Media Unit 3
Outcome 1: Narrative and ideology
Assessment:
Unit 3&4 Assessed coursework
• U3: Outcome 1
• U4: Outcome 2 = 20%
School Assessed Task
• U3: Outcome 2 & 3
• U4: Outcome 1 = 40%
End of year exam
• All outcomes of unit 3 & 4 = 40%
The official part:
'Narratives are fundamental to the relationship between the media and its audiences. Ideologies in society frame the nature, form and structure of narratives. Audiences and the media together frame the nature, form and development of discourses in society through the construction, distribution, reception and consumption of narratives that implicitly or explicitly comment on, reflect on, develop, reject or ignore ideologies. Media narratives are the product of creative and institutional practices that represent ideas through media codes and conventions. The use of media codes and conventions influences audience engagement, consumption and reading of narratives. Other influential factors include the social, cultural, ideological and institutional contexts relating to the period of time and location in which the media narrative was produced, the purpose of the media narrative, the genre, style, content, particulars of distribution and consumption and reception. Students examine fictional and/or non-fictional narratives in the form of film and/or television and/or radio and/or audio product (that may be broadcast or streamed) and/or photographic and/or print products. For the purposes of this area of study, the media product selected for study will comprise of one of the following:
• at least two feature length film products of one hour or more in length or the equivalent length in television, streamed, radio or audio products
• two photographic series of at least six images each
• two print productions of at least 15 pages each. Fictional and/or non-fictional narratives may be studied.
At least one media product must have been released in the five years prior to the commencement of the year of study' (VCAA, Media Study Design, p20-21 https://www.vcaa.vic.edu.au/Documents/vce/media/MediaSD_2018.pdf).
Outcome 1:
On completion of this unit the student should be able to analyse how narratives are constructed and distributed, and how they engage, are consumed and are read by the intended audience and present day audiences. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.
Key knowledge:
• the characteristics and construction of media narratives in selected media forms
• how audiences from different periods of time engage with, consume and read media narratives
• the relationship between and the function of media codes and conventions to convey meaning in selected media forms
• the relationship between media narratives and the ideological and institutional contexts in which they are produced, distributed, consumed and read • the way ideologies shape media narratives
• the relationship between media narratives and audiences
• appropriate media language.
Key skills:
• explain the characteristics and construction of media narratives in selected media forms
• discuss how media narratives are constructed, consumed and read by audiences from different periods of time
• analyse the relationship between and the function of media codes and conventions to convey meaning in selected media forms
• analyse the relationship between media narratives and the ideological and institutional contexts of production, distribution, consumption and reception
• discuss how ideologies shape media narratives
• discuss the relationship between media narratives and audiences
• discuss audience engagement with, consumption and reading of media narratives
• use appropriate media language
Read:
We will be reading through Ch 6 of the textbook throughout our in class explorations of Narrative & Ideology.
WATCH:
Brett Lamb, the curator of Lesson Bucket and the Chief Assessor for Media explains Narrative & Ideology.
Narrative and Ideology info from Lesson bucket
In Unit 3/4 Media, you will start to analyse the structure of these stories, specifically for film. You will explre the role of the audience and how audiences from different periods of time engage with, consume and read media narratives. You will gain an understanding of the technical, symbolic and written codes of film and also film and genre conventions.
Audience Engagement
"Media narratives are more than just products. They are living, breathing things that have been influenced by the world and have audiences engage with them in a range of different ways.
It isn’t enough to think about how the media product was created, it’s also important to consider how different audiences engages with the product in a range of different ways. Through this the media has a relationship with the audience.
Relationship between media narratives and audiences
The relationship between a media narrative and it’s audiences is complex and is highly dependant on the audience itself. A media audience can be a specific person, or a certain group or type of person — but they will all engage with, consume and read the narrative differently, which will have an effect on the relationship.
When discussing this relationship it’s important to name a specific audience.
One important audience to keep in mind is the media narrative’s target audience. The target audience (or target market) is the specific group of people that the narrative was made for. These are the people that the producers had in mind when shaping the codes and conventions of the narrative so they were done in such a way that they would find it very engaging.
Some media narratives try to appeal to a broad audience. Often big Hollywood Studio films need to consider how the film will be received in other country’s such as China in order to get the most box office receipts.
