Representation Intro
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Representation involves the relationship between real people, events, and ideas and how they are portrayed in media. It is a selective process that does not show everything. Dominant groups in society tend to control media representations and promote themselves as normal while marginalizing others. Analysis of representation and stereotypes considers who is represented, how they are portrayed, and why, as well as how micro-level production elements like editing, sound, and camerawork construct certain portrayals.
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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.
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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.
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This document discusses representations and stereotypes in media. It explains that representations are constructions that re-present individuals and groups in a certain way, rather than reality. The media selectively chooses how to portray people to serve its own purposes. Repeated representations can become stereotypes that are oversimplified and judgmental. Viewers should consider who created a media text and what point of view it supports or does not support. Representations have implications for how people see themselves and others.
HU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, an
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Community, Art, and Identity
The people of Herzing University (Atlanta Campus featured above) makes up a rich and thriving community. This piece of visual art is something current students as well as potential students see in social media and when searching the website giving it power to build community by creating a sense of welcome. Examine the picture above and consider how it represents the 'Identity' of Herzing University and address the following:
· In what ways does this image create a sense of welcoming?
· In what ways does this image reflect the reality of achieving your academic goals through hard work?
· Does this image help you to embrace a new sense of empowerment for as you become a part of the Herzing University community?
Click here
Community and Identity Through Art
Your local community is another place where you can celebrate who you are and how you contribute to society. Visit either a local newspaper website or the nearest large city newspaper to you. Go to their community page and locate three 'positive' images that demonstrate community in your area. Click on the word "Text" and describe the ways each image empowers your sense of community and identity. (How does this image project an "I am proud to live here" type of atmosphere). Would this image encourage others to join your community? Why? Remember to reference the image on the References page.
Community and Identity in Music
Music of all genres often tell personal stories of identity as well as broader narratives of community. For example, Lee Greenwood's classic song, "I'm proud to be an American" demonstrates the feeling all Americans share about the opportunities they have received to build strong families and strong communities.
Go to YouTube and find a dance or musical performance that reflects your sense of community (that can be local, regional, or your Herzing community) and/or your sense of identity.
Once you select your video, share the URL in the textbox below. Be sure to reference the video on the References page.
Click here
Address the following:
1. What video did you select and why?
2. Would an audience understand the connection between the performance (or song lyrics) and the ideas of community or identity if it wasn't in musical form? Support your position.
3. What imagery in the performance or the lyrics connect most with you? Why?
4. What did the performance contribute to your understanding of community building and/or identity awareness?
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Literature and Community
Literature is a powerful artform known for its ability to explore unique perspectives of historical eras that reflects and celebrates community in its many forms. Literature can also reflect on the destruction or loss of community. Leslie Marmon Silko is an example of how identity and community are linked into an unbreakable bond. Like the writer Ruski ...
Representation theory
Representation theory examines how media represent people, places, events and concepts through images, words and sounds. It considers how representations are constructed and how they seem natural to audiences. Representations are selective and involve processes of production, distribution and reception that shape meaning. Audiences interpret representations based on their own experiences and backgrounds.
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.
Representation and stereotyping
This document discusses key concepts in media representation theory, including:
- Representations involve how identities are constructed within media texts and in the production and reception processes.
- Representations are judged based on our own experiences and backgrounds.
- Representation is inherently selective, foregrounding some aspects and backgrounding others.
- Representations that are used frequently come to feel natural and unmediated, even though they are constructed.
- Character typing such as archetypes, stereotypes, and genre types allow audiences to quickly understand and relate to characters.
- The way certain groups are represented in media can impact social attitudes and reinforce or challenge existing representations.
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1) The document discusses media representation and how media texts depict versions of reality through selection, construction, and anchorage.
2) It explores how representation refers to how aspects of society are presented to audiences and rests on the ideas that reality is re-presented and certain points of view are portrayed.
3) The document examines how students will learn about issues of positive and negative stereotypes in media representations through analyzing examples of representation related to class, gender, age, ethnicity, sexuality, and regional identity.
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Representation is how media portray reality through specific portrayals of people, places, and issues. It is not necessarily an accurate reflection but a constructed version. Media representations shape how audiences view things by selecting what to include and exclude and using language, images, and editing to guide audience understanding in a particular way. Representations reflect the views and values of their creators and can influence audience attitudes if they promote biased or unfair portrayals of groups.
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The document discusses representation in media. It makes three key points:
1. All media texts are representations of reality that are intentionally composed by their producers and are artificial versions of reality.
2. It is important to remember that every media form, from videos to magazines, represents someone's concept of existence through signs and symbols.
3. Representation is a fluid, two-way process where producers position a text in relation to reality and audiences assess the text based on its relationship to their own reality. Representation mediates ideas of people, places, and events in various ways.
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.
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This document discusses the key media concept of representation. It provides a definition of representation as examining how fairly or accurately media texts portray people, places, and ideas. All media texts involve someone's interpretation and are a mediated representation of reality rather than reality itself. The document then provides examples and discussion questions about representation and how certain social groups may receive unfair or limited representation in media due to who controls and works in powerful media institutions.
