Wednesday, 27 April 2016

Example Texts for Collective Identity

Representation of Youth (Historical)

http://beckya2examwork.blogspot.co.uk/2012/02/how-are-british-youths-represented-in.html - good essay



The Young Ones, Musical (1961), Director: Disney J Furie


- Simpkin's Youth Club
- Youths represented as: active in community - actively trying to save their club from the takeover of a property owner by the members decide to put on a show to raise the money needed to buy a lease renewal, inclusive/inspirational to younger generations - beach scene where children surround Nicky (Cliff Richard) as he sings, Polite and caring/helpful asset to community - Nicky, played by Cliff Richard helps young child into boat at harbour area. Social but responsible, socialising in a dedicated space.

Quadrophenia (1979), Director: Franc Roddam - Contrasting view 




The film stars Phil Daniels as Jimmy, a young 1960s London-based Mod who escapes from his dead-end job as a mailroom boy by dancing, partying, taking amphetamines, riding his scooter and brawling with the motorcycle-riding Rockers.

After he and his friends participate in a huge brawl with the Rockers at the seaside town of Brighton, he is arrested and his life starts to spiral out of control; he loses his girlfriend (Leslie Ash) and discovers that his idol, the popular mod nicknamed "Ace Face" (Sting) is actually a bell boy at a hotel.
Hebdidge - "A subculture is a group of like-minded individuals who feel neglected by societal standards and who develop a sense of identity, which differs to the dominant on to which they belong."

- Drug taking
- Violent 
- Sex orientated

Dissimilar to Attack the Block, youths in the 1970s tended to group themselves based on music, fashion and sex, however, in the present day, certain youths group themselves into gangs based on what someone has the power to do; whether it’s to smoke drugs, handle a gun or kill someone

Even though the type of violence used by youths in modern films such as Attack the Block or Ill Manors seems much more extreme, the youth in Quadrophenia are still portrayed as having the same aims and destructive behaviour which at the time, created a massive moral panic in society.


Attack the Block (2011) - Director: Joe Cornish



A teen gang, mostly black, in South London defend their block from an alien invasion.
Although a Sci-Fi film, there are themes of: drugs, murder, theft and general deviance throughout.

'The gang and Sam decide to go to Ron's safe room on the top floor and hide out there, but are shot at by Hi-Hatz and his two goons.'

Deviancy Amplification Spiral - a cycle of increasing numbers of reports on a category of antisocial behaviour or some other 'undesirable' event, leading to a moral panic. Wilkins (1964)
Moral Panic - a feeling of fear spread among a large number of people that some evil threatens the well-being of society - Stan Cohen (1972)
Folk devil - a person or group of people who are portrayed in folklore or the media as outsiders and deviant (1972)
Gerbner - Cultivation Theory - People who watch TV lots tend to overestimate the amount of crime
Giroux (1997) - Youth represents an empty category in representation and reflects adult concern.


Gender

Diet Coke Advert (2013)



Female Gaze - Miriam Hanson 1984

2013


The song says “I know you want it, i know you want it, you’re a good girl”, this is suggesting that women cannot resist the men even if they try. The fact that the men are fully clothed and the women are not, shows how sexualised women are in music videos today. 

- Advocating non-consensual sex?


Wednesday, 20 April 2016


Uses & Gratifications Theory - Audience are active individuals rather than passive ones. They will select what they watch, will consume in different ways and believe 
different things. (Katz and Blumler

The Hypodermic Needle Model - Suggests that people just take in media passively (believing everything)

Gerbner Cultivation TheoryPeople who watch a lot of TV over estimate the amount of crime in the real world (Mean World Syndrome). One text has little effect whilst when the media show the same thing again and again it has a large effect. 

Two-Step Flow Theory - Being influenced by opinion leaders

Reception Theory - Based on Stuart Halls encoding/decoding theory. The text is encoded by the producer and decoded by the reader. There may be differences between two readings of a text based on different audiences.

Saussure (1983) - "Audience can look at a media text from a syntactic point of view, just describing what they see, or from a representational or symbolic point of view where the attribute meaning to what they see"

Barthes (1967)  - An audience's understanding of media texts comes from their understanding and knowledge of frequently told myths or stories. He argues that the organisation of signs encodes particular messages and ideologies

Stuart Hall - Argued that meaning is not fixed by the producer, and the audience is not passive, gave us different readings, the preferred reading is where the audience reads it the way you wanted them to.

David Buckinghammedia do not just offer us a transparent ‘window on the world’ but a mediated version of the world. They don’t just present reality, they re-present it”
- Identity is complicated/complex.”
- "A focus on identity requires us to pay closer attention to the ways in which media and technologies are used in everyday life and their consequences for social groups”

Gramsci – Hegemony – Those in power want to keep the order.

