Representation
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Representation refers to how media texts portray gender, age, ethnicity, social issues, and events to audiences. Through construction, mediation, selection, and anchorage, media shapes understanding but also relies on stereotypes and ideology. Stereotypes generalize groups through basic characteristics while ideology reflects the beliefs of media producers that can influence representation.
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This document defines key terms related to media audiences and representation. It discusses how audiences are categorized into social classes and demographics for targeting advertising messages. It also outlines common techniques for creating and promoting audiences, such as posters, advertisements, trailers, and merchandising. Additionally, it defines representation and how media can construct, mediate, select, and anchor representations through language and images to convey ideological perspectives. Key terms defined include protagonist, antagonist, censorship, genre, institution, stereotype, and ideology.
Representation intro
Representation is about the relationship between real people, events, and ideas and how they are portrayed in media texts. It involves selective processes to determine what gets represented and how. As media consumers, it is important to analyze representations and consider the values and viewpoints behind them, as dominant groups control media institutions and promote themselves as normal while marginalizing others. Types, stereotypes, caricatures, and archetypes are often used in media representations, and it is important to consider how these can reflect or challenge dominant social views.
Inductive model mm
The document discusses two photographs from the Civil Rights Movement - the 1963 March on Washington and the 1957 integration of Little Rock Central High School - and their connections to the novel The Help. It asks questions about what is depicted in each photo, their significance, and how characters in The Help may have felt about or been influenced by the real-life events and tensions shown.
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The document discusses two important events from the Civil Rights Movement - the 1963 March on Washington and the 1957 integration of Little Rock Central High School in Arkansas - and their connections to the novel The Help. It prompts the reader to consider the perspectives and feelings of those involved in the historical events, as well as how these events may have influenced the characters and story in The Help. In particular, it asks how the movements for racial equality shaped relationships between African American and white characters during the time period depicted in the novel.
Genre
This document discusses genre media studies, defining genres as having characteristic features recognized by audiences. It provides examples of common genres like westerns, war films, soap operas, and crime dramas. There can also be subgenres within genres. Genres are attractive to audiences because expectations are fulfilled, and they can predict what will happen. Producers like working in genres because communication is instant due to recognizable components. Key components of genres include stock characters, plots, locations, props, and familiar narrative structures.
Representation
The document discusses key concepts in media studies including representation, mediation, and stereotypes. It provides definitions and explanations of these concepts with the following key points:
1. Representation is how media presents the real world to audiences through various texts like films, photos, etc. and involves the construction of meanings.
2. Mediation is the process by which a media text represents an idea to an audience, and involves selection, organization, and focusing of elements.
3. Stereotypes are widely circulated ideas about social groups that media relies on as a shorthand for audiences, though they may overgeneralize groups.
Final major project_proposal_form_
Nick McCabe proposes a documentary focused on his friends and their lives as teenagers. The documentary will provide insight into their daily activities and reflections on life. It will also examine challenges facing today's youth such as job prospects and the struggling economy. The target audience is other youth who will relate to the content as well as older viewers wanting to understand modern teenagers. The documentary will meet audience needs by contrasting the experiences of today's teenagers with past generations and examining how times have changed in areas like money, population, and race. To realize the project, McCabe will use strong narration to guide the story, close-up interviews with friends, and footage of relevant locations.
Representation of class
This document discusses media representations of social class in the UK. It outlines the main class divisions in British society and analyzes how each class is portrayed in media. The upper classes, especially the monarchy, are typically shown in a very positive light. The middle class is over-represented and portrayed as concerned with moral issues. The working class is often blamed as the source of social problems. Newspapers aimed at different classes assume what types of content will interest each reader.
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Product reserach
This document defines key terms related to media audiences and representation. It discusses how audiences are categorized into social classes and demographics for targeting advertising messages. It also outlines common techniques for creating and promoting audiences, such as posters, advertisements, trailers, and merchandising. Additionally, it defines representation and how media can construct, mediate, select, and anchor representations through language and images to convey ideological perspectives. Key terms defined include protagonist, antagonist, censorship, genre, institution, stereotype, and ideology.