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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.
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This document discusses media representation and stereotypes. It defines representation as how the media depicts people, ideas, and events. Representation is not objective fact but a constructed mediation of reality. The media relies on audiences understanding its representations as truth. Some groups have limited real-world contact and know them mainly through media representations. As students, it is important to analyze representation in media for who and what is portrayed, potential lack of representation, and how technical and cultural codes shape audience understanding. Stereotypes are oversimplified, commonly held public beliefs about social groups that media can rely on for familiarity but may negatively impact how those groups are viewed. Correct representation is important to avoid unfairly influencing beliefs. Students are tasked
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The document discusses the concept of representation in media. It explains that representations offer a version of reality rather than being objective, and are constructed based on someone's opinion. Key points made include that representations can influence audiences and their perceptions, and the importance of considering who is responsible for creating a representation and how audiences may interpret it. Examples provided analyze how Lily Allen is represented in different photos.
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The document provides instructions for students to analyze representations of ability and disability in various media sources using technical codes. Students are asked to watch video clips and analyze how the clips use isolation, displacement, vulnerability, incapability, and reliance to represent disability. They are also instructed to analyze how ability is represented in an additional video extract and how the technical codes construct this representation. The document concludes by assigning students a homework essay analyzing representations of ability and disability in the media sources provided, to be completed and submitted by a deadline.
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The document outlines the requirements for creating a music video pitch, which should include:
1) Details on the track being used and permission from the record label (in a letter uploaded to a blog); inspiration from other music videos, packaging, and websites pinned on Pinterest and linked in the blog.
2) A synopsis and timeline outlining what would be shot for the music video.
3) Flat plan designs for a 6-panel digipak and all pages of a website promoting the track.
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The document discusses different types of sounds that can be present in a TV drama. It distinguishes between diegetic sounds, which are sounds that exist within the world of the characters, and non-diegetic sounds, which are only heard by the audience. The key factor for categorizing a sound is whether a character could hear or see it within the story world.
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An overview of media studies 2015
This document provides an overview of the AS and A2 Media Studies courses offered at a German institution. The courses focus on developing students' critical thinking skills around media through practical production work and theoretical analysis.
The AS course includes a foundation portfolio where students complete video or print productions, and a key concepts unit examining representations in TV and the music industry.
At A2 level, students produce a promotional package for a band. They also complete an advanced portfolio and a critical perspectives exam involving theoretical evaluation of their work and contemporary media issues.
Support resources include unit-specific blogs and contact information for the course leader is provided.
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The document discusses theories of gender representation in music videos. It outlines how women are often hyper-sexualized in music videos, dancing provocatively or touching themselves. This leads to a debate around whether this is empowering self-expression or damaging. The document also discusses Laura Mulvey's theory of the "male gaze" and how women are objectified for the erotic pleasure of male viewers. However, some female artists like Adele challenge stereotypes by offering empowering lyrics without sexualization. The document also covers theories of hegemonic masculinity in music, and how traits like aggression and dominance are emphasized in genres like rap and hip hop.
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This document discusses key concepts around representation in media including:
- Representations re-present events that have already occurred rather than presenting reality directly.
- Representations invite audiences to understand and agree with a particular interpretation.
- Media institutions have power and responsibility over representations that can influence social attitudes.
- Stereotypes simplify representations and focus on exaggerating aspects to enable quick audience understanding but often have negative assumptions.
- Ideologies embedded in media texts reflect dominant beliefs and expectations in a culture.
- Genres may have associated representations and stereotypes that aid understanding of narratives.
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1) The document discusses different types of music videos including performance-based, narrative-based, and concept-based videos.
2) Performance videos focus on shots of the artist performing, narrative videos tell a story either based on or suggested by the song's lyrics, and concept videos are based around a single idea or concept.
3) The relationship between the music, lyrics, and visuals in a video is also examined, including how the visuals can illustrate, amplify, contradict, or create disjuncture from the lyrics and tone of the music.
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This document discusses several theoretical perspectives on genre:
1. Rick Altman breaks genre down into semantic (props, characters, etc.) and syntactic (ideologies, narratives) elements which must be analyzed separately.
2. David Buckingham argues that genre is constantly negotiated and changing through hybridization.
3. Nicholas Abercrombie suggests that economic pressures lead to the "dismantling of genre" through pursuing new audiences.
4. Todorov argues that new genres transform old genres, similar to postmodern bricolage combining multiple genres.
5. Some Marxists see genre as social control reproducing dominant ideologies, while feminists examine how genres produce hegemonic representations viewed as common sense.
Genre 2015 lesson 1
Genres are ways of categorizing and organizing different types of texts to simplify the mass of available information for both audiences and producers. They create order and appeal to our need to organize chaos. Genres are categories based on common textual elements that attempt to structure some order into the wide range of circulating cultural texts. All genres have sub-genres that divide them into more specific categories, and texts can also evidence hybridity by combining elements of two or more genres. Hybridity and sub-genres allow audiences to identify texts through their familiar and recognizable genre characteristics.
