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- 1. VOTE AMP: The Adolescent MediaVOTE AMP: The Adolescent Media Practice Model – Youth as activePractice Model – Youth as active and critical consumers of mediaand critical consumers of media AKA – A Journey Back to the 80s and 90sAKA – A Journey Back to the 80s and 90s Dr Fiona Beals with Chris BowdenDr Fiona Beals with Chris Bowden
- 2. Media has a crucial role in identityMedia has a crucial role in identity development today – but are we reallydevelopment today – but are we really conscious of it??conscious of it?? Thousand Foot Krutch: Art of Breaking
- 3. “…“…Adolescents use mediaAdolescents use media in a kind ofin a kind of self-self- socializationsocialization, independent, independent of the influence of parentsof the influence of parents and other adultand other adult socializers”socializers” (Arnett, 1995, p.521)(Arnett, 1995, p.521) The Outsiders
- 4. Youth as Active and CriticalYouth as Active and Critical Users of MediaUsers of Media The limitations of effects-The limitations of effects- based theoriesbased theories The socio-cultural theoryThe socio-cultural theory movemove Uses & GratificationsUses & Gratifications Approach:Approach: 1.1. People differ in numerousPeople differ in numerous waysways 2.2. People who consume thePeople who consume the same media product willsame media product will respond to it and interpret itrespond to it and interpret it differently,differently, Beverly Hills 90210 – Luke Perry
- 5. The Development of the AMP ModelThe Development of the AMP Model WHY Do youth use media? Focus is on 5 key uses: Entertainment High sensation Coping Identity formation Youth Culture Identification HOW Do youth use media? Focus is on: How adolescents choose, interpret and interact with the mass media Uses & Gratifications Approach Adolescent Media Practice Model Motivation: Adolescent Needs Process & Outcome Model IDENTITY
- 6. Adolescents’ Media Practice ModelAdolescents’ Media Practice Model The evolution of the modelThe evolution of the model Views young people asViews young people as active media consumersactive media consumers Acknowledges the role ofAcknowledges the role of the media in youngthe media in young people’s livespeople’s lives Explains the relationshipExplains the relationship between media and youthbetween media and youth identityidentity Draws attention to theDraws attention to the processes involved in thisprocesses involved in this relationshiprelationship Axel Rose, Guns’n’Roses
- 10. Selection of MediaSelection of Media ““Selection is the act of choosingSelection is the act of choosing among media-related alternatives”among media-related alternatives” (Steele & Brown, 1995, p.558).(Steele & Brown, 1995, p.558). Selection is influenced by motivationsSelection is influenced by motivations such as those described in the “Usessuch as those described in the “Uses and Gratifications” literatureand Gratifications” literature Adolescents and young people selectAdolescents and young people select media that speak to an emergingmedia that speak to an emerging sense of themselvessense of themselves Adolescents must make choicesAdolescents must make choices about what media to attend to.about what media to attend to. Madonna
- 11. The Cult Def Leppard Bon Jovi Aerosmith Skidrow Kiss
- 12. AttentionAttention Once media content isOnce media content is selected young people willselected young people will attend to and interact withattend to and interact with particular aspectsparticular aspects This is different for eachThis is different for each personperson It depends upon theirIt depends upon their motivationmotivation Not all aspects of piece ofNot all aspects of piece of media will be attendedmedia will be attended Guns’n’Roses
- 13. Metallica Led Zeppelin The Vixens Gibson Les Paul
- 15. The Cult
- 16. InteractionInteraction Levels of interactionLevels of interaction 1. Cognitive interaction1. Cognitive interaction 2. Emotional interaction2. Emotional interaction 3. Behavioural interaction3. Behavioural interaction 21 Jump St, Johnny Depp ““Interaction is what isInteraction is what is actually happening atactually happening at the moment youngthe moment young people interface withpeople interface with media”media” (Steele & Brown, 1995, p.558)(Steele & Brown, 1995, p.558)
- 17. Skid Row
