Media and collective identity Teddy boys and Free Cinema
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The document discusses youth media and collective identity through representations of different social groups in films from the 1950s and 1960s. It provides links to footage of Teddy Boys from the 1950s and the films "Mamma Don't Allow" and "We Are The Lambeth Boys" to analyze how different social groups were portrayed. Students are asked to compare representations of Teddy Boys and Hoodies, and discuss the differences in reasons for them. They are also asked about the Free Cinema movement in the UK and how it changed representations in film.
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The teddy boys subculture began in London in the 1950s and spread across the UK, becoming associated with rock and roll music. Teddy boys dressed in zoot suits with drainpipe trousers and crepe-soled shoes, and styled their hair with a quiff or slicked straight back. They initially listened to jazz and skiffle but became known for rock and roll. The media portrayed teddy boys negatively, linking their Edwardian style clothes to criminality. One of the largest teddy boy gang fights involved over 100 teddys at a Leicester fairground. However, the 1959 film "We Are the Lambeth Boys" aimed to provide a more positive portrayal of ordinary British teenagers beyond the usual violent stere
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Teddy Boys were a youth subculture that emerged in the USSR after World War 2. They were enthusiastic about American culture like jazz music and fashion trends. Teddy Boys dressed in drainpipe trousers, broad-shouldered jackets, narrow ties and crepe-soled shoes. Their hairstyles and makeup were also unusual. They created their own dances and slang terms. However, the Soviet government disapproved of the Teddy Boys and their embrace of Western culture. Over time, the movement faded as members grew older and new musical styles like jazz became more accepted in the USSR.
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Punk music emerged in the mid-1970s as a reaction to disco music, shaped by bands like the Ramones. It was started by people inexperienced in traditional music rules, allowing them to break rules easily. England adopted punk to express issues like high unemployment, resonating with rebellious, angry youth who had free time. This led to punk fashion stocked in shops like SEX, owned by Malcolm McClaren who aimed to reinvent New York fashion, eventually founding the iconic Sex Pistols. By the late 1970s, punk was solidified as both a genre and style, spawning subgenres that further pushed boundaries.
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The hippie movement began in the United States in the early 1960s and was influenced by beatnik culture. Hippies advocated for peace, love, freedom, and an alternative lifestyle. They listened to psychedelic rock and folk music and some used drugs like marijuana and LSD. By the late 1960s, aspects of hippie fashion and culture had been assimilated into mainstream society. While the hippie movement declined, elements of their philosophy and culture still influence society today.
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This document summarizes several British youth subcultures that emerged between the 1950s and 2000s. In the 1950s, the Teddy Boys rebelled against their parents' generation through their fashion and embrace of rock and roll music. The 1960s saw the rise of the Mods and Rockers, who differed in their styles and musical tastes. Glam rockers in the 1970s were known for outrageous clothing and makeup. Punk culture emerged in the late 1970s focused on anti-establishment views. New subcultures continued to develop in subsequent decades such as New Romantics, Soul Boys, football hooligans, Lad culture, Chavs, and youth embracing rave culture and drugs.
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The document provides learning outcomes and discussion questions about the films "Bullet Boy" and "Shifty". It asks the reader to summarize each film in under 50 words and provide details about their directors, locations, budgets. It also prompts analysis of how the films represent London, youth culture, Britishness, and different ethnic and religious groups.
Raunch culture worksheet
This document explores the issue of the sexualization of children in the media through three texts. Text A examines music videos and images of female celebrities and asks students to analyze how the artists are represented and what messages are being sent. Text B discusses a BBC article raising concerns about products and images sexualizing girls. Text C analyzes a Daily Mail article that criticizes certain music videos and images as inappropriate and corrupting to youth. Students are prompted to compare the agendas and biases of each news source.
1. ASSIGNED READINGS1) Critical Essay on the Film The Class2.docx
1. ASSIGNED READINGS
1) Critical Essay on the Film The Class
2) The Intouchables racist - French people don't think so and here's why - Slate
3) Untouchable- How did a French comedy about disability become global hit. The Guardian
2. VIEW/ STREAM ONLINE
To stream online the French films:
1
. The Intouchables
.
2
. The Class.
