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Feminist Critical Thinking

Key words:

  • Misogyny = the hatred of females (women or girls) expressed as disgust, intolerance or entrenched prejudice, serving to legitimate women’s oppression
  • Sexism = prejudice, stereotyping, or discrimination, typically against women, on the basis of sex.
  • Patriarchy = a social system in which men hold primary power and predominate in roles of political leadership, moral authority, social privilege and control of property.
  • Feminist = a political position
  • Female = a matter of biology
  • Feminine = a set of culturally defined characteristics
  • Scopophilia = ‘taking people as objects and subjecting them to a controlling and subjective gaze
  • Voyeurism = sexual pleasure gained in looking
  • Fetishism = ‘the quality of a cut-out . . . stylised and fragmented‘), the way in which parts of the female body are presented as something to be ‘looked at’ and therefore ‘objectified‘ and ‘sexualised

Sexism from an institutional perspective and at an individual level

Feminism

  • According to Michelene Wandor, ‘sexism was coined by analogy with the term racism in the American civil rights movement in the early 1960s
  • Barry makes the point that although the women’s movement was not the start of feminism, ‘the feminist literary criticism of today is the product of the women’s movement of the 1960’s’
  • Feminist critical thought became much more prominent and pronounced during the counter cultural movements of the late 1960’s and early 1970’s, which heralded, among other changes: the facilitating of birth control and divorce, the permitting of abortion and homosexuality, the abolition of hanging and theatre censorship, and the Obscene Publications Act (1959) which led to the Chatterly trial.
  • This period is often termed second wave feminism – after the first wave of feminism, which was galvanised by organisations such as, the British Women’s Suffrage Committee (1867), the International Council of Women (1888), the The International Alliance of Women (1904),
  • In contrast, ‘at the beginning of the 1970’s the Women’s Liberation Movement set great store by the process of consciousness raising’ (Wandor, 1981:13), ‘influencing everyday conduct and attitudes.’ (Barry, 2017:124) and ‘exposing the mechanisms of patriarchy, that is, the cultural ‘mind-set’ in men and women which perpetuated sexual inequality’ (123).

Laura Mulvey

  • In a world ordered by sexual imbalance, pleasure in looking has been split between active/male passive/femaleThe determining male gaze projects its fantasy onto the female figure which is styled accordingly. In their traditional exhibitionist role women are simultaneously looked at and displayed and their appearance coded for strong visual and erotic impact
  • As Mulvey makes clear, ‘cinema offers a number of possible pleasures’.
  • Mulvey draws on the work of Jacques Lacan (‘this mirror moment‘), highlighting the parallel between the ‘mirror stage’ of child development and the mirroring process that occurs between audience and screen
  • Man is reluctant to gaze at his exhibitionist like‘, thus, he must control the look, and thereby, the narrative. Made possible ‘by structuring the film around a main controlling figure with whom the spectator can identify‘.
  • Rules and conventions of mainstream narrative cinema, that appear to follow ‘according to the principles of the ruling ideology‘. In other words, the dominant look is always hetero, rather than homosexual.

Sut Jhally

  •  Works at the Media Education Foundation (where Jean Kilbourne also produced much or her work) draws a connection between the aesthetics of pornography and the codes and conventions of the music video.
  • There’s no such thing as communication that doesn’t have something behind it, that it is always constructed by someone. And I want people to be active in the construction of their own world because if you’re not active in the construction of your own world then you’re a victim of someone else’s construction.
  • Jhally, illustrates with specific reference to a wide range of music video clips how a dreamworld is created in music videos based around a range of predictable codes and conventions, many of which are borrowed from the genre of pornography.
  • At the centre of the dreamworld is the female body and drawing on the key concepts introduced by Mulvey (objectification, voyeurism, scopophilia, fetishism) it is clear both how the dreamworld is constructed and who it appears to be constructed for. In much of the work from MEF, the theme links content analysis (what we see) to audience behaviour, for Jhally this is around violence towards women.

3rd Wave Feminism

  • Known as raunch culture
  • Third-wave feminism began in the early 1990s, coined by Naomi Wolf, it was a response to the generation gap between the feminist movement of the 1960’s and ’70’s, challenging and recontextualising some of the definitions of femininity that grew out of that earlier period
  • In particular, the third-wave sees women’s lives as intersectional, demonstrating a pluralism towards race, ethnicity, class, religion, gender and nationality when discussing feminism.
  • According to Barker and Jane (2016), third wave feminism, which is regarded as having begun in the mid-90’s is the ‘rebellion of younger women against what was perceived as the prescriptive, pushy and ‘sex negative’ approach of older feminists.’ (344) and put forward the following recognisable characteristics:
    • an emphasis on the differences among women due to race, ethnicity, class, nationality, religion
    • individual and do-it-yourself (DIY) tactics
    • fluid and multiple subject positions and identities
    • cyberactivism
    • the reappropriation of derogatory terms such as ‘slut’ and ‘bitch’ for liberatory purposes
    • sex positivity
  • According to Ariel Levy, in her book Female Chauvinist Pigs raunch culture is ‘a product of the unresolved feminist sex wars – the conflict between the women’s movement and the sexual revolution‘ (2006:74)
  • Raunch culture is the sexualised performance of women in the media that can play into male stereotypes of women as highly sexually available, where its performers believe they are powerful owners of their own sexuality’

4th Wave Feminism

  • Inter-sexuality
  • Initial critical ideas that looked at the plurality of feminist thought can be found in the early work around Queer Theory.
  • . In the UK the pioneering academic presence in queer studies was the Centre for Sexual Dissedence in the English department at Sussex University, founded by Alan Sinfield and Johnathon Dollimore in 1990 (Barry: 141).

Judith Butler

  • Judith Butler counterpoints earlier ideas of gender representation, for example, some of the ideas presented by Laura Mulvey seem to suggest that gender is fixed – male/female – that it is structured by institutions and those powerful individuals who are able to exert power and control – Weinstein et al. 
  • Butler suggests that gender is fluid, changeable, plural a set of categories to be played out and performed by individual subjects in individual moments in time and space.
  • Put another, it suggests that we have multiple identities that are performed to different people, in different social settings, under different social conditions. For example, look at categories such as lipstick lesbian, butch and femme, girly girl and so on, which illustrate the multiple, plural nature of identity, representation and performance with feminist critical thinking

Van Zoonen

  •  Lisbet Van Zoonen also highlights the idea that the concept of ‘woman’ is not a homogenous, collective noun. 
  •  ‘gender is not the defining quality alone for women, and intersects with race, sexuality and class.’ (Hendry & Stephenson 2018:52).
  • Van Zoonen, develops and applies ideas of cultural hegemony (GRAMSCI) and interpellation (ALTHUSSER) towards feminist studies
  • Van Zoonen, prioritises the realm of popular culture as the site of struggle, where identities are continually being reconstructed.

bell hook: Multicultural inter-sexuality

  • As Barker and Jane note, ‘black feminists have pointed ot the differences between black and white women’s experiences, cultural representations and interests’ (2016:346)
  • As a way of exploring this notion of intersectionality ie the idea that an approach such as feminism, is NOT UNIVERSAL, SINGULAR or HOMOGENEOUS as this is a REDUCTIONIST and ESSENTIALIST way of seeing the world. 
  • bell hook (always spelt in lower case – real name: Gloria Jean Watkins) advocates media literacy, the need to engage with popular culture to understand class struggle, domination, renegotiation and revolution.