- 18. Interaction InvolvesInteraction Involves Interpretation & EvaluationInterpretation & Evaluation Importance of livedImportance of lived experienceexperience InterpretationInterpretation Frames andFrames and Worldviews helpWorldviews help guide interpretationsguide interpretations of contentof content EvaluationEvaluation Occurs throughOccurs through questioning it’squestioning it’s relevancerelevance “…“… the media present a certain set ofthe media present a certain set of messages or ideas about how themessages or ideas about how the world works, and although someworld works, and although some differences in interpretation and sensedifferences in interpretation and sense making are possible, the dominantmaking are possible, the dominant meanings prevail”meanings prevail” (Steele & Brown 1995, p.553)(Steele & Brown 1995, p.553) Iron Maiden
- 20. ApplicationApplication Occurs after interpretation andOccurs after interpretation and evaluationevaluation Three types of applicationThree types of application AppropriationAppropriation Conscious applicationConscious application IncorporationIncorporation Subconscious applicationSubconscious application ResistanceResistance ‘‘Non’ applicationNon’ application ““Application is the concrete ways inApplication is the concrete ways in which adolescents use media –which adolescents use media – how they make it active – in theirhow they make it active – in their everyday lives”everyday lives” (Steele & Brown, 1995, p.559).(Steele & Brown, 1995, p.559). Corey Helm & Corey Feldman
- 23. What changed in my lived experience to affect media selection?What changed in my lived experience to affect media selection? What types of media did I continue to select/what did I not continueWhat types of media did I continue to select/what did I not continue to select?to select? How did my interaction change?How did my interaction change? CognitivelyCognitively EmotionallyEmotionally BehaviourallyBehaviourally How did I continue to apply this media into my own identity?How did I continue to apply this media into my own identity? What might have been some conscious appropriation?What might have been some conscious appropriation? What might have been some subconscious incorporationWhat might have been some subconscious incorporation What might have been some elements of resistanceWhat might have been some elements of resistance How did this media use, in turn, impact on my identity use and livedHow did this media use, in turn, impact on my identity use and lived experience?experience?
- 24. AMP – Help it’s still a part of meAMP – Help it’s still a part of me Bring together the two phases of my teenage years Still like Bogan and Christian rock but also like slow worship and acoustic folk Appreciate new things in media because of maturity, lived experience, changes in relationship with others and the world Now live in a world we I can create media through different types of middle and micro media that weren’t there for me in my teenage years Red (Hardcore Christian Rock)
- 25. Issues With the AMP ModelIssues With the AMP Model The focus on ‘choice’The focus on ‘choice’ Does not show causalityDoes not show causality Limited research so we don’tLimited research so we don’t know if processes likeknow if processes like motivation and attentionmotivation and attention happen for all young peoplehappen for all young people Over emphasis on active useOver emphasis on active use (appropriation)(appropriation) Lack of description on modelLack of description on model developmentdevelopment AND ….AND …. Rapture Ruckus “Like all models, the Adolescents’ Media Practice Model is a consciously simplified description in graphic form of a piece of reality” Steele & Brown (1995, p.571)
- 27. Media has a crucial role in identityMedia has a crucial role in identity development today – but are we reallydevelopment today – but are we really conscious of it??conscious of it?? Thousand Foot Krutch: Art of Breaking
- 28. ReferencesReferences Brown, J.D. (nd).Brown, J.D. (nd). Adolescents and the Mass Media.Adolescents and the Mass Media. Retrieved 11 Sept, 2006 fromRetrieved 11 Sept, 2006 from http://www.bocyf.org/brown_presentation.pdfhttp://www.bocyf.org/brown_presentation.pdf Brown, J.D., Steele, J.R., & Walsh-Childers, K. (2002).Brown, J.D., Steele, J.R., & Walsh-Childers, K. (2002). Sexual teens, sexual media: InvestigatingSexual teens, sexual media: Investigating media’s influence on adolescent sexuality.media’s influence on adolescent sexuality. Mahwah, NJ: Erlbaum.Mahwah, NJ: Erlbaum. Steele, J. (1999). Teenage sexuality and media practice: Factoring in the influences of family,Steele, J. (1999). Teenage sexuality and media practice: Factoring in the influences of family, friends and school.friends and school. Journal of Sex ResearchJournal of Sex Research, 36: 331-41., 36: 331-41. Arnett, J.J. (1995). Adolescents’ uses of media for self-socialisation.Arnett, J.J. (1995). Adolescents’ uses of media for