David Gauntlett - "Identity is now consciously constructed and the media provides some of the tools to help us construct our identities. The media contains a huge number of messages about identity and acceptable lifestyles.
At the same time the public have their own set of feelings. The media and media consumers are in a dialogue in which neither over powers the other"

Anthony Giddens - "There is a social structure that which shapes our lives (traditions, institutions, moral codes, established ways of doing things), but it relies on individuals following these structures" - Changing social structure over time (Structuration)

Hebdidge - A subculture is a group of like-minded individuals who feel neglected by societal standards and who develop a sense of identity, which differs to the dominant on to which they belong.

Acland - Media representations of youth maintain social order/hegemony (the ones in control have the most influence)


Giroux - Youth becomes an empty category in representation and reflects adult concern

Steve Anderson - Younger people are becoming a lot more empowered because of social media platforms, such as Facebook, Twitter and Blogging.

Wilkins - Deviancy Amplification Spiral (1964) -

a cycle of increasing numbers of reports on a category of antisocial behaviour or some other 'undesirable' event, leading to a moral panic.
Stan Cohen - Moral Panic/Folk Devils (1972)

Althusser - Ideological State Apparatus. Dominant ideology reinforced through different groups including media.

Laura Mulvey (1975) - Male Gaze - Audiences are positioned to view characters from the perspective of a heterosexual male, such as through the extensive use of focusing particularly on the curvature of the female body. - Leads to the objectification of women. Women viewers are made to view the product secondarily.

Jonathan Schroader - the gaze is more than just a look, it implies a psychological relationship where the gaze is superior to the object.

Gaylyn Studlar – Female Gaze


Branston and Stafford (2001) - Soaps rely on archetypal characters and stereotypes - ensure ready accessibility because stories have universal appeal about families and communities

Dyer (1979) - "Stereotypes are always about power: those with power stereotype those without power"

Baudrillard - The media presents a simulation of the world that is artificial and 'hyperreal'
- Some audiences consider this hyperreality to be reality - leading to hypersexuality etc


 Semiotics - The study of sign and symbols
There is a sign, an object that is called the signifier
The meaning that is given to that is called the signified. This is nor fixed and can change with time or the society or culture that it is shown to.

Mediation - The process of electing and shaping, creating meaning from an original event. An event which is mediated within the systems of values of an institution e.g. (News of the World, CH4 News). Their view is represented to the public. - Selection vs Rejection, Focussing, Organisation 

Collective Identity: The individual sense of belonging to a group who share a set of traditions of traditions and values (part of identity)
 - Not just representation of the mainstream media but also from the self-representations of media users.

Structuration is the process where human agency and social structure are in a constant relationship and the social structure is reproduced by the repetition of acts by individual people (and therefore can change).

Scopophilia - deriving pleasure from looking. As an expression of sexuality, it refers to sexual pleasure derived from looking at erotic objects: erotic photographs, pornography, naked bodies, etc.

Genderfuck - Refers to the self-conscious effort to play with traditional of gender roles.

Patriarchy is a social system in which males hold primary power, predominate in roles of political leadership, moral authority, social privilege and control of property; in the domain of the family, fathers or father-figures hold authority over women and children.

Archetype : a very typical example of a certain person or thing

Gender Binary: Describes a system where a society splits its members of male and female sexes into gender roles, gender identities and attributes.

 Genre Theory

Steve Neale - It is easy to underplay the differences within a genre. Steve Neale declares that:
"Genres are instances of repetition and difference" (Neale 1980, 48)
"Difference is absolutely essential to the economy of genre" (Neale 1980)

Toderov - "Any instances of genre will be necessarily different" (Toderov - cited in Gledhell, 1985, 60), Narrative Theory - Equilibrium theory

Lacey - There are repertoires of elements that work together to suggest genre, which are a useful framework to use for analysis

Setting
Character
Narrative
Iconography
Style

Gledhill - "There are no rules of inclusion and exclusion" (Gledhill, 1985)
"Genres are not discrete systems consisting of a fixed number of listable items (Gledhill, 1985)

Chandler - It is difficult to make clear cut distinctions between one genre and another: genres overlap, and there are 'mixed genres' such as comedy thrillers (Chandler 2000) 

Burton - Each text in a given genre shares particular key elements to make up the generic formula:
- Protagonists
- Stock characters
- Plots/Stock Situations
- Icons
- Background and Décor
- Themes





Tuesday, 19 April 2016

Statistics

Youth 

a survey conducted by The Independent in 2009 of nearly 1,000 teenage boys found 85 per cent believed newspapers portray them in a bad light. As a result of the negative press, 80 per cent felt adults were more wary of them now than they had been a year ago.

