Social class
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The document analyzes the representation of a lower-class family in a television drama through the use of camerawork, mise-en-scene, editing, and sound. It discusses how shaky zooms and a messy home filled with beer cans reinforce stereotypes of instability and irresponsibility. However, the family's laughter and enduring love despite struggles presents a somewhat positive portrayal. Fast editing emphasizes the father's aggression, though continuity editing aims for realism. Swearing exhibits informality, though the father's education challenges full conformity to stereotypes.
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Youth types
Michael Brake's theory divides youth into four types: respectable youth who conform to rules and avoid trouble; delinquent youth who engage in illegal activities; cultural rebels who are nonconformists interested in art and music; and politically militant youth involved in protests. Respectable youth are often portrayed as bullied for being idealistic, while delinquent youth are depicted as trouble-making and lower class in media like Kidulthood. Cultural rebels from the 1960s are shown as independent and enjoying recreational drugs and long hair. Politically militant youth protesting rising fees are unfairly portrayed in some media as uniformly violent despite peaceful intentions of many.
Social class
The document defines social class as the way society is divided into lower, middle, and upper classes based on factors like occupation, education, income, and mannerisms. It then provides stereotypes and examples for each class. The working class is divided into skilled and unskilled, and stereotypes include poor manners and hygiene. The middle class is divided into lower and upper, and stereotypes include being well-educated and owning homes. The upper class is considered the elite due to inherited wealth and education, and stereotypes portray them as posh and superior.
Stereotypes
This document discusses various stereotypes related to gender, age, ethnicity, disability, sexuality, region, and social class. It provides examples from television dramas that represent these identities through techniques like mise-en-scene, camerawork, sound, and dialogue. Specifically, it analyzes how characters in shows like Hotel Babylon, Blackpool, Bend It Like Beckham, Secret Diary, Glee, The Only Way is Essex, and The Street portray stereotypes related to these social identities.
Social Class
The document discusses social class stereotypes portrayed in TV dramas. It defines social class and outlines stereotypes associated with the lower class (portrayed as uneducated and reliant on government benefits), working class (portrayed as unskilled laborers with low incomes), lower middle class (portrayed as stable careers requiring degrees but not top universities), upper middle class (portrayed as highly qualified professionals from prestigious industries), and upper class (portrayed as extremely wealthy landowners with titles and influence in society). Examples from TV shows Downton Abbey and House are analyzed to show how characters conform to these stereotypes through their mannerisms, clothing, jobs, and social hierarchies.
Comparative Youth Culture
This document outlines Michael Brake's theory of comparative youth culture which divides teenage representations into four groups: respectable youth, delinquent youth, cultural rebels, and politically militant youth. Examples are provided for each group from media sources and analyzed in terms of whether the representations are fair and accurate portrayals of each type of youth.
Social class
Social class refers to economic and social status, categorizing society into working class, middle class, upper class, and sometimes underclass. Stereotypes of these classes perpetuate superiority and authority. The underclass and working class are often negatively stereotyped in media as unintelligent criminals living on benefits and in poverty. The middle and upper classes control media and are portrayed more positively without acknowledging inequality. Representations of the classes in shows like Benefits Street and Downton Abbey rely on stereotypes that legitimize inequality by portraying the lower classes as responsible for their problems.
The Fosters
The document discusses the TV drama series The Fosters. It begins with definitions of TV drama and how producers aim to create stories audiences can relate to. It then summarizes The Fosters, which premiered in 2013 and tells the story of a girl in a foster home with two mothers. It discusses how the characters, including the representation of the mothers, challenge stereotypes. Technical aspects like lighting and camerawork are used to communicate narrative and build tension. Themes covered include familial relationships, racism, homophobia, and adolescence.
Evaluation question 2
This document discusses how different social groups are represented in a media product. It represents youth aged 16-21 through the costumes of the main characters. Females are portrayed as more concerned with appearance through the use of makeup and a dressing table prop. Gender stereotypes are also represented, with women shown as more vulnerable and emotional through facial expressions, and men as more powerful and dominant in shot composition and body language. Class is represented by the rural setting and large houses indicating upper class, in contrast to the antagonist's hoodie and jeans, associated with the lower class.
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Michael Brake's theory divides youth into four types: respectable youth who conform to rules and avoid trouble; delinquent youth who engage in illegal activities; cultural rebels who are nonconformists interested in art and music; and politically militant youth involved in protests. Respectable youth are often portrayed as bullied for being idealistic, while delinquent youth are depicted as trouble-making and lower class in media like Kidulthood. Cultural rebels from the 1960s are shown as independent and enjoying recreational drugs and long hair. Politically militant youth protesting rising fees are unfairly portrayed in some media as uniformly violent despite peaceful intentions of many.