self-socialisation. Journal of Youth andJournal of Youth and AdolescenceAdolescence, 24 (5): 519-533. Arnett, J. (2004). Adolescence and Emerging Adulthood: A, 24 (5): 519-533. Arnett, J. (2004). Adolescence and Emerging Adulthood: A cultural Approach. New Jersey: Pearson Education Inc. (Chapter 12, “Media”, pp.382-411)cultural Approach. New Jersey: Pearson Education Inc. (Chapter 12, “Media”, pp.382-411) Arnett, J.J., Larson, R. & Offer, D. (1995). Beyond Effects: Adolescents as Active Media Users.Arnett, J.J., Larson, R. & Offer, D. (1995). Beyond Effects: Adolescents as Active Media Users. Journal of Youth and AdolescenceJournal of Youth and Adolescence, 24 (5): 511-518., 24 (5): 511-518. Brown, J.D. (2000). Adolescents’ sexual media diets.Brown, J.D. (2000). Adolescents’ sexual media diets. Journal of Adolescent HealthJournal of Adolescent Health, 27S, (2): 35-, 27S, (2): 35- 40.40. Center for Media Literacy (2003).Center for Media Literacy (2003). Teacher’s/Leader’s Orientation Guide.Teacher’s/Leader’s Orientation Guide. Available online fromAvailable online from the link providedthe link provided http://www.medialit.org/pdf/mlk_orientationguide.pdfhttp://www.medialit.org/pdf/mlk_orientationguide.pdf Steele, J.R. & Brown, J.D. (1995) Adolescent room culture: Studying media in the context ofSteele, J.R. & Brown, J.D. (1995) Adolescent room culture: Studying media in the context of everyday life.everyday life. Journal of Youth and AdolescenceJournal of Youth and Adolescence, 24 (5): 551-576., 24 (5): 551-576.
Editor's Notes
- The key idea of this lecture is Young people media use and interaction is active and is connected strongly with their identity and is mediated by lived experience That is … Developmental context influences media use. Cultural context influences media use. Not all media use is active, intentional or goal directed, but a lot of it is. Adolescents interact with, interpret meaning and evaluate media in critical and active ways. Adolescents apply media in different ways. Sometimes they appropriate media content into their lives in active, conscious, goal-directed ways. Sometimes they incorporate media into their lives in subconscious, unintended ways. Sometimes they use media to resist other “narrow” agents of socialisation. Sometimes they resist media content and create alternatives or communicate messages about the media , themselves and the world.
- Arnett (1995) examines adolescents’ uses of media for self-socialisation. Adolescents have greater control over their media choices than they do over their socialisation from family, school, community and legal systems. Adolescents receive different socialisation messages from media (and peers) than they do from adult socialisers. Now as the world becomes media heavy we need to be looking at the ways young people use the media to socialise themselves into a particular adult identity
- Arnett and colleagues (1995) argue that active models of development have come to the fore in recent years and this change has had implications for the way that we understand media use in young people. They argue that media research could benefit from incorporating an active model of development and that there should be a move away from research on “effects” on adolescents and youth. The active models and this new approach stresses individual choice and how people “intentionally participate and select media messages from communication alternatives…what people do with the media, instead of what the media do to people” (Rubin, 1994, p.421 quoted in Arnett, 1995, p.521) So far we have really concentrated on media effects theories in which consumers depicted as passive, easily manipulated targets of media influences. – Especially direct effects and social learning theory – and at times cultivation theory Arnett and colleagues (1995) argue that the dominant model in media research is still one where adolescents and youth are portrayed as passively manipulated by environmental forces. Passive models conclude that forces in the young person’s environment (e.g., media) are what causes behaviour and outcomes Socio-cultural is a movement away from just describing effects to acknowledging that dialogue and media use are key factors to acknowledge to move beyond a sole effect based approach Uses & Gratifications Approach (Rubin, 1993, cited in Arnett, Larson & Offer, 1995) goes further People differ in numerous ways that lead them to make different choices about which media to consume People who consume the same media product will respond to it and interpret it differently, based on their individual characteristics (see Rubin, 1993 cited in Arnett et al., 1995).