Other media narratives may strive for a niche audience — a more specific subset of people. Often niche audiences enjoy a certain genre. These audiences are usually very well versed in the genre conventions and have particular expectations for the products they consume.
Other target audience considerations include demographic (age, gender, location) and also psychographic (interests, hobbies, lifestyle).
When discussing the relationship between a media narrative and an audience, consider these questions:
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Who are the different target audiences for the media product?
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What expectations did these target audiences have for the film in terms of codes and conventions?
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Did the producer conform to these expectations?"
(Source: Young, R, 2018 https://media.codes/writing-about-the-audience-in-narrative-and-ideology-f9fa735e0759)
READ:
Textbook 6.1 pg 156-158
WATCH:
How audiences engage with, consume and read media narratives
Engagement - the individual characteristics of an audience that effects how much they will or won't connect with or enjoy a media narrative
How an audience engages with a media narrative is dependent on many factors such as their age, culture, gender, maturity, understanding, life experiences, etc. For example adults are far more likely to engage with narratives that concern historical events than primary aged children because they may have lived through said events. Their reception of the narrative will vary greatly dependent on these factors
Consumption - How audiences 'take in' the media narrative. This can include viewing habits, physical location, technology used, etc
How an audience member consumes a media narrative can also have an effect on their reception. For example, audiences may consume media narratives in private locations free of distractions, or in busier locations. They may view media narratives on large screen or on smart phones. They may binge watch a whole series or they may watch episodes years apart.
Reception - how audiences read, understand and process media narratives
The huge amount of factors that determine how audiences engage with and consume media narratives means that most individuals will receive the narratives in a completely differing manners than other individual audience members. This means that each person’s reading of the media narrative will be unique to the context under which they engage and consume.
TASK:
In small groups, discuss:
What are some of the factors that affct Audience reception?
The textbook (p156) refers to Animal Kingdom (2010) as an example of audience reception based on age. Can you think of another example that might affect your age group differently to another generation?
Audience members' response to a film in terms of enjoyment or disappointmentis often dependent on their expectations of it. Can you think of a film that was highly recommended to you, so your 'hype' was built up, and the film did not live up to your expectations?
Media Language
Guess Who's Coming to Dinner was a family affair; the 1967 movie not only starred Katharine Hepburn, but also featured her niece Katharine Houghton as well. The movie, directed by Stanley Kramer, was groundbreaking because it was the first film of the era to cast a positive light on an inter-racial marriage. The film was also controversial; inter-racial marriage had been illegal in most of the United States until only a few weeks before its release, when, in June 1967, anti-miscegenation laws that promoted racial segregation were declared illegal by the Supreme Court. This timing made the film incredibly relevant to its audience.
Can you think of other interracial relationships in films? Consider how differently today's audience, you and I, might receive this film differently.
Pair and share.
OPENING
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Establish Genre and Tone
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Establish Characters
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Establish Setting
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Empathy
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Catalyst
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Debate
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Turning Point
DEVELOPMENT
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Multiple Story Lines
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Rising Tensions
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Midpoint
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Dark Night soul
CLOSURE/RESOLUTION
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Climax
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Resolution
What is a Narrative?
Simply put, a Narrative is a story.
We are extraordinarily familiar with narrative and narrative structure.
You were most likely read to as a child, watched TV shows, read your own books, went and saw movies and told your own stories.
NARRATIVE STRUCTURE:
READ:
Textbook 6.2 p159-169
MEDIA CODES AND CONVENTIONS:
READ:
Textbook 6.3 Technical Codes p170 - 186
Codes
Codes are used to construct meaning (for example, a high camera angle making a character look small and insignificant) .
They are used by the film-makers to help construct meaning for the audience.
Conventions
Conventions are used to establish form (for example, films are formed by character arcs, developing storylines, etc).
They are used by the screenwriters to form and shape the narrative during the writing process.
Technical Codes
Camera - Camerawork refers to how the camera is operated, positioned and moved for specific effects.
Aspects of camerawork include:
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Positioning
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Movement
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Framing
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Exposure
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Lens choice
including shot types (e.g.: close up, wide shot, etc), camera movement (e.g. pan dolly, tracking, etc) , lens types (e.g. wide angle, fish eye, etc) and camera angles (e.g. high or low angles, dutch angles, etc)
WATCH:
Quiz adapted from http://media-studies.mrshollyenglish.com/tools-resources/editing
Editing - Editing is the process of choosing, manipulating and arranging images and sound.
