Physical ability
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The document discusses the stereotypical portrayal of characters with disabilities in TV dramas. Characters with physical or mental disabilities are often shown as outsiders who are unable to participate in everyday activities and are portrayed as weaker than able-bodied characters. Traditionally, villains in films were given disabilities to make them seem more frightening. While the direct association between disability and evil has declined, society still tends to link disability to weakness. When analyzing clips featuring disability issues, one should consider how disabilities and abilities are represented and the messages conveyed about disability.
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Class and status
The representation of class on television has changed over time. Originally, only the upper classes were portrayed due to limited access to television and movies. As more working class people began watching television, working class characters became more common. However, stereotypes still exist where the upper classes are portrayed as rich and posh, middle classes as normal, working classes as less happy and intelligent but with strong community ties, and lower classes as criminals with no family values. Shows sometimes depict people from different classes not mixing or clashing when together. When analyzing portrayals of class in media, one should consider how class is identified and impacts characters' interests, personalities, and treatment by others.
Representation of disability
The document discusses how disability is often represented in media through stereotypes. It notes that physical and mental disabilities are commonly portrayed as outsiders who are unable to participate in normal activities. Able-bodied characters are often shown as normal and ideal in comparison. Examples are provided of disabled characters in TV and film being depicted as strange, immature, weaker, and less attractive. The document advises analyzing how disabled and able-bodied characters interact and are treated to understand the media's representation of disability.
Representation of gender
This document discusses theories and concepts related to the representation of gender in media. It begins by having the reader make lists of adjectives used to describe males and females, noting which could be seen as negative stereotypes. It then discusses how stereotypes are socially constructed and can be reinforced or challenged through media representations. Key representation theories mentioned include Laura Mulvey's male gaze theory and Richard Dyer's concept of dominant ideology and how representations are made to seem natural. The document also analyzes common stereotypical representations of femininity and masculinity in media and how genres like action films typically depict more dominant males and subservient females.
AS Lesson 12 - Disability
This document discusses representations of disabilities in media. It begins with asking the reader to consider different types of disabilities and define disability. It then asks the reader to think of recent media that includes disabled characters and how they are portrayed. Common stereotypical portrayals of disabled characters as pitiable, victims, sinister, objects of curiosity, triumphant heroes, laughable, aggressive avengers, burdens, non-sexual, or incapable of everyday life are listed. The document encourages thinking about how to represent disabilities using "micro elements" and analyzing a video clip using a Point-Evidence-Explain structure to discuss representation of disabilities in media.
Representation of gender 2014
This document discusses gender representation in TV dramas. It begins by having students identify common gender stereotypes. It then explains how stereotypes are socially constructed and can be reinforced or challenged through media representation. Several activities are described where students analyze gender stereotypes and how they are depicted through characteristics, objects, and use of camerawork, editing, sound, and mise-en-scene. Common stereotypes of feminine and masculine representation and genres are outlined. Excerpts from Sherlock, Desperate Housewives, and Strike Back are presented for analysis of how gender is portrayed.
The Family Stone11
The document discusses the movie The Family Stone and how it portrays controversial issues around the modern American family through various scenes at the dinner table. It outlines topics covered in the key table scene like adoption, gay rights, and disability. The document then provides discussion prompts for students to analyze characters, political views depicted, and how the movie challenges traditional conceptions of the family. Students are divided into groups to discuss the dinner table scene and other clips that portray societal issues.
Representation disability
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. It provides questions to consider when analyzing representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
Representation overview 2013 ppt
The document discusses the concept of representation in media. It explains that reality is mediated and constructed in all forms of television programming from news broadcasts to documentaries to reality TV and TV dramas. None of these accurately reflect objective reality. When analyzing representations, it is important to consider what is being represented, how it is represented, who is responsible for the representation, and how audiences may interpret the representation.
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Class and status
The representation of class on television has changed over time. Originally, only the upper classes were portrayed due to limited access to television and movies. As more working class people began watching television, working class characters became more common. However, stereotypes still exist where the upper classes are portrayed as rich and posh, middle classes as normal, working classes as less happy and intelligent but with strong community ties, and lower classes as criminals with no family values. Shows sometimes depict people from different classes not mixing or clashing when together. When analyzing portrayals of class in media, one should consider how class is identified and impacts characters' interests, personalities, and treatment by others.