A2 production work

Revisit Practical Work

As part of our revisit, revise, re-cap, I want to spend the rest of this half term going back over our practical work. Roughly, this means:

  • a week on the music print briefs (producing drafts for all four products) see image below
  • a week on the music video – a time to experiment, play and produce
  • 2 weeks (after half term) to complete your chosen A2 NEA
  • So you also have the 1/2 break to complete and organise your A2 NEA.

Now that you have completed your A2 NEA (ie your AS magazine and your 3 related adverts please refer to previous communications), we can now start producing some A2 creative work.

As ever, please follow my instructions carefully. As you should have realised by now, the best way to produce your best work IS NOT TO LEAVE IT ALL TO THE LAST MINUTE! 😌

Q: WHAT ARE YOU GOING TO DO?

A: YOU ARE GOING TO . . . IMA G INE . . .

REFLECTION

As we have been recently looking at MUSIC VIDEOS – that have both had a central theme of ISOLATION – I want you to . . . Imagine a music video in which the main character(s) is/are isolated listening to music on headphones.

Just to repeat – you must feature HEADPHONES in your imaginary music video.

Just to repeat – the theme is ISOLATION. So please try to draw upon the ideas that were raised on the POST COLONIAL post (link) think for example, about the meaning of DIASPORA and/or DOUBLE CONSCIOUSNESS and/or . . . In many ways, the video is probably going to be about IDENTITY so feel free to visit this post on REPRESENTATION, IDENTITY & SELF which will also give you some theoretical ideas to trigger off your i m a g i n a t i o n . . .

THEN WHAT?

PRE-PRODUCTION 1

BRAINSTORM

1 Produce and upload a mood board that visually reflects this idea.

  • Make sure you mood board has at least 20 images.
  • Make sure you images have people and places in them.
  • Look for colours, shapes, angles and shot sizes
  • Add in anything that helps to communicate your ideas adn reflects and represents your ideas visually.

DEADLINE

Please embed your mood board into a new blog post by FRIDAY 15th MAY (so DO NOT make a link – embed as JPEG!! This is a media course 😣)

Q: What is a mood board?

A: It’s fairly self-explanatory, but if you need a starting point here are a couple of videos. Remember, it can be digital or analogue . . . so yes, you can just use scissors, glue and any images from anywhere you can find them.

Good luck!

😀

2 To develop your production work, please find a non-copyright / copyright free piece of MUSIC (look this term up if you don’t fully understand it) that connects to your moodboard. Put another way: find a song that you can make a video to. The song needs to be related to the themes: isolation, diaspora, double consciousness, identity, self. AND needs to connect to your storyboard. Remember it also needs to feature headphones.

3 Upload this piece of music to the blog   – look at the embed options, in the block types. Please avoid pasting in a link (if you can 😊).

click on image to follow link

By now you should have:

  1. An idea based on a theme (held in your imagination)
  2. A number of ‘found’ images that give you a sense of place, character, colour, size, shape, texture (held on the blog)
  3. A song that connects 1 & 2 together (held on the blog)

If not. There is no shortcut, so please get this done!

If so . . . move on . . .

postcolonialism

An overview:

This post is for students (and teachers) who would like some resources – videos, quotes, theorists, key texts, key words etc to help them think about the topic of POSTCOLONIALISM, which may appear in a range of creative, media, culture, communications, English, History and other courses. Overall, this is a topic that concerns IDENTITY and REPRESENTATION. In other words, where does our identity come from? How is our identity formed? How do we understand our own identity and how is our identity represented in the local, national and global media? You can look at another post that looks at identity, representation and the self. But here it is specifically looking at identity and representation through the lens of Empire and Colonialism.

The Shadow of Slavery

Reaction and Reform?

csp 10: music video

The Specials – Ghost Town

This is a targeted CSP and needs to be studied with reference to two elements of the Theoretical Framework (Media Language and Media Representation).

1 TASK 1: MAKE SOME GENERAL NOTES ON THIS MEDIA PRODUCTION: NAMES, DATES, NUMBERS, ETC

Ghost Town is a product which possesses cultural, social and historical significance. It will invite comparison with the other CSP music video allowing for an analysis of the contexts in which they are produced and consumed.

2 TASK 2: WHAT IS THE CULTURAL, SOCIAL AND HISTORICAL BACKGROUND IN WHICH THIS VIDEO WAS COMMENTING UPON?

Ghost Town by The Specials conveys a specific moment in British social and political history while retaining a contemporary relevance. The cultural critic Dorian Lynskey has described it as ‘’a remarkable pop cultural moment’’ one that “defined an era’’. The video and song are part of a tradition of protest in popular music, in this case reflecting concern about the increased social tensions in the UK at the beginning of the 1980s. The song was number 1 post-Brixton and during the Handsworth and Toxteth riots.

The aesthetic of the music video, along with the lyrics, represents an unease about the state of the nation, one which is often linked to the politics of Thatcherism but transcends a specific political ideology in its eeriness, meaning that it has remained politically and culturally resonant.

The representations in the music video are racially diverse. This reflects its musical genre of ska, a style which could be read politically in the context of a racially divided country. This representation of Britain’s emerging multiculturalism, is reinforced through the eclectic mix of stylistic influences in both the music and the video.

3 TASK 3: MAKE SOME NOTES ON THE WAY IN WHICH THIS MUSIC VIDEOS CREATES AND COMMUNICATES MEANING IE MEDIA LANGUAGE.

You should adopt a SEMIOTIC ANALYSIS (ie the use of signs) which should specifically look at:

  • Mise-en-scene – ie what can you see in each shot
  • Cinematography – ie how does the camera frame each shot & how are the shots edited together

You should also adopt a NARRATIVE ANALYSIS

  • How the story / narrative is constructed (this post should be helpful or this BBC Bitesize post)
  • How TODOROV, LEVI-STRAUS & PROPP could be applied to this music video (you may remember that we looked at these on our AS TV CSP link here or on this narrative post on my blog
  • Think about how the visuals link to the song lyrics (is it a LITERAL OR METAPHORICAL interpretation, eg the journey through a deserted landscape, or the way lyrics refer to effects of political and economic conditions)
  • How audiences are positioned and invited to respond (do they use a direct mode of address?)
  • How the Narrative structure provides appeal, interest and pleasures (think active audiences . . Uses and Gratifications theory or for those students who looked at my Easter post, apply the 2 Step Flow model (link here)
The two step flow model of communication

You should also focus on GENRE

  • Make sure you reference Neale! You may remember that we looked at Steve Neale when we looked at AS TV CSP (link here)
  • How the music video genre uses intertextuality and hybridity to establish meanings
  • How music videos meet the expectations of audiences

ASSESSMENT

You have a choice from two A level essay questions: YOU ONLY NEED TO ANSWER 1 QUESTION and either email it to me or upload it to the blog, (but remember to let me know if you have done so). They are both A2 exam questions and they are both worth 12 marks. Mark schemes and feedback sheets are below. Further reading / sources of information at the bottom of this post. Good luck 🙂

Q1: How useful are ideas about narrative in analysing music videos? Refer to both CSP’s in your answer [12 marks]

Q2: Explain how representations used in Music Videos communicate information about their cultural and political contexts.

