Media Language
Analyse one of your media productions in relation to media language?
Media Language is the language film and television defined by how micro- elements such as camera, editing, sound and mise en scene etc create meaning. I will be looking how media language relates to my A2 Music Video, which is Monster by The Automatic. I will be incorporating 5 theorists and how it relates to my production within the media language subject. The 5 theorists I will be using are Andrew Goodwin, Carole Vernallis, Stuart Hall, Charles Peirce and Umberto Eco.
Andrew Goodwin’s theory is on how there are 5 conventions of music videos, which then create the media language within to relate to the audience. One of these conventions is Thought beats, I used thought beats throughout my music video but mainly cutting on the beat of the guitar and lyrics, this is reflecting a typical Indie/Rock genre based video. Another convention is narrative and performance. Narrative and performance is a key convention of music video’s and this was shown in my music video, the narrative of the cookie monster and how we caught him was in twined with the band performance with instruments playing along with the track showing a link. Lastly there is Star Image this is how the main like person is portrayed as a leader/role model. Our Star Image was used through close ups and meat shots of the lead singer Paul, to focus on him and show he is the main man, the star of our music video. An example of this is where he is singing into the camera showing his confidence and posture and showing the audience how he is the Star. This therefore showing media language to the audience. We have used Andrew Goodwin’s theory and we have followed it and adapted it to our video.
Carol Vernallis is another theorist, which relates to our music video through her 4 ways of video construction to show meaning. These 4 ways of video construction include narrative, editing, camera movement and diegesis. Carole is a adaption of Andrew Goodwin’s theory but more in-depth. Narrative is debated in how it creates a clear resolution and if its disjointed or fragmented. Our music video has a clear resolution of catching the cookie monster with the net over the camera lense shot portraying that we have caught him to the audience. Editing is used using micro-elements such as cross cuts between the band performing and the narrative of catching the cookie monster another example of this is a jump cuts of the band walking up the road getting further and further away using thought beats of the guitar solo. Camera movement was used throughout our music video using micro elements such as close ups and zooms to portray media language to the audience. This included close ups of the star person to portray his significance of the video and also the movement of the hand held camera portraying a band members scared face as he is getting chased by the cookie monster this is showing a symbolic/ Humorous perspective to the audience, this is showing that we have used micro elements to show media language and get the point across to the audience.
Stuart Halls ‘Reception theory’ is also closely linked to our music video to show media language through visual micro-elements that we used. In Stuart Hall’s theory we have used a particular reading this is called the preferred reading, this means that we want the audience to see how we intended the music video to be. One example is that we have a clear resolution of the cookie monster getting caught at the end using the net over the camera shot. Another example is that we have made it humorous as the monster is intended not to be scary it’s a light hearted approach which we have taken, we used the cookie monster from sesame street which isn’t scary at all. Lastly the performance of the monster, he isn’t scary he uses humorous actions such as flopping arms and funny poses such as pretending to be a bird and smiling at the camera. Using these examples we have showed that we have used Stuart Hall’s preferred reading within his reception theory to get the point across to the audience through its micro-elements of media language.
‘We only think in signs’ is a theory of Charles Pierce, this is split into 3 types of signs, and these are Iconic, Index and Symbolic. Iconic signs are a relation to normality and abnormality, this is shown in our music video as the monster costume is clearly just a person in a costume not a real monster as that’s not real life, its just a fictional character. Index signs are something that has two meanings; this is also shown in our music video as we have a net over the camera shot, this is portraying that there is a net used but also that we have used this micro-element to show we have caught the cookie monster with the camera shot. Lastly there are symbolic signs, this is the audience’s own opinion of what the signs mean and how the media language of the micro elements link to there own perspective. We have used this by the performance of the cookie monster; him chocking a band member with cookies could be taken as chocking and killing him, or feeding him as a humorous act etc. even if it wasn’t how we intended into to show the certain media language across to the audience. We have used all of the sign theories and this therefore shows that we have incorporated Charles Peirce’s theory of ‘we only think in signs’ in our music video successfully.
Lastly ‘Texts have open and closed meaning’s’ from the theorist Umberto Eco. Open meanings mean that the narrative and performance in twined is ambiguous and not easy for the audience to understand the media language used. Closed Meanings is that it is easy to understand and the audience does get the concept that trying to be put across using the micro-elements to portray media language. Our music video has a closed meaning, as it’s quite a easy video to understand, we have used the language successfully so the audience doesn’t get confused of what is happening. An example of this is that we used is that the cookie monster has killed our band member and we have caught him, this is an example of how we have closed the narrative so the meaning isn’t ambiguous and hard for the audience to understand. Another example is that we have used a wanted poster shot to show we are going to catch the cookie monster and this is an easy narrative to apprehend, so we have successfully used the closed meaning not the open meaning of Umberto Eco.
Monday, 21 May 2012
Representation Essay
Analyse one of your media productions in relation to
representation
Representation refers to the construction in any medium such as in the mass media and aspects of ‘reality’
such as people, places, objects, events, and cultural identities and other abstract
concepts. Such representations may be in speech or writing as well as still or
moving pictures. I will be discussing how representation relates to my A2 music
video, which is Monster by the Automatic. The theorists I am going to use are
Stuart Hall, James Baker, Carlson, Tim O’Sullivan and Dick hebdidge.
James Baker – Mediation –
how the media constructed messages in its products.
3 ways – Selection –
selected aspects to show messages e.g. band rooms, instruments and costumes.
Organised – organised
aspects e.g. cross cuts between band and narrative.
Focusing –performance took
more screen time less for the monster showing that the band will defeat the
monster as its more dominant ideology.
Tim O’Sullivan –
Ideologies’ – widely held belief or value by society
Reinforcing or challenging
ideologies.
Doing something, band
member killed by monster gets caught – JUSTICE
This is the dominant
ideology e.g. band plotting to get him, net over camera.
Dick Hebdidge – ‘Subcultures’
– Indie Subculture – Costumes such as skinny jeans and instruments.
Rock – Performance
based - shows another subculture of
music
Narrative typical of indie
– Humour.
Audience Essay
‘Analyse one of your media productions in relation to audience’
Julian McDougall’s audience perspective of how the online age is affect the audience base as it’s harder to conceive a media audience which is stable and identifiable due to this online age aspect. The concept I will be discussing in relation to the audience is my A2 music video on Monster by The Automatic and how it portrays a certain audience and how it relates to theories. The theorists I will be using are Hartley, Ien Ang, Clark, McQuail and lastly Stuart Hall.