Representation of disability
The document discusses how disability is often represented in media through stereotypes. It notes that physical and mental disabilities are commonly portrayed as outsiders who are unable to participate in normal activities. Able-bodied characters are often shown as normal and ideal in comparison. Examples are provided of disabled characters in TV and film being depicted as strange, immature, weaker, and less attractive. The document advises analyzing how disabled and able-bodied characters interact and are treated to understand the media's representation of disability.
Representation of gender
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This document discusses gender representation in TV dramas. It begins by having students identify common gender stereotypes. It then explains how stereotypes are socially constructed and can be reinforced or challenged through media representation. Several activities are described where students analyze gender stereotypes and how they are depicted through characteristics, objects, and use of camerawork, editing, sound, and mise-en-scene. Common stereotypes of feminine and masculine representation and genres are outlined. Excerpts from Sherlock, Desperate Housewives, and Strike Back are presented for analysis of how gender is portrayed.
The Family Stone11
The document discusses the movie The Family Stone and how it portrays controversial issues around the modern American family through various scenes at the dinner table. It outlines topics covered in the key table scene like adoption, gay rights, and disability. The document then provides discussion prompts for students to analyze characters, political views depicted, and how the movie challenges traditional conceptions of the family. Students are divided into groups to discuss the dinner table scene and other clips that portray societal issues.
Representation disability
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. It provides questions to consider when analyzing representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
Representation overview 2013 ppt
The document discusses the concept of representation in media. It explains that reality is mediated and constructed in all forms of television programming from news broadcasts to documentaries to reality TV and TV dramas. None of these accurately reflect objective reality. When analyzing representations, it is important to consider what is being represented, how it is represented, who is responsible for the representation, and how audiences may interpret the representation.
Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes across various social groups and identities. It addresses representation and stereotypes related to age, gender, ethnicity, class, status, sexuality, regional identity, physical ability/disability. For each category, it provides examples of how groups within each category may be represented in media and stereotyped. It also defines key terms like representation, stereotypes, and verisimilitude.
Q2
This document discusses how different social groups are represented in a film. It analyzes the representation of three groups: 1) Bad guys who mock and bully others, waiting to hurt the main character. They are self-confident and strong. 2) Victims who are bullied and feel uncomfortable in public, like the protagonist who is frightened and humiliated. 3) Good guys who try to help others and solve their problems, following the law. They are role models, like the protagonist who protects a boy from violence and allows him to escape.
Representation Task for 'Wanted'
This document provides guidance for students on exploring representation in action/adventure films for an exam question. It instructs students to analyze how characters are represented through makeup, costumes, props, body language, actions, and dialogue. Students are asked to watch a clip from the film Wanted and take notes on how the representations of the main male and female characters either reinforce or challenge gender stereotypes based on these elements. They will then discuss their findings and practice answering an exam question about the gender representations in the clip.
Lovers on the lam
This document provides guidance and sample questions for a comparative study exam on the films "Lovers on the Lam" and "Natural Born Killers". It outlines the general characteristics expected in exam responses, including comparing the films' narrative and genre conventions. Sample questions prompt examinees to analyze how the films use conventions and express similar or different messages and values. The document also provides guidance on visual analysis and defines the characteristics of a strong response that would receive the highest grade.
Character profile ryan dolver
Ryan dolver is a 17-year-old white British male who dresses like a chav and has one tattoo on his leg. His role in the narrative is to represent the attitudes of young men regarding their approach to life, jobs, beliefs, and family. He functions to measure these attitudes and how they relate to certain behaviors. His personality is described as troubled, hyper, and inexperienced.
The team
The document outlines the strengths and weaknesses of four members of Media Group 1: Marcus, Zak, Adam, and Harry. Marcus has good acting skills but struggles with editing and being serious. Zak understands the subject well and has acting skills but needs work on editing and finds it hard to be serious. Adam edits well and has good ideas but struggles with camerawork and being serious. Harry's editing and camerawork are good but his acting is weak and he finds it hard to be serious. Their shared goals are to achieve high grades and create a good quality video for their media project.