Representation intro
Representation is about the relationship between real people, events, and ideas and how they are portrayed in media texts. It involves selective processes to determine what gets represented and how. As media consumers, it is important to analyze representations and consider the values and viewpoints behind them, as dominant groups control media institutions and promote themselves as normal while marginalizing others. Types, stereotypes, caricatures, and archetypes are often used in media representations, and it is important to consider how these can reflect or challenge dominant social views.
Inductive model mm
The document discusses two photographs from the Civil Rights Movement - the 1963 March on Washington and the 1957 integration of Little Rock Central High School - and their connections to the novel The Help. It asks questions about what is depicted in each photo, their significance, and how characters in The Help may have felt about or been influenced by the real-life events and tensions shown.
Inductive model mm
The document discusses two important events from the Civil Rights Movement - the 1963 March on Washington and the 1957 integration of Little Rock Central High School in Arkansas - and their connections to the novel The Help. It prompts the reader to consider the perspectives and feelings of those involved in the historical events, as well as how these events may have influenced the characters and story in The Help. In particular, it asks how the movements for racial equality shaped relationships between African American and white characters during the time period depicted in the novel.
Genre
This document discusses genre media studies, defining genres as having characteristic features recognized by audiences. It provides examples of common genres like westerns, war films, soap operas, and crime dramas. There can also be subgenres within genres. Genres are attractive to audiences because expectations are fulfilled, and they can predict what will happen. Producers like working in genres because communication is instant due to recognizable components. Key components of genres include stock characters, plots, locations, props, and familiar narrative structures.
Representation
The document discusses key concepts in media studies including representation, mediation, and stereotypes. It provides definitions and explanations of these concepts with the following key points:
1. Representation is how media presents the real world to audiences through various texts like films, photos, etc. and involves the construction of meanings.
2. Mediation is the process by which a media text represents an idea to an audience, and involves selection, organization, and focusing of elements.
3. Stereotypes are widely circulated ideas about social groups that media relies on as a shorthand for audiences, though they may overgeneralize groups.
Final major project_proposal_form_
Nick McCabe proposes a documentary focused on his friends and their lives as teenagers. The documentary will provide insight into their daily activities and reflections on life. It will also examine challenges facing today's youth such as job prospects and the struggling economy. The target audience is other youth who will relate to the content as well as older viewers wanting to understand modern teenagers. The documentary will meet audience needs by contrasting the experiences of today's teenagers with past generations and examining how times have changed in areas like money, population, and race. To realize the project, McCabe will use strong narration to guide the story, close-up interviews with friends, and footage of relevant locations.
Representation of class
This document discusses media representations of social class in the UK. It outlines the main class divisions in British society and analyzes how each class is portrayed in media. The upper classes, especially the monarchy, are typically shown in a very positive light. The middle class is over-represented and portrayed as concerned with moral issues. The working class is often blamed as the source of social problems. Newspapers aimed at different classes assume what types of content will interest each reader.
Genre theory
Genre theory provides an important framework for understanding texts. Genres orient audiences with default expectations that help make sense of a work, though some expectations may be challenged. Competent genre readers are not confused by some expectations not being met, as the genre offers a starting point rather than a strict set of rules. Assigning a text to a genre allows audiences to decide if it will appeal to them and enables predictions about narrative events based on knowledge of other works in that genre.
Audience
This document defines and discusses audience in media studies. It explains that media producers aim their products at a target audience, which they categorize based on demographics like age, gender, socioeconomic status. Conducting audience research is important so producers understand their target audience and create something that will appeal to them. Different factors can be used to segment audiences, including social/economic class, psychographics like personality/values/interests, and basic demographics. Understanding demographics helps media identify markets for their goods and services.
Introduction to Genre
Genres are defined by characteristic features that audiences recognize through familiar formulas and conventions. These include stock characters, plots, locations, props, music, and narrative structures. Genres are appealing to audiences because they know what to expect, but can also limit creativity by pressuring media texts to follow strict formulas. Producers also benefit by needing to establish fewer original elements for each new text within a genre.