Social class
The document defines social class as the way society is divided into lower, middle, and upper classes based on factors like occupation, education, income, and mannerisms. It then provides stereotypes and examples for each class. The working class is divided into skilled and unskilled, and stereotypes include poor manners and hygiene. The middle class is divided into lower and upper, and stereotypes include being well-educated and owning homes. The upper class is considered the elite due to inherited wealth and education, and stereotypes portray them as posh and superior.
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This document discusses various stereotypes related to gender, age, ethnicity, disability, sexuality, region, and social class. It provides examples from television dramas that represent these identities through techniques like mise-en-scene, camerawork, sound, and dialogue. Specifically, it analyzes how characters in shows like Hotel Babylon, Blackpool, Bend It Like Beckham, Secret Diary, Glee, The Only Way is Essex, and The Street portray stereotypes related to these social identities.
Social Class
The document discusses social class stereotypes portrayed in TV dramas. It defines social class and outlines stereotypes associated with the lower class (portrayed as uneducated and reliant on government benefits), working class (portrayed as unskilled laborers with low incomes), lower middle class (portrayed as stable careers requiring degrees but not top universities), upper middle class (portrayed as highly qualified professionals from prestigious industries), and upper class (portrayed as extremely wealthy landowners with titles and influence in society). Examples from TV shows Downton Abbey and House are analyzed to show how characters conform to these stereotypes through their mannerisms, clothing, jobs, and social hierarchies.
Comparative Youth Culture
This document outlines Michael Brake's theory of comparative youth culture which divides teenage representations into four groups: respectable youth, delinquent youth, cultural rebels, and politically militant youth. Examples are provided for each group from media sources and analyzed in terms of whether the representations are fair and accurate portrayals of each type of youth.
Social class
Social class refers to economic and social status, categorizing society into working class, middle class, upper class, and sometimes underclass. Stereotypes of these classes perpetuate superiority and authority. The underclass and working class are often negatively stereotyped in media as unintelligent criminals living on benefits and in poverty. The middle and upper classes control media and are portrayed more positively without acknowledging inequality. Representations of the classes in shows like Benefits Street and Downton Abbey rely on stereotypes that legitimize inequality by portraying the lower classes as responsible for their problems.
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The document discusses the TV drama series The Fosters. It begins with definitions of TV drama and how producers aim to create stories audiences can relate to. It then summarizes The Fosters, which premiered in 2013 and tells the story of a girl in a foster home with two mothers. It discusses how the characters, including the representation of the mothers, challenge stereotypes. Technical aspects like lighting and camerawork are used to communicate narrative and build tension. Themes covered include familial relationships, racism, homophobia, and adolescence.
Evaluation question 2
This document discusses how different social groups are represented in a media product. It represents youth aged 16-21 through the costumes of the main characters. Females are portrayed as more concerned with appearance through the use of makeup and a dressing table prop. Gender stereotypes are also represented, with women shown as more vulnerable and emotional through facial expressions, and men as more powerful and dominant in shot composition and body language. Class is represented by the rural setting and large houses indicating upper class, in contrast to the antagonist's hoodie and jeans, associated with the lower class.
7 groups of representation
This document discusses common stereotypes and representations of different social groups in television shows. It notes that upper classes are often portrayed as rich and posh, middle class as normal, and working class as poorer with strong community ties. Different social classes are rarely shown mixing. Homosexual men are depicted as feminine or flamboyant while lesbian women are shown as masculine. Disabled people are portrayed as pitiable or laughable. Youths are represented as disrespectful and engaging in risky behaviors while the elderly are depicted as annoying or critical. Racial stereotypes perpetuate myths. Men are often isolated and powerful while women usually play secondary roles or are part of a family context.
How does your media product represent particular social groups?
The document discusses how two social groups, a young male and teenage female, are represented in a film opening. The young male conforms to negative stereotypes by trespassing and using profanity, portraying the group as mischievous and crude. The teenage female challenges stereotypes through her strange behavior and clothing in a derelict setting not usually associated with her group, though she retains some stereotypical innocent traits through her doll and white dress. Overall both groups are represented as conforming to and opposing common stereotypes.
EQ2
The document discusses how two social groups, a young male and teenage female, are represented in a film opening. The young male conforms to negative stereotypes by trespassing and using profanity, portraying the group as mischievous. The teenage female challenges stereotypes through her strange behavior and interest in violence, shown by a wooden plank, but also displays some stereotypes by carrying a doll and wearing white. Overall, the two social groups are represented in contrasting ways through conforming and opposing common stereotypes.
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Representations
The document discusses various issues surrounding the representation of different groups in TV drama, including age, race, gender, class, disability, and regional identity. It provides examples of common stereotypes used to portray each group, such as rebellious teens or forgetful old people to represent age; criminal or intelligent stereotypes for different races/ethnicities; clothing and possessions used to indicate class; emphasis on beauty, relationships and emotions for women versus strength and independence for men in terms of gender; people with disabilities sometimes being bullied or looked down upon; and regional stereotypes like Scots loving the outdoors or drinking for identity.
