New media representaion and stereotypes
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The document discusses representations and stereotypes in media across various social groups and identities. It provides examples of how gender, age, ethnicity, sexuality, class, status, physical ability, region and other groups are commonly represented or stereotyped. These include stereotypes that present older adults as frail, teenagers as moody, upper classes as snobby, homosexual males as feminine, people with disabilities as helpless, and regional stereotypes like people from Newcastle as party-goers who drink excessively. The document stresses that media representations provide a particular perspective and that stereotypes involve overgeneralizing groups.
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Representations and stereotypes
This document discusses representations and stereotypes related to various social groups. It outlines how media can represent gender, age, ethnicity, sexuality, class, status, physical ability, region, and more. It also discusses common stereotypes associated with these groups, such as age stereotypes portraying old people as frail with grey hair and teenagers as moody, or gender stereotypes depicting feminine people as liking pink and cooking and masculine people as liking cars and science. Overall, the document examines how social groups are often portrayed and stereotyped in media.
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This document discusses representations and stereotypes in media based on gender, age, ethnicity, sexuality, class, status, physical ability, and region. It provides lists of how different groups are commonly represented or stereotyped, such as males being represented as masculine and females as feminine. It also gives examples of common stereotypes for categories like age (teenagers being spotty and moody), gender (feminine people liking pink and cooking), and region (people from Newcastle dressing tarty and partying a lot). Overall, the document outlines how different groups are typically portrayed in media and common stereotypes associated with these groups.
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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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This document discusses representations and stereotypes related to gender, age, ethnicity, sexuality, class, status, physical ability, and regional identity. It notes that representations are how media portrays groups from a certain perspective, while stereotypes involve grouping things based on how they are commonly presented, mainly regarding people. Several examples are given of representations and stereotypes for each category.
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The document discusses race, ethnicity, sex, and gender. It defines key terms like race, ethnicity, prejudice and discrimination. Some main points are:
1) Race is not biologically real, as there is more genetic variation within races than between them. However, race is still culturally and socially very real.
2) Prejudice involves cognitive, emotional, and behavioral components like stereotyping, discrimination, and microaggressions.
3) Contact with other groups tends to reduce prejudice when there is equal status, common goals, cooperation, and social norms promoting equality. However, not all contact reduces prejudice.
4) Sex refers to biological differences while gender involves cultural roles and expectations of
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Representations and stereotypes
This document discusses representations and stereotypes related to various social groups. It outlines how media can represent gender, age, ethnicity, sexuality, class, status, physical ability, region, and more. It also discusses common stereotypes associated with these groups, such as age stereotypes portraying old people as frail with grey hair and teenagers as moody, or gender stereotypes depicting feminine people as liking pink and cooking and masculine people as liking cars and science. Overall, the document examines how social groups are often portrayed and stereotyped in media.
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This document discusses representations and stereotypes in media based on gender, age, ethnicity, sexuality, class, status, physical ability, and region. It provides lists of how different groups are commonly represented or stereotyped, such as males being represented as masculine and females as feminine. It also gives examples of common stereotypes for categories like age (teenagers being spotty and moody), gender (feminine people liking pink and cooking), and region (people from Newcastle dressing tarty and partying a lot). Overall, the document outlines how different groups are typically portrayed in media and common stereotypes associated with these groups.
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This document discusses representations and stereotypes related to gender, age, ethnicity, sexuality, class, status, physical ability, and regional identity. It defines representations as how media portrays groups and topics from a certain perspective, while stereotypes refer to overgeneralized groupings of things or people. Several examples of representations and stereotypes are provided for each category to illustrate common ways different groups are portrayed in media and perceived by others.
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The document discusses how gender is socially constructed and reinforced through various institutions including family, education, religion, media, and the state. It examines how media in particular helps define appropriate roles, qualities, behaviors, and value associated with each sex. The media creates stereotypes about gender realities and perpetuates the existence of gender through the portrayals and definitions it promotes. It conditions gendered experiences by reinforcing narrow ideas about how men and women should look, act, and what they can achieve. The media industry also provides many career opportunities for both men and women.
Representation
This document discusses different ways that individuals can be represented based on their gender, regional identity, age, ability, ethnicity, sexuality, class, and status. It provides examples of common stereotypes associated with each of these categories. For instance, it notes that females are often portrayed as weak while males are strong, and that upper class individuals may be represented as rich or posh compared to lower class criminals. The document also summarizes several theories of representation, such as how stereotypes can reflect society, help audiences understand meanings, or be presented from a male gaze.