Key concepts representation
The document discusses how media representations are constructed and how they portray certain groups. It notes that over 30% of advertisements still portray women as young, slim and blonde, while men featured are usually over 30 and dark-haired. It explains that the media does not present reality objectively, but rather engages in a process of selection and mediation based on the values of its producers. Representations invite audiences to understand them in preferred ways and become normalized through repetition.
Genre
Genres are characterized by recognizable features that audiences know and expect. They follow familiar formulas using stock characters, plots, locations, music and narrative structures. This allows for instant communication with audiences and means producers do not need to establish characters and plots. However, genres can become too formulaic and texts that do not fit genres have trouble being distributed.
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The document discusses the complex relationship between trust, the media, and public relations. It questions whether public relations operates with a short-term narrow approach or a wider approach that considers the interests of the public. The roles of media and public relations in society are shaped by the dominant model of public communication. While media and public relations are not necessarily opposites, there are advantages and drawbacks to media relations, such as the media's role as gatekeeper and the inability to guarantee effective information reaching the public. Problems also exist in the relationship between journalists and public relations professionals due to differing goals and commercialization pressures, as well as historical trust issues. High levels of information do not necessarily correlate with increased trust.
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Audience - The people who watch or listen to a media text. All media is produced with a target audience in mind. Theories of audience include hypodermic needle effect and individual/mass audiences.
Institution - Organizations that own media companies and set rules/values, like Sony owning Columbia Pictures. Knowing an institution's values helps with creating game shows based on their properties.
Media language - How media conveys meaning through symbolic (images), written (words), and technical (camera work) elements. Semiotics is used to analyze media language and ensure game shows follow conventions of their genre.
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Representation refers to how images, words or sounds depict issues beyond their literal meaning. Stereotypes oversimplify groups of people in a narrow way that allows little change and can result from prejudice. Media texts represent groups in varying ways for different reasons. For example, soap operas may depict the experiences of characters from ethnic minorities or of different sexual orientations to encourage consideration of how those groups are portrayed in society. Newspaper photos also represent issues, and their captions, story context, positioning in the paper, and the newspaper's own biases can shape the representational debate. Analyzing representation requires considering many surrounding factors of an image, text, or sound.
Media dictionary version 2
This document defines key terms used in analyzing various media forms including:
- Audience refers to the intended consumers of a media product and how they may be divided.
- Codes are systems that allow cultures to communicate through signs and create meaning.
- Genre refers to specific types of films, television, or radio productions like action, horror, or comedy.
- Mediation is the process by which media select and alter aspects of the world before presenting representations to audiences.
- Representation is the process of producing meaning in media, which can include misrepresentations of social groups.
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The document discusses representation in media texts and how people, places, and events are portrayed. It explains that representation involves depicting or describing something through symbols and can reflect or mediate reality through the use of media language and narratives. The document also discusses reflective and constructionist views of representation, with the constructionist view being that our understanding of the world is shaped by the representations presented in media texts.
Key concepts
The document discusses several key concepts relating to how media texts are classified and understood:
1) Genre provides audiences with expectations about a text based on recognizable elements or "paradigms" like plot points, costumes or music. This allows for variation while audiences can still appreciate how elements are represented.
2) Narratives in all media texts, including fiction, news, ads and docs, involve a constructed series of events with a beginning, middle and end that audiences interpret based on their experience.
3) All media texts are representations of reality that are intentionally composed using signs and symbols. Audiences need media to make sense of the world, but representations also reflect a producer's perspective.
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This document discusses the concepts of audience and representation in media texts. It defines audience as the group that consumes a media product, noting that audiences can be mass or niche. Producers research audiences using categories like age, gender, socioeconomic status to target them effectively. Representation is the process by which images, words or sounds indicate issues beyond their literal meaning, and can be positive or negative depending on perspective. The document provides examples of how different groups like women and men are commonly represented in media texts.