Firstly Ien Ang’s theory on ‘audience on exist as an imaginary entity’ and how it provides a vantage point of the institution of interest. An aspect of this theory is used in my work such as my label for my music video which is monster recordings inc this was made with the audience in mind and how it links to them individually and how the relate to it. To start my project I had an imagery of what audience I wanted to conceive to and this was Alternative male teens between the ages of 14 and 25 this shows I have used Ang’s theory in my work, due to this its only British teens I have conceived to as it wont appeal as humorous to any other nationality.
Hartley’s theories on ‘invisible fictions on audience’, which then help, produce the product with the audience in mind. This theory is basically the same as Ang’s theory but has one development as the institution has the audience set not just an imaginary one like Ang’s theory. During the planning of my music video I used audience research to help what we had to include in our music video as we had the invisible fictions in mind as well as Ang’s theory. We got the typical dress sense such as skinny jeans and also instruments from our audience research and also from real media texts such as TDCC and Weezer’s track of ‘Keep fishin’.
In relation to Hartley’s theory there is Clark’s theory on ‘regular audience feedback’ this is done by researching in many ways to gain the feedback to get a valid/conceivable audience. Primary audience research was used in our planning stages for our music video as we needed to see what the alternative male group aged from 14-25 would appeal to and watch, we used this by interviewing the face by face and asking them on what they wanted to see in our video. Some of the answers included skinny jeans, humour, instruments, funny narrative and typical dress and posture sense. Audience profiling was also done as we constructed the primary audience research into a category of what our alternative male audience looked like and listened to so we could get an easier perspective of what we had to include. Lastly using Clark’s theory on regular audience feedback we used a focus group for a viewing of our music video and gained feedback from which allowed us to see if we succeeded in humour such as the cookie monster theme and also to see if it appealed to the alternative category so we used Clark’s theory of regular audience feedback effectively.
McQuail’s theory on uses and gratifications include the 4 ways of interacting with audience; these include Diversion/escapism, Personal Relationships, personal identity and Surveillance information. We used McQuail’s theory of Diversion/Escapism in our music video to interact with the audience as we used a humours/fiction narrative which isn’t real showing a sense of escapism and also diversion from there everyday lives, these included the cookie monster chasing band member through forest, also a wanted poster for the monster and us catching him with a very very small net showing humour and fiction. We definitely used McQuail’s theory of diversion and escapism as we adapted it to our music video but we didn’t include the other three of personal relationships or identity and surveillance information at all in our music video.
Lastly Stuart Hall’s theory on the reception theory was used in the audience perspective of our video after we developed it. Stuart hall’s reception theory include 3 ways of reading these include, preferred which is an accepted meaning such as the audience viewed it and understood it as we intended It to be. Then there is negotiated reading which is an accepted meaning with some disagreement, lastly there is oppositional reading this is where the audience completed reject the meaning of my video. In my music video I have used the negotiated reading as we had humour in our video such as the use of the cookie monster and fictional storyline, but this can funny for some but not for others viewers showing some disagreement. Again we used the negotiated reading as when we used the feedback of the class shown using Clark’s theory we had some disagreement of the dress, humour and the fictional storyline between the class showing we follow Stuart Halls’ reception theory of negotiated reading.
Firstly Ien Ang’s theory on ‘audience on exist as an imaginary entity’ and how it provides a vantage point of the institution of interest. An aspect of this theory is used in my work such as my label for my music video which is monster recordings inc this was made with the audience in mind and how it links to them individually and how the relate to it. To start my project I had an imagery of what audience I wanted to conceive to and this was Alternative male teens between the ages of 14 and 25 this shows I have used Ang’s theory in my work, due to this its only British teens I have conceived to as it wont appeal as humorous to any other nationality.
Hartley’s theories on ‘invisible fictions on audience’, which then help, produce the product with the audience in mind. This theory is basically the same as Ang’s theory but has one development as the institution has the audience set not just an imaginary one like Ang’s theory. During the planning of my music video I used audience research to help what we had to include in our music video as we had the invisible fictions in mind as well as Ang’s theory. We got the typical dress sense such as skinny jeans and also instruments from our audience research and also from real media texts such as TDCC and Weezer’s track of ‘Keep fishin’.
In relation to Hartley’s theory there is Clark’s theory on ‘regular audience feedback’ this is done by researching in many ways to gain the feedback to get a valid/conceivable audience. Primary audience research was used in our planning stages for our music video as we needed to see what the alternative male group aged from 14-25 would appeal to and watch, we used this by interviewing the face by face and asking them on what they wanted to see in our video. Some of the answers included skinny jeans, humour, instruments, funny narrative and typical dress and posture sense. Audience profiling was also done as we constructed the primary audience research into a category of what our alternative male audience looked like and listened to so we could get an easier perspective of what we had to include. Lastly using Clark’s theory on regular audience feedback we used a focus group for a viewing of our music video and gained feedback from which allowed us to see if we succeeded in humour such as the cookie monster theme and also to see if it appealed to the alternative category so we used Clark’s theory of regular audience feedback effectively.
McQuail’s theory on uses and gratifications include the 4 ways of interacting with audience; these include Diversion/escapism, Personal Relationships, personal identity and Surveillance information. We used McQuail’s theory of Diversion/Escapism in our music video to interact with the audience as we used a humours/fiction narrative which isn’t real showing a sense of escapism and also diversion from there everyday lives, these included the cookie monster chasing band member through forest, also a wanted poster for the monster and us catching him with a very very small net showing humour and fiction. We definitely used McQuail’s theory of diversion and escapism as we adapted it to our music video but we didn’t include the other three of personal relationships or identity and surveillance information at all in our music video.
Lastly Stuart Hall’s theory on the reception theory was used in the audience perspective of our video after we developed it. Stuart hall’s reception theory include 3 ways of reading these include, preferred which is an accepted meaning such as the audience viewed it and understood it as we intended It to be. Then there is negotiated reading which is an accepted meaning with some disagreement, lastly there is oppositional reading this is where the audience completed reject the meaning of my video. In my music video I have used the negotiated reading as we had humour in our video such as the use of the cookie monster and fictional storyline, but this can funny for some but not for others viewers showing some disagreement. Again we used the negotiated reading as when we used the feedback of the class shown using Clark’s theory we had some disagreement of the dress, humour and the fictional storyline between the class showing we follow Stuart Halls’ reception theory of negotiated reading.
