Media evaluation 2
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This document discusses how a media product represents certain social groups through its characters. It notes that teenage actors are used to appeal to a 15-22 demographic, portraying stereotypical loud and athletic teenagers. The male characters follow gender stereotypes of being boisterous and competitive, while the female character subverts expectations by being the antagonist rather than the damsel in distress. Regional identity is represented through the male actors' use of words like "safe" and "yo" implying they are from London, portraying a stereotype of working class Londoners as common.
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This document discusses issues around the portrayal of gender in popular culture. It examines examples of lyrics from hip hop music that contain explicit misogyny and objectification of women. It also discusses debates around whether certain music videos and media depictions reinforce patriarchal and sexist attitudes or attempt to subvert them. The document raises topics like cultivation theory, which proposes that repeated exposure to certain representations in media can influence people's views of the real world. It also discusses the concept of misandry, or hatred of men, and whether some media portrayals stereotype men in a negative or silly light. Overall, the document presents a wide range of perspectives on the complex interplay between gender, media, and society.
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Stereotypes of black women that originated during slavery still persist today and perpetuate harmful narratives. The "Mammy" depicts black women as obedient servants, the "Sapphire" portrays them as angry and emasculating, and the "Jezebel" presents them as hypersexual. These stereotypes justified the oppression of black women and ignore diversity within the community. They shift blame for inequality away from flawed institutions and onto individuals. While some media aims to celebrate diversity, it also perpetuates stereotypes for profit. Overcoming deeply entrenched stereotypes requires recognizing how they damage black women and reinforce systems of racism and sexism.
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This document discusses representations of gender and stereotypes in media. It examines how music videos typically portray men and women according to cultural norms of masculinity and femininity. It also defines and discusses the concepts of misogyny and how misogynistic lyrics are present in some hip hop music. Different perspectives are presented on whether certain music videos and lyrics empower women or are degrading towards them. The document concludes by defining stereotypes and examining their role in representation, as well as introducing the related concept of the "countertype".
Remake Proposal
The document proposes a remake of Edward Scissorhands called Emma Scissorhands, starring Emma Watson and Robert Pattinson. Emma would take on the role originally played by Johnny Depp, as a young woman with scissor hands who is accepted by a small town through her origami art. Robert Pattinson would play the role of the man who looks past her scissorhands and falls for her kind heart. The target audience for the film would be fans of Tim Burton films, the lead actors, and romance/drama/fantasy genres, particularly women ages 20-30 in the US and UK. The film aims to convey the message that everyone deserves acceptance regardless of their differences.
African american images in the media
The document discusses stereotypical portrayals of African Americans in media such as television, news broadcasts, and music videos. It notes that African American men are often depicted as athletes, musicians, criminals or unemployed, while women are shown as the "Mammy", "Jezebel", or "Sapphire" stereotypes. The document also examines how the overrepresentation of black criminals on news can prime viewers to associate African Americans with crime and how negative portrayals may impact the perceptions and ambitions of young black people. It suggests increasing representation of African Americans in creative and decision-making media roles to help improve these images over time.
Five common black stereotypes in tv and film
African Americans continue to face stereotypical portrayals in television and film, according to this analysis. Common stereotypes include the Magical Negro, a character with special powers who exists solely to help white characters; the Black Best Friend, who guides white protagonists through crises while having no life of their own; Thugs, who are disproportionately depicted as criminals without exploring societal factors; Brash Women, portrayed as loud and aggressive; and Domestics, historically shown in servant roles. These stereotypes are problematic as they reduce complex portrayals of African Americans and ignore the realities of racism.
Representation ethnicity
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.
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Stereotypes of black women that originated during slavery still persist today and perpetuate harmful narratives. The "Mammy" depicts black women as obedient servants, the "Sapphire" portrays them as angry and emasculating, and the "Jezebel" presents them as hypersexual. These stereotypes justified the oppression of black women and ignore diversity within the community. They shift blame for inequality away from flawed institutions and onto individuals. While some media aims to celebrate diversity, it also perpetuates stereotypes for profit. Overcoming deeply entrenched stereotypes requires recognizing how they damage black women and reinforce systems of racism and sexism.
