Representation age..
•Download as PPTX, PDF•
0 likes•566 views
This document discusses representing different social groups in TV dramas and asks students to think about subgenres of TV dramas like The Wire, Skins, and Bleak House and how characters from different ethnicities, ages, and social classes are represented in them. Students are instructed to fill out a mindmap about TV drama subgenres and discuss in pairs how various social groups are represented in images and which groups are represented and in what ways.
Report
Share
Report
Share
Recommended
Introduction to Representation
This document discusses representation in media texts and how to analyze representations. It defines representation as how groups, events, places or social changes are portrayed in media. Representations offer a version of reality but are subjective and constructed rather than objective. The document outlines Richard Dyer's 4 key points for analyzing representations: 1) What is represented 2) How it represents social groups 3) Who is responsible 4) Audience response. It also discusses theorists Stuart Hall and how representations rely on stereotypes that can subordinate groups.
Representation - Dyer
This document outlines Richard Dyer's framework for analyzing representations, which involves considering: 1) What is represented in terms of characters, subject matter, and place? 2) How are social groups represented and what ideologies does this reinforce? 3) Who is responsible for the representations? 4) What meaning might audiences take from the representations? It encourages analyzing representations of age, gender, sexuality, ethnicity and other attributes, and whether they rely on stereotypes or countertypes. It also discusses how representations can legitimize inequality and influence how social groups are seen.
Week 2 presentation
This document discusses the concept of genre. It defines genre as a type or category of artistic works that is socially and contextually dependent. Genre helps people understand how writing communities work and shows how ideas are discussed within different fields. The document states that genre represents typified human behavior directed toward important social goals. Understanding the tendencies and conventions of different genres makes writing clearer and helps one communicate effectively within their field.
Lesson 1 - Representation
The document discusses the concept of representation in media studies. It defines representation as how groups, individuals, events, places or social changes are portrayed through media. Representations are subjective rather than objective and are constructed based on choices made in the media text. Stereotypes are oversimplified representations of groups that universally apply common characteristics. The document examines how stereotypes are used and discusses the reality show Benefits Street as an example of representation.
1. introduction to representation
Thank you for the feedback. Let's move our discussion to how we can improve analysis and use of key terms.
AS Lesson 10 - 3 approaches
This document discusses representation theories in media studies. It begins by introducing key theorists like Stuart Hall, Laura Mulvey, and Richard Dyer. It then focuses on Stuart Hall and his three approaches to representation: reflective, intentional, and constructionist. The reflective approach suggests representations reflect reality, while the intentional approach argues they represent the creator's intentions. However, the constructionist approach presented by Hall views representations as constructed from multiple elements, including the creator's perspective, the audience's interpretation, and societal context. The document emphasizes Hall's perspective that no representation can fully capture absolute truth. It provides examples applying each approach and examines how ideologies are conveyed and reinforced in media texts.
Reflective constructionist representation
The document discusses reflective and constructionist views of representation and how they apply to coverage of the Rugby World Cup. A reflective view sees media as reflecting reality, while a constructionist view is that media representations construct our knowledge. Students are asked to search online coverage of the Rugby World Cup, note descriptive words used about the English rugby team, and analyze how the media constructs a representation of the team.
Genre revision 2012
Genre is an important concept for both media industries and audiences. For distributors and marketers, genre allows them to easily promote, target, and predict audiences for films. Audiences also engage with genre for its familiar conventions that provide expectation, anticipation, and a sense of predictability alongside occasional surprises. Academics study genre as a critical tool to analyze formal similarities and differences between films. While genres provide repetition, they are also dynamic and evolving as elements are challenged over time.
Recommended
Introduction to Representation
This document discusses representation in media texts and how to analyze representations. It defines representation as how groups, events, places or social changes are portrayed in media. Representations offer a version of reality but are subjective and constructed rather than objective. The document outlines Richard Dyer's 4 key points for analyzing representations: 1) What is represented 2) How it represents social groups 3) Who is responsible 4) Audience response. It also discusses theorists Stuart Hall and how representations rely on stereotypes that can subordinate groups.
Representation - Dyer
This document outlines Richard Dyer's framework for analyzing representations, which involves considering: 1) What is represented in terms of characters, subject matter, and place? 2) How are social groups represented and what ideologies does this reinforce? 3) Who is responsible for the representations? 4) What meaning might audiences take from the representations? It encourages analyzing representations of age, gender, sexuality, ethnicity and other attributes, and whether they rely on stereotypes or countertypes. It also discusses how representations can legitimize inequality and influence how social groups are seen.
Week 2 presentation
This document discusses the concept of genre. It defines genre as a type or category of artistic works that is socially and contextually dependent. Genre helps people understand how writing communities work and shows how ideas are discussed within different fields. The document states that genre represents typified human behavior directed toward important social goals. Understanding the tendencies and conventions of different genres makes writing clearer and helps one communicate effectively within their field.
Lesson 1 - Representation
The document discusses the concept of representation in media studies. It defines representation as how groups, individuals, events, places or social changes are portrayed through media. Representations are subjective rather than objective and are constructed based on choices made in the media text. Stereotypes are oversimplified representations of groups that universally apply common characteristics. The document examines how stereotypes are used and discusses the reality show Benefits Street as an example of representation.
1. introduction to representation
Thank you for the feedback. Let's move our discussion to how we can improve analysis and use of key terms.
AS Lesson 10 - 3 approaches
This document discusses representation theories in media studies. It begins by introducing key theorists like Stuart Hall, Laura Mulvey, and Richard Dyer. It then focuses on Stuart Hall and his three approaches to representation: reflective, intentional, and constructionist. The reflective approach suggests representations reflect reality, while the intentional approach argues they represent the creator's intentions. However, the constructionist approach presented by Hall views representations as constructed from multiple elements, including the creator's perspective, the audience's interpretation, and societal context. The document emphasizes Hall's perspective that no representation can fully capture absolute truth. It provides examples applying each approach and examines how ideologies are conveyed and reinforced in media texts.
Reflective constructionist representation
The document discusses reflective and constructionist views of representation and how they apply to coverage of the Rugby World Cup. A reflective view sees media as reflecting reality, while a constructionist view is that media representations construct our knowledge. Students are asked to search online coverage of the Rugby World Cup, note descriptive words used about the English rugby team, and analyze how the media constructs a representation of the team.
