Gender is a basic way that humans categorize themselves and others. Media often portrays narrow definitions of masculinity and femininity through stereotypical gender roles. Representations of women in media tend to focus on physical beauty, relationships, and emotions rather than independence or intellect. Minority groups also face stereotypical portrayals in media based on race, age, sexuality, and other attributes. More diverse and accurate representations are growing but stereotypes still persist across many forms of media content.
The media plays an important role in representing reality and shaping attitudes and beliefs. However, media representations are inherently selective and simplified versions of reality that are intentionally framed, edited and produced with certain goals in mind. As a result, media representations often rely on stereotypes of groups to quickly convey information and make sense of the world. Common stereotypes in media include representations of gender, race, age, sexual orientation and disability.
This document discusses the representation of gender in media. It explains that media helps shape cultural ideologies and notions of what is considered normal or appropriate for different social groups like men and women. Representations of women in media often focus on beauty, sexuality, and emotional roles while minimizing intellectual roles and independence. Representations of men often emphasize strength, power, physique and independence. Both gender representations in media can be unrealistic and contribute to body image issues.
The document discusses representation of ethnicity in media. It states that ethnicity, like gender, consists of both biological and culturally defined characteristics. Media representation of ethnic groups can rely on rigid stereotypes similar to gender stereotypes. However, stereotyping of race is seen as more harmful than gender stereotypes because media may provide children's only experience of certain ethnic groups. The document also notes that most research has focused on representation of black people and that representation of other groups like Asian and Latino people is also important given their population sizes. It discusses how representation of ethnic groups has both improved and still includes negative stereotypes at times.
The document discusses various concepts related to representation in media texts including signs, codes, ideologies, and the representation of social groups such as gender, ethnicity, age, sexuality, class, ability, and region. It provides examples of common representations within each social group and questions to consider when analyzing representations, such as whether they reinforce stereotypes or provide diverse portrayals.
The document discusses various aspects of representation in media. It begins by explaining that all media texts are representations of reality crafted by producers to portray their concept of existence. It then discusses how media both extends and restricts our experience of reality by selectively showing us only parts of it. The document also examines how media representations influence our perceptions of truth and reality. It analyzes common representations of gender, race, age and other groups and how these representations can promote stereotypes.
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.
The document discusses how gender is a social construct rather than purely biological. It explores how traditional representations of masculinity and femininity in media enforced rigid gender roles and stereotypes. However, feminism in the 1960s challenged this patriarchal system and pushed for more equal representations. Today, gender roles are less defined but media still often relies on stereotypes for both female and male characters. While progress has been made, further work is still needed for portrayals to realistically reflect people's varied experiences.
The document discusses representations of people in media and how certain characteristics like age, gender, and race are often highlighted to create stereotypes. It notes that the media sometimes exaggerates or leaves out key details to shape audiences' perceptions in a particular way. As an example, it discusses how young black males are often negatively portrayed in news and films. While representation of black people in media has improved with diverse actors, stereotypical portrayals still exist that seem aimed at inflaming cultural fears and hatred. The document also provides an example character, Eldon Livermore, who as a 30-year-old black male alcoholic teacher is conformed to stereotypical media views of black men, though some closure is attempted at the end.
The media plays an important role in representing reality and shaping attitudes and beliefs. However, media representations are inherently selective and simplified versions of reality that are intentionally framed, edited and produced with certain goals in mind. As a result, media representations often rely on stereotypes of groups to quickly convey information and make sense of the world. Common stereotypes in media include representations of gender, race, age, sexual orientation and disability.
This document discusses the representation of gender in media. It explains that media helps shape cultural ideologies and notions of what is considered normal or appropriate for different social groups like men and women. Representations of women in media often focus on beauty, sexuality, and emotional roles while minimizing intellectual roles and independence. Representations of men often emphasize strength, power, physique and independence. Both gender representations in media can be unrealistic and contribute to body image issues.
The document discusses representation of ethnicity in media. It states that ethnicity, like gender, consists of both biological and culturally defined characteristics. Media representation of ethnic groups can rely on rigid stereotypes similar to gender stereotypes. However, stereotyping of race is seen as more harmful than gender stereotypes because media may provide children's only experience of certain ethnic groups. The document also notes that most research has focused on representation of black people and that representation of other groups like Asian and Latino people is also important given their population sizes. It discusses how representation of ethnic groups has both improved and still includes negative stereotypes at times.
The document discusses various concepts related to representation in media texts including signs, codes, ideologies, and the representation of social groups such as gender, ethnicity, age, sexuality, class, ability, and region. It provides examples of common representations within each social group and questions to consider when analyzing representations, such as whether they reinforce stereotypes or provide diverse portrayals.
The document discusses various aspects of representation in media. It begins by explaining that all media texts are representations of reality crafted by producers to portray their concept of existence. It then discusses how media both extends and restricts our experience of reality by selectively showing us only parts of it. The document also examines how media representations influence our perceptions of truth and reality. It analyzes common representations of gender, race, age and other groups and how these representations can promote stereotypes.
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.
The document discusses how gender is a social construct rather than purely biological. It explores how traditional representations of masculinity and femininity in media enforced rigid gender roles and stereotypes. However, feminism in the 1960s challenged this patriarchal system and pushed for more equal representations. Today, gender roles are less defined but media still often relies on stereotypes for both female and male characters. While progress has been made, further work is still needed for portrayals to realistically reflect people's varied experiences.
The document discusses representations of people in media and how certain characteristics like age, gender, and race are often highlighted to create stereotypes. It notes that the media sometimes exaggerates or leaves out key details to shape audiences' perceptions in a particular way. As an example, it discusses how young black males are often negatively portrayed in news and films. While representation of black people in media has improved with diverse actors, stereotypical portrayals still exist that seem aimed at inflaming cultural fears and hatred. The document also provides an example character, Eldon Livermore, who as a 30-year-old black male alcoholic teacher is conformed to stereotypical media views of black men, though some closure is attempted at the end.
