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The document represents several social groups in its media product. Teenagers are portrayed as both naive and responsible - the protagonist runs away upon seeing a ghost but also protects a younger child. Children are shown as vulnerable and oblivious, not understanding the danger. Joggers are depicted as vulnerable since being alone in isolated areas like woods could put them at risk of crime. Females are represented in a stereotypical way - as venerable through being followed without their knowledge, reinforcing the idea that women are weaker than men.
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How Does Your Media Product Represent Particular Social groups?
My media product represents teenagers as being naïve and unaware of their surroundings. The main character, a teenage girl, gets followed without realizing it. She is often seen alone on her phone in the park. It also shows teenagers as outgoing by showing the girl wandering in the park, as opposed to staying home. The video aims to depict realistic stereotypes of teenagers being constantly on their phones and going outside rather than staying indoors. It uses a teenage girl character to make the horror story more effective by putting the viewer in a vulnerable position.
Evaluation Question 2
The document discusses how different social groups are portrayed in a film opening. It represents teenagers as independent, responsible, and mature as the main teenage character protects a child from danger. Children are portrayed as vulnerable, oblivious, and naïve as the child character is spoken to in a controlling manner and does not understand the danger. Joggers are shown to be in a state of threat, playing into the stereotype that joggers are often portrayed as being in danger due to jogging in isolated places like woods.
Question 2
The document discusses representation of social groups in media products. It focuses on how the film represents high school teenagers, different races, and ages. In the title sequence, it portrays high school girls and also may include forensic scientists and teachers. The sequence includes Ugandan, White, and Somali girls to represent London's multicultural environment. It aims to represent the main character as the victim who lost her friend, while another girl is portrayed as mean by grabbing the photo. Overall, the document argues the characters were shown in a positive way to challenge stereotypes about teenagers often presented in media.
Evalutation question
The document discusses how gender, class, status, and age are represented in the media product's opening title sequence. The sequence follows the life of Emily, a young female who is abandoned as a baby and grows up in an orphanage where she is tormented before becoming a serial killer. While the sequence lacks many human characters, it positively features a female in the leading role. However, Emily is initially victimized, a common negative female portrayal. The sequence hints that Emily comes from a lower-class background through her torn clothing but also shows her strength in trying to escape abuse. Younger characters are portrayed positively through Emily's hardship but overwhelmingly negatively as she becomes possessed.
Question 2
The document discusses representations of social groups in films. It focuses on representations of teenagers and females. For teenagers, it notes common stereotypes in films that portray them as troublemakers who use drugs and alcohol. For females, it discusses stereotypes of them as the weaker sex who are easily scared and vulnerable. In the filmmaker's film, the main character is a teenage girl portrayed initially through these stereotypes by showing her as innocent, vulnerable, and wearing pink nightclothes. This is intended to help audiences feel sympathy for her and understand the film's storyline, which pushes boundaries of what is possible.
Media evaluation question 2
The document discusses how the opening scene of a film represents different social groups through stereotypes. It represents the main characters as teenagers through their clothing, props, and speech. The male antagonist is given a negative representation through intimidating close-up shots that portray him as dominant, tall, and broad. The female protagonist is portrayed as vulnerable through shots that show her being smaller than the male. Both female characters wear natural makeup which defies stereotypes of teenage girls wearing too much makeup. The lighting uses low key lighting and filters to create a tense atmosphere and portray the male character as dangerous.
Question 2
The document discusses representations of social groups in films. It focuses on representations of teenagers and females. For teenagers, it notes common stereotypes in films that portray them as troublemakers who use drugs and alcohol. For females, it discusses stereotypes of them as the weaker sex who are easily scared and vulnerable. The author's film opening portrays the main character, a teenage girl, in stereotypical ways at first by showing her as innocent, vulnerable, and wearing pink clothes. This is intended to help audiences understand the story by starting with expectations, while her character develops strength later in going against stereotypes.
Evaluation question 2
The document discusses how social groups are represented in horror and thriller films. It notes that teenagers are often portrayed as naive victims and there is usually an antagonist and protagonist. Males are conventionally shown as antagonists to portray dominance, while females are typically presented as vulnerable victims. However, the film discussed in the document challenges some of these stereotypes by having a female protagonist and not overly sexualizing the female characters. The document also examines how the film represents class, age, and uses lighting to further characterize the social groups.
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How Does Your Media Product Represent Particular Social groups?
My media product represents teenagers as being naïve and unaware of their surroundings. The main character, a teenage girl, gets followed without realizing it. She is often seen alone on her phone in the park. It also shows teenagers as outgoing by showing the girl wandering in the park, as opposed to staying home. The video aims to depict realistic stereotypes of teenagers being constantly on their phones and going outside rather than staying indoors. It uses a teenage girl character to make the horror story more effective by putting the viewer in a vulnerable position.
Evaluation Question 2
The document discusses how different social groups are portrayed in a film opening. It represents teenagers as independent, responsible, and mature as the main teenage character protects a child from danger. Children are portrayed as vulnerable, oblivious, and naïve as the child character is spoken to in a controlling manner and does not understand the danger. Joggers are shown to be in a state of threat, playing into the stereotype that joggers are often portrayed as being in danger due to jogging in isolated places like woods.