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The document discusses representation of different races in TV drama. It notes that white people are typically portrayed as the "norm" while ethnic minorities are often included for specific reasons like representing culture or social issues. Black people tend to have negative stereotypes in dramas and be associated with crime, danger, and poverty to make white characters seem more acceptable. Asian stereotypes commonly involve terrorism, honor killings, and arranged marriages. Moral panics in media, like the fear of terrorism, are sometimes emphasized in dramas to provoke discussion of sensitive social issues.
Evaluation question two
The document analyzes how the media product represents various social groups. The antagonist is portrayed as stereotypically male, masculine, aggressive, powerful and dominant over the female character. However, his costume as an educated, middle-class professional contradicts the typical portrayal of villains as lower-class or criminal. The female character conforms to stereotypes of being weak, helpless and feminine. Both works initially hide the antagonist's identity, creating intrigue. They are also both portrayed as white, associated with purity. The antagonist's unshaven appearance contradicts his educated image. As a teenager, he does not conform to stereotypes of that age group. Both films portray female characters stereotypically as delicate and innocent
Question 2
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QUESTION 2
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1) It features both male and female youth characters from a variety of ethnic backgrounds engaged in both criminal and educational activities, challenging stereotypes about gender, ethnicity, and social class.
2) Working class males are shown as drug dealers but also loving and creative, while working class females are hardworking and well-behaved. Middle class females are elegant but neglected.
3) Masculinity is represented both positively as creative and sensitive and negatively as rebellious criminals, while femininity is shown as intelligent and confident rather than the stereotypes often seen in youth films.
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This document discusses common stereotypes and representations of different social groups in television shows. It notes that upper classes are often portrayed as rich and posh, middle class as normal, and working class as poorer with strong community ties. Different social classes are rarely shown mixing. Homosexual men are depicted as feminine or flamboyant while lesbian women are shown as masculine. Disabled people are portrayed as pitiable or laughable. Youths are represented as disrespectful and engaging in risky behaviors while the elderly are depicted as annoying or critical. Racial stereotypes perpetuate myths. Men are often isolated and powerful while women usually play secondary roles or are part of a family context.
How does your media product represent particular social groups?
The document discusses how two social groups, a young male and teenage female, are represented in a film opening. The young male conforms to negative stereotypes by trespassing and using profanity, portraying the group as mischievous and crude. The teenage female challenges stereotypes through her strange behavior and clothing in a derelict setting not usually associated with her group, though she retains some stereotypical innocent traits through her doll and white dress. Overall both groups are represented as conforming to and opposing common stereotypes.
EQ2
The document discusses how two social groups, a young male and teenage female, are represented in a film opening. The young male conforms to negative stereotypes by trespassing and using profanity, portraying the group as mischievous. The teenage female challenges stereotypes through her strange behavior and interest in violence, shown by a wooden plank, but also displays some stereotypes by carrying a doll and wearing white. Overall, the two social groups are represented in contrasting ways through conforming and opposing common stereotypes.
Representation of gender
This document discusses representations of gender in media. It notes that men are typically portrayed as strong, powerful, sexually attractive, independent, and lacking emotion. Common male genres focus on dominant males, action, serious storylines, and male heroes. Traditionally, men are shown as isolated and not reliant on others. For women, common representations highlight beauty, physique, sexuality, emotions, and relationships. Women are usually secondary characters rather than the main focus, though some shows like Sex and the City position women as central. Beauty and appearance play a large role in portrayals of women.
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The document discusses various issues surrounding the representation of different groups in TV drama, including age, race, gender, class, disability, and regional identity. It provides examples of common stereotypes used to portray each group, such as rebellious teens or forgetful old people to represent age; criminal or intelligent stereotypes for different races/ethnicities; clothing and possessions used to indicate class; emphasis on beauty, relationships and emotions for women versus strength and independence for men in terms of gender; people with disabilities sometimes being bullied or looked down upon; and regional stereotypes like Scots loving the outdoors or drinking for identity.
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The document represents several social groups in the opening scene. It portrays mental health through the protagonist Darren's activities which seem normal at first but hints he may have mental health issues. This creates a binary between sanity and insanity. Darren is also represented as a young, white, British male who appears middle class based on his clothing. His vulnerability is emphasized through being killed by the antagonist. Younger age and middle class are portrayed as regressive through Darren's victimization. The clip also represents a patriarchal society through the absence of females and males being portrayed as stronger and having more power and status.
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The document discusses representation of different races in TV drama. It notes that white people are typically portrayed as the "norm" while ethnic minorities are often included for specific reasons like representing culture or social issues. Black people tend to have negative stereotypes in dramas and be associated with crime, danger, and poverty to make white characters seem more acceptable. Asian stereotypes commonly involve terrorism, honor killings, and arranged marriages. Moral panics in media, like the fear of terrorism, are sometimes emphasized in dramas to provoke discussion of sensitive social issues.