Useful sources of information

CSP 9: war of the worlds

https://archive.org/details/OrsonWellesMrBruns

This is a Targeted Close Study product for which you will need to focus on the following areas of the Theoretical Framework:
> Media Industries
> Media Audiences

You will need to listen to excerpts from the broadcast but the main focus will be the technological development of radio as an institution.

War of the Worlds is an early example of a hybrid radio form, adapting the H.G Welles story using news and documentary conventions. The broadcast and the initial response to it has historical significance as an early, documented, example of the mass media apparently having a direct effect on an audience’s behavior. The academic research carried out into the broadcast (and the ongoing dispute about the extent of the effect) provided some of the early media audience research and the findings have been extremely influential in the media, advertising and political campaigning.
A useful overview and discussion of the context can be found here (not part of the CSP for assessment): https://www.wnycstudios.org/story/war-worlds

Media Institutions

War of the Worlds provides an historical context for broadcasting, being produced at a period when radio was the only form of domestic media; the 1930s and 1940s became known as the ‘golden age’ of radio.

  • War of the Worlds was broadcast by Columbia Broadcasting Company – an institution still in existence (in a very different form) today.
  • Radio broadcasting was seen as direct competition to newspapers which had previously been the only way of receiving news.
  • The broadcast is typical of the way institutions are always looking for new styles in order to attract audiences.
  • Regulation – radio broadcasting was regulated by the Federal Communications Commission and it investigated the broadcast to see if it had broken any laws.
  • The broadcast provides an excellent example to consider the effect of individual producers on media industries (known as ‘auteur theory’) as this is the work of Orson Welles.

Media Audiences

War of the Worlds has become a real-world test case for a variety of audience theories, although the exact nature of the audience response is still disputed.

  • What techniques (ie Media Language) does the broadcast use to convince the audience that what they’re hearing is really happening?
  • Consider the way that external factors – global political context, gender, religion, education etc. – are likely to also affect audience response
  • The ways in which audiences interpret the same media product differently – at the time of broadcast and now (Reception theory including Hall)
  • Cultivation theory including Gerbner

Historical, political, social and cultural contexts

For many, the wider social, political, historical and cultural contexts are not just clearly connected to media studies but they are in some ways more important.

I’ve always said you can’t understand the world without the media nor the media without the world” (Professor Natalie Fenton, quoted in Fake news vs Media Studies J. McDougall p.17 2019, Palgrave)

I do spend long periods of time with my gaze turned away from the media, because I’m seeking to understand what’s going on out there, and then the role of the media in that context. I’m always putting the social, the political and the economic (contexts) first.” (ibid)

War of the Worlds can be considered in a historical context as it provides an interesting study of the power and influence of radio as a form during its early days of broadcasting. It is also useful to consider the product in a social, cultural and political context when considering audience responses to the programme. It was first broadcast on the eve of World War II and reflected fears of invasion in the US and concerns about international relations.

Some other thoughts regarding this text center around contemporary ideas of Fake News. In other words, do we / can we trust the media? Where do you get knowledge and information? It also a text that shows the power of the media, to influence vulnerable audiences. Although I wonder if the stories around audiences reacting passively as if it were a true story were exaggerated almost as a marketing exercise, that in itself is a form of made up information? Indeed, isn’t all information made up? How do we know what is truth? What is clear is that the distinction between fact and fiction is often blurred and relies upon audience members recognising and understanding specific codes and conventions that relate to each Media Language. In this instance, the Language of Radio is used creatively to structure a text that could be taken as fact, but is clearly fiction. Recognising the particular social and historical moment that this media text was produced is significant, so was this a comment on the ability of the mass media to create propaganda and manipulate a compliant and vulnerable mass audience? Is that still relevant today? Think about twitter, Trump, Brexit etc. If so, then Chomsky‘s argument that the media is used by powerful groups – ‘Manufacturing Consent‘ – is the most appropriate theory to structure an understanding of media, technology, control, manipulation and power.

Other areas to think about (but unlikely to form part of your assessment)

Media Language

  • War of the Worlds is a good case study for students to understand the way codes and conventions of radio drama (sound, dialogue, SFX, microphone technique, silence, words, accents, dialects etc) are put together to create meaning and construct a recognisable and familiar genre (Steve Neale). War of the Worlds also belongs to the genre of sci-fi and invasion – how are the conventions evident?
  • But can War of the Worlds be considered as an intertextual product? Or pastiches of other genres.
  • Consider how developing technologies affect media language: in 1938 radio was still a relatively new mass media technology, the broadcast could experiment with the form in a way not possible later on.
  • At the time of the broadcast the idea of hybrid genres was unfamiliar, with clear boundaries between fact and fiction, making this a significant development in the form.

Media Representations

While there are representations of social and cultural groups in War of the Worlds, this broadcast is particularly significant for studying how a media product constructs a representation of reality, drawing on issues in society to convince the audience of its reality.

  • How does the use of media language construct the representation of the real?
  • Is this programme an early example of fake news?
  • What signifiers of different groups and social classes are used?
  • The representation of the alien invaders in sci-fi genre.
  • As a broadcast in October 1938, can War of the Worlds be interpreted as representing particular political concerns to US – and international – society?

representation, identity & self

This post looks at the key concept of REPRESENTATION from the perspective of IDENTITY. Ultimately, identity is about the idea of KNOWING and UNDERSTANDING – particularly knowing and understanding THE SELF in relation to OTHERS. One way to think about representation therefore is to consider ideas around identity or ‘the self‘.

EARLY IDEAS ABOUT IDENTITY & THE SELF

Many academics have written extensively about this, for example Erving Goffman raised the concept of The Presentation of The Self in Everyday Life (1956) which proposed an idea of ‘the self’ as divided between the ‘front’ and ‘back’ regions, in essence this means that individuals present an idea of themselves in different moments of interaction. This is useful in terms of Media Studies, because media representations of the self – think for example of ‘the selfie’ alongside a whole host of social media platforms – provide spaces to play out and perform representations of the self.

From this perspective it identity could be thought of as composing both a ‘FRONT REGION’ which could be argued to be that presentation of the self that we all want people to see as an identity presented of ourselves. As set against, or perhaps working with a representation of a ‘BACK REGION’ which is a representation that we might want to keep hidden. How we keep it hidden may be another discussion, but for now think about images that we edit, or delete – in other words, images that we don’t want to recognise or present as a representation of our ‘self’.

WHAT DOES THIS TELL US ABOUT THE MEDIA?

That different media forms look at different presentations of the self? (think tabloid/broadsheet)?

That different media forms deliberately focus on the division between the front and back regions (think advertising/marketing, but also film, television, the internet, music . . . in fact all media forms offer the opportunity to engage with ideas of the self ‘front’ & ‘back’)

That particular media platforms (technologies) allow us to create our own sense of self ‘front’ and ‘back’ (think social media)

Why we form different representations of the/our ‘self’ may be explained by the theory of the Johari Window, students like this kind of enquiry because it makes us think about ourselves, which is arguably more significant when you are just forming your ‘adult’ or ‘professional’ identity, as opposed to the identity which is placed upon you by family and relations, school and so on

Johari Window

The ‘Johari Window‘ developed by Joseph Luft and Harrington Ingham in 1955, presents a grid model of four distinct elements that form a representation and identity of  ‘the self’, which suggests that we form multiple understandings of our ‘selfs’ primarily in four main contexts:

  1. ideas about our/the ‘self’ that are known, recognised and understood
  2. ideas that are presented to others about our/the ‘self’
  3. ideas that we want to keep hidden from others about our/the ‘self’
  4. ideas that we do not know, recognise or understand as relating to our/the ‘self’ – that perhaps others do

The model (illustrated above & below) is a useful tool to examine identities and representations, particularly those that are found on social media which usually show identity as ‘fluid’ – that is open to change, through: contradiction, juxtaposition, distinction, difference, alteration, anomaly and so on.