Representation Updated 2017
This document discusses representation in media and provides a framework for analyzing representations. It defines representation as how groups, events, places, or social changes are portrayed in media through subjective constructions rather than objective reality. To analyze representations, the document outlines considering: 1) what is being represented, 2) how it is represented, 3) who is responsible for the representation, and 4) how the representation can be interpreted by audiences. Key theorists on representation like Richard Dyer and Stuart Hall are also summarized.
Representation sexuality
The document discusses representation of sexuality in media. It outlines common representations of heterosexual women and men, homosexual women and men, and transgender individuals. These representations include monogamous, promiscuous, embarrassed or in the closet. It notes that sexuality is often expressed through gender expression and physical attributes. The document advises analyzing how a character's gender and sexuality are constructed and whether the representation is positive, negative, or stereotypical.
Gender stereotypes
Gender stereotypes commonly portrayed in media often show men as strong, dominant, and worldly, while women are depicted as weak, home-oriented, and dependent. However, some characters break these stereotypes. Ellen Ripley from Alien is a strong, independent woman who risks her life. Frankie from Skins is not focused on appearance. Ricky Fitts from American Beauty and Kurt from Glee have sensitive, gentle qualities considered more feminine. While some characters, like Vicky from Raging Bull and Penny from Big Bang Theory, fit traditional stereotypes of submissive women, increasingly more portray women breaking the mold.
Tvdramasexualityautosaved 140506071646-phpapp01
This document discusses representations of sexuality in television dramas and stereotypes. It begins by defining terms like heterosexuality, traditional gender roles, and the "male gaze." It then lists common stereotypes of homosexual males, homosexual females, and bisexuals. Stereotypes of heterosexuals are also mentioned. The document discusses Laura Mulvey's concept of the male gaze in film and how it objectifies women. Examples from media are requested to justify stereotypes. Editing techniques are defined and how they relate to representations of sexuality. An analysis of representations in the show Glee is prompted. The document concludes with an essay assignment analyzing representations of sexuality through micro-elements in an episode of Torchwood.
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.
Rep of social class
This document discusses how social class is represented through editing techniques and sound in media. It defines the British social class system and asks students to discuss stereotypes of people in different classes. Students are tasked to analyze a clip paying attention to dialogue, sound effects, and editing techniques used to represent social class. Specifically, they are to look at techniques like match cuts, eyeline matches, jump cuts, and continuity editing. The document encourages using media terms in explanations and following a PEE (Point, Evidence, Explain) structure for analysis.
Performance
This document provides guidance on analyzing film acting performances. It discusses profiling characters by understanding their backstory, personality, relationships and role in the narrative. It also examines a character's intentions, wants and needs. The document outlines tools for projecting a character through physicality, voice and mannerisms. It explores different acting styles and how style should relate to genre. The overall goal is to understand a performance by analyzing the character and intentions.
Ableism
The document discusses ableism and different models of disability. It defines ableism as discrimination based on physical or mental disabilities. The medical model views disability as a problem within the individual, while the social model sees disability as socially constructed through barriers, discrimination, and prejudices in society. The document provides guidelines for reducing ableism, such as using people-first language, avoiding negative descriptions, and not portraying people with disabilities as overly courageous.
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TV Drama Sexuality
This document discusses the representation of sexuality in television dramas. It notes that LGBTQ characters are often portrayed through negative stereotypes or only defined by their sexuality. While acceptance has increased, television remains conservative due to fears of offending viewers. Heterosexual characters are seen as the norm, and homosexual characters are portrayed as different or separate from mainstream society. The document provides questions to consider when analyzing how a television program constructs representations of sexuality through its use of techniques like camera work, editing, sound, and mise-en-scene. It then provides a detailed example analyzing how a scene from a television drama uses these techniques to portray a character who is coming to terms with his sexuality and experiences a homophobic attack.
