from representations and images.
Representation
This document discusses various concepts related to media representation including stereotypes, archetypes, countertypes, gatekeepers, and how representation is constructed through things like framing, foregrounding, and backgrounding. It provides examples of how different groups like women, ethnic minorities, and youth are often represented in media through stereotypes. It also discusses theories of representation from scholars like Mulvey on the male gaze, Barthes on myths, and Hall on encoding and decoding media texts. Viewers are prompted to analyze representations in clips and consider how meanings are made and identities positioned through media constructions.
Music theory
The document provides an overview of key concepts related to narrative structure and analysis in media. It discusses three common narrative structures (circular, episodic, and linear), perspectives (restricted vs omniscient), relationships between song and narrative content, and conventions. It also summarizes several theories of narrative including those proposed by Todorov, Goffman, Rowe, Lévi-Strauss, Propp, and Goodwin. Finally, it addresses concepts such as genre, representation, media language, and theorists related to these topics.
The rhetorical situation, argumentation and arrangement
2 lessons on oral communication for students at CBS in Copenhagen studying English and Organisational Communication, 1. term.
Intro to semiotics
Semiotics is the study of signs and how meaning is constructed and understood. It examines the nature of signs and the laws governing them. A sign is anything that signifies something else to an interpreting entity. Signs are composed of a signifier, the physical aspect of the sign, and a signified, the concept or meaning. Meaning comes from the systematic relationships between signs within a system, not from inherent qualities. Signs refer primarily to other signs. Charles Sanders Peirce expanded on Saussure's dyadic model by adding an interpretant, the meaning made by interpreting a sign. Peirce also categorized signs as symbols, icons, or indices based on their mode of representation. Semiotic analysis examines how
Year 11 media studies cover work
This document discusses media representation and how the media presents people, ideas, and events. It defines representation and discusses how the media represents groups through stereotypes. It also notes the importance of questioning representations, as stereotypes can reinforce oversimplified beliefs. Students are asked to analyze clips and discuss how they represent aspects like gender, youth, and stereotypes. Correct representation is important to avoid unfair or negative perceptions of groups.
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A level Representation_Stereotypes, countertypes and archetypes
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Semiotics and the Practices of Looking (DAPS 6 and 7)
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7. evaluation(4)
Nathan Williams evaluated his production process for creating a song for his FMP project. Through research, he aimed to create a song that fit the EDM genre but was unique. He listened to Avicii and Martin Garrix songs to learn about their pulsing beats. Based on this, he created kicks every 3 beats with snares on alternating kicks. However, he found EDM production difficult and switched to a lo-fi style which was easier. Feedback on his lo-fi song praised the sound effects but noted it could be less repetitive and add lyrics. Nathan agreed improvements could make it less repetitive and add vocals in some parts.
6. production reflection(4)
The document describes the process of creating a song using music production software. It discusses experimenting with different beats, instruments, and sounds to layer together. The producer learned about song structure from listening to Avicii and Martin Garrix, and used piano rolls to arrange notes and change parameters like length and velocity. Background sounds of rain and lightning were also added to help set a scene.
5. script
This 3 sentence beat script consists of a kick drum every 4 beats with intermittent snare drums and hi-hats to provide a basic rhythm, along with a simple piano melody playing over the top of the beat. Background rain sound effects are also included to help set the scene.
05. audio
This document outlines the tasks and assessment criteria for a student's audio production project. The student is asked to develop an original audio concept for a local community radio station. They must generate ideas, research existing podcasts and radio broadcasts, experiment with audio production techniques, develop a formal proposal, complete pre-production work, produce the audio piece while reflecting daily, and evaluate their work. The project aims to develop the student's skills in researching, planning, creating, and assessing audio media productions. Upon completing all tasks and meeting the criteria, the student will be assessed on their use of ideas, technology, contextual awareness, creative methods, and ability to communicate ideas through audio.
4. proposal(4)
The audio proposal is for an electronic dance music song aimed at entertaining males and females aged 14-24 from middle-class backgrounds. The working title is unspecified and may change. The genre is house music, consisting mainly of computer-generated music and sounds with a possible repeated line but no speech. The content will not include any offensive, religious, or copyrighted material.