As a small task – create a Johari Window and choose a well know celebrity. Cut and paste a range of images (20+) and arrange them in your Johari Window. It is a short creative exercise that should show the multi-dimensional modes of personal identity.

A useful classroom exercise is to get students to populate this grid model with images of themselves, or of well known media celebrities that show images of them in different contexts that could be identified and placed as: how they like to present themselves; how they perhaps don’t see themselves; how others see them etc. Overall, the picture should become complicated, messy, overlapping, confusing, contradictory etc. Which in essence is how identity can be seen – AS A FLUID, DYNAMIC, CONTESTED AND CHANGING CONCEPT THAT IS POSSIBLE OF MULTIPLE INTERPRETATIONS.

GIDDENS AND THE IDEA OF THE SELF

Anthony Giddens in his Modernity and Self-Identity (1997) reasserts the idea that the ‘self’ is ‘fluid’ and often contradictory and suggests that this is a illustration of how the modern world (MODERNITY) “radically alters the nature of day-to-day social life and affects the most personal aspects of our experience” (p1).

In other words, we now live in a very different world where, because of changes in society, ‘conditions of life become transformed’ (p. 138). This period of social existence is often termed ‘modernity’ -and presents “new mechanisms of self-identity” (p2) – think for example, of how new personalised forms of technology can be used:

  • mobile phones (hardware),
  • social media platforms (connectivity),
  • image editors (software)

When you think about this it shows how our modern world is very different from ‘pre-modern’ times. It also points to the way in which our identity can be made, developed, altered, re-imagined, deleted, contradicted, reinforced at any moment that we wish. It shows how much power we have in terms of how we are able to re-present ourselves to the world and overall, it recognises that identity or ‘the presentation of the self’ is no longer a fixed concept and that our identity is no longer just subject to the forces of others.

Giddens is recognised as developing STRUCTURATION THEORY this basically recognises the way in which STRUCTURES in society – the family, school, companies, the government etc – exist and operate alongside individual AGENTS – people, like you and me! Important for this topic is the way in which AGENTS are able to exert and maintain power, particularly in terms of their own lives. In some ways this is a positive aspect of this type of thinking, the idea that we are able to exist and ‘be’ without interference or pressure from external structures – family, work, advertising etc (although this may not always be the case!)

As Giddens puts forward, the purpose allows individuals to secure increasing social control over their life circumstances, a moment where ‘individuals will be free to make informed choices about their activities’ (p214)

MODERNITY & THE REFLEXIVE SELF

For Giddens, ‘the self, like the broader institutional contexts in which it exists, has to be reflexively made’ a task ‘accomplished amid a puzzling diversity of options and possibilities’ (p.3) In this sense living in a time of modernity (in contrast to what Giddens terms ‘pre-modern times’) reflexivity is generally orientated towards continual improvement or effectiveness. In other words, we present a representation of ourselves but we are then able to reflect and evaluate upon it and then perhaps change it in light of new understandings, aims or demands.

“The reflexive project of the self, which consists of the sustaining of consistent, yet continuously revised, biographical narratives, takes place in the context of multiple choice as filtered through abstract systems. In modern social life, the notion of lifestyle takes on a particular significance. The more tradition loses it hold, and the more daily life is reconstituted . . . the more individuals are forced to negotiate lifestyle choices among a diversity of options. Of course there are standardising influences . . . Yet because of the ‘openess’ of social life today, the pluralisation of contexts of action and the diversity of ‘authorities’, lifestyle choice is increasingly important in the constitution of self-identity and daily activity.”

Overall, this means that it is much more difficult to think about society as a number of dissected and clear categories – male/female, young/old, gay/straight, black/white, religious/non-religious, rich/poor, eductated/not-educated and so on. This is because we are now able to take up a range of individual and interconnected (plural) identities, so individuality itself is broken up like “an incessant shower of innumerable atoms” Virginia Woolf (On Fiction)

In summary, this presents a theoretical framework for understanding how we can discuss isses of representation and raises big questions when trying to talk about traditional ideas of the audience, which can be distilled into the following series of bullet points that may help revision or for students to re-cap (alternatively feel free to take this information and adapt into your own work?)


In the first instance, you need to recognise the relationship between the media (which we can call symbolic representation ie the use of symbols to represent things – like movies, adverts, TV programmes, social media, newspapers etc) and individual identity. Ok? Have a re-read . . .

From this perspective, what is really important is identity.

So therefore the arguments would be:

  • Is our identity constructed by others (eg the media) Constructed Identity
  • Do we construct our own identity? Individual identity
  • Does our identity fit into a wider pattern that holds similarities? Collective Identity
  • Is it a process of all of these? Negotiated Identity
  • Is identity constantly open to change? Reflexive Identity

 The theory that we have looked at mostly is provided by Anthony Giddens.

His theory is called structuration theory which basically runs like this . . .

  1. We have an objective world
    • ie we are born into a set community, let’s say Jersey, which is in the UK, which is in Western Europe, which in itself is going to have a direct impact on our identity
    • ie we are born into a western style nuclear family
    • ie we are born into a type of religious belief
    • ie we are born into a set of beliefs around gender, sexuality, class and status
  2. The objective world is seen by Giddens as a set of structures and can be seen as creating sets of collective identities – ie Jersey people, British people, males/females, Christians/Muslims, Rich/Poor etc etc.
  3. We can see how the media is used to do this, because it is usually speaking to masses ie huge number of people, so it has to create what Benedict Andersen would call imagine communities – communities that aren’t real, but are Think about any of our media products and you can see how this works: ideas of male/female (Tomb Raider/Men’s Health/Maybeline/Hidden Agenda), Black/White (Letter to the Free/Hidden Agenda), Christian/Muslin (The Missing), Left Wing/Right Wing Politics (The i)
  4. Overall, this is the concept of representation and you can use the tools of semiotics to seek to discover how signs around representation (and therefore identity) are put together to construct a set of collective identities. However . . .
  5. The individual in this world (ie us) is seen as subjective and Giddens calls the individuals: agents
  6. Giddens suggests that our individual identities are actually constructed through a process of negotiation in which the subjective agent works against and within the objective structures of society.
  7. This is a process of reflexivity whereby individuals construct their own identities. Think therefore about the role of social media (Teen Vogue) or the way in which audiences construct their own meaning from particular texts (War of the Worlds). In other words, the idea of the individual agent constructing their own identity and meaning in a reflexive process suggests that we do not have to act as a mass, but rather act as individuals . . . but
  8. You cannot ignore the objective structures that inform the construction of our own identity. In other words, being male/female, white/black, straight/gay, old/young, first world/third world etc etc
  9. This process where the individual agent engages with the object structure to find their own meaning and identity is Giddens theory of structuration.
  10. Reflexivity is in this sense the act of making sense of the world, your own identity and the choices you want to make.