Statistics complied by the Youth Media Agency propose that 76% of the reporting of young people in the media is negative.

Gender

6% of global news content reinforces gender stereotypes, almost eight times higher than stories that challenge such stereotypes - UK Feminista

1 out of 3 girls said they would change an aspect of their appearance - Children Now
2 out 3 girls said they want to be like a character - Children Now
38% of female characters in video games are skimpily dressed
23% baring breasts or cleavage
31% exposing thighs
31% exposing stomachs
15% exposing their behinds - Children Now
35% of 6-12 year olds have been on a diet at some point in their lives

  • The average percentage of female reporters was 22.6% - compared to 77.4% of males.
  • Representation of women in news media is 22% according to a 2011 survey in The Guardian. 

    Disability

    There are around 11.9 million disabled people in the UK; this is roughly 19% of the population

    Currently the BBC’s staff profile and targets around disability are:
    Disabled - all staff is currently at 3.7 per cent - target for 2017 is 5.3 per cent.
    Disabled Leadership is currently at 3.1 per cent - target for 2017 is 5 per cent."
    "We have set a target to quadruple on-air representation and/or portrayal from 1.2 per cent to 5 per cent by 2017."

    Thursday, 14 April 2016

    Example Answers

    http://www.ocr.org.uk/Images/179236-example-candidate-answers-from-june-2013.pdf

    Audience

    Audience
    In your introduction:

    Who is the audience? How did you choose them?
    What expectations might they have of your text?
    How have you tried to meet these expectations
    What is their motivation for accessing texts like yours?

    Suggest that audience is a complex fluid concept similar to genre,  the idea of only one target audience is not really applicable.

    Gears 
    Gender
    Ethnicity
    Age
    Region, Nationality
    Socio-Economic Group

    The Hartley Classification

    There are 7 socially grouped categories when it comes to identifying audience:
    - Self (ambitions or interests of the audience)
    - Gender
    - Age group - Teenagers, traditionally thrill seeking
    - Class
    - Ethnicity
    - Family
    - Nation

    Young and Rubicam ( 4Cs Cross Cultural Consumer Classification)


    Audience
    · who is the target audience for the production? Define by age, race gender, social class etc.
    · what are the social classifications of the audience i.e. ABC1, youth, age, ethnicity
    · why will the production appeal to this target audience?
     what techniques and lines of appeal has the production used to attract the target audience?

      how does the production use reception theories? i.e. uses and gratification, hypodermic needle, etc. Two-step flow, reception theoryStuart Hall - Encoding and Decoding; Preferred/negotiated/oppositional readings.

    Uses and Gratifications theory - active rather than passive individuals. (audiences consume media texts for surveillance; Personal Identity; Presnal Relationships; Escapism/Diversions)

    Ien Ang - "Audiencehood is becoming an even more multi faced, fragmented and diversified repertoire of practices and experiences".


    Modern theory: Cultural Positioning
    Another key debate in media is whether an audience can be forced to decode a text in a specific way, or whether an individual’s cultural positioning (could include gender, social group or individual experiences) determines the reading.
    So who controls the reading?
    Are media representations no longer fixed?
    Can media construct audience’s identity?
    Consider how the media helps us to create identities for ourselves:
    — As individuals
    — As a society
    — As members of specific groups

    Can we really separate people into specific groups or is this an artificial division?
    Were these ‘differences’ between people originally there, or are they constructed by the media?

    —Remind yourself: Who is the audience? How did you choose them?
    —Might your target audience decode your text in different ways?
    —How might your text and others like it play a part in shaping identities of individuals and groups?

    Representation

    The issue of representation refers to the portrayal of people, actions and events through the medium’ of the media’.

    Typing: Portraying the character as 'typical' of a certain group, this may be because it would take a long time (which the producer doesn't have) to allow the audience to understand a more complex character

    Archetype: a recurring character type that corresponds to a specific purpose in the story such as a hero or wizard. NOT to be confused with a stereotype
    Stereotype: a simplified version of a person
    Generic type: a character familiar through use in a particular type of movie


    Representation

    ·       identify characters, events or issues within the production to discuss
    ·       what representational concepts are highlighted? i.e. race, gender, cultural attitudes, etc.
    ·       what representations have been generated?
    ·       discuss the specific elements of character representation i.e. mode of address, facial expressions, clothing, behavior etc.
    ·       have any stereotypical representations been generated?
    ·       does the production conform to or subvert any dominant ideologies?
       