- The AMP model is a development of the uses and gratifications approach. Whilst the uses and gratifications model focused on the reasons for young people using the media and really concentrated on the use of mass media the AMP model looks at how young people use media and cannot only be used to explore the uses of mass media but also middle and micro media. So the uses and gratifications approach is focused on how media use is connected to the needs and motivations of adolescents – the AMP model looks at the processes young people engage in within their media use and the outcomes of that interaction on their own identity and lived experience What both these models share is the emphasis on the active use of media – both models argue that Adolescents are active in how they choose media. Adolescents are active in how they use media. Adolescents are active in how they interpret media. Both models also argue that adolescents choose media according to their particular personalities and needs (often as part of self-socialisation, Arnett, 1995). And, the media products or materials young people choose are shown to reflect important aspects of themselves and their views of the world (Steele & Brown, 1995).
- Based on research into teenage sexuality and media practice (Steele, 1999) and adolescent room culture and everyday use of media (Steele & Brown (1995). The model has been presented in subsequent publications (Brown, Steele & Walsh-Childers, 2002); in some descriptions of the model it the connection between identity and media occurred through conscious appropriation or subconsious incorporation; other descriptions may include resistance and let other descriptions may only include conscious appropriation or resistance. In this course we look at all three The AMP Model views young people active media consumers rather than passive, easily manipulated targets of media influences. The model assumes that media users play an important role in what effects the media may have on them. Explains how young people select, interact with, and apply media products in the course of developing an identity and future media encounters. Draws attention to the processes and importance of selection, interaction and application of media products and how this process may allow a young person to adopt or resist socially and culturally constructed forms of knowledge, and forms of lived experience. Is a good model to help people understand some of the process skills involved in Media literacy (Access, Analyse, Evaluate, Communicate)
- Assumes that most media use is active in a number of ways The circle represents the idea of the ongoing reciprocal nature of media use and effects (media users play an important role in what effects the media have on them). It is not a linear relationship with the media affecting passive users. Adolescent’s current and emerging sense of self or Identity is a major factor that shapes what media is selected, interacted with and applied in everyday life. I’ve got this done in the next slide Adolescents do not all have the same media preferences; rather, each adolescent’s identity motivates the selection of media products. Paying attention to certain media products leads to interaction with those products, meaning that the products are evaluated (judged for their worth) and interpreted (made sense of). The adolescents engage in application of the media content they have chosen. They may appropriate (consciously) or incorporate (subconsciously) this content into their existing identities and come to own it (into existing schema they have about themselves). Or they may resist the content – (e.g., girls may reject thin models as a false ideal). Their developing identity then motivates new media selection, and the cycle continues. Young people actively… Select which medium and genre to attend to; Interact with the media; Interpret or make sense of what they see or hear; Apply or reject all or some of what they have attended to. Lived experience is an important feature of the model and is often overlooked as it is not in the circle but outside of it. Basically it argues that young people live in developmental, social, cultural and structural contexts – these all affect media selection and the ways in which young people connect and interact with media. This harks back to a sociocultural acknowledgement that culture and interpersonal relations mediate the ways in which we interact and interpret media – and in effect, the way media affects us. In this context we have to always acknowledge the embeddedness of media effects in our lived world and the ways in which our own identity and lived experience affect the ways in which media affects us – it’s about interaction – not reaction
- Lived experience 80s-90s growing up in Westport on the West Coast Small town, isolated (petrol is now over $2.35 there), industries are coal, gold mining, fishing and forestry Only radio station was a classic hits station on am freq from Greymonth – really if you wanted to keep in touch with what was hot in the music world you had to spend hours a week studying and listening to music at the local cassette tape store Wet most of the year – but great beaches for the Feb summer Very poor family – solo mum on a benefit in a state house Female Got along with most groups – but didn’t really make strong friendships because of my life at home Had quite a lot of emotional and physical abuse growing up which has impacted on me for life Loved primary school but hated secondary due to home life I also had a bedroom full of speakers – or a single small tapedeck with detachable speakers would have, at least, eight speakers coming from it – at the time I thought it was a budget and poor quality tapedeck because it kept breaking down and had to be returned – it’s only now that I am married to a sound engineer that I know tapedecks amplifiers will blow up if they are made to power more speakers than they were designed for As a tweenie my Identity – was emerging – all of a sudden I realised it wasn’t just the music I was attracted to but the musicians and artists writing songs – slowly my bedroom wall became a magazine gallery of musicians, singers, and actors Developed a love for music, television and magazines – as well as the traditional phone – which