Social, political, historical, cultural

For many, the wider social, political, historical and cultural contexts are not just clearly connected to media studies but they are in some ways more important.

I’ve always said you can’t understand the world without the media nor the media without the world” (Professor Natalie Fenton, quoted in Fake news vs Media Studies J. McDougall p.17 2019, Palgrave)

I do spend long periods of time with my gaze turned away from the media, because I’m seeking to understand what’s going on out there, and then the role of the media in that context. I’m always putting the social, the political and the economic (contexts) first.” (ibid)

CSP 9: War of the Worlds

War of the Worlds can be considered in a historical context as it provides an interesting study of the power and influence of radio as a form during its early days of broadcasting. It is also useful to consider the product in a social, cultural and political context when considering audience responses to the programme. It was first broadcast on the eve of World War II and reflected fears of invasion in the US and concerns about international relations.

CSP 6: Common: Letter to the Free

Letter to the Free is a product which possesses cultural and social significance. It will invite comparison with other music videos allowing for an analysis of the contexts in which they are produced and consumed. Common is an Oscar and Grammy award winning hip/hop rap artist who wrote Letter to the Free as a soundtrack to The 13th – a documentary by Ava DuVernay named after the American 13th amendment (the abolition of slavery). His output is highly politicised, existing in the context of a variety of social and cultural movements aimed at raising awareness of racism and its effects in US society (e.g.: Black Lives Matter). The product can also be considered in an economic context through the consideration of if and how music videos make money (through, for example, advertising on YouTube).

CSP 5: Hidden Figures

Hidden Figures is a Hollywood low to medium budget film which combines serious (potentially controversial) themes about race in the US with a familiar, accessible film style. 

Hidden Figures deals with US history and the idea of the contribution of particular groups being ‘hidden from history’ (apparent in the marketing of the film). The subject matter of the film also links to contemporary concerns and debates about race in the US. The film is also targeted at an audience often ignored by Hollywood due to age, gender and race and thus can be explored in terms of the social and cultural context in which it was produced. As a low to medium budget film, it will be interesting to consider this film in its economic context, especially in comparison to big-budget Hollywood films.

CSP 3: Maybelline Campaign

The maybelline campaign engages with contemporary debates around ‘identity’ and ‘the self’ – in particular, the notion of a reflexive, fluid identity that is symptomatic of the role that contemporary digital media plays in the era of ‘modernity’, articulated and discussed in the work of both David Gauntlett and Anthony Giddens.

Read this extract from a book called Modernity and Self Identity: Self and Society in the Late Modern Age, written by Anthony Giddens. Or look up some quotes by Gauntlett that help you to both understand and express these ideas.

here is an edited version:

“The reflexive project of the self, which consists of the sustaining of consistent, yet continuously revised, biographical narratives, takes place in the context of multiple choice as filtered through abstract systems. In modern social life, the notion of lifestyle takes on a particular significance. The more tradition loses it hold, and the more daily life is reconstituted . . . the more individuals are forced to negotiate lifestyle choices among a diversity of options. Of course there are standardising influences . . . Yet because of the ‘openess’ of social life today, the pluralisation of contexts of action and the diversity of ‘authorities’, lifestyle choice is increasingly important in the constitution of self-identity and daily activity.”

Can you translate some of his ideas? For example, what is reflexivity? If you need more help you can read this post from my own blog: Representation, Identity & Self

Non-Binary, Intersex, CIS and . . .

Ayesha Tan Jones is a non-binary artist and musician who goes by the stage name ‘YaYaBones’

Once you have thought about this, think about the concept of a ‘non binary identity’. Follow this link to find out more. What does this mean to you? How do you feel about it? What about the concept of CIS? Or Intersex?

Do these concepts help you to understand the idea behind the Maybelline marketing campaign?

Again discuss this with your group of friends, make notes and be prepared to feedback to the rest of the class.

So how is the traditional male representation adjusting to this new world from the perspective of Advertising & Marketing?


CSP 8: The i

In the exam, newspapers will feature in Section 3. Section 3 expects students to produce long answer questions about all four key theoretical areas of this course:

  1. Media Language
  2. Media Representation
  3. Media Audiences
  4. Media Institutions

If you haven’t seen this video (which was posted for CSP 7 TeenVogue, then watch it now, as there is a clear link between news, new media technologies, societies, politics, economics and individual lives.

Task 1: New Technology and the News

Technology is central to any Media Studies course, and is of relevance in terms of news, newsgathering, production, distribution and consumption, as well as playing a significant role in terms of democracy, knowledge, access and truth. As a starter exercise to understand this relationship in terms of news production, create a table and see how many different technologies you can put in each box, to show which what technologies are used in each stage of the production process.

Technology and Newspapers
Production Distribution Consumption
pen / pencil / paper
word processor / printer
telephone
camera
microphone
license
computer
trees
DTP data processors
sources of information
(large scale) printing press
lorries / vans / cars
stacks / shelves / display cases / boxes
social media platforms
company / organisation / individual to deliver product
storage
billboards
paper boys/girls
target audience
paper (the ability to read? & understand?)
a digital device (ipad/phone, computer
reading glasses / eyes / braille / audio provision (headphones)
WiFi
target audience

Media Institutions

So the link between new media technologies, corporate ownership and the media is . . . ‘Manufacturing Consent?’

Some such as theorist, academic and intellectual Noam Chomsky, that the media is a mechanism that is deliberately used by the rich and the powerful (the elite) as a way of ‘Manufacturing Consent’

If you want to a good documentary film that explores the way “uniformed electorate make irrational decisions” Chomsky, watch the film Get Me Roger Stone . . .

Task 2: reading and thinking

“The link between media ownership of news organisations and news coverage is not easy to determine” which is briefly discussed and summarised in The Sociology of News Production by Michael Schudson.

Read this hand out and extract 3-4 short pithy quotes (that you could use in your exam answer) that helps to show your understanding and knowledge ie make sense to you. For example . . . .

  • the suggestion that the news media ‘reinforces’ a political situation (Murdock, 1982), or the idea that
  • different stances different news organisations or types of organisations take toward different audiences in the marketplace‘ (Curran et al, 1980), or
  • the proposition that “major media conglomerates control more and more of the world’s media. Where media are not controlled by organisations, they are generally voices of the state.”
  • the propaganda model that the media ‘serve to mobilize support for the special interests that dominate the state and private activity‘ (Chomsky, 1988)

So how does this process of ‘manipulation’ or ‘persuasion’ work?

  • Structures of ownership
  • The role of advertising
  • Links with ‘The Establishment’
  • Diversionary tactics – ‘flack’
  • Uniting against a ‘common enemy’

In another approach, we can suggest that the media are ‘agenda setting’, look at this powerpoint to understand what this could mean in terms of The iAGENDA SETTING

AGENDA SETTING

FRAMING

MYTH MAKING

CONDITIONS OF CONSUMPTION

In summary, we need to be able to read the signs . . .

In other words, the media are biased!

In terms of setting an agenda and mapping a clear political bias watch the video below where anchors at Sinclair-owned local news stations parrot a script pushing Trump talking points and “the troubling trend of irresponsible, one sided news stories plaguing our country.”

So can we trust the media?

How can the Media act in the ‘Public Sphere’ in the ‘Public Interest’?