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The document proposes a remake of Edward Scissorhands called Emma Scissorhands, starring Emma Watson and Robert Pattinson. Emma would take on the role originally played by Johnny Depp, as a young woman with scissor hands who is accepted by a small town through her origami art. Robert Pattinson would play the role of the man who looks past her scissorhands and falls for her kind heart. The target audience for the film would be fans of Tim Burton films, the lead actors, and romance/drama/fantasy genres, particularly women ages 20-30 in the US and UK. The film aims to convey the message that everyone deserves acceptance regardless of their differences.
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The document discusses stereotypical portrayals of African Americans in media such as television, news broadcasts, and music videos. It notes that African American men are often depicted as athletes, musicians, criminals or unemployed, while women are shown as the "Mammy", "Jezebel", or "Sapphire" stereotypes. The document also examines how the overrepresentation of black criminals on news can prime viewers to associate African Americans with crime and how negative portrayals may impact the perceptions and ambitions of young black people. It suggests increasing representation of African Americans in creative and decision-making media roles to help improve these images over time.
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Representation ethnicity
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.
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This document discusses stereotypes of heterosexuality, homosexuality, and how media representation of LGBT individuals has changed over time. It notes that historically, homosexuality was viewed negatively and often pathologized in media and society. However, more recent legislation supporting same-sex marriage and changing social attitudes have led to more positive and nuanced portrayals of LGBT characters and relationships in television shows. While stereotypes still exist, mainstream media coverage has increasingly moved to "symbolically annihilate" homophobia rather than LGBT individuals themselves.
Representation gender
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.
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Question 2
The document summarizes how a media product represents different social groups through its characters. It has a female protagonist as the hero of an action film to counter stereotypes, while keeping a male villain to follow conventions. The protagonist is middle class to represent her well-paid job as a spy. The villain dresses in dark hoodies and clothes to indicate his criminal status. Both main characters are young, in their early 20s, as action films generally feature physically active young people.
Representation
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Representation
This document discusses representation in media and society. It defines representation as how a person or group is presented to the public, and identifies common forms of representation such as gender, class, age, ethnicity, region, sexuality, and ability. It then provides examples of how each of these groups is typically represented. The document also summarizes some key theories about representation from scholars like John Berger, Bell Hooks, Laura Mulvey, and Stuart Hall. Finally, it discusses how the protagonist and antagonist are represented in a specific media production.
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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.
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The document discusses common stereotypes that are portrayed in films based on binary opposites such as gender, age, ethnicity, sexuality, class, physical ability, and regional identity. For each binary pair, it lists stereotypical traits that are often associated with or portrayed for each group, as well as examples of films that exemplify or play on those stereotypes. The document aims to highlight the overgeneralizations and simplified representations that are frequently seen in films when depicting various social groups and identities.
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Representation sexuality
This document discusses the representation of sexuality in television drama. It outlines several common stereotypes seen in portrayals of gay, lesbian, and other non-heterosexual identities, such as the feminine gay man, the closeted gay man, and the lesbian with masculine traits. It also notes that media often rely on stereotypes that associate gay men with femininity and lesbians with masculinity. However, the document states that representation has begun to shift with increased gay rights and acceptance, allowing for more diverse portrayals.
461 DQ1
The document discusses three articles about representations of gender and sexuality in media. The first article argues that while women have more sexual freedom, men are still portrayed as having entitlement over women in commercial sex. The second discusses recurring themes of innocence for females and traditional masculinity for males in teen dramas. The third examines Chaz Bono's transition and how he was represented differently on Dancing with the Stars versus his own documentaries. The discussion questions ask why women are still misrepresented in media and if this stereotyping helps teen dramas, and what factors kept Bono at the media center while on Dancing with the Stars.
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The document categorizes social groups that characters can belong to, including class, race, age, gender, and sexuality. It analyzes the social groups of five main characters - Oliver Maloney, James Waymont, Will Gent, and Arjun Nayar. All characters are described as middle-class, Caucasian males except for Arjun Nayar who is Asian. Their ages range from 17-18 years old. Gender and sexuality are addressed briefly.
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The document discusses representation in media and how it constructs our understanding of reality. It argues that all media representations are selective and involve interpretation. Representations that are frequently used can come to feel natural and unmediated. The media represents different social groups in both positive and negative ways through stereotypes. Negative representations of minorities often inflame fear and hatred. Changing representations requires changing the power structures that exclude certain groups from the production process.
