young women identity case study
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This document discusses a case study on the construction of young female identities in media. It prompts the reader to analyze examples of how teenage girls present their own identities on social media (e.g. Zoella, Kylie Jenner), and how media institutions construct representations of teenage girls (e.g. music videos, advertisements). The reader is asked to consider how different audiences respond to and consume these identities using reception theory. They should also explore whether the representations reinforce or challenge dominant ideologies about teenage girls and their use of new media technologies. A range of media platforms and examples are provided to aid the reader's research on this topic.
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Intro to identity
The document discusses the new topic area of "Identities and the Media" for A2 Media Studies. It reflects the importance of cultural identities in both traditional and new media forms. The study of identity intersects with theories of representation, audience and ideology. Studying identity signifies a move away from analyzing representations of groups in terms of difference, toward the concepts of fluidity and performance. Representation theory has limitations in explaining today's complex media landscape, as the line between producers and audiences is now blurred. Theories of identity consider representation as one aspect of the intersection between media, audiences and evolving identities.
New and digital technology – social media case
This document provides questions to guide research on how social media platforms like Facebook are used by different groups for various purposes, both positive and negative. It asks the reader to explore examples like how the Black Lives Matter movement spread its message globally through social media and how Twitter has been used by extremist groups. The document also prompts understanding issues like regulation of social media and responses to misuse of features like Facebook Live.
Marginalised identity case study
This document provides guidance for creating an identity case study on a marginalized or minority group. It suggests focusing on 3-4 media texts representing the chosen identity from different formats and platforms. Students should analyze how the identity is portrayed, whether positively or negatively, and how they are received by dominant groups. Regulations applying to the media texts' production and consumption should also be researched. Examples are given for potential identity groups to study, including the LGBT community, those with disabilities, and young black males. Tips for each identity provide starting points for finding relevant media texts and analyzing how the groups construct individual and collective identities and are responded to by audiences and institutions.
G325 Section B Exam Essay
The document provides guidance for an essay on media representations of social groups. It includes prompts for discussing historical representations, comparing them to contemporary examples from fiction, non-fiction and self-representation. The document advises including theory from scholars like Stuart Hall and considering the social implications of representations like stereotyping and their impact on attitudes. It suggests examining the extent to which identity is increasingly "mediated" through various media and offering a prediction for the future of representations.
Media and collective identity revision
This document provides guidance for writing an exam answering questions about media and collective identity in Britain. It instructs the student to choose two media (TV and film), analyze key scenes applying relevant theory, and refer to representations from the past, present and future. The student should use a TEA structure (Theory, Example, Analysis). Sample questions focus on how contemporary representations of a social group mirror current attitudes or compare to past representations. The document lists relevant social groups and time periods to draw case studies from, as well as theories by Stryker, Althusser, Marcuse, and Barthes to apply in the analysis.
Case study collective identity
This case study document outlines requirements for an exam preparation case study on collective British youth identity as represented in various media. Students must analyze a medium such as TV, music videos, or news using concepts from theorists including Debord, Hebdige and Buckingham. The analysis should consider how the media represents British youth, how it creates a collective identity, and how contemporary representation compares to the past and implications. Students must also discuss the medium historically, contemporarily, and speculate about its future in representing British youth identity. The case study is due May 17th and will account for 50% of the exam grade.
Reception theory and demographics
This document discusses key concepts related to understanding audiences, including demographics, psychographics, Maslow's hierarchy of needs, and reception theory. It defines different social classes (A-E) and explains that psychographics looks at an audience's behaviors and personality traits. Reception theory holds that the meaning of a text is created by the relationship between the text and the reader, and that readers can have dominant, negotiated, or oppositional interpretations based on their social positioning and experiences. It provides an example applying these concepts to different interpretations of the TV show TOWIE.
Prompt 3
Collective identity refers to how media representations can shape societal views of groups. Youth are often portrayed in popular media narratives of adolescence, as deviant subcultures, or as alienated from society. How audiences consume and interpret these media texts can influence their own identities and opinions of these collective groups.
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Intro to identity
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New and digital technology – social media case
This document provides questions to guide research on how social media platforms like Facebook are used by different groups for various purposes, both positive and negative. It asks the reader to explore examples like how the Black Lives Matter movement spread its message globally through social media and how Twitter has been used by extremist groups. The document also prompts understanding issues like regulation of social media and responses to misuse of features like Facebook Live.
Marginalised identity case study
This document provides guidance for creating an identity case study on a marginalized or minority group. It suggests focusing on 3-4 media texts representing the chosen identity from different formats and platforms. Students should analyze how the identity is portrayed, whether positively or negatively, and how they are received by dominant groups. Regulations applying to the media texts' production and consumption should also be researched. Examples are given for potential identity groups to study, including the LGBT community, those with disabilities, and young black males. Tips for each identity provide starting points for finding relevant media texts and analyzing how the groups construct individual and collective identities and are responded to by audiences and institutions.
G325 Section B Exam Essay
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Media and collective identity revision
This document provides guidance for writing an exam answering questions about media and collective identity in Britain. It instructs the student to choose two media (TV and film), analyze key scenes applying relevant theory, and refer to representations from the past, present and future. The student should use a TEA structure (Theory, Example, Analysis). Sample questions focus on how contemporary representations of a social group mirror current attitudes or compare to past representations. The document lists relevant social groups and time periods to draw case studies from, as well as theories by Stryker, Althusser, Marcuse, and Barthes to apply in the analysis.