Monday, 14 May 2012
Narrative Essay
‘Analyse one of your coursework productions in relation to narrative’
In this essay I am going to show how my a2 music video production can be related to narrative using theorists and how it relates to my work. My A2 music video is Monster by the Automatic and I will show how this relates to theorists within the narrative subject. The theories I will discuss are Andrew Goodwin’s, Pam Cook’s, Todorov, Levi-Strauss and Carlson, in relation to my A2 music video project.
Firstly Todorov's relation to my a2 music video using his 5 stages within a music video to do with narrative. The five stages are equilibrium, disruption of the equilibrium recognition of disruption, action against the disruption and restoration of the new equilibrium. My A2 music video has used this theory quite closely and followed it quite well, firstly the equilibrium is the band performance at the start with us all playing our instruments, then the disruption was the killing of our 5th band member by the cookie monster so this is the problem which has occurred. Recognition of our disruption was that we found out that our band member was missing and then found a wanted poster for the monster and put two and two together. Action against the disruption is that we all got ready and set out to catch the cookie monster for our missing friend. The last point is not used in our music video so its ambiguous it ends on us catching him and keeps the audience interested and wanting for more. Using Todorov’s theory in relation to narrative within my A2 music video we have used the structure effectively but also challenged it with the ambiguous ending.
Pam cook’s states that mainstream narratives include a ‘high degree of narrative closure’. This is closely related to my A2 music video project and how it shows a firm resolution at the end. In my A2 music video of monster by the automatic the end scene is the band catching the cookie monster, this is a resolution of the full video as that is what we aimed to do because of our missing friend, which follows Pam Cooks theory of narrative closure. The ending also uses a net over the camera signifying we have caught the monster this also shows we have followed Pam cooks theory of narrative closure in our A2 music video as we have caught the culprate of our missing friend which is the cookie monster.
‘Binary Opposites’ is a key theory made by Levi Strauss, this in close context means basically good v evil and this is portrayed in my A2 music video. The use of his theory of binary opposites is shown through my good v evil theme in the video, this includes the band being good and the cookie monster being evil, as he has caused our friends disappearance. Another point is in our band we all use the same outfits so this shows us as a social group like all having similar indie taste wearing dull clothing and skinny jeans etc. in relation to our genre; on the other hand the cookie monster outfit is all bright and fluffy in relation to sesame street this is showing an easily distinguishing binary opposites which therefore is following Levi Strauss’s theory.
Carlson’s theory of Music video’s shows that there are many types of clips these include narrative based, performance, and artistic and conceptual clips. In my A2 music video I have used only 2 of these, performance and narrative based style clips. Within my music video I have used an integration of these two clips such as band performance and then the cookie monster story of how we catch him. This is showing we follow Carlson’s theory but also challenge his work, as we don’t use all of his conceptual clips/shot’s. Also in my A2 music video our lead singer is Carlson’s relation to televised bard using meat shots to tell the story to the audience, main character more or less.
Andrew Goodwin’s theory of ‘Narrative relations are highly complex’, this is stating that in different cultures it may not be understood or maybe took in the way other cultures such as ours take it. For instance the humour factor of our video with the cookie monster outfit chasing a band member funnily like prowling through the tress maybe seen as funny in our culture but in other cultures it may be seen as quite a scary sequence therefore showing narrative relations are quite complex and should be taken into account. Another relation to Goodwin’s theory is the cookie monster outfit as it American other cultures outside the region may not see the relevance to sesame street with the playing with the title taking the cookie monster as the monster. So all in all using Goodwin’s theory to explain narrative in my A2 music video I have challenged it and also followed it.
Firstly Todorov's relation to my a2 music video using his 5 stages within a music video to do with narrative. The five stages are equilibrium, disruption of the equilibrium recognition of disruption, action against the disruption and restoration of the new equilibrium. My A2 music video has used this theory quite closely and followed it quite well, firstly the equilibrium is the band performance at the start with us all playing our instruments, then the disruption was the killing of our 5th band member by the cookie monster so this is the problem which has occurred. Recognition of our disruption was that we found out that our band member was missing and then found a wanted poster for the monster and put two and two together. Action against the disruption is that we all got ready and set out to catch the cookie monster for our missing friend. The last point is not used in our music video so its ambiguous it ends on us catching him and keeps the audience interested and wanting for more. Using Todorov’s theory in relation to narrative within my A2 music video we have used the structure effectively but also challenged it with the ambiguous ending.
Pam cook’s states that mainstream narratives include a ‘high degree of narrative closure’. This is closely related to my A2 music video project and how it shows a firm resolution at the end. In my A2 music video of monster by the automatic the end scene is the band catching the cookie monster, this is a resolution of the full video as that is what we aimed to do because of our missing friend, which follows Pam Cooks theory of narrative closure. The ending also uses a net over the camera signifying we have caught the monster this also shows we have followed Pam cooks theory of narrative closure in our A2 music video as we have caught the culprate of our missing friend which is the cookie monster.
‘Binary Opposites’ is a key theory made by Levi Strauss, this in close context means basically good v evil and this is portrayed in my A2 music video. The use of his theory of binary opposites is shown through my good v evil theme in the video, this includes the band being good and the cookie monster being evil, as he has caused our friends disappearance. Another point is in our band we all use the same outfits so this shows us as a social group like all having similar indie taste wearing dull clothing and skinny jeans etc. in relation to our genre; on the other hand the cookie monster outfit is all bright and fluffy in relation to sesame street this is showing an easily distinguishing binary opposites which therefore is following Levi Strauss’s theory.
Carlson’s theory of Music video’s shows that there are many types of clips these include narrative based, performance, and artistic and conceptual clips. In my A2 music video I have used only 2 of these, performance and narrative based style clips. Within my music video I have used an integration of these two clips such as band performance and then the cookie monster story of how we catch him. This is showing we follow Carlson’s theory but also challenge his work, as we don’t use all of his conceptual clips/shot’s. Also in my A2 music video our lead singer is Carlson’s relation to televised bard using meat shots to tell the story to the audience, main character more or less.
Andrew Goodwin’s theory of ‘Narrative relations are highly complex’, this is stating that in different cultures it may not be understood or maybe took in the way other cultures such as ours take it. For instance the humour factor of our video with the cookie monster outfit chasing a band member funnily like prowling through the tress maybe seen as funny in our culture but in other cultures it may be seen as quite a scary sequence therefore showing narrative relations are quite complex and should be taken into account. Another relation to Goodwin’s theory is the cookie monster outfit as it American other cultures outside the region may not see the relevance to sesame street with the playing with the title taking the cookie monster as the monster. So all in all using Goodwin’s theory to explain narrative in my A2 music video I have challenged it and also followed it.