OCR Media Section A Age
The document discusses how representations of age have changed over time in television and film. It provides stereotypes commonly associated with different age groups such as children being innocent and teenagers being moody. It also lists some TV shows that feature characters of varying ages. The document poses questions to consider when analyzing representations of age in a TV or film clip, including the ages of characters and how they are portrayed.
Section A Revision: Ethnicity
The document discusses the representation of ethnicity in TV drama and provides examples of common stereotypes. It notes that characters from minority ethnic groups are often portrayed negatively or have storylines centered around their culture. The document provides guidance on analyzing the construction of ethnicity in TV clips, including considering camerawork, editing, sound, and how characters interact. It lists questions to consider regarding the portrayal and treatment of different ethnicities.
22 marks 1b
For his A2 coursework, the author created an indie pop music video that used a narrative/performance structure. He applied various narrative theories to his video. Specifically, he applied Allan Rowe's theory of surprising audience expectations through constant movement in the narrative. He also applied Todorov's theory of equilibrium-disequilibrium-new equilibrium by showing the protagonist experiencing a constant journey of positive experiences and new places. Finally, he drew on Roland Barthes' semiotic ideas by using symbols of love and art and cultural references to locations to further the narrative.
25 marks 1b
Our music video told the story of a girl who eats a magical cupcake that transports her to fantasy worlds as she performs her song "My Head is a Jungle". The narrative paralleled Alice in Wonderland to enhance understanding. It expressed the lyrics through visuals like showing confusion by cutting between scenes during the word "jungle". The video was also fragmented with fast cuts between unexplained scenes like a balloon party and paint fight to create gaps in understanding space and time. It followed Todorov's theory of beginning in equilibrium, disrupting to a blurred overlay, and returning to normality. It also left enigmas like why the transformations occurred to enhance the narrative. Audience feedback found the protagonist relatable and
Section a 1b - essay plan
This document provides guidance for writing an essay analyzing a media production using key concepts from media theory. It instructs the writer to:
1) Define the key concept and briefly describe their production.
2) State their intention to discuss how they applied narrative theory in their video.
3) Structure the main body into paragraphs analyzing different theories using evidence from their production.
4) Conclude by reflecting on how well they employed the concept and the effectiveness of real media texts and theory in their work.
assignment 2 1
The document compares and analyzes the film poster and trailer for Jurassic World. Both are meant to generate interest in the film and attract the target audience of fans of the Jurassic Park series, young adults, and teenagers. The poster establishes the adventure and action genre through images of dinosaurs and the protagonist on a motorcycle in danger. The trailer provides glimpses of the plot and thrills through dramatic music and tension-building scenes. Both utilize the recognizable logo and stars like Chris Pratt for brand consistency and to persuade audiences to see the film.
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Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes across various social groups and identities. It addresses representation and stereotypes related to age, gender, ethnicity, class, status, sexuality, regional identity, physical ability/disability. For each category, it provides examples of how groups within each category may be represented in media and stereotyped. It also defines key terms like representation, stereotypes, and verisimilitude.
Q2
This document discusses how different social groups are represented in a film. It analyzes the representation of three groups: 1) Bad guys who mock and bully others, waiting to hurt the main character. They are self-confident and strong. 2) Victims who are bullied and feel uncomfortable in public, like the protagonist who is frightened and humiliated. 3) Good guys who try to help others and solve their problems, following the law. They are role models, like the protagonist who protects a boy from violence and allows him to escape.
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This document provides guidance for students on exploring representation in action/adventure films for an exam question. It instructs students to analyze how characters are represented through makeup, costumes, props, body language, actions, and dialogue. Students are asked to watch a clip from the film Wanted and take notes on how the representations of the main male and female characters either reinforce or challenge gender stereotypes based on these elements. They will then discuss their findings and practice answering an exam question about the gender representations in the clip.
Lovers on the lam
This document provides guidance and sample questions for a comparative study exam on the films "Lovers on the Lam" and "Natural Born Killers". It outlines the general characteristics expected in exam responses, including comparing the films' narrative and genre conventions. Sample questions prompt examinees to analyze how the films use conventions and express similar or different messages and values. The document also provides guidance on visual analysis and defines the characteristics of a strong response that would receive the highest grade.