had just gone from a dial phone to a push button phone - I remember seeing letters on the phone buttons and thinking wouldn’t it be amazing if you could actually use those letters to send messages One of my first rock/pop idols was a very young madonna and the movie like a virgin The story in like a virgin reflected my own lived experience - Madonna was a small town girl who came into the big city to invent herself as a star. This movie and her songs identified with my passion to break free from my small town and family – my friends and I took her song like a virgin as an anthem for our childhood – Dancing and singing at the town domain on a band stand – hardly knowing what the actual song was referring to – without knowing it the AMP model was in action for me as a young child as I selected media that verified my desire to escape and find a new place in the world Like a Virgin From childhood and the movement into adolescence there were clearly two different periods of media selection – both evidence media selection by a particular identity within particular lived experiences The first phase showed how I had given up on any success in life as I cemented my own position in my community as a youth-at-risk coming from a home of abuse and living a life of crime The second phase evidenced a change in my lived experience and in identity which in turn changed the types of media I selected
- Selection is the act of choosing among media-related alternatives” (Steele & Brown, 1995, p.558). Selection is influenced by motivations such as those described in the “Uses and Gratifications” literature Which media and which content satisfy my entertainment, identity formation, youth culture, high sensation, coping needs? Adolescents and young people select media that speak to an emerging sense of themselves Adolescents must make choices about what media to attend to. Some choices about which media and media content to attend to are quite conscious, others are not.
- Selected some media to use like other teens (Movies with teen idols in – particularly river phoenix ) but westport had a terrible picture theatre and teenage films on TV tended to be films to educate adults on youth issues. So my main focus was on music videos and music magazines – like most of my friends I loved the music of the then boy bands – Def Leppard, Bon Jovi and Aerosmith; but I also selected some music that identified me with the darker youth culture in Westport particularly The Cult and Skidrow; and unlike most adolescents whose music tastes tended to be current – an older boyfriend got me into some of the early 80s classic glam rock – particularly kiss So in my room full of speakers and a second hand black and white TV you would hear – perhaps more than three houses away – a barrage of music – like this Def Leppard – Armageddon it WHY did? – because helped cope, entertainment, sensation-seeking, provided an identity, identified with aspects of youth culture,
- Once media content is selected young people will attend to and interact with particular aspects Even people consuming the same media products will not attend to the same aspects of media content. How and What adolescents will attend to depends on what their motivation is and what needs they are seeking to gratify. If the media selected does not meet the need it will not be attended to. (e.g. if looking for advice in magazines you probably don’t pay a lot of attention to pictures). We only pay attention to aspects of media that are important to us.
- What aspects of content are attended to ? Lyrics – messages and stories behind the songs Music Imagery Clothing Attitudes/Ideals Band Members
- One of the early songs in my teenage life that I selected was a song called ‘fallen angel’ by the band poison – I identified with the girl in the song and, like with Madonna, I wanted to escape the town life. I loved the fast guitar rift coming into the song and, like other bands, I found I identified with the lead guitarist – that was the member I would always have a crush on. I loved the rebellious attitude these songs, and the fashion that came with these songs expressed to the adult world – yes it is true that the pop rock (or as we called hard rock) of the mid to late eighties was hated by adults because they couldn’t understand the lyrics, couldn’t understand why men would wear makeup and often could be confused with women, and they couldn’t understand why the guitars had to be loud Perhaps, for me, the part of the media I spent the majority of my time focusing on was the lyrics to the song. I remember thinking that I would like to be known as a fallen angel – after all I thought I already was even in a small town – by the time this song came into my life I had already started using drugs and alcohol – by the time I was fifteen I came to the conclusion that I didn’t want to live past my teen years Fallen Angel
- Play Edie (Ciao Baby) What is this song about? How would a teenager identify with a song like this? As a teenager songs like this reflected my own desire to slowly take myself out of the world altogether – as my media use developed I found myself attending to the darker sides of songs and the darker forms of music – they reflected my world and my lived experience To me, using the lyrics from a famous 70s song which became my anthem – “I was buying the stairway to heaven”
- Young people respond to media in different ways. “Interaction is what is actually happening at the moment young people interface with media” (Steele & Brown, 1995, p.558) We interact with media on many levels: 1. Cognitive interaction – what does it make you think about? Framing – how does the adolescent make sense of the images, messages, texts. What meaning does this media have for me? Judging or evaluating its worth. 2. Emotional interaction – how does it make you feel? Arousal, or shutting off the self (escaping awareness). Amplifying or moderating current state of emotions. 3. Behavioural interaction – what are you doing when you are using the media? Reading, flipping through magazines, driving with friends, channel surfing, searching, studying, reflecting on world and life. Interaction and process of interpretation/evaluation often occur together as the adolescent attempts to make sense of the media experience.