3. production experiments(4)
The document describes the process the author took to create an audio recording of their morning routine script. This included recording themselves speaking the script while leaving 3 second pauses, then importing the recording into Premiere Pro and using the razor tool to cut out silence where sound effects would be inserted. Sound effects found on YouTube were imported and placed in the cut spaces between speech. The author reflected that skills learned like using the razor tool in Premiere Pro and including sound effects could be useful for their final product.
2. research(5)
The document discusses existing music products that use minimal words and speech overlaid on music. It analyzes three examples: "Alone" by Marshmello, "I'm Blue" remix by Kush Kush, and "Here We Go Again" by Marshmello. These examples predominantly use music with only a few repeated words. The document notes this style is similar to what the author wants to create. It also discusses researching how to convey thoughts and emotions without words and targeting an audience aged 14-24 of both genders from middle-class backgrounds with festival-type music.
1. initial plans(4)
This document outlines initial plans to create a 3-4 minute piece of EDM or house music for a final project. The music will use mostly computer generated sounds with some speech and aims to convey thoughts and feelings without lyrics. The creator has chosen this genre and style because they enjoy expressing ideas without words.
2. research(4)
This document discusses research on existing podcasts and documentaries, including common features of those media. It asks what aspects of the research will be incorporated into the creator's own work. The document also addresses analyzing the target audience for the planned work, including their age range, gender, interests, and social status.
3. production experiments
The document describes a series of production experiments using Photoshop tools. The background was set to sky blue using the brush tool. An image of a bush was copied and pasted over multiple layers to stack bushes. An image of a guy with a fish was cut out using the magic wand and eraser tools. A plug badge found online was selected and copied from a magazine. Additional text and images were made using the text tool. Reflection questions ask which experiment elements will be included in the final product and notes about magazine design.
2. research(3)
The document summarizes existing magazine products and provides research analysis. It finds that the magazines all use large featured photos with text layered on top in contrasting colors. They also note that the research indicates including a big featured photo with smaller secondary stories. The document then provides an audience profile, finding the target audience is males ages 14-24 from middle-class backgrounds who will respond positively to balanced messages and imagery.
1. initial plans(3)
Nathan plans to create an anime magazine targeted towards 14-24 year old males. The magazine will take inspiration from Shonen jump series, featuring characters from anime on the front cover and in an article with an accompanying poster. The color scheme will match the anime featured and use bright colors with darker shading. Existing similar magazines are listed that include Otaku USA, Newtype, Anime UK, Animerica, Shonen Jump, Tokyopop, and Weekly Shonen Jump.
7. evaluation (interactive)
The document summarizes an evaluation of an interactive game production process. It notes that the initial research and planning were not as thorough as they could have been, which impacted the overall product. Time management was also an issue, as extra planned features had to be cut due to running out of time. Peer feedback indicated that the animation and drawing were good but could be improved, and that sound effects were needed. The creator agrees sound was lacking and that smoother animation with more frames could have improved realism.
6. production reflection (interactive)
Nathan describes creating a background for a game by using a solid red color and burn tool to darken the sky and add clouds, noting that using a gradient would have looked better as the reflection line dips in some places. He also details copying the basic outline of a skull from an image and adding color, shading, and features to match the game's theme. Additionally, he discusses taking a character from Google, using brush tools to draw pixels, shade, and add color to make it his own style. Finally, he mentions adding a non-functional health bar for detail that he would like to animate if revisiting the project.
5. pre production (interactive)(1)
This document outlines the pre-production, resources, contingency planning, health and safety, and schedule for an animation project. It details the style sheets, software, and hardware needed including Photoshop and a web browser. Potential issues like computer malfunctions are addressed with solutions like keeping backups. Health and safety concerns over repetitive strain and eye strain are to be avoided with regular breaks. An 8-day schedule is provided with tasks for each day such as creating assets, animating, adding sound, and adjustments.
4. proposal (interactive)
This proposal outlines an adventure fighting game called "demon attack" where players control a protagonist battling through demon-filled levels to escape the underworld. The target audience is male gamers aged 14-24 due to mild violence. The game will use 2D side-scrolling graphics to evoke nostalgia for classic retro games. Religious imagery and violence mean it could offend some groups, so younger audiences will be restricted.