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This document summarizes the portrayal of black people in 20th century movies and television in the United States. It discusses early racist films and characters like Stepin Fetchit. It also covers breakthrough performances by Lena Horne and Sidney Poitier who portrayed black people in more honest roles. The civil rights era brought an end to openly racist cartoons and shows. In the 1970s, black sitcoms and blaxploitation films emerged, though some relied on stereotypes. By the late 20th century, films sought to portray black experiences more authentically.
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The document discusses the "commodification" of women in Indian cinema. It notes that many popular item numbers portray women as objects for male pleasure through scantily clad dancing. While some women-centric films address women's issues, they are rare. The film industry tends to rely on cultural stereotypes and objectification of women to generate revenue. However, the situation is complex as some recent popular item numbers were choreographed by women. The document argues that films reflect society, and changing women's portrayals in cinema could help shift societal attitudes over time.
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The document discusses portrayals of racial and ethnic groups in television and film media. It focuses on common stereotypes faced by Black women, Black men, Latinas, and Whites throughout history. For Black women, the stereotypes of Mammy, Jezebel, and Sapphire are described. For Black men, the stereotype of Sambo originated during slavery and continued through minstrel shows and early television portrayals. Common stereotypes of Latinas as the virginal Señorita or spicy spitfire are also outlined. The impacts of these persistent stereotypes on self-image and societal views are examined.
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The document discusses possible effects of films on audiences and issues of representation in Disney's Star Wars: The Force Awakens. It analyzes several media effects theories and their potential application to the film, such as the hypodermic needle theory, two-step flow theory, and uses and gratifications theory. It also examines representations of race, gender, age, and sexuality in the film, and debates around these topics. Finally, it outlines some legal issues around discrimination and copyright as well as ethical issues concerning violence in the film.
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Tyler Perry's 2005 film "Diary of a Mad Black Woman" is analyzed to determine if it perpetuates or challenges black stereotypes. Several characters, like Madea and Uncle Joe, are found to reinforce negative stereotypes like criminality and laziness. While the film aims to entertain its target black audience, its widespread popularity means these exaggerated stereotypical portrayals may misrepresent black culture to many viewers unfamiliar with the community. In the end, despite some redeeming themes, Perry's work is seen to perpetuate prejudices through the controlling images portrayed.
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Stereotypes of gender, age, class, disability and region are commonly portrayed in media. Females are often shown as caring for family while males provide financially. Younger people may be associated with crime while elders are depicted as rude or boring. Working class characters are less intelligent with basic jobs while middle/upper classes are well-educated and wealthy. Disabilities are portrayed as making people weak outsiders. Regional identities are stereotyped through speech, costumes and lifestyle portrayals like Scots wearing kilts. These stereotypes influence perceptions but overgeneralize large groups of diverse people.
Question 2
The document summarizes how a media product represents different social groups through its characters. It has a female protagonist as the hero of an action film to counter stereotypes, while keeping a male villain to follow conventions. The protagonist is middle class to represent her well-paid job as a spy. The villain dresses in dark hoodies and clothes to indicate his criminal status. Both main characters are young, in their early 20s, as action films generally feature physically active young people.
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Similar to Media evaluation 2
Representation
This document discusses representation in media and society. It defines representation as how a person or group is presented to the public, and identifies common forms of representation such as gender, class, age, ethnicity, region, sexuality, and ability. It then provides examples of how each of these groups is typically represented. The document also summarizes some key theories about representation from scholars like John Berger, Bell Hooks, Laura Mulvey, and Stuart Hall. Finally, it discusses how the protagonist and antagonist are represented in a specific media production.
Representation
This document discusses representation in media and society. It defines representation as how a person or group is presented to the public, and identifies common forms of representation such as gender, class, age, ethnicity, region, sexuality, and ability. It then provides examples of how each of these groups is typically represented. The document also summarizes some key theories about representation from scholars like John Berger, Bell Hooks, Laura Mulvey, and Stuart Hall. Finally, it discusses how the protagonist and antagonist are represented in a specific media production.
Representation
This document discusses representation in media and society. It defines representation as how a person or group is presented to the public, and identifies common forms of representation such as gender, class, age, ethnicity, region, sexuality, and ability. It then provides examples of how each of these groups is typically represented. The document also summarizes some key theories about representation from scholars like John Berger, Bell Hooks, Laura Mulvey, and Stuart Hall. Finally, it discusses how the protagonist and antagonist are represented in a specific media production.