This document outlines a presentation on gender in the media. It discusses how media constructs and reinforces gender through representations, the gaze, and communication between genders. It also addresses how media depicts differences among women, similarities between genders, and allows for new forms of communication, while also symbolizing and representing traditional gender roles.
The document provides information on key terms, representations of age, disability, and regional identity in media. It discusses how ideologies and hegemony shape dominant portrayals. Specific stereotypes are outlined, such as disabled characters being shown as sinister, laughable, or pitiable. Youth are often depicted as problems or folk devils. The elderly are sometimes portrayed as grumpy or dependent. Regional identities have stereotypes as well, such as Scots being aggressive and Northerners being poorer. Examples of media portrayals are given for analysis.
Representation of ethnic minorities in mediaXinnia Ejaz
Ethnic minorities are often underrepresented or misrepresented in media. They are frequently portrayed through negative stereotypes as criminals, threats, or with abnormal cultural behaviors. While representation is improving with more diverse roles, historically media has been dominated by white stories and characters. Stereotypical portrayals of ethnic groups can influence and spread misconceptions among audiences. However, representation is beginning to improve as audiences demand more diversity and ethnic minorities obtain more opportunities working within media industries.
The document discusses representation of ethnicity in TV drama and common stereotypes. It notes that ethnicity refers to social groups that share identity, history and culture. Around 4.6 million people in the UK have an ethnic background, with 45% living in London. It then examines stereotypes that have historically been used to portray people of black, Indian, Japanese, Middle Eastern, and Far Eastern origin in reduced or exaggerated ways. These stereotypes are still sometimes present today but representation is improving with more positive and diverse portrayals that move beyond stereotypes.
This document discusses representation and textual analysis for media studies examinations. It focuses on analyzing representations of ethnicity and sexuality through techniques like mise-en-scene, camerawork, editing and sound. Stereotypical portrayals of different ethnic groups like Afro-Caribbean, East Asian and Latin American are outlined. Representations of sexuality, both heterosexual and homosexual, are also described in terms of common stereotypes. Analyzing these representations is important to understand the dominant ideologies and social myths being created or reinforced in media texts.
This document is an essay analyzing the portrayal of women in mass media such as films, television, music videos, and advertising. It discusses how women have traditionally been portrayed in narrow gender roles and stereotypes, such as being thin, fragile, and focused on beauty and relationships. However, it notes that some recent portrayals in films like Frozen and music videos like "All About That Bass" show a move toward more empowering and diverse portrayals. The essay also examines how exposure to stereotypical portrayals can influence societal expectations of women. Overall, it argues that while some progress has been made, further work is still needed to eliminate harmful stereotypes and achieve accurate, non-stereotypical representation of women across all
The document discusses the representation of gender and women in media. It notes that gender is a key category used to sort people and influences our identities. It also states that representations of women in media often focus on beauty, sexuality, and relationships rather than independence or intellect. Women are commonly portrayed as passive, part of a group, and conforming to stereotypes, with little reflection of reality.
This document discusses various topics relating to media and gender presentation. It begins by defining what media is, noting it is ubiquitous in contemporary society and comes in many forms. It then discusses how media functions as a single entity that communicates understandings of gender. Media is described as an institution that shares conventions through the construction of content and audiences. Television is used as an example of how the economics of media is driven through commercials and product placement targeted at audiences. The document also discusses how media exerts power over gender norms and representations, and influences social norms around issues like gender, race, and class.
The document discusses youth subcultures and their relationship to pop music. It defines a subculture as a group united by shared values, tastes, and position outside the mainstream. Subcultures respond to topics like individuality versus fitting in, brands, and styles. The document also discusses how the pop music industry both constructs pop stars to appeal to specific markets, but can never truly predict audience tastes. Stars represent and promote certain ideologies that fans who share those values will support and emulate. Finally, it argues that the pop industry struggles to keep up with shifting youth values and groups, and does not create long-lasting subcultures on its own.
Representation is how groups are portrayed in media using stereotypes. Stereotypes are commonly used to represent people based on their age, gender, ethnicity, sexuality, class and ability. Negative stereotypes are often used and include portraying teenagers as anti-social, the elderly as helpless, women as dependent, minorities as criminals or exotic, and the disabled as victims. Positive representation in media can challenge stereotypes and show groups in a more realistic light.
This document discusses various topics related to gender and media, including:
1) How media can influence perceptions of gender through unrealistic portrayals and the "male gaze".
2) The concept of media hegemony, where ruling ideas become societal norms, and media's role in maintaining this.
3) How meaning in media can be interpreted differently (media polysemy) and the importance of an oppositional gaze in critiquing representations of gender.
4) Studies showing underrepresentation and sexualization of women and some minority groups across different media platforms.
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how females, minorities, the young, the elderly, and disabled individuals are often portrayed through stereotypes. However, it notes representation of disabilities in media is improving, with more disabled actors and athletes gaining recognition as role models.
This document provides background information on Beyoncé Knowles and analyzes a 2008 L'Oreal hair dye advertisement featuring Beyoncé through the lens of the oppositional gaze theory. It discusses the history of how African American women have traditionally been portrayed through harmful stereotypes in media. It also explores the cultural significance of hair for black identity. The document then provides details on Beyoncé's career success and establishes her as a powerful cultural figure. It uses this context to argue that the L'Oreal ad employs Beyoncé and the oppositional gaze to push back against and redefine traditional beauty standards that have excluded black women.
This document discusses racism and stereotypical portrayals of minorities in media. It notes that when thinking of criminals, many envision male minorities. Stereotypes in media representation create predator/prey situations where minorities are always prey. Historical movies often depicted blacks as foolish or criminals, perpetuating racist stereotypes. While some modern movies combat racism, media on the whole still commonly portrays minorities in subservient or criminal roles compared to whites. The document argues racism in media portrayal still exists today and will be difficult to fully eradicate.