Genre revision 2012
Genre is an important concept for both media industries and audiences. For distributors and marketers, genre allows them to easily promote, target, and predict audiences for films. Audiences also engage with genre for its familiar conventions that provide expectation, anticipation, and a sense of predictability alongside occasional surprises. Academics study genre as a critical tool to analyze formal similarities and differences between films. While genres provide repetition, they are also dynamic and evolving as elements are challenged over time.
Media language 1 b
This document provides guidance on answering an essay question about how meaning is constructed through media language in a coursework production. It discusses media language and the purpose of trailers. It instructs the student to consider audience appeal, distribution, and themes when analyzing their work. Examples from the student's production demonstrating how camera work, editing, sound, and mise-en-scene create meaning must be discussed. Outlining how the essay will be structured is also covered.
Representation for section 1b
The document discusses various concepts related to representation in media, including:
- Stereotypes and how they can positively or negatively represent social groups;
- How meaning is constructed through signs and their interpretation;
- Arguments that representations do not always have to be negative or false stereotypes;
- Identities as constructed rather than innate;
- Baudrillard's concept of the simulacrum - that representations can become more "real" than reality itself.
Theory task models
This document provides information about semiotics theory and structuralism theory for analyzing media texts. It includes slides defining the key aspects of each theory, examples of applying the theories to media texts like advertisements and films, and evaluations of the usefulness of each theoretical approach. Students are given checkpoints to check their understanding of the key concepts from each theory and guidance for peer reviewing their presentations applying one of the theories to a media text.
Lesson
This document discusses genre theory and how it relates to magazines. It defines genre as the classification of media texts into categories based on similar characteristics and features. Genres have identifiable codes and conventions that audiences expect. The document discusses how genres can be hybrids that borrow elements from other genres. It also examines different scholars' perspectives on genre and how genres provide expectations and pleasures for audiences while also mitigating economic risks for producers.
AS Media Lesson 1 - Introduction to AS Media Studies
This document provides an overview of an AS Media Studies course. It discusses key concepts like media, representation, and genres. It outlines that students will study textual analysis and audience representation. Assessment includes a 2.5 hour exam and coursework involving pre-production, production, and reflective report. Exam topics cover unseen text analysis and representations/audiences. Coursework consists of pre-production, production, and reflective report tasks that can involve groups of up to 3 students. The document advises students to consume diverse media, keep up with news, and observe representations to help their learning in the course.
Fm4 spectatorship emotional response A-Level A2 Film Studies
An overview of approaches to emotional response in Film & Cinema Studies. Contains a range of theories, approaches and examples including Barthes, Hypodermic Needle Theory, Censorship & Reception Theory. Includes work on Kill Bill, V for Vendetta, Hitchcock's Psycho, the Lumiere Brothers and George Melies.
AS Media Studies - Full Glossary
This document provides definitions for various media studies terms:
1. It defines terms related to camera shots and angles like aerial shots, close ups, and high angles. It also defines editing techniques like dissolves and crosscuts.
2. It explains concepts related to how meaning is made in media like denotation, connotation, framing, and genres. It also defines audience related concepts like demographics and reception theories.
3. It provides definitions for other key media studies concepts like ideology, realism, narrative structures, and the role of sound. The glossary covers terminology used for television, film, and other media.
Representation for Q1b 2014
This document provides a framework for analyzing representations in media based on Richard Dyer's work. It outlines four key questions: 1) What is represented in terms of characters, subject matter, and place? 2) How are social groups represented and what stereotypes are reinforced? 3) Who is responsible for the representations? 4) How might different audiences respond to and make meaning from the representations? For each question, it gives examples of what to consider such as character demographics, production companies, and how representations relate to genres and target audiences.
Lesson 11 - Mediation
This document discusses key concepts around media representation and mediation. It defines mediation as the process by which media selects, organizes and focuses content to represent people, groups, or viewpoints in a particular way. Selection involves choosing what to include from available sources. Organization purposefully arranges content to represent something according to the producer's goals. Focusing ensures the most important parts of the representation are highlighted to guide the audience's interpretation. The document also discusses Stuart Hall's reception theory and concepts of preferred, negotiated and oppositional readings by audiences of media representations.
Question 1b general tips
This document provides an overview of various media theorists that may be relevant for analyzing media productions and concepts. It lists several theorists of genre, narrative, representation, audience, and media language. For each area, one or two key theorists are mentioned along with brief descriptions of some of their major ideas. The document advises using a few relevant theorists to apply to one's own work, rather than explaining theories in depth.
Representation
This document discusses various concepts related to media representation including stereotypes, archetypes, countertypes, gatekeepers, and how representation is constructed through things like framing, foregrounding, and backgrounding. It provides examples of how different groups like women, ethnic minorities, and youth are often represented in media through stereotypes. It also discusses theories of representation from scholars like Mulvey on the male gaze, Barthes on myths, and Hall on encoding and decoding media texts. Viewers are prompted to analyze representations in clips and consider how meanings are made and identities positioned through media constructions.
Media Studies Revison
The document provides an overview of key concepts in media studies, including genre, representation, audience, narrative, ideology, institution, technology, audio codes, technical codes, editing, camera shots, camera angles, and camera movement. It defines these concepts and provides examples to illustrate them. The concepts are interlinked, with some concepts like representation and narrative linking to other concepts in the explanations.
1b Representation suggested essay plan
In their A2 coursework production, the author created representations of gender, class, and location in their British soap opera. Specifically, they constructed gender performances of femininity through female character archetypes like "the tart" and "the gossip" that related to each other in supportive or combative ways. They also created representations of working class masculinity through male character archetypes like "the villain" and "the hero." The author analyzes how these representations may be received by the audience based on media theories like gender performance theory, audience reception theory, and mirror theory. They consider whether the audience may identify with or reject the various representations presented to them. In conclusion, the author reflects on whether their work presented a variety of
Lost, How does it attract its audience?
The document provides an overview of topics covered in an exam on film, television and music. It discusses the three areas - film, television and music - and common question types about audience, industry, and genre/representation. Specific past exam questions are outlined for television focusing on audience targeting and response. Notes sections provide guidance on answering audience targeting questions and analyzing the television show Lost in terms of its ensemble cast, neutral setting, and hybrid genre. The role of enigma codes, narrative structures, and non-diegetic scores in television is also summarized.