Case study collective identity
This case study document outlines requirements for an exam preparation case study on collective British youth identity as represented in various media. Students must analyze a medium such as TV, music videos, or news using concepts from theorists including Debord, Hebdige and Buckingham. The analysis should consider how the media represents British youth, how it creates a collective identity, and how contemporary representation compares to the past and implications. Students must also discuss the medium historically, contemporarily, and speculate about its future in representing British youth identity. The case study is due May 17th and will account for 50% of the exam grade.
Reception theory and demographics
This document discusses key concepts related to understanding audiences, including demographics, psychographics, Maslow's hierarchy of needs, and reception theory. It defines different social classes (A-E) and explains that psychographics looks at an audience's behaviors and personality traits. Reception theory holds that the meaning of a text is created by the relationship between the text and the reader, and that readers can have dominant, negotiated, or oppositional interpretations based on their social positioning and experiences. It provides an example applying these concepts to different interpretations of the TV show TOWIE.
Prompt 3
Collective identity refers to how media representations can shape societal views of groups. Youth are often portrayed in popular media narratives of adolescence, as deviant subcultures, or as alienated from society. How audiences consume and interpret these media texts can influence their own identities and opinions of these collective groups.
Prompt 4
The document discusses how human identity is increasingly "mediated" or shaped by media influences. It covers theories about how audiences both reflect and shape their identities based on media representations. While the media can influence identities through representations that get embedded in popular culture, audiences also actively interpret media texts and use media as tools to navigate and construct their own identities.
Key concept representation
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Collective identity lesson two
This document discusses collective identity and how individuals belong to groups that share traditions and values. It addresses how collective identity is represented in media texts and constructed by users through media. Collective identities can include communities formed around age, gender, ethnicity or political ideas. The document presents theories from David Gauntlett and Anthony Giddens on how identity is consciously constructed through media and shaped by social structures. It focuses study on collective youth identity and gender identity as represented in various films and television shows from different time periods.
Audience
This document discusses theories of audiences for media producers. It describes theories of passive audiences that are directly influenced by media versus active audiences that interpret media through their own experiences. It also discusses targeting mass audiences versus niche audiences and gaining feedback from the intended audience. Common audience motivations like diversion, social interaction, and information are examined.
Media studies collective identiy version 2
The document discusses collective identity and how it is formed through media and social interactions. It provides examples of how identities are constructed collectively on YouTube and in virtual worlds like Second Life. Key points examined are how the media represents different groups, how identities formed in media may not reflect an authentic self but rather be constructed based on the expectations of others, and implications of "truthiness" prevailing over truth when identities are formed collectively.
Audience
The document discusses audience theory and how media producers construct imagined audiences to inform their media products. It addresses the debate around passive versus active audiences and different theories on how audiences consume and make meaning from media texts. The key points are:
1) Producers must define their target audience in terms of demographics, identity factors, and how the audience will use and find meaning in the product.
2) Audiences can be passive and directly influenced by media messages or active interpreters who bring their own perspectives.
3) When creating media, producers should consider audience research and feedback to better understand and appeal to their target audience.
Representation in the Media
The document discusses representation in media. It makes three key points:
1. All media texts are representations of reality that are intentionally composed by their producers and are artificial versions of reality.
2. It is important to remember that every media form, from videos to magazines, represents someone's concept of existence through signs and symbols.
3. Representation is a fluid, two-way process where producers position a text in relation to reality and audiences assess the text based on its relationship to their own reality. Representation mediates ideas of people, places, and events in various ways.
Representation of Youth Essay Analysis
The document provides guidance for writing an essay on collective identity and the effects of media over time. It outlines key points to address in each section of the essay, including:
1) Discussing early media theories like the hypodermic needle theory and how audiences are now seen as active. Reference theories like uses and gratifications and cultural effects.
2) Link how media affects audiences' identities and how stereotyping plays a role. Discuss youth subcultures' changing stereotypes over time.
3) Analyze the film "The Selfish Giant" and how it represents a white working class youth, linking examples to relevant class or social theories. Compare to other representations of youth.
4
Collective Identity
This document discusses media representations of collective identity and offers advice for answering exam questions on the topic. It defines collective identity as an individual's sense of belonging to a group and part of personal identity. Media can both construct and reflect collective identities through representations of social groups. Examples are given of representations of youth in news, fiction, and on social media like Facebook. Theories from cultural critics like Jenkins and Gauntlett are referenced for understanding how audiences interpret and construct their own identities through engaging with different media. Advice is provided on selecting examples, making arguments, and using theory for exam answers.
Media & collective identity
The document provides guidance on writing an essay about media and collective identity. It discusses how the media can distort facts to negatively portray some groups, such as portraying teenage boys primarily as criminals. It also discusses how the media amplified moral panics around youth groups in the 1960s. Examples of negative media portrayals of youth from newspaper articles and films from that time are given. Suggested topics for the essay include analyzing historical and current media representations of groups and their social implications, as well as considering Marxist and cultural studies perspectives on the role of the media in representing and constructing identities.
Active and Passive audience theories
A look at different ways of categorising audiences and how different groups use different media texts
Audience Theory for Q 1b)
The document discusses three theories of audience: the effects model, uses and gratifications model, and reception theory. The effects model sees audiences as passive and influenced by media texts. The uses and gratifications model views audiences as active and using media to fulfill needs like entertainment and social interaction. Reception theory examines how audiences can decode meanings in different ways, such as accepting, partially accepting, or rejecting a producer's intended meaning.
Audience Models
The document discusses audience theory, including passive and active audience models. It describes Maslow's hierarchy of needs and how media texts can aim to fulfill different needs. It also covers primary and secondary audience research methods and the hypodermic and uses and gratification models of how audiences interact with media.
