28 Sep 2016

Regional Identity - The 'oner'








Representation of Regional Identity Regional Identity refers to the part of the United Kingdom someone is from. It could refer to a general area such a “north” or “south”, a country such as “English” or “Scottish” or specific towns such as “London” or “Manchester.” There are several regional stereotypes widely seen on television: 

•Scottish – often shown as being money obsessed, won’t pay for anything, drinks a lot of alcohol, loves the outdoors, wears kilts, eats haggis, quite aggressive and violent 
•Welsh –Often shown as living in the middle of the countryside, less intelligent, good at singing (Male voice choirs),with people making jokes about them “shagging sheep” 
• Irish – often shown as living in the countryside, working in rural areas such as farms, being very religious, being good at dancing and singing (love a good craic), very friendly but less intelligent 
• English – often shown as being racist (think St George cross on houses or cars), obsessed with beer and football living in London. Sometimes the stereotype goes in the opposite direction of showing English people as very rich, posh, happy, living in castles and being very “royal.” 
•London – There are two main stereotypes of Londoners. One is that they are often shown as being rich, posh, snobby, upper class, Hugh Grant types from central or west london. The other is that they often shown as being from north, east or south London, poor, common, lower class, criminalistic, violent “Kidulthood” style 
•Manchester / Newcastle / Liverpool – Often shown as being “chavs”, wearing fake designer labels, or tracksuits, drinking a lot, being aggressive, uneducated, criminals 
• Essex – often shown as being glamorous but cheap, footballer’s wives, lots of partying, being quite stupid 
•Yorkshire – Often shown as living in rural countryside, with rolling hills and cobbled streets, being quite old fashioned (despite Yorkshire being the biggest county and containing large cities such as: Leeds, York and Sheffield) 
•Cornwall / Somerset – Often shown as being “backwards”, living in rural areas, working on farms •South England – often shown as being the centre of culture, modern, classy, clever, sunny, richer, doing middle class jobs where one dresses smartly 
•North England – often shown as being poorer, bad weather, lower class, aggressive, less culture, less clever, doing working class jobs such as builders etc 

If you get “regional identity” as an issue in the exam, you should be thinking about the following things when watching the clip (use these bullet points to analyse the clip): 

•Can I identify where the characters are from within the country? 
•Are people from different areas shown as having different interests, personalities, attitudes, behaviours? If so, how? 
• Is their regional identity represented as being important in their life? 
•Are people from particular regions portrayed as being better, more powerful, than others? 
•Are people from particular regions portrayed as being abnormal /weaker/ more pathetic than others? •How do other characters in the clip treat the characters from different regions? 
• What is the message the clip is trying to portray about regional identity?



Discuss the ways the extract constructs representations of regional identity.

  • Consider:
  • Camerawork/angles/movement
  • Sound
  • Editing
  • Mise-en-scene


23 Sep 2016

Today's Lesson - Our First Essay

Today's tasks are:

1. Complete the stereotype work from last lesson and post to your blog

2. On lined paper, answer the following exam question using the Hotel Babylon sequence

Discuss the ways in which the extract constructs the representation of ethnicity using the following:

  • Camera shots, movement, angles, composition
  • editing
  • sound
  • mise-en-scene

Reminders of stereotypes for ethnicity:

dangerous
exotic
pitied
humourous
'mystical negro' stereotype
irrational (not reasoning, and easily led by their emotions)
lustful
not usually powerful in society


Asian:

academic/scholarly
wise
respectful



REMEMBER THIS:

Unity and Conflict
Conflict is often the theme between ethnic groups and the wider society.

15 Sep 2016

TV Drama Representation - Ethnicity

Look at page one of your ethnicity handout; watch the extract and then answer the questions regarding ethnicity and post to your blog. 

You MUST freeze frame the image to demonstrate where your opinion is from. You MUST include a minimum of EIGHT images (one per question).



If you get “ethnicity” as an issue in the exam, you should be thinking about the following things when watching the clip: 

• Can I identify what ethnicities people are? 
How? Why?
• Are people from different ethnic backgrounds shown as different interests, 
 personalities, attitudes, behaviours? If so, how? 

• Is their ethnicity represented as being important in their life? 

• Are people from particular ethnicities portrayed as being better, more 
 powerful, than others?
• Are people from particular ethnicities portrayed as being abnormal /weaker/ 
 more pathetic than others? 

• How do other characters in the clip treat the characters from different ethnic 
 backgrounds? 

• What is the message the clip is trying to portray about ethnicity? 

• Don’t ignore the white characters as they need to be analysed too! 



Four Key Themes in Racial Representations
 exotic
 dangerous
 humorous
 pitied
(Alvarado et al. 1987: 153)

Unity and Conflict
Conflict is often the binary opposition of ethnic groups and the wider society.
Unity is often an element of the representation of ethnicity, this hits a stereotype of ethnicity, that of close families and tight communities.

9 Sep 2016

Representation: A Simple(ish) Explanation





Representation refers to the construction in any medium (especially the mass media) of aspects of ‘reality’ such as people, places, objects, events, cultural identities and other abstract concepts. Such representations may be in speech or writing as well as still or moving pictures


The term refers to the processes involved as well as to its products. For instance, in relation to the key markers of identity - Class, Age, Gender and Ethnicity (the 'cage' of identity) - representation involves not only how identities are represented (or rather constructed) within the text but also how they are constructed in the processes of production and reception by people whose identities are also differentially marked in relation to such demographic factors.


Consider, for instance, the issue of 'the gaze'. How do men look at images of women, women at men, men at men and women at women?