“a public space between the private domain and the state in which public opionion was formed and ‘popular’ supervision of government was established” (p. 82: 1996)

Task 3: Note taking

Look at the following extracts and note 5-10 bullet points that shows your understanding of ‘the public sphere‘ and the media as watchdog. Focus on what these terms mean and how did they emerge and develop. For example, in the extract: Mass Media and Democracy by James Curran there is a focus on Jurgen Habermas and his concept of the ‘Public Sphere‘, basically arguing that the developments in education and the mass media allowed for a greater access to information particularly with regard to government, authority and the exercise of control. Similarly, Denis McQuail aruges for a media that specifically works in the public interest and not in a purely commercial interest.

Mass-Media-and-Democracy-James-Curran-focus-on-Habermas-1-column

This links to the main proposition that we faced earlier in the academic year which was: in what ways are the culture industries different from other industries? Which was put forward in this extract from this opening chapter Culture Communication & Political Economy by Golding and Murdock from  Mass Media and Society by James Curran and Michael Gurevitch,

A good starting point is to read this summary of James Curran and Jean Seaton’s work found on  page 121 of the AQA Media Studies text book (Hendry & Stevenson), that highlights their 1997 book: Power without Responsibility (James Curran and Jean Seaton) .

“shows how different ways of financing and organising cultural production have traceable consequences for the range of discourses and representations in the public domain” (p.11: 1996)

but . . . we need to be careful of astroturfing …

And our own ‘Political Bias’

Task 4: Complete the Political Compass Survey to give you an understanding of left / right . . . authoritarian / libertarian . . .

If news media (and other media forms?) exhibit bias, how can we identify and critically understand it? A good starting point may be to identify our own social-economic-political bias, so take this survey from ‘The Political Compass’ (link to test).

Post up the image of your results from the Political Compass and make some brief notes that show your understanding of left / right politics and authoritarian / libertarian forms of social control.

About the Political Compass

In the introduction, we explained the inadequacies of the traditional left-right line.

single left-right axis

If we recognise that this is essentially an economic line it’s fine, as far as it goes. We can show, for example, Stalin, Mao Zedong and Pol Pot, with their commitment to a totally controlled economy, on the hard left. Socialists like Mahatma Gandhi and Robert Mugabe would occupy a less extreme leftist position. Margaret Thatcher would be well over to the right, but further right still would be someone like that ultimate free marketeer, General Pinochet.

That deals with economics, but the social dimension is also important in politics. That’s the one that the mere left-right scale doesn’t adequately address. So we’ve added one, ranging in positions from extreme authoritarian to extreme libertarian.

cartesian plane with horizontal left-right axis and vertical authoritarian-libertarian axis

Both an economic dimension and a social dimension are important factors for a proper political analysis. By adding the social dimension you can show that Stalin was an authoritarian leftist (ie the state is more important than the individual) and that Gandhi, believing in the supreme value of each individual, is a liberal leftist. While the former involves state-imposed arbitrary collectivism in the extreme top left, on the extreme bottom left is voluntary collectivism at regional level, with no state involved. Hundreds of such anarchist communities existed in Spain during the civil war period

You can also put Pinochet, who was prepared to sanction mass killing for the sake of the free market, on the far right as well as in a hardcore authoritarian position. On the non-socialist side you can distinguish someone like Milton Friedman, who is anti-state for fiscal rather than social reasons, from Hitler, who wanted to make the state stronger, even if he wiped out half of humanity in the process.

The chart also makes clear that, despite popular perceptions, the opposite of fascism is not communism but anarchism (ie liberal socialism), and that the opposite of communism ( ie an entirely state-planned economy) is neo-liberalism (ie extreme deregulated economy)

chart with Stalin, Gandhi, Friedman, Thathcher, Hitler

The usual understanding of anarchism as a left wing ideology does not take into account the neo-liberal “anarchism” championed by the likes of Ayn Rand, Milton Friedman and America’s Libertarian Party, which couples social Darwinian right-wing economics with liberal positions on most social issues. Often their libertarian impulses stop short of opposition to strong law and order positions, and are more economic in substance (ie no taxes) so they are not as extremely libertarian as they are extremely right wing. On the other hand, the classical libertarian collectivism of anarcho-syndicalism ( libertarian socialism) belongs in the bottom left hand corner.

In our home page we demolished the myth that authoritarianism is necessarily “right wing”, with the examples of Robert Mugabe, Pol Pot and Stalin. Similarly Hitler, on an economic scale, was not an extreme right-winger. His economic policies were broadly Keynesian, and to the left of some of today’s Labour parties. If you could get Hitler and Stalin to sit down together and avoid economics, the two diehard authoritarians would find plenty of common ground.

A Word about Neo-cons and Neo-libs

U.S. neo-conservatives, with their commitment to high military spending and the global assertion of national values, tend to be more authoritarian than hard right. By contrast, neo-liberals, opposed to such moral leadership and, more especially, the ensuing demands on the tax payer, belong to a further right but less authoritarian region. Paradoxically, the “free market”, in neo-con parlance, also allows for the large-scale subsidy of the military-industrial complex, a considerable degree of corporate welfare, and protectionism when deemed in the national interest. These are viewed by neo-libs as impediments to the unfettered market forces that they champion.

Task 5: Apply the theory to the CSP

Now you have a better understanding of left / right; authoritarian/libertarian forms of government and control, let’s apply the CSP / The i.

Use some of the questions from the survey that you have just taken from The Political Compass and link them to specific examples to the CSP (below).

Set out your approach ie your questions and the examples in a table.

Once you have produced enough data, see if you can plot the compass position of The (based only on the 3 pages of our CSP.

As an alternative or more refined approach, take the whole test from the perspective of The i.

https://yougov.co.uk/topics/politics/articles-reports/2017/03/07/how-left-or-right-wing-are-uks-newspapers

Summing up this CSP

Overall, in this section students are aiming to develop enough knowledge to show understanding of most of the following:

  • patterns of ownership and control, including conglomerate mergers, vertical / horizontal integration and diversification
  • the impact of economic factors, including commercial and not-for-profit aims and intentions
  • the processes of production, distribution and circulation
  • the role played by key organisations, groups and individuals in a global context
  • how media organisations maintain, varieties of audiences nationally and globally
  • recent technological change in terms of production, distribution and circulation
  • patterns of consumption and response in terms of new media technologies
  • the impact of ‘new’ digital technologies on media regulation, including the role of individual producers
  • the regulatory framework of contemporary media in the UK

Task 6: Define these key terms

Now that we have developed an overall understanding, it is time to define and make notes on some key terms that you will need to know for your exam.

  • News Values
  • Gatekeepers
  • Regulation / Deregulation
  • Free market vs Monopolies & Mergers
  • Media concentration / Conglomerates / Globalisation (in terms of media ownership)
  • Vertical Integration & Horizontal Integration
  • Neo-liberalism and the Alt-Right
  • Surveillance / Privacy / Security / GDPR
  • The Leveson Enquiry
  • The Cairncross Review (read these questions under consideration: Caincross_call_for_evidence_govuk)

As a final point for this CSP make sure you facts and figures are in place . . .  