Question 2
The document discusses representation of social groups in media products. It focuses on how the film represents high school teenagers, different races, and ages. In the title sequence, it portrays high school girls and also may include forensic scientists and teachers. The sequence includes Ugandan, White, and Somali girls to represent London's multicultural environment. It aims to represent the main character as the victim who lost her friend, while another girl is portrayed as mean by grabbing the photo. Overall, the document argues the characters were shown in a positive way to challenge stereotypes about teenagers often presented in media.
Evalutation question
The document discusses how gender, class, status, and age are represented in the media product's opening title sequence. The sequence follows the life of Emily, a young female who is abandoned as a baby and grows up in an orphanage where she is tormented before becoming a serial killer. While the sequence lacks many human characters, it positively features a female in the leading role. However, Emily is initially victimized, a common negative female portrayal. The sequence hints that Emily comes from a lower-class background through her torn clothing but also shows her strength in trying to escape abuse. Younger characters are portrayed positively through Emily's hardship but overwhelmingly negatively as she becomes possessed.
Question 2
The document discusses representations of social groups in films. It focuses on representations of teenagers and females. For teenagers, it notes common stereotypes in films that portray them as troublemakers who use drugs and alcohol. For females, it discusses stereotypes of them as the weaker sex who are easily scared and vulnerable. In the filmmaker's film, the main character is a teenage girl portrayed initially through these stereotypes by showing her as innocent, vulnerable, and wearing pink nightclothes. This is intended to help audiences feel sympathy for her and understand the film's storyline, which pushes boundaries of what is possible.
Media evaluation question 2
The document discusses how the opening scene of a film represents different social groups through stereotypes. It represents the main characters as teenagers through their clothing, props, and speech. The male antagonist is given a negative representation through intimidating close-up shots that portray him as dominant, tall, and broad. The female protagonist is portrayed as vulnerable through shots that show her being smaller than the male. Both female characters wear natural makeup which defies stereotypes of teenage girls wearing too much makeup. The lighting uses low key lighting and filters to create a tense atmosphere and portray the male character as dangerous.
Question 2
The document discusses representations of social groups in films. It focuses on representations of teenagers and females. For teenagers, it notes common stereotypes in films that portray them as troublemakers who use drugs and alcohol. For females, it discusses stereotypes of them as the weaker sex who are easily scared and vulnerable. The author's film opening portrays the main character, a teenage girl, in stereotypical ways at first by showing her as innocent, vulnerable, and wearing pink clothes. This is intended to help audiences understand the story by starting with expectations, while her character develops strength later in going against stereotypes.
Evaluation question 2
The document discusses how social groups are represented in horror and thriller films. It notes that teenagers are often portrayed as naive victims and there is usually an antagonist and protagonist. Males are conventionally shown as antagonists to portray dominance, while females are typically presented as vulnerable victims. However, the film discussed in the document challenges some of these stereotypes by having a female protagonist and not overly sexualizing the female characters. The document also examines how the film represents class, age, and uses lighting to further characterize the social groups.
AS Media Evaluation question 2 by Hayley Townend
The document discusses how the media product represents particular social groups through stereotypes. It summarizes that the film portrays teenage girls as argumentative and focused on their appearance, supporting stereotypes. It also shows the main character as tall, skinny, blonde, and mean, like in "Mean Girls." The film depicts the teenagers as partying late and arguing over boys, representing them as straight. The villain is a disturbed, middle-aged man portrayed as dangerous through sinister music. The mother is shown as protective of her children, also sticking to stereotypes. Overall, the document argues the film uses common stereotypes to efficiently convey its storyline within the limited time frame.
Genre
This document discusses the key elements that define the teenage drama genre in film, including setting, themes, iconography, narrative, audience, characters, and style. It analyzes examples of typical teenage drama films and notes that the chosen genre is teenage drama. It outlines the specific elements that will be incorporated into a teenage drama film, such as a narrative about an online deception and mental health themes.
Rach evaluation media-question 2
The document discusses representation of social groups in media. It summarizes that representation can be stereotypical and sometimes negative, perpetuating societal stereotypes. The media product represents children, parents, and young-mid aged female adults. Children are the main represented group as the main character is a child. Children are often portrayed innocently in media but sometimes as evil or demented. The document discusses how the media product represents the child character positively at first as a happy adopted child, but then negatively as a disturbed child suffering from schizophrenia, showing both positive and negative representations of children as a social group.
Evaluation question 2
The document discusses how women are typically portrayed in films. It notes there are generally three common stereotypes of female characters: the femme fatale, the damsel in distress, and the loyal wife. The female character in the film being discussed falls into the damsel in distress category, as she is being tormented and distressed by someone or something but is unable to help herself. As an example, it references the film "Taken," where the young girl who is kidnapped is also helpless and powerless and needs to be saved by her father.
Evaluation
The document discusses the portrayal of teenage girls and an older character in a film. It summarizes that two 11-14 year old girls in the beginning of the film want to be courageous but get into trouble doing so. Later, a friend of one of the girls is shown 5 years later as a more reserved teenager without a large friend group who represents teenagers isolated after traumatic experiences.
Representation for q 2
The document discusses representation in film openings. It analyzes a film opening created by the author's group and identifies two representations:
1) A character who drinks, smokes and does drugs represents "outsiders" and suggests such behaviors can lead to violence.