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The document analyzes how the media product represents various social groups. The antagonist is portrayed as stereotypically male, masculine, aggressive, powerful and dominant over the female character. However, his costume as an educated, middle-class professional contradicts the typical portrayal of villains as lower-class or criminal. The female character conforms to stereotypes of being weak, helpless and feminine. Both works initially hide the antagonist's identity, creating intrigue. They are also both portrayed as white, associated with purity. The antagonist's unshaven appearance contradicts his educated image. As a teenager, he does not conform to stereotypes of that age group. Both films portray female characters stereotypically as delicate and innocent
Question 2
The document analyzes how different social groups are represented in a media product. It discusses the representation of teenagers (male and female) and how they conform and oppose stereotypes. The male teenagers conform to stereotypes of being physically active but oppose horror genre conventions. The young girl opposes real-life feminine stereotypes but aligns with horror tropes as the possessed antagonist. Macro issues around societal views and genre expectations are also addressed.
QUESTION 2
Our media product represents various social groups in the following ways:
1) It features both male and female youth characters from a variety of ethnic backgrounds engaged in both criminal and educational activities, challenging stereotypes about gender, ethnicity, and social class.
2) Working class males are shown as drug dealers but also loving and creative, while working class females are hardworking and well-behaved. Middle class females are elegant but neglected.
3) Masculinity is represented both positively as creative and sensitive and negatively as rebellious criminals, while femininity is shown as intelligent and confident rather than the stereotypes often seen in youth films.
Media representation of gender
The document discusses gender representations in media. It notes that males and females are portrayed differently, with males generally given more prominent and positive roles. For example, in advertisements, males are often shown as powerful professionals while females are depicted as thin, beautiful objects or in traditional domestic roles. The media also tends to focus more on male athletes and sports. Furthermore, males are commonly represented in media as independent, strong, and leaders, while females are often shown as dependent, emotional, and passive.
Feminism
The document discusses representations of women in media. It notes that while feminism has brought significant changes to women's roles over 40+ years, media representations remain largely the same. Women are predominantly portrayed based on narrow standards of beauty, size, and sexuality and tend to be emotional and focused on relationships rather than independence. They often take passive, helper roles in dramas and are victims more than active characters. Men are represented 3 times more in TV dramas and tend to be the focus of news stories. Stereotypical portrayals that conform to societal expectations are more common, and non-conforming characters are seen as deviant and face consequences.
Representation and stereotypes
This document discusses representation and stereotypes in media. It defines representation as how people, events, and ideas are depicted. When media focuses on representation, it looks at gender, age, ethnicity, sexuality, class, physical ability, and regional identity. It then provides examples of how different groups are commonly stereotyped in media, such as women being emotional and reliant on men, the elderly being grumpy and dependent, and gay people being feminine. The document stresses that stereotypes are oversimplified or fixed ideas about types of people. It concludes by defining verisimilitude as how close a story is to realistic events and provides an example of a storyline in a TV show that is not very truthful.
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The document discusses representation in media and characters. It explains that representation refers to how groups, communities, ideas, or topics are portrayed from a particular perspective. Characters can be portrayed through stereotypes or counter stereotypes. Representation can be broken down along categories like age, gender, ethnicity, sexuality, and social class. The theorist Stuart Hall argued that representation shapes our perceptions of the world rather than just reflecting it.
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Gender & media
The document discusses how media portrays and defines gender roles and identity. It outlines how media stereotypes men as masculine and dominant and women as sexual objects that are valued based on their physical appearance. Both genders are subjected to unrealistic standards of beauty and narrow definitions of masculinity and femininity. The media also influences behaviors and perceptions of gender from a young age. While women face objectification and lack of representation in powerful roles, there is also a need for more gender equality in the media industry itself.
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Pratice exam on disability
The document discusses how disability is portrayed in the British TV drama "Coming Down the Mountain" through the use of stereotypes. It analyzes how various film techniques are used to represent both positive and negative stereotypes of people with disabilities. Positively, the establishing shot depicts the disabled character's side of the bedroom as colorful and messy, implying creativity. However, other techniques also portray negative stereotypes. A close-up of a brother pretending to shoot the disabled brother implies they should be "gotten rid of." Dialogue suggests people with disabilities are a burden. Overall, the drama uses stereotypes both to engage audiences and legitimize social inequalities surrounding disability.
What have you found interesting in the representation of gender in the films ...
The document discusses how gender is represented in the films Crash and Do the Right Thing. In Crash, both male and female characters are shown to exhibit both racist and non-racist behaviors. The male character Daniel cares for his daughter but also faces discrimination from others due to his ethnicity. In Do the Right Thing, male characters like Sal exhibit calmness but also have a short temper when faced with confrontation, showing the pressure they face from social divides. Meanwhile, female characters are portrayed as victims in Crash but seek to change their situations, while in Do the Right Thing women reject some male opinions and seek independence.
What have you found interesting in the representation of gender in the films ...