Task 7: Find 10 Facts about The i

Build up evidence (ie KNOWLEDGE), for example, find some information about:

  • History,
  • Format,
  • Editors,
  • Political stance,
  • Target Audience,
  • Cost,
  • Circulation,
  • Profit
  • etc

Note that the previous owners of The i – Johnston Press were up for sale and were bought out by JPI Media, read this article and that this ownership has recently changed through the acquisition and merger by the Daily Mail group https://www.bbc.co.uk/news/business-50598506 and https://www.theguardian.com/media/2019/nov/29/daily-mail-owner-buys-the-i-newspaper

Or for a brief look at contemporary ownership and control read this BBC article that asks why Billionaires want to own the news?

Assessment

ASSESSMENT: Go to the Planner page/tab and choose either the 7571 Question Paper from 23rd May 2018 and answer question 8. Plan your answer, share your responses and collaborate with others to produce a complete and full answer. Look at the feedback assessment sheet below for starting points and areas that you could / should cover in your answer.

You will also need to specifically refer to Curran and Seaton, so please look at the references to Curran and Seaton in the feedback sheet (and presented below) and look to match these ideas with your own reading of the two texts provided below. The aim is to build up your own knowledge and understanding of Curran and Seaton as this should be central to your answer.

  • ‘the United Kingdom regards press freedom as an absolute freedom.’ The government leaves it to the market forces to decide which press products survive’ (1992: 53).
  • In the case of the press, with certain limited exceptions, no legal restriction is placed on the right to buy or launch a newspaper. (This ensures, in liberal theory, that the press is free, diverse and representative (Curran and Seaton 2003: 346-7).
  • In this view of freedom of expression, it is the interests of the press, not of its readers nor of the subjects of its coverage, which are fundamental. (‘Free enterprise is a pre-requisite of a free press’)
  • Based on the assumption that democracy is best served by the free exchange of ideas, for which freedom of expression is vital. (‘the best test of truth is the power of the thought to get itself accepted in the competition of the market’)

teenvogue

  • Ownership – owned by condé nast who is owned by Advance Publications who owns discovery channel as well
  • owned by the conglomerate Advance Publications and uses horizontal integration
  • It has other magazines allowing to reach a wider audience
  • revenue was US$2.4 billion (2016)
  • Advertising, marketing, product placement etc – in terms of revenue and type of products featured in Vogue (INSTITUTION & AUDIENCE)
  • Primary target audience 12-17 year old girls
  • Uses and Gratifications – understanding about self and knowledge about the world
  • Messages sent (encoded/decoded) ie the values, attitudes and opinions of this CSP (or ideology / political & social bias) (= REPRESENTATION)
  • Use of new technology / relationship to old technology (= LANGUAGE)
  • Layout, language, style, design, words, images, symbols, connectivity (=LANGUAGE)

Media Language

How are the codes and conventions of a website used in the product? How are these conventions used to influence meaning? The website could be analysed in terms of:

  • The language of composition and layout: images, positioning, layout, typography, language and mode of address.
  • The genre conventions of websites will be studied and the genre approach should also include reference to the content of lifestyle websites.
  • The application of a semiotic approach will aid the analysis of the way in which the website creates an ideology about the world it is constructing – often to do with age, beauty and social and political issues.
  • Narrative in the context of online material can refer to the way that the images and the selection of stories construct a narrative about the world.

Media Representations

The choice of this online product provides a wide range of representational issues. These include the representation of the target audience of young women in the United States but also globally. The focus on representation will build on work done in the analysis of visual images and can also be used to explore target audiences and ideological readings:

  • Representation of particular groups (age, gender, race), construction of a young female identity.
  • Rise, Resist. Raise your Voice’ is the slogan for the website.
  • Who is constructing the representation and to what purpose? the political opinions based on both the site and its sister publications leads me to believe that the general political opinion of Teen Vogue is more left leaning. Leftist politics focus more on people and society rather than financial loss/gain (capital)
  • The focus on politics, social issues and technology (in addition to fashion and celebrity) suggests a new representation of young women.
  • Analysis of the construction and function of stereotypes
  • Representation and news values – how do the stories selected construct a particular representation of the world and particular groups and places in it?

List of CSP articles

Kim Kardashian West talks about mass incarceration – written by de elizabeth in january 2020

This article features a famous celebrity – Kim Kardashian. This person is well known to young girls, and has a large following on instagram, earning about $750,000 per post. Kim kardashian could be classed as a social media influencer, and is idolised by young girls.

In this article, Kim kardashian talks about mass incarceration, which is featured in her upcoming Oxygen documentary Kim Kardashian West: The Justice Project. In the article, it is mentioned that mass incarceration disproportionately effects people of colour as well as women. This is important to mention as the targeted audience of this magazine are young girls, and therefore this issue is specifically affecting them. This means that, with Hall’s theory of preferred reading, the response is likely to be dominant due to the targeted audience being mainly young girls. However, there still may be those who do not agree with the article (other…?) as well as those with a negotiated response (e.g. may think that people of colour are more likely to be incarcerated than women or may not agree with Kim Kardashian). In the article, Kim K states that “people deserve a second chance”, which is quite a general statement for this issue.

However, something contradictory about Kim Kardashian is that while she is spreading awareness of this issue by making a documentary about it, it’s still a documentary, which is still going to get her money and prestige. Furthermore, Kim K’s worth is $350 million, and she earns roughly $750,000 per post, meaning that she has the money to go out and physically make a difference but refuses to do so

Your Rights to unionise

Tomb raider

  • made in 1996
  • features protagonist Lara Croft – who shows both a mix of radical and reactionary beliefs (in a position of power – main character, strong female lead yet is sexualised to appeal to the male gaze)

Marshall Mcluhan: Medium is the message

  • cinema transforms groups and societies
  • we are more ‘isolated’ due to media
  • you don’t fully understand the medium = you don’t fully understand the message
  • in the context of teenvogue = distributed through social media, e.g. twitter. if the target audience enjoys reading teen vogue, they are more likely to check twitter often, shaping their social media habits.

Key Words associated with New Media

shareactivecreativehost
storyre-connectpersonalisestream
experiencestorescaleimmerse
interfaceliveadaptbinge
conversationre-performcirculateendless

share – the story is shared through the teen vogue website or twitter so it’s easy to share through a link or retweet

binge – articles are compiled so its easy to binge read

circulate – content can be easily circulated through retweets, especially from larger social media accounts

NEW MEDIA
OLD MEDIA
Active involvementPassive involvement
Two-way conversationOne-way conversation
Open systemClosed system
TransparentOpaque
One-on-one marketingMass marketing
About MeAbout Them
Brand and User-generated ContentProfessional content
Authentic contentPolished content
FREE platformPaid platform
Metric: EngagementMetric: Reach/ frequency
Actors: Users / InfluencersActors/ Celebrities
Community decision-makingEconomic decision-making
Unstructured communicationControlled communication
Real time creationPre-produced/ scheduled
Bottom-up strategyTop-down strategy
Informal languageFormal language

CSP 7: Vogue

What is the CSP?

The actual CSP for this unit is to be found by you on any three of the following Vogue platforms:

In other words, to explore the MEDIA FORM that we recognise as: online, social and participatory media, students should look at the sites listed above in detail (specifically including the home page of the website and the ‘Lifestyle’ section) along with other relevant examples, illustrations, sections etc TO PROVIDE EVIDENCE for your essays.