2) A ballerina character represents girls interested in femininity but subverts expectations by having a "dark side", showing that appearances can be deceiving. Both representations are meant to surprise and create intrigue for the viewer.
Q2: How does your media product represent particular social groups?
The document summarizes the key characters and ideologies presented in a media product. It discusses how the two main protagonists are white, middle-class male teenagers, which is an unusual choice for characters partaking in criminal acts like breaking and entering. It also describes the two antagonists - a young white mother and her baby, with the mother having psychological issues from past abuse. Having a baby presented as a ghost is an emergent ideology within the horror genre.
Presentation evaluation 2
The document discusses how different social groups are represented in a movie about childhood bullying. It begins by describing how the movie depicts bullying starting around age 12 as children enter secondary school and form social groups. It then discusses how the movie drew inspiration from videos of childhood bullying. It analyzes how social class, gender, and the target audience are represented, such as through the bullies having scooters while the victim does not. Finally, it notes that while the bullying begins as childhood teasing, it escalates into more serious revenge and violence as the characters grow older.
Question 2
The media product represents teenage girls in two ways - as vulnerable and as powerful. One girl is portrayed as vulnerable as she is picked on by a group of more powerful girls, representing a common stereotype. Another group of three girls are shown as powerful and intimidating to weaker characters, similar to portrayals like the Powerpuff Girls or Charlie's Angels. These representations of vulnerability and power among teenage girls were chosen to highlight social issues like bullying.
Evaluation question 2
This document discusses how a media product represents various social groups through its characters. It analyzes the representation of social class, age, gender, and ethnicity in the opening of the media product. For social class, the characters both reinforce and challenge stereotypes of the upper and lower classes. For age, the younger character owning the mansion challenges stereotypes. For gender, only including male characters upholds stereotypes. For ethnicity, only including white characters reinforces stereotypes about white criminals being of higher status than non-white criminals. In conclusion, the representations both use and challenge stereotypes, but could improve representation of other groups going forward.
Evaluation question 2
This document analyzes how different social groups are represented in the film "The Ruin's Mist". It finds that:
1) Age is portrayed through casting a short 12-year-old girl and showing stereotypes of children disliking school and grandparents caring for grandchildren.
2) Ethnic diversity is shown in a classroom scene to challenge stereotypes about friendship groups.
3) The main character is depicted as middle class through her bedroom and grandmother's clothing.
4) Gender stereotypes are both supported and challenged, such as more female students but the female antagonist's bravery.
5) Physical ability stereotypes of children running and a grandmother brushing hair are both supported and challenged
Question 2 finished
Emily is represented as belonging to several social groups:
1) She is shown as a typical teenage girl through her ripped and bloodied white dress, makeup, curled hair, and interest in parties, suggesting she is innocent yet promiscuous and cares about her appearance.
2) As a blonde girl, she is portrayed as unintelligent but trying to cover it up with her looks, linking her to characters like Cher from "Clueless."
3) As a student, her iPhone and interest in heels and going out reveal she is up-to-date technologically and enjoys a modern student lifestyle.
4) Her crying, panicked facial expressions show her to be vulnerable and in need of saving,
Representation
This document discusses representation in media and how stereotypes are commonly used. It provides examples of stereotypes portrayed in the TV show "Glee" and the film "Legally Blonde". Specifically, it notes how "Glee" enhances gay stereotypes through its portrayal of the character Kurt. While "Legally Blonde" initially presents blonde female stereotypes, it subverts them by showing Elle is clever enough to get into Harvard Law School and win a case. The document also discusses how the film "Fight Club" inspired the representation of the protagonist in the author's own film through its portrayal of the narrator as dull and lifeless compared to the more interesting character of Tyler Durden.
Evalutation question
The document discusses how gender, class, status, and age are represented in the opening title sequence of a media product. The sequence depicts the life of a young woman named Emily who is abandoned as a baby and grows up poor, tormented, and in an orphanage, which transforms her into a serial killer. It presents women in a negative light as the villain rather than the typical victim role, while men are portrayed as the hero or villain. It also suggests the lower class are doomed to do poorly and act violently due to their status.
Question 2
1) The film represents a middle-class nuclear family, with the father (Jonathan) as the breadwinner and mother (Nicole) as a housewife.
2) The main character, Sophie, is portrayed as a vulnerable schoolgirl walking alone, showing she is isolated and can be taken advantage of.
3) The identity of the "mystery caller" who kidnaps Sophie is kept secret, motivating the audience to continue watching to find out who he is and his motives.
representation of particular social groups
This document summarizes how different social groups are represented in a media product. Females are shown as manipulative but vulnerable victims, while males are depicted as more aggressive and dominant. The film focuses on a young, teenage audience and portrays the teenage characters as angry, aggressive, and disruptive. Physical traits like dark purple hair for a female character suggest rebelliousness, a typical trait of teenagers.
2. how does your media product represent particular social groups?
The media product portrays several social groups:
- Females are usually shown as emotional and passive but one takes control in an aggressive way, challenging stereotypes. However, a male later asserts dominance over her.
- Males are commonly depicted as aggressive and dominant, which is shown through characters' actions. However, the female regains control by manipulating and getting her way.
- Youths are portrayed as aggressive through their interactions. A teenage girl with purple hair subverts expectations of blonde victims, portraying her as a rebel among her peers.