This document provides an overview of representations of gender and sexuality that may appear in media exams. It discusses key concepts like gender, sexuality, and stereotypes. Examples are given of both conforming and challenging portrayals of gender and sexuality in TV shows like Glee, Downton Abbey, The L Word, and Coronation Street. Students are tasked with analyzing representations in brief presentations identifying shows that challenge traditional values and including video extracts to highlight their points. The document aims to help students understand common representations and how to analyze them critically.
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how each of these groups are commonly stereotyped - for instance, females are often portrayed as weaker than males, ethnic minorities are negatively stereotyped, and the disabled are sometimes shown as pitiable or laughable. However, the representation of some groups like the disabled is improving, with some shows and brands providing more positive portrayals and roles for people of diverse backgrounds.
The document discusses representations of gender in media. It notes that males are commonly portrayed as strong, bold, powerful, and independent, while females are often depicted as weak, domestic, passive, emotional, and sensitive. Examples are given of how the media has created and reinforced views of gender, such as by portraying women as sexual objects and emphasizing parts of their bodies. The media also infantilizes women by portraying them as child-like and vulnerable. In contrast, men are frequently glamorized in the media and shown as heroic protectors who are in control and hold power over women.
The document discusses representations of British youth in media like television and films. It analyzes the film Kidulthood, noting how it portrays youth negatively through scenes depicting pregnancy, violence, crime and lack of respect. The document also discusses how newspapers use emotive language to portray youth in a stereotypical way as delinquents involved in gangs and crime. It suggests youth join gangs to gain status and fit in, relating this to Albert Cohen's theory of status frustration.
Media representations are intentionally constructed versions of reality that audiences use to make sense of the world; however, gender representations in media often rely on stereotypical portrayals of masculinity focusing on strength and power and femininity focusing on beauty, sexuality, and relationships. Studying how gender and other identities are represented in media involves considering who produced the content and why they selected those specific portrayals.
Contemporary Media Representations of Youthjphibbert1979
The document discusses media representations of youth in several British films and television shows from the late 2000s. It notes that newspapers at the time frequently used negative words to describe teenagers and that over half of stories about teenage boys related to crime. It then analyzes how several works construct representations of teenagers, finding common themes of anxiety about uncontrolled and threatening youth, as well as negative portrayals of working-class families and an emphasis on social class differences.
The document provides guidance for creating a 15-25 minute radio broadcast segment for school news in groups of 2-3 students. It should include interviews, vox pops (short opinions from the public), jingles (short catchy themes), and copyright free music. Students are instructed to listen to existing radio shows to understand formatting and how different elements are tied together. Audacity is recommended for recording and editing the segment. A basic Audacity tutorial is provided.
This document describes a student's investigation into how exercise affects heart rate. The student formulated a hypothesis that exercise would increase heart rate and recovery would take no more than three minutes. The experiment measured heart rate at rest, after exercise, and during an 11 minute recovery period. The results showed that exercise increased heart rate for all subjects and that full recovery took 11 minutes, longer than the student originally predicted. The student concluded that the heart rate takes significant time to recover from exercise.
This document outlines a presentation on gender in the media. It discusses how media constructs and reinforces gender through representations, the gaze, and communication between genders. It also addresses how media depicts differences among women, similarities between genders, and allows for new forms of communication, while also symbolizing and representing traditional gender roles.
The document provides information on key terms, representations of age, disability, and regional identity in media. It discusses how ideologies and hegemony shape dominant portrayals. Specific stereotypes are outlined, such as disabled characters being shown as sinister, laughable, or pitiable. Youth are often depicted as problems or folk devils. The elderly are sometimes portrayed as grumpy or dependent. Regional identities have stereotypes as well, such as Scots being aggressive and Northerners being poorer. Examples of media portrayals are given for analysis.
Representation of ethnic minorities in mediaXinnia Ejaz
Ethnic minorities are often underrepresented or misrepresented in media. They are frequently portrayed through negative stereotypes as criminals, threats, or with abnormal cultural behaviors. While representation is improving with more diverse roles, historically media has been dominated by white stories and characters. Stereotypical portrayals of ethnic groups can influence and spread misconceptions among audiences. However, representation is beginning to improve as audiences demand more diversity and ethnic minorities obtain more opportunities working within media industries.
The document discusses representation of ethnicity in TV drama and common stereotypes. It notes that ethnicity refers to social groups that share identity, history and culture. Around 4.6 million people in the UK have an ethnic background, with 45% living in London. It then examines stereotypes that have historically been used to portray people of black, Indian, Japanese, Middle Eastern, and Far Eastern origin in reduced or exaggerated ways. These stereotypes are still sometimes present today but representation is improving with more positive and diverse portrayals that move beyond stereotypes.
This document discusses representation and textual analysis for media studies examinations. It focuses on analyzing representations of ethnicity and sexuality through techniques like mise-en-scene, camerawork, editing and sound. Stereotypical portrayals of different ethnic groups like Afro-Caribbean, East Asian and Latin American are outlined. Representations of sexuality, both heterosexual and homosexual, are also described in terms of common stereotypes. Analyzing these representations is important to understand the dominant ideologies and social myths being created or reinforced in media texts.
This document is an essay analyzing the portrayal of women in mass media such as films, television, music videos, and advertising. It discusses how women have traditionally been portrayed in narrow gender roles and stereotypes, such as being thin, fragile, and focused on beauty and relationships. However, it notes that some recent portrayals in films like Frozen and music videos like "All About That Bass" show a move toward more empowering and diverse portrayals. The essay also examines how exposure to stereotypical portrayals can influence societal expectations of women. Overall, it argues that while some progress has been made, further work is still needed to eliminate harmful stereotypes and achieve accurate, non-stereotypical representation of women across all
The document discusses the representation of gender and women in media. It notes that gender is a key category used to sort people and influences our identities. It also states that representations of women in media often focus on beauty, sexuality, and relationships rather than independence or intellect. Women are commonly portrayed as passive, part of a group, and conforming to stereotypes, with little reflection of reality.
