Representaions and social groups
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A PowerPoint presentation to explain a little bit about the representations we created in our AS media project 'The Missing'
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Evaluation Question 2
This document discusses how the characters in the author's film represent teenagers and gender. For the teenage characters, Jake fits some stereotypes as a typical nervous protagonist but is represented as a victim rather than hero. Lizzie counters stereotypes as her behavior and clothing resemble "creepy girls" in horror films. Regarding gender, the film countertypes the norm by portraying the female character Lizzie as dominant and the male character Jake as vulnerable.
As tv drama & representation
The document discusses various concepts related to representation in media texts including signs, codes, ideologies, and the representation of social groups such as gender, ethnicity, age, sexuality, class, ability, and region. It provides examples of common representations within each social group and questions to consider when analyzing representations, such as whether they reinforce stereotypes or provide diverse portrayals.
Lesson 8 Ethnicity
This document discusses the representation of ethnicity in media and its effects. It defines key terms like dominant group and hegemony. It outlines common stereotypes portrayed for different ethnic groups like Asians being quirky or Middle Eastern people being religious or terrorists. It discusses theories like cultivation theory that show how media representations can influence viewers' perceptions of race. It also discusses the potential implications of racial stereotypes in media like perpetuating social myths and prejudices, especially in children.
Gender 2
The document discusses representations and stereotypes in media. It makes the following key points:
1) Stereotypes are socially constructed and reflect dominant ideologies, which can be reinforced or challenged by media representations.
2) Two 1990s sci-fi blockbuster films featured black heroes who went against previous negative stereotypes, creating new "countertypes." Countertypes oppose existing stereotypes but may become stereotypes themselves if too popular.
3) Representations in media are someone's version of reality, not reality itself, and the audience decodes the media's encoded messages differently based on their own perspectives.
Sc2220 lecture 6 2011
This lecture discusses gender in popular culture, focusing on representations of masculinity and femininity. It analyzes the pop group Pussycat Dolls, noting their themes of asserting female sexuality and independence while portraying men as useless or overly aggressive. The implications for gender and power relationships are complex, as leveraging sexuality can empower women by contesting the male gaze, but may also lead to objectification over time. The appropriateness and impact of various popular culture portrayals remains open to debate.
Representations of Disability
This document explores representations of disability in different media formats through analyzing portrayals in films, television shows, newspapers, and telethons. It discusses common stereotypes of disabled characters, such as being pitiable, a victim of violence, sinister or evil. It also examines how media focuses on impairments and depicts disabled people as burdens. The document advocates for more respectful and authentic portrayals that reflect disability as a normal part of life and consult disabled audiences.
Lesson 6 Male gaze
The document discusses the concept of the male gaze and how it objectifies women in film and media by focusing on their bodies and appearance from the perspective of the presumed male viewer. It outlines Laura Mulvey's theory of how women are presented as passive objects for visual pleasure through techniques like voyeurism and the male gaze. The male gaze refers to how women are viewed and presented as sexual objects through the eyes of the presumed male viewer rather than as full subjects.
freCommunity presentation
Community is an American sitcom that aired for 5 seasons from 2009-2015. It was created by Dan Harmon and filmed in Los Angeles. The show and its characters conform to typical high school stereotypes. Jeff is the confident main character and Britta is the stereotypical blonde female interest. Abed is the nerd of the group and Pierce is the comically out-of-touch old man. Several episodes feature prominent postmodern elements like direct references to movies like Die Hard and The Breakfast Club through character costumes and dialogue. Audiences have mixed opinions on postmodernism, with some finding it entertaining and thought-provoking while others dislike references that parody media they enjoy.
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Evaluation Question 2
This document discusses how the characters in the author's film represent teenagers and gender. For the teenage characters, Jake fits some stereotypes as a typical nervous protagonist but is represented as a victim rather than hero. Lizzie counters stereotypes as her behavior and clothing resemble "creepy girls" in horror films. Regarding gender, the film countertypes the norm by portraying the female character Lizzie as dominant and the male character Jake as vulnerable.
As tv drama & representation
The document discusses various concepts related to representation in media texts including signs, codes, ideologies, and the representation of social groups such as gender, ethnicity, age, sexuality, class, ability, and region. It provides examples of common representations within each social group and questions to consider when analyzing representations, such as whether they reinforce stereotypes or provide diverse portrayals.