Question 2
The document analyzes how different social groups are represented in a media product. It discusses the representation of teenagers (male and female) and how they conform and oppose stereotypes. The male teenagers conform to stereotypes of being physically active but oppose horror genre conventions. The young girl opposes real-life feminine stereotypes but aligns with horror tropes as the possessed antagonist. Macro issues around societal views and genre expectations are also addressed.
Character representation
The document discusses character representation in a film about teenagers. It describes several characters - a thuggish teenager who smokes drugs and bullies others, representing a stereotypical view of teenagers; and a bullied ginger teenager who is depicted as less popular with few friends. The characters wear clothing like hoodies and chinos to appear as youths. Their behavior, like doing drugs and bullying for fun, portrays teenagers as irresponsible and criminal. Character representation also involves race, showing white males as powerful and a black female friend of the ginger kid as powerless. The title "Rise of the Ginger" refers to the bullied character rising up against his bullies in the end.
Poster and website analysis
The poster for Spring Breakers depicts four young girls in bikinis with an extravagantly dressed man holding a gun. This suggests the girls are vulnerable and naive while the man holds power over them, implying themes of dominance, crime, and violence. In contrast to the threatening imagery, the girls have happy expressions, highlighting their need to appear happy while covering up a darker story.
The poster for Juno shows the pregnant main character sitting overwhelmed on a large chair surrounded by other characters. Her clothing and pregnancy imply a struggle with an unwanted teenage pregnancy. The confused facial expression of the implied father suggests irresponsibility around children. Both films address serious issues facing teenagers through themes of drama, thriller, and rebellion.
Evaluation- Question 2
The document discusses how the media product represents social groups through the characters in the film opening. There is a female protagonist who is asleep in bed, representing feminine stereotypes of being well-behaved. There is also a male antagonist who is holding a knife and looking distressed in the mirror, challenging stereotypes that males don't care about appearance but conforming to ideas of being more reckless. Both teenage characters are presented differently, with the female seen as sensible but also potentially lazy, while the male challenges stereotypes of suicidal individuals usually being female but also represents stereotypes of depressed gothic teenagers.
Evaluation question 2
The document discusses how the media product represents social groups through the characters in its opening scene. There is a male and female protagonist that are both teenagers. The female is shown asleep in bed, representing stereotypes that girls are well-behaved and go to bed early, though her bedding has flowers challenging the idea that she is not typically girly. The male is shown holding a knife, suggesting recklessness, and looking in the mirror with distress, challenging stereotypes that boys do not care about appearance. Both characters conform and challenge stereotypes about teenagers - the female could be seen as lazy but also hard-working, the male challenges the stereotype that only females commit suicide but confirms stereotypes that teenagers can be over
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AS Media Evaluation question 2 by Hayley Townend
The document discusses how the media product represents particular social groups through stereotypes. It summarizes that the film portrays teenage girls as argumentative and focused on their appearance, supporting stereotypes. It also shows the main character as tall, skinny, blonde, and mean, like in "Mean Girls." The film depicts the teenagers as partying late and arguing over boys, representing them as straight. The villain is a disturbed, middle-aged man portrayed as dangerous through sinister music. The mother is shown as protective of her children, also sticking to stereotypes. Overall, the document argues the film uses common stereotypes to efficiently convey its storyline within the limited time frame.
Genre
This document discusses the key elements that define the teenage drama genre in film, including setting, themes, iconography, narrative, audience, characters, and style. It analyzes examples of typical teenage drama films and notes that the chosen genre is teenage drama. It outlines the specific elements that will be incorporated into a teenage drama film, such as a narrative about an online deception and mental health themes.
Rach evaluation media-question 2
The document discusses representation of social groups in media. It summarizes that representation can be stereotypical and sometimes negative, perpetuating societal stereotypes. The media product represents children, parents, and young-mid aged female adults. Children are the main represented group as the main character is a child. Children are often portrayed innocently in media but sometimes as evil or demented. The document discusses how the media product represents the child character positively at first as a happy adopted child, but then negatively as a disturbed child suffering from schizophrenia, showing both positive and negative representations of children as a social group.
Evaluation question 2
The document discusses how women are typically portrayed in films. It notes there are generally three common stereotypes of female characters: the femme fatale, the damsel in distress, and the loyal wife. The female character in the film being discussed falls into the damsel in distress category, as she is being tormented and distressed by someone or something but is unable to help herself. As an example, it references the film "Taken," where the young girl who is kidnapped is also helpless and powerless and needs to be saved by her father.
Evaluation
The document discusses the portrayal of teenage girls and an older character in a film. It summarizes that two 11-14 year old girls in the beginning of the film want to be courageous but get into trouble doing so. Later, a friend of one of the girls is shown 5 years later as a more reserved teenager without a large friend group who represents teenagers isolated after traumatic experiences.
Representation for q 2
The document discusses representation in film openings. It analyzes a film opening created by the author's group and identifies two representations:
1) A character who drinks, smokes and does drugs represents "outsiders" and suggests such behaviors can lead to violence.
2) A ballerina character represents girls interested in femininity but subverts expectations by having a "dark side", showing that appearances can be deceiving. Both representations are meant to surprise and create intrigue for the viewer.
Q2: How does your media product represent particular social groups?