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Representation a2
This document discusses key media concepts related to representation, including how media portrayals of reality are intentionally composed versions that extend but also restrict our experience. It discusses how representations can reinforce or challenge prejudices and are politically influential. Four questions are provided for analyzing representation: what is represented, how, who is responsible, and how it can be interpreted. Stereotypes are discussed as shorthand assumptions that can be misleading but sometimes contain elements of truth. The mode of address refers to how a media text positions its target audience.
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1) Your values are shaped by your environment and experiences but remain relatively constant, while your attitudes are more likely to change as you encounter new people and situations.
2) People and media have an impact on what we value at all stages of life and influence our behavior and views of different groups.
3) Representations in media can reflect the social values of the society that produced them, though audiences may not consciously notice embedded values that seem natural.
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This document provides an overview of a case study assignment on representations and receptions in television advertising. It includes:
1) An introduction to the case study, which will focus on conventions of TV ads, language and messages, and how audiences interpret ads.
2) A section on common types of TV ad formats, including mini-dramas, spokesperson ads, pitch presentations, and voiceovers.
3) A discussion of how representations are constructed through signs and codes in media texts, and how these representations are interpreted based on a viewer's experiences and demographic factors.
Representation 2
The document discusses representation in media texts. It explains that representation means media texts are intentionally composed versions of reality, not direct windows into it. Representations can selectively present reality or use stereotypes. When analyzing representations, one would ask questions like who or what is represented, how it is created, who created it, why it is presented in that way, and what effect it has. The document also discusses theorists like Richard Dyer who studied pop stars as media texts, and theorist White who coined the term "gatekeepers" to refer to people involved in decision making in constructing media texts.
Intro to representation
Representation refers to how media presents people, ideas, places, etc. through constructed presentations rather than showing the direct reality. Everything seen in media has been represented in some way. When analyzing representations, key questions include who/what is represented, how it is created, the intentions, and the effects. Representations are mediated versions that have gone through a selection and construction process, so they are not direct reflections of reality. Audiences can perceive representations as either reflections of reality or as deliberate constructions intended to shape ideas.
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Genre theory
Genre theory provides an important framework for understanding texts. Genres orient audiences with default expectations that help make sense of a work, though some expectations may be challenged. Competent genre readers are not confused by some expectations not being met, as the genre offers a starting point rather than a strict set of rules. Assigning a text to a genre allows audiences to decide if it will appeal to them and enables predictions about narrative events based on knowledge of other works in that genre.
Audience
This document defines and discusses audience in media studies. It explains that media producers aim their products at a target audience, which they categorize based on demographics like age, gender, socioeconomic status. Conducting audience research is important so producers understand their target audience and create something that will appeal to them. Different factors can be used to segment audiences, including social/economic class, psychographics like personality/values/interests, and basic demographics. Understanding demographics helps media identify markets for their goods and services.
Introduction to Genre
Genres are defined by characteristic features that audiences recognize through familiar formulas and conventions. These include stock characters, plots, locations, props, music, and narrative structures. Genres are appealing to audiences because they know what to expect, but can also limit creativity by pressuring media texts to follow strict formulas. Producers also benefit by needing to establish fewer original elements for each new text within a genre.
Key concepts representation
The document discusses how media representations are constructed and how they portray certain groups. It notes that over 30% of advertisements still portray women as young, slim and blonde, while men featured are usually over 30 and dark-haired. It explains that the media does not present reality objectively, but rather engages in a process of selection and mediation based on the values of its producers. Representations invite audiences to understand them in preferred ways and become normalized through repetition.
Genre
Genres are characterized by recognizable features that audiences know and expect. They follow familiar formulas using stock characters, plots, locations, music and narrative structures. This allows for instant communication with audiences and means producers do not need to establish characters and plots. However, genres can become too formulaic and texts that do not fit genres have trouble being distributed.