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The document discusses the concept of mise-en-scène in filmmaking, which refers to everything visible on screen including actors, lighting, decor, props, and costumes. It also discusses how signs and symbols in media can have multiple interpretations depending on how they are interpreted and the cultural background of the viewer. Various elements of mise-en-scène, such as lighting, decor, costumes, props, and location are described in terms of how they can be used to convey meaning and provide context. Students are instructed to analyze examples of film or print media using concepts of mise-en-scène and genre.
Initial title research
This document instructs the reader to create timelines for the opening titles of at least 3 films using a website. They should identify the number of titles and job roles in each film. A brief paragraph should discuss on average how many titles are in a 2 minute opening and the variety of job roles, and state that any future work must adhere to the findings. The completed prezi should be posted after a video prelim with the title "initial title research".
Creating an advertising campaign
The document provides instructions for creating an advertising campaign on Pinterest. It instructs the user to create a Pinterest account if needed, then make a board suggesting an advertising campaign. A link is included for finding advertising design ideas to help inform the campaign. The user is then asked to write a 500-word reflective piece summarizing their campaign board and justifying the decisions made in the proposed campaign.
What should be in my A2 Blog by Friday 5th September 2014
The document outlines 20 topics that should be covered in a blog for a 'The Pitch' music video work assignment. The topics include reflections on skills developed from various workshops and events, discussions on music video techniques and theories, analyses of example music videos, research on genre conventions and target audiences, and updates on the development of initial ideas for their own music video. Completing blog posts on all 20 topics will allow the student to thoroughly document their research and creative process.
Creating your music video pitch
The document provides instructions for creating a music video pitch that includes three parts:
1. Details of the track, inspiration sources, and permission to use the song. This is presented on a Pinterest board with a link in the student's blog.
2. A rough timeline and synopsis of the music video.
3. Flat plan designs for a 6-panel digipak and all pages of a website.
Students then present their pitch as a Prezi, film it as a video, and gather feedback on how to improve their ideas in subsequent blog posts and lessons. Pitches will take place in the second lesson of the following week.
Music video audience research
This document provides instructions for students to research and understand their target audience for a promotional music video project. Students are asked to create a character on Bitstrips to represent their target audience, then build a strip describing the audience's interests and lifestyle. They are to reflect on how the audience will impact their video's content and style. For homework, students must interview at least 6 people from their target audience about music videos in their genre and reflect on what they liked and disliked to help shape their own video.
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Representation Intro
- 1. Representation & Stereotyping What is it and why is it important?
- 2. What Representation is…. Representation is about the relationship between people, places, events, ideas, values and beliefs in the world and their re- presentation (or mediation) in media texts e.g. the relationship between actual people seeking asylum in the UK and the ways in which tabloid newspapers represent “asylum seekers”
- 3. What Representation is………. representation is a selective process any representation contains only a fraction of what could have been presented as a media audience, we are so used to reading media texts that we can forget that a representation has been through a process of selection and mediation as media students, we need to be able: •to analyse a representation and the process that produced it •to evaluate the realism / accuracy / truth of representations, by deconstructing the texts •to consider the values behind the representation • to consider how different audiences make different readings of these representations.
- 4. how representation works the media make categories of people, events and ideas a representation of one of these contains the point of view and values of those who made it the elements of a representation are repeated to the point where the representation comes to seem natural (the representation is naturalized) the text making the representation makes assumptions about its audience the audience is invited to identify with, or to recognise, the representation (and the values behind it), but they may read the text differently
- 5. types & stereotypes read the handout on Representation by type and Stereotypes (from David McQueen’sTelevision: a Media Student’s Guide) •why do the media need to use types? •make a definition and give an example of • A stereotype highlight the key points that Tessa Perkins makes about stereotypes
- 6. why representation is important (and political) most common representations in our culture reflect the interests of the dominant interests in society dominant groups have achieved their power and status through complex processes of history, economics and social politics dominant groups tend to control institutions like government, the law, education, the media – enabling them to sustain their position dominant groups promote themselves as “normal” while marginalizing others as “different” or “abnormal” subordinate groups have to struggle, often for a long time, to challenge these representations and to gain recognition
- 7. Analysis of Stereotyping & issues surrounding representation Consider the representation & stereotypes (Essex) offered in the following sequence. - who is being represented? -how are they being represented? -why are they being represented in this way? http://www.youtube.com/watch?v=9zeoL5cIqJI
- 8. Analysis of Stereotyping & issues surrounding representation How does this differ from the stereotypes/ representations offered of the same group (age) here? Why is it different? http://www.youtube.com/watch?v=sprSMdXK1MY
- 9. So how are these representations constructed? Let’s go back to the two extracts……… How do the micro elements (Cinematography, editing, sound & mise-en-scene) work to construct the representations that we uncovered? The Only Way is Essex http://www.youtube.com/watch?v=9zeoL5cIqJI Made in Chelsea http://www.youtube.com/watch?v=sprSMdXK1MY