Lesson 8 Ethnicity
This document discusses the representation of ethnicity in media and its effects. It defines key terms like dominant group and hegemony. It outlines common stereotypes portrayed for different ethnic groups like Asians being quirky or Middle Eastern people being religious or terrorists. It discusses theories like cultivation theory that show how media representations can influence viewers' perceptions of race. It also discusses the potential implications of racial stereotypes in media like perpetuating social myths and prejudices, especially in children.
Gender 2
The document discusses representations and stereotypes in media. It makes the following key points:
1) Stereotypes are socially constructed and reflect dominant ideologies, which can be reinforced or challenged by media representations.
2) Two 1990s sci-fi blockbuster films featured black heroes who went against previous negative stereotypes, creating new "countertypes." Countertypes oppose existing stereotypes but may become stereotypes themselves if too popular.
3) Representations in media are someone's version of reality, not reality itself, and the audience decodes the media's encoded messages differently based on their own perspectives.
Sc2220 lecture 6 2011
This lecture discusses gender in popular culture, focusing on representations of masculinity and femininity. It analyzes the pop group Pussycat Dolls, noting their themes of asserting female sexuality and independence while portraying men as useless or overly aggressive. The implications for gender and power relationships are complex, as leveraging sexuality can empower women by contesting the male gaze, but may also lead to objectification over time. The appropriateness and impact of various popular culture portrayals remains open to debate.
Representations of Disability
This document explores representations of disability in different media formats through analyzing portrayals in films, television shows, newspapers, and telethons. It discusses common stereotypes of disabled characters, such as being pitiable, a victim of violence, sinister or evil. It also examines how media focuses on impairments and depicts disabled people as burdens. The document advocates for more respectful and authentic portrayals that reflect disability as a normal part of life and consult disabled audiences.
Lesson 6 Male gaze
The document discusses the concept of the male gaze and how it objectifies women in film and media by focusing on their bodies and appearance from the perspective of the presumed male viewer. It outlines Laura Mulvey's theory of how women are presented as passive objects for visual pleasure through techniques like voyeurism and the male gaze. The male gaze refers to how women are viewed and presented as sexual objects through the eyes of the presumed male viewer rather than as full subjects.
freCommunity presentation
Community is an American sitcom that aired for 5 seasons from 2009-2015. It was created by Dan Harmon and filmed in Los Angeles. The show and its characters conform to typical high school stereotypes. Jeff is the confident main character and Britta is the stereotypical blonde female interest. Abed is the nerd of the group and Pierce is the comically out-of-touch old man. Several episodes feature prominent postmodern elements like direct references to movies like Die Hard and The Breakfast Club through character costumes and dialogue. Audiences have mixed opinions on postmodernism, with some finding it entertaining and thought-provoking while others dislike references that parody media they enjoy.
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.
Question 2
The media product represents several social groups:
It features a male lead character intended to portray strength and independence in a post-apocalyptic society. There are no female characters depicted. The lead actor is half-Tunisian, which breaks stereotypes of white British leads and represents how the disease affected all of society. The main actor is 17 playing a character aged 20-25, intended to be old enough to remember the epidemic and physically fit to survive due to their age.
AS Media Lesson 7 - realism and stereotypes
This document discusses stereotypes, how they are formed and perpetuated through media representations. It defines stereotypes as oversimplifying and exaggerating certain characteristics of social groups and applying them to all group members. It notes that stereotypes reduce diversity to just a few characteristics. The document also discusses why people believe media representations, including that realistic formats make messages more believable. It suggests analyzing media for believability, plausibility, and how experiences shape how realistic representations seem.
