Media Exam Revision Seminar Unit 3

1. Media Exam Revision SeminarUnit 3 Area of Study: Media Influence Focus: Analyse the nature and extent of media influence.

2. Media influenceWhat you need to do • Key skills • Compare and contrast communication theories and/or models; • Identify and describe key viewpoints about the nature and extent of media influence • Analyse arguments and evaluate evidence about the nature and extent of media influence; • Discuss the relationship between audiences and a range of media forms and texts; • Analyse the rationale for, and effectiveness of, measures designed to control media content; • Discuss issues in assessing media influence

3. Media is communication • Sender - Message - Receiver • Product Inform Audience • T.V Educate Class • Radio Entertain High class • Newspaper Those who have • Internet Low class Those who don’t

4. Theories about Media Communication • Bullet 1920’s Mass audience Frankfurt school Passive Text closed • Agenda 1970’s Gate keepers UK Hall Active What to think about • Post modern1980’s Text open France Derrida Active • Reinforcement 1960’sText reinforces USA Klapper Active • User Gratification 1940’s Text used USA Lazarfeld Active

5. Exam Criteria • Understanding of theories of media influence. • Evaluation of the nature and extent of media influence.

6. Media forms and texts • You will be required to know about a range of media forms For example: • TV, computer games, newspapers, feature films, news broadcasts, advertising • You will be required to know about a range of media texts For example: • The Herald Sun, Andrew Denton, Big Brother, Today Tonight, Dolly Magazine, TAC ads.

7. What are theories of media influence? • linear models • which see meaning inherent within a text, waiting to be uncovered • Audience is passive • For example Bullet theory & Agenda Setting Function Theory • semiotic constructivist models • which see meaning as arising from the interaction of a text with a reader • Audience is both passive & active who read texts depending on cultural norms • For example Post modernism

8. What is the difference between • A theory is a set of systematically related generalisations suggesting new observations for empirical testing. • A model is a theoretical and simplified representation of the real world, it is often useful to illustrate a theory.

9. What does this mean? • Linear theories and models are those where communication happens in a line, from the media to the audience or from the audience to the media. • Not many people think that linear theories are very useful these days, media communication is much more complex than 2 way messages. Early theories Later theories Later theories again

10. What do I need to know about communication theories? • Several communication theories and/or models in detail- choose both linear and semiotic models • History • How they are claimed to work • Evidence claimed to demonstrate their adequacy for explaining the communication process • Research • Criticisms and further developments of these theories

11. Arguments about influence • What are the arguments? • Which media forms and texts do these arguments apply to? • Who is claiming the influence? • What is their authority? • What do others think? • What criticisms can be made of the argument or those proposing it?

12. Evidence for claimed influence • What types of evidence are there? • What is the trustworthiness of these types of evidence? • What theories underpin each form of evidence? • Specific examples of evidence • Application of these examples to individuals, audiences and the community • Strengths and weaknesses of these examples

13. Media influence is bothpositive and negative! • There are many individuals, organisations and studies that seek to prove that the media is a bad influence on individuals, audiences and society • It is fashionable to blame the media for society’s ills • The media can and does have a positive influence on individuals and the community!

14. Theories of audience • Understand and discuss the relationship between audiences and a range of media forms and texts • Arguments and evidence that the media is actively used by individuals, audiences and society for different purposes at different times.

15. Some audiences are claimed to be more susceptible to media influence than others • Who is making these claims? • How authoritative are they? • What is their evidence? • This is not about generalisation but about evidence!!!

16. A note on children • Are often claimed to be the most susceptible audience • This may be because of factors including: • The quantity of media they consume • The difficulty in researching the newly verbal • Our cultural biases about the innocence, understanding and role of children in society • Ethics and other difficulties in research methods. • Children are much more aware of the difference between reality and media constructions much earlier than we credit them for.