Mest 3 examination
This document outlines the structure and requirements for Section B of the MEST 3 exam on media representations. Students will choose between two case study options focusing on either the representation of teenagers in the media or conducting their own case study on a new topic. They are expected to critically analyze a range of media texts using relevant media theories and concepts. They should consider how representations are constructed and how they impact audiences. The analysis should also address the politics of representation and production as well as any cross-cultural factors.
Intro to g325 Section B
This document discusses representations of youth identity in media. It begins by asking the reader to consider examples of media that represent or are identified with youth from the past five years. It then presents two quotes about youth from different eras to show that concerns about youth behavior are not new. The document outlines five structuring points for examining how media represents youth and how youth use media to form collective identities. It discusses the role of outsiders like media and adults in constructing identities for youth groups and how youth must accept these identities. The document analyzes factors like subculture representation and alienation that are common in media portrayals of youth.
Use and Gratification Model
The document discusses the uses and gratification theory, which examines how people actively use media to meet various needs. It identifies key needs that media can fulfill, such as information, personal identity, social interaction, and entertainment. Research has found that men and women tend to blog about different topics that align with these needs. Studies aim to understand the motives for blogging and outcomes of this activity by surveying bloggers and non-bloggers.
G325 example Response: Media and Collective Identity
This document provides an outline for an essay discussing the social implications of media representations of youth subcultures. It includes sample introductions, discussions of representations in film and music videos with references to social identity theory, and suggests ending by discussing the future of these representations and their social implications. Examples of films such as "Kidulthood" and "Shifty" are given to illustrate negative and stereotypical portrayals of youth in media and their potential effects on societal views.
Representation
This document discusses representation in media and how audiences receive and interpret representations. It explains that representations carry implicit ideologies and values that shape how we see the world. Stereotypes are discussed as oversimplified representations of groups. The male gaze and ways women are objectified in media are also covered. The postmodern idea that media blurs reality is presented along with theories of how ideologies shape the representations used in media texts.
Collective Identity: Past and possible exam questions
This document lists possible exam questions about collective identity and its representation in media. The questions address topics such as how the media represents different groups of people, the role of media in constructing collective identity, and the social implications of varying media representations. Key areas the exam may focus on include how media portrayals of groups have changed over time, the social effects of representations, and the extent to which identity is now mediated through media.
A2 Media Studies Audience theory
This document provides an overview of three key audience theories:
1. The Effects Model views audiences as passive recipients who are directly influenced by media texts. It has been criticized for ignoring audience agency.
2. The Uses and Gratifications Model positions audiences as active, using media to fulfill needs like diversion, escapism, and social comparison. It suggests consumption can help address personal issues.
3. Reception Theory recognizes that meanings encoded by producers may be decoded differently by audiences, who can have dominant, negotiated, or oppositional readings of texts. It acknowledges multiple possible interpretations.
Planning your essay
This document outlines essay plans for two potential essays on media topics.
The first essay plan discusses the phone hacking scandal at News of the World in 2011. It proposes examining how print newspapers have struggled with new technology and audience habits, leading News of the World to take risks to maintain circulation. The plan outlines paragraphs discussing the scandal's impact, use of superinjunctions, the role of regulators, and the Guardian's role in breaking the story.
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The document discusses analyzing The Sun newspaper's coverage of Brexit and its regulatory body IPSO. It prompts the reader to examine whether The Sun took a "leave" or "remain" position on Brexit by looking at its articles and statistics from other sources. It also asks the reader to consider The Sun's ownership and target audience as reasons for its stance. Other topics covered include applying media theories like hegemony to The Sun's Brexit coverage, the purpose and structure of IPSO, a complaint made to IPSO about one of The Sun's articles, criticisms of IPSO, and the impacts of IPSO on audiences and institutions.
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Prompt 4
The document discusses how human identity is increasingly "mediated" or shaped by media influences. It covers theories about how audiences both reflect and shape their identities based on media representations. While the media can influence identities through representations that get embedded in popular culture, audiences also actively interpret media texts and use media as tools to navigate and construct their own identities.
Key concept representation
This document provides an overview of key concepts in representation theory including ideology, stereotypes, and how representations are encoded to reinforce dominant views. It discusses theorists like Karl Marx who believed ideology is imposed from dominant groups, and Laura Mulvey's concept of the male gaze which objectifies women. The document also covers David Gauntlett's view that gender roles are more complex today and identities are constructed. It provides questions researchers should ask when analyzing media representations and suggests representation is meant to help audiences make sense of messages.
Collective identity lesson two
This document discusses collective identity and how individuals belong to groups that share traditions and values. It addresses how collective identity is represented in media texts and constructed by users through media. Collective identities can include communities formed around age, gender, ethnicity or political ideas. The document presents theories from David Gauntlett and Anthony Giddens on how identity is consciously constructed through media and shaped by social structures. It focuses study on collective youth identity and gender identity as represented in various films and television shows from different time periods.
Audience
This document discusses theories of audiences for media producers. It describes theories of passive audiences that are directly influenced by media versus active audiences that interpret media through their own experiences. It also discusses targeting mass audiences versus niche audiences and gaining feedback from the intended audience. Common audience motivations like diversion, social interaction, and information are examined.
Media studies collective identiy version 2
The document discusses collective identity and how it is formed through media and social interactions. It provides examples of how identities are constructed collectively on YouTube and in virtual worlds like Second Life. Key points examined are how the media represents different groups, how identities formed in media may not reflect an authentic self but rather be constructed based on the expectations of others, and implications of "truthiness" prevailing over truth when identities are formed collectively.
Audience
The document discusses audience theory and how media producers construct imagined audiences to inform their media products. It addresses the debate around passive versus active audiences and different theories on how audiences consume and make meaning from media texts. The key points are:
1) Producers must define their target audience in terms of demographics, identity factors, and how the audience will use and find meaning in the product.