TV Drama - Representation
The document discusses the concept of mediation in media texts. It explains that every media text represents a version of reality rather than reality itself, as the media takes real people and events and changes them into the final media product. It provides the example of a comedy show being mediated through repeated rehearsals and editing to produce the half hour broadcast. Representation is then discussed as how groups, individuals, or social changes are portrayed in the media through subjective rather than objective constructions. Any representation is a mixture of the thing itself, the opinions of its creators, individual reactions, and the social context. Key points to consider with TV drama representations are what is represented, how, who is responsible, and how it can be interpreted. Ster
Disability
The document discusses the representation of disability in various films and media. It begins by asking the reader to watch and evaluate a short film about cerebral palsy and how it explains disability to children. It then asks the reader to consider how disability has been portrayed in other films - both positively and negatively. Specifically, it notes that villains in films like James Bond and Batman are often physically scarred or disabled. It also discusses several films from the past where physical disabilities were used to indicate more negative personality traits. However, it acknowledges that some films portray disabled characters succeeding through hard work. The document raises questions about both positive and negative representations of disability in media.
TV Drama & Sexuality
This document discusses representations of sexuality in TV dramas. It begins by listing shows that include gay characters. It then discusses traditional representations that center heterosexuality and stereotypes about homosexual, heterosexual, bisexual and other groups. Key concepts discussed include Laura Mulvey's male gaze and how sexuality is represented through techniques like camera shots, editing and sound. The document prompts the reader to consider examples from media and how different techniques shape representations of sexuality.
Lesson 5 Misogyny
This document discusses issues around the portrayal of gender in popular culture. It examines examples of lyrics from hip hop music that contain explicit misogyny and objectification of women. It also discusses debates around whether certain music videos and media depictions reinforce patriarchal and sexist attitudes or attempt to subvert them. The document raises topics like cultivation theory, which proposes that repeated exposure to certain representations in media can influence people's views of the real world. It also discusses the concept of misandry, or hatred of men, and whether some media portrayals stereotype men in a negative or silly light. Overall, the document presents a wide range of perspectives on the complex interplay between gender, media, and society.
Question 2
1) The document discusses how media products represent various social groups through characteristics like age, gender, ethnicity, and social class.
2) It focuses on the representation of age and gender in the opening sequence of the media product, with the protagonist being an older (40-50 years old) female, unlike typical sci-fi/horror films.
3) This protagonist is presented as a strong-minded, independent woman focused on important things rather than fashion, representing the social group of older women.
Media groups
The media product portrays young women between 17-18 years old. It shows them going for a jog, displaying that they are health conscious. As they jog, they stop to talk, portraying women as talkative. The main female is worried about persistent phone calls, representing women as emotional. Her facial expressions show worry. A white female wears a Hollister hoodie, portraying white youth as wearing posh clothes. A black female wears a Nike hoodie, consistent with portrayals of black youth wearing sports brands.
Social groups
A social group is defined as two or more people who share expectations and responsibilities and have a unifying characteristic or purpose. Common types of social groups include peer groups of the same age, cliques with shared interests, clubs dedicated to activities, households within a home, primary close relationships, and secondary impersonal interactions. The document then discusses stereotypes of nerds, goths, and popular girls and how including these contrasting subcultures and stereotypes in a film opening sequence can make it more interesting for viewers by subverting expectations.
Evaluation no.2
Our film uses teenage actors to represent the social group of teenagers that we are targeting for our horror film. The main characters include Guy, a selfish character who leads others into danger similar to Pete from "Shaun of the Dead", and Charlie, a cautious character who foreshadows things going wrong similar to Columbus from "Zombieland".
TV Drama - Representation & Gender Introduction
This document discusses representations of gender in media. It notes that stereotypes are socially constructed and reflected dominant ideologies that can be reinforced or challenged through media representations. It provides examples of how some blockbuster sci-fi films in the 1990s created new "countertypes" or positive stereotypes of black male heroes that countered previous negative stereotypes. The document also discusses how femininity and masculinity tend to be represented through common stereotypical characteristics and genres, and how these representations can reinforce gender stereotypes, particularly through techniques like camera shots, mise-en-scene, editing, and sound. Activities are included for analyzing gender representations and stereotypes.
Mental Illness in film
The document discusses how representations of mental illness in films have changed over time. Previously, mentally ill characters often had only supporting roles or were portrayed negatively to justify their actions. More recently, films have shown mentally ill protagonists in a more sympathetic light, portraying them as heroes dealing with their illness. Forrest Gump and characters in Sucker Punch are examples of protagonists managing mental illness while influencing history or overcoming challenges.