The document summarizes the key characters and ideologies presented in a media product. It discusses how the two main protagonists are white, middle-class male teenagers, which is an unusual choice for characters partaking in criminal acts like breaking and entering. It also describes the two antagonists - a young white mother and her baby, with the mother having psychological issues from past abuse. Having a baby presented as a ghost is an emergent ideology within the horror genre.
Presentation evaluation 2
The document discusses how different social groups are represented in a movie about childhood bullying. It begins by describing how the movie depicts bullying starting around age 12 as children enter secondary school and form social groups. It then discusses how the movie drew inspiration from videos of childhood bullying. It analyzes how social class, gender, and the target audience are represented, such as through the bullies having scooters while the victim does not. Finally, it notes that while the bullying begins as childhood teasing, it escalates into more serious revenge and violence as the characters grow older.
Question 2
The media product represents teenage girls in two ways - as vulnerable and as powerful. One girl is portrayed as vulnerable as she is picked on by a group of more powerful girls, representing a common stereotype. Another group of three girls are shown as powerful and intimidating to weaker characters, similar to portrayals like the Powerpuff Girls or Charlie's Angels. These representations of vulnerability and power among teenage girls were chosen to highlight social issues like bullying.
Evaluation question 2
This document discusses how a media product represents various social groups through its characters. It analyzes the representation of social class, age, gender, and ethnicity in the opening of the media product. For social class, the characters both reinforce and challenge stereotypes of the upper and lower classes. For age, the younger character owning the mansion challenges stereotypes. For gender, only including male characters upholds stereotypes. For ethnicity, only including white characters reinforces stereotypes about white criminals being of higher status than non-white criminals. In conclusion, the representations both use and challenge stereotypes, but could improve representation of other groups going forward.
Evaluation question 2
This document analyzes how different social groups are represented in the film "The Ruin's Mist". It finds that:
1) Age is portrayed through casting a short 12-year-old girl and showing stereotypes of children disliking school and grandparents caring for grandchildren.
2) Ethnic diversity is shown in a classroom scene to challenge stereotypes about friendship groups.
3) The main character is depicted as middle class through her bedroom and grandmother's clothing.
4) Gender stereotypes are both supported and challenged, such as more female students but the female antagonist's bravery.
5) Physical ability stereotypes of children running and a grandmother brushing hair are both supported and challenged
Question 2 finished
Emily is represented as belonging to several social groups:
1) She is shown as a typical teenage girl through her ripped and bloodied white dress, makeup, curled hair, and interest in parties, suggesting she is innocent yet promiscuous and cares about her appearance.
2) As a blonde girl, she is portrayed as unintelligent but trying to cover it up with her looks, linking her to characters like Cher from "Clueless."
3) As a student, her iPhone and interest in heels and going out reveal she is up-to-date technologically and enjoys a modern student lifestyle.
4) Her crying, panicked facial expressions show her to be vulnerable and in need of saving,
Representation
This document discusses representation in media and how stereotypes are commonly used. It provides examples of stereotypes portrayed in the TV show "Glee" and the film "Legally Blonde". Specifically, it notes how "Glee" enhances gay stereotypes through its portrayal of the character Kurt. While "Legally Blonde" initially presents blonde female stereotypes, it subverts them by showing Elle is clever enough to get into Harvard Law School and win a case. The document also discusses how the film "Fight Club" inspired the representation of the protagonist in the author's own film through its portrayal of the narrator as dull and lifeless compared to the more interesting character of Tyler Durden.
Evalutation question
The document discusses how gender, class, status, and age are represented in the opening title sequence of a media product. The sequence depicts the life of a young woman named Emily who is abandoned as a baby and grows up poor, tormented, and in an orphanage, which transforms her into a serial killer. It presents women in a negative light as the villain rather than the typical victim role, while men are portrayed as the hero or villain. It also suggests the lower class are doomed to do poorly and act violently due to their status.
Question 2
1) The film represents a middle-class nuclear family, with the father (Jonathan) as the breadwinner and mother (Nicole) as a housewife.
2) The main character, Sophie, is portrayed as a vulnerable schoolgirl walking alone, showing she is isolated and can be taken advantage of.
3) The identity of the "mystery caller" who kidnaps Sophie is kept secret, motivating the audience to continue watching to find out who he is and his motives.
representation of particular social groups
This document summarizes how different social groups are represented in a media product. Females are shown as manipulative but vulnerable victims, while males are depicted as more aggressive and dominant. The film focuses on a young, teenage audience and portrays the teenage characters as angry, aggressive, and disruptive. Physical traits like dark purple hair for a female character suggest rebelliousness, a typical trait of teenagers.
2. how does your media product represent particular social groups?
The media product portrays several social groups:
- Females are usually shown as emotional and passive but one takes control in an aggressive way, challenging stereotypes. However, a male later asserts dominance over her.
- Males are commonly depicted as aggressive and dominant, which is shown through characters' actions. However, the female regains control by manipulating and getting her way.
- Youths are portrayed as aggressive through their interactions. A teenage girl with purple hair subverts expectations of blonde victims, portraying her as a rebel among her peers.
Question 2
The document analyzes how different social groups are represented in a media product. It discusses the representation of teenagers (male and female) and how they conform and oppose stereotypes. The male teenagers conform to stereotypes of being physically active but oppose horror genre conventions. The young girl opposes real-life feminine stereotypes but aligns with horror tropes as the possessed antagonist. Macro issues around societal views and genre expectations are also addressed.
