Representation and Stereotypes Real
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This document discusses representation and stereotypes in media across different identity groups. It examines how gender, age, ethnicity, sexuality, class, physical ability, and regional identity are often represented through oversimplified or fixed portrayals. Specific stereotypes are provided for each group, such as females being emotional or minorities being portrayed as criminals. The document also notes that stereotypes in media can negatively portray disabled individuals as pitiable or burdensome. Overall, it analyzes how certain groups are commonly depicted in simplified or exaggerated ways in media representations.
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Stereotypes in media
Stereotypes are oversimplified ideas about groups that are usually wrong. Stereotypes form the basis of discrimination and help inequality grow, especially against minorities. Mass media helps spread and normalize stereotypes. In media, women are often portrayed as weak and in need of saving by men. Racial stereotypes commonly depict Black people as violent, Asians as martial artists or cheap labor, and Latin people as domestic workers. Ethnic stereotypes sometimes show Jewish people as rich and greedy or Arabs as terrorists. Overall, the document discusses how mass media frequently relies on and promotes harmful stereotypes.
Stereotyping In Mass Media
Stereotyping in mass media is based on the belief of white racial superiority and the portrayal of people of color as innately inferior. Widely used stereotypes in early American media included simplistic ideas, propensity toward violence, improper speech, low economic status, and being used as comedic foils. Examples that exemplified stereotyping included The Mask of Fu Manchu portraying Asians as deceitful opium users, The Lone Ranger portraying Native Americans as incapable of proper English, and Gone with the Wind portraying African Americans as only suitable for subservient roles and happy with slavery.
Representations and stereotypes
This document discusses representations and stereotypes related to gender, age, ethnicity, sexuality, class, status, physical ability, and regional identity. It notes that representations are how media portrays groups from a certain perspective, while stereotypes involve grouping things based on how they are commonly presented, mainly regarding people. Several examples are given of representations and stereotypes for each category.
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Ethnicity Representations in the Media
This document discusses the representation of ethnicity in media. It begins with dictionary definitions of ethnicity as relating to cultural identity based on shared traits like race, religion or language. It then discusses Alvarado's model of common stereotypes in media representation of ethnicity: exotic, dangerous, pitied, humorous, and recently added - sexualized. The document notes that representation has changed from earlier definitions by foreignness or comedy, but minorities tend to still be defined by their otherness. It cautions that stereotypes can be dangerous if they form people's only experience of other cultures. Specific examples discussed include the demonization of young black people in some media and focus on stereotypical aspects of cultures in representations of minorities.
Media and gender politics
The document discusses the role of media in reinforcing gender perceptions in India. It notes that until recent decades, media primarily portrayed women in submissive, domestic roles and men as active and in control. However, it also acknowledges that more modern media like television shows and films have begun depicting women in a more diverse and confident light. New media like the internet and social media are providing new opportunities for women's voices and issues to be heard. While problems still exist, the document concludes on an optimistic note about media's potential to influence social behavior positively and project less stereotypical portrayals of both women and men.
Representation and stereotypes
This document discusses representation and stereotypes across different identity groups. It addresses representation and stereotypes related to gender, age, ethnicity, sexuality, class, ability, region, and more. For each category, it provides examples of how different identities within that category may be represented in media or society. It also gives examples of common stereotypes associated with each group, noting that stereotypes tend to overgeneralize traits and can be misleading.
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The document defines key terms related to ethnicity and representation of ethnic groups in media, including:
- Ethnicity refers to a social group with shared cultural traditions.
- A dominant group has a larger population than a subordinate group.
- Hegemony describes the socially accepted beliefs of the ruling class.
It then provides examples of common stereotypes in media portrayals of different ethnicities such as Hispanics, Asians, blacks, and Muslims. The document argues these stereotypes can negatively impact perceptions but representations are improving for some groups.
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Stereotypes in media
Stereotypes are oversimplified ideas about groups that are usually wrong. Stereotypes form the basis of discrimination and help inequality grow, especially against minorities. Mass media helps spread and normalize stereotypes. In media, women are often portrayed as weak and in need of saving by men. Racial stereotypes commonly depict Black people as violent, Asians as martial artists or cheap labor, and Latin people as domestic workers. Ethnic stereotypes sometimes show Jewish people as rich and greedy or Arabs as terrorists. Overall, the document discusses how mass media frequently relies on and promotes harmful stereotypes.