Mediation (the marxist theory)
Mediation refers to how certain groups are represented in media to convey a message or perspective. Gender is often mediated by portraying female characters as helpless victims to be rescued by strong male heroes. Social class is mediated through stereotypes as well, such as showing working class families using rough language and brand names while middle class families have high-paying professional jobs. Films like Taken and Notting Hill are examples of how gender and social class are commonly mediated in movies.
Representation of disability
This document discusses the representation of disability and issues with the term "disabled". It notes that the "dis" prefix implies negativity and definitions of "disabled" emphasize ineffectiveness. Those with disabilities often dislike this label and the stereotypical assumptions it carries. Media representation of disabilities is often limited and stereotypical, usually focusing on inspiring pity or showing disabilities as something to be overcome. While progress has been made, genuine actors with disabilities still struggle to get major roles. The document examines examples from advertising, sports, movies, and television.
Lesson 5 - Representation of Age
The document discusses age stereotypes in media representations of youths and old people. It finds that:
- Youths are often negatively portrayed as criminals, drug abusers, lazy, and reckless in the media. This can lead to moral panics around youth behavior.
- Old people are commonly stereotyped as frail, lonely, childlike, unproductive burdens on their families. They are seen as grumpy, fussy, and engaging in stereotypical pastimes.
- Both youth and old age stereotypes are overly broad generalizations that do not reflect the diversity of these groups. The frequent portrayal of stereotypes in media can influence public perceptions and government policies around age.
AS Lesson 3 - misogyny and feminism
This document discusses representations of gender and stereotypes. It notes that masculinity is often represented through stereotypes of strength, power, attractiveness, physique and independence, while femininity is represented through beauty, physique, sexuality, emotionality and relationships. Men are often lone heroes while women take helper roles and are more frequently victims. It encourages analyzing how media portrayals reflect and shape societal gender norms and stereotypes, and whether countertypes may challenge stereotypes. Students are assigned a homework task analyzing celebrity or character stereotypes and countertypes.
Character Representations
This document discusses the representation of the main character Bea across dimensions of gender, age, class, and ethnicity for a psychological thriller film. For gender, Bea conforms somewhat to stereotypes as vulnerable and irrational, but also challenges them by her actions. Her age as a young person represents the dangers of mental illness. Class and ethnicity are not explored in depth for Bea, though the document notes ethnic minority groups tend to have more negative portrayals while white protagonists are often powerful heroes.
Mediation (the marxist theory)
Mediation refers to how individuals and groups are represented in media. Gender, social class, and ethnicity are often mediated in stereotypical ways. For gender, women are frequently portrayed as helpless and in need of rescue by male heroes. Social class is mediated by showing working class characters as crude and middle class as professional. Ethnicity is also commonly mediated, such as portraying Asian characters as highly intelligent. Directors must be careful not to promote racist stereotypes through their mediation of different groups.
Representation of Gender 2016
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 idea that cinema positions the audience as male gazing at the female object on screen, and Richard Dyer's concept of dominant ideology and how representations are made to seem natural. The document also examines common stereotypical representations of femininity and masculinity in media, focusing on traits like beauty, sexuality, and power. It analyzes how gender is depicted differently in genres considered
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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.
Question 2
The media product represents several social groups:
It features a male lead character intended to portray strength and independence in a post-apocalyptic society. There are no female characters depicted. The lead actor is half-Tunisian, which breaks stereotypes of white British leads and represents how the disease affected all of society. The main actor is 17 playing a character aged 20-25, intended to be old enough to remember the epidemic and physically fit to survive due to their age.
AS Media Lesson 7 - realism and stereotypes
This document discusses stereotypes, how they are formed and perpetuated through media representations. It defines stereotypes as oversimplifying and exaggerating certain characteristics of social groups and applying them to all group members. It notes that stereotypes reduce diversity to just a few characteristics. The document also discusses why people believe media representations, including that realistic formats make messages more believable. It suggests analyzing media for believability, plausibility, and how experiences shape how realistic representations seem.