The document discusses how gender is represented in the films Crash and Do the Right Thing. In Crash, both male and female characters are shown to exhibit both racist and non-racist behaviors. The male character Daniel cares for his daughter but also faces discrimination from others due to his ethnicity. In Do the Right Thing, male characters like Sal exhibit calmness but also have a short temper when faced with confrontation, showing the pressure they face from social divides. Meanwhile, female characters are portrayed as victims in Crash but seek to change their situations, while in Do the Right Thing women reject some male opinions and seek independence.
Life Under Water Essay
Here is a descriptive essay about a day spent at the mall with my aunt:
A Day of Laughter at the Mall
The sun was just beginning to set as Aunt Mercedes and I pulled into the parking lot of Lima Mall. I could already feel the silliness setting in as we walked through the entrance, her arm linked through mine.
"Ooh, let's go to Claire's first!" she exclaimed, practically dragging me toward the accessories store. We spent at least 20 minutes trying on ridiculous hats, scarves, and sunglasses, posing dramatically in the mirrors and cracking each other up. More than one employee shot us annoyed looks as our laughter echoed through the small shop.
Next was Fore
Womens Right Essay. Women rights essay. Womens Rights Essays. 2019-01-26
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Essay on My Favourite Teacher for Students and Children in English - A .... Essay on My Favourite Teacher for Students in English (2023). My Favourite Teacher Essay in English for Students, Kids and Children. Essay on My Favourite Teacher for Students and Children in English .... My favourite teacher best essay | My favourite teacher/a good teacher beautiful essay in english.
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Sitcom Conventions
The document defines and explains various concepts and techniques used in sitcoms including:
- The running joke, which is a recurring amusing situation, line, or character trait.
- The comic trap, which is the basic premise that the entire show is built around and that characters can't escape from.
- One-liners, which are short, often observational jokes.
- Laugh tracks and their purpose.
- Different sitcom genres that were popular in different decades, like magi-coms in the 1960s and family-coms in the 1980s.
Sitcom Conventions
The document defines and explains various concepts and techniques used in sitcoms including:
- The running joke, which is a recurring amusing situation, line, or character trait.
- The comic trap, which is the basic premise that the entire show is built around and that characters can't escape from.
- One-liners, which are short, often observational jokes.
- Laugh tracks and their history of use.
- Other techniques like parody, satire, innuendo, and irony.
- It also outlines different eras and subgenres of sitcoms from the 1960s to present day.
The Fosters
The document discusses the TV drama series The Fosters. It provides an overview of how TV dramas use scripted storylines and characters to create tension and allow audiences to relate to dramatic events. The Fosters premiered in 2013 and tells the story of a teenage girl placed in a foster home with two mothers and their biological children. It tackles issues like adolescence, family tensions, and problems within the foster system through its characters, who experience difficult situations but are also shown to be brave and strong. The series aims to promote identification with its target teenage audience.
Representation within media
This document defines key terms related to representation within media such as TV drama, hegemonic norm, representation, and stereotype. It then discusses representational issues surrounding social class, regional location, race and ethnicity, ability and disability, and gender and sex. For social class, location can lead to unfair stereotypes but don't determine a person. Race and ethnicity and disasters/wars can also lead to prejudice. Those with disabilities are sometimes portrayed as weak or entertainment but can also possess hidden strengths. Representation of gender often portrays unfair stereotypes of males as strong and females as homemakers, though views are changing.
Representations cie – common stereotypes
This document outlines common stereotypes seen in representations of age, gender, ethnicity, physical ability, social class, region, and sexuality in US and UK television dramas. It discusses how characters within these groups are often portrayed through binary oppositions such as young vs old, strong vs weak, domestic vs professional, urban vs rural, and refined vs crude. The document advises the reader to analyze whether characters conform to or challenge these stereotypes when evaluating representations in television shows.
An Example Of A Descriptive Essay. Descriptive Essay Writing Help: Topics and...
FREE 9+ Descriptive Essay Examples in PDF | Examples. Impressive Descriptive Essay ~ Thatsnotus. 010 Descriptive Essay Example Pdf Short ~ Thatsnotus. Descriptive essay writing examples for college students. Check my Essay: Descriptive article example. http://www.sampleessay.net/example-of-descriptive-essay-writing .... Descriptive Essay Examples. 001 Sample Descriptive Essay ~ Thatsnotus. 100+ Essay Writing Examples | MS Word, PDF | Examples. Expository essay: Examples of a descriptive essay about a person. Descriptive Essay Example | Template Business. How to write a descriptive essay about my mother - How to write a .... How to Write a Descriptive Essay: 14 Steps (with Pictures). Descriptive Essay Writing Help: Topics and Examples. Sample Of Descriptive Essay | Essay examples, Examples of descriptive .... Admission essay: Descriptive introduction paragraph examples. Example Of Descriptive Essay / Free Descriptive Essay Examples For Your ....
Section b collective id-38 marks
1) This exam response discusses media representations of the family. It analyzes how the nuclear family was commonly depicted in 1950s/1970s advertising and films as the ideal family structure.
