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Thursday, 9 May 2013

Theories

Year 12 Lesson Today - last proper lesson!!!

1.  Decide three theories you're going to use in your case study answer.


Barthes, Roland used the term Myth in order to refer to a second order of signification with a chain of concepts widely accepted throughout a culture and used to understand an experience. Our myth of the countryside, for example, refers to a chain of concepts such as: it is good; it is natural; it is peaceful; it is beautiful; it is a place for leisure and recuperation. Then there is the traditional myth about the British policeman which includes concepts of friendliness, helpfulness and non-aggressiveness.

Fiske J. (1987 Television Culture)

Fiske describes television news bulletins as high-status texts because of their agenda-setting role in the political and social life of our culture. Broadcasters themselves attach high status to news bulletins as can be seen by their positioning at fixed points in the schedules. They are rarely displaced and other programmes must fit around them, sometimes actually being divided into two sections. See Studying The Media P106.

Katz, E (1959 ‘Mass Communications Research and the Study of Popular Culture Studies in Public Communication, vol. 2. See ‘Investigating Mass Media, Trowler 1996). Katz is one of the originators of the gratifications model which suggests that different people use the media in different ways in order to get different sorts of pleasure or fulfil different types of needs. They may get different gratifications from the same programme. The gratifications model stresses the importance of what people do with the media rather than what it does to them. Compare with Herbert Marcuse.

Marx, Karl (1818-1883), German political philosopher and revolutionist, cofounder with Friedrich Engels of scientific socialism (modern communism), and, as such, one of the most influential thinkers of all times. Communism, is a concept or system of society in which the major resources and means of production are owned by the community rather than by individuals. In theory, such societies provide for equal sharing of all work, according to ability, and all benefits, according to need. Some conceptions of communist societies assume that, ultimately, coercive government would be unnecessary and therefore that such a society would be without rulers. Until the ultimate stages are reached, however, communism involves the abolition of private property by a revolutionary movement; responsibility for meeting public needs is then vested in the state.

 

 

 

Maslow. The American psychologist Abraham Maslow devised a six-level hierarchy of motives that, according to his theory, determine human behaviour. Maslow ranks human needs as follows: (1) physiological; (2) security and safety; (3) love and feelings of belonging; (4) competence, prestige, and esteem; (5) self-fulfilment; and (6) curiosity and the need to understand. No single theory of motivation has been universally accepted, but a direction is evident. Formerly, many psychologists stressed the reduction of stimulation to its lowest possible level. An organism was thought to pursue that behaviour most likely to bring about this desired state of no stimulation. Many human physiological systems do in fact operate in this manner. Recent cognitive theories of motivation, however, portray humans seeking to optimise rather than minimise stimulation and are thus better able to account for exploratory behaviour, the need for variety, aesthetic reactions, and curiosity. His theories have been adapted by Media critics and theorists and they are applicable to the topics of Audience and Advertising & Marketing.

Propp, Vladimir. In ‘Morphology of the Folk Tale’ Propp analysed folk tales as a basis for his 32 character types all of whom perform some kind of function in the way a narrative is organised and developed. Amongst these types are to be found the Hero, the Heroine, the Villain and the Donor, the latter, for example, providing advice, magic or a talisman to help the Hero. This type of analysis is useful when considering simple texts - especially formulaic popular cinema. More complex art is beyond Propp’s system. See also, Joseph Campbell and Christopher Vogler.

Todorov, Tzvetvan argued that narratives begin with a state of equilibrium, where there is harmony and balance between characters and their environment/situation. Then comes some form of disruption which sets in motion a train of events. At the end of the narrative a new equilibrium is reached. Note how this model is particularly applicable to sitcoms where, however, the equilibrium achieved at the end is usually identical to that which began the narrative.

 

 

 

John Berger – The Male Gaze.  Writing in 1972, Berger insisted that women were still ‘depicted in a different way to men - because the "ideal" spectator is always assumed to be male and the image of the woman is designed to flatter him’ (ibid., 64). In 1996 Jib Fowles still felt able to insist that ‘in advertising males gaze, and females are gazed at’ (Fowles 1996, 204). And Paul Messaris notes that female models in ads addressed to women ‘treat the lens as a substitute for the eye of an imaginary male onlooker,’ adding that ‘it could be argued that when women look at these ads, they are actually seeing themselves as a man might see them’ (Messaris 1997, 41). Such ads ‘appear to imply a male point of view, even though the intended viewer is often a woman. So the women who look at these ads are being invited to identify both with the person being viewed and with an implicit, opposite-sex viewer’ (ibid., 44).