Character representation
The document discusses character representation in a film about teenagers. It describes several characters - a thuggish teenager who smokes drugs and bullies others, representing a stereotypical view of teenagers; and a bullied ginger teenager who is depicted as less popular with few friends. The characters wear clothing like hoodies and chinos to appear as youths. Their behavior, like doing drugs and bullying for fun, portrays teenagers as irresponsible and criminal. Character representation also involves race, showing white males as powerful and a black female friend of the ginger kid as powerless. The title "Rise of the Ginger" refers to the bullied character rising up against his bullies in the end.
Poster and website analysis
The poster for Spring Breakers depicts four young girls in bikinis with an extravagantly dressed man holding a gun. This suggests the girls are vulnerable and naive while the man holds power over them, implying themes of dominance, crime, and violence. In contrast to the threatening imagery, the girls have happy expressions, highlighting their need to appear happy while covering up a darker story.
The poster for Juno shows the pregnant main character sitting overwhelmed on a large chair surrounded by other characters. Her clothing and pregnancy imply a struggle with an unwanted teenage pregnancy. The confused facial expression of the implied father suggests irresponsibility around children. Both films address serious issues facing teenagers through themes of drama, thriller, and rebellion.
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Q2: How does your media product represent particular social groups?
Q2: How does your media product represent particular social groups?
2. how does your media product represent particular social groups?
2. how does your media product represent particular social groups?
Similar to Question 2
Evaluation- Question 2
The document discusses how the media product represents social groups through the characters in the film opening. There is a female protagonist who is asleep in bed, representing feminine stereotypes of being well-behaved. There is also a male antagonist who is holding a knife and looking distressed in the mirror, challenging stereotypes that males don't care about appearance but conforming to ideas of being more reckless. Both teenage characters are presented differently, with the female seen as sensible but also potentially lazy, while the male challenges stereotypes of suicidal individuals usually being female but also represents stereotypes of depressed gothic teenagers.
Evaluation question 2
The document discusses how the media product represents social groups through the characters in its opening scene. There is a male and female protagonist that are both teenagers. The female is shown asleep in bed, representing stereotypes that girls are well-behaved and go to bed early, though her bedding has flowers challenging the idea that she is not typically girly. The male is shown holding a knife, suggesting recklessness, and looking in the mirror with distress, challenging stereotypes that boys do not care about appearance. Both characters conform and challenge stereotypes about teenagers - the female could be seen as lazy but also hard-working, the male challenges the stereotype that only females commit suicide but confirms stereotypes that teenagers can be over
Evaluation - Question 2
The document discusses how the media product represents social groups through the characters in the film opening. There is a male and female teenager portrayed in different ways. The female protagonist is asleep in bed, representing teenagers as lazy but also possibly hard-working. The male protagonist is shown holding a knife and looking distressed in the mirror, challenging stereotypes of male teenagers as careless and not caring about appearance, but conforming to the stereotype of suicidal teenagers being overemotional. Both characters represent contemporary issues around gender and mental illness in teenagers.
Question 2
This document discusses how a media product represents various social groups through its characters. It analyzes how the film represents the social groups of age and gender. For age, it depicts the stereotypical caring mother searching for her missing child, while also challenging ideas of children being inferior by making the child the foremost character. For gender, it shows the stereotypical maternal mother but challenges ideas of women being inferior by depicting the adventurous female child unbothered by the horror setting. Overall, it finds the opening represents age and gender both positively and negatively through a mix of conforming to and breaking from stereotypes.
Q2
The document discusses a film project focusing on teenagers. It will feature a main character who is an average teenage girl who finds herself attacked alone in a remote location. To represent teenagers, the film will show different styles of clothing, colors, and locations. The main character wears black leggings, a long white shirt, and brown/white coat, reflecting typical teenage girl fashion. Her plain white shirt and isolated setting convey innocence and vulnerability. The film also aims to subvert gender stereotypes by initially showing the male as powerful but ending with the female overpowering him. It will portray social classes through the attacker's plain clothes versus the protagonist's wealthier outfit. While reinforcing stereotypes of teenage girl insecurity, the
Question 2
The document discusses the representation of social groups in the film opening for "Heart of Innocence". It represents two female characters - a young girl of 5 portrayed in a sinister way to seem superior and manipulative, challenging stereotypes of young girls in horror films. The other is the mother of the girl, searching desperately for her missing child, shown as strong and maternal in her actions without caring about her appearance, challenging stereotypes of women as weak and vulnerable in horror. By not including male characters and portraying the females as capable, it aims to represent women in a more positive light compared to other horror films.
Evlauation question two
The document discusses how different social groups are represented in a media product. It represents teenagers as disrespectful and reckless through showing them drinking and smoking in a park. It portrays the social group as working class through having them socialize in affordable ways like in parks at night. The film's cast is mainly white, with the sole black character as the strong survivor, emphasizing the stereotypical strength of black people. Gender stereotypes are both reinforced and challenged through portrayals of masculine and feminine personalities among male and female characters. Heterosexual relationships are shown through intimate moments between couples.