Friday, 4 May 2012
Describe how your understanding of the importance of good
research and planning skills developed throughout the pre-production of your AS
and A2 coursework?
Throughout the 2 years of media studies
coursework I have develop my research and planning skills, which has influenced
my work and creativity within the course in many ways. In AS I created a 2
minute film opening sequence, made to look within the Film Noir genre. Whereas
in A2 we were asked to create a music promo package; including Music Video,
Digipak and Advert within the indie genre (The Automatic – Monster). Throughout
this essay question I will explain in depth about my research and planning
development I have done throughout my AS year of this course and then back that
up with how I have developed my skills into my A2 year.
During my AS coursework, firstly for research was the brief of the coursework task ahead, this allowed my understanding of my task and what I had to base my product around. I took a real media text such as LA Confidential for instance then I was able to understand that my product will have a good cop/bad cop follow up and a crime storyline. This research gave me the boost I needed and gave me a foundation on what my product will be based on, also I researched the conventions of what a typical film noir will include and portray and example of this is the black and white theme shown in the successful film noir Seven. In Seven I understanded the key concepts of the genre and take ideas that could be adapted into my sequence, including elements that could be twisted for creativity. Lastly I looked at L.A confidential for a second time to look at the opening sequence as a whole to gain a more in-depth knowledge what is needed for the task and how it looked such as the fancy but professional titles.
In my AS coursework planning was key too as
this provided a kind of platform to fall back on and act as a guideline. My group and me wrote our individual
ideas on a piece of paper, which we then picked the best ideas and used them as
key ideas/ possibilities, this then was used in our product with the best ideas
used. Another key part of planning was the use of a risk assessment, which
allowed me to understand that risks that, would be undertaken when creating the
opening sequence and any problems. For example, we understood that lighting
conditions might affect how our sequence is recorded, this now allowing us to
prepare for such problems and discover alternatives. A storyboard was key to
the sequencing of the clip, and created a structure that could be followed when
preparing to film. Our storyboard allowed the whole group to understand how the
opening sequence will be played out, also allowing any feedback and ideas to be
inputted before committing to filming.
In A2, research for my products
developed quite considerably and allowed a more effective use of research as a
whole. As with AS, we started with a brief of what we aimed to achieve
throughout the preparation of our products and what we were expected to
achieve. However, this was developed primarily due to the reason that A2
required research and planning on more than one product, such as the video and
Digipak, therefore our brief was much more detailed and expanded upon. The
conventions of music video's was also a key area of the research, following a
similar structure to the reviewing of film noire clips, but now however being
much more varied and in-depth due to the flexibility of the dance genre.
This allowing understanding of key parts of dance music, such as the thought
beats found in call on me, and created a wider selection of elements to
consider than film noire. This can also tie closely with the creation of a
9-frame analysis, which went further than simple convention reviewing and
allowed a detailed dissection of a typical dance clip for key
elements. A2 also developed from AS through the incorporation of new research
techniques, such as a lip sync to a video with lyrics. This allowed greater
preparation for the task ahead and removed the need for having to learn from
scratch when filming, which was slightly the case when filming in AS. Genre
research was also more in-depth than that of AS, embracing many elements from
a variety of media's rather than a few like film noire. This again
establishing a greater understanding of what dance music actually is and the
conventions normally tied to it.
Planning in A2
also developed quite considerably from AS. Drafting ideas were also carried on
from the opening sequence in AS, however this ideas went much further than just
group consideration. During A2 we embraced the use of fellow peers and social
media to gain opinion on ideas on a much larger scale; this is turn creating a
much more direct and appealing array of products. Carrying on from this was the
use of audience profiling, which went beyond the typical genre stereotype and
tried to understand what a typical viewer for the product would be like, and what
would appeal to them. Creating a much more focused and aimed product than
before. A storyboard was also key during planning in A2 too, again acting as a
framework for the sequence to be based upon and enable a rough idea of the
finished product before committing to filming. Although similar to AS, during
A2 we did develop the storyboard to include details such as shots and specific
lengths; thus making filming a much easier process than previously. Shot
listing was also vital in the pre-production of A2, giving a outline to what we
aimed to use during filming to meet the genre guideline and implement the
unique ideas we had ourselves. For example, the use of high-angle shots was
noted as something unique we aimed to implement, and was continued into
production due to it's listing in the shot list. Finally, schedules encased the
planning of our products in A2. This went further than A2 as it gave a clear
plan of action for pre-production, preventing losing track of time like that
which occurred during AS.
Thursday, 26 April 2012
Post production Essay
Post Production Essay
Describe how you developed your postproduction skills for
media production and evaluate how these skills informed your creative media
practice. Refer to a range of examples
in your answer to show how these skills developed over time.
Throughout the 2 years of media studies coursework I have develop my post
production skills which has influenced my work and creativity within the course
in many ways. In AS I created a 2 minute film opening sequence, made to look
within the Film Noir genre. Whereas in A2 we were asked to create a music promo
package; including Music Video, Digipak and Advert within the indie genre (The
Automatic – Monster). Throughout this essay question I will explain in depth
about my postproduction development I have done throughout my AS year of this
course and then back that up with how I have developed my skills into my A2
year.
In AS I had to create a shot film
sequence opener which lasted 2 minutes with the film noir genre. To start with
I used the E-Macs and these were slow and took quite a long time to load up
which restricted time on the making process, I movie was used first for the
movie but it didn’t acquire the effects and manipulation of Final cut so I
moved onto that to create the sequence. Final Cut was used to add effects and
allow for non linear editing on the movie opener in AS also it aided the
production process for faster post production, this therefore expanded my
creativity in the Final Cut area as it was way better than IMovie. Final cut in
AS was very hard to use and took a lot of working out to get used to the method
of manipulation. Garage band was used in AS for the backing track, garage band
was used for pre-set sounds which added a atmosphere into the film sequence,
this was good because it already had sounds within; which allowed my creativity
to develop with mixing different pre-sets together, instead of looking for
sounds myself. Garage band was good but only had certain pre-sets to use so
this was its downfall. www.blogger.com
was used in the postproduction process as it allowed us to upload posts
directly into one place. Blogger is a web 2.0 programme that is highly
controllable and quite quick. Blogger was hard to work with as we didn’t know how
to manipulate texts or work it as well as we could have in AS. Live Type was used in AS for effects on the
titles and uploading them into Final Cut for a more professional look in the
film opener. Photoshop lastly was used in AS for the production of the company
logo, this allowed my creativity to go wild but with restricted knowledge on
this programme I struggled with it.