Stereotyping In Mass Media
Stereotyping in mass media is based on the belief of white racial superiority and the portrayal of people of color as innately inferior. Widely used stereotypes in early American media included simplistic ideas, propensity toward violence, improper speech, low economic status, and being used as comedic foils. Examples that exemplified stereotyping included The Mask of Fu Manchu portraying Asians as deceitful opium users, The Lone Ranger portraying Native Americans as incapable of proper English, and Gone with the Wind portraying African Americans as only suitable for subservient roles and happy with slavery.
Representations and stereotypes
This document discusses representations and stereotypes related to gender, age, ethnicity, sexuality, class, status, physical ability, and regional identity. It notes that representations are how media portrays groups from a certain perspective, while stereotypes involve grouping things based on how they are commonly presented, mainly regarding people. Several examples are given of representations and stereotypes for each category.
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Ethnicity Representations in the Media
This document discusses the representation of ethnicity in media. It begins with dictionary definitions of ethnicity as relating to cultural identity based on shared traits like race, religion or language. It then discusses Alvarado's model of common stereotypes in media representation of ethnicity: exotic, dangerous, pitied, humorous, and recently added - sexualized. The document notes that representation has changed from earlier definitions by foreignness or comedy, but minorities tend to still be defined by their otherness. It cautions that stereotypes can be dangerous if they form people's only experience of other cultures. Specific examples discussed include the demonization of young black people in some media and focus on stereotypical aspects of cultures in representations of minorities.
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The document discusses the role of media in reinforcing gender perceptions in India. It notes that until recent decades, media primarily portrayed women in submissive, domestic roles and men as active and in control. However, it also acknowledges that more modern media like television shows and films have begun depicting women in a more diverse and confident light. New media like the internet and social media are providing new opportunities for women's voices and issues to be heard. While problems still exist, the document concludes on an optimistic note about media's potential to influence social behavior positively and project less stereotypical portrayals of both women and men.
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This document discusses representation and stereotypes across different identity groups. It addresses representation and stereotypes related to gender, age, ethnicity, sexuality, class, ability, region, and more. For each category, it provides examples of how different identities within that category may be represented in media or society. It also gives examples of common stereotypes associated with each group, noting that stereotypes tend to overgeneralize traits and can be misleading.
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The document defines key terms related to ethnicity and representation of ethnic groups in media, including:
- Ethnicity refers to a social group with shared cultural traditions.
- A dominant group has a larger population than a subordinate group.
- Hegemony describes the socially accepted beliefs of the ruling class.
It then provides examples of common stereotypes in media portrayals of different ethnicities such as Hispanics, Asians, blacks, and Muslims. The document argues these stereotypes can negatively impact perceptions but representations are improving for some groups.
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This document discusses representation and stereotypes in media across various dimensions including gender, age, ethnicity, sexuality, class, physical ability, and region. It notes that representation focuses on how these groups are portrayed, while stereotypes involve oversimplified or fixed portrayals of people from a particular group. Common stereotypes described include portraying the elderly as dependent, women as emotional, minorities as criminals, the LGBTQ community as deviant, the disabled as pitiable, and regional or class identities through exaggerated accents or behaviors.
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Representation
This document discusses representation in media and society. It defines representation as how a person or group is presented to the public, and identifies common forms of representation such as gender, class, age, ethnicity, region, sexuality, and ability. It then provides examples of how each of these groups is typically represented. The document also summarizes some key theories about representation from scholars like John Berger, Bell Hooks, Laura Mulvey, and Stuart Hall. Finally, it discusses how the protagonist and antagonist are represented in a specific media production.
Binary opposites
Binary Opposites discusses several opposing concepts:
- Males are generally more dominant while females are usually smaller and more delicate, but sometimes females can take the leading role.
- Old people are more mature with experience while young people have less experience and need guidance.
- There are stereotypes associated with different ethnicities, sexualities, social classes, physical abilities, and regional identities between north and south. However, one should not judge or look down on others based on these attributes.
Cultural stereotypes
This document discusses several common cultural stereotypes. It notes that stereotyping puts people into limited categories based on superficial characteristics and prevents them from being seen as individuals. While stereotypes may contain elements of truth, relying on them to characterize whole groups is neither accurate nor constructive.
Gender stereotype difination, effects, causes, and solutions
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
In social psychology, a stereotype is a fixed, over generalized belief about a particular group or class of people.
Term “Stereotype "was coined by “Walter Lippmann”. He defines the term in his 1922 book, Public Opinion, as “the pictures in our heads" that we have of a specific group of people.