Editing is generally done for four different reasons:
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Graphic edits
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Rhythmic edits
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Spacial edits
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Temporal edits
Editing is the post production assembly and manipulation of footage which can either be continuity editing (a replication of reality) or expressive (heightened editing such as slowing down or speeding up time, split screen compositions, colour correction, special effects and many others)
WATCH:
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Cutting on action (cutting while there is movement on-screen)
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Cutaway (cutting to an insert shot and then back)
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Cross-cutting (back and forth between locations, ex: phone call)
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Jump cuts (disjointed edits in the same shot or action)
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Match cut (cut from one shot to a similar shot by either matching the action or composition)
Glossary of Cuts
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Fade in/out (to/from black)
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Dissolve (blend shots)
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Smash cut (abrupt transition)
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Iris (old-fashioned; circle that opens and closes in camera)
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Wipes (screen wipes from one side to the other)
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Invisible cuts (impression of a single take)
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L-cut (audio transition)
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J-cut (audio of the next scene starts before you get to it)
Glossary of Transitions
Lighting -
Lighting is the manipulation of natural or artificial light to selectively highlight specific elements of the scene. Elements of lighting include:
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Quality
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Direction
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Source
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Colour
the illumination of set and actors via natural or artificial lighting sources. it can replicate reality or be expressive ( this is listing that expressive a mood, emotion or hint of view such as coloured lighting, isolated spotlights, heavenly glows, etc)
WATCH:
Sound -
Audio is the expressive or naturalistic use of sound. Audio can be diegetic or non diegetic. The three aspects of audio are:
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dialogue
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sound effects
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music
the audible world of the character (diegetic sound, such as sound effect and dialogue) or the audible world of the film that only the audience is privy to (non-diegetic sound, such as narration, music, etc)
WATCH:
Symbolic Codes
Acting -
Actors portray characters in media products and contribute to
character development, creating tension or advancing the narrative.
The actor portrays a character through expressive skills such as:
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Facial expression
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Body Language
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Vocal qualities
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Movement
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Body contact
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Gestures
to portray a character.
Mise-En-Scenè - French term that mean 'put in the scene' or 'everything within the fram' which refers to everything we can see in the frame including actors, colours, lighting, styles, patterns, sets, props . Mine-en-scene can often have a deeper symbolic function and reveal more about character's personality or themes in the film.
An analysis of mise en scene includes:
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Set Design
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Costume
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Props
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Staging and Composition
Setting - the narrative's setting in time, history, social class, location and/or country. Setting is the time and place of the narrative. When discussing setting, you can describe the setting of the whole story or just a specific scene. A setting can be as big as the outback or space, or as small as a specific room. Setting can even be a created atmosphere or frame of mind.
Setting can also have a deeper symbolic function, such as Lester Burnam's middle class suburbia acting like a prison for him.
Colour - the use of colour in film is often symbolically coded. Colour has highly cultural and strong connotations.
When studying the use of colour in a media product the different aspects to be looking at are:
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Dominant colour
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Contrasting foils
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Colour symbolism
For example we understand that white = purity, red = rage or love, black = sorrow. Colour is often used this way in film.
Visual Composition - the way mice-en-scene and actors are arranged or positioned in the frame. For example, foreground objects demand our attention, while objects further away may be taken in subconsciously.
Written Codes
Written codes are the formal written language used in a media product. Just like technical and symbolic codes, written codes can be used to advance a narrative, communicate information about a character or issues and themes in the media product.
Written codes include printed language which is text you can see within the frame and how it is presented, and also spoken language, which includes dialogue and song lyrics.
Dialogue - the words spoken by a character or narrators as written by the author of the screenplay
Language - The way context under which dialogue is delivered. Language can be defined by race, socio-economic status, region, creed, age, personality, etc.
Film Conventions
Conventions are accepted ways of using media codes. Conventions are closely connected to the audience expectations of a media product. Different types of conventions include form conventions, story conventions and genre conventions.
Form conventions
Form conventions are the certain ways we expect types of media’s codes to be arranged. For instance an audience expects to have a title of the film at the beginning, and then credits at the end. Newspapers will have a masthead, the most important news on the front page and sports news on the back page. Video games usually start with a tutorial to explain the mechanics of how the game works.