TV Drama - Representation
The document discusses the concept of mediation in media texts. It explains that every media text represents a version of reality rather than reality itself, as the media takes real people and events and changes them into the final media product. It provides the example of a comedy show being mediated through repeated rehearsals and editing to produce the half hour broadcast. Representation is then discussed as how groups, individuals, or social changes are portrayed in the media through subjective rather than objective constructions. Any representation is a mixture of the thing itself, the opinions of its creators, individual reactions, and the social context. Key points to consider with TV drama representations are what is represented, how, who is responsible, and how it can be interpreted. Ster
Disability
The document discusses the representation of disability in various films and media. It begins by asking the reader to watch and evaluate a short film about cerebral palsy and how it explains disability to children. It then asks the reader to consider how disability has been portrayed in other films - both positively and negatively. Specifically, it notes that villains in films like James Bond and Batman are often physically scarred or disabled. It also discusses several films from the past where physical disabilities were used to indicate more negative personality traits. However, it acknowledges that some films portray disabled characters succeeding through hard work. The document raises questions about both positive and negative representations of disability in media.
TV Drama & Sexuality
This document discusses representations of sexuality in TV dramas. It begins by listing shows that include gay characters. It then discusses traditional representations that center heterosexuality and stereotypes about homosexual, heterosexual, bisexual and other groups. Key concepts discussed include Laura Mulvey's male gaze and how sexuality is represented through techniques like camera shots, editing and sound. The document prompts the reader to consider examples from media and how different techniques shape representations of sexuality.
Lesson 5 Misogyny
This document discusses issues around the portrayal of gender in popular culture. It examines examples of lyrics from hip hop music that contain explicit misogyny and objectification of women. It also discusses debates around whether certain music videos and media depictions reinforce patriarchal and sexist attitudes or attempt to subvert them. The document raises topics like cultivation theory, which proposes that repeated exposure to certain representations in media can influence people's views of the real world. It also discusses the concept of misandry, or hatred of men, and whether some media portrayals stereotype men in a negative or silly light. Overall, the document presents a wide range of perspectives on the complex interplay between gender, media, and society.
Question 2
1) The document discusses how media products represent various social groups through characteristics like age, gender, ethnicity, and social class.
2) It focuses on the representation of age and gender in the opening sequence of the media product, with the protagonist being an older (40-50 years old) female, unlike typical sci-fi/horror films.
3) This protagonist is presented as a strong-minded, independent woman focused on important things rather than fashion, representing the social group of older women.
Media groups
The media product portrays young women between 17-18 years old. It shows them going for a jog, displaying that they are health conscious. As they jog, they stop to talk, portraying women as talkative. The main female is worried about persistent phone calls, representing women as emotional. Her facial expressions show worry. A white female wears a Hollister hoodie, portraying white youth as wearing posh clothes. A black female wears a Nike hoodie, consistent with portrayals of black youth wearing sports brands.
Social groups
A social group is defined as two or more people who share expectations and responsibilities and have a unifying characteristic or purpose. Common types of social groups include peer groups of the same age, cliques with shared interests, clubs dedicated to activities, households within a home, primary close relationships, and secondary impersonal interactions. The document then discusses stereotypes of nerds, goths, and popular girls and how including these contrasting subcultures and stereotypes in a film opening sequence can make it more interesting for viewers by subverting expectations.
Evaluation no.2
Our film uses teenage actors to represent the social group of teenagers that we are targeting for our horror film. The main characters include Guy, a selfish character who leads others into danger similar to Pete from "Shaun of the Dead", and Charlie, a cautious character who foreshadows things going wrong similar to Columbus from "Zombieland".
TV Drama - Representation & Gender Introduction
This document discusses representations of gender in media. It notes that stereotypes are socially constructed and reflected dominant ideologies that can be reinforced or challenged through media representations. It provides examples of how some blockbuster sci-fi films in the 1990s created new "countertypes" or positive stereotypes of black male heroes that countered previous negative stereotypes. The document also discusses how femininity and masculinity tend to be represented through common stereotypical characteristics and genres, and how these representations can reinforce gender stereotypes, particularly through techniques like camera shots, mise-en-scene, editing, and sound. Activities are included for analyzing gender representations and stereotypes.
Mental Illness in film
The document discusses how representations of mental illness in films have changed over time. Previously, mentally ill characters often had only supporting roles or were portrayed negatively to justify their actions. More recently, films have shown mentally ill protagonists in a more sympathetic light, portraying them as heroes dealing with their illness. Forrest Gump and characters in Sucker Punch are examples of protagonists managing mental illness while influencing history or overcoming challenges.