2) Audiences can be passive and directly influenced by media messages or active interpreters who bring their own perspectives.
3) When creating media, producers should consider audience research and feedback to better understand and appeal to their target audience.
Representation in the Media
The document discusses representation in media. It makes three key points:
1. All media texts are representations of reality that are intentionally composed by their producers and are artificial versions of reality.
2. It is important to remember that every media form, from videos to magazines, represents someone's concept of existence through signs and symbols.
3. Representation is a fluid, two-way process where producers position a text in relation to reality and audiences assess the text based on its relationship to their own reality. Representation mediates ideas of people, places, and events in various ways.
Representation of Youth Essay Analysis
The document provides guidance for writing an essay on collective identity and the effects of media over time. It outlines key points to address in each section of the essay, including:
1) Discussing early media theories like the hypodermic needle theory and how audiences are now seen as active. Reference theories like uses and gratifications and cultural effects.
2) Link how media affects audiences' identities and how stereotyping plays a role. Discuss youth subcultures' changing stereotypes over time.
3) Analyze the film "The Selfish Giant" and how it represents a white working class youth, linking examples to relevant class or social theories. Compare to other representations of youth.
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Collective Identity
This document discusses media representations of collective identity and offers advice for answering exam questions on the topic. It defines collective identity as an individual's sense of belonging to a group and part of personal identity. Media can both construct and reflect collective identities through representations of social groups. Examples are given of representations of youth in news, fiction, and on social media like Facebook. Theories from cultural critics like Jenkins and Gauntlett are referenced for understanding how audiences interpret and construct their own identities through engaging with different media. Advice is provided on selecting examples, making arguments, and using theory for exam answers.
Media & collective identity
The document provides guidance on writing an essay about media and collective identity. It discusses how the media can distort facts to negatively portray some groups, such as portraying teenage boys primarily as criminals. It also discusses how the media amplified moral panics around youth groups in the 1960s. Examples of negative media portrayals of youth from newspaper articles and films from that time are given. Suggested topics for the essay include analyzing historical and current media representations of groups and their social implications, as well as considering Marxist and cultural studies perspectives on the role of the media in representing and constructing identities.
Active and Passive audience theories
A look at different ways of categorising audiences and how different groups use different media texts
Audience Theory for Q 1b)
The document discusses three theories of audience: the effects model, uses and gratifications model, and reception theory. The effects model sees audiences as passive and influenced by media texts. The uses and gratifications model views audiences as active and using media to fulfill needs like entertainment and social interaction. Reception theory examines how audiences can decode meanings in different ways, such as accepting, partially accepting, or rejecting a producer's intended meaning.
Audience Models
The document discusses audience theory, including passive and active audience models. It describes Maslow's hierarchy of needs and how media texts can aim to fulfill different needs. It also covers primary and secondary audience research methods and the hypodermic and uses and gratification models of how audiences interact with media.
Mest 3 examination
This document outlines the structure and requirements for Section B of the MEST 3 exam on media representations. Students will choose between two case study options focusing on either the representation of teenagers in the media or conducting their own case study on a new topic. They are expected to critically analyze a range of media texts using relevant media theories and concepts. They should consider how representations are constructed and how they impact audiences. The analysis should also address the politics of representation and production as well as any cross-cultural factors.
Intro to g325 Section B
This document discusses representations of youth identity in media. It begins by asking the reader to consider examples of media that represent or are identified with youth from the past five years. It then presents two quotes about youth from different eras to show that concerns about youth behavior are not new. The document outlines five structuring points for examining how media represents youth and how youth use media to form collective identities. It discusses the role of outsiders like media and adults in constructing identities for youth groups and how youth must accept these identities. The document analyzes factors like subculture representation and alienation that are common in media portrayals of youth.
Use and Gratification Model
The document discusses the uses and gratification theory, which examines how people actively use media to meet various needs. It identifies key needs that media can fulfill, such as information, personal identity, social interaction, and entertainment. Research has found that men and women tend to blog about different topics that align with these needs. Studies aim to understand the motives for blogging and outcomes of this activity by surveying bloggers and non-bloggers.
G325 example Response: Media and Collective Identity
This document provides an outline for an essay discussing the social implications of media representations of youth subcultures. It includes sample introductions, discussions of representations in film and music videos with references to social identity theory, and suggests ending by discussing the future of these representations and their social implications. Examples of films such as "Kidulthood" and "Shifty" are given to illustrate negative and stereotypical portrayals of youth in media and their potential effects on societal views.
Representation
This document discusses representation in media and how audiences receive and interpret representations. It explains that representations carry implicit ideologies and values that shape how we see the world. Stereotypes are discussed as oversimplified representations of groups. The male gaze and ways women are objectified in media are also covered. The postmodern idea that media blurs reality is presented along with theories of how ideologies shape the representations used in media texts.
Collective Identity: Past and possible exam questions
This document lists possible exam questions about collective identity and its representation in media. The questions address topics such as how the media represents different groups of people, the role of media in constructing collective identity, and the social implications of varying media representations. Key areas the exam may focus on include how media portrayals of groups have changed over time, the social effects of representations, and the extent to which identity is now mediated through media.
A2 Media Studies Audience theory
This document provides an overview of three key audience theories:
1. The Effects Model views audiences as passive recipients who are directly influenced by media texts. It has been criticized for ignoring audience agency.
2. The Uses and Gratifications Model positions audiences as active, using media to fulfill needs like diversion, escapism, and social comparison. It suggests consumption can help address personal issues.