EQ2
The document discusses how two social groups, a young male and teenage female, are represented in a film opening. The young male conforms to negative stereotypes by trespassing and using profanity, portraying the group as mischievous. The teenage female challenges stereotypes through her strange behavior and interest in violence, shown by a wooden plank, but also displays some stereotypes by carrying a doll and wearing white. Overall, the two social groups are represented in contrasting ways through conforming and opposing common stereotypes.
How does your media product represent particular social groups?
The document discusses how two social groups, a young male and teenage female, are represented in a film opening. The young male conforms to negative stereotypes by trespassing and using profanity, portraying the group as mischievous and crude. The teenage female challenges stereotypes through her strange behavior and clothing in a derelict setting not usually associated with her group, though she retains some stereotypical innocent traits through her doll and white dress. Overall both groups are represented as conforming to and opposing common stereotypes.
How does your media product represent particular social groups?
The document discusses how two social groups, a young male and teenage female, are represented in a film opening. The young male conforms to negative stereotypes by trespassing and using profanity, portraying the group as mischievous and crude. The teenage female challenges stereotypes through her strange behavior and clothing in a derelict setting not usually associated with her group, though she retains some stereotypical innocent traits through her doll and white dress. Overall both groups are represented as conforming to and opposing common stereotypes.
How does your media product represent particular social groups?
This document discusses how different social groups are represented in a media product. It notes that the target audience is the middle class, as shown through the mise-en-scene of a suburban house, electronic goods, and comfortable lifestyle. It also represents a white, heterosexual male gender and casts a teenage boy in a lead role to subvert typical horror film tropes of weak females being the first to die. The intended viewing age is also noted as 18-28 years old.
Evaluation Q2
This document analyzes how a teen drama film represents teenagers. It discusses that the film focuses on a group of teenagers hanging out at a shisha cafe late at night. One teenager leaves and is attacked and beaten on his way home. The film portrays common stereotypes of teenagers as deviant and violent. It also notes that continued negative media portrayals could lead teenagers to conform to these stereotypes over time. Psychographic analysis finds that the film depicts typical teenage interests like socializing at cafes. Demographically, the film has a predominantly male cast from various ethnic groups, most characters having low education and income levels.
Sci fi Representation
This document discusses representation in science fiction films. It begins by defining representation and noting that all representations reflect biases. It then examines common character types in science fiction films, such as heroes, victims, and authorities. Two film trailers are analyzed for examples of these characters. The document also discusses how stereotypes are often used as shortcuts but can promote oversimplified or biased views. It provides examples of countertypes that challenge stereotypes. Finally, it considers how gender is commonly represented in films and posters, often reinforcing unrealistic ideals of masculinity and femininity. The key ideas are that science fiction frequently relies on stereotypes and biased representations that could influence viewers' perceptions of normality.
Representation presentation
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how females, minorities, the young, the elderly, and disabled individuals are often portrayed through stereotypes. However, it notes representation of disabilities in media is improving, with more disabled actors and athletes gaining recognition as role models.
Analysis science fiction representation
This document discusses representation and stereotypes in science fiction films. It notes that all representations are biased based on the producers' perspectives. Stereotypes are oversimplified views of groups that are commonly used in films for convenience. While stereotypes can reinforce certain ideologies about gender, race, ability, etc., countertypes offer non-stereotypical representations that can challenge traditional views. The document examines examples of character and gender stereotypes and asks students to consider whether non-stereotypical films are possible and how media representations may influence viewers' perceptions of reality.
Science fiction representation
This document discusses representation and stereotypes in science fiction films. It notes that all representations are biased by what is included or left out, and reflect the ideas of the producers. Stereotypes are oversimplified views of groups that are commonly used in films for convenience. While stereotypes can be easily recognized, they do not represent the full diversity of people and can reinforce false impressions of what is normal. The document examines common stereotypes in science fiction films, such as the hero always being young, white, and male, and calls for more non-stereotypical representations in films.
Representation presentation
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how each of these groups are commonly stereotyped - for instance, females are often portrayed as weaker than males, ethnic minorities are negatively stereotyped, and the disabled are sometimes shown as pitiable or laughable. However, the representation of some groups like the disabled is improving, with some shows and brands providing more positive portrayals and roles for people of diverse backgrounds.
Representations
The document discusses various issues surrounding the representation of different groups in TV drama, including age, race, gender, class, disability, and regional identity. It provides examples of common stereotypes used to portray each group, such as rebellious teens or forgetful old people to represent age; criminal or intelligent stereotypes for different races/ethnicities; clothing and possessions used to indicate class; emphasis on beauty, relationships and emotions for women versus strength and independence for men in terms of gender; people with disabilities sometimes being bullied or looked down upon; and regional stereotypes like Scots loving the outdoors or drinking for identity.