Character profile ryan dolver
Ryan dolver is a 17-year-old white British male who dresses like a chav and has one tattoo on his leg. His role in the narrative is to represent the attitudes of young men regarding their approach to life, jobs, beliefs, and family. He functions to measure these attitudes and how they relate to certain behaviors. His personality is described as troubled, hyper, and inexperienced.
The team
The document outlines the strengths and weaknesses of four members of Media Group 1: Marcus, Zak, Adam, and Harry. Marcus has good acting skills but struggles with editing and being serious. Zak understands the subject well and has acting skills but needs work on editing and finds it hard to be serious. Adam edits well and has good ideas but struggles with camerawork and being serious. Harry's editing and camerawork are good but his acting is weak and he finds it hard to be serious. Their shared goals are to achieve high grades and create a good quality video for their media project.
Representation Updated 2017
This document discusses representation in media and provides a framework for analyzing representations. It defines representation as how groups, events, places, or social changes are portrayed in media through subjective constructions rather than objective reality. To analyze representations, the document outlines considering: 1) what is being represented, 2) how it is represented, 3) who is responsible for the representation, and 4) how the representation can be interpreted by audiences. Key theorists on representation like Richard Dyer and Stuart Hall are also summarized.
Representation sexuality
The document discusses representation of sexuality in media. It outlines common representations of heterosexual women and men, homosexual women and men, and transgender individuals. These representations include monogamous, promiscuous, embarrassed or in the closet. It notes that sexuality is often expressed through gender expression and physical attributes. The document advises analyzing how a character's gender and sexuality are constructed and whether the representation is positive, negative, or stereotypical.
Gender stereotypes
Gender stereotypes commonly portrayed in media often show men as strong, dominant, and worldly, while women are depicted as weak, home-oriented, and dependent. However, some characters break these stereotypes. Ellen Ripley from Alien is a strong, independent woman who risks her life. Frankie from Skins is not focused on appearance. Ricky Fitts from American Beauty and Kurt from Glee have sensitive, gentle qualities considered more feminine. While some characters, like Vicky from Raging Bull and Penny from Big Bang Theory, fit traditional stereotypes of submissive women, increasingly more portray women breaking the mold.
Tvdramasexualityautosaved 140506071646-phpapp01
This document discusses representations of sexuality in television dramas and stereotypes. It begins by defining terms like heterosexuality, traditional gender roles, and the "male gaze." It then lists common stereotypes of homosexual males, homosexual females, and bisexuals. Stereotypes of heterosexuals are also mentioned. The document discusses Laura Mulvey's concept of the male gaze in film and how it objectifies women. Examples from media are requested to justify stereotypes. Editing techniques are defined and how they relate to representations of sexuality. An analysis of representations in the show Glee is prompted. The document concludes with an essay assignment analyzing representations of sexuality through micro-elements in an episode of Torchwood.
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.
Rep of social class
This document discusses how social class is represented through editing techniques and sound in media. It defines the British social class system and asks students to discuss stereotypes of people in different classes. Students are tasked to analyze a clip paying attention to dialogue, sound effects, and editing techniques used to represent social class. Specifically, they are to look at techniques like match cuts, eyeline matches, jump cuts, and continuity editing. The document encourages using media terms in explanations and following a PEE (Point, Evidence, Explain) structure for analysis.
Performance
This document provides guidance on analyzing film acting performances. It discusses profiling characters by understanding their backstory, personality, relationships and role in the narrative. It also examines a character's intentions, wants and needs. The document outlines tools for projecting a character through physicality, voice and mannerisms. It explores different acting styles and how style should relate to genre. The overall goal is to understand a performance by analyzing the character and intentions.
Ableism
The document discusses ableism and different models of disability. It defines ableism as discrimination based on physical or mental disabilities. The medical model views disability as a problem within the individual, while the social model sees disability as socially constructed through barriers, discrimination, and prejudices in society. The document provides guidelines for reducing ableism, such as using people-first language, avoiding negative descriptions, and not portraying people with disabilities as overly courageous.