3. Reception Theory recognizes that meanings encoded by producers may be decoded differently by audiences, who can have dominant, negotiated, or oppositional readings of texts. It acknowledges multiple possible interpretations.
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G325 example Response: Media and Collective Identity
G325 example Response: Media and Collective Identity
Collective Identity: Past and possible exam questions
Collective Identity: Past and possible exam questions
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Planning your essay
This document outlines essay plans for two potential essays on media topics.
The first essay plan discusses the phone hacking scandal at News of the World in 2011. It proposes examining how print newspapers have struggled with new technology and audience habits, leading News of the World to take risks to maintain circulation. The plan outlines paragraphs discussing the scandal's impact, use of superinjunctions, the role of regulators, and the Guardian's role in breaking the story.
The second essay plan compares reality shows like TOWIE, which is highly constructed, to more realistic shows like Gogglebox and 24 Hours in A&E. It proposes examining the genre expectations of audiences and pressures on broadcasters to compete and remain relevant through evolving
Regulations ipso and queen backing brexit
The document discusses analyzing The Sun newspaper's coverage of Brexit and its regulatory body IPSO. It prompts the reader to examine whether The Sun took a "leave" or "remain" position on Brexit by looking at its articles and statistics from other sources. It also asks the reader to consider The Sun's ownership and target audience as reasons for its stance. Other topics covered include applying media theories like hegemony to The Sun's Brexit coverage, the purpose and structure of IPSO, a complaint made to IPSO about one of The Sun's articles, criticisms of IPSO, and the impacts of IPSO on audiences and institutions.
Post truth presentation 3
Post-truth refers to situations where appeals to emotion and personal belief have greater influence over public opinion than objective facts. Two examples are given: the £350 million per week claim made during the UK's Brexit referendum that was later admitted to be false, and the justification for the Iraq War being related to oil resources rather than terrorism. Audiences have responded to post-truth practices by expressing concerns through protests, questioning the validity of news sources, and losing trust in institutions.
Post truth presentation 2
Post-truth refers to circumstances where appeals to emotion and personal belief have greater influence over public opinion than objective facts. It occurs when news reports lack substantial factual evidence and instead gratify social and emotional needs by providing alternative viewpoints. Politicians like Nigel Farage have contributed to a post-truth environment by making demonstrably false claims, such as promising that £350 million per week spent on EU membership would go to the NHS if the UK left, and later admitting it was a mistake. Technology has disrupted truth by allowing audiences to consume media that supports their preexisting views rather than objective facts, and trust sources like Farage that provide emotionally gratifying viewpoints over substantiated reporting.
Post truth presentation1
A survey found that over 40% of U.S. adults failed to identify fake news stories and that Republicans were more likely to believe fake news than Democrats. The study also showed that those who consume the most news on social media were also more likely to incorrectly identify fake news stories compared to those who get their news from television, radio, or print sources.
Revise case studies
This document provides guidance for students on revising case studies and examples for an exam. It instructs students to:
1. Narrow down case studies and examples from class material to focus on for memorization.
2. Make links from the examples to media issues, language, and theory.
3. Present their revised examples and links as a poster.
identity theory
Here are some potential subcultures you could research:
- Punks
- Goths
- Emos
- Hippies
- Ravers
- Gamers
- K-pop fans
- Cosplayers
- Furries
- Juggalos
- Lolitas
- Body modification (tattoos, piercings, etc.)
Take 15 minutes to research your subculture and be prepared to present your findings to the class.
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This document discusses how sexual identity development in African American adolescent females is influenced by rap music videos. It explores how the hypersexualized and one-dimensional portrayals of black women in many videos can create a dilemma for black girls in establishing their own identities. The document analyzes research showing that black girls often compare their bodies to the unrealistic "perfect" bodies portrayed in videos and view many rappers as reinforcing stereotypes about black female sexuality. It argues that more research is needed to understand how music videos may exploit prejudices against black women and to help black girls build resilience and a strong sense of self.
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1) The document discusses a presentation by Mariam Shoaib on cyber safety tips for women and children. It covers topics like identity theft, cyberbullying, and challenges women face online.
2) Some key cyber safety tips included choosing strong, unique passwords, limiting past social media posts, and not sharing personal details like your full name or address online.
3) Advice for children included getting parent permission before adding online friends or meeting in person, knowing what cyberbullying is, and protecting their digital footprint.
Prep for mock exam 2
The document provides feedback on a mock exam paper and tips for students. It summarizes that students generally demonstrated a good understanding of case studies and examples but needed to provide more detail. Time management was also an issue, with most only completing one question within the allotted time instead of two. Specific feedback and advice is given for each exam question to help students improve their answers and exam performance.
Prep for mock exam
Good exam answers include specific examples, are well structured using paragraphs and full sentences, and incorporate relevant media theory. Students should explore potential topics and examples for each question to choose strong case studies and texts that can be analyzed using appropriate regulations, contemporary issues, and theories. The focus of the questions is on media concepts using the provided texts, issues and debates bringing in outside examples, and wider contexts requiring analysis beyond just the texts. High scoring answers will thoroughly reference the texts, include a range of points, integrate the student's own opinions backed by evidence, and for some questions discuss different perspectives on an issue.
Mock exam feedback
The document provides feedback on a mock exam, including possible mark bands and sample answers for three questions related to media studies. General feedback at the end emphasizes applying media theories and case studies from lessons to answers. For question 1 on contrasting communication techniques in advertisements, sample points discuss the use of intimate shots, diversity, and emotional connection in the Nexus ad, while the Bluefish ad encourages self-reflection through philosophical questions. Both aim to create intimacy, though through different techniques and messages. Students are advised to practice applying theories when analyzing media texts.