This document discusses various topics relating to media and gender presentation. It begins by defining what media is, noting it is ubiquitous in contemporary society and comes in many forms. It then discusses how media functions as a single entity that communicates understandings of gender. Media is described as an institution that shares conventions through the construction of content and audiences. Television is used as an example of how the economics of media is driven through commercials and product placement targeted at audiences. The document also discusses how media exerts power over gender norms and representations, and influences social norms around issues like gender, race, and class.
The document discusses youth subcultures and their relationship to pop music. It defines a subculture as a group united by shared values, tastes, and position outside the mainstream. Subcultures respond to topics like individuality versus fitting in, brands, and styles. The document also discusses how the pop music industry both constructs pop stars to appeal to specific markets, but can never truly predict audience tastes. Stars represent and promote certain ideologies that fans who share those values will support and emulate. Finally, it argues that the pop industry struggles to keep up with shifting youth values and groups, and does not create long-lasting subcultures on its own.
Representation is how groups are portrayed in media using stereotypes. Stereotypes are commonly used to represent people based on their age, gender, ethnicity, sexuality, class and ability. Negative stereotypes are often used and include portraying teenagers as anti-social, the elderly as helpless, women as dependent, minorities as criminals or exotic, and the disabled as victims. Positive representation in media can challenge stereotypes and show groups in a more realistic light.
This document discusses various topics related to gender and media, including:
1) How media can influence perceptions of gender through unrealistic portrayals and the "male gaze".
2) The concept of media hegemony, where ruling ideas become societal norms, and media's role in maintaining this.
3) How meaning in media can be interpreted differently (media polysemy) and the importance of an oppositional gaze in critiquing representations of gender.
4) Studies showing underrepresentation and sexualization of women and some minority groups across different media platforms.
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how females, minorities, the young, the elderly, and disabled individuals are often portrayed through stereotypes. However, it notes representation of disabilities in media is improving, with more disabled actors and athletes gaining recognition as role models.
This document provides background information on Beyoncé Knowles and analyzes a 2008 L'Oreal hair dye advertisement featuring Beyoncé through the lens of the oppositional gaze theory. It discusses the history of how African American women have traditionally been portrayed through harmful stereotypes in media. It also explores the cultural significance of hair for black identity. The document then provides details on Beyoncé's career success and establishes her as a powerful cultural figure. It uses this context to argue that the L'Oreal ad employs Beyoncé and the oppositional gaze to push back against and redefine traditional beauty standards that have excluded black women.
This document discusses racism and stereotypical portrayals of minorities in media. It notes that when thinking of criminals, many envision male minorities. Stereotypes in media representation create predator/prey situations where minorities are always prey. Historical movies often depicted blacks as foolish or criminals, perpetuating racist stereotypes. While some modern movies combat racism, media on the whole still commonly portrays minorities in subservient or criminal roles compared to whites. The document argues racism in media portrayal still exists today and will be difficult to fully eradicate.
This document provides an overview of representations of gender and sexuality that may appear in media exams. It discusses key concepts like gender, sexuality, and stereotypes. Examples are given of both conforming and challenging portrayals of gender and sexuality in TV shows like Glee, Downton Abbey, The L Word, and Coronation Street. Students are tasked with analyzing representations in brief presentations identifying shows that challenge traditional values and including video extracts to highlight their points. The document aims to help students understand common representations and how to analyze them critically.
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how each of these groups are commonly stereotyped - for instance, females are often portrayed as weaker than males, ethnic minorities are negatively stereotyped, and the disabled are sometimes shown as pitiable or laughable. However, the representation of some groups like the disabled is improving, with some shows and brands providing more positive portrayals and roles for people of diverse backgrounds.
The document discusses representations of gender in media. It notes that males are commonly portrayed as strong, bold, powerful, and independent, while females are often depicted as weak, domestic, passive, emotional, and sensitive. Examples are given of how the media has created and reinforced views of gender, such as by portraying women as sexual objects and emphasizing parts of their bodies. The media also infantilizes women by portraying them as child-like and vulnerable. In contrast, men are frequently glamorized in the media and shown as heroic protectors who are in control and hold power over women.
The document discusses representations of British youth in media like television and films. It analyzes the film Kidulthood, noting how it portrays youth negatively through scenes depicting pregnancy, violence, crime and lack of respect. The document also discusses how newspapers use emotive language to portray youth in a stereotypical way as delinquents involved in gangs and crime. It suggests youth join gangs to gain status and fit in, relating this to Albert Cohen's theory of status frustration.
Media representations are intentionally constructed versions of reality that audiences use to make sense of the world; however, gender representations in media often rely on stereotypical portrayals of masculinity focusing on strength and power and femininity focusing on beauty, sexuality, and relationships. Studying how gender and other identities are represented in media involves considering who produced the content and why they selected those specific portrayals.
Contemporary Media Representations of Youthjphibbert1979
The document discusses media representations of youth in several British films and television shows from the late 2000s. It notes that newspapers at the time frequently used negative words to describe teenagers and that over half of stories about teenage boys related to crime. It then analyzes how several works construct representations of teenagers, finding common themes of anxiety about uncontrolled and threatening youth, as well as negative portrayals of working-class families and an emphasis on social class differences.
The document provides guidance for creating a 15-25 minute radio broadcast segment for school news in groups of 2-3 students. It should include interviews, vox pops (short opinions from the public), jingles (short catchy themes), and copyright free music. Students are instructed to listen to existing radio shows to understand formatting and how different elements are tied together. Audacity is recommended for recording and editing the segment. A basic Audacity tutorial is provided.
This document describes a student's investigation into how exercise affects heart rate. The student formulated a hypothesis that exercise would increase heart rate and recovery would take no more than three minutes. The experiment measured heart rate at rest, after exercise, and during an 11 minute recovery period. The results showed that exercise increased heart rate for all subjects and that full recovery took 11 minutes, longer than the student originally predicted. The student concluded that the heart rate takes significant time to recover from exercise.