Media language
This document introduces key concepts for studying media at A-Level, including representations, audiences, institutions, language, ideology, narrative, and genre. It focuses on the concepts of language, narrative, and genre. Language in media includes codes that construct meaning, such as visual codes, audio codes, and written codes. Narrative refers to the story elements of a media text. Genre describes the type or category of a media text, such as comedy or action. The document provides examples of analyzing images by describing what is seen (denotation) and interpreting what is happening (connotation). Framing techniques like camera angles, distances, and lens types are also discussed.
Mise en scene1
This document defines and explains the five elements of mise-en-scene in filmmaking: settings and props, costume/hair/makeup, facial expressions and body language, positioning of characters/objects, and lighting/color. It provides examples and prompts readers to analyze how each element is used in images to convey meaning and manipulate audience feelings and expectations. Readers are asked to apply these elements to envision a scene from a genre of their choosing.
Lesson 1 Media concepts - Representation & mediation
The document discusses media representation and how the media constructs aspects of reality through the ways it chooses to portray people, places, events, and issues. It explains that representation involves re-presenting reality, not presenting it directly, and different people will have different representations based on their own experiences and perspectives. It also discusses how media producers mediate, or control, representations to try and influence the messages and meanings audiences take away. Producers do this through techniques like editing, camera angles, music, and captions that can shape interpretations. Overall, the document emphasizes that all media representations are constructions of reality, not reality itself, and will reflect the perspectives and agendas of those creating the representations.
Representation of age in the media
This document lists various stereotypical traits that are commonly associated with different ages in media representations, both positive ones like smart, hard-working, and caring, as well as negative ones like lonely, hopeless, fragile, irresponsible, and dangerous. A wide range of characteristics are provided without much context on how they are specifically portrayed for different age groups in media.
CAPE SOCIOLOGY Age and sex structure[1]
This document discusses key concepts related to age and sex structure of populations including:
- Age and sex cohorts that are used to analyze population structures such as 0-4, 5-9, etc. and how groups like children, youth, and elderly are defined.
- Metrics like sex ratio, dependency ratio, and median age that provide insights into the distribution of populations.
- Factors that influence sex ratios and how they typically change with age. Son preference is also discussed.
- Dependency ratios measure the economic burden on the working population from youth and elderly dependents.
Representation of age
This document discusses ageism and society's obsession with youth. It notes that age is used to easily categorize and stereotype others, with both young and old facing negative stereotypes. While racism and sexism are now widely seen as unfair, ageism remains acceptable. People go to great lengths to disguise their age through clothing, cosmetics, and even surgery. A youth-obsessed media promotes this bias by focusing on young, attractive models. The document argues that valuing youth over wisdom and experience can be harmful, and that we should celebrate people of all ages equally.
Media in the online age revision
The document discusses theories of participatory culture, the long tail effect, and crowd-sourcing in media in the online age. It provides examples of how YouTube allows everyone to create and share videos, how niche media products can collectively earn as much as blockbusters online, and how people get free support for ideas by putting them on the internet. The document also discusses how global media companies have become dominant online players that spread Western culture, while individual media producers now create and stream content online as "prosumers."
Representation of age
This document discusses stereotypes associated with different age groups:
- Children are stereotyped as naughty, loud, and hyper, conforming to stereotypes of innocence and dependence.
- Teenagers are stereotyped as drinking, being irresponsible, and engaging in crime/drugs, challenging stereotypes of education and fashion.
- Working age adults are stereotyped as rule makers and serious professionals, conforming to stereotypes of responsibility and independence.
- Elderly people are stereotyped as past their prime and burdensome, challenging stereotypes of hobbies like knitting and cooking.
The document notes that youth are often negatively portrayed in media and the
More Related Content
What's hot
Media language 1 b
This document provides guidance on answering an essay question about how meaning is constructed through media language in a coursework production. It discusses media language and the purpose of trailers. It instructs the student to consider audience appeal, distribution, and themes when analyzing their work. Examples from the student's production demonstrating how camera work, editing, sound, and mise-en-scene create meaning must be discussed. Outlining how the essay will be structured is also covered.
Representation for section 1b
The document discusses various concepts related to representation in media, including:
- Stereotypes and how they can positively or negatively represent social groups;
- How meaning is constructed through signs and their interpretation;
- Arguments that representations do not always have to be negative or false stereotypes;
- Identities as constructed rather than innate;
- Baudrillard's concept of the simulacrum - that representations can become more "real" than reality itself.
Theory task models
This document provides information about semiotics theory and structuralism theory for analyzing media texts. It includes slides defining the key aspects of each theory, examples of applying the theories to media texts like advertisements and films, and evaluations of the usefulness of each theoretical approach. Students are given checkpoints to check their understanding of the key concepts from each theory and guidance for peer reviewing their presentations applying one of the theories to a media text.
Lesson
This document discusses genre theory and how it relates to magazines. It defines genre as the classification of media texts into categories based on similar characteristics and features. Genres have identifiable codes and conventions that audiences expect. The document discusses how genres can be hybrids that borrow elements from other genres. It also examines different scholars' perspectives on genre and how genres provide expectations and pleasures for audiences while also mitigating economic risks for producers.
AS Media Lesson 1 - Introduction to AS Media Studies
This document provides an overview of an AS Media Studies course. It discusses key concepts like media, representation, and genres. It outlines that students will study textual analysis and audience representation. Assessment includes a 2.5 hour exam and coursework involving pre-production, production, and reflective report. Exam topics cover unseen text analysis and representations/audiences. Coursework consists of pre-production, production, and reflective report tasks that can involve groups of up to 3 students. The document advises students to consume diverse media, keep up with news, and observe representations to help their learning in the course.
Fm4 spectatorship emotional response A-Level A2 Film Studies
An overview of approaches to emotional response in Film & Cinema Studies. Contains a range of theories, approaches and examples including Barthes, Hypodermic Needle Theory, Censorship & Reception Theory. Includes work on Kill Bill, V for Vendetta, Hitchcock's Psycho, the Lumiere Brothers and George Melies.