A2 coursework deadlines 2016.17
The document outlines deadlines for an A2 Media Studies coursework, including drafting and revising a coursework essay, shooting footage and editing a media investigation work, and drafting and revising a print-based project over the 2016/17 academic year, with final drafts and edits due by March 27th.
Harvard referencing 2016
This document provides guidance on using the Harvard referencing style at Anglia Ruskin University. It covers referencing a variety of source types including books, journal articles, websites, images, music, unpublished works, and more. The guide has been updated to its sixth edition with revisions to journal article referencing, including guidance on using Digital Object Identifiers (DOIs). Examples are provided throughout to illustrate the referencing format.
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This document provides examples of how to reference different types of sources like books, journal articles, e-books, websites, and PDFs in the Harvard referencing style. It includes the author, year of publication, title, source, and access date for each example type of source to demonstrate the required elements and format for Harvard references.
Referencing
To properly reference sources, make note of key publication details when quoting from books, including the book title, author, publisher, date, location, page number, and quote. For online sources, record the website title, author, hosting institution, date accessed, and web address.
Eric schmitt article
Eric Schmidt, Google's CEO, suggests that young people may need to change their names in the future to distance themselves from embarrassing online content from their youth, as so much personal information is now publicly documented online. Schmidt predicts that as Google learns more about its users through their online activity and location data from smartphones, it will be able to anticipate their needs and actively suggest tasks and activities without users directly searching. However, others have criticized Google for how it handles private user information through services like Street View and social networks.
Incorporating theory examples
This document provides sentence starters for incorporating communication theories into writing. Some examples include: reinforcing a specific theorist's idea with evidence; challenging a theory by presenting a counterargument; using an example to demonstrate how it fits a particular theory; showing how a theory affects different audiences; and suggesting how audiences actively engage with media in a way that challenges passive audience theories. The sentence starters are meant to help writers integrate theoretical frameworks into their analysis and arguments.
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The document provides feedback on answering questions about the role of social media in constructing identities. It suggests focusing the response on whether social media reinforces or challenges existing values and ideologies promoted by established media. It also advises using examples from the student's case study and terminology from the question to directly address how social media could positively or negatively influence identity formation among youth audiences.
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This document discusses representations in media and how individuals and groups are represented in certain ways that construct reality rather than reflect it. It notes that media representations are selective and can portray people or groups in stereotypical ways to serve the purposes and values of the media producer. Repeated representations can become ingrained stereotypes that oversimplify and make generalizations. The document prompts analyzing who created a media text, when it was made, what it was made for, and who benefits from or is not considered by the representation.
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This document provides guidance for a homework assignment to analyze the representation of teens in two media texts. Students are instructed to choose one or two contemporary programs/films, watch them and take notes, then write 3-4 paragraphs analyzing how teens are represented in terms of narratives, discourses, ideologies, and stereotypes. A second section involves 1-2 paragraphs analyzing the intended audience in terms of size, engagement, offerings, and positioning. Questions are provided under each section to help guide the analysis.
PR Plan - final version
This PR plan aims to promote the Dove Self-Esteem Project. It will use social media challenges, educational programs, and real stories to raise awareness and build self-esteem among American women and girls. Key strategies include a 30-day beauty challenge on social media, self-esteem programs in schools, and interviews with women discussing their experiences with the project. The goal is to positively impact the self-image of 15 million females by 2015.
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This document provides an introduction to representation in media. It defines representation as how media portray events, issues, individuals and social groups. Key concepts of representation are discussed, including how media construct reality, the effect of social context on representations, and how audiences interpret representations. Theories of representation from scholars like Stuart Hall, theories of identity from David Gauntlett, feminist theories from scholars like bell hooks and Van Zoonen, and theories of gender performativity from Judith Butler are also introduced. Students are assigned a task to create case studies on these theories and link them to examples from music videos.
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This document discusses representations and stereotypes in media. It explains that representations are constructions that re-present individuals and groups in a certain way, rather than reality. The media selectively chooses how to portray people to serve its own purposes. Repeated representations can become stereotypes that are oversimplified and judgmental. Viewers should consider who created a media text and what point of view it supports or does not support. Representations have implications for how people see themselves and others.
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The document outlines a presentation on celebrity advertising and its influence on children. It discusses how celebrities are used to promote products and grab attention. It also notes that children often look up to celebrities as role models and are heavily influenced by media at younger ages. The presentation covers different persuasion techniques used in ads and provides activities for decoding ads and discussing celebrity influence with children. It concludes by suggesting resources for further discussion and engagement on the topic.
Media And Identity
The document discusses media literacy and identity formation among teenagers. It notes that media has traditionally constructed and controlled most identities, stereotypes, and generalizations. However, with the rise of social media, teenagers now have more control as "produsers" who both consume and create their own media content. The assignment asks students to work in groups to deconstruct common stereotypes portrayed in media and then create their own media response by analyzing images, videos, and creating a poster campaign.
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This document provides guidance on exam questions for a collective identity unit and how to answer them well. It outlines four potential exam questions focusing on how media represents different groups, comparisons between past and present representations, the social implications of representations, and the extent to which identity is mediated. For each question, it provides examples and theorists to draw from to thoroughly answer the questions.
Lesson 1 representation intro
The document discusses representation in media texts and how people, places, and events are portrayed. It explains that representation involves depicting or describing something through symbols and can reflect or mediate reality through the use of media language and narratives. The document also discusses reflective and constructionist views of representation, with the constructionist view being that our understanding of the world is shaped by the representations presented in media texts.