Gender is the classification by which words as feminine, masculine or the sex of the person. Define as Gender expression includes all the ways a person communicates their gender based on societal factors such as gender norms and perceptions.
Cross culture understanding
This document discusses cross-cultural communication with Americans. It begins by defining key terms like culture, communication, and cross-cultural communication. It then explores concepts like mainstream culture, individual behavior, generalizations, stereotypes, and the melting pot vs mosaic descriptions of American society. Specific aspects of American culture discussed include values around individualism, direct communication styles, and differences in verbal and nonverbal communication between cultures. The document examines the adjustment process for those in a new culture and potential sources of cross-cultural conflict and misunderstanding.
7 groups of representation by Rachael and Talia
Stereotypes of gender, age, class, disability and region are commonly portrayed in media. Females are often shown as caring for family while males provide financially. Younger people may be associated with crime while elders are depicted as rude or boring. Working class characters are less intelligent with basic jobs while middle/upper classes are well-educated and wealthy. Disabilities are portrayed as making people weak outsiders. Regional identities are stereotyped through speech, costumes and lifestyle portrayals like Scots wearing kilts. These stereotypes influence perceptions but overgeneralize large groups of diverse people.
Similar to Representation and Stereotypes Real (20)
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Gender stereotype difination, effects, causes, and solutions
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Evaluation question 3
The document discusses what the author has learned from audience feedback during their campaign creation process. They used feedback to choose a campaign name by having audiences vote, and to select pink as the preferred color scheme over black for the logo. The author also distributed questionnaires to gather feedback on their adverts and tasks, finding that audiences rated the adverts an average of 8 for interest and correctly identified the target demographics. Creating a Facebook fan page provided free advertising and allowed the target audience to engage with the brand, increasing its visibility on an appropriate social media platform.
Eval 1
The document discusses how the author's media products for a fashion course followed conventions of real advertising. The 30-second ads used shots, music, and a lighthearted tone common in fashion ads. A web pop-up replicated Missguided's use of model photos. The author's sponsorship sequence mirrored typical lengths but uniquely used photos rather than video. While respecting conventions, the author added original elements like experimental editing techniques. Influences included fun Boohoo and Missguided ads as well as Geordie Shore for the sponsorship. The media could appear on TV, websites, or as a web pop-up.
eport final
An electronic portfolio was created by Bethany Bouchareb that contains samples of her work at http://s1360.photobucket.com/user/bethbouc hareb/media/makeup-animation_zpstjrv2nw4.gif.html?o=0. The portfolio allows potential employers to view examples of her skills and qualifications online.
E port 1
An electronic portfolio was created by Bethany Bouchareb that contains samples of her work at http://s1360.photobucket.com/user/bethbouc hareb/media/makeup-animation_zpstjrv2nw4.gif.html?o=0. The portfolio allows potential employers to view examples of her skills and qualifications online.
Top 40
An electronic portfolio lists the top 40 items in various categories, including animation and makeup. The portfolio contains links to 20 items in an animation category, with the first being a makeup animation gif hosted on Photobucket.
Top 40 revisited
This document provides a list of electronic portfolio items for Bethany Bouchareb, including two animated GIF files showing animation and makeup. The document introduces Bethany's top 20 electronic portfolio items.
Top 40
This document provides a list of electronic portfolio items for Bethany Bouchareb, including two animated GIF files showing animation and makeup. The document introduces Bethany's top 20 electronic portfolio items.
Call sheet
This call sheet provides details for a photo shoot for Urban Mess productions. It lists Bethany Bouchareb as the producer, director, camera operator, sound, and lighting. The shoot will take place on January 26th at 9am at a photography studio in Harlow College. It details transportation, meeting point, and instructions for actors Amber Bush, Eleanor Oates, and Harmony Knight. It provides costume descriptions and makeup instructions for each part and actress. It also lists contact numbers for all involved.
Treatment
The document discusses strategies for creating an effective fashion advertisement. It will use fast-paced shots and action shots of models to portray a fun lifestyle and demonstrate how outfits can be worn comfortably in motion. Upbeat background music will help set a fun, party-like tone. The ad will include two different narratives: one where models play with balloons, chairs and ladders at a celebration, laughing and posing; the other depicts models having a mock food fight using props like whipped cream and chocolate sauce to promote a brand called "urban mess" and show the clothes can still be seen despite messiness.