The document discusses evaluating the good and bad design features of websites. It instructs students to look at example websites and identify their good and bad design aspects in pairs. As homework, students are asked to write a summary of key features that make a website good or bad, with a minimum of six items for each heading and as much detail as possible.
Aristotle founded the Lyceum where he taught and studied virtue, politics, and biology. He believed in moderation and that participating in politics was key to a good life. After Aristotle, Hellenism emerged with schools of philosophy including the Cynics who embraced hardship, the Stoics who believed virtue was the only good, and the Epicureans who sought long-term pleasure.
The document provides a design specification template for a product with requirements organized under the headings of Limits, Demands, and Wishes. Each heading has subheadings of Function, Appearance, Content, Materials, and Size, with bullet points listed under each subheading to describe the product's requirements.
Este documento es un reporte de calificaciones de un alumno de sexto grado. Incluye las calificaciones del alumno en las asignaturas de Español, Matemáticas, Ciencias Naturales, Geografía, Historia y Formación Cívica y Ética. También incluye el promedio general del alumno. Contiene ejercicios y preguntas de comprensión sobre un texto informativo acerca de Finlandia.
The document discusses various concepts related to representation in media texts including signs, codes, ideologies, and the representation of social groups such as gender, ethnicity, age, sexuality, class, ability, and region. It provides examples of common representations within each social group and questions to consider when analyzing representations, such as whether they reinforce stereotypes or provide diverse portrayals.
This document discusses representation in media texts and how media representations are artificial versions of reality that are intentionally composed and framed by producers. It states that while media representations allow us to learn about realities we don't directly experience, our understanding is also restricted by what information producers choose to include or exclude. The document then examines how media representations of concepts like race, age, disability, and gender are analyzed and often rely on stereotypes. It stresses the influence media has on our perceptions of these groups and calls for more accurate and diverse portrayals.
This document discusses key concepts related to ethnicity, representation of ethnic groups in media, and stereotypes. It defines ethnicity as belonging to a social group with shared cultural traditions. Dominant groups have more population than subordinate groups. Hegemony refers to the beliefs of ruling classes that become socially accepted. The document then analyzes stereotypical portrayals of different ethnic groups in media, how some representations reinforce stereotypes while others challenge them, and efforts toward more accurate representation.
Representation describes how signs like media texts stand in for and depict reality. Producers intentionally frame reality through signs like editing and camerawork to position texts ideologically. Audiences make sense of reality through these representations. Common representations of social groups in media include stereotypes like criminal black men, nerdy white men, sexy Latinas, and helpless disabled people. Understanding how media represent social groups through signs is important for recognizing the ideologies that shape perceptions of reality.
The document provides information on analyzing representations in media texts, including:
- Representations of gender, age, ethnicity, sexuality, class, ability can be stereotypical.
- It identifies common stereotypes of different groups, such as the helpless elderly, criminal youth.
- Textual analysis examines camerawork, editing, sound, and mise-en-scène to understand how representations are constructed.
- Questions may ask to analyze one or more of these technical elements in a provided media extract.
Media representations are constructions rather than mirrors of reality. They are intentionally composed by producers and represent someone's concept of existence through signs and symbols. When studying media, it is important to analyze who produced the representation, what is being represented, and how and why it is represented in that particular way. Representations of gender, race, age and other identity factors are often based on stereotypes that can reinforce societal prejudices if accepted uncritically.
This document discusses different representations of social groups in media. It addresses representations of age, gender, ethnicity, social class, and disability. For each group, it provides stereotypical portrayals, examples from films and television to illustrate these portrayals, and how representations have changed over time in some cases. The key representations discussed are teenagers often portrayed negatively, men as strong and independent, women as caregivers and objects of beauty, black men linked to crime, and disability often shown in a stigmatizing light.
This document discusses representation in media, focusing on how gender, race, age and other attributes are represented. It notes that media representations are artificial constructions that influence perceptions of reality. Gender representation is discussed in depth, along with examples of racial stereotypes. The challenges of representing diverse races, ethnicities, ages and abilities are also examined through case studies and analyses of media texts.
This revision guide provides an overview of key concepts for answering questions about TV drama representations on the AS Media exam. It discusses semiotics, representation, textual analysis, and how characters can be represented in terms of class, age, gender, ethnicity, disability, and sexuality. It also covers technical codes like mise-en-scene, cinematography, editing, and sound that can be used to analyze how representations are constructed. Examples of TV dramas that may appear in the exam are provided for study.
This document discusses colonialism, post-colonialism, and representations of minorities in media. It addresses how colonial powers exploited resources and presented racist images of colonized peoples. Post-colonial theorists argue that Western media still lacks representation of black people and models colonialist views of depicting black women as over-sexualized. The document also examines theorists like Edward Said who discussed how the West constructs an "oriental other" and how diaspora identities have formed. It analyzes stereotypes of minorities in media and their portrayals as humorous, exotic, pitied or dangerous.
How does contemporary representation compare to previous time periodsBelinda Raji
Contemporary representations of black British people in media have changed from previous eras in three key ways:
1) Earlier films from the 1950s-60s portrayed black immigrants as a "social problem" and threat to British society, seen through a white directorial lens, whereas now black British people are no longer solely represented as such.
2) Representations in the 1970s, like in Horace Ove's "Pressure", shifted to a black perspective showing issues like racism and discrimination, rather than a migrant perspective.
3) More recent films and TV shows like "Adulthood" and "Day 1" focus on disaffected youth across London influenced by black culture, moving
The document discusses stereotypical portrayals of African Americans in media such as television, news broadcasts, and music videos. It notes that African American men are often depicted as athletes, musicians, criminals or unemployed, while women are shown as the "Mammy", "Jezebel", or "Sapphire" stereotypes. The document also examines how the overrepresentation of black criminals on news can prime viewers to associate African Americans with crime and how negative portrayals may impact the perceptions and ambitions of young black people. It suggests increasing representation of African Americans in creative and decision-making media roles to help improve these images over time.