2) The response applies Marxist theory to explain how promoting the nuclear family maintains capitalist patriarchal society by teaching gender roles, morality, and submission to authority.
3) More recent media like the 1980s OXO ad and 2005 film Cinderella Man still reinforce the nuclear family ideal, despite social changes. However, shows like Shameless and soaps offer alternative, complex representations that challenge Marxist views of unified media ideology.
Essay Writing About My Best Friend.pdf
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How To Write A Good Literature Review In Psych
The document provides instructions for creating an account and submitting assignment requests to the writing service HelpWriting.net. It explains that users complete an order form with instructions and sources, and writers bid on the request. Users can then choose a writer, make a deposit, and receive the completed paper, with options for revisions. The service promises original, high-quality work or a full refund.
Art_Feature01
1) The document discusses how gender stereotypes are perpetuated through media representations that reinforce the gender divide and portray women as passive beings.
2) It argues that while gender roles may have evolved from traditional notions of women as nurturers and men as protectors/leaders, examination of modern media still reflects the privilege of males and prejudices against females.
3) The analysis suggests that myths, stories, and religious texts from throughout history have implicitly portrayed women as weaker and more morally flawed than men, helping to establish psychological constructs that have oppressed women.
Journals
This document summarizes two journal entries about social psychology concepts. The first entry discusses confirmation bias, describing how people tend to seek information that confirms their existing beliefs and ignore contradictory information. It provides examples of how confirmation bias can be seen in older generations clinging to traditional views. The second entry summarizes the concept of social facilitation, explaining how the presence of others can improve or hinder performance depending on an individual's level of preparation. It discusses examples of social facilitation in competitive school environments.
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What have you found interesting in the representation of gender in the films ...
What have you found interesting in the representation of gender in the films ...
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What have you found interesting in the representation of gender in the films ...
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Representation of sexuality
This document discusses stereotypes of heterosexuality, homosexuality, and how media representation of LGBT individuals has changed over time. It notes that historically, homosexuality was viewed negatively and often pathologized in media and society. However, more recent legislation supporting same-sex marriage and changing social attitudes have led to more positive and nuanced portrayals of LGBT characters and relationships in television shows. While stereotypes still exist, mainstream media coverage has increasingly moved to "symbolically annihilate" homophobia rather than LGBT individuals themselves.
Media easter homework disability essay question practice
1) The disabled brother is represented as evolutionarily primitive and childish through comparisons to prehistoric creatures and a messy bedroom space.
2) The able-bodied brother resents having to care for his disabled sibling, viewing him as a burden and pretending to aim a gun at him.
3) Disabled people are shown as reliant on others for support and guidance, like when the able-bodied brother accompanies the disabled brother to and from school, though he eventually abandons him at the urging of his friends.
The impact of the internet on media audiences
The document discusses the impact of the internet on media audiences in 3 main areas:
1) The internet has led audiences to take a more active role in how they consume media through a wider variety of options. It has decreased the popularity of older technologies as new ones emerge.
2) Both adult and younger audiences are increasingly using internet technologies, showing its ability to appeal to all age groups.
3) The internet has affected younger audiences (16-24) the most who almost all use it, while older audiences (75+) are less engaged. It has increased accessibility but also created new issues around privacy, crime, and harmful/disturbing content online.
Defining Hollywood film
The document discusses the film industry in Hollywood and the major film studios that dominate it. The five largest studios, known as conglomerates, are Warner Bros., Paramount, 20th Century Fox, Universal, and Disney. As conglomerates, they own multiple businesses and have vertical and horizontal control over film production, distribution, and exhibition. This level of funding and control makes it difficult for smaller studios like British film companies to compete. Disney in particular is discussed as owning various media brands that help promote its films and generate large profits that can be reinvested in productions.
The Newspaper Industry
The document discusses the decline of print newspapers and the transition to digital news consumption. It notes that newspaper sales and subscriptions are decreasing as more people get news online for free. While some newspapers now offer their content online for free to expand their audience, this means losing revenue from print sales. Newspapers are trying different strategies, like The Guardian offering all content online for free, while The Times only offers previews online and requires a subscription to read full articles. The future of the print newspaper industry remains uncertain as audiences and advertising dollars continue to shift to digital.
Film institution fact files
Warp Films is a British independent film company that produces distinctive, thought-provoking films on low budgets between £400k-£800k. Their goal is to reinforce their brand identity rather than make a profit. They have distribution partnerships with ITV Global, NESTA, BBC, and Film4.
Heyday Films is a private British company that produces films appealing to mass audiences using stars and collaborations with larger companies to ensure profitable releases. They have secured rights to the Harry Potter franchise and have worked with NBCUniversal, Lionsgate, Warner Bros., and Disney.