Evaluation question 2
The document discusses how the media producer's film represents social groups through its use of characters. Specifically, it uses a young female protagonist to elicit sympathy from its target 15-24 female audience by portraying her stereotypically as weak, helpless, and affected by nightmares. Like the film "The Ring," it also opens in the protagonist's bedroom to further help the intended audience relate. While "The Ring's" character is initially bolshie, the producer's character is portrayed as more alone and at risk to seem even more helpless. Both films play on stereotypes of young female characters as naive, innocent, and in need of protection.
Q2 Evaluation
The document discusses the representation of the main character Megi/Lucy in a film sequence. It describes how Megi is represented both as an ordinary schoolgirl in flashbacks, showing her bubbly personality, and as a vulnerable victim when held captive in the basement by her abuser. The film aims to target an audience aged 15-25 who can relate to feeling both in control and constrained at times in their lives. Megi's school uniform costume represents her as a young student to appeal to school-aged youth. Research with questionnaires was also conducted to understand how audiences relate to Megi's representations.
Q2 final evaluation
Our main character is a typical teenage girl who finds herself approached and apparently attacked by a hooded figure in a remote location. Her style of clothing, including a white t-shirt and brown coat, aims to portray her innocence and insecurity to the target teenage audience. The desolate railway arch location was chosen to show that an attack could occur without witnesses. While the film initially presents typical gender stereotypes of the powerful male attacker and vulnerable female, it subverts expectations by showing the female walking away unharmed while the male lies unconscious, challenging the stereotype of teenage girls always needing rescue. Class is also depicted, with the working class attacker wearing basic clothing compared to the protagonist's wealthier appearance.
Question 2
This document summarizes how different social groups are represented in a title sequence, including:
- Gender: The protagonist is a vulnerable male victim, challenging stereotypes of females typically portrayed as weak.
- Age: The protagonist is an 18-year-old boy and the antagonist is a 13-year-old girl, challenging expectations of older individuals as threats.
- Social class: The protagonist is portrayed as working class through a casual, subtle costume to engage the majority working class audience.
Social backgrounds
The document discusses how different social groups are represented in a media product. It analyzes how the two main characters, a psychiatrist and a client, are portrayed based on their social backgrounds. The psychiatrist is depicted as smart, well-educated and supportive through costume and lighting, wearing smart clothes and being lit with high key lighting, signifying power. Meanwhile, the client is shown as vulnerable and insecure through casual clothing like a hoodie, low key lighting on her face, and body language that conveys unease, highlighting her status as a teenager dealing with traumatic visions.
Question 2
The document discusses how the media product represents social groups through its characters. It represents:
- Gender: The male is powerful/dominant while the female is vulnerable/distressed.
- Age: The youth are shown as lazy/rude while the old are wise/lonely.
The thriller opening shows the female character as stereotypically vulnerable by having her run away frightened from the male. Her emotions also align with stereotypes. The youthfulness of both characters is represented by their clothing and activities like playing. The storyline was chosen to raise awareness of serious crimes like kidnapping that disproportionately impact certain social groups.
Question 2 powerpoint evaluation
The document summarizes how the opening sequence of a short film represents different social groups through its use of mise-en-scene, cinematography, sound, and editing techniques. Specifically, it shows a young girl being preyed upon by an older male antagonist. Stereotypical gender representations are used where the girl wears pink and is vulnerable, while the antagonist wears dark clothing and hides his identity. Various shots are described that contrast the power dynamics between the two characters. The sound design and editing also aim to build tension and represent the girl as vulnerable to danger.
Question 2 powerpoint evaluation
The document summarizes how the opening sequence of a short film represents different social groups through its use of mise-en-scene, cinematography, sound, and editing techniques. Specifically, it shows a young girl being preyed upon by an older male antagonist. Stereotypical gender representations are used where the girl wears pink and is vulnerable, while the antagonist wears dark clothing and hides his identity. Various shots are discussed that contrast the power dynamics between the two characters. The sound design and editing also aim to build tension and emphasize the girl's vulnerability.
Question 2
The document discusses how different social groups are represented in the author's film opening for a zombie film. It addresses the portrayal of social class through characters like a upper class news reporter and lower class character Beth. Gender stereotypes are also explored through characters like the male hero Leo and the fearful female Beth. The film opening further represents youth and age by mostly featuring teenage characters, challenging stereotypes of youth, while an older news reporter represents age. Locations and props are also examined for how they portray social statuses and groups. Overall, the author aims to both challenge and follow stereotypes of various social groups to create an engaging film opening.
Question 2
The document discusses how the media product represents social groups in terms of gender and age.
For gender, the male character is portrayed as powerful and dominant while the female character is portrayed as weak, vulnerable, and scared. The female is shown running away from the male character, establishing his dominance.
For age, the main female character is portrayed as a timid youth through her actions like playing hopscotch, while the male character's clothing stereotypically represents young males. The target audience of young females was chosen based on feedback that this group prefers thriller movies more than young males. In 3 sentences or less, the document discusses representations of gender and age stereotypes in the media product.
Question 2
The document discusses how different social groups are represented in the author's zombie film opening. It describes how various characters represent different social classes, genders, and ages through their clothing, behaviors, and roles in the story. Both stereotypical and non-stereotypical portrayals are used. For example, the upper class news reporter dresses nicely and gives orders, while the lower class female character Beth hides fearfully in her room. However, the teenage male character Leo challenges expectations by fighting zombies with weapons. Locations like the newsroom and abandoned hallway also reinforce stereotypes about status and danger. Overall, the author aims to represent a range of social identities while telling a compelling zombie story.