Theories of Representation
Media texts often use representation and stereotypes to quickly communicate messages to audiences. Representation involves how people and groups are portrayed to audiences. Stereotypes allow audiences to easily recognize character types. This is important for short-form media like advertisements, soap operas, and music videos. It is also used in blockbuster films and action adventures to simplify narratives and make it clear who is good and who is bad. Common areas of representation discussed include gender, race, heroes and villains, class, and locations. Theories about representation, stereotypes, and how characters fit into concepts like binaries, character archetypes, protagonists and antagonists, ideology, and fear of others can be applied when analyzing media texts.
Representation 1
Media representations are constructions rather than mirrors of reality. They are intentionally composed by producers and represent someone's concept of existence through signs and symbols. When studying media, it is important to analyze who produced the representation, what is being represented, and how and why it is represented in that particular way. Representations of gender, race, age and other identity factors are often based on stereotypes that can reinforce societal prejudices if accepted uncritically.
Gender 2
The document discusses representations and stereotypes in media. It makes the following key points:
1) Stereotypes are socially constructed and reflect dominant ideologies, which can be reinforced or challenged by media representations.
2) Two 1990s sci-fi blockbuster films featured black heroes who went against previous negative stereotypes, creating new "countertypes." Countertypes oppose existing stereotypes but may become stereotypes themselves if too popular.
3) Representations in media are someone's version of reality, not reality itself, and the audience decodes the media's encoded messages differently based on their own perspectives.
Eval 2
The document discusses representation of social groups in media. It analyzes how the film "Adulthood" and the character "Steeze" in the author's own media product represent young urban male skaters. Both portray stereotypes of being angry, violent, and detached. However, the author's piece also shows the potential for skating to help these youth better themselves and escape urban deprivation. It questions whether this balances positively representing male teenagers with darker aspects of their reality around pressure, loneliness, and crime.
Evaluation Criteria 2
This document discusses how media represents teenagers and different social groups. It analyzes the portrayal of teenagers in both left-wing and right-wing UK newspapers. Right-wing newspapers tend to portray teenagers in a more negative light, focusing on stereotypes like hoodies, tracksuits, and troubled neighborhoods. The document also discusses how the filmmakers represented teenagers in their own media product by dressing actors in dark costumes, using a mixed-race protagonist, and filming in a run-down neighborhood setting to match stereotypes commonly seen in other "social realism" films about working-class British youth.
AS Media Studies - Section A - answering the question
The document provides information on analyzing representations in media texts, including:
- Representations of gender, age, ethnicity, sexuality, class, ability can be stereotypical.
- It identifies common stereotypes of different groups, such as the helpless elderly, criminal youth.
- Textual analysis examines camerawork, editing, sound, and mise-en-scène to understand how representations are constructed.
- Questions may ask to analyze one or more of these technical elements in a provided media extract.
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How does your media product represent particular social groups?
How does your media product represent particular social groups?
How does your media product represent particular social groups?
How does your media product represent particular social groups?
How does your media product represent particular social groups?
How does your media product represent particular social groups?
AS Media Studies - Section A - answering the question
AS Media Studies - Section A - answering the question
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Media presentation 1.1+
Your media product uses forms and conventions from real media in several ways. It employs traditional tense horror music like heartbeat sounds and loud sudden noises to set the atmosphere for viewers. The use of the heartbeat sound specifically was developed from the iconic Jaws theme music from one of the films you analyzed. You also developed the idea of rapidly increasing non-diegetic sound to build tension in your film.
Presentation 7+
The document discusses using media equipment such as microphones and cameras for filming. Originally, the author did not understand how to operate the equipment correctly. However, after more practice on preliminary tasks, the author was able to develop their skills in using the equipment to create a well-designed media product for the main task.
Presentation 7+
The document discusses using media equipment such as microphones and cameras for filming. Originally, the author did not understand how to operate the equipment correctly. However, after more practice on preliminary tasks, the author was able to develop their skills in using the equipment to create a well-designed media product for the main task.