Nordicom 2009 presentation
The document discusses the complex relationship between trust, the media, and public relations. It questions whether public relations operates with a short-term narrow approach or a wider approach that considers the interests of the public. The roles of media and public relations in society are shaped by the dominant model of public communication. While media and public relations are not necessarily opposites, there are advantages and drawbacks to media relations, such as the media's role as gatekeeper and the inability to guarantee effective information reaching the public. Problems also exist in the relationship between journalists and public relations professionals due to differing goals and commercialization pressures, as well as historical trust issues. High levels of information do not necessarily correlate with increased trust.
Target audience
The document discusses methods for researching a target audience for a film. It identifies key elements of a target audience as including gender, age, location, ethnicity, family status, education, and interests. Primary research methods mentioned are directly questioning the target audience, while secondary research uses existing audience profile data. Other techniques brought up are gathering feedback directly from potential audience members through vox pops and test screenings to get early responses to a film idea. An example provided analyzed information collected about a character named Lucy to define the ideal target audience for a potential film.
Key concept research
This document discusses key concepts related to media and game shows:
Audience - The people who watch or listen to a media text. All media is produced with a target audience in mind. Theories of audience include hypodermic needle effect and individual/mass audiences.
Institution - Organizations that own media companies and set rules/values, like Sony owning Columbia Pictures. Knowing an institution's values helps with creating game shows based on their properties.
Media language - How media conveys meaning through symbolic (images), written (words), and technical (camera work) elements. Semiotics is used to analyze media language and ensure game shows follow conventions of their genre.
Representation - How media portrays
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Representation refers to how images, words or sounds depict issues beyond their literal meaning. Stereotypes oversimplify groups of people in a narrow way that allows little change and can result from prejudice. Media texts represent groups in varying ways for different reasons. For example, soap operas may depict the experiences of characters from ethnic minorities or of different sexual orientations to encourage consideration of how those groups are portrayed in society. Newspaper photos also represent issues, and their captions, story context, positioning in the paper, and the newspaper's own biases can shape the representational debate. Analyzing representation requires considering many surrounding factors of an image, text, or sound.
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This document defines key terms used in analyzing various media forms including:
- Audience refers to the intended consumers of a media product and how they may be divided.
- Codes are systems that allow cultures to communicate through signs and create meaning.
- Genre refers to specific types of films, television, or radio productions like action, horror, or comedy.
- Mediation is the process by which media select and alter aspects of the world before presenting representations to audiences.
- Representation is the process of producing meaning in media, which can include misrepresentations of social groups.
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This document provides definitions and contexts for key terms and theories related to media studies. It discusses several important concepts for analyzing media products, including institution, representation, ideology, genre, narrative, audience, and how media aim to promote certain ideologies and appeal to target audiences. Key terms defined include stereotypes, gender roles, objectification, subordination, fetishization, racism, and more. The document is intended to help students develop their understanding and application of media theory.
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The document discusses representation in media texts and how people, places, and events are portrayed. It explains that representation involves depicting or describing something through symbols and can reflect or mediate reality through the use of media language and narratives. The document also discusses reflective and constructionist views of representation, with the constructionist view being that our understanding of the world is shaped by the representations presented in media texts.
Key concepts
The document discusses several key concepts relating to how media texts are classified and understood:
1) Genre provides audiences with expectations about a text based on recognizable elements or "paradigms" like plot points, costumes or music. This allows for variation while audiences can still appreciate how elements are represented.
2) Narratives in all media texts, including fiction, news, ads and docs, involve a constructed series of events with a beginning, middle and end that audiences interpret based on their experience.
3) All media texts are representations of reality that are intentionally composed using signs and symbols. Audiences need media to make sense of the world, but representations also reflect a producer's perspective.
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This document provides an overview of short films, including their defining characteristics, history, and differences from feature films. Short films are typically under 40 minutes, have low budgets, and are made independently. They are often screened at film festivals and can help filmmakers gain experience and funding for future projects. The document also examines some key aspects of analyzing films, including genre, representation, audience, narrative, institutions, technologies, and evidence.