Issues in Children's Literature
This document discusses several issues that arise in children's literature, including censorship, exposing children to inappropriate content, violence, sexuality, sexism, racism, changing family structures, and death. It notes debates over violent scenes in traditional stories like Hansel and Gretel and nursery rhymes. Sexism is a concern in how gender roles are portrayed. Racism and regionalism can promote stereotypes. Guidelines are provided for literature teachers to evaluate books, including ensuring characters are not stereotyped and solutions presented are fair and balanced.
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This document discusses generational differences in teaching styles and student expectations. It outlines characteristics of the Baby Boomer, Gen X, and Millennial generations. Baby Boomers value teamwork and personal growth. They had large class sizes and questioned authority as students. Gen Xers are pragmatic and self-sufficient due to divorce rates during their childhood. They distrust authority and want independence. Millennials are civic-minded, optimistic, and expect technology and customer service. They have high expectations for satisfaction from colleges.
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Sociology also talks about the sex gender and ethnicity in the society.pptx
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1 log line
The Better Date is a short comedy drama about two friends competing to prove who was the better date while waiting for paternity test results from the same girl to determine who fathered her child.
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This document appears to contain a series of animated GIF images. It does not contain any written text or clear narrative. As such, it is difficult to provide a high-level summary in 3 sentences or less without making assumptions about the intent or meaning of the images. The document seems to be primarily visual in nature without an obvious overall message to summarize.
Electronic portfolio
This document is a 40 page report that includes images and graphics. It covers various topics over its 40 pages but provides no other contextual information or identifiable content.
Eval 3
The document summarizes feedback from the target audience, aged 18-25, on various aspects of an advertising campaign. The audience felt the TV ads would be effective at raising awareness due to their realistic portrayal of common situations. They thought the radio ad would reach a wide audience but the pop-up may be ignored. Overall, the campaign appealed to the target age group as binge drinking is a common issue they face. Suggestions to improve included showing different characters and concluding the story.
Evaluation q 4
During the construction of their media project, the student used various technologies at different stages:
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- An Apple Mac to store, save, and edit filmed/photographed content. It also allowed exporting finished pieces to sites like YouTube.
- Word was used to create documentation during planning. Premier Pro and Photoshop were used to create the finished advertisements.
- Online platforms like YouTube, Google, and social media were used for research, feedback, and uploading finished work.
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This document profiles 20 photographers and their artistic styles. It summarizes each photographer's approach, such as combining family portraits across generations, challenging gender stereotypes, using props to create magical illusions, adding digital elements like liquid, incorporating drawings, and more. The photographers use techniques like facial expressions, unusual settings and objects, overlays, and altered body parts to achieve unique and imaginative portraiture.
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This document contains a list of radio advertisement audio clips with their lengths, quality ratings, and notes on whether they were used. The clips range from 1 to 6 minutes in length. Most are rated as good quality, though a few have comments noting they are quiet or have nothing. Only one clip, 1 minute long, is marked as having been used.
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This document contains a list of 36 video files with their reference durations, shot types, video quality ratings, and comments. Two of the videos, DSC_0007.MOV and DSC_0016.MOV, were marked as having good quality and being used. Many of the other videos were noted as being too dark, fuzzy, or having people cut out of the frame and were therefore not used.
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This document contains a summary of video clips for an advert, listing the file name, duration, shot type, video quality, and whether each clip was used or not. Of the 43 total clips, 9 were used that had close up shots between 3 to 5 minutes in length and good video quality, along with 2 longer shots between 7 to 19 minutes that were used. The rest of the clips were not used due to being too dark, short, low quality, or having issues like being blurry or containing cuts.
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Tina Hartnell has a personal project documenting photos. The project involves photos that are important to her. She has compiled her top twenty favorite photos from the collection.
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Tina Hartnell has a personal project documenting photos. The project involves photos that are important to her. She has compiled her top twenty favorite photos from the collection.
Edit desision ancillary
This document lists various sounds with their duration, whether they were good or bad, and a brief comment. It records the names of 16 different sounds, ranging from 2 to 20 seconds in length. Most sounds were rated as good, with a few described as bad or fuzzy. The sounds included things like bubbles, gargling, spraying, a hair dryer, phone ringing, and text notifications.
Unfinished call sheet
The document contains scheduling information for a "Think before you drink" campaign including a pop-up photo shoot on January 21st, radio advertisement recordings also on January 21st, and television advertisement filming on January 24th. The photo shoot and recordings will take place at Harlow College and require models Amelia Scott and Paul Jarvis. The television advertisements will be filmed in Much Hadham and require several female models including Amelia Scott, Jessica Scott, and Charlotte Hartnell, as well as one unnamed male model, with all wearing going out clothing and makeup.