Mediation (the marxist theory)
Mediation refers to how certain groups are represented in media to convey a message or perspective. Gender is often mediated by portraying female characters as helpless victims to be rescued by strong male heroes. Social class is mediated through stereotypes as well, such as showing working class families using rough language and brand names while middle class families have high-paying professional jobs. Films like Taken and Notting Hill are examples of how gender and social class are commonly mediated in movies.
Representation of disability
This document discusses the representation of disability and issues with the term "disabled". It notes that the "dis" prefix implies negativity and definitions of "disabled" emphasize ineffectiveness. Those with disabilities often dislike this label and the stereotypical assumptions it carries. Media representation of disabilities is often limited and stereotypical, usually focusing on inspiring pity or showing disabilities as something to be overcome. While progress has been made, genuine actors with disabilities still struggle to get major roles. The document examines examples from advertising, sports, movies, and television.
Lesson 5 - Representation of Age
The document discusses age stereotypes in media representations of youths and old people. It finds that:
- Youths are often negatively portrayed as criminals, drug abusers, lazy, and reckless in the media. This can lead to moral panics around youth behavior.
- Old people are commonly stereotyped as frail, lonely, childlike, unproductive burdens on their families. They are seen as grumpy, fussy, and engaging in stereotypical pastimes.
- Both youth and old age stereotypes are overly broad generalizations that do not reflect the diversity of these groups. The frequent portrayal of stereotypes in media can influence public perceptions and government policies around age.
AS Lesson 3 - misogyny and feminism
This document discusses representations of gender and stereotypes. It notes that masculinity is often represented through stereotypes of strength, power, attractiveness, physique and independence, while femininity is represented through beauty, physique, sexuality, emotionality and relationships. Men are often lone heroes while women take helper roles and are more frequently victims. It encourages analyzing how media portrayals reflect and shape societal gender norms and stereotypes, and whether countertypes may challenge stereotypes. Students are assigned a homework task analyzing celebrity or character stereotypes and countertypes.
Character Representations
This document discusses the representation of the main character Bea across dimensions of gender, age, class, and ethnicity for a psychological thriller film. For gender, Bea conforms somewhat to stereotypes as vulnerable and irrational, but also challenges them by her actions. Her age as a young person represents the dangers of mental illness. Class and ethnicity are not explored in depth for Bea, though the document notes ethnic minority groups tend to have more negative portrayals while white protagonists are often powerful heroes.
Mediation (the marxist theory)
Mediation refers to how individuals and groups are represented in media. Gender, social class, and ethnicity are often mediated in stereotypical ways. For gender, women are frequently portrayed as helpless and in need of rescue by male heroes. Social class is mediated by showing working class characters as crude and middle class as professional. Ethnicity is also commonly mediated, such as portraying Asian characters as highly intelligent. Directors must be careful not to promote racist stereotypes through their mediation of different groups.
Representation of Gender 2016
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 idea that cinema positions the audience as male gazing at the female object on screen, and Richard Dyer's concept of dominant ideology and how representations are made to seem natural. The document also examines common stereotypical representations of femininity and masculinity in media, focusing on traits like beauty, sexuality, and power. It analyzes how gender is depicted differently in genres considered
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Representation describes how signs like media texts stand in for and depict reality. Producers intentionally frame reality through signs like editing and camerawork to position texts ideologically. Audiences make sense of reality through these representations. Common representations of social groups in media include stereotypes like criminal black men, nerdy white men, sexy Latinas, and helpless disabled people. Understanding how media represent social groups through signs is important for recognizing the ideologies that shape perceptions of reality.
Evaluation q2
The document discusses representation of social groups in media. It focuses on how the student's TV drama project represented teenagers and gender. Teenagers, especially young males, are often portrayed negatively, while women are represented as vulnerable victims. The thriller opening portrayed the female protagonist as a helpless victim and the intruder, implied to be a young male, in a hoodie, was portrayed negatively. Common stereotypes were followed, like women as innocent victims and men as criminals.