Lucasfilm is an American subsidiary company known for the Star Wars and Indiana Jones franchises. They aim to widen their portfolio and
The Game Industry
Gaming has become massively popular with nearly half of Americans playing video games. Younger age groups are more likely to play, but gaming has expanded to all ages with the average player now 35. Most gamers play on mobile devices and over half play with others either in multiplayer online modes or with family. Popular online multiplayer games like League of Legends have tens of millions of users. While consoles remain popular, online and mobile gaming continue to grow in popularity due to lower costs and greater accessibility for players around the world.
Stereotypes
This document discusses common stereotypes around gender, age, ethnicity, disability, sexuality, regional identity, social class, and their representations in TV shows. For gender, it describes stereotypes of males being strong and in control while females are submissive caregivers. It analyzes how a TV show portrays the receptionist as appealing to attract males. For age, it lists stereotypes like teenagers being irresponsible and the elderly being helpless. It shows how a TV show uses camerawork to portray a protective parent and confident older boyfriend. Overall, the document outlines many stereotypes and analyzes examples of their portrayals in television drama through techniques like mise-en-scene, camerawork, sound, and dialogue.
Film case study research
Lucasfilm produced Rogue One with a $200 million budget that earned $155 million in its US opening weekend. It was widely distributed internationally in theaters, IMAX, 2D and 3D formats with marketing through posters, trailers, websites and social media targeting Star Wars fans, including actors Felicity Jones, Diego Luna and Alan Tudyk.
Social Class
The document discusses social class structure in the UK, dividing classes into upper, middle, and working classes. It provides stereotypes associated with each class, such as manners, education, income, housing, and manner of dress. Examples are given of TV characters from each class, like the unkempt and angry Frank from Shameless representing the working class, and the formally dressed aristocratic men from Downton Abbey representing the upper class. The document also discusses how those in higher classes traditionally have more power and influence over media representations that shape public perceptions of different classes.
TV Drama Research
Coronation Street is a British soap opera that dramatizes the daily lives of residents in a working class town. It features complex storylines involving relationships, crimes, and mental health issues. The characters are diverse and represent different ages, backgrounds, and abilities. Though dramatic events keep viewers engaged, the show aims to realistically portray common issues faced by audiences.
Representation theories
The document summarizes Stuart Hall's theories on representation and stereotypes in media. It discusses four aspects of representation: re-presentation, being representative of types, purpose of media creation, and audience responses. It also examines how stereotypes legitimize inequality, how representations have become "hyperreal", and the concepts of dominant/subordinate types and ideological readings of texts.
All about me and films
The document discusses the author's film watching habits over the past year, including films watched alone and with family/friends, using cinema, laptop and streaming services to watch, learning about new releases through trailers and friends, and consuming films at home and in cinema. The author decides which films to watch by searching for genres, watching trailers, and considering ratings, reviews, storylines and featured stars.
Camera set up diagrams
This document contains sketches and notes planning the camera setup, actors, props, and locations for shooting a teaser trailer. It outlines 5 different locations - Caddington streets, Eve's bedroom, a school classroom, an alleyway, and Caddington park. For each location, it notes that a camera on a tripod will be used and lists the main actor and any props. Crew roles of camera operator and director are also identified for one location.
Location Ideas
The document discusses potential filming locations for a horror media production. It proposes five locations: a park, an alleyway, the village of Caddington, a student's bedroom, and a school classroom. For each location, it evaluates the suitability, risks, accessibility, and necessary permissions. The preferred park is in Caddington due to lighting. The alleyway would be in Caddington for safety. Shots of daily life would take place in the quiet village of Caddington. A team member's friend agreed to the use of her bedroom. Their school granted permission to film in an empty classroom.
Techniques I like
The document discusses techniques used in film trailers to create atmosphere and build tension. It analyzes the trailer for 10 Cloverfield Lane, praising its use of asynchronous sound and rising tension in the music to unsettle viewers. Examples from other thriller/horror trailers demonstrate how editing techniques like cuts, close-ups, and focus pulls direct attention to build suspense. Lighting, colors, and filters also set mood and provide clues about the plot and characters. The document considers how these techniques could be applied to create an effective trailer that makes audiences want to watch the full film.
Film Poster Production
Danielle Duffy created the first draft of a film poster using Photoshop and InDesign. In Photoshop, she adjusted the levels and tones of the main image, erased the white background and added sinister text messages. She then exported the image into InDesign to add additional elements like the title, billing block and logo to create a layout that followed her red and white color scheme. While she was pleased with the overall result, she noted some weaknesses like difficulty optimizing some areas of the image in Photoshop.
Target audience research feedback
The document summarizes interviews with people about what elements of film posters influence their decisions to watch a movie. It finds that the main image should captivate viewers and reflect the film's themes. Posters should include the protagonist and hints of opposing forces. Dark colors like red and black are expected for horror posters. Facial expressions can portray emotions that suggest a character's role. Including background imagery, tags and social media links provides more context about the plot.
Media ancillary research task 1
The document contains information about several films including their titles, taglines, actors, release dates, websites and social media pages. Details are repeated for multiple films and include elements like the film title, tagline, billing block, release date, website or social media pages and sometimes also include a critic review or actor's name.