2
The media production represents the social groups of age and gender. It shows a young boy in a school uniform set in a park to signify childhood innocence. An older teenage girl is shown, also conveying innocence as a typical victim for thrillers. There is a clear age difference between the boy and girl. Gender is also represented, with the female character being older than the male, confusing audiences as this is an atypical theme for thrillers which usually only show victims early on.
2
The media product represents the social groups of age and gender. It shows a young boy in a school uniform playing in the park to signify innocence. It also features a teenage girl who represents the typical innocent victim in thrillers. There is a noticeable age difference between the two main characters that leaves viewers confused. Gender is also represented, with the female character being older than the male, which is an atypical convention for the thriller genre that maintains audience confusion.
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Digipak analysis
The digipak targets female teenagers through its pink color scheme and use of Katy Perry's name in red. It also aims to attract men through a naked picture of Katy Perry surrounded by pink clouds, referencing her "California Gurls" music video in a surreal, candy-inspired way. Bright colors, capitalized tracklisting, and small print production details are used to match the pop genre and highlight the important information for fans.
Digipak
A digipak is a type of cardboard packaging with an internal plastic holder for CDs or DVDs. They are often used for CD singles or special editions. Digipaks have a gatefold paperboard outer binding and one or more plastic trays inside to hold discs. They commonly include extras like lyric books or photos. DVD digipaks are an alternative to DVD boxes for special editions. Digipaks use less plastic than jewel cases and can be made from recycled materials, making them more environmentally friendly.
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A digipak is a type of cardboard packaging with an internal plastic holder for CDs or DVDs. They are often used for CD singles or special editions. Digipaks typically have a gatefold paperboard outer binding and one or more plastic trays inside to hold discs. They commonly include extras like lyric books or photos. DVD digipaks are an alternative to DVD boxes for special editions. Digipaks use less plastic than jewel cases and can be made from recycled materials, making them more environmentally friendly.
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Laura Mulvey is a 75-year old British feminist film theorist and professor known for her influential 1975 essay "Visual Pleasure and Narrative Cinema". In this essay, she introduced the concept of the "male gaze", arguing that women in film and literature are represented from a male point of view, with men in active roles and women in passive roles. Specifically, the "male gaze" refers to how scenes are framed from the perspective of a heterosexual male viewer, focusing on a woman's body as an erotic object for both characters and spectators to view.
Evaluation question 4
The document discusses selecting a target audience of 15+ for a horror/thriller media product. It notes that many similar films have been rated 15+ due to violent, sexual, or discriminatory content. A 15+ rating would attract their target audience of teens and young adults who are frequent social media users and could be advertised to cheaply online. Having a 17-year-old protagonist also makes the film appealing to younger viewers who identify with characters closer to their own age. The typical audience for horror films is 15-25, as younger viewers enjoy and are not put off by thrills and graphic images, whereas older audiences may find them disturbing. The film aims to attract both male and female viewers equally by having three female
Question 6
The document discusses technologies used in creating a two minute film opening. A Panasonic camcorder, tripod, gorilla pod, and flip camera were used to film footage. A tripod was essential for stable shots, like one where the camera was in a river. IMovie software allowed editing clips together on a timeline with options like audio and lighting adjustments. Google images provided inspiration for locations, characters, and plots. A blog on Blogger documented research and preparation. A handheld microphone was used to rerecord dialogue of better audio quality than original clips, through a technique called Foley.
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Question 2
- 1. Evaluation Question 2 How does your media product represent particular social groups?
- 2. Our media product represents gender by making our female characters look venerable. This has been done through out our film as our female characters are being followed without being aware of it. This makes them look stereotypically venerable as women are portrayed as weak in comparison to men. Also by having our female characters jogging through the wood it also follows stereotypical views of women within society as they are seen to be obsessed with the way they look and their body image.
- 3. Our film presents teenagers as naive. This is shown through our film as when our teenage protagonist see’s the ghost child in front of her, she just runs away. Also it is shown through our dialogue as when our teenage protagonist is explaining where they are going to be jogging, she sounds like she lacks experience and knowledge of her surroundings. Despite this, we also portray teenagers as independent and responsible as our teenage protagonist has been given the responsibility to be out with a child on her own. She shows maturity as she protects the younger child from the danger of the ghost as she drags her away from it as the end of the film. She also shows maturity and responsibility as she shouts ‘Come on keep up’ to the young child, this shows that the teenager is worried about the childs safety and does not want to loose sight of her.
- 4. We portray children as vulnerable and oblivious as the child has no idea what is going on. Also the child is spoken to in controlling terms such as ‘keep up’ and ‘were almost done come on’. This shows the difference in maturity between the two characters as the child is not motivated enough to keep jogging. This is shown were Lily is bent over on the bridge trying to catch her breath. The oblivion is clearly shown towards the end of the film where she does not know that she is in danger and just repeatedly questions why she is being dragged away.
- 5. We portray joggers in our 2 minute film opening as vulnerable. This is due to them often putting themselves at risk. People may often see joggers as being a threat of danger due to them jogging in isolated areas e.g. The woods or empty roads at late at night or early in the morning. By jogging at these times, it is more likely for someone to be able to commit a crime upon someone without being seen or heard.