AS Media Studies - Full Glossary
This document provides definitions for various media studies terms:
1. It defines terms related to camera shots and angles like aerial shots, close ups, and high angles. It also defines editing techniques like dissolves and crosscuts.
2. It explains concepts related to how meaning is made in media like denotation, connotation, framing, and genres. It also defines audience related concepts like demographics and reception theories.
3. It provides definitions for other key media studies concepts like ideology, realism, narrative structures, and the role of sound. The glossary covers terminology used for television, film, and other media.
Representation for Q1b 2014
This document provides a framework for analyzing representations in media based on Richard Dyer's work. It outlines four key questions: 1) What is represented in terms of characters, subject matter, and place? 2) How are social groups represented and what stereotypes are reinforced? 3) Who is responsible for the representations? 4) How might different audiences respond to and make meaning from the representations? For each question, it gives examples of what to consider such as character demographics, production companies, and how representations relate to genres and target audiences.
Lesson 11 - Mediation
This document discusses key concepts around media representation and mediation. It defines mediation as the process by which media selects, organizes and focuses content to represent people, groups, or viewpoints in a particular way. Selection involves choosing what to include from available sources. Organization purposefully arranges content to represent something according to the producer's goals. Focusing ensures the most important parts of the representation are highlighted to guide the audience's interpretation. The document also discusses Stuart Hall's reception theory and concepts of preferred, negotiated and oppositional readings by audiences of media representations.
Question 1b general tips
This document provides an overview of various media theorists that may be relevant for analyzing media productions and concepts. It lists several theorists of genre, narrative, representation, audience, and media language. For each area, one or two key theorists are mentioned along with brief descriptions of some of their major ideas. The document advises using a few relevant theorists to apply to one's own work, rather than explaining theories in depth.
Representation
This document discusses various concepts related to media representation including stereotypes, archetypes, countertypes, gatekeepers, and how representation is constructed through things like framing, foregrounding, and backgrounding. It provides examples of how different groups like women, ethnic minorities, and youth are often represented in media through stereotypes. It also discusses theories of representation from scholars like Mulvey on the male gaze, Barthes on myths, and Hall on encoding and decoding media texts. Viewers are prompted to analyze representations in clips and consider how meanings are made and identities positioned through media constructions.
Media Studies Revison
The document provides an overview of key concepts in media studies, including genre, representation, audience, narrative, ideology, institution, technology, audio codes, technical codes, editing, camera shots, camera angles, and camera movement. It defines these concepts and provides examples to illustrate them. The concepts are interlinked, with some concepts like representation and narrative linking to other concepts in the explanations.
1b Representation suggested essay plan
In their A2 coursework production, the author created representations of gender, class, and location in their British soap opera. Specifically, they constructed gender performances of femininity through female character archetypes like "the tart" and "the gossip" that related to each other in supportive or combative ways. They also created representations of working class masculinity through male character archetypes like "the villain" and "the hero." The author analyzes how these representations may be received by the audience based on media theories like gender performance theory, audience reception theory, and mirror theory. They consider whether the audience may identify with or reject the various representations presented to them. In conclusion, the author reflects on whether their work presented a variety of
Lost, How does it attract its audience?
The document provides an overview of topics covered in an exam on film, television and music. It discusses the three areas - film, television and music - and common question types about audience, industry, and genre/representation. Specific past exam questions are outlined for television focusing on audience targeting and response. Notes sections provide guidance on answering audience targeting questions and analyzing the television show Lost in terms of its ensemble cast, neutral setting, and hybrid genre. The role of enigma codes, narrative structures, and non-diegetic scores in television is also summarized.
Media language
This document introduces key concepts for studying media at A-Level, including representations, audiences, institutions, language, ideology, narrative, and genre. It focuses on the concepts of language, narrative, and genre. Language in media includes codes that construct meaning, such as visual codes, audio codes, and written codes. Narrative refers to the story elements of a media text. Genre describes the type or category of a media text, such as comedy or action. The document provides examples of analyzing images by describing what is seen (denotation) and interpreting what is happening (connotation). Framing techniques like camera angles, distances, and lens types are also discussed.
Mise en scene1
This document defines and explains the five elements of mise-en-scene in filmmaking: settings and props, costume/hair/makeup, facial expressions and body language, positioning of characters/objects, and lighting/color. It provides examples and prompts readers to analyze how each element is used in images to convey meaning and manipulate audience feelings and expectations. Readers are asked to apply these elements to envision a scene from a genre of their choosing.
Lesson 1 Media concepts - Representation & mediation
The document discusses media representation and how the media constructs aspects of reality through the ways it chooses to portray people, places, events, and issues. It explains that representation involves re-presenting reality, not presenting it directly, and different people will have different representations based on their own experiences and perspectives. It also discusses how media producers mediate, or control, representations to try and influence the messages and meanings audiences take away. Producers do this through techniques like editing, camera angles, music, and captions that can shape interpretations. Overall, the document emphasizes that all media representations are constructions of reality, not reality itself, and will reflect the perspectives and agendas of those creating the representations.
What's hot (17)
AS Media Lesson 1 - Introduction to AS Media Studies
AS Media Lesson 1 - Introduction to AS Media Studies
Fm4 spectatorship emotional response A-Level A2 Film Studies
Fm4 spectatorship emotional response A-Level A2 Film Studies
Lesson 1 Media concepts - Representation & mediation
Lesson 1 Media concepts - Representation & mediation
Viewers also liked
Representation of age in the media
This document lists various stereotypical traits that are commonly associated with different ages in media representations, both positive ones like smart, hard-working, and caring, as well as negative ones like lonely, hopeless, fragile, irresponsible, and dangerous. A wide range of characteristics are provided without much context on how they are specifically portrayed for different age groups in media.
CAPE SOCIOLOGY Age and sex structure[1]
This document discusses key concepts related to age and sex structure of populations including:
- Age and sex cohorts that are used to analyze population structures such as 0-4, 5-9, etc. and how groups like children, youth, and elderly are defined.
- Metrics like sex ratio, dependency ratio, and median age that provide insights into the distribution of populations.
- Factors that influence sex ratios and how they typically change with age. Son preference is also discussed.
- Dependency ratios measure the economic burden on the working population from youth and elderly dependents.