3 audiences and representation
This document discusses the concepts of audience and representation in media texts. It defines audience as the group that consumes a media product, noting that audiences can be mass or niche. Producers research audiences using categories like age, gender, socioeconomic status to target them effectively. Representation is the process by which images, words or sounds indicate issues beyond their literal meaning, and can be positive or negative depending on perspective. The document provides examples of how different groups like women and men are commonly represented in media texts.
Ideology and values
This document discusses analyzing the ideology, values, and media language in media products. It states that all media communicates ideas and values to audiences, and these values can be explicit or implicit based on language choices that create certain representations. The document provides an example of how a newspaper headline uses provocative language to portray the EU in a negative way and reinforce the paper's position. It says that a text's values can be discussed by analyzing its media language choices and the types of representations that are created.
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This document discusses key media concepts related to representation, including how media portrayals of reality are intentionally composed versions that extend but also restrict our experience. It discusses how representations can reinforce or challenge prejudices and are politically influential. Four questions are provided for analyzing representation: what is represented, how, who is responsible, and how it can be interpreted. Stereotypes are discussed as shorthand assumptions that can be misleading but sometimes contain elements of truth. The mode of address refers to how a media text positions its target audience.
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This document discusses several key concepts related to values and representations in media:
1) Your values are shaped by your environment and experiences but remain relatively constant, while your attitudes are more likely to change as you encounter new people and situations.
2) People and media have an impact on what we value at all stages of life and influence our behavior and views of different groups.
3) Representations in media can reflect the social values of the society that produced them, though audiences may not consciously notice embedded values that seem natural.
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The Big Issue adapts to appeal to different audiences through various magazine cover styles such as celebrity covers featuring direct eye contact and expressions, political covers using graphics and real images to portray biases, and pop culture covers referencing recognizable characters. Using different styles helps attract a diverse audience by fulfilling different entertainment, information, and social needs through the Uses and Gratifications theory.
Tv advertising case study
This document provides an overview of a case study assignment on representations and receptions in television advertising. It includes:
1) An introduction to the case study, which will focus on conventions of TV ads, language and messages, and how audiences interpret ads.
2) A section on common types of TV ad formats, including mini-dramas, spokesperson ads, pitch presentations, and voiceovers.
3) A discussion of how representations are constructed through signs and codes in media texts, and how these representations are interpreted based on a viewer's experiences and demographic factors.
Representation 2
The document discusses representation in media texts. It explains that representation means media texts are intentionally composed versions of reality, not direct windows into it. Representations can selectively present reality or use stereotypes. When analyzing representations, one would ask questions like who or what is represented, how it is created, who created it, why it is presented in that way, and what effect it has. The document also discusses theorists like Richard Dyer who studied pop stars as media texts, and theorist White who coined the term "gatekeepers" to refer to people involved in decision making in constructing media texts.
Intro to representation
Representation refers to how media presents people, ideas, places, etc. through constructed presentations rather than showing the direct reality. Everything seen in media has been represented in some way. When analyzing representations, key questions include who/what is represented, how it is created, the intentions, and the effects. Representations are mediated versions that have gone through a selection and construction process, so they are not direct reflections of reality. Audiences can perceive representations as either reflections of reality or as deliberate constructions intended to shape ideas.
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This presentation was put together by CommsConsult for the African Economic Research Consortium (AERC) biannual research workshop on Policy Engagement held in Mombasa, Kenya, November 2010.
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Write a 3–5-page essay analyzing from a sociological perspective a c.docx
Write a 3–5-page essay analyzing from a sociological perspective a chosen diversity issue covered in the media.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
SHOW LESS
Competency 1: Describe theoretical ideas of power in relation to policy.
Discuss how minority and dominant groups are portrayed in a media piece in relation to the influence of power.
Discuss sociological concepts or theories appropriate for understanding the portrayal of diversity in the media.
Competency 2: Identify historical and contemporary influences of discrimination in U. S. culture.
Summarize a media piece using the sociological perspective on diversity.
