The document discusses representation and stereotypes in media. It states that all media texts offer representations or versions of reality that are intentionally composed by their producers. Representations are fluid and interpreted differently by audiences. Signs and codes in media help audiences make sense of what is being represented. Stereotypes are commonly used as shortcuts but can also perpetuate negative views of groups when overused or in certain contexts. The key areas where stereotypes occur most often are identified as gender, age, ethnicity, sexuality, class, physical ability, and regional identity.

1. Learning Objectives:Learning Objectives:
• Understand the concept of representation.
• Understand why stereotypes are important.
• Understand the concept of representation.
• Understand why stereotypes are important.

2. RepresentationRepresentation
• the act of communication by using symbols to stand for
things.
What do we mean by this?
All media texts offer their audiences ‘representations’ (ie.
They RE-present) a version of reality.
So a newspaper story is the same as reading a letter about the
event, listening to a radio report is like receiving a phone
call about the event.
How you learn about the event is controlled by the person
writing the letter or making the phone call – it is their
representation of what happened.
• the act of communication by using symbols to stand for
things.
What do we mean by this?
All media texts offer their audiences ‘representations’ (ie.
They RE-present) a version of reality.
So a newspaper story is the same as reading a letter about the
event, listening to a radio report is like receiving a phone
call about the event.
How you learn about the event is controlled by the person
writing the letter or making the phone call – it is their
representation of what happened.

3. What does this mean?What does this mean?
• Media texts are intentionally composed, lit,
written, framed, cropped, captioned,
branded, targeted and censored by their
producers, and that they are entirely artificial
versions of the reality we perceive around us.
• Media texts are intentionally composed, lit,
written, framed, cropped, captioned,
branded, targeted and censored by their
producers, and that they are entirely artificial
versions of the reality we perceive around us.

4. Questioning representationQuestioning representation
• A representation of an event, an issue a group or
individual is only one of many possible versions.
• How does the audience of a media text know
whether the version of something they see is a
true version? Is it possible to talk about any media
text providing a true version when all media texts
are mediated by the organisation who produced
it?
• A representation of an event, an issue a group or
individual is only one of many possible versions.
• How does the audience of a media text know
whether the version of something they see is a
true version? Is it possible to talk about any media
text providing a true version when all media texts
are mediated by the organisation who produced
it?

5. So why do we pay attention to these
biased interpretations of reality?
So why do we pay attention to these
biased interpretations of reality?
• We need the media to make sense of reality.
• Representation is a fluid, two-way process:
producers position a text somewhere in
relation to reality and audiences assess a text
on its relationship to reality.
• We need the media to make sense of reality.
• Representation is a fluid, two-way process:
producers position a text somewhere in
relation to reality and audiences assess a text
on its relationship to reality.

6. SignsSigns
• Signs make help us decipher what exactly is
being re-presented. Signs are the smallest
piece of meaning we can use to decode
meaning. Almost anything can act as a
sign and more than one sign makes up
a code. For example:
• Glasses + bowtie + pens
= Geek
• Signs make help us decipher what exactly is
being re-presented. Signs are the smallest
piece of meaning we can use to decode
meaning. Almost anything can act as a
sign and more than one sign makes up
a code. For example:
• Glasses + bowtie + pens
= Geek

7. Key QuestionsKey Questions
• What view of people or issues is conveyed to the
audience?
• How is that view conveyed?
• Is it likely that audiences will agree with this
view? Or might audiences adopt oppositional
opinions?
• Do the representations establish a framework for
values, attitudes and beliefs?
• Do the representations conform to or challenge
dominant representations?
• What view of people or issues is conveyed to the
audience?
• How is that view conveyed?
• Is it likely that audiences will agree with this
view? Or might audiences adopt oppositional
opinions?
• Do the representations establish a framework for
values, attitudes and beliefs?
• Do the representations conform to or challenge
dominant representations?

8. Stereotyping - harmless fun?Stereotyping - harmless fun?
• Stereotypes can often be used as a useful
‘shorthand’ for media producers, particularly in
comedy/drama texts such as sitcoms and sketch
shows
• The use of a familiar stereotype means that the
audience can be steered more quickly towards
the ‘comedy’ of the ‘situation’
• Stereotypes can often be used as a useful
‘shorthand’ for media producers, particularly in
comedy/drama texts such as sitcoms and sketch
shows
• The use of a familiar stereotype means that the
audience can be steered more quickly towards
the ‘comedy’ of the ‘situation’

9. StereotypingStereotyping
• Whilst stereotypes can be used in a positive
way, the repetition of such representations in
other contexts can be very harmful for the
groups involved
• With a partner, brainstorm uses of
stereotyping in media texts that can be seen
as perpetuating negative views.
• Whilst stereotypes can be used in a positive
way, the repetition of such representations in
other contexts can be very harmful for the
groups involved
• With a partner, brainstorm uses of
stereotyping in media texts that can be seen
as perpetuating negative views.

10. The seven key areas
• Gender
• Age
• Ethnicity
• Sexuality
• Class and status
• Physical ability/disability
• Regional identity