Representation of age
This document discusses ageism and society's obsession with youth. It notes that age is used to easily categorize and stereotype others, with both young and old facing negative stereotypes. While racism and sexism are now widely seen as unfair, ageism remains acceptable. People go to great lengths to disguise their age through clothing, cosmetics, and even surgery. A youth-obsessed media promotes this bias by focusing on young, attractive models. The document argues that valuing youth over wisdom and experience can be harmful, and that we should celebrate people of all ages equally.
Media in the online age revision
The document discusses theories of participatory culture, the long tail effect, and crowd-sourcing in media in the online age. It provides examples of how YouTube allows everyone to create and share videos, how niche media products can collectively earn as much as blockbusters online, and how people get free support for ideas by putting them on the internet. The document also discusses how global media companies have become dominant online players that spread Western culture, while individual media producers now create and stream content online as "prosumers."
Representation of age
This document discusses stereotypes associated with different age groups:
- Children are stereotyped as naughty, loud, and hyper, conforming to stereotypes of innocence and dependence.
- Teenagers are stereotyped as drinking, being irresponsible, and engaging in crime/drugs, challenging stereotypes of education and fashion.
- Working age adults are stereotyped as rule makers and serious professionals, conforming to stereotypes of responsibility and independence.
- Elderly people are stereotyped as past their prime and burdensome, challenging stereotypes of hobbies like knitting and cooking.
The document notes that youth are often negatively portrayed in media and the
MEDIA IN THE ONLINE AGE
The document provides information about an A2 Media Studies exam, including:
1) Section B of the exam will provide a choice of two questions worth 50 marks to answer, with past questions focusing on how the internet has changed media for audiences and the extent to which online and older distribution methods coexist.
2) Examiners noted candidates who answered Section B first generally did better overall, likely because it was worth more marks.
3) The exam preparation section lists key topics students need to know about the historical development of online media and its impact on audiences and production, as well as theories and industry areas to research independently.
Representation Of Age In Media - Skins
Skins is a TV drama that depicts the lives of teenage students in college. It shows their experiences of enjoying their youth while getting into trouble with authorities. In one scene, the teenage characters enter a pub and are met with displeasing looks from older patrons, reflecting stereotypes around youth. A fight then breaks out between the teens and older patrons, highlighting how both age groups conform to negative behaviors. However, one teen hides from the fight, showing greater maturity and contradicting stereotypes. By portraying different characters with varying personalities and behaviors, Skins represents the diversity of adolescence.
SociologyExchange.co.uk Shared Resource
The document discusses several topics related to the sociology of mass media, including trends in media ownership and control, new media and globalization, and the selection and presentation of news. It provides information on different theories of media ownership such as pluralism and Marxism. It also describes characteristics of new media, who uses new media, and perspectives on its impact. Globalization of media and its consequences on popular culture are examined as well. Factors influencing news production like news values, ownership, ideology and bias are also addressed.
Media representation presentation
Stuart Hall developed reception theory and the theory of encoding and decoding. He argues that audiences do not passively accept media texts, but actively negotiate meaning. Hall believes that culture is a site of social action and intervention where power relations can be established or challenged. He views identity as an ongoing cultural production rather than a fixed attribute, and has discussed how notions of race and ethnicity are socially constructed. Hall's influential work examines how institutions like the media can manipulate representations of issues like crime statistics for political purposes and ignite moral panics.
Media Representation Essay
The document discusses representation and stereotypes in media. It defines representation as how media constructs reality through selective presentation. Representations encode certain ideologies and paradigms while excluding others to shape a preferred view. Stereotypes are shortcuts used to understand media that define characters as either belonging or not belonging in a society. While stereotypes can enhance a text's realism, they also risk oversimplifying groups and misrepresenting reality. The document analyzes how various theories like the male gaze approach stereotypes and representation in media production and reception.
Age presentation
This document discusses stereotypes of age in media representations. It lists both positive and negative stereotypes commonly associated with being either young or old. Some negative stereotypes of youth include being immature, stupid, greedy, lazy, selfish, unfit, violent, callous, gullible, unreliable and careless. Positive stereotypes include being active, sociable, innocent, strong, with a long future ahead and being adventurous and fun. Negative stereotypes of old age include being grumpy, outdated, slow, weak, whining, unhealthy, miserly, hard-of-hearing, ugly, unable to use technology and being lonely, dependent, boring and unwilling to try new things. The document
Representation of youth theories
The document summarizes several theories about media representations of youth:
- Giroux, Acland, Hebdige, and Cohen argue that media representations of youth are constructed by adults and do not accurately reflect the realities of being a teenager. This leads to stereotypes and moral panics around youth behavior.
- Gramsci's theory suggests media representations always align with the values of the middle class, portraying other social groups negatively.
- Philo's theory says contemporary films link the working class with hoodies and crime, fueling middle class anxiety.
- Gerbner's cultivation theory proposes that excessive TV watching shapes perceptions, with media often depicting youth as criminals and influencing views of
Sociology of the mass media: Media forms, ownership and control
Media ownership in the UK is highly concentrated, with 13 major companies dominating the industry. 10 of these companies are owned by wealthy individuals rather than shareholders or trusts. There has been an increasing trend of concentration of ownership over time. Media giants employ strategies like vertical and horizontal integration, convergence across different technologies, global conglomeration, and branding to expand their control over various sectors of the media industry.
Inequality, social inequality and gender inequality: where is the women's pos...
Women face significant social inequality in Bangladesh according to various indicators. Gender inequality exists in health, education, employment, and political participation. Women have higher child mortality and malnutrition rates. Their literacy and education levels lag behind men's. Female labor force participation is much lower than men's, and women face large wage gaps. Women are vastly underrepresented in politics, holding only a small minority of seats. Violence against women, such as domestic violence, rape, acid attacks, and dowry-related violence is also prevalent in Bangladesh due to cultural and social factors. The causes of this inequality include gender norms, lack of policy implementation, poverty, and unequal distribution of wealth. National laws and policies have been enacted to promote gender equality but
Sociology Unit 5 Social Inequality
This document provides an overview of Unit 5 in a sociology course, which examines how social stratification, gender, age, race, and ethnicity contribute to social inequality. It outlines topics that will be covered such as social stratification systems, poverty, race/ethnicity, gender, age, and examines related concepts like discrimination, prejudice, and minority group treatment. Students are expected to understand how these various factors shape social structure and influence human interaction and opportunities.
