1 / 3

Good Analysis: Refers, in detail, to two different types of media.

Sophisticated Analysis: Refers, with close, specific reference to scenes / extracts, to two different types of media. Uses media language extensively and perceptively– to analyse the text.

oistin
Download Presentation

Good Analysis: Refers, in detail, to two different types of media.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Sophisticated Analysis: Refers, with close, specific reference to scenes / extracts, to two different types of media. Uses media language extensively and perceptively– to analyse the text. Focuses on multiple perspectives on how identity has been constructed (mediated), not just what is being represented. Good Analysis: Refers, in detail, to two different types of media. Uses media language accurately – to analyse the text. Focuses on how identity has been constructed (mediated), not just what is being represented.

  2. Representation: Codes and constructed meanings • Age (very important) • Gender • Ethnicity • Class / Social Groups • Cultural Groups – ‘chavs’, ‘geeks’ Mediation: Editing Mise-en-scene Sound Visuals / Camera Ideology: • Dominant • Emergent Reception Theory • Preferred • Negotiated • Oppositional

  3. Channel Four’s 2011 documentary, Educating Essex, aims to represent a realistic depiction of a school community. The hidden camera-shots, editing and diegetic sound could be viewed as minimizing mediation. However, there is a subtle narrative which seems to simultaneously reinforce and challenge certain representational codes – especially the hegemonic view that young people are disengaged and in opposition to school. In episode six, for example, non-diagetic sound (especially music) is used to shape our response … • Does “Educating Essex” construct a dominant or emergent ideology? • How might audience reception vary? What do you think the ‘prefered’ reading is? Is this yours? • What institutional factors may affect the production and reception? – the programme is broadcast on Channel Four (is this significant). • The programme has a web-presence: how does this mediate the construction of the school and the individuals’ identify.

More Related