In A2 I had to create a music promo
package within the indie genre, which included a music video, Digipak and a
advert. The track, which we chosen was Monster by The Automatic. In A2 we had
I-Macs so we had better quality hardware to aid the postproduction process.
Final cut was used for non-linear editing, Manipulation and Effects, Locking
tracks and markers to aid lip-syncing in A2. In A2 I had better understanding
of Final Cut and its additions, which allowed for more creativity within my
music video such as lip-syncing, with the locking tracks and markers. The
lip-syncing task was easy, as I knew how to work the programme better than in AS,
also in AS I didn’t have to lip sync edit as there was no lyrics to the opening
sequence this allowed me to be more creative with the editing such as though
beats and faster editing. On the whole in A2 my creativity developed in the
post production process than in AS, as I was better prepared for the editing
and manipulation programmes within Final Cut such as Locking tracks and the
marker tools which I didn’t use in AS at all as there was no need as it was
lip-synced. Faster Editing to go with thought-beats, wider range of effects
used (marker and slider tools), incorporating a track into Final Cut via web 2.0
and ITunes, using Final Cut more easily also are just a few of how I have
developed from AS to A2 allowing my creativity to go wild also. Blogger is a
2.0 web programme and this was used in A2 also, but I had more posts and better
understanding of it, which enhanced my creativity in postproduction such as
more videos and images to go with the manipulation of the texts. Photoshop in
A2 was much improved, as I had to create a Digipak, advert and company logo. My
Digipak and advert used lots of images and text, much more advanced than AS. I
had better understanding of tools such as the lasso tool and the magic wand but
also the layers and how to manipulate them. As a whole on the Photoshop front I
have definitely developed my understanding, which therefore enhanced my
creativity and knowledge of the programme allowing me to use more texts and
images with ease etc.
Tuesday, 24 April 2012
Thursday, 19 April 2012
Section 1a - Digital Technology
Section 1A - Digital Technology
Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your answer to show how these skills developed over time. 25 marks
Throughout the 2 years of media studies coursework I have used a range of different digital technologies which has influenced my work and creativity within the course in many ways. In AS I created a 2 minute film opening sequence, made to look within the Film Noir genre. Whereas in A2 we were asked to create a music promo package; including Music Video, Digipak and Advert. Throughout this essay question I will explain in depth about what digital technologies I used throughout my AS year of this course and then back that up with how I have developed my skills into my A2 year.I have developed my skills in the digital technology area such as the use of camera’s, additional software such as Final Cut, I and E mac’s, internet connected software such as Blogger and also Video camera’s. In my pre production area of work in AS level I used www.blogger.com to organise my planning materials, this is a web 2.0 technology and this means its an interactive and can post and edit the blog, also links to the idea of 2-way communication. In A2 I also used www.blogger.com but I had more knowledge on the website and was able to design it to look more professional and also allowed me to have a lot more posts in second year so I had to organize my posts a lot more, so my development of this digital technology has improved a lot. In AS I also used a stills camera (Nikon D80) this was used for my storyboard of my 2-minute sequence, also I used a Flash Mic, which I used a USB cable to import straight into IMovie, which was needed for the sequence. In A2 I used the same stills camera the Nikon D80 but had a more knowledge of how to use the camera and the picture were more crisp and fluent. I didn’t use the flash mic in A2 as I imported the song which we were creating a music video for to go into the background into IMovie this was easy as my knowledge has developed, I done this by importing the sound from a ITunes account. Production in Both AS and A2 required Final Cut this was used to created the videos of both coursework’s, in AS in only used a drag tool which shortened the sequence to 2-minutes which wasn’t very accurate, in A2 I used the razor tool to cut my video bit by bit to gain more accuracy and more fluency, this is still a basic tool but my development show me that this was needed for the development of my video which showed I have gained skills and confidence in this area. Additional software such as Photoshop was also used to make my logo for our company for, AS this wasn’t very difficult as it was very basic with a few colours and text. In A2 I have used Photoshop on the I mac instead of the Emac, which is faster and easier to work with. But also I have created my company logo, digipak and also my advert in Adobe Photoshop at A2 this required a lot more images and text using such as the magic wand or the lasso tool to get everything to fit and look more professional, this shows big improvements in my developments of digital technologies such as additional software. AS production required a video camera (Sony) to record my film opening, but was only needed for like 10 shots at most but in A2 I had to record more than 50 or even 60 this shows I have more confidence in using this camera and my digital technology of this has improved. Post production is needed to create the final product of the course in both AS and A2. In AS I used Final cut but just in a simple way dragging and importing the film and piecing it together, but in A2 I had several layers of video which needed to be in sync all using the razor tool which was quicker and more efficient. When it came to editing my AS film opening, I attached my Sony handycam camera to the Emac computer via a USB cable to import my footage into Final Cut. Final cut enabled me to edit and cop footage and piece it together. Also in AS I used Photoshop for the post-production process of my company logo. Tools included the lasso and paint tools. In A2 my understanding of Final cut and Photoshop improved greatly as in Final cut I used more layers and quick time conversation as this was the more convenient and effective method and also in Photoshop I used more tools such as the magic wand tool and such to create a more detailed digipak and advert.
Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your answer to show how these skills developed over time. 25 marks
Throughout the 2 years of media studies coursework I have used a range of different digital technologies which has influenced my work and creativity within the course in many ways. In AS I created a 2 minute film opening sequence, made to look within the Film Noir genre. Whereas in A2 we were asked to create a music promo package; including Music Video, Digipak and Advert. Throughout this essay question I will explain in depth about what digital technologies I used throughout my AS year of this course and then back that up with how I have developed my skills into my A2 year.I have developed my skills in the digital technology area such as the use of camera’s, additional software such as Final Cut, I and E mac’s, internet connected software such as Blogger and also Video camera’s. In my pre production area of work in AS level I used www.blogger.com to organise my planning materials, this is a web 2.0 technology and this means its an interactive and can post and edit the blog, also links to the idea of 2-way communication. In A2 I also used www.blogger.com but I had more knowledge on the website and was able to design it to look more professional and also allowed me to have a lot more posts in second year so I had to organize my posts a lot more, so my development of this digital technology has improved a lot. In AS I also used a stills camera (Nikon D80) this was used for my storyboard of my 2-minute sequence, also I used a Flash Mic, which I used a USB cable to import straight into IMovie, which was needed for the sequence. In A2 I used the same stills camera the Nikon D80 but had a more knowledge of how to use the camera and the picture were more crisp and fluent. I didn’t use the flash mic in A2 as I imported the song which we were creating a music video for to go into the background into IMovie this was easy as my knowledge has developed, I done this by importing the sound from a ITunes account. Production in Both AS and A2 required Final Cut this was used to created the videos of both coursework’s, in AS in only used a drag tool which shortened the sequence to 2-minutes which wasn’t very accurate, in A2 I used the razor tool to cut my video bit by bit to gain more accuracy and more fluency, this is still a basic tool but my development show me that this was needed for the development of my video which showed I have gained skills and confidence in this area. Additional software such as Photoshop was also used to make my logo for our company for, AS this wasn’t very difficult as it was very basic with a few colours and text. In A2 I have used Photoshop on the I mac instead of the Emac, which is faster and easier to work with. But also I have created my company logo, digipak and also my advert in Adobe Photoshop at A2 this required a lot more images and text using such as the magic wand or the lasso tool to get everything to fit and look more professional, this shows big improvements in my developments of digital technologies such as additional software. AS production required a video camera (Sony) to record my film opening, but was only needed for like 10 shots at most but in A2 I had to record more than 50 or even 60 this shows I have more confidence in using this camera and my digital technology of this has improved. Post production is needed to create the final product of the course in both AS and A2. In AS I used Final cut but just in a simple way dragging and importing the film and piecing it together, but in A2 I had several layers of video which needed to be in sync all using the razor tool which was quicker and more efficient. When it came to editing my AS film opening, I attached my Sony handycam camera to the Emac computer via a USB cable to import my footage into Final Cut. Final cut enabled me to edit and cop footage and piece it together. Also in AS I used Photoshop for the post-production process of my company logo. Tools included the lasso and paint tools. In A2 my understanding of Final cut and Photoshop improved greatly as in Final cut I used more layers and quick time conversation as this was the more convenient and effective method and also in Photoshop I used more tools such as the magic wand tool and such to create a more detailed digipak and advert.
Thursday, 22 March 2012
Monday, 19 March 2012
Future References
In this video, Plan B uses this as an record selling rapper artist in order to show the shocking view of how youths are presented. Through his lyrics he shows some key ideas that he has about youths and when discussing his reasons during the interview talks about why the riots may have occurred, once being a youth himself who understands their point of view. He admits that showing the graphic and shocking footage of the video is done to show a fine representation of the way in which youths in a lower class live to those who may not understand. His satirical and judgemental lyrics such as 'CHAV' standing for 'Council housed and violent' this is against the government and people of a higher class are used to "try and get under the skin of government and youths" and change the way in which youths are perceived. This video is for youths to have a voice he is a youngster himself and was brought up in that sort of area but doesn't appear to be one this is a positive voice for youths as they are judged on there dress. This video also shows them in a negative light as they are shown in gangs, violence and the chorus lyrics also 'Oiiii, i said oiii, what are you looking at you little rich boy', this is the perception of youths people are given and is used as a statement against the mistreating of youths but can be taken in a negative way.
Monday, 12 March 2012
Social Media Responce
How far were the responses of the rioters themselves given space in the media?
- Not much really, the response of the news team on the rioters were jam packed but actually giving the rioters themselves any justice and having a say probably one or two stories. Using the research i have done there is probably next to none on the newspaper front but on YouTube there is one youth talking to Boris Johnson about why this all happened and how it can stop the protest. this young man has giving the rioters a voice to the man in charge of the city overrun, this is then therefore giving only a little space in the media for the rioters still so all in all there inst much on giving them a voice or a fair response in or to the media. This News broadcast on Sky news is live and on the youths at night in London. The news presenter portrays the two boys as thugs even though they have just been on a day out in Blackpool and trying to get home but cant due to the police also thinking they are thugs, this is another negative point against youths they really don't have a say or a fair voice in the media today shown in this news broadcast as a whole.
Given the general framing of young people as the key participants in the events, how much space was given to young peoples voices and what sorts of young people were given space to respond in the media debates ?
- Some voices were shown through news broadcasts such as the live Sky News broadcast above which are shown on youtube but only why they are bad and not giving them a fair voice really, those two boys aren't even involved in the riots and enjoyed a day out in Blackpool but because they have hoodies they are portrayed as thugs. But on a whole not many voices where given to the youth population to actually say what was really happening in there point of view instead of them getting shown negatively instead of just them saying its a stand against government. This Video below is on the Young voters and is telling the public why the youths are standing up against the government and kind of giving them a voice through Adam Deacon he is telling the viewers that youths can get away with anything now and the world is going in the different direction of what its supposed to be going.
To what extent did social media challenge or confirm representations of youth identity in the mass media during the time of the London riots?
- Discuss the positive and negative
- Use examples and theory to illustrate your argument.
Friday, 9 March 2012
London Riots - Summary Write up
Hardened north London gangster and drug dealer, or loving family man who would never seek confrontation? Two different portraits were painted of Mark Duggan, the 29-year-old Tottenham man whose death sparked the weekend's London riots. The riots were just a simple protest outside a police station in North London about the sudden death, but escalated into a full scale outbreak across many parts of London. The youths that escalated the riots weren't given a fair voice as the moral panic and the press stereotyping ruined any chance of remorse towards them, no forgiveness or excuse. David Gauntlet's theory of 'identities are not given but are constructed and negotiated' apply's to the rioting in London effectively as the press and media have constructed this panic and fear into the nation that all youths are responsible for this and not taking there side into account.
Using the youtube videos and the newspaper headlines i have gathered on a whole its against the youths and showing them in a negative light. The headlines such as The Daily Telegraph's "Rule of the mob" The Independent's "Mob rule" and The Times's "Mobs rule as police surrender the streets' , all of these are using the word mob to there advantage and stereotyping youths as the creator. So all in all the families are unaware of the good side of this social deviance and moral panic as the youths are just trying to get a voice as they don't have one through the media, even though it a democracy shaped country. Even the youtube videos are using the negativity as an advantage and not on the positive side actually given youths a fair voice through the rioting, only one positive image was from the young boy arguing against the press to Boris Johnson the London mayor, giving the youths a fair voice through him.