Evaluation 2
This document discusses representations of characters in thrillers and how they relate to social groups. It analyzes the protagonist, antagonist, and victim characters in terms of gender, age, class, race, and sexuality stereotypes. The victim character in the thriller is discussed as a young, attractive black woman who challenges stereotypes of female sexuality and race. The antagonist is left intentionally vague but dressed in stereotypical dark clothing for psychotic male characters. Representations are seen as beneficial for audiences to understand stereotypes but also have room for challenging expectations.
Representation
The document discusses various concepts related to representation in media texts including signs, codes, ideologies, and the representation of social groups such as gender, ethnicity, age, sexuality, class, ability, and region. It provides examples of common representations within each social group and questions to consider when analyzing representations, such as whether they reinforce stereotypes or provide diverse portrayals.
Representation 1
Media representations are constructions rather than mirrors of reality. They are intentionally composed by producers and represent someone's concept of existence through signs and symbols. When studying media, it is important to analyze who produced the representation, what is being represented, and how and why it is represented in that particular way. Representations of gender, race, age and other identity factors are often based on stereotypes that can reinforce societal prejudices if accepted uncritically.
2
The document represents teenage girls between the ages of 16-17 going on a camping trip. It aims to subvert stereotypes by portraying the teenagers as social, active and enthusiastic about camping rather than troubled or violent.
Gender-wise, it features an all-female cast to explore a more vulnerable storyline of girls' camping trip going wrong, allowing for varied character portrayals from talkative to awkward.
In terms of ethnicity, it aims to avoid stereotypes by having both a talkative white character and an active black character, subverting expectations of who may survive or take on courageous roles.
2
The document represents teenage girls between the ages of 16-17 going on a camping trip. It aims to subvert stereotypes by portraying the teenagers as social, active and enthusiastic about camping rather than troubled or violent.
Gender-wise, it features an all-female cast to explore a more vulnerable storyline and allow for diverse character portrayals, from talkative to socially awkward.
In terms of ethnicity, it aims to avoid stereotypes by having both a talkative white character and an active black character, subverting expectations of who might survive or take on courageous roles.
Representation of gender
This document discusses the representation of gender in media. It begins by defining representation and explaining how media representations provide artificial versions of reality that influence audience perceptions. It then discusses how gender is commonly portrayed, with women often depicted based on their beauty, physique, and relationships, while taking passive roles. Men are typically shown as strong, powerful, independent, and physically fit. The document also covers concepts like the male gaze, new representations of masculinity, and how feminism views gender representation in media.
Representation presentation
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how each of these groups are commonly stereotyped - for instance, females are often portrayed as weaker than males, ethnic minorities are negatively stereotyped, and the disabled are sometimes shown as pitiable or laughable. However, the representation of some groups like the disabled is improving, with some shows and brands providing more positive portrayals and roles for people of diverse backgrounds.
Representation theories
The document discusses several representation theories:
- Levi Strauss proposed the idea of "binary opposites" where understanding words depends on their opposite (e.g. understanding "villain" relates to differentiating it from "hero").
- Laura Mulvey's "Male Gaze Theory" suggests that women are viewed as sexual objects for male characters and audiences in media.
- John Berger also discussed "voyeurism" and said that "men act and women appear," being looked at by men and watching themselves be looked at.
- Tessa Perkins discussed stereotypes as not always negative or about minorities, and containing assumptions that can be challenged.
- Richard Dyer's representation
Representations in trailers a2
This document discusses how representations of groups within society can be analyzed in movie trailers. It provides examples of common representations in trailers, such as males and females, good and evil, teenagers, and "the other." The document instructs students to examine trailers and identify how different genders, ages, races, places, and groups are represented, and whether the representations are accurate or open to different interpretations. Students will consider stereotypes and ideologies reinforced through representations. Analyzing representations in trailers can provide insight into a society's fears or concerns.
Representation presentation
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how females, minorities, the young, the elderly, and disabled individuals are often portrayed through stereotypes. However, it notes representation of disabilities in media is improving, with more disabled actors and athletes gaining recognition as role models.
MediaFilmExchange.co.uk Powerpoint
The media plays an important role in representing reality and shaping attitudes and beliefs. However, media representations are inherently selective and simplified versions of reality that are intentionally framed, edited and produced with certain goals in mind. As a result, media representations often rely on stereotypes of groups to quickly convey information and make sense of the world. Common stereotypes in media include representations of gender, race, age, sexual orientation and disability.