Call sheet and list of required shots
This document contains schedules and shot lists for filming two advertising videos. The first shoot on January 17th includes shots of girls getting ready and leaving the house. The second shoot on January 24th involves shots of girls at a club including dancing, drinking, and one girl getting sick outside. A third shoot is scheduled for January 24th at Much Hadham Village Hall. The second advertising video will require additional shots of a girl being helped into a car by a boy after getting sick.
Best personal photos
Tina Hartnell has a personal project documenting photos. The project involves photos that are important to her. She has compiled her top twenty favorite photos from the collection.
Stuio plan
This document provides a list of items found in a media class room including backdrops, cupboards, stairs, a toilet, changing room, and first aid area. The class room contains multiple backdrops and cupboards as well as other facilities.
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New media representaion and stereotypes
- 1. By Tina, Taylor and Sophie REPRESENTATION AND STEREOTYPES
- 2. Media representations are the way in which the media portrays a particular groups, communities, experiences, ideas or topic form a particular perspective. REPRESENTATIONS
- 3. • Male and Female are not representations of gender where as masculine and feminine are. REPRESENTATIONS OF GENDER
- 4. • Babies • Toddlers • Children • Teenagers • Young adults • Adults • Elderly people REPRESENTATION OF AGE
- 5. • British • American • Greek Cypriot • African • Australian • Turkish • Mexican REPRESENTATIONS OF ETHNICITY
- 6. • Heterosexuality • Homosexuality • Bisexuality • Asexuality • Poly sexuality • Pan sexuality • Tran sexuality REPRESENTATIONS OF SEXUALITY
- 7. Class • Upper class • Lower class • Second class • Middle class • Working class Status • Leader • Beginners • Royals • Government • Parents REPRESENTATIONS OF CLASS AND STATUS
- 8. Mass media represents disability to be generally negative. People with disabilities are shown not to have there own identities and often live under the care of someone else. Typical representations are that they are pathetic, pitiful and innocent. REPRESENTATIONS OF PHYSICAL ABILITY/ DISABILITY
- 9. • Country side • Essex • City • Village • Newcastle • London • Norfolk REPRESENTATION OF REGIONAL IDENTITY
- 10. STEREOTYPES Stereotypes are the grouping of things due to the way they are presented. Mainly of people.
- 11. Old people: • Grey hair • Wrinkles • False teeth • Bad hearing • Crippled AGE STEREOTYPES Teenagers: • Spotty • Loud • Listen to music • Moody Babies • Snotty • Stupid • Small • Chubby • cute
- 12. Feminine: • Like pink • Like flowers • Like cooking • Like make up GENDER STEREOTYPES Masculine: • Like cars • Like Blue • Like getting dirty • Like science
- 13. French people: • Sell onions • Eat snails, French stick and frogs legs • Wear stripes • Wear berets ETHNIC STEREOTYPES Jamaican people: • Eat jerk chicken • Wear colourful hats • Have dread locks • Bob Marley • Smoke ganja English people: • Gentlemen and ladies • Wear top hats • Wear bowler hats • Play polo and tennis • Have walking sticks • Drink tea
- 14. Homosexual males: • Camp • Wear pink • Act feminine • Get highlights • Care about there looks SEXUALITY STEREOTYPES Homosexual females: • Butch • Act manly • Have piercings • Act masculine • Have cropped hair
- 15. Upper class/Posh people • Snobby • Rude • High self importance • Have private education CLASS AND STATUS STEREOTYPES Lower class people • Live in council flats • Live on benefits • Have wreckless children • Get in trouble with the law Business people • Carry a brief case • Travel on trains • Read broad sheet news papers • Wear suits and ties
- 16. People in wheelchairs • Are nerds • Wear glasses PHYSICAL ABILITY AND DISABILITY STEREOTYPES Physically able people • Are sporty • Go to the gym • Look after their body Physically disabled people • Are week • Helpless • Needy • A burden • Pitiful • Bitter (chip on shoulder)
- 17. People live in the country • Live on a farm • Wear informal clothes • Have a country accent • Are not very clever/uneducated • Laid back • Own a gun REGIONAL IDENTITY STEREOTYPES People from cities and towns • Have well paid jobs • Wear suits • Travel on trains • Live in modern pent houses People from Newcastle • Wear Tarty clothes • Party a lot • Don’t have self respect • Drink a lot • Work out People from Essex • Dress up smart • Wear dresses • Fake tan • Fake nails • High heels • Speak in a particular way