MEST 3 Class Question

The world first heard about the death of Michael Jackson from the online gossip website TMZ. How has new/digital media changed the ways in which information reaches audiences and what are the implications? (48 marks)
‘New and digital media erodes the dividing line between reporters and reported, between active producers and passive audiences: people are enabled to speak for themselves.’ (www.indymedia.org.uk) Have such developments made the media more democratic, with more equal participation by more people? (48 marks)

Exam Revision

Not long to go people!  You should be at the final stage of your revision now, and everything should really just be consolidating and learning facts and figures and media terminology.

Below are 5 key things to do when revising:

1.  Analyse everything you watch!  It doesn't have to be out loud but when you watch a programme or an advert imagine the questions you'd get and what you'd say.

2.  Learn facts and figures about your films.  You should be the Oracle on your films by now.

3.  Go over past blog posts and find exam questions and mark schemes you can use for revision.  Also use AQA - you don't need a login.

4.  Make sure you know Media terminology off by heart!  It's so important to get it into your answers.

5.  Decide the theories you are going to use in the case study answer.  How will you apply them?  Make that decision now. 



Sample questions are the best way to learn in my opinion - you just cannot do enough.  Read the examiners reports and the questions and decide exactly what it is that you are going to do in that exam.  Have a plan! 

Wednesday, 8 May 2013

Year 12 Homework for Thursday

Question 5
Evaluate how far audiences are able to represent themselves and/or their ideas and opinions

in media products from your cross-media study.

Support your answer with reference to a range of examples from three media platforms.

Production

Production

What are the pre-production issues for the production company when making films?
Whose idea was the film? Did the idea start with the writer, or were writers brought in to develop a preconceived idea?
What are the issues with the genre of the film?
Where did the idea come from? Was it an original idea, or perhaps a book first, or TV series, or comic strip, or from some other source?
Who wrote the original script? Did other people become involved in the writing as the project progressed?
How easy was it to arrange the financial backing to make the film? Who were the financial backers? Why?
Casting – who were cast in the main roles and why? What other films featured the stars? What were the associations they brought with them?
Who was the producer? How did he or she become involved?
Who was the director? How did he or she become involved?
Who composed the film music and why was he or she chosen? Consider the sales of the CDs on Amazon, etc. Seek out reviews.


§What were the issues for the production company during the production phase?
Was it an easy ‘shoot’? If there were difficulties what were they? Were there tensions between any of the creative personnel, often known as ‘the talent’?
Was any part of the film shot on location? If so, where? Why were some locations chosen over others? Were costs a factor?
Where there any difficulties with casting or with acquiring the stars/actors the producer wanted?
How significant was casting to reach specific audiences?
What did the studio film cost to make? How much did the stars get? Where did the budget go? Was the film shot within budget? Was it ever in any danger of going over budget?
Were there any changes to the script during production? How many changes or re-writes? Did the same scriptwriter(s) stay ‘on board’ all the time, or were some replaced?
List some of the key people who made contributions to the production and highlight some of their individual contributions.

§What were the technological issues for the studio for producing and distributing the film?

Distribution and Marketing


Distribution and Marketing

§What was the impact for marketing and consumption from the following aspects of distribution for your film?
Who were the distributors? How well known is/was the company? What is their track record as distributors? (other films they have distributed)
Who was the target audience for your film? How do you know?
How did the film-makers decide where to release the film and when? What was the eventual release pattern nationally and locally?
What deals were made for distribution abroad? How easily were these deals secured?
Why did they at any stage change their plans for the release pattern, and if so, why?
What was the marketing and advertising strategy for the film?

§Was there a premiere, and if so, where?
Was your film distributed to digital cinemas?
When did it go to DVD, HD-DVD and what are the sales figures?
How important are internet downloads and YOUTUBE
How does the official film website market the film? Are there any official and blogs, etc.?
Find film posters and analyse them for how they reach their audience(s) targeted British audiences to see the film.
What outlets were used for advertising? Were TV spots used?
Were there any merchandising tie-ins? (products/toys, posters, photos, etc. Who were the consumers/audiences for those?) How were they introduced (as a marketing campaign in the weeks leading up to the release of the film?)
Was any additional publicity gained, and if so, how?
How did the distributors market the film by utilizing “the talent” to appear on TV and radio shows? What kinds of press stories were released as and before the film came out?

Exhibition and Consumption


§What were the issues during the exhibition and consumption /audience phase of your film?
When was the film released; also where and on how many screens?
Was there a particular strategy attached to increasing the number of prints available?
Were there any difficulties with the censors? How did the censors classify the film?
Were there any other special restrictions placed on the exhibition of the film?
What were the reactions of the critics to the film? Was it considered a critical success? Has it been re-assessed since then?
Find several good film reviews and make notes on common features
Consider the public’s response to the film; read and make notes on features from reviews on AMAZON, etc.
Did the film create a particular media debate, or create news headlines?