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The document discusses the differences between using the verb "be" and other verbs in the present tense. It notes that "be" should be used to describe traits and qualities, while other verbs are used to describe actions and express opinions. The document then presents a discourse between three speakers and a listener where they discuss and compare using "be" versus other verbs.
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Media presentation on representation stereotypes and verisimilitude
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OCR Media Section A Age
The document discusses how representations of age have changed over time in television and film. It provides stereotypes commonly associated with different age groups such as children being innocent and teenagers being moody. It also lists some TV shows that feature characters of varying ages. The document poses questions to consider when analyzing representations of age in a TV or film clip, including the ages of characters and how they are portrayed.
Section A Revision: Ethnicity
The document discusses the representation of ethnicity in TV drama and provides examples of common stereotypes. It notes that characters from minority ethnic groups are often portrayed negatively or have storylines centered around their culture. The document provides guidance on analyzing the construction of ethnicity in TV clips, including considering camerawork, editing, sound, and how characters interact. It lists questions to consider regarding the portrayal and treatment of different ethnicities.
22 marks 1b
For his A2 coursework, the author created an indie pop music video that used a narrative/performance structure. He applied various narrative theories to his video. Specifically, he applied Allan Rowe's theory of surprising audience expectations through constant movement in the narrative. He also applied Todorov's theory of equilibrium-disequilibrium-new equilibrium by showing the protagonist experiencing a constant journey of positive experiences and new places. Finally, he drew on Roland Barthes' semiotic ideas by using symbols of love and art and cultural references to locations to further the narrative.
25 marks 1b
Our music video told the story of a girl who eats a magical cupcake that transports her to fantasy worlds as she performs her song "My Head is a Jungle". The narrative paralleled Alice in Wonderland to enhance understanding. It expressed the lyrics through visuals like showing confusion by cutting between scenes during the word "jungle". The video was also fragmented with fast cuts between unexplained scenes like a balloon party and paint fight to create gaps in understanding space and time. It followed Todorov's theory of beginning in equilibrium, disrupting to a blurred overlay, and returning to normality. It also left enigmas like why the transformations occurred to enhance the narrative. Audience feedback found the protagonist relatable and
Section a 1b - essay plan
This document provides guidance for writing an essay analyzing a media production using key concepts from media theory. It instructs the writer to:
1) Define the key concept and briefly describe their production.
2) State their intention to discuss how they applied narrative theory in their video.
3) Structure the main body into paragraphs analyzing different theories using evidence from their production.
4) Conclude by reflecting on how well they employed the concept and the effectiveness of real media texts and theory in their work.
assignment 2 1
The document compares and analyzes the film poster and trailer for Jurassic World. Both are meant to generate interest in the film and attract the target audience of fans of the Jurassic Park series, young adults, and teenagers. The poster establishes the adventure and action genre through images of dinosaurs and the protagonist on a motorcycle in danger. The trailer provides glimpses of the plot and thrills through dramatic music and tension-building scenes. Both utilize the recognizable logo and stars like Chris Pratt for brand consistency and to persuade audiences to see the film.
assignment 2 3
The document analyzes the film poster and trailer for the romantic drama "The Last Song". It summarizes that the poster establishes the genre through its color scheme, lighting and images which portray themes of romance and relationships. The trailer effectively conveys the genre through its use of shots showing romance and family bonds, as well as music and voiceovers that provide context. Both the poster and trailer utilize techniques like celebrity endorsement, release date promotion and synergy between elements to engage the target audience and promote the film.
assignment 2 2
The document compares the promotional methods of a film poster and trailer for the horror film "The Conjuring". Both the poster and trailer highlight that the film is based on true events and was directed by successful horror directors. The poster provides basic information through visuals like a hanging shadow, while the trailer shows character clips and develops the story more through dialogue and sounds. Both aim to appeal to adult audiences and create intrigue around the haunted house plot, but the trailer allows for more depth and context through audiovisual elements.