- There were several definitive songs in my teenage career – one such song was 18 and life – a song about a young boy who had gone off the rails – by the time he was 18 he basically lost his adult life as he faced a life prison term 18 and Life Listen to song How do you think a young person in the late eighties might interact with this on a cognitive level (remember different people different interactions) A story that gave meaning to my own lived experience in which aspects such as rejection played a very real part – even though it was about a young man – I read myself into the song Other songs spoke to me of resistance and escape All my media separated me clearly from the adult and child worlds Most of my media selection explored issues of life and death, good and evil. How do you think a young person in the late eighties might interact with this on a emotional level (remember different people different interactions) For me the music reflected how I felt – rejected from society, with a deep anger at the system and my family, and a deep sadness Amplified feelings, arousal, high-sensation intense, fast, powerful music. Used it to shut out or down certain feelings. How do you think a young person in the late eighties might interact with this on a behavioural level level (remember different people different interactions) I listened to this music in my own space – alone – in my bedroom with my tapedeck and eight speakers I listened to it with friends at parties and hanging out But most of all I listened to this music when I was using drugs and wanting to escape reality
- Meaning of media can only be made within the “social sea” in which we all live (Steele & Brown, 1995) What adolescents learn from the media will be filtered through what they already know and their lived experience. Interpretation : What does it mean? What does it say about the world? What does it say about me? Frames and Worldviews help guide interpretations of content Evaluation: What value is this for me? What do I like about this? What do I dislike? What would I change? Why? Does this fit with my existing ideas and knowledge? “Rather, the media present a certain set of messages or ideas about how the world works, and although some differences in interpretation and sense making are possible, the dominant meanings prevail” (Steele & Brown 1995, p.553) – we need to remember media draws upon ideas that we consider commonsense – these dominant meanings will be picked up by most of the consumers of a particular media
- My own interpretations Life sucks – I’m never going to get out of the whole of my world Death is always an option. Drugs are a way out of this world Nothing is going to change My own evaluation This is true because I know it – I live it Most young people listening to heavy metal music would buy into the life and death struggle protrayed in the songs and the particular life styles portrayed – hetreosexual and a belief system which was a reversal of traditional Christianity – however rather than believing in life and a higher power – young people listening to songs from bands like iron maiden believed in the reality of death and the existence of a devil
- After interpreting and evaluating media adolescents may choose to apply media to their lives. How does this fit in my life? They may actively appropriate what they are seeing, hearing into their own developing sense of self or identity. “Media are part of the process by which adolescents acquire – or resist acquiring – the behaviours and beliefs of the social world, the culture, in which they live” (Arnett, 1995, p.525). Three types of application of media (Steele & Brown, 1995) Appropriation – conscious active, intentional, goal-oriented, conscious use of media Includes: mood enhancement or cope with feelings, sort through cultural and social values and norms, self-expression, role-modelling or emulation of admired behaviour and fantasy about possible selves and situations. Incorporation – subconscious, an associative use of media that often builds on existing attitudes , feelings and prior learning. Media content tends to influence the self and identity in somewhat subconscious, automatic and non-intended ways. Includes: framing, cultivation effects and emotional conditioning. Resisted – adolescents may resist messages, texts, images and other media content and create alternatives or communicate their resistance to these. Later versions of AMP Model – only include Incorporation and Resistance (e.g., Brown, no date)