Location release
The location release form grants Urban Mess permission to enter and use the studio located at Harlow College for the purposes of producing an advert and photo shoot. It allows Urban Mess to bring personnel and equipment onto the property and use the name of the premises. Urban Mess agrees to hold the property owner harmless for any liability or loss, except those directly caused by the owner's negligence or misconduct. The form gives Urban Mess the right to copyright and distribute any images containing the premises without further approval.
Existing logos
The document analyzes and summarizes the key elements of three fashion brand logos:
1) The BooHoo logo uses black as the predominant color with pink accents. It includes the brand name, ".com" designation, and slogan. Fonts and sizing are used to draw attention.
2) The Missguided logo solely uses black and includes the brand name in the largest font above the slogan. Capitalization and bolding make it stand out.
3) The OMG Fashion logo predominantly uses pink and includes the capitalized brand name with no slogan. Font and spacing unify the name as one word. All logos use sans serif, bold modern fonts.
Main influences combined
The document discusses various marketing techniques used in pop-up ads, sponsorship sequences, and advertisements for fashion brands. It notes elements like discounted prices, calls to action like "shop now" links, prominent display of the brand logo, showing outfits from multiple angles, inclusion of popular music and models of various looks to appeal to different audiences. Overall the document analyzes visual branding strategies across different digital marketing formats in the fashion industry.
Talent release form ancillary 2
This talent release form allows Urban Mess to use video, audio recordings, photographs, and written extracts of an individual, referred to as the Talent, for sponsorship and web content. The Talent consents to the use of their image, recordings, and performance for illustration, broadcast, and distribution. The form documents where and when the content was captured, and requires the Talent's signature as well as a guardian's if the Talent is a minor.
Talent release form ancillary
This talent release form allows Urban Mess to use video, audio, and images taken of the talent during a sponsorship sequence shoot at Harlow College Photography Studio. It gives Urban Mess permission to broadcast, distribute, or illustrate the recordings and performances in any manner. The talent and their legal guardian if a minor sign to consent to the use and distribution of the content without compensation.
Talent release form
This talent release form allows Urban Mess to use video, audio, and images taken of the talent at Harlow College Photography Studio on a specified date by Bethany Bouchareb. The talent consents to the use of recordings and performances for broadcast, distribution, or illustration purposes related to the Urban Mess project. If the talent is a minor, a legal guardian must also sign to consent.
Risk assessment
The document contains a risk assessment for a studio space. It identifies several potential hazards including wires on the floor that could cause tripping, backdrops falling off brackets, electrical equipment and liquids causing electrocution, large light stands that could cause tripping injuries, and flammable wood. For each hazard, it notes who may be harmed, additional actions needed to minimize the risks, and who is responsible for addressing the risks. The overall purpose is to highlight safety risks in the studio and identify ways to reduce dangers.
Main influences main task
The document discusses the main influences on a person's life. Key factors that shape who we are include our families, friends, teachers, mentors, and life experiences. These social and environmental influences interact in complex ways from a young age to ultimately determine the path our lives take.
Main influences main task
The document discusses main influences but provides little context or details. It mentions two broad topics - main influences and influence - but does not elaborate on either. Overall, the summary is high-level as the document itself is very brief and lacks substantive content to summarize.
E port 1 trial 2
An electronic portfolio was created by Bethany Bouchareb to showcase her work and skills. The portfolio contains samples of her makeup and animation work through images and videos hosted on Photobucket. Visitors to her Photobucket profile can view examples of her makeup artistry and animated creations.
Codal ppt a2
The document analyzes the visual, audio, narrative, technical, enigma, and textual codes used in advertisements by fashion brands Boohoo, OMG, and Topshop. For each advert discussed, the analysis identifies the setting, models, music, themes, filming techniques, unknown elements, and use of text to convey messages about fun, confidence, individuality and promote the brands.
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Representation and Stereotypes Real
- 1. REPRESENTATION AND STEREOTYPES Bethany Bouchareb, Shannon Webb, Genit Abazi.
- 2. REPRESENTATION To represent something is to describe, or depict it, to call it up in the mind by description or portrayal. Representation in media terms is concerned with the way that people, events and ideas are presented to us. When media focuses on representation it focuses on • Gender • Age • Ethnicity • Sexuality • Class and Status • Physical ability/disability • Regional identity
- 3. REPRESENTATION: GENDER Gender is the range of physical, mental, and behavioral characteristics pertaining to, and differentiating between, masculinity and femininity. Feminine: would be represented in pink, not a lot of clothes are worn, they categorize it by making the feminine people very emotional and beautiful, they are often found talking about sex, and they are always reliant on men. Masculinity: would be represented in blue, evidently showing of muscles, tends to be in charge, they are shown as the hero and the breadwinner in the family (brings the income).
