Task 5 application of Hall

1. What is the dominant reading of the Union Jack? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What are the possible oppositional readings? (Think about

other cultures and politics) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is a possible negotiated reading?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Below is an example of how Barthes theory has been applied to this advert by Shelter. It takes time to explore the key elements and consider the connotations and meanings.

ESSAY SKILLS You will have to write analytical essays in class and in exams next year for A ‘level media. For BTEC you will have to apply the method to multiple questions in an on line test rather than an extended essay. Below is some guidance on the style we will teach you. For most essays we like student to write 3 or 4 good paragraphs that make clear PONITS, uses EVIDENCE and EXPLAINS and EVALUATES the connotation made by the institution - In our case Shelter.

This paragraph uses Barthes theory of semiotics (connotations) well POINT Shelter’s whole purpose is to raise awareness and help those who are struggling in society (financially, with debt, landlords) and hopefully prevent further homelessness. EVIDENCE Shelter (through Amplify) have used an extreme close up of a woman’s face to highlight that homelessness can affect anyone. The face is void of a definite race, class and possibly age. This connotes/signifies EXPLAIN& EVALUATE that anyone can be affected by this issue. Direct address is used to not only engage the viewer, but to portray the pain and anxiety of the woman linked to the red text over her face. Her mouth is slightly open connoting fear to speak up about her problem. *These are some points you could use if you applied Hall this is more challenging and what we would expect when your analysis skills are more developed)*

• An oppositional reading might imply that this woman needs to

work harder in society so she doesn’t get into situations like this.

• A negotiated reading will accept that advert is sympathetic to the plight of the woman but may also feel the advert is not hard hitting enough and doesn’t convey its ideas effectively.

• In terms of Hall, another reading might be that they have used a woman to connote that more vulnerability and make us feel more sympathy.

TASK 6 Analysis essay writing We would like you to do analyse and write a full essay on the Lucozade advert below.

Part A Textual analysis:

Using the skills, you have learnt from the previous tasks, complete a full textual analysis of the Lucozade advert provided on the next page in preparation to answer the essay question below. Fill in the boxes in the same way we did for Shelter. Think about: colour, fonts, placment, imagery. Think about what you see (denotation) and what it mwans to the audience (connotaiton). Why have they been selected? What message does it create?

Part B Witten essay applying theory:

Answer this question 1) How does the Lucozade advert use media language to promote energy drinks? Construct a textual analysis applying PEE in your answer. [10] Refer to colour, typography/text choice, use of Gareth Bale, graphics, the product, copy (what is the text says) All of you must apply: Barthes Semiotics (so you must use the terms: denotation/denotes and connotation/connotes) Some of you might apply: Hall’s Reception Theory (dominant reading, negotiated reading, oppositional reading) (600 words minimum)

TEACHER MARK PAGE How does the Lucozade advert use media language to promote energy drinks? Construct a textual analysis applying PEE in your answer. [10]

Question Level Mark Scheme Mark 1 3 A comprehensive demonstration of knowledge and

understanding of how messages are communicated by the media language used in the Lucozade Advert. Comprehensive, detailed and accurate knowledge and understanding of how media language is used to construct meaning. Clear and precise and balanced explanation of the way media language communicates ideas. Answer is supported by detailed and accurate references.

7-10

2 An adequate demonstration of knowledge and understanding of how messages are communicated by the media language used in the Lucozade Advert. Adequate and generally accurate knowledge of how media language is used to construct meaning. Generally accurate explanation of the way media language communicates ideas. Answer is supported by generally accurate references.

4-6

1 A minimal demonstration of knowledge and understanding how messages are communicated by the media language used in the Lucozade Advert. Knowledge of how media language is used to construct meaning in the advert is minimal, demonstrating little understanding. • Explanation of how of the way media language communicates ideas is minimal and may not always be accurate. • Reference to the advert to support the answer is minimal and may be inaccurate.

1-3

0 No response worthy of credit. 0 Comment

EXTENSION TASKS: Complete these if you want to explore the subject in more depth and detail: TASK 1:

Online vocabulary: we spend a considerable amount of time looking at digital convergence (look it up and learn this definition, too!) and you’ll want some specific vocabulary for online too. Prosumer Culture Web 2.0 Streaming Multimedia

TASK 2:

Watch this short film from the YouTube channel ‘The School of Life’.

https://www.youtube.com/watch?time_continue=8&v=NwPdAZPnk7k Q

Answer this question - Do you think the media offer audiences a fair and non-biased view on the world? Give reasoning behind your argument

TASK 3:

Watch this video and make notes on what representation is:

https://www.youtube.com/watch?v=7AVAXe219RQ

Once you have watched it, answer the following:

How are teenagers represented by the media? Are stereotypes used? Give examples to back up your points – use images to back up your points as well.

TASK 4:

Media Industries (how the media industries’ processes of production, distribution and circulation affect media forms and platforms) Research Task: When talking about the film industry, what do we mean by the 'Big Six'? Why might this become the Big 5? Who are the 'Big Five/Six' media companies? What other companies do they own?

Websites for further education There is wealth of online opportunities at the moment, so please make the most of them. Firstly, issues which relate directly to our topics are covered in this blog which is update a few times a week. Make sure you read all the articles, and make notes of anything which seems particularly interesting to you. https://wealdmediateacher.blogspot.com/ These courses from Future Learn are completely invaluable. Run by universities, they will give you insights and a genuine head start, so please sign up for the ones suggested below at the very least. There may be more which take your fancy; explore and make the most of this opportunity https://www.futurelearn.com/courses/film-distribution This course is great preparation for our module on The Jungle Book. It runs for four weeks, three hours a week – sign up! https://www.futurelearn.com/courses/filmmaking-animation-classroom Useful for when you start creating your own media in the Non-Exam Assessment (aka your coursework). It runs for three hours for three weeks. https://www.futurelearn.com/courses/critical-thinking-at-university This will be great for your analysis in paper one, and will teach you critical thinking skills you can use across your A-levels. It runs for two weeks, for four hours. https://www.screenskills.com/events/ Places on these are going like hot cakes, so try to sign up for lunch with a commissioner, or anything else that fits with your media interests. Take notes, ask questions, and make the most of this unique opportunity. https://www.topuniversities.com/courses/communication- mediastudies/guide University Guide to Media courses:

WIDER READING

As sixth form students it is essential that you develop your independent learning skills and carry out wider reading around your subject.

Here is a list of books and websites which will help you prepare for the theoretical aspect of the Media Studies course.

OCR Media Studies Component 1: Media Messages by Hodder Education OCR Media Studies Component 2: Evolving Media by Hodder Education OCR Media Studies Student Revision Guide by Hodder Education Books Media, Gender and Identity by David Gauntlett

Feminism is for Everybody by bell hooks

Feminist Media Studies by Liesbet van Zoonen

Gender Trouble by Judith Butler

After Empire by Paul Gilroy

There Ain't No Black In The Union Jack Paul Gilroy

Media Regulation by Lunt and Livingstone

Here Comes Everybody by Clay Shirky

Cognitive Surplus: Creativity and Generosity in a Connected Age by Clay Shirky

Representation: Cultural Representations and Signifying Practices Edited by Stuart Hall

Power without Responsibility: Press, Broadcasting and the Internet in Britain by James Curran

The Cultural Industries by David Hesmondhalgh

Convergence Culture: Where Old and New Media Collide by Henry Jenkins