Another example would be continuity editing. Most video forms follow a set of editing rules and techniques called continuity editing which allows for the audience to easily understand what is going on in a scene and who is talking to who.
Story Conventions
Story conventions are common narrative structures and understandings that are common in story telling media products. Examples of story conventions include:
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Narrative structures
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Cause and effect
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Character construction
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Point of View
Point of View - the perspective from which the narrative events play out. Usually from the protagonist's perspective but it can sometimes change. Sometimes we as an audience can see elements that our protagonist or protagonists cant see so we understand that a character may be in danger or making a bad decision. While other times the audience may be not be privy to the protagonists point of view... thus allowing a twist to occur!
Storyline Structure - the opening of the film usual established time, place, location and characters and sets up narrative possibilities (the hook!). These possibilities are developed throughout the course of the film and are usually resolved by the narrative conclusion. Most narratives follow the story of the protagonist, however some films may follow multiple character storylines. Usually, the protagonists storyline will begin in equilibrium, where their world is relatively normal for them. Then a problem or conflict may occur and throw the protagonist's storyline into disequilibrium.
Genre
Genre Conventions
Genre conventions point to the common use of tropes, characters, settings or themes in a particular type of medium. Genre conventions are closely linked with audience expectations. Genre conventions can be formal or thematic.
Genre theory is used in the study of films in order to facilitate the categorization of films. Genre are dependent on various factors such as story line, whom the director is, what are the audience expectations, etc.
In order to understand Genre we may look at several examples. When we speak of the western we know that within this collection of films we may expect to find gun fights, horses and indians, the solitary cowboy and to some degree the actors and directors of such films. Another example would be when looking at the horror film where we know everyone will die except one. The audience whom go to those films expect to see zombie, were wolves,werewolvess and more. This is what we call conventions or common tropes belonging to the genre. (Source: http://www.tpsmediastudies.com/narrative-and-ideology.html)
Character Development - A character's personalities traits, motivation and desires are often established in the opening of a narrative. Quite often, their motivations will drive their actions and propel the storyline forward. As the film progresses, the character will usually face some kind of challenge (a dangerous situation? a love interest? an unfulfilling life?) and the Character usually will need to learn to overcome their challenge by growing and developing. We call this the character arc.
Cause and Effect - the logical pattern of one action causing a resulting consequence. Good writing will follow the 'therefore structure' which suggests "THAT happened THEREFORE, THIS happens." Every action should have a logical consequence.
Structure of Time - the temporal structure of a Narrative. Overall, a narrative is usually linear (from one point in time to another) circular (from the end of a story, back to the beginning and then to the end again) or non-linear (events play out any temporal order) Individual moments can have their own expressive structure of time. events may speed up or slow down, shots may linger for a long time (extended temporal duration) or they may repeat often (increased temporal frequency).
All media products, in fact, all artistic products are produced within a variety of contexts, which can infludence both the work and the way the audience receives or reads it (Dunscombe, et al, p195).
The times and conditions under which a media narrative was made help shape both the text and the way the audience understands it. Media narratives are created under and within a variety of contexts, such as social, ideological and institutional.
What is an Ideology?
●List of values & beliefs
●Surrounding a topic/theme/idea/discourse
●Within a specific society and time
Ideologies are evident in the media products through representations and narrative design
Representaions of Ideology:
•Individuals
•Settngs
•Institutions
•Social Groups
•Ideas or concepts
Being able to link how codes and conventions are used tocreate these representations will be important.
•Ideologies in society frame the nature, form and structure of narratives.
•Therefore there is a link between telling the story and how society’s ideology is developed in real life.
Media narratives can implicitly or explicitly comment on, reflect on, develop, reject or ignore ideologies.
•Different ideological perspectives, representing different interests with unequal power, engage in a kind of struggle within media texts.
•Therefore the media becomes the primary contemporary battleground of dominant and emerging ideologies.
NEUTRAL / IMPLICIT & EXPLICIT IDEOLOGY
Those media products where the main purpose is to entertain rather than persuade the audience one way or another
Neutral Ideology
Found in media products where the protagonist and antagonist represent conflicting ideologies.
Implicit Ideology
Exists in media products that are made to persuade the audience to think a certain way.
Explicit Ideology
The polysemic nature of television – the factors which enable different viewers to make different senses of the same text.