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The document provides exam guidance for a section on media and collective identity, outlining different essay questions that could be chosen and advising students to focus on contemporary media representations from 2012 onward, refer to at least two media forms, discuss both historical and potential future representations, and present a clear and balanced argument weighing different views on the relationship between media and collective identity.
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The document provides guidelines for analyzing advertisements in middle school curriculum. It outlines a 4-step process for students to critically examine ads: 1) Make detailed observations of visual and textual elements. 2) Determine the product and target audience. 3) Identify assumptions and messages about gender, race, class. 4) Consider long-term social consequences of perpetuating stereotypes or unrealistic expectations. The goal is for students to think critically about persuasive techniques and hidden meanings in ads.
Lo2 assignment
This document discusses ethical and legal constraints in media representation. It explains that representations are not always realistic as they are altered to suit the intended audience. Both positive and negative representations are used, and are influenced by the sender, receiver, and subject of the representation. Ofcom has categories for offensive language, restricting certain words before watershed. Guidelines on language use aim to avoid discrimination and protect groups.
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The document discusses the topic of identities and the media for an exam section. It outlines several areas candidates may study, including the mainstream media's role in constructing identities, the impact of social media on identity, and debates around dominant and marginalized identities. Case studies provided as examples could analyze the construction of female teen identities in relation to celebrity culture and how different aspects of a celebrity's identity are produced and reinforced through various media. The summary should consider how identity is constructed across different media forms and producers, examine technology's role in shaping identity, and consider the effect of identity politics on the media and how marginalized groups express identity.
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The document summarizes several theories related to youth subcultures and media representations of youth:
- Hebdige and Acland discuss how media often only represents youth as either troublesome or fun-loving, failing to show the diversity of youth experiences. This influences how adults perceive youth.
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This document discusses how to define and research a target audience for a media product. It explains that producers must first determine if an audience exists for their idea by conducting questionnaires, focus groups and market research. Demographic and psychographic data can help categorize audiences based on factors like age, gender, interests and lifestyle habits. Stereotypes also play a role in appealing to certain audience segments. The author discusses conducting their own survey and how they will use this research on viewing preferences and technology usage to effectively distribute and market their film to their target demographic.
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New and digital media have contributed to the process of globalization by enabling the spread of content to a global audience. As a case study, the document discusses how a Facebook Live video of a police shooting helped spread awareness of issues within minority communities and demonstrated citizen journalism's role in sharing underreported stories, though it also highlighted challenges in regulating live content and potential negative effects on audiences.
Revision tip #6
The document provides advice to students to review marking comments on previous coursework and papers to identify common mistakes, determine if they have been working to improve areas of weakness, and recognizing weaknesses can help focus exam preparation and improvement in problematic areas.
Revision tip #5
The document instructs the reader to use planning sheets to plan multiple answers for section B of an exam on identity and new digital technology. It recommends reading over and familiarizing oneself with the plans as the structure and question topics may appear on this year's exam paper, which would give the reader a head start.
Revision tip #4
The document provides advice for revising for an exam by practicing with past papers. It recommends finding practice papers from the shared area at school or online, recreating exam conditions by watching sample responses multiple times while taking notes, and then planning and writing answers within timed conditions to simulate the real exam.
Section b planning sheet
This document provides a template for structuring an essay response. It recommends introducing the question, stating whether you agree or disagree with it, and providing a case study example to support your position. The response should then make 5 points using examples, theories, and analysis to fully argue the stance.
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This document provides information and guidance about Section B of the MEST3 exam, which is the essay component. It is divided into three parts:
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This document lists various theories related to media studies, including reception theory, narrative structures, effects theories, postmodern concepts, theories of identity, and technological concepts. Some of the key theories mentioned are Stuart Hall's reception theory, Propp's character archetypes, Todorov's equilibrium theory, Uses and Gratification theory, Baudrillard's hyperreality, Mulvey's male gaze, Marxism and hegemony, Maslow's hierarchy of needs, cultivation theory, hypodermic needle model, binary opposition, queer theory, moral panic, identity theories from Tafjal, Turner, Stryker, and Bakhtin, ideas on youth from Giroux, and concepts of technological determinism, global
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This document provides instructions to create a color-coded key for different theory terms on a theory sheet, categorizing them by concepts like audience, new media, identity, and postmodernism. Students are then asked to review each category in turn to assess their knowledge and identify any topics needing more detailed revisiting.
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This document contains an outline for a planning section with two questions. It includes text points, evidence, and why/effects for several arguments. It also includes one counterargument. The document outlines a plan to argue several points and addresses one counterposition, but provides no other context or specifics.
Section a q1 planning sheet
This document provides a template for analyzing texts with points, evidence, and reasoning for each point. It includes sections for two texts with points, evidence, and why/effects for each, and a compare section. It also includes questions for section A on planning.
Revision tip #2
This document provides guidance on practicing essay planning for previous exam papers. It recommends using planning sheets to outline answers for questions 1, 2, and 3, and reflecting on whether the plan was helpful for writing the response. Maintaining effective plans can serve as visual reminders of an individualized planning process and level of detail, helping increase efficiency during exams.
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Examiners are reminded to annotate papers while marking by writing notations in the left margin next to relevant points. Notations should indicate good points, very good points, and whether the point relates to media language, representation, audience, institutions, genres, narratives, values and ideologies, theory, issues/debates, or wider contexts. Questionable or weak points should be noted.
The document provides examples of commentary on two candidate papers. For Candidate A, responses ranged from Level 3 to Level 4, with one response praised for its sophistication and detailed analysis, range of examples and references. Candidate B's responses ranged from Level 2 to Level 4, with one response commended for its evaluation, application of theory
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The document provides instructions for a media studies exam consisting of two sections. Section A requires students to view and make notes on two media products - a game trailer for Call of Duty and a film trailer for Battle for Haditha. Students must then answer three questions comparing how the products represent war, the appeal of violent media, and whether control over violent images is necessary. Section B requires answering one long essay question. The exam allows 2 hours total and provides guidance on time allocation and expectations.