Logo design
The logo for Cracked Up Productions begins with Oscar pulling a straight face that fades in from black. When Oscar smiles, it triggers an explosion with a sound effect that fades in. As the smoke clears, the text "Cracked Up Productions" fades in over a cracked glass effect screen. The cracks in the screen then individually break away.
Lesson 5 Representation
This document provides lesson materials on the concept of representation for a media studies exam preparation. It includes two lessons on representation, with the second focusing on planning an essay question applying representation to a coursework production. The lessons define representation, discuss its importance, and provide examples of how it can be analyzed in media texts. Key theories and theorists on representation such as Laura Mulvey, Richard Dyer, and David Buckingham are outlined. Students are guided in identifying representational concepts in their own work and planning a structured essay applying representation theory.
Lesson 9
The document provides an overview of media language and how meaning is constructed in media texts. It discusses key concepts like signs and symbols, denotation and connotation, and how meaning depends on cultural interpretation. Theories from scholars like Barthes, Goodwin, and semiotics are explained, with examples of how they can be applied to analyze the use of camera shots, editing, sound, mise-en-scene, and other techniques to convey meaning. The document also provides sample exam questions and what examiners are looking for in responses about how media language is used to construct meaning in media productions.
Lesson 3-4 genre - q1b)
This document provides guidance for students preparing to answer an exam question on applying the concept of genre to one of their coursework productions. It defines genre and discusses key genre theorists. It also outlines the expectations for the exam answer, including identifying the genre and subgenres of the production, discussing how it fits genre conventions, and analyzing how genre affects the work using genre theory. Students are given tasks to practice identifying genres and themes in films and planning a sample exam response. The document aims to equip students with the tools to categorize their work by genre and evaluate it using genre theory in their exam answer.
G324 advanced media portfolio
This document provides information for students taking the A2 G324 Advanced Portfolio in Media course. It outlines the course content, which involves students producing a media portfolio including a music video, website, and digital packaging. Students will be assessed on their technical skills, knowledge, research, and evaluation. The document provides guidance on choosing a brief, developing a blog to document the process, conducting audience research, and various planning and production tasks to complete the portfolio. Students must work in a group to produce a music video and complete individual ancillary projects of a website and digital packaging.
Lesson 1 Question 1B Intro & Narrative
The document provides an introduction to answering exam questions about media concepts. It discusses the concepts of genre, narrative, representation, audience and media language that exam questions may be based on. It also provides examples of past exam questions, tips on how to structure a response, and focuses on explaining the concept of narrative. Key aspects of narrative discussed include its structure, the role of characters and time. Theories of narrative from theorists like Propp, Todorov and Levi-Strauss are also summarized.
Essay structure overview
This document provides an outline for writing an essay that compares the representation of women across two music videos. It includes sections for an introduction, introducing the artists and videos, analyzing the mise-en-scene, camerawork, sound, and editing of each video, and a conclusion. The analysis should discuss how each element represents women and compare the similarities and differences between the two videos, drawing on concepts like the male gaze. Captions screenshots from the videos should be included to support the analysis in each section.
Ev. ques 6
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Cd cover brief and ideas
The document provides tasks and criteria for designing a CD cover. It instructs the reader to brainstorm ideas for an artist/band name, album name, and record label name. It asks them to write a brief paragraph outlining their goals for the project, including representing women in a certain way and communicating messages through stereotypes. It lists success criteria for the CD cover design, such as including the front, back, and spine, representing a female artist, and creating original graphics. It prompts the reader to produce 4 initial ideas for the CD cover design.
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A visualisation diagram is a mock-up of an idea using images from the internet to represent the concept without focusing on design details. The document provides instructions for an assignment asking students to choose their best idea and produce two visualisation diagrams showing different versions of that idea to convey a sense of what the final product will look like. Evaluation criteria for a CD cover assignment are also listed, including representing a female artist or band while learning about feminism and stereotypes.
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The document discusses stereotypes in TV drama and how they have changed over time. Stereotypes are often used as shorthand for stock characters but some now seem inappropriate or awkward. For example, minorities like homosexuals and ethnic groups were depicted in ways that would not be tolerated today. The document also examines stereotypical characteristics assigned to different sexes and whether those stereotypes are still relevant. It considers whether stereotypes simplify, exaggerate or generalize groups and if this matters. The implications of stereotypes, both positive and negative, are discussed.