This study analyzes how college-aged women of color perceive and reflect on the representation of prominent female artists of color (Beyoncé, Jennifer Lopez, Shakira, Rihanna) in popular music videos. Through interviews and a content analysis of 3 music videos, the study examines how the women construct their own identities in relation to these artists, and how they see the media as an avenue for empowerment or misrepresentation. The study is situated within the historical context of the sexualization and objectification of women of color in American culture and media.
The document discusses media and stereotypes. It defines stereotypes as oversimplified beliefs about groups of people. Stereotypes can be based on gender, race, sexuality, social class, ability, age, nationality, religion and more. The media strengthens stereotypes by promoting common archetypes and stereotypical portrayals of these groups. For example, women are often portrayed as helpless or burdens in movies, while men are expected to be tough and hide emotions. These stereotypes can be harmful by creating biases and an unrealistic view of society.
Similar to Representation of different aspects (14)
This document provides guidance on justifying the need for a school project or unit of work. It instructs the reader to consider who will benefit from the project, how they will benefit, and why the described benefits are important. The reader is told to explain how the skills and knowledge gained will be useful in the future. The document emphasizes that the introduction should show an understanding of why the unit of work is necessary and needed, and justify all the reasons the final products are needed and will provide benefits.
This document outlines the importance of creating an effective design specification. It directly influences the design ideas, final product, and project grades. The specification demonstrates applying research knowledge from earlier stages. Like the personal project, the specification is crucial and dictates what must be done based on informed decisions from research. An effective specification comes from good research, while poor research leads to a poor specification. The specification should consider demands that must be achieved, limits to avoid, and wishes that are ideals but not required for success.
This document provides guidance on justifying why a short film project is needed by addressing several key questions: who will benefit from the project and how, why the described benefits are important, whether the skills and knowledge gained will be useful in the future, and reasons why the films are necessary. The introduction to the project should demonstrate an understanding of why the work is required and provide clear reasons why the films are needed by linking responses back to explaining and justifying the value and purpose of the task.
This document introduces a unit on creativity and innovation in technological health innovations. The key concept is creativity and related concepts are function and innovation. Students will research the benefits of a technological health innovation, and use their creativity and innovation to produce a short educational video about the innovation's health benefits and function for a target audience. The focus of the unit is on understanding filmmaking techniques to effectively create the short video. Students will choose the technological health innovation and target audience to research and create their video about.
This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to investigate, research its health benefits and functions, and creatively produce a video to educate their target audience on the innovation. They are encouraged to determine the intended audience and get feedback from end users such as teachers.
The document discusses changes to the design cycle process and assessment criteria. It outlines the four stages of the new design cycle as inquiring and analyzing, developing ideas, creating a solution, and evaluating. It provides details on what is included in each stage and assessment criteria. A high grade now requires more than just completing tasks - it demands high quality work with sufficient detail in each task as well as deeper reflection throughout the design cycle process.
This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to research, investigate its health benefits and functions, and creatively produce a video to educate their target audience on the technology. They can select the target audience and end user, such as students in a particular class, to ensure the video meets their needs.
Students are required to create an effective poster advertisement to advertise an upcoming school event, International Evening in December, to their peers, families, and teachers. The poster must satisfy the end-users' (Miss Daykin and Miss Barton) requirements and convey the theme of the event through manipulation of form, which includes elements like images, text, shapes, and colors. To be successful, the poster must communicate important information to the target audience—the ISM community of students, parents, and teachers—through consideration of its function, form, and collaboration with end-users.
The document discusses changes to the design cycle at the school. It now has 4 stages - inquiring and analyzing, developing ideas, creating a solution, and evaluating. More time will be spent on each stage and more work is expected. Assessment criteria for each stage are also outlined, providing details on what will be graded. A high grade now requires high quality work that demonstrates all tasks for a given level, with reflection throughout the design cycle. Simply completing tasks is not enough - work must show depth, detail, and genuine reflection.
Your Evaluation Stage needs to be finished and submitted by Monday 19th May along with your completed word document containing all Stages. Final Assessment of your work will then take place and your end of year grades calculated based on Unit 1 and 2 marks and group work participation. This will be included in your final end of year report.
This document provides background information and guiding questions for a student project analyzing the relationship between health and technology, focusing on x-rays. It begins with an introduction outlining the unit question and focus on technology's effects on human health. Next, it provides context on the role of technology in society and comparisons of technology to a teacher. The document then lists guiding questions for the student's research and explains their choice to analyze x-rays. Finally, it shares information collected on how x-rays function, their relationship to health, their medical benefits, and design features to include or avoid in the student's video project.
This document discusses the factors that contribute to making a good website. It identifies key elements such as color schemes, themes, fonts, usability, and contact information. It also provides examples of both good and bad website designs. The document outlines a design brief, specification, limits, and demands for creating a website about human catastrophes. The intended purpose is to inform the community and the target audience is younger users.
This document provides guidance for evaluating a project against its original specifications and goals. It instructs students to review their specifications from the beginning of the project and compare the final outcome to determine if the project achieved its intended objectives. Students are asked to assess their own work based on pre-defined achievement levels and predict if their self-assessment will match their supervisor's evaluation.
This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.
The document provides instructions for students to follow during the Create Stage of a design project. Students should follow the specification and design prototype, set up the correct page size, and use appropriate software. They also need to maintain a process journal with regular diary entries documenting their progress step-by-step along with screenshots, and reflecting on their progress. Finally, the deadline for posters is October 24th and when finished, students should save their poster, upload it along with their process journal to the required platforms, and evaluate their performance.
The document provides guidance for a student's personal project process journal deadline on Thursday October 17th. It outlines the criteria and objectives the journal will be assessed on, including applying information to make decisions and create solutions related to the project's goal. The student is instructed to have a minimum of 20 pages in their journal. It also provides examples of different types of information sources the student should use, such as experts, published media, surveys, and websites. The student is asked to make a list of questions to guide their investigation and determine if sources have helped answer those questions. Lastly, the document lists ideas that should be considered and recorded in the journal, such as interpreting information to make decisions, finding information to learn new skills,
The document lists dates and times for a school play at the International School of Milan. It includes Wednesday the 11th at 2pm, Thursday the 12th at 5pm, and Friday the 13th at 7:30pm. The play, "Our Day Out" by playwright Willy Russell, will be held at the ISM High School located at Via G. Bellini 1 in Milan.