Polysemic
•Ideological context – what ideology exists surrounding discourses/themes/idea in a specific society and time
•Institutional context – key players and institutions (eg studio system, channel, netflix as a global institution) that control the production and distribution process of a media product
•Cultural context - The beliefs and events surrounding a culture within a specific society. Many different cultures can be found within a society. (youth culture, religious culture etc.)
•Social context – Issues, events and social norms that exist within a society (united and referred as a distinct entity i.e America 1990s)
Ideological Context
•Time period:
•Location:
•Dominant ideology:
•Other values & beliefs:
•Evidence: which real world examples or events etc. can be used to support the ideology?
Political Ideologies:
The process of leading people is called governing. People like to be governed because governments make laws to organise and keep citizens safe. People need representatives because not everyone can be involved.
Governments also manage big institutions and organisations like armies (defence), health, education, public transport, communication (media), business, trade and roads. These are tasks that individuals could not organise by themselves. But when they have a government, society is organised.
STYLES OF GOVERNING
There are different approaches to how a leader and governments organise people. These different approaches are known as ‘political ideologies’. Some political ideologies include;
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Anarchism
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Communism
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Socialism
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Capitalism
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Democracy (and constitutional monarchy)
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Liberalism
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Conservatism
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Monarchy
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Fascism
Notice these are ordered. That is because in this order, these political ideologies vary in the degree of equality given to ordinary people. The ideologies, also known as ‘political systems’ run from those where people are more equal with their leader, at the top, to those where they are not equal with their leader at the bottom of the list. The usual way to describe this variation in equality, power and control between people and a leader is to place them on a horizontal line. Systems that promote equality are said to be on the Left and those where the leader has absolute control is known to be on the Right.
(L) Anarchism, Communism, Socialism, Capitalism, Democracy, Liberalism, Conservatism, Monarchy, Fascism (R)
However, you will learn that despite the overall goals of these systems, power and control is not always lesser on the Left.
(Source: https://helveticamediuma.com/learn/ideology/)
WARNING: Contains course language.
ANARCHISM
Aim: The organisation of society on a voluntary basis without forming a governing body
Advantage: Equal right to thought and deeds, cooperative not hierarchical. Consensus decision making
Disadvantage: Cannot play on the world stage
Example: Hippie communes USA, Australia 1960 - 70s
Example of leader: Anarchists do not have hierarchical leaders
SOCIALISM
Aim: To create an equal society where the workers primarily control the planning and resources. It is ‘diet-coke’ Communism and often confused with Communism. However, contemporary Socialism is based on a Capitalist economic model
Advantage: Considers the benefit of society over individuals needs
Disadvantage: Can sometimes discourage competition and aspiration.
Example: Nordic Nations (Sweden, Norway, Finland)
Example of leader: Senator Bernie Sanders USA 2007 -
CAPITALISM
Aim: An economic system based on trade and manufacture of goods and services sold for profit. Inherit in its name is that is the ability for individuals and corporations to accumulate capital wealth. Decision making is based on promoting a capitalist market economy. Capitalism is usually embedded in other political systems such as Socialism or Monarchy. Market forces are more important than welfare.
Advantage: As it based on consumer choice there is competition for better products and services
Disadvantage: Unfair concentration of enormous wealth in the hands of the few
Example: United States of America, Michael Moore's Documentary Capitalism: A Love Story (2009)
Example of leader: Donald Trump 2016 - .
COMMUNISM
Aim: To create a classless and completely equal society where people receive according to their needs
Advantage: Equal distribution of wealth, spread across society
Disadvantage: Extreme government control of economy and society, less incentive to work hard
Example: Soviet Russia, Sergei Einstein's Ten Days that Shook the World (1928)
Example of leader: Joseph Stalin 1927 - 1953
Goodbye, Lenin! (2003)
A high-concept comedy about the fall of Communism, this German film stars a very young Daniel Bruhl, Baron Zemo himself, as an East German teenager whose mother falls into a coma just before the Berlin Wall comes down. He and his sister give her the farcical impression that nothing has changed in the intervening years. Goodbye, Lenin! manages to draw the distinctions between socialism and capitalism and gently mocks both without descending into didactic messaging.
(Source: https://bookandfilmglobe.com/film/movies-about-socialism/)
DEMOCRACY
Aim: To create a fair and distributed government by the population by electing representatives who become their leaders. Countries operating democratically have regular, transparent elections to ensure that political leaders remain a current representation of the population. Government is charged with law making that represents its citizens.