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Here are some notes on how the extract constructs representations of disability through technical elements:
Camera:
- Close ups on disabled characters show details of impairments
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Editing:
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Sound:
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- Able characters' voices are loud and clear
Mise en scene:
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This document discusses concepts related to representation and gender stereotypes, including definitions of key terms like denotation, connotation, stereotype, archetype, and countertype. It provides examples of common gender stereotypes in media and asks readers to analyze representations of gender in examples like Orange is the New Black and popular sayings. Readers are asked to consider how media portrays people of different genders and to identify stereotypes, archetypes or countertypes in examples from current television and film.
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Stereotypes, as we have come to understand, are assumptions that some individuals have about certain groups. Stereotypes can span across race, gender, religion, ethnicity, sexual preference, and many other areas. In this discussion, we will explore one group that is often stereotyped and victimized by "othering."
Please watch the “Disability” video. This video explores the many ways we can celebrate and correct the misperceptions concerning disability.
In your initial post, please address the following:
Describe an experience you had that involved someone with a disability. This can be yourself or someone else. How did others respond to the person with the disability?
How could a video like this change that response?
What do you think is the hardest part of responding to a person with a disability as a person rather than as a disability?
What one step would you recommend to others to avoid othering those with disabilities?
Did this video change your core understanding of disability?
In your view, which created the biggest impact--the words that were spoken or the images the viewer saw? Defend your choice.
How did this video change your core understanding of stereotypes?
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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.
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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.
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The website features a clean layout with a menu bar down the left side. The main page displays a collection of black and white images related to Rihanna's various projects. When hovered over, the images display text with story details and click through to dedicated pages. The menu bar links to pages for news, videos, photos, music albums, her makeup line, fashion line and a charity. These pages have a similar layout of images that link out to more in-depth information or external websites. The website effectively promotes Rihanna's various business ventures in music, beauty, fashion and charity.
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The website features a clean layout with a left sidebar menu and large central images. When images are clicked, the user is taken to pages with further details on Rihanna's various projects. The menu includes tabs for news, videos, photos, music albums, and her makeup, fashion, and charity lines. Images under each tab link out to additional pages or websites for that project, allowing the user to easily browse and learn more about Rihanna's multi-faceted career. The organized structure and abundant links provide a thorough overview of her work across music, beauty, fashion and philanthropy.
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Physical ability
- 2. Background Disability tends to still be represented in terms of stereotypical characters. For example: Physically Disabled / Disfigured – often shown as outsiders, unable to do normal things Mentally disabled – Often shown as strange, odd, childlike, outsiders Able Bodies / Minded – often shown as “normal” and “ideal”.
- 3. Stereotypes Characters with disabilities are often portrayed in TV Dramas as being outsiders, strange, unable to do everyday activities, immature, weaker than “able bodied, able minded” characters, less attractive etc. Traditionally in films, villains were often given a disability or deformity to make them seem scarier or more evil. Although our association of disability with “evil” has since declined, society often still links disability to weakness and makes disabled characters objects to pity.
- 4. Questions to consider: If you get “disability” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify who is able / disabled in the clip? Are people with disabilities shown as different interests, personalities, attitudes, behaviours from people who don’t have disabilities? If so, how? Is their disability represented as being important in their life? Are people without disabilities represented stereotypically as being normal / better / more powerful? If so, how? Are people with disabilities represented stereotypically as being abnormal /weak/ pathetic? If so, how? How do other characters in the clip treat the characters with disability? What is the message the clip is trying to portray about disability? Don’t ignore the able bodied characters as they need to be analysed too!
- 5. Characters
- 6. The Clip Discuss the ways in which the extract constructs the representation of PHYSICAL ABILITY/DISABILITY using the following: • Camera shots, angle, movement and composition • Editing • Sound • Mise-en-scene
- 7. YOUR Analysis Words to include: Camera shots, angle, movement and composition Editing Sound Mise-en-scene