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The document outlines a mark scheme with 4 levels that assess the analysis, evaluation, and application of concepts shown in responses about two media products. Level 4 receives the most marks for demonstrating sophisticated and detailed critical analysis along with structured writing. Lower levels receive fewer marks and require less analysis, evaluation, knowledge and structure. Level 0 receives no marks for irrelevant or descriptive answers.
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This document provides guidance on the focus of the questions and tips for answering questions well in Section A of the GCE Media Studies exam. It explains that question 1 focuses on media concepts and should be answered using the two unseen exam products. Question 2 focuses on media issues and debates and candidates can refer to other media examples to support their answer. Question 3 focuses on wider contexts and candidates should refer to other media examples beyond just the two unseen products. It provides tips for candidates such as using the marks awarded as a guide to time spent on each answer and illustrating points made with references to the exam products. Higher level answers take a standpoint, back it up with wider examples, and show a sense of debate where relevant.
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This document provides a 3-step process for revising theories studied during the year. The steps are to use a list of theories as a resource, test your understanding of each theory, and identify 2-3 media texts that demonstrate or challenge each theory. It also recommends making revision cards with the theory, definition, and example to help with learning and getting others to test your understanding of the theories.
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This document provides a list of media theories and theorists for students to reference while analyzing media texts. It includes over 20 theories ranging from reception theory to queer theory to technological determinism. Students are instructed to use the theories to analyze several YouTube video links provided. They are also given revision tips, including making flashcards with the theory defined on one side and examples on the other to help test their understanding.
Intro to new and digital media 2017
New and digital media encompasses technologies that utilize the internet like social networks, mobile devices, virtual reality, and streaming services. This document discusses key terms related to new media like software, hardware, media technology, and how developments have impacted industries like film, music, television, and radio. It also explores concepts such as technological determinism, convergence, and how new media shapes identity and influences behaviors.
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The evil queen is the villain, Cinderella is the princess, and Emma is the hero of the story. Hook pretends to be a hero but is actually a fake. Rumplestiltskin dispatches the characters and donates resources as a helper like Henry.
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The document outlines the key character archetypes in stories according to a narrative theory, as well as the typical 5-stage structure of a narrative. It describes the main character types as the hero, villain, donor, dispatcher, false hero, helper, and princess. It also explains the 5 stages as the initial equilibrium, a disruption to that equilibrium, recognition of the disruption, an attempt to repair the disruption, and achieving a new equilibrium. The Cinderella story and the plot of the movie Night at the Museum are used as examples to illustrate these character types and narrative stages.
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- 1. Young, female identity – Channel 4’s Cyberbully • What type of youth was being represented in this programme? Consider language, clothing, make up, props, behaviour, possessions etc • Did the programme construct a positive or negative representation of this identity? • How would majority groups interpret this representation? (would they consider it a positive or negative representation? Have a look at forums, articles and twitter responses to the show, how were audience groups using new and digital media to respond to this programme) • How does it suggest that young people use new and digital media to construct identity's? • Can you link to the uses and grats theory? • Do young people construct accurate identities online? What are the issues with this? • How does this programme link to the Channel 4 remit? • How did the institution promote this programme? Find examples of media formats used
- 2. Young, female identity case study In this case study, you will start to seek and research your own resources exploring how young female identities are constructed in the media. • How do they control and construct their own identities? • How do media institutions construct young female identities for them? • How do different audiences respond to these? Complete the research and analytical tasks on the next slide but in your own exploration you should find: Two to three examples of how teenage girls have created, manipulated and presented their own identities. Two to three examples of how teenage girls identities have been reinforced, created or manipulated by the alternative producers (established media, independents, other audience groups) Your resources should reflect a broad spectrum of media platforms. Eg – music video, advertising, print press, TV and film, vlogs etc
- 3. Look at how Zoella and Kylie Jenner have created their identity. Screengrab some examples that illustrate your ideas. What social media do they use? Who is their target audience and how do they appeal to them? What similarities and differences can you find in their identities, media platforms and audiences? How do the established media represent them? How do audiences consume their work? (uses and grats) How do they create their identities? – consider image and props, format, language, the use of technology, their relationship with media institutions etc How do different audiences respond to their identity and what do they use to respond to this? (consider the reception theory and two step flow) Do they reinforce or challenge dominant or personal ideologies? Look at how teenage girls use new media technology to create their own identity – find examples of different ways they are used. (consider hyperrealism and the impact of this: https://www.theguardian.com/media/2015/nov/04/instagram-young-women-self-esteem-essena-oneill Find an example of a music video that explores young female identity. Who is responsible for making it? How are teenage girls represented within this? Find an example of an advert that represents a teenage girl or young woman. How accurate is this representation? Is it positive or negative? Stereotype or countertype? How does it differ from how teenage girls control their own identities? H&M advert - https://www.youtube.com/watch?v=DQrple9AnL8 What did Eric Schmidt say about the future of youth identity? Where was this reported and who was it written for? Does this reinforce or challenge dominant ideologies about teenage girls or young people? Look at the programming on E4 and BBC3. How do these represent youth? Who are the Producers (are any written or presented by young people therefore having some influence over their own construction of youth identity?) Do they conform to or challenge stereotypes? Do they use new and digital media to engage youth audiences? Are young women sexualised in the media still? Can you find any examples of the male gaze? Young, female identity case study