3. production experiments (interactive)
Nathan created a 120x80 pixel ghost animation in Photoshop. He drew and colored the ghost, then used keyframes and tweening to animate it moving. Nathan improved the background by adding shading and depth to trees using pencils and gradients. For the final animation, he experimented with keyframes and tweening to make the ghost fade in and out, looking more realistic. In his reflection, Nathan said he would include the tree detailing skills and keyframe/tweening animation techniques in his final Ghost Game product.
2. research (interactive)(1)
Nathan analyzed existing side-scrolling games like Super Mario, Scott Pilgrim vs the World, and Streets of Rage to inform his own game design. While the overall concepts and combat styles were similar, he wanted different art styles and platforms than the blocky bricks seen in Super Mario. Scott Pilgrim and Streets of Rage influenced his color scheme ideas to represent protagonists and antagonists. His target audience is males ages 14-24, with a balanced psychographic that finds purpose in games with morals, and his free mobile game will be accessible to middle-class players.
7. evaluation(3)
The document discusses the production process of a magazine. Research involved learning about the typical layout structures of similar magazines to inform placement of elements like the masthead and articles. Planning was helpful to test different font and color combinations, and layout designs. However, time management was poor, with no details provided. Technical and aesthetic qualities are mentioned but not described. Peer feedback is summarized but not included, with the author agreeing with some feedback and disagreeing with other parts.
06. visual
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Meaning theory lecture
- 2. • Were going to look at a series of characters from film and television • You need to work out whether you believe they are a Good Guy or a Bad Guy and discuss why you made your choice. • You may recognise some characters. Try and discuss your decision only using the information available in the image Communication of Meaning
- 23. Communication of Meaning • Semiotics – The study of signs – Creating meaning from things we observe
- 25. Communication of Meaning Denotations and Connotations are an analytical tool found within semiotics, originally developed by Roland Barthes Have you heard/know the definition of; Denotation? Connotation?
- 26. Communication of Meaning • Denotation: what something is (a dictionary definition). • Connotation: what something can represent. • Example – Snake • Denotation: A limbless, scaly, elongate reptile • Connotation: Devious, cold-hearted and untrustworthy (probably a result of the serpent in the Garden of Eden) • Semiotics is about the connotations of things we observe • We will be looking at the use of semiotics in the Media
- 27. Task • Provide the denotation and connotation of a; – Snake – Flag – Gun • Denotation: what something is (a dictionary definition). • Connotation: what something can represent. • Choose a film poster and analyse the use of; – Colour – Props – Location – Actor/Model
- 28. Communication of Meaning What does the audio suggest about the character?
- 29. Task • Soundtrack – What Genre are they taken from? – What connotations does this music create when used in conjunction with this image? – What does it suggest about the characters or what is about to happen? 1. 2.
- 30. Task • Soundtrack and editing – By changing the soundtrack and editing of a video the meaning of the video changes – http://www.youtube.com/watch?v=sfout_rgPSA – http://www.youtube.com/watch?v=2T5_0AGdFic • Discuss how the genre of the film has been changed through sound and editing techniques
- 31. Communication of Meaning • Stereotypes – This is an exercise in listing cultural stereotypes and may or may not be factual about the group in question. – This is not an opportunity to be offensive but some stereotypes listed existing in British society could be conceived as offensive
- 32. Task • Gender – What stereotypes do we associate with men? – What stereotypes do we associate with women? • Social Status – What stereotypes do we associate with the upper class? – What stereotypes do we associate with the working class? • Age – What stereotypes do we associate with old people? – What stereotypes do we associate with young people?
- 33. Task • List the iconography associated with each genre – Iconography; the aspects of a product we expect to see in that genre • Western • Sci-Fi • Fantasy
- 34. Communication of Meaning • A Narrative • A linear Narrative • A Non-Linear Narrative • Have you heard/know the definition of any of these terms?
- 35. Communication of Meaning • A Narrative – A product’s storyline • A linear Narrative – A storyline that is presented in the order; beginning, middle and end • A Non-Linear Narrative – A storyline that jumps around the product’s timeline; out of order/sequence, flashbacks, flashforwards • Do you know any products that feature a linear or a non-linear narrative
- 36. Communication of Meaning • Watch the clip and make notes on how Power is communicated • Consider; – Costume – Dialogue – Props – Lighting – Camerawork – Editing – Music – Colour
Editor's Notes
- https://www.youtube.com/watch?v=BXoJeLDyVBY