Representation of different aspects
Gender is a basic way that humans categorize themselves and others. Media often portrays narrow definitions of masculinity and femininity through stereotypical gender roles. Representations of women in media tend to focus on physical beauty, relationships, and emotions rather than independence or intellect. Minority groups also face stereotypical portrayals in media based on race, age, sexuality, and other attributes. More diverse and accurate representations are growing but stereotypes still persist across many forms of media content.
Evaluation Question 2- Olivia Gracey
This document summarizes how a media product represents social groups through its characters. The protagonist, Iby, is a 23-year-old reformed ex-convict from an urban area trying to escape gangs and poverty for his family. The antagonist, Jordan, is a wealthy white male gangster who uses guns and flashy cars. Iby's wife is portrayed as vulnerable due to her involvement with Iby and danger from gang crime; she is sexualized through close-ups and short skirts. Overall, the characters represent the social groups of troubled urban youth trying to reform and gang members who commit crime to maintain their lavish lifestyle.
Question 2
The document discusses the representation of social groups in media. It addresses 7 areas of representation including age, gender, ethnicity, and discusses how stereotypes are often used in media to communicate meanings. While stereotypes can be portrayed positively or negatively, they usually reflect power imbalances in society. The document then provides examples from a thriller film of how it represented the social group of class and status through the main character, a detective, but that some viewers were confused about her profession. It also lists some common stereotypes commonly portrayed as normal in society. Finally, it discusses both the positive aspect of the main character being a female detective as well as a negative aspect where the character has a split personality and is also the murderer.
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.
Presenattion q2
This document summarizes the representation of social groups in the author's media project opening. It represents males in a regressive way through a violent male antagonist, reinforcing stereotypes of male aggression. It also represents disabled individuals and those with mental health issues regressively through the antagonist's implied conditions. However, it provides a progressive representation by using a male protagonist rather than the typical female victim, challenging conventions. While the antagonist suggests negative stereotypes about homosexuality, the use of a confident male protagonist offers a counter to typical teen horror representations.
Gender representation
The document discusses gender representation in horror films compared to other media. It notes that in most media, women are often portrayed as sexual objects or in emotionally-oriented, passive roles while men are typically heroes portrayed in active roles. However, in horror films, women can take on more active roles as protagonists, sometimes even as the "final girl" who survives until the end or defeats the monster. While horror films still show lower visibility of women overall, they present a more respected portrayal of women than other media, with females sometimes portrayed as the true heroes.
Representation gender
This document discusses the representation of gender in media. It explains that media helps shape cultural ideologies and notions of what is considered normal or appropriate for different social groups like men and women. Representations of women in media often focus on beauty, sexuality, and emotional roles while minimizing intellectual roles and independence. Representations of men often emphasize strength, power, physique and independence. Both gender representations in media can be unrealistic and contribute to body image issues.
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Representaions and social groups
- 1. Representations of social groups in ‘The Missing’
- 2. What is a representation and what are social groups?A representation is the way something or someone is shown in a particular way to the audience. Stereotypes or anti-stereotypes are mainly the foundation for creating representations. Social groups or societal groups are groups of people who understand that they have something in common. There are 7 social groups, these include: • Gender • Age • Regional identity • Ability/disability • Ethnicity • Sexuality • Class and status
- 3. What we represented In our piece, we represented gender. We did this by conforming to the stereotypes of gender representation. When casting, we decided to cast Josh as the antagonist. We agreed to have a male character as the antagonist to fit with the conventions, not only of a thriller, but the whole of media itself. Males stereotypically have to be dominant, threatening and forceful when playing the role of the ‘villain’. We used the mise-en-scene of costume in order to enhance this convention, for example; Josh was seen wearing a black leather, a black t-shirt and black jeans. Black has connotations of evil, death and the unknown so we knew it would be ideal to have Josh’s character wearing it.
- 4. Gender continued We also used other cinematography techniques such as sound and framing. The sound patterning got more intense on the run up to the reveal of the antagonist and hits its strongest point as Josh came on screen at exactly 1 minute 52 seconds. Before this, the soundtrack was consistent throughout the narratives unraveling. The sound reflects the dominant nature of this stereotypically male character on his reveal.