- 4. REPRESENTATION: AGE Age is your years of how old you are or what group you are between a range of groups. Children: active consumers (toy adverts), innocent or devious, cute, brave, playful and modern. Teenagers: social problem, followers of anti authority, badly behaved (drug takers, binge drinkers), heavily associated in social groups. Elderly: grumpy, a burden, engaging in activities they wished to do when they were younger, dependent, mentally challenged.
- 5. REPRESENTATION: ETHNICITY Ethnicity: belonging to a social group that has a common national or cultural tradition. Minorities: (Black people) criminals, a threat, need charity, invisible, unimportant, dependent. British: Privileged, upper class, posh, out going, rich, drinkers, developed. Irish: travellers, rude, violent, drinkers, boisterous, patriotic, heavily cultured, wedding associated.
- 6. REPRESENTATION: SEXUALITY Sexuality: a persons sexual orientation. Homosexuality: Camp, responsible for AIDS, Macho (exaggerative as a closet), deviant, men into feminine things, women into manly things (butch). Heterosexuality: Into their own genders thing, a man and woman relationship with a family and marriage, common kissing, shows of affection and sex scenes with the opposite gender.
- 7. REPRESENTATION: PHYSICAL ABILITY/DISABILITY Mass media representations of disability have generally been oppressive and negative. People with disabilities are rarely presented as people with their own identities. They are typically shown as: • Pitiable • Pathetic • Sweet • Innocent
- 8. REPRESENTATION: CLASS AND STATUS • Upper Class- Those who benefit from these processes, i.e. the monarchy, the upper class and the very wealthy, generally receive a positive press as celebrities who are somehow deserving of their position. • Middle Class- The middle class are over-represented on TV dramas and situation comedies. • Working Class- when news organizations focus on the working class, it is generally to label them as a problem, e.g. as welfare cheats, drug addicts or criminals
- 9. STEREOTYPES Dictionary definition: A widely held but fixed and oversimplified image or idea of a particular type of person or thing. Simple meaning: When people are placed into a certain group with expected behavior and looks.
- 10. STEREOTYPES: AGE Young children- Bubbly, active, happy, always laughing, eats lots of sweets. Teenagers- Rebellious, lazy, egocentric, irresponsible, material things, socializing. Old People- Slow, fragile, slow drivers, bad hearing, memory loss, grey/white hair.
- 11. STEREOTYPES: GENDER Female- Not good at sports, not good drivers, are not as smart as men, females always clean, they only care for as a job, beautiful looking. Male- Provider for the family, strong, muscular, independent, competitive, breadwinner.
- 12. STEREOTYPES: ETHNICITY Chinese- Smart, always have great grades, are doctors and nurses, have a successful life. Irish- Always drunk, aggressive, eat a lot of potatoes. English- Posh accents, smart, wonky and gap filled teeth, always drink tea.
- 13. STEREOTYPES: SEXUALITY Gay- Feminine postures, high pitch voices, very attention seeking. Lesbian- Very manly, big in size e.g. butch, manly features, wear mens clothing.
- 14. STEREOTYPES: CLASS AND STATUS High class- Posh, very educated, have a lot of money, come from private schools, only expect the highest of peoples ability. Middle class- Have well paid jobs, live in basic homes, volunteer in the community. Lower class- School drop outs, dependent on the governments money, live in rented run down houses.
- 15. STEREOTYPES: PHYSICAL ABILITY/DISABILITY The media continue to enforce disability stereotypes portraying disabled individuals in a negative un-empowering way. • A disabled person is often stereotyped as: • Pitiable or pathetic • An object of curiosity or violence • Sinister or evil • The super cripple • As atmosphere • Laughable • His/her own worst enemy • As a burden • As Non-sexual • Being unable to participate in daily life
- 16. VERISIMILITUDE Means how close the story line is to realistic or truthful events that happen in day to day life.
- 17. REGIONAL IDENTITY The representation of regional identity commonly involves stereotypes which are caused by class, status and ethnicity. A character’s regional identity is often represented through where they live, their appearance, job, opinions/ideals and more commonly through their accent. Examples of regional identity stereotypes are: • Londoners • Essex • Geordies • Scousers • Northerners