Using the youtube videos and the newspaper headlines i have gathered on a whole its against the youths and showing them in a negative light. The headlines such as The Daily Telegraph's "Rule of the mob" The Independent's "Mob rule" and The Times's "Mobs rule as police surrender the streets' , all of these are using the word mob to there advantage and stereotyping youths as the creator. So all in all the families are unaware of the good side of this social deviance and moral panic as the youths are just trying to get a voice as they don't have one through the media, even though it a democracy shaped country. Even the youtube videos are using the negativity as an advantage and not on the positive side actually given youths a fair voice through the rioting, only one positive image was from the young boy arguing against the press to Boris Johnson the London mayor, giving the youths a fair voice through him.
Tuesday, 6 March 2012
Fresh video of London riots: Crowd street rampage
This is a video showing the violence and rioting within London. This is a strong symbolization of the negative press against youths as it shows smashing shops to bits, theft of TV's and laptops; and generally causing mischief; also police using every resource to them to stop human civilization from crumbling and going on its last legs. This video is only focused on the negative aspects of the rioters and creating a moral panic, showing youths as all criminals but also not showing why they are doing this such as fee's being raised and the UK's economy being destroyed by politicians.
London Riots Newspaper headlines
- The Daily Telegraph's "Rule of the mob" was echoed by The Independent's "Mob rule" and The Times's "Mobs rule as police surrender the streets."
- The Sun went for a single word "Anarchy" while the Daily Mail preferred "The anarchy spreads" and Metro was rather similar with "Riots: the madness spreads." The Daily Mirror chose "Yob rule."
- All were bettered by the Daily Star's excellent "Anarchy in the UK". That deserved a headline-of-the-day award.
- The Daily Express went for a more personalised line: "Flaming morons". And The Guardian was altogether more pedestrian, but less slanted than its rivals, with "The battle for London".
- Elsewhere, the Belfast Telegraph - a paper that has covered many a riot down the years - ran a page one with the headline "London blitzed."
- The Yorkshire Post devoted most of its front page to the riots, "PM flies home to 'war zone'", while The Scotsman - which was probably preparing to carry a picture of the current Edinburgh festival - published a full-page image of a riot scene with the headline "London under siege as mobs roam streets."
LONDON RIOTS: Young man speaks up to London Mayor Boris Johnson
This is a interview with a young man which speaks his mind to London's mayor Boris Johnson, he is giving youths a fair voice, he is showing what the economy is doing to the youths of the UK and why they are looting shops out as a statement for it to stop. This footage is representation of why the riots are going on not just the death of Mark Duggen but also tuition fees and connections being shut down this is all adding to the effect of the riots to show what the politicians are doing wrong. This young man is a good representation of what many youths are like and not how they are portrayed in the media and press, so using his own initiative ans talking to the London mayor he has put the youths at bay nut also in a good light for there own benefit.
Monday, 5 March 2012
North London Riots - BBC Live coverage Tottenham
The reporters of the BBC are showing coverage of live footage within Tottenham in the early hours of the morning with the rioting taking place. This BBC live broadcast is showing rioters mainly youths vandalizing a parked police car that was there just to stop traffic with bricks and traffic cones smashing its windows and denting it to bits maybe stating that they are in charge and this time the police has took it to far by killing Mark Duggen. Andy Moore's live coverage isn't biased as he is only a spectator and not stating them as youths or race; he is just saying rioters and staying in the same position as all day to show the development in the rioters. But maybe the youths in this video which is stopping the footage and attacking the camera and camera men is showing them in a negative light such as scandal's and thugs as the media and press portray them as.
Friday, 2 March 2012
Key Newspaper Articles
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10788980
Sexual abuse, gangs, drugs and alcohol marked the upbringing of a Turangi teenager yesterday jailed for raping a 5-year-old tourist girl - a crime that shocked the country. Raurangi Mark Marino's past was revealed as the 16-year-old was sentenced to 10 years in prison after attacking the tourist girl as she slept inside her campervan shortly before Christmas.
http://www.iol.co.za/capeargus/teen-gangs-reign-of-fear-1.1244498
200 attended party where teen was slain, witnesses say
Sexual abuse, gangs, drugs and alcohol marked the upbringing of a Turangi teenager yesterday jailed for raping a 5-year-old tourist girl - a crime that shocked the country. Raurangi Mark Marino's past was revealed as the 16-year-old was sentenced to 10 years in prison after attacking the tourist girl as she slept inside her campervan shortly before Christmas.
http://www.iol.co.za/capeargus/teen-gangs-reign-of-fear-1.1244498
GANGS of pupils carrying pangas and knives are sowing terror in Khayelitsha, carrying out deadly attacks on innocent pupils and residents. Police say a 16-year-old boy was killed recently, while others have escaped with stab wounds. The situation is so bad that some parents are keeping their children at home or walking them to school and back every day. Residents said boys as young as 13 from Kuyasa and Makhaya have been attacking one other with pangas for the past three weeks.
200 attended party where teen was slain, witnesses say
http://www.vcstar.com/news/2012/feb/29/200-attended-party-where-teen-was-slain-say/ At least 200 people attended a party at a farmhouse near Santa Paula where a teenage boy was shot to death in 2003, two witnesses testified Wednesday.
Friday, 24 February 2012
Historical Case Study
Stanley Cohen's Ideas
Deviance Amplification - This occurs when the media focuses upon negative aspects of behaviour amongst deviant groups.
Moral Panic - This is a public panic over an issue deemed to be a threat to, or shocking to, the sensibilities of "proper" society, this is often caused by exaggeration in the media.
Folk Devils - Deviants of society such as teenage tribes of the 60's like mod's and rockers.
Moral Entrepreneurs - Keeping the social norm.
Clockwork Orange
A Clockwork Orange is a 1971 film adaptation of Anthony Burgess 1962 novel of the same name. it features disturbing, violent images, facilitating its social commentary on psychiatry, youth gangs, and other social, political, and economic subjects in a dystopian, future Britain.
These are newspaper headlines and portray the crimes as A Clockwork orange crime, this film has received bad press since the release and still gets related to in today's press as its such a strong deviance film. It created this moral panic to everyone even and blamed 'A Clockwork Orange' for it so its a backboard for the press to fall back on I guess.