Contemporary Media Representations of Young People
The document discusses various media representations of young people, including films such as 'Eden Lake' and 'Harry Brown' as well as the television show 'Misfits'. It analyzes these representations through the lens of several relevant media theories. Newspapers are discussed in relation to the 'Hoodies or Altar Boys' report of 2009, with references to theories from Althusser, Acland, Gerbner, and Cohen. Films are analyzed using theories from Giroux, Gramsci/Acland, and Wood. Television shows are discussed in the context of theories from Giroux. Overall, the document demonstrates how media representations of youth often serve to reinforce social norms from an adult perspective rather
Representation of race & ethnicity
The document discusses representation of race and ethnicity in media. It notes that while race has biological elements, there are also cultural components to representation. Media often relies on rigid racial stereotypes, especially in portrayals of minority groups. This can negatively impact viewers' perceptions, especially for children who have little other exposure to different cultures. The document calls for more accurate and diverse portrayals of various racial and ethnic groups in television, films, and other media to avoid perpetuating harmful stereotypes. It provides several specific examples of how different minority groups such as African Americans, Latinos, Asians, and Native Americans have been stereotyped in media over time.
Representations of age
The document discusses representations of age in various media genres and how they are constructed. It addresses stereotypical portrayals of teenagers, old people, and middle-aged individuals in genres like soaps, ads, films, sitcoms, and news. The constructionist approach views representations as reflecting both reality and the values of their creators, and audiences interpret them based on their own perspectives. Ideologies around age, class, and gender can influence media portrayals and affect audience perceptions in either positive or negative ways. Stereotypes are reinforced through dominant representations but may also be challenged by alternative portrayals.
Ethnicity Representations in the Media
This document discusses the representation of ethnicity in media. It begins with dictionary definitions of ethnicity as relating to cultural identity based on shared traits like race, religion or language. It then discusses Alvarado's model of common stereotypes in media representation of ethnicity: exotic, dangerous, pitied, humorous, and recently added - sexualized. The document notes that representation has changed from earlier definitions by foreignness or comedy, but minorities tend to still be defined by their otherness. It cautions that stereotypes can be dangerous if they form people's only experience of other cultures. Specific examples discussed include the demonization of young black people in some media and focus on stereotypical aspects of cultures in representations of minorities.
Representation AS Media
Representation refers to how media portray individuals, groups, events, and issues. Stereotypes are oversimplified and often inaccurate representations that are frequently used by media to help audiences instantly understand concepts. Representations can change over time based on how audiences and society views certain groups or topics. This document discusses how media use and influence representations.
Viewers also liked (20)
Sociology of the mass media: Media forms, ownership and control
Sociology of the mass media: Media forms, ownership and control
Inequality, social inequality and gender inequality: where is the women's pos...
Inequality, social inequality and gender inequality: where is the women's pos...
Contemporary Media Representations of Young People
Contemporary Media Representations of Young People
Similar to Representation age..
1. Introduction to Representation
Thank you for the feedback. Let's move our discussion to how we can improve analysis and use of key terms.
Introducing tv drama_and_representation ad1
The document provides information about an exam on key media concepts related to TV drama. It outlines the structure and requirements of the exam, which has two sections. Section A focuses on textual analysis and representation through analyzing an unseen TV drama extract. Section B examines institutions and audiences within the music industry. The document provides details on the types of questions that may be asked in each section and the key areas of focus for analysis, such as camera work, editing, sound, and mise-en-scene in Section A.
Representations of gender in the Media
This document discusses gender representation in media. It begins by outlining the learning objectives of exploring how femininity and masculinity are represented in media through stereotypes in film, music and advertising. It then discusses student tasks analyzing representations of gender in magazines, television shows, and advertisements. Specifically, it notes that women are often represented narrowly through domestic or sexualized roles, while representations of men increasingly focus on physique, strength, and sexuality. The document aims to have students understand and critique common gender stereotypes in various media.
Introducing tv drama and representation for g322 ocr media studies
This document provides information about an upcoming exam on media representation in TV dramas. It will be split into two sections. Section A focuses on analyzing representation in an unseen TV drama extract. Students will watch a 30-minute extract and then answer an essay question analyzing how representations of categories like class, gender, ethnicity are constructed through techniques like camerawork, editing, sound design. Section B covers questions about media institutions, audiences, and a pre-prepared case study. The document outlines the skills and concepts students need to understand to succeed in this exam, including representing, realism, and deconstructing TV dramas using formal analytical techniques.
Representation theory
This document discusses several key concepts in media representation theory, including stereotypes, archetypes, countertypes, and how media representations of groups can impact social attitudes. It also covers genre theory and how genres act as shorthand for audiences. Finally, it discusses audience theory, including effects models and uses and gratifications theory, which proposes that audiences actively consume media to fulfill certain needs like diversion, personal relationships, identity, and surveillance.
UAL Media Unit 4: Media Language - structuralism, binary oppositions, genre a...
Media Language: Structuralism
Binary Opposites, Genre, Narrative
For UAL L3 Media Unit 4 Critical and Contextual Awareness
Representation Updated 2017
This document discusses representation in media and provides a framework for analyzing representations. It defines representation as how groups, events, places, or social changes are portrayed in media through subjective constructions rather than objective reality. To analyze representations, the document outlines considering: 1) what is being represented, 2) how it is represented, 3) who is responsible for the representation, and 4) how the representation can be interpreted by audiences. Key theorists on representation like Richard Dyer and Stuart Hall are also summarized.
Introducing tv drama_and_representation_for_g322_ocr_media_studies
This document provides information about the exam requirements and structure for the G322: Key Media Concepts (TV Drama) exam. It discusses the two sections of the exam - Section A focuses on textual analysis and representation of an unseen TV drama extract, while Section B focuses on institutions and audiences through a case study. It provides details on the requirements and focus of each section, including focusing on technical aspects like camerawork, editing, sound, and mise-en-scene in Section A and production, distribution and audiences in Section B. It also provides examples of topics that could be covered in the case study, like specific films and genres.