Location recce sheet
The document provides location recce sheets for 4 potential filming locations for scenes in a horror film. Location 1 is an unnamed park in Caddington that would work well for scenes where the protagonist is alone in the park at night. Location 2 is streets in Caddington village that would work for daytime and nighttime scenes of the protagonist walking. Location 3 is an alleyway in Caddington that could provide eerie shots of the protagonist encountering an unknown presence. Location 4 is the protagonist's bedroom and outside of her house in Luton that would work for an anxious phone call scene and leaving the house. The document assesses the lighting, noise levels, hazards and suitability of each location.
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Social class
- 1. Danielle Duffy Social class Camerawork The use of shaky zooms communicates how the lives of those of lower/under class are rough and unstable. This instability constitutes their daily struggle to get by, due to their lack of money, often causing trouble within families as I can see the conflict arising between children and father in the extract. I think that this conforms to the stereotype as the media often aimto portray how poorer families’ lives are in a state of disorganisation. I think that this relates to hyperreality as the representation of lower class families is almost exaggerated as entirely unstable therefore presenting them as pitiful. Incoherent and sudden zooms are featured within the extract to create an informal and almost jokey atmosphere as the family converse showing the lack of seriousness in their relationships. This might communicate to us that the family are comfortable with each other and used to each other’s outbursts. Later on the family are seen laughing together which reinforces this idea of lower class families being closer to one another as they have to stick together and support each other’s through their struggles. This is rather conventional as bigger families of lower class often have to share small spaces together as they cannot afford large property and so must learn to share what they have. I think that this representation is somewhat positive as it expresses the importance of family and enduring love, and their struggles unite them. Mise en scene The scene of the lower class family home is littered with a mass of beer cans (props), emphasising the messy and informal nature of the family. It could also reflect their lifestyles as dirty and present them as lazy and uncivilised. This is a rather negative portrayal of them and I think that it exaggerates stereotypes and could cause us to believe that all lower class people are like this (Dyer’s theory that stereotypes legitimise inequality). Also it could suggest that the father or perhaps one of his older sons have an alcohol habit. Furthermore it could allow us to infer that this family spends whatever money they have on drink and therefore they are irresponsible. Construction of representation like this could lead the audience to believe that all under class people are like this; linking to Gramsci’s theory of hegemony involving the elite controlling the mass through presenting lower classes in a negative way in the media, making us believe that they are incapable of leading proper lifestyles and therefore should be outcasted, and deserve to live struggling like they do. Additionally, Frank’s daughter comments on his consumption of drugs, a stereotypical habit of under class people (along with alcoholism) further reinforcing irresponsibility as a typical attribute. Some members of the audience who maybe relate to the families’ situation may disagree (and therefore oppose it; in correspondence to Hall’s reception theory) with this as it is building a negative portrayal of people which could cause others to look down on under class people.
- 2. Danielle Duffy Editing Fast paced-editing is comprised through the use of jump cuts in a sudden and incoherent way. This has the effect of emphasising the man’s aggression and child-like behaviour. Stereotypically those of lower class are presented as pugnacious as they are commonly unhappy with their lifestyle and feel the need to unleash their anger on others. His actions, exaggerated through the use of jump cuts build upon the image of him being incapable, supported by his almost drunken demeanour that makes the audience feel as though that those of lower class are functionally unstable. Relating to Hegemony, the elite could represent him in this way so that others feel these people need to be controlled, and how it is only the higher ups that are capable of this. However it could also be argued that lower class people are shown expelling their anger because they feel ill-treated in how they have to struggle. Continuity editing is used to create verisimilitude within the drama, making the situation appear realistic and believable to the audience. The use of the 180 degree rule keeps the viewer orientated and gives us a clear and cohesive view of the scene, involving us in the struggles of the family which helps to build empathy. This is a conventional element of TV dramas as they aim to reflect the lives of real life people so that their audiences are able to relate and enjoy the piece whether it be for recreational purposes or to gain an insight into lives of those from other classes. Sound Dialogue featuring swearing is used several times, for example “bollocks” by both adult and (older) children, exuding vulgarity and informality. It is a stereotypical and rather realistic portrayal of lower class to have a lack of mannerism, in contrast to those of higher class who speak more articulately and see swearing as rude and common. In this extract, this convention is both conformed to and challenged as Frank also shows articulacy in juxtaposition to the swearing, including a reference to famous, traditional plays by Shakespeare; playing on a line from Macbeth (‘Is this a family a see before me?’), showing that he has been educated to a somewhat sufficient level allowing him to communicate on the same level of those of other classes. This might suggest that he has moved class, perhaps down, as conventionally we think of under class people as lacking education. Additionally, the use of non-diegetic sound creates an empathetic atmosphere, connoting family love. After this; the atmosphere seems calmer, and therefore love is presented as what keeps families together despite times of struggle.