Requirements of Homework:
1. Discussion:
Share TWO posts on the discussion forum designed for Module 3, in response to ALL of the following questions.
Two
posts must be individual contributions:
Your assigned readings show that the French film
Intouchables
was received with mixed reactions nationally and internationally. Discuss this idea using examples from your readings to explain why this was the case.
Discuss and compare how social conflict is represented in both
The Intouchables
and
The Class
by answering the following questions:
1). How does the film
The Intouchables
signal
differences
that exist between the two main characters? How do those differences reflect social realities and
biased social
perceptions of difference
in France? How does the film portray the ways both characters come to form meaningful connections,
affirming self-perceptions (to counter biased social perceptions of their difference)
and bonding experiences despite their
differences
?
2). What kinds of struggles do students face at school in the film
The Class
as a direct result of class and racial differences
? What are the consequences of those struggles? What challenges do teachers face? What factors contribute to those challenges? How do they attempt to resolve them?
2. Assignment:
Question/Prompt:
Please answer ALL of the following 3 questions:
Summarize what you learned from this week’s
three
assigned readings, by indicating how they help us understand the setting, themes and social issues explored in the films
The Intouchables
and
The Class
. Illustrate your points by using
specific
examples
directly
from
the assigned readings.
In the film
The Class
, how is the figure of the teacher portrayed in this film? How does he respond to the struggles faced by the students? How does the school experience of the students shape their sense of identity? Choose one character from the film and offer an analysis of his/her dilemmas/struggles and their school experience and how it mirrors larger social issues that affect contemporary French society.
In the film
The Intouchables
, what do
you
consider to be a strength and/or a weakness in the film’s character portrayal and the social issues it explores (immigration, disability, class relations, race relations)? Does the film advance our understanding of these realities in France? If so, how does it do so? Give specific examples directly from the film to illustrate your points.
.
EVALUATION 2
The document discusses how the media product represents certain social groups. It focuses on teenagers and how they are commonly portrayed in social realism films and right-wing media. Specifically, it notes that the film aims to represent teenagers accurately by using locations, costumes, and characters that fit stereotypes - including having the main character be a mixed-race teenager in a hoodie. Right-wing newspapers tend to portray teenagers more negatively through headlines calling them "thugs" and "mobs" and images showing them as careless or dangerous. By capturing these elements of representation, the media product aims to match the portrayal of teenagers in other similar films and media.
I am a loser powerpoint 1
The document discusses how the media product represents certain social groups. It focuses on teenagers and how they are commonly portrayed in social realism films and right-wing media. Specifically, it notes that the film aims to represent teenagers accurately by using locations, costumes, and characters that fit stereotypes - including having the main character be mixed race, using hoodies and tracksuits as costumes, and setting it in a working-class neighborhood shown at night. The document also analyzes how right-wing newspapers tend to portray teenagers more negatively through headlines calling them "thugs" and images showing them as reckless or threatening. The media product aims to align with these typical representations of teenagers.
MTV Public Relations Plan Power Point
This document provides a public relations plan to rebrand MTV by moving away from reality television shows and focusing more on music. It analyzes MTV's target audience of 12-34 year olds and profiles specific members to understand their preferences. The plan outlines overall business objectives to reconnect with viewers and advertisers. A SWOT analysis examines MTV's strengths like its influence over youth culture but also weaknesses like catering to fleeting interests. The plan identifies problems with shows like Jersey Shore, such as losing advertisers and negatively influencing youth, and proposes opportunities to partner with music festivals. The goal is to restore MTV's image and focus on music, youth, and diversity.
Mtv powerpoint
This document provides a public relations plan for rebranding MTV. It begins with background on MTV's target audience as 12-34 year olds who watch reality shows like Jersey Shore and Teen Mom. It then introduces 5 target audience members who want to see less reality TV and more music-related content. The plan outlines objectives to reconnect with this audience and gain advertiser respect. A SWOT analysis notes strengths like True Life but weaknesses like catering to fleeting interests. The plan discusses problems with shows like Jersey Shore upsetting viewers and causing advertisers to flee. It proposes opportunities like sponsoring music festivals to promote education and talent over reality television.
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1. ASSIGNED READINGS1) Critical Essay on the Film The Class2.docx
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