- On the level of appropriation I actively collected the albums of my favourite artists and covered my walls with their pictures. I also started learning the guitar with the dream that one day I would be as good as the female guitarist in Michael Jackson’s Dirty Dianna song Entertainment Talk about music and discuss bands and the guitar music and tablature with other guitarists Listened to music every free minute I had Youth Culture Identification Cultural & social integration - Cut out images, collected posters, copied out lyrics, slogans linked to larger culture. English folio focusing on heavy metal music which included favourite bands and interviews with NZ metal bands Coping Mood enhancement - used music to control mood, purge anger, calm down. Songs that were the same as my mood. Diversion from personal concerns. High Sensation Looking for music and media that can shock, and work alongside my drug use Identity Formation Self-expression - Exploring possible identities. Decorated school bag, books, Bought into the army surpass fashion of pre 1990 where ex-German army surpass clothing and accessories were popular – one piece of my clothing included a bag which had pop metal and heavy metal band names written in the font of the album Cultural and social integration – sorting through norms and values and my adult world Subconscious appropriation Passive, subconscious, automatic response: What is important. What is to be valued. What is to be lived for. Development of conscience. Framing – media shaped the way I read stories, interpreted people and events. Reinforced own standards and perceptions of people, religion, politics and social justice. Cultivation – influenced development of negative world view. Embraced ideas about being oppositional and individualistic. Resistance Rejected some media content and ideals and values – particularly that coming through pop music Used music and media to reject the idea of “growing up” and being “responsible”. Reject obedience to authority. Rejected agents of narrow socialisation (parental aspirations, school values, organised religion, the law). However, in an event in the early nineties this media use was to be turned on it’s head and in a way, I did experience a death – as I began to be attracted to an alternative media form
- There is really no doubt that if I continued to interact with the media of my early adolescence and appropriate that media into my identity as a drug user trapped in a lived experience of family rejection, poverty and community isolation that I would have either died or end up with permanent brain damage due to drug use. My friends at school were all worried about me and a small group of people tried desperately to encourage me to change my lifestyle. In one instance this group took me to a music performance (knowing I liked music); it shocked me that this was Christian music which spoke about a different life and a sense of purpose in your own identity. I didn’t like it but to get this group of young people off my back I became a Christian – a youth worker gave me a tape of a Christian band ‘Whiteheart’ – from that moment on my music tastes changed Independence Day Beyond Belief Jesus Freak
- What changed in my lived experience to affect media selection? Positive friendships Supportive adult relationships within a church context – inc. mentors and adults who cared A belief that there was more to life than what was physically experience What types of media did I continue to select/what did I not continue to select? Rock music continued but the type of music changed to christian rock and some christian pop (margaret becker) Stopped using magazines as there were no Christian rock magazines in Westport The Bible and bible studies became a key media I interacted with How did my interaction change? Cognitively Key focus on the messages and lessons I could learn from the media – the bible – what music said about the bible – what others said about Christian life How did those messages re-frame my world and what messages could I take from that media for my own life Emotionally Peace and hope in my life A feeling of being loved and having a place in the world A sense of purpose Behaviourally I continued to listen music in my own space – alone – in my bedroom with my tapedeck and eight speakers I listened to it with friends hanging out How did I continue to apply this media into my own identity? What might have been some conscious appropriation? Like the first half of my adolescence – continued to buy albums from favourite artists and learn their songs on my guitar – started playing in church bands Entertainment, a connection to Christian youth culture, a form of being able to connect to God and ‘feel’ his presence, a tool I used to cope in continuing to live in an unhealthy environment, a most of all a tool to reassert a new identity in my community What might have been some subconscious incorporation A form of developing a pro-social set of values and beliefs What might have been some elements of resistance Resisted the messages of ‘worldly’ rock bands Resisted the hopelessness I first felt myself having Resisted drugs and alcohol How did this media use, in turn, impact on my identity use and lived experience? It gave me a sense of hope and a feeling that I had a purpose in life – it helped me develop a spiritual identity and showed me that it is possible to fashion a lived experience through friendships – I still lived in an abusive environment but I had support and I was able to reconnect with education – which then gave me a tool to move outside of the limitations of my community