Presentation 7
The document compares the learning from a preliminary task to a full product task in developing a film. For the preliminary task, the document records that only simple dialogue was recorded using a microphone without any added non-diegetic sound in post-production to enhance horror or tension. For the main task, the document records that both diegetic and non-diegetic sound was recorded along with dialogue for characters, and non-diegetic post-production music was added using programs like Logic Pro and GarageBand to create tension with sounds like heartbeats.
Media question 7.2
The soundman recorded all the sound, both diegetic and non-diegetic, in their film. This included the dialogue between characters to advance the story, as well as non-diegetic sound to signify the genre of the film. The soundman was responsible for capturing and recording all audio elements.
Media question 7.1
The document discusses what was learned from a preliminary task to a full product. Specifically, it notes that the importance of sound in the horror genre was learned. A heartbeat sound was created by modifying the Jaws theme music to generate tension for the full product.
Media evaluation 5
The document summarizes feedback from a 28-member audience on a student film showcase. Graphs and analysis show that the majority understood the storyline, felt it was like a film beginning, thought the titles helped comprehension, identified the genre as horror, felt sound fit well with images, and agreed editing suited the film and made it easy to understand.
Media evaluation 1.5
We developed the idea of using rapidly accelerating non-diegetic sounds like the iconic Jaws theme music. For our film, we used a heartbeat sound that got faster as the main character was abducted. This created tension through applying the same principles as the Jaws score to our own film.
Media evaluation 1.7
The document discusses using individual skills in editing, lighting, camera angles, and diegetic and non-diegetic sound to challenge conventions and create feelings in viewers. It mentions using a team's skills to manipulate media elements to develop certain viewer responses.
Media evaluation 1.6
The film aimed to follow conventions of the horror genre but strayed from using makeup like blood due to a tight student budget. Audience feedback also influenced conventions that were followed or strayed from. The film aimed to challenge some forms and conventions while keeping within the genre.
Media evaluation 1.6
This film aimed to challenge conventions of the horror genre while keeping within its tight student budget. It followed general conventions of the horror franchise but strayed from the typical use of makeup like blood. Creative decisions were also informed by audience feedback.
Media evaluation 1.4
The film uses lighting effects effectively to develop feelings of fear in the audience by portraying sections at night and showing the main character defeated in a dark room, which conveys an element of terror.
Media evaluation 1.3
Our film uses forms and conventions of real media products to create a tense horror atmosphere for the audience through the use of traditional horror music such as heartbeat sounds and loud sudden sounds.
Media evaluation 1.3
Our film uses forms and conventions found in real media by incorporating tense horror music such as the heartbeat sound and loud sudden sounds to set an atmosphere for the audience.
Media evaluation 1.3
The document discusses how a student film uses, develops, and challenges conventions of real media products. It uses traditional horror music and lighting to set an atmosphere of fear. It develops the idea of suspenseful "jaws attack" music. While generally following horror conventions, it challenges conventions by not using makeup or blood for budget reasons, relying instead on editing, lighting, camera angles, and sounds to create feelings in the audience.
Media evaluation 1.2
This short document asks how our media product uses, develops, or challenges the forms and conventions of real media products. It focuses on understanding how our creation compares to actual media that exists. In just a few words, it prompts analysis of how our work relates to professional media representations.
Media evaluation 2
The document discusses how a media product represents certain social groups including teenagers, Londoners, and women. For teenagers, it uses teenage actors and depicts events they can relate to. For Londoners, it is set primarily in West and North London with modern London dialogue. For women, it challenges the damsel in distress trope and instead portrays the female character as dark, mysterious, and threatening who gets revenge on men who treat her negatively.
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Media evaluation 2
- 1. 2) How does your media product represent certain social groups?
- 2. Age • We use teenage actors to appeal to our 15-22 demographic. • The actors portray a stereotypical type of teenagers as disrespectful, loud and athletic.
- 3. Gender • The boys follow the gender representations of being boisterous and competitive. • However the female character goes against Propps character theory of the expected ‘damsel in distress’ and is instead the antagonist. My product is contradictory to normal films as the males are made the victims which also goes against genre convention. Our female antagonist from ‘The Wrong Path’ A female victim character from ‘Jaws’
- 4. Regional Identity • We as a group represent regional identity through accent and idiolect. For instance use of the words ‘safe’ and ‘yo’ imply the boys region as from London. • A stereotype of londoners is of either upper class, posh, rich and/or snobby. Another stereotype of londoners is of being working class, poor, violent and/or common. My films male actors follow the ‘common’ stereotype which shows their regional identity.