UAL Media Unit 4: Structuralism - binary opposites, genre and narrative
The document provides information about media language and structuralism. It discusses how media texts are constructed to create meaning through the use of codes/signs like camerawork, mise-en-scene, and words. It explains that codes can have two levels of meaning - denotation, which is the literal meaning, and connotation, which refers to further implied meanings and associations. The document then discusses how structuralism views media texts and meanings as being determined by underlying social and psychological structures. It provides examples of how binary oppositions and genres are structural elements that help create and organize meaning in media texts.
Lesson 5 Representation
This document provides lesson materials on the concept of representation for a media studies exam preparation. It includes two lessons on representation, with the second focusing on planning an essay question applying representation to a coursework production. The lessons define representation, discuss its importance, and provide examples of how it can be analyzed in media texts. Key theories and theorists on representation such as Laura Mulvey, Richard Dyer, and David Buckingham are outlined. Students are guided in identifying representational concepts in their own work and planning a structured essay applying representation theory.
Year 11 media studies cover work
This document discusses media representation and how the media presents people, ideas, and events. It defines representation and discusses how the media represents groups through stereotypes. It also notes the importance of questioning representations, as stereotypes can reinforce oversimplified beliefs. Students are asked to analyze clips and discuss how they represent aspects like gender, youth, and stereotypes. Correct representation is important to avoid unfair or negative perceptions of groups.
Representation intro
This document discusses representation in media and discusses how representation will be explored at AS and A2 levels. At AS level, students are asked questions about who is being represented, how they are represented, who is doing the representing, why they are being represented in that way, and whether the representation is fair and accurate. Students also consider opportunities for self-representation.
At A2 level, students will explore two case studies of how particular groups or places are portrayed across different media types. This includes looking at alternative representations, issues of stereotyping, how to achieve fair and accurate representation, the role of power in representation, and reasons for dominant representations from historical, economic, social and political perspectives.
Representation
This document discusses representation in media and how audiences receive and interpret representations. It explains that representations carry implicit ideologies and values that shape how we see the world. Stereotypes are discussed as oversimplified representations of groups. The male gaze and ways women are objectified in media are also covered. The postmodern idea that media blurs reality is presented along with theories of how ideologies shape the representations used in media texts.
Representation new
This document discusses representation in media and provides examples of stereotypes and archetypes. It addresses representation of gender, age, ethnicity, and other demographic groups. Students are prompted to analyze representation in their own work, considering whether stereotypes are present and how different groups are portrayed. They are asked to think about topics like gender stereotypes, ethnic representation, age portrayal, and cultural appropriation. The document also briefly covers semiotic analysis of denotation and connotation when analyzing images like film posters.
Theoretical research
The document discusses key concepts in horror film theory and production, including definitions of genres, narratives, representation, audiences, and the use of research, planning, and digital technology in creating frightening elements. It also examines various theorists that contribute to understanding these concepts as related to the horror genre.
Theoretical research
The document discusses key concepts related to genre, narrative, representation, audience, and research/planning in relation to horror films. It provides definitions and examples of various film theories and how they link to conventions commonly found in the horror genre, such as the use of equilibrium, an agent of change, and resolution. Real media texts and the use of digital technology and creativity in planning and developing horror films is also covered.
Representation overview 2013 ppt
The document discusses the concept of representation in media. It explains that reality is mediated and constructed in all forms of television programming from news broadcasts to documentaries to reality TV and TV dramas. None of these accurately reflect objective reality. When analyzing representations, it is important to consider what is being represented, how it is represented, who is responsible for the representation, and how audiences may interpret the representation.
Media representation theory
Media Representation Theory discusses how media constructs representations of reality through various processes. Some key aspects of representation theory are:
1) Representation involves the construction of people, places, events and identities in any medium like mass media.
2) Representations involve how identities are constructed in the text as well as in the processes of production and reception.
3) Representations aim to seem 'natural' by positioning subjects in particular ways that serve ideologies.
Analyzing representations involves considering whose realities are represented and whose are denied through semiotics and other formal analysis methods.
Similar to Representation age.. (20)
Introducing tv drama and representation for g322 ocr media studies
Introducing tv drama and representation for g322 ocr media studies
UAL Media Unit 4: Media Language - structuralism, binary oppositions, genre a...
UAL Media Unit 4: Media Language - structuralism, binary oppositions, genre a...
Introducing tv drama_and_representation_for_g322_ocr_media_studies
Introducing tv drama_and_representation_for_g322_ocr_media_studies
UAL Media Unit 4: Structuralism - binary opposites, genre and narrative
UAL Media Unit 4: Structuralism - binary opposites, genre and narrative
More from ibz10
Describe vs analyse
The document contains two summaries of a scene from a film. The first summary describes the scene by stating that a woman cannot afford a dress and the shop assistant treats her harshly, showing their difference in power. The second summary analyzes how cinematography is used to represent gender through the use of an high angle shot that connotes weakness for the female character in a stereotypical way.
11 describe vs analyse
This document provides guidance on writing strong Point, Evidence, Explanation (P.E.E.) paragraphs to analyze representations of gender in film. It instructs the reader to write P.E.E.s with an underline in colored pencil, defines what a point, evidence, and explanation are, and provides examples of stronger and weaker P.E.E. analysis with a focus on terminology, evidence, and explanation. The document also includes notes on areas to focus writing and criteria for marking P.E.E. analysis, focusing on use of examples, terminology, and clear analysis of how technical aspects construct representations.
10 vocab
The document discusses developing an understanding of regional identity stereotypes through analyzing the micro-elements in the TV show "Doc Martin". Students are asked to watch episodes twice and take notes on how various micro-elements either conform to or subvert stereotypes about rural/urban and country/city identities. Examples given include the rural production design conforming to stereotypes of sparse population, while Doc Martin's southern urban accent and impatience initially conform but may later be subverted.
09 final revision lesson
Okay teams, get into pairs and decide who goes first. Remember the rules - no mentioning the word or micro-element directly. Good luck!
08 final tv drama revision session
The document provides guidance for a final exam on TV drama revision. It includes sections on writing down dos and don'ts for the exam, discussing high and low camera angles through example slides, anagrams and microelements identification, editing techniques like stereotypes conveyed through shots, and sound design choices like diegetic and non-diegetic music. The document offers content for reviewing key concepts and techniques in television drama.