Using Stan Cohen's theory of moral panic its this sense of society being challenged by crimes which is not necessarily linked to 'A Clockwork Orange' its just exaggerated and portrayed that way in the press in a bad light. Alex and his droogs were a gang and did do very inhumane crimes but the press relates some crimes to this even if its not related. Deviance Amplification is another one of Stan Cohen's theories and this is were the media focuses on negative aspects of behaviour amongst deviant groups. This can be related to 'A Clockwork Orange' as they always see gangs as relating to the film even though it could not be entirely meant to be portrayed that way, so the press only focuses on the worst bit's of society such as gangs and show this deviance in there headlines. e.g. 'Clockwork Orange gang found guilty of killing bar manager' as shown above in the Independent newspaper.
Quadrophenia
Jimmy - His character is disillusioned by his parents and doesn't know were to put him self, he comes across as a care-free character and doesn't want to be a nobody. He uses the MOD gang with the Parker jacket and the skinny suits to be someone and cares more about the gang and his friends; rather than working as a post room boy in a advertising firm to get an income. A typical gang stereotype causing violence, sex, drugs and mainly 'The Who' as a big influence musically.
Steph - Her character comes across as a posh, laid back woman wish is classed as a kind of a 'gold digger' and sleeps with who she likes and has no loyalty to anyone. The pill was created in the 60's so its what the girls do to regain power over the men like a one night stand which she does to Jimmy. She is a girly girl with the wavy blonde hair with make-up and nice clothes.
Kevin - His character is a perfect contrast with Jimmy, he is very mature for his age and doesn't care about the whole image thing to be someone like jimmy does. He does as he pleases and just wants to be different and have a good life. He is well dressed with the gelled back hair and leather jacket mainly influenced by the Rockers as he has the dress and a motorbike, musically influenced by Elvis. Kevin also joined the army to get away from it all but came back as it didn't work out.
Mise en scene - Mods; smart skinny suits, Parker, Scooter (vespa or lambretta), The Who
Rockers; Leather Jackets, Gelled hair, Motorbikes, Elvis
Diners, little road side cafe's, Pub's, Street corners and nightclub's.
Teenagers such as Jimmy, Steph and Kevin are seen as hooligans, destructive, abusive and social deviant's of society, shown as stereotypes because the dress the same. Kevin is a mature figure and doesn't believe in all of this nonsense of identity but is still portrayed as a Rocker because of his dress and motorbike so this proves the Deviant theory of Stanley Cohen as he is judged on the negative aspects of his image of what he appears to be no of what he has done.
Deviance Amplification - This occurs when the media focuses upon negative aspects of behaviour amongst deviant groups.
Moral Panic - This is a public panic over an issue deemed to be a threat to, or shocking to, the sensibilities of "proper" society, this is often caused by exaggeration in the media.
Folk Devils - Deviants of society such as teenage tribes of the 60's like mod's and rockers.
Moral Entrepreneurs - Keeping the social norm.
Clockwork Orange
A Clockwork Orange is a 1971 film adaptation of Anthony Burgess 1962 novel of the same name. it features disturbing, violent images, facilitating its social commentary on psychiatry, youth gangs, and other social, political, and economic subjects in a dystopian, future Britain.
- Edward Laxton reported in the Daily Mirror, "The terrifying violence of the film A Clockwork Orange fascinated a quiet boy from a Grammar School...And it turned him into a brutal murderer". Laxton continues, "The boy viciously battered to death a harmless old tramp as he acted out in real life.
These are newspaper headlines and portray the crimes as A Clockwork orange crime, this film has received bad press since the release and still gets related to in today's press as its such a strong deviance film. It created this moral panic to everyone even and blamed 'A Clockwork Orange' for it so its a backboard for the press to fall back on I guess.
Using Stan Cohen's theory of moral panic its this sense of society being challenged by crimes which is not necessarily linked to 'A Clockwork Orange' its just exaggerated and portrayed that way in the press in a bad light. Alex and his droogs were a gang and did do very inhumane crimes but the press relates some crimes to this even if its not related. Deviance Amplification is another one of Stan Cohen's theories and this is were the media focuses on negative aspects of behaviour amongst deviant groups. This can be related to 'A Clockwork Orange' as they always see gangs as relating to the film even though it could not be entirely meant to be portrayed that way, so the press only focuses on the worst bit's of society such as gangs and show this deviance in there headlines. e.g. 'Clockwork Orange gang found guilty of killing bar manager' as shown above in the Independent newspaper.
Quadrophenia
Jimmy - His character is disillusioned by his parents and doesn't know were to put him self, he comes across as a care-free character and doesn't want to be a nobody. He uses the MOD gang with the Parker jacket and the skinny suits to be someone and cares more about the gang and his friends; rather than working as a post room boy in a advertising firm to get an income. A typical gang stereotype causing violence, sex, drugs and mainly 'The Who' as a big influence musically.
Steph - Her character comes across as a posh, laid back woman wish is classed as a kind of a 'gold digger' and sleeps with who she likes and has no loyalty to anyone. The pill was created in the 60's so its what the girls do to regain power over the men like a one night stand which she does to Jimmy. She is a girly girl with the wavy blonde hair with make-up and nice clothes.
Kevin - His character is a perfect contrast with Jimmy, he is very mature for his age and doesn't care about the whole image thing to be someone like jimmy does. He does as he pleases and just wants to be different and have a good life. He is well dressed with the gelled back hair and leather jacket mainly influenced by the Rockers as he has the dress and a motorbike, musically influenced by Elvis. Kevin also joined the army to get away from it all but came back as it didn't work out.
Mise en scene - Mods; smart skinny suits, Parker, Scooter (vespa or lambretta), The Who
Rockers; Leather Jackets, Gelled hair, Motorbikes, Elvis
Diners, little road side cafe's, Pub's, Street corners and nightclub's.
Teenagers such as Jimmy, Steph and Kevin are seen as hooligans, destructive, abusive and social deviant's of society, shown as stereotypes because the dress the same. Kevin is a mature figure and doesn't believe in all of this nonsense of identity but is still portrayed as a Rocker because of his dress and motorbike so this proves the Deviant theory of Stanley Cohen as he is judged on the negative aspects of his image of what he appears to be no of what he has done.
Friday, 10 February 2012
EXAM
2 Hour Exam
15th June 2012
Section A - Theoretical Evaluation of Production (50 marks)
Section B - Contemporary Media Issues (50 marks)
15th June 2012
Section A - Theoretical Evaluation of Production (50 marks)
Section B - Contemporary Media Issues (50 marks)
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