    Use Collective Identity Theorists?


    G325 Section 1B Topics

    Theoretical Evaluation of Production:

    Genre
    Narrative
    Representation
    Audience
    Media Language

    Wednesday, 13 April 2016

    Past Paper Q's

    Past Paper Questions G325

    2010 June
    1
    A) Describe how you developed research and planning skills for media production and evaluate how these skills contributed to creative decision-making. Refer to a range of examples in your answer to show how these skills developed over time. [25]
    B) you need to choose one of your media productions to write about. Analyse media representation in one of your coursework productions.
    2
    Analyse the ways in which the media represent one group of people that you have studied. [50]                                                     OR
    “The media do not construct collective identity; they merely reflect it”. Discuss. [50]

    2010 January
    1
    A) Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time. [25]
    B) You need to choose one of your media productions to write about. Analyse one of your coursework productions in relation to genre.

    2
    With reference to any one group of people that you have studied, discuss how their identity has
    been ‘mediated’. [50]                                                     OR                                                “Media representations are complex, not simple and straightforward”. How far do you agree with
    this statement in relation to the collective group that you have studied? [50]


    2011 January

    1 (a) Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your answer to show how these skills developed over time. [25]
    B) you must write about one of your media productions. (b) Apply theories of narrative to one of your coursework productions. [25]
    2
     
    Analyse the ways in which the media represent groups of people. [50]           OR
     What is collective identity and how is it mediated? [50]


    2011 June
    1 (a) Explain how far your understanding of the conventions of existing media influenced the way you created your own media products. Refer to a range of examples in your answer to show how this understanding developed over time. [25]
    In question 1(b) you must write about one of your media productions only.
    (b) Analyse one of your coursework productions in relation to the concept of audience. [25]

    2
     Discuss how one or more groups of people are represented through the media. [50]                                                                OR                  
    Explain the role played by the media in the construction of collective identity. [50]

    2012 January

    1 (a) Describe how your analysis of the conventions of real media texts informed your own creative media practice. Refer to a range of examples in your answer to show how these skills developed over time. [25]
    In question 1(b) you must write about one of your media productions.
    (b) Analyse media representation in one of your coursework productions. [25]
    2
    How do media representations influence collective identity? You may refer to one group of people or more in your answer. [50]
    7 Discuss the different ways in which groups of people are represented by media. You may refer to one group of people or more in your answer. [50]
    2012 June
    1 (a) Describe a range of creative decisions that you made in post-production and how these decisions made a difference to the final outcomes. Refer to a range of examples in your answer to show how these skills developed over time. [25]
    In question 1(b) you must write about one of your media productions.
    (b) Explain how meaning is constructed by the use of media language in one of your coursework productions.

    2
      
    Analyse the ways in which at least one group of people is ‘mediated’. [50]
     Discuss the social implications of media in relation to collective identity. You may refer to one group of people or more in your answer. [50]

    2013 January
    1 (a) Explain how your research and planning skills developed over time and contributed to your media production outcomes. Refer to a range of examples in your answer. [25]
    In question 1(b) you must write about one of your media productions.
    (b) Analyse one of your coursework productions in relation to the concept of narrative. [25]


    6 Analyse the impact of media representation on the collective identity of one or more groups of
    people. [50] 7 Compare the different ways in which one or more groups of people are represented by media

    2013 June
    1 (a) Explain how your skills in the creative use of digital technology developed over time. Refer to a range of examples from your media productions in your answer. [25]
    In question 1(b) you must write about one of your media productions.
    (b) Apply the concept of representation to one of your coursework productions.

    2
    Explain what is meant by ‘collective identity’ and the role of media in its construction. [50]
     “Media representations are just reflections of reality, not constructions or distortions.” Discuss with reference to one or more group(s) of people.
    2014
    1 (a) Describe the most important post-production decisions you made for your different media productions and explain why these decisions were significant. Refer to a range of examples in your answer to show how your skills in post-production developed over time. [25]
    In question 1(b) you must write about one of your media coursework productions.
    (b) Apply the concept of genre to one of your coursework productions. [25]


    2)  Media and collective identity: how does one affect the other? [50]
     “Media simply represent collective identity, they don’t create it.” How far do you agree with this statement? Make reference to one or more group(s) of people in your answer. [50]

    2015
    1a) How was your media product influenced by your understanding of real texts?
    b) Apply the concept of Narrative
    2) Analyse the ways in which media representations construct collective identity                  OR                  
     'The media do not construct reality, they merely offer a window on the world' Discuss.