17. A case in point Child obesity: Bracks targets junk-food ads The Age September 18, 2005 VICTORIA is spearheading a push for tougher guidelines restricting television junk-food advertising aimed at children. Premier Steve Bracks has written to Prime Minister John Howard requesting stricter rules on commercials shown during children's viewing times. The letter, sent on Friday, said 25 per cent of Australian children were overweight or obese and recent research had shown children were exposed, on average, to 77 television advertisements a week for foods of low nutritional value, such as confectionery and fast food.

18. Sample question Politicians and community leaders often call for the regulation of media content on the grounds of public safety, community health or because they believe that a media text may exert an undesirable influence on its audience. What are the arguments and evidence that might be used to evaluate the validity of these claims? In your answer you should discuss at least one issue in assessing media influence. 10 marks

19. Regulation and control of media content • Research more than one form of media control • Choose both government and industry based codes of practices For example: Office of Film and Literature Classification Advertising Standards Bureau • Be able to discuss the rationale for and effectiveness of forms of media content control

20. Keys to success • Don’t just memorise theories and research, engage with the material • Apply your knowledge to the debates you hear and read about • Contrast different theories and the media coverage of issues in media influence • Find examples of well documented media research that mean something to you For example: • The Kylie Effect (Breast cancer screening) • Positive impact of computer games (see OFLC website)

21. Traps for young players • Read the questions carefully. Don’t let accompanying illustrations or text mislead you. • Get names right. (Bundoora and the Boo Boo Dolls) • Media practitioners don’t use theories, the theories are used to explain how the relationship between the media and its audience works • Prepare before the exam and remember that you know what the examiners are going to ask!

22. Some of this is difficult • Don’t be put off by some of the material you read, most of it is not written for VCE students, skim through it! • Don’t use anecdote, everyone knows someone who claims to know some kid who thought he was a superhero after watching TV, most kids survive but the rare odd one gets the most press

23. Use the language appropriate to this area of study and the ways we now think about it • The relationship between the media and its audience is rarely causal, the media does not make us do things • Use qualifying terms like: Suggests, is claimed to, has been said by some, could be interpreted,has raised widespread comment, etc. • Make finely honed analysis not blunt accusations.

24. Do not freak out!!! • Read questions carefully: • What is the question asking? • What are the ways I might answer? • What evidence can I offer for my response? • Use a highlighter pen to work out the question • Plan your responses before you write • Don’t be put off by illustrations, articles or other material accompanying questions. Use them as cues to possible answers.

25. Questions • The Media communicates messages to an audience. There are some people, under some conditions who are at some times influenced by Media messages. In Germany and in America Media messages influenced people to respond in a particular manner. • Who were the authors of these Media messages? • When were these Media messages communicated? • What Media products were used to communicate these messages? • How did people respond to these Media massages? • Government often regulates Media messages. • How does gate keeping relate to Media regulation? • How does blame shifting or the concept of the Media used as a scapegoat relate to Media communication? • What role does Media communication play when a new social topic is discussed? • What theory is used to explain how and why the Government can at times intervene with Media messages? • Research has been conducted to explain the role of the Media communication in society. • Who are the people involved in initiating this discussion? • What period of time and which country carried out this research? • What were the results of this research? • What two theories suggest that Media messages do not influence an audience? • Post-Modernism explains the relationship between public responses and Media messages. • Who was the author of this theory? • In what era and country did this theory arise? • How does audience knowledge about the difference between fantasy and reality relate to Media’s extent of influence in society?

26. Sample question Some media forms and texts are claimed to be more influential than others. Some audiences are said to be more easily influenced. Discuss the idea of influential media forms, texts and audiences. 10 marks

27. Semiotic constructivist models are those where communication occurs within the context of society • These models see audiences making (constructing) meaning of their media • Meanings will be different for different audiences.

28. A model of semiotic constructivist communication theory Society Media ownership The need to make and spend money Government regulations Social values of audience and media industry Education of the audience Taste and experience of the audience Any other factors influencing the audience including blah, blah, blah, blah, blah, etc Individual audience member

29. It is easy to overlook positive media influence but remember when you learned that cooperation can make it happen!

30. The most important thing about audiences • Audiences are active!!! • There is no such thing as a passive audience!!! • Even when vegging in front of the TV audiences are actively reading their texts.