Competency 3: Analyze the effects of social policy using aggregated data.
Analyze data that are appropriate for supporting or refuting the central tenets of media piece.
Competency 6: Apply in text the standard writing conventions for the discipline, including structure, voice, person, tone, and citation formatting.
Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
How are different social groups portrayed in the mass media in contemporary society? How far have we come in terms of reducing or eliminating stereotypical images and portrayals of minority groups? To answer these questions, we need to place them in the context of the economic, technological, and social changes that have shaped postindustrial U.S. society and affected relationships between diverse groups in our society. For example, watching TV sitcoms and dramas today we see not only much greater diversity in cast members but also minority group members playing leading roles, something that was much less common just a few decades ago.
As you analyze how the various media forms portray cultural diversity, another thing to consider is the role of people with power in the media industry—those who make the decisions about what stories and images appear on a TV news program or magazine or newspaper article and how those programs or stories will be framed.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
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Some sociologists who study the media argue that the media is a reflection of what is already happening in society, while others contend that the media manipulates its audience by portraying events or issues with a particular slant or goal in mind. What do you think? Does the media reflect what is already going on in society, or.
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Introduction to the set texts- The Times and Daily Mirror.
There is also an overview of how newspapers are included in the exam sections as well as conventions and terminology.
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What is the Media? What makes News? AERC Workshop, 2010
What is the Media? What makes News? AERC Workshop, 2010
Write a 3–5-page essay analyzing from a sociological perspective a c.docx
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More from Ella Day
Narrative
Narrative refers to how a story is constructed and relayed to an audience through a media text. There are various codes that make up a narrative including the hermeneutic code which avoids revealing all the facts to create mystery, the enigma code which builds tension and leaves the audience guessing, and the semantic and symbolic codes which suggest additional meanings and symbolism. Famous theorist Roland Barthes identified five main codes that shape narrative: the hermeneutic code, the enigma code, the semantic code, the symbolic code, and the cultural code, which references the audience's cultural knowledge.
Genre
The document discusses genre in media. Genre refers to the style or category of art, music, or literature. Consumers use genre to choose what media to consume, while producers create media for specific audiences by understanding and including genre codes and conventions. For example, a TV crime drama genre will feature police characters, crime scenes, suspects, victims and violence, along with tense, dramatic music. Genres also contain subgenres that further define the media text. Steve Neale's theory is that genres contain repetition of conventions but also differences, as some convention subversion is needed for a work to be unique within its genre.
Mise en scene
Mise en scene refers to everything within the frame of a shot that helps tell the story, including props, costumes, lighting, and settings. The document discusses how the teddy bear prop will be central to bringing two families together in a short film. Other meaningful props include job papers that indicate a character's stress and a football used in a park scene where the teddy is left behind. Settings for scenes include the bedrooms, dining rooms, and kitchens of the two families, as well as a park and walking locations where they interact. Mise en scene aims to make shots as true to life as possible and set the mood and atmosphere of each scene.
Examples of short films
This document provides summaries of several short films:
- For the Birds is a Pixar animated comedy about birds on a telephone wire with strange background music.
- In a heartbeat is an animated family short film that uses comedy and metaphor to normalize homosexuality for children.
- Gasman is a 1998 Christmas film that tells the story of siblings going to a holiday party with their affectionate dad and an unkempt woman and her children.
- The red balloon is a 1956 short film about a boy and his balloon going on an adventure, facing threats from other children.
Life on a film set
The document provides an overview of life on a film set and the various jobs and responsibilities of crew members. It begins with a typical day starting early as crew prepare in their various roles. Morale is important as crews spend long days together over months of filming. The roles of key crew positions like grips, electricians, camera, art, costumes, and more are outlined with their responsibilities for preparing equipment, setting up shots, and supporting production. Regulations for filming with children including required documentation and supervision are also covered.