    Narrative Theory

    http://www.slideshare.net/hasnmedia/narrative-and-essay-planning-for-section-1b

    Narrative - the coherence/organisation given to a series of facts. In everything, we seek a beginning, middle and end. We understand and construct meaning using our experience of reality and of previous texts.

    Bordwell and Thompson - "Part of the pleasure of going to the cinema is the opportunity to suspend disbelief and to become engrossed in the 'invisible' process of storytelling."

    Basic elements of a narrative, according to Aristotle… "The most important is the plot, the ordering of incidents; for tragedy is a representation, not of men, but of action and life, of happiness and unhappiness - and happiness and unhappiness are bound with action. … It is their characters indeed, that make men what they are, but it is by reason of their actions that they are happy or the reverse."

    Successful stories rehire actions which change the lives of the characters in the story. They also contain some sort of resolution, where that change is registered.

    Allan Rowe - Narrative involves the viewer in making sense of what is seen, asking questions of what we see and anticipating the answers. In particular, narrative invites us to ask both what is going to happen next and when and how will it all end. Narrative operates on the tension between our anticipation of likely outcomes drawn from genre conventions and the capacity to to surprise or frustrate our expect ions.

    Continuity Editing - a process that ensures details are consistent throughout the narrative to establish a logical coherence between shots

    Structure

    Linear Structure - Beginning, middle and end
    Open Structure - The audience are left to make sense of what has happened and wonder what happened next?
    Closed Structure - Definite ending, clear conclusion for the audience
    Circular Structure - The narrative begins at the end events (climax) and works its way backwards to the start)

    Roland Barthes - Texts can be open (Variety of different meanings) or closed (Dominant meaning)
                               - The processes we use to unravel meaning are called narrative codes and that they could be categorised the following ways:

    • Action or Proiaretic code (anticipation of an action's resolution) and enigma code to integrate the viewer - Applies to any action that implies a further narrative action. (works with the enigma code to develop the story's tensions and keep the reader interested.)
    • Symbols and Signs (Semiotics) Semantic Code - refers to parts of the text that suggests additional meanings.
    • Points of Cultural Reference (your culture's value and belief system - your interoperation of text is dependent upon this)
    • Simple description/reproduction (ideas or reproductions of things we're already familiar) - S
    1. Establishment of plot/theme
    2. Development of Problem
    3. Increase in Tension
    4. Resolution of Plot

    Conventions of Narrative

    Comprehending Time - Very few stories take place in real time. Devices to manipulate time:
    • Flashbacks
    • Dream Sequences
    • Repetition
    • Different Characters' POV
    • Flash Forwards
    • Real time interludes
    • pre-figuring of events that have not yet taken place
    Tzvetan Todorov - All narratives follow a structure. Equilibrium, Disequilibrium, New Equilibrium, more specifically:
    - Equilibrium
    - Disruption
    - Recognition
    - Attempt at Repair
    - New Equilibrium.

    We can usually apply this to all linear narratives and draws Artistotle's theory that all narratives have some form of conflict or disruption to them

    Vladimir Propp - There are only a certain number of characters who crop up in most narratives. It is easy to spot the hero and villain in most cases but there others: 
    - Hero: leads the narrative, is usually looking for something or trying to solve something
    - Villain: Conflicts with the hero
    - Heroine: Usually some sort of prize or reward for the hero
    - Father: An authority figure who offers a reward to the hero for completing their quest.
    - Helper: Helps the hero - often acts as a sidekick
    - Donor: Gives the hero something - a clue, special power etc which helps them complete their quest
    - Mentor: Teaches and guides the hero.

    Berger (1997) - Showed how it was possible to adapt Propp's characters and function to form binary oppositions. 
    • Hero vs. Villain
    • Princess (love) vs. Siren (sex)
    • Villains who are really good vs. False Heroes/Heroines
    Levi Strauss's Theory of Binary Oppositions - Concluded that all narratives were based around or contained a binary or series of binary oppositions. E.g Good vs. Evil
    These may not all be apparent at first glance, but sometimes rely on the presupposition on the part of the viewer and may rely on us using our knowledge of narrative and genre filling in the gaps of the prior events that have lead to this point

    Peter Wollen (Alternative Narratives) - Distinguished a tradition of counter-cinema. Suggests that the role of mainstream cinema is to produce pleasurable fictions. Hollywood films are created to be consumed and enjoyed, and the contradictions of every day life magically resolved in the happy ending. Counter-cinema, by contrast, is designed to give an unpleasurable reality, presenting a non-narrative, non-escapist world, whose contradictions have to be resolved in real life.