06 sexual identity in tv drama
This document discusses representing sexual identity in TV drama. It provides examples of stereotypical and non-stereotypical representations of gay men, straight men, lesbians, and straight women in TV shows. Students are instructed to analyze how sexual identity is portrayed through four micro elements: appearance, speech, occupation, and behavior. They will watch TV show clips and analyze the representations using these micro elements. The lesson aims to understand how sexual identity is commonly and alternatively depicted in media.
05 regional identity
This document discusses regional identity and stereotypes in the United Kingdom. It begins by defining regional identity as being connected to both the country and region one lives in, on a smaller scale than national identity. It then lists common stereotypes associated with different regions of the UK, such as Scots being money-obsessed and drinkers, Welsh people living rurally and being rugby fans, and Northerners being poorer and more working class than Southerners. The document encourages analyzing these stereotypes and considering where they come from and how individuals may subvert them.
04 ethnicity revision day
The document outlines rules for a game to be played in pairs where participants cannot say a specific word or micro-element and the pair with the most correct answers wins a prize. Each pair will play twice with a member from the other team observing to prevent cheating. The rules specify 30 seconds per pair and that the member observing should stand over the pair's shoulder.
03 editing disability
This document provides guidance for revising to improve analysis of representations of disability in TV drama. It includes focusing on using the PEE structure, improving use of terminology and evidence, and using more analytical language. It discusses stereotypes around physical, mental and able-bodied representations. Examples of characters with disabilities in TV are given. The document also provides guidance on analyzing micro-elements like cinematography, mise-en-scene, sound and editing in exam responses.
02 gender
This lesson aims to analyze representations of gender within TV drama extracts. Students will watch an extract from Primeval four times, analyzing it using a worksheet to discuss how camera shots, editing, sound, and mise en scene construct gender representations. They will discuss camera techniques, editing, sound, and visual elements and how they represent gender without notes on the first viewing, and with notes for subsequent viewings.
07 rep of social class
The upper class would typically be represented through editing, sound, mise-en-scene, and cinematography as follows:
Through editing, the upper class would be represented using techniques like graphic matches and eyeline matches to show their refined manners and lifestyle. Their dialogue would be represented through sound as being well-spoken and proper. Mise-en-scene would show their lavish homes filled with fine furnishings and their elegant clothing. Cinematography would frame them in wide shots set in expansive landscapes to depict their wealth and status through the environments they occupy.
Music intro lesson
The document discusses how digitalization has impacted the music industry. It provides context about Section B and the assessment requirements. Some key points:
1) Digitalization has both benefited and harmed the music industry by enabling portable music formats but also piracy.
2) Students will be assessed on their knowledge and analysis of contemporary issues in the music industry, use of examples and evidence, and industry terminology.
3) Important websites are listed to stay informed on current topics in music and digital media.
Student handout
The document discusses marketing and promotion of media products. It covers traditional marketing techniques, new digital marketing through technology and social networks, and how digital distribution has affected marketing and consumption. Target audiences and production are also mentioned as areas to cover.
Sony lesson 2012
This document provides an overview of the global music industry and Sony's role within it. The three main points are:
1) Sony is a major record label and conglomerate that dominates the global music industry through its network of subsidiary labels covering various genres and audiences.
2) As a conglomerate, Sony benefits from cross-promotion opportunities across its various media properties, allowing it to effectively market and distribute its music.
3) While digitalization has threatened Sony's dominance, its size and ownership of hardware/devices helps it maintain power, though independent labels have more opportunities in the shifting landscape.
Sony company
This document discusses the music industry and is organized into three main sections: production, distribution, and marketing/promotion. It examines the different aspects of the industry and how piracy has impacted various parts of the business model. Strategies for combating piracy are also mentioned.
Revision powerpoint
The document discusses four key areas of the music industry: production, distribution, marketing/targeting audiences, and consumption/exchange. It does not provide any details about each area. The areas are listed but the document consists only of headings and does not contain any explanatory text or examples about the music industry topics.
Planning stages anaswer
The document defines four stages of the music industry: production, which is the process of making and recording music using studios and software; marketing/targeting audiences, which is how music and artists are promoted to different target audiences; distribution, which is getting the music to audiences through physical CDs, downloads, or streaming; and consumption and exchange, which is how audiences access and share music through personal use, streaming, or downloading.
Piracy and mock
Here are some key ways that independent labels combat piracy:
- Focus on building relationships with fans through social media, live performances, etc. This encourages fans to support the artists directly.
- Release music digitally quickly after recording to minimize pre-release piracy. Quick releases satisfy demand legally.
- Partner with digital distributors like Tunecore to get music onto streaming platforms like Spotify, helping generate legal streams and sales.
- Educate fans about the importance of paying for music to support the artists they love. Fans are more likely to pay when they understand the impact.
- Watermark or fingerprint tracks to help identify sources of leaks, helping take legal action against large pirate sites.
Music week 3
The seating plan arranges students in rows with some listed individually and some in pairs or groups. Elaine, Jovan, and Dominic have individual seats while Lemar and Micheal as well as Luke, Chelsie, and Jordan are listed together. The rest of the students including Henry, Yan, Segun, Ellen, and Keano are grouped without being paired specifically.
More from ibz10 (20)
Representation age..
- 1. Possibly get started on Age…
- 2. What sub genre are these TV Dramas? Fill in the mindmap in your booklet Ext: Can you think of any others?
- 3. What sub genre are these TV Dramas? Fill in the mindmap on handout TV Drama Ext: Can you think of any others?
- 4. REPRESENTATION In pairs, answer the Who is being represented? questions for each image How are they being Ext: Why have these represented? social groups been represented in this way?
- 5. Representation is… • Write down your own definition for Representation “ The way a media text re – presents or constructs a particular group of people, place or situation” ‘A Construction of Reality’
- 6. Why is The Media called The Media? • Because it mediates between the information and the audience PRODUCERS MEDIA TEXT AUDIENCE
- 7. In pairs, analyse one of the following TV Dramas to present back to the class •The Wire – Representation of Ethnicity •Skins – Representation of Age •Bleak House – Representation of Social Class What is the sub genre? How do you know this? How are the characters represented? Does it conform to typical stereotypes? Analyse using mise-en-scene and cinematography
- 11. You have 3 mins to present • Audience: Think of Questions to ask the group • What else would you like to know? • Did the group describe or analyse? • What media terminology should they be using when analysing?