Hall’s reception theory
The document discusses Hall's Reception Theory, which proposes that media texts are encoded with messages by producers but decoded differently by audiences based on their social and cultural backgrounds. There are three types of audience readings: preferred/dominant readings agree with the producer's intended meaning; negotiated readings agree in part but also bring their own interpretation; and oppositional readings reject the producer's meaning and create their own. The short film aims to encode a message of compassion across class differences through a boy's perspective, hoping for a preferred reading among a similar-aged audience who can relate.
Mirroring characters
The document discusses using binary oppositions and the theory of structuralism to contrast two family characters in a story. It will show morning and evening routines to reveal differences in class and family lives. When the families meet on a walk, the boy Jack notices the girl Paige never brings toys like he does, not understanding she may not have any. This mirrors Claude Levi-Strauss' theory that humans understand concepts through their opposites. The document suggests this approach challenges stereotypes by showing strengths in both the mother and father characters.
Feedback from presentation
The document discusses ideas for a short film, including having a simple storyline in the style of Wes Anderson films, showing two families coming together to create balance at the end. It considers using job leaflets and filming from a teddy's perspective to more efficiently show a day in its life. While building layers could add meaning, it may overcomplicate the simple idea. Working with children means some situations may be out of the filmmakers' control due to weather or tiredness.
Short film practice explained
The document outlines the planning and production process for a short film project. It discusses securing assets like a filming location, equipment, actors, and establishing a schedule. Initial ideas were explored such as montages, family stories, and scenes without dialogue. Planning involved organizing dates, scouting locations, and setting up equipment. Filming utilized natural lighting, a camera, mic, tripod and slider. Editing combined the random clips into a cohesive piece by adding background music.
basic outline of group presentation
This document outlines the details of a short film project about the day in the life of a teddy bear. It will follow the teddy as it gets passed between the families of Ella and Eloise. Though from different social classes, their stories intersect when the teddy gets lost in the woods. Both families' morning and evening routines are shown. The film aims to show how people from different backgrounds can come together through the bond formed between the children over the teddy bear. Locations, characters, plot, themes, and intended audience are defined to plan the project.
Steve neale presentation
This document discusses genre theory and the work of British philosopher Steve Neale. It states that a film's genre is defined by how much it conforms to and subverts genre conventions and stereotypes. It also discusses how Hollywood uses genres to guarantee audience pleasure and offset financial risks, while genres are constantly changing through repetition and difference. Popular cinema relies on audiences finding pleasure in both the familiar and unfamiliar aspects of genres.
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Representation
- 2. What is Representation? Representation is how media texts deal with and present gender, age, ethnicity, national and regional identity, social issues and events to an audience. Media texts have the power to shape an audience’s knowledge and understanding about these important topics.
- 3. Key terms in Representation: Construction This is the way a media text is put together. In a film or television programme this includes the editing and choice of camera angles, in a magazine or newspaper it includes the layout and writing as well as the choice of images. Mediation This is the process everything goes through before it reaches an audience. This can be how a film script is written and re-written before it makes it to production, how newspaper or magazine photographs are cropped and captioned, or how real life events - like a protest or a speech by a politician - are portrayed in a news report. Selection This refers to what has been selected to include in a media text. This can be particularly important in newspaper articles, where selecting certain facts over others can change the angle of a story; what is omitted is sometimes as important as what is included. Anchorage These are the words that go along with images to give those pictures a certain meaning in a specific context. This includes captions and headlines in newspapers and taglines in adverts or on film posters.
- 4. Stereotypes These are a simplified representation of a person, groups of people or a place, through basic or obvious characteristics - which are often exaggerated. For example, Vicky Pollard from Little Britain is a stereotypical example of a working class teenage girl. They can be used to describe characters quickly, relying on existing audience recognition. Stereotypes are dangerous as they can lead audiences to generalise about people or places. Ideology These are ideas and beliefs, held by media producers, which are often represented in their media texts. In a newspaper, the ideology of the owner or senior editors could influence the way certain stories are represented, such as lending support to a particular political party. In a documentary about asylum seekers, the representation of their story could be influenced by the ideology of the filmmaker or producer.