Representation In The Media

By definition, all media texts are re-presentations of reality. This means that they are intentionally composed, lit, written, framed, cropped, captioned, branded, targeted and censored by their producers, and that they are entirely artificial versions of the reality we perceive around us.



When studying the media it is vital to remember this - every media form, from a home video to a glossy magazine, is a representation of someone's concept of existence, codified into a series of signs and symbols which can be read by an audience. However, it is important to note that without the media, our perception of reality would be very limited, and that we, as an audience, need these artificial texts to mediate our view of the world, in other words we need the media to make sense of reality. Therefore representation is a fluid, two-way process: producers position a text somewhere in relation to reality and audiences assess a text on its relationship to reality.

Representation




The area we will be covering is Textual Analysis and Representation.

You need to familiarise yourselves with the 7 areas of representation and the 4 areas of analysis. These are the areas we will be covering in class over the next 14 weeks.

As a starting point I want you to think about how you construct your own representation.

Use UK Tribes (password is on the wall in H2 but you may not need to sign in and can use it as a site for research instead) to find the group or groups (there can be crossover) that you think you belong to. 
Why do you belong to this group(s).


What media figures (actors, musicians, sportspeople, celebrities) do you consider similar to you. In what way are they similar to you/ are you similar to them?

Do you consciously 'model' (copy modes of dress, style yourself, act like) yourself on any of these media figures? Why is that?

Construct a representation of yourself using the above information. Add images of the type of clothes, accessories and gadgets you prefer. Add images and descriptions from UK Tribes to further illustrate your self representation. Post directly to your blog, or if using word embed in Scribd before uploading.

The 4 Key Areas of Textual Analysis





Camera Shots, Angle, Movement, Composition

Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder shot, and variations of these.
Angle: high angle, low angle, canted angle.
Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.
Composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.

Editing

Includes transition of image and sound – continuity and non-continuity systems.
Cutting: shot/reverse shot, eyeline match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway; insert.
Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion, ellipsis and expansion of time, post-production, visual effects.

Sound

Soundtrack: score, incidental music, themes and stings, ambient sound.
Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; sound motif, sound bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective.

Mise-en-Scène

Production design: location, studio, set design, costume and make-up, properties.
Lighting; colour design.

Textual Analysis and Representation (The 7 key areas of Representation).






You need to understand how the technical elements (in the last post) create specific representations of individuals, groups, events or places and help to articulate specific messages and values that have social significance.

Particular areas of representation that may be chosen are:
Gender
Age
Ethnicity
Sexuality
Class and status
Physical ability/disability
Regional identity

Representation




The area we will be covering is Textual Analysis and Representation.

You need to familiarise yourselves with the 7 areas of representation and the 4 areas of analysis. These are the areas we will be covering in class over the next 14 weeks.

As a starting point I want you to think about how you construct your own representation.

Use UK Tribes (password is on the wall in H2 but you may not need to sign in and can use it as a site for research instead) to find the group or groups (there can be crossover) that you think you belong to. 
Why do you belong to this group(s).

What media figures (actors, musicians, sportspeople, celebrities) do you consider similar to you. In what way are they similar to you/ are you similar to them?

Do you consciously 'model' (copy modes of dress, style yourself, act like) yourself on any of these media figures? Why is that?

Construct a representation of yourself using the above information. Add images of the type of clothes, accessories and gadgets you prefer. Add images and descriptions from UK Tribes to further illustrate your self representation. Post directly to your blog, or if using word embed in Scribd before uploading.

7 Sep 2016

How to read a film still - Taken from MediaMonkey

Keep this in mind whenever analysing a moving image clip's mise en scene. These are all the elements you need to consider.


 

TASK

Select a film still and annotate/analyse it using each of the categories on the work sheet provided.

Let us do the first together

How to Read Film Still

4 Sep 2016

Introduction To Year 12



You need to complete the following tasks:


1.Set up a blog using Blogger.
The address needs to be yournamelcmedia1617.blogspot.com

IN THE HIGHLY UNLIKELY EVENT THAT THE COLLEGE NETWORK DOESN'T ALLOW BLOGGER TO WORK, SKIP TO NUMBERS 5 AND 6 AND PUT YOUR WORK ONTO A WORD DOCUMENT

e.g. johngreenlcmedia1617.blogspot.com

2. Add the following gadgets to your blog (as a minimum):

  • labels
  • blog list
  • link to teacher blogs (also follow both teacher blogs )

3. Set up accounts in the following:

Scribd - used to embed text documents.
Slideshare - used to embed powerpoint. This may be blocked in college,you can create the account at home.
Flickr - used to embed image galleries and slideshows.
Dropbox - useful for saving files
Soundcloud - you'll use this for some of your presentations
Mixcloud - this will enable you to post themed mixes that will link to your music magazine coursework

4. The area we will be covering is TV Drama.


Please add this link to your favourites 

http://mrsmithasmedia.blogspot.co.uk/

http://fordasmedia.blogspot.co.uk/



5. As a starting point I want you to think about some of the TV Dramas that you've seen recently (this links to the summer hmwk) and produce a blog post which answers the following prompts in detail (this means around 250-500 words).
  • What made you want to watch these shows (cast, channel, storylines, reputation of show, recommendation from friends, press hype)? Explain your decision fully
  • Did you find the drama believable? 
  • Is believability or realism important?
  • Did you find the characters relatable?
  • What factors impacted or your enjoyment or lack of enjoyment?
6. Complete the 5x5 task (see separate post).