Find out as much you can about this product and post your findings on a new blog post. Start by THINKING. What aspects of NEW MEDIA interest you? What aspects of Teen Vogue help you to explore and understand NEW MEDIA. Make sure you develop your initial ideas with some EVIDENCE, post up your findings to use as revision notes. Find evidence about individual stories as well as about the organisation who produces these products. OVERALL, you are trying show KNOWLEDGE OF THIS CSP and UNDERSTANDING OF NEW MEDIA

Starting points:

  • Ownership (INSTITUTION)
  • Conglomeration, vertical and/or horizontal integration
  • Cross-media titles / products (= INSTITUTION)
  • Income / Expenditure (= INSTITUTION)
  • Advertising, marketing, product placement etc – in terms of revenue and type of products featured in Vogue (INSTITUTION & AUDIENCE)
  • Primary target audience (= AUDIENCE)
  • Uses and Gratifications (= AUDIENCE)
  • Messages sent (encoded/decoded) ie the values, attitudes and opinions of this CSP (or ideology / political & social bias) (= REPRESENTATION)
  • Use of new technology / relationship to old technology (= LANGUAGE)
  • Layout, language, style, design, words, images, symbols, connectivity (=LANGUAGE)

Use the 3 recommended sites for this CSP and identify SPECIFIC STORIES,to EXTRACT SPECIFIC DETAIL to use as SPECIFIC EVIDENCE.

TASK 2: Select 2-3 stories from any of the links provided above and use these to provide a close textual analysis reading of Teen Vogue. As a starting point analyse your chosen examples (stories, tweets, posts etc) in terms of 1) political, social, cultural and economic contexts; 2) Media Language; & 3) Media Representations. Some starting points can be found below:

Political, social and cultural and economic contexts

Teen Vogue is culturally significant in its marrying of the political with fashion and lifestyle to target a young female audience more traditionally seen as interested in more superficial issues. Its explicit feminist stance and reporting on the Trump presidency has made it a relatively radical voice in the context of mainstream US media. The social and economic contexts can be addressed in terms of how the product has been received and how it has succeeded when other magazines (online) are struggling to maintain audiences.

Media Language

How are the codes and conventions of a website used in the product? How are these conventions used to influence meaning? The website could be analysed in terms of:

  • The language of composition and layout: images, positioning, layout, typography, language and mode of address.
  • The genre conventions of websites will be studied and the genre approach should also include reference to the content of lifestyle websites.
  • The application of a semiotic approach will aid the analysis of the way in which the website creates an ideology about the world it is constructing – often to do with age, beauty and social and political issues.
  • Narrative in the context of online material can refer to the way that the images and the selection of stories construct a narrative about the world.

Media Representations

The choice of this online product provides a wide range of representational issues. These include the representation of the target audience of young women in the United States but also globally. The focus on representation will build on work done in the analysis of visual images and can also be used to explore target audiences and ideological readings:

  • Representation of particular groups (age, gender, race), construction of a young female identity.
  • Rise, Resist. Raise your Voice’ is the slogan for the website.
  • Who is constructing the representation and to what purpose?
  • The focus on politics, social issues and technology (in addition to fashion and celebrity) suggests a new representation of young women.
  • Analysis of the construction and function of stereotypes
  • Representation and news valueshow do the stories selected construct a particular representation of the world and particular groups and places in it?

Defining and conceptualising New Technology

Technology is central to any Media Studies course, and is of relevance in terms of the production, distribution and consumption of news and news-gathering, as well as playing a significant role in terms of democracy, knowledge, access and truth. As a starter exercise to understand this relationship in terms of news production, create a table and see how many different technologies you can put in each box, to show which what technologies are used in each stage of the production process.

TASK 3: Define ‘New Media’ against ‘Old Media’. Use some of the key language highlighted in this post (see the separate sections on Language, Representation, Audience, Institution below). And/or follow this link

Key Words associated with New Media

share activecreative host
story
re-connect personalise stream
experience store scale immerse
interface live adapt binge
conversation re-perform circulate endless

Table to contrast ‘New’ vs ‘Old’ Media: Do you agree?


NEW MEDIA

OLD MEDIA
Active involvement
Passive involvement
Two-way conversation One-way conversation
Open system Closed system
Transparent Opaque
One-on-one marketing Mass marketing
About Me About Them
Brand and User-generated Content Professional content
Authentic content Polished content
FREE platform Paid platform
Metric: Engagement Metric: Reach/ frequency
Actors: Users / Influencers Actors/ Celebrities
Community decision-making Economic decision-making
Unstructured communication Controlled communication
Real time creation Pre-produced/ scheduled
Bottom-up strategy Top-down strategy
Informal language Formal language

TASK 4: Take 5 pairs of key terms from the table above and illustrate what they mean in terms of New Media, with a particular and VERY SPECIFIC textual reference from one of the Teen Vogue sites set by the board.

Now write some notes that answer the following questions:

Who really benefits from a digitally networked society? Big business or individuals? Refer to ‘loop theory’ and the ‘Dunbar number’

Q: How does big business benefit? What commodity do they trade in? Answer: predictive human behaviour. Write out an answer in your own words.

Shoshana Zuboff (very recent and very important theorist to quote . . .)

interests have shifted from using automated machine processes to know about your behaviour to using machine processes to shape your behavior according to their interests

Zuboff 2019, p. 338

So who is in control? The customer or the technologies? Are the technologies responding to our behaviour? Or is your behavior determined by the technology?

Read the extracts below, note the assertion that ‘social media users are dangerously unaware of the vulnerabilities that follow their innocent but voluminous personal disclosures’, that new technologies are now developing sophisticated tools to develop a relationship with potential customers based on ‘micro-behavioral targeting’, which looks to ‘change people’s behaviour through carefully crafted messaging’.

The Age of Surveillance Capitalism, Zuboff, 2019 p.272-273
The Age of Surveillance Capitalism, Zuboff, 2019 p.276-277

Task 5: Make a table that sets out the positive and negative consequences of using social media for audiences

Media Industries

Teen Vogue is a commercial media product but could also be seen as fulfilling a public service through its political reporting and social campaigns. The website also demonstrates the way that publishing institutions (in this case Conde Nast) have developed their reach through new technology and convergence – particularly relevant to this target audience.
• Teen Vogue’s web and social media sites show how institutions respond to changes in consumption.
• The use of digital platforms to expand the output and reach of the products demonstrates how institutions have responded to the impact of new technology

Media Audiences

The close study product provides an example of a clearly targeted, primary audience through demographics of gender and age which should encourage the study of issues of identity. Related to this would be a discussion of the changing relationship between producers and audiences in the context of participatory media.
• Definitions of mass and minority or specialised audiences.
• Debates around the idea of targeting specialised audiences (by age, gender, lifestyle etc.) and how successful that targeting is.
Differing interpretations by different groups – those belonging to and outside the primary audience. (Stuart Hall – reception theory)
• Opportunities for audience interactivity and creativity.

ASSESSMENT / EXAM QUESTIONS

TASK 6: Look at Question 9 on this past paper and then look at the guidance provided in this mark scheme . Read it through. Think about it and then write a 10 bullet point essay plan. Make sure each bullet points links to the next. Top and tail your plan with your main argument and conclusion (usually the same or similar)

ASSESSMENT: Go to the Planner page/tab and answer question 9 on the AS media Paper 1. Plan your answer, share your responses and collaborate with others to produce a complete and full answer. Look at the feedback assessment sheet below for starting points and areas that you could / should cover in your answer. Good luck!