- Bring together the two phases of my teenage years As a teenager it was important for me to go through a transformative change in my media consumption as I actively used media in the first instance to give me reason to give up and hope for death – it would have been hard for me as an adolescent to move beyond this phase. Now there are times that I listen to the music of my youth for a form of entertainment and reflection and I still listen to music that verifies my feelings Still like Bogan and Christian rock but also like slow worship and acoustic folk As I aged I’ve begun to see the acoustic guitar as a powerful instrument (perhaps because I really never mastered the lead breaks in metal music) – I find the crispness and peacefulness of the acoustic as well as the raw volume (I don’t have to ‘plug it in’) gives me a space to reflect in my own music Appreciate new things in media because of maturity, lived experience, changes in relationship with others and the world As media use has changed I now find that I am not using media to link into a youth culture or to construct an identity – I use music to soothe, reflect my anger, or to just have fun. Music has now become a tool for me to connect with my world, my self, and my beliefs in ways that I couldn’t as a teenager. I now also read musical lyrics critically and have begun to see how we can view the world of young people through the music they write. The media for me is a much more powerful tool of resistance as it can be used as a voice and a tool for change Now live in a world we I can create media through different types of middle and micro media that weren’t there for me in my teenage years I never was an artist, great musician, or writer as a young person (apart from my English research projects I consumed media as a teenager), now I can use new media like myspace and bebo to create my own media. I also use a lot of music production programmes to write, sample, and remix electronic tracks
- Shows how Uses & Gratifications approach works in real life Explains HOW youth use media and interact with it. Mainly the model in itself tries to represent a complicated relationship between youth and the media in a 2D circle. In doing this it may miss out on important aspects of media use and creation Model suggests adolescents make choices about the media they consume – – Not all adolescents will have equal access to media. Media use and choice is constrained and influenced by cultural context (class, gender, culture, income, education). The AMP Model and its representation does not show causality – the arrows merely suggest connections and relationships rather than causal relationships (Steele & Brown, 1995). The subcategories of practice (i.e., motivation and attention; interpretation and evaluation; appropriation and incorporation) are just practices that stood out in Steele & Brown’s research data. Further research needs to be conducted to see if these are dominant practices (Steele & Brown, 1995) and whether there are other important practices. Model as depicted in diagram (Steele & Brown, 1995, Steele, 1999) overemphasises active media use (appropriation) and downplays (incorporation) subconscious, associative or automatic use of media where media builds on existing attitudes, feelings and prior learning, where perceptions are cultivated over time, emotions conditioned and values, pre-existing norms and standards are reinforced. Later versions of AMP Model – only include ‘Incorporation’ and ‘Resistance’ (e.g., see Brown, nd). Unclear whether they are using ‘incorporation’ to now refer to what was previously used to refer to ‘appropriation’ (active media use and adoption of content), and resistance as rejection of content. Earlier models used ‘incorporation’ to refer to passive, subconscious media use and effects. This was confusing as many people understand ‘incorporation’ to mean including which suggests a more active use of media.
- It doesn’t explain my husband’s current incorporation of media elements Coming from small town West Coast it is easy to see his relationship with music as a teenager .. But now he works in a professional job and continues to consume his hard core rock music of his youth. Problem is, and he wasn’t aware of this until recently, when we sit down to watch a metallica video he suddenly starts growing a beard
- The key idea of this lecture is Young people media use and interaction is active and is connected strongly with their identity and is mediated by lived experience That is … Developmental context influences media use. Cultural context influences media use. Not all media use is active, intentional or goal directed, but a lot of it is. Adolescents interact with, interpret meaning and evaluate media in critical and active ways. Adolescents apply media in different ways. Sometimes they appropriate media content into their lives in active, conscious, goal-directed ways. Sometimes they incorporate media into their lives in subconscious, unintended ways. Sometimes they use media to resist other “narrow” agents of socialisation. Sometimes they resist media content and create alternatives or communicate messages about the media , themselves and the world.