This document provides guidance for students on the process of developing an independent project for the International Baccalaureate Diploma Programme. It instructs students to review slides in their process journal that relate to approaches to learning, areas of interaction, and expectations for different subject groups. Students are asked to reflect on these areas in written form. The document then outlines specific tasks for brainstorming project ideas, meeting with supervisors, developing goals and specifications to evaluate their project, and identifying necessary resources and skills.
This document provides a worksheet to analyze visual, verbal, and overall effectiveness of a poster. It includes questions about visual elements like colors, shapes, symbols; verbal elements like text amount and readability; and overall impact like intended audience and clear communication of message. The goal is to evaluate the poster's effectiveness as a work of art, means of communication, and advertisement.
The document provides guidance on creating a design brief for addressing a new problem statement. It instructs to gather necessary information from various sources and learn required skills. The design brief should also include goals, target audience, constraints, and criteria. It should describe how the solution will be created and tested with examples of similar products and images for reference.
1. Gender The representation of men and women. Gender is perhaps the basic category we use for sorting human beings, and it is a key issue when discussing representation. Essential elements of our own identity, and the identities we assume other people to have, come from concepts of gender - what does it mean to be a boy or a girl? Many objects, not just humans, are represented by the media as being particularly masculine or feminine - particularly in advertising - and we grow up with an awareness of what constitutes 'appropriate' characteristics for each gender.
2. Representation of Women Feminism has been around for over 30 years yet media representations of women are worryingly the same. Representations of women across all media tend to highlight the following: beauty (within narrow conventions) size/physique (again, within narrow conventions) sexuality (as expressed by the above) emotional (as opposed to intellectual) dealings relationships (as opposed to independence/ freedom)
3. Representation of Women Women are often represented as being part of a context (family, friends, colleagues) and working/thinking as part of a team. In drama, they tend to take the role of helper (Propp) or object, passive rather than active. Often their passivity extends to victimhood. Men are still represented as TV drama characters up to 3 times more frequently than women, and tend to be the predominant focus of news stories.
4. Representation of Women The representations of women that do make it onto page and screen do tend to be stereotypical, in terms of conforming to societal expectations, and characters who do not fit into the mould tend to be seen as dangerous and deviant.
5. Representation of Women America seems to expect its women to behave better than their European counterparts - British viewers adored the antics of Patsy & Edina in Absolutely Fabulous, but these had to be severely toned down (less swearing, NO drug taking) for the US remake, High Society (which was a flop).
6. Representation of Women Discussions of women's representation in the media tend to revolve around the focus on physical beauty to the near-exclusion of other values, the lack of powerful female role models, and the extremely artificial nature of such portrayals, which bear little or no relation to the reality experience by women across the planet.
7. Representation of Men 'Masculinity' is a concept that is made up of more rigid stereotypes than femininity. Representations of men across all media tend to focus on the following: Strength - physical and intellectual Power Sexual attractiveness (which may be based on the above) Physique Independence (of thought, action)
8. Representation of Men Male characters are often represented as isolated, as not needing to rely on others (the lone hero). If they submit to being part of a family, it is often part of the resolution of a narrative, rather than an integral factor in the initial balance. It is interesting to note that the male physique is becoming more important a part of representations of masculinity. 'Serious' Hollywood actors in their forties (eg Willem Dafoe, Kevin Spacey) are expected to have a level of 'buffness' that was not aspired to even by young heart-throbs 40 years ago (check out Connery in Thunderball 1965).
10. Representation of Men Increasingly, men are finding it as difficult to live up to their media representations as women are to theirs. This is partly because of the increased media focus on masculinity - think of the growing market in men's magazines, both lifestyle and health - and the increasing emphasis on even ordinary white collar male workers (who used to sport their beer-gut with pride) having the muscle definition of a professional swimmer. Anorexia in teenage males has increased alarmingly in recent years, and recent high school shootings have been the result of extreme body consciousness among the same demographic group.
11. Representation of Men As media representations of masculinity become more specifically targeted at audiences with product promotion in mind (think of the huge profits now made from male fashion, male skin & hair care products, fitness products such as weights, clothing etc), men are encouraged (just as women have been for many years) to aspire to be like (to look/behave in the same way) the role models they see in magazines. This is often an unrealistic target to set, and awareness of this is growing.
12. Representation of Age We quickly deem other people too old, or too young, or criticise them for being immature or fuddy-duddy (conservative and dull). We criticise mature women for going about as mutton dressed as lamb, and young girls for tarting themselves up as jail bait.
13. Representation of Age Thanks to the media, we appear to live in an age obsessed world: a world obsessed with youth and its attendant beauty. Old people are often subject to the most rigid stereotypes of all (old = ugly, weak, stupid). The future looks pretty bleak for all of us.
14. Representation of Age Things are changing, however; as the baby boomers of the 1950s and 1960s move on towards their 'Third Age', they demand the same consumer comfort they have always done, and also demand the right to see themselves fairly represented on TV.
15. Representation of Age There have been some high profile representations of the elderly in recent years US sitcom The Golden Girls is perhaps one of the most famous, centering on 4 female characters all determinedly over 50 (and it can make Sex & The City look like Sesame Street.
16. Representation of Age Soap operas too have their part to play in eroding stereotypes - usually because the audience of soaps has a relatively high 'grey' segment. Old people can provide a deeply comic element to television whilst balancing the humour with frightening vulnerability and pathos. We're all going to die, after all.
17. Representation of Age What are some common representations of age, are negative representations always dealing with the elderly or can it spread to all ages?
18. Common Representations of Age Rebellious teen Senile old woman/man Cradle robbing woman Male in a mid-life crisis Middle-age woman clinging to her youth Silly old man And the list goes on.
19. Representation of Ethnicity Ethnicity, like sex, is a set of genetically defined, biological characteristics. However, like gender, it is also a set of culturally defined characteristics. Representation of race in the media can consist of the same sort of rigid stereotypes that constitute gender portrayal. However, stereotyping of race is seen as more harmful than stereotyping of gender, as media representation may constitute the only experience of contact with a particular ethnic group that an audience (particularly an audience of children) may have.
20. Representation of Ethnicity Racial stereotypes are often based on social myth, perpetuated down the ages. Thus, the media depiction of, say, Native American Indians, might provide a child with their only experience of Native American Indian culture and characters, and may provide that child with a set of narrow prejudices which will not be challenged elsewhere within their experience.
21. Representation of Ethnicity The need for a more accurate portrayal of the diversity of different races is a priority for political agendas, but, as ever, it seems as though it will take a while for political thinking to filter through to programme and film-making.
22. Representation of Ethnicity Most work on Race & The Media has concentrated on the representation of black men and women. This has partly been because there is a strong African-American counter-culture which provides viable alternative role models and demands that they are represented.
23. Representation of Ethnicity In recent years, the success of actors such as Denzel Washington, Whoopi Goldberg, Laurence Fishburne and Morgan Freeman in a diversity of roles has meant that black characters in movies and on TV are no longer 'stock' types.
24. Representation of Ethnicity However, there are many negative representations of black people, portrayals which seem deliberately designed to inflame the fear and hatred of other cultures - how positive a representation is the archetypal African-American gangsta? Yet these are representations coming from within black culture itself...
25. Representation of Ethnicity Attention is now being paid to the representation of other ethnic groups, notably Asian Americans and Latinos, who represent a much larger proportion of the US population than their TV coverage would suggest. Things are changing - on the one hand the success of John Woo and Ang Lee in Hollywood is pushing the boundaries back for Asian Americans, and the Latin Music Explosion of 1999 has led to much wider acceptance of Latino performers.
32. Common Representations of Ethnicity Latino decent Ugly Uneducated Silly/not taken seriously Illegal aliens Partiers Involved in drugs (dealing/taking) Sex symbols (Antonio Banderez, Penelope Cruz, Salma Hayek).
33. Common Representations of Ethnicity Middle Eastern (Arabic) decent Terrorists/violent Very religious Physically strong Strict/stern/not a push over Serious Victims Villains/rarely seen as heroes
34. Common Representations of Ethnicity White British/American Powerful: physical/intellectual Often the hero Serial killer In charge (dominant race) Lead role
35. Representation of Sexuality How is one’s sexual orientation constructed? There are many types of sexual orientations out there, our main focus will be on: - Heterosexuality (most common type) - Homosexuality (gay and lesbian) Sexual orientation is biological, although sceptics think it is based on choice. What we are concerned with is how is sexual orientation expressed?
36. Representation of Sexuality Heterosexual Women Loving/Respectable/average (monogamous) Promiscuous Frigid (uncomfortable) Pure (virginal/naive) Alternative (‘gold digger’, ‘pregnant teen’, ‘cougar’)
37. Representation of Sexuality Heterosexual Men Respectable (monogamous) Promiscuous ‘Ladies Man’, ‘Heart throb’ Bumbling man who has trouble talking to women
39. Representation of Sexuality Homosexual Males (Gay) Promiscuous Monogamous Overbearing Embarrassed (In the closet)
40. Representation of Sexuality Important points to consider Gender closely ties in with sexuality. Sexuality is often expressed through physical means; clothes, props, setting, acting. Understanding how a particular characters gender is constructed will help you analyse how their sexuality is being represented.
41. Class and Status How is class represented? What are status symbols? How is a certain class being misrepresented? Is there another class being represented in a better light? Is class being linked to race?
42. Representation of Class and Status Poor/moneyless/bum Lower class Lower middle class Working class Upper middle class Upper class Elite/rich/millionaire
44. What are status symbols used for? To establish class To silently assert power over those who aren’t quite as fortunate or successful. To fit into a stereotype or set of individuals.
45. Physical Ability/Disability Who are we talking about Those who are physically disabled (paralysed, deaf, blind, amputees). Those who are limited in how much they can do due to morbidly obese, cancer, aids, etc). Those who are in good shape i.e. star athletes, superheroes, average person, one with special abilities.
46. Questions to ask yourself Are there any disabled people represented within the show? Why or why not? How are these people being represented? Are they victims? Does everyone have pity on them? Are they treated like everyone else? What part do they have within the show, is it a crucial role?
47. Questions to ask yourself What message are you getting about this specific disability or ability being represented in the clip? Are the actors within the show actually disabled? If not why do you suppose they chose not to use an actor with a disability? Is it right for actors to pretend to be something they are not. Can this be compared to the times when white men wore black makeup to play black men in minstrel shows.
48. Regional Identity This constitutes the representation of individuals from a certain geographical area. The most importand question to ask yourself is: How are these people represented? Costume Setting Staging/acting Depiction Do these things contribute in a positive or negative way representing this certain area of the world.
49. Regional Identity How do you define a region? a show will do this for you. They may be talking about regions that are very close to one another or very far. A good example is the OC most of the characters are from Newport while Ryan the outsider is from Chino (represented as a nearby working class/ghetto area).
50. Regional Identity Places to consider are London and New York. These cities are often portrayed in TV Dramas. Being someone who does not live in either of these cities you can base your ideas on who the people who live there are on depictions you have seen from television and film. This is why considering regional identity is important. This maybe the only way people can begin identifying with other from different areas in the country or world.
51. Regional Identity For instance, Friends takes place in New York, how do these characters represent New Yorkers or how do certain settings and situation represent life in New York? Does it seem true to the city they are living in or are they masking/misrepresenting the city. Or are they only concentrating on one tiny part of the population that lives within New York?
52. Regional Identity This is very interesting to analyse when the creator is an outsider, a stereotypical representations can easily be formed; Rumble in the Bronx.