Advantage: A system that is fair in that each citizen has one vote. This gives equal representation to all people in choosing leaders and endorsing government policy at election time.
Disadvantage: Democracies operating within a capitalist economic model provide an unequal distribution of wealth to a select few. This gives these people greater access to power and influence within society, as employer and media patron. The resultant unequal voice in a democracy creates imbalances in the system.
Example: Australia
Example of leader: Scott Morrison 2019 -
LIBERALISM
Aim: To organise society based on liberty. This is underpinned by the values of a free market, individual rights, secularism, gender and racial equality, freedom of speech and freedom of the media.
Advantage: That through the recognition of equality each person is treated fairly and with dignity
Disadvantage: That through equal treatment of all members of the population, those who are at a disadvantage do not receive assistance
Example: Northern European, Scandinavian countries (Finland, Norway, Sweden), Ireland and New Zealand are considered to be liberal
Example of leader: Julia Gillard 2007 - 10
CONSERVATISM
Aim: To preserve traditional values and institutions and prevent them from changing
Advantage: Traditions and cultural identity are kept alive. Respect for elders is a key value or conservatism.
Disadvantage: Holding on to the past creates tension as times change. Conservative values favor imperial thought and prejudice against equality
Example: United States of America
Example of leader: Tony Abbott 2013 - 15
MONARCHY
Aim: A form of political governance where the succession of leaders is hereditary and lasts for life or abdication. Monarchs include king, queen, emperor, tsar, sultan. The power of a monarch may vary from symbolic in a republic, to restricted in a democratic constitutional monarchy (Australia) to fully autocratic.
Advantage: Clarity of legitimacy to rule. Royal families can be popular with citizens around the world. As a monarch is not chosen nor deposed by election they can operate above ‘party politics’.
Disadvantage: As monarchies are hereditary this creates dynastic rule. Therefore, their decision making is based on traditionalism
Example: United Kingdom, Saudi Arabia (where the King actually rules)
Example of leader: Queen Elizabeth II 1953 (UK) - , King Salman (Saudi Arabia) 2015 -
FASCISM
Aim: To advance the interests of a nation above all else in society. Fascism is characterised by autocratic leaders. a single party system and forcible suppression of opposition. Fascism is opposed to liberalism. Economic difficulty has been a cause for the establishment of fascism.
Advantage: Strong sense of national identity, unity and stability
Disadvantage: Totalitarian control given to an autocratic leader (dictator). Freedom of thought, speech and action is punishable.
Example: Nazi Germany 1933 - 45
Example of leader: Adolf Hitler
(Source: https://helveticamediuma.com/learn/ideology/)
Social Ideologies:
Much like political leaders and governments, people also have varying opinions and values regarding ways in which people should best live and work together. Unlike political ideologies that are predominantly shared among a nation’s population, different people are guided by different social, and cultural approaches (known as social ideologies) within a population.
That is not to say that everyone believes in (subscribes to) a different social ideology, it is just that they are shared by groups and enacted by individuals.
Furthermore, different individuals subscribe to different social ideologies at different times, depending on an issue and its relevance to them.
DOMINANT AND SUBORDINATE SOCIAL AND CULTURAL GROUPINGS
People naturally identify (literally or figuratively move closer) with people who are physically similar or think in the same way as they do. People in a majority (more in numbers than others) are known as belonging to the ‘dominant’ cultural group. Those in a minority (less in numbers than others) are in a ‘subordinate’ cultural group. This tendency promotes homogenisation (grouping together) whilst simultaneously excluding (rejecting) others. In addition, people belonging to dominant groups accumulate greater power in comparison to the power of those in a minority. This is seen at a national level in discrimination between race and organisationally where one gender, permitted ownership of property, employment, voice and/ or governance discriminates against the other.
Some social ideologies act to reinforce the traditional tendencies of dominant and subordinate cultural groupings and others act to challenge them and build a different world.
Examples of social ideologies include;
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Collectivism
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Individualism
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Environmentalism
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Racism
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Equality (Gender, race, age, nationality, ability, etc)
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Religion
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Traditionalism
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Progressivism
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Feminism
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Masculinism
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Patriotism/ Nationalism
Collectivism
Aim: Values prioritisation of the needs of the group rather than of the self or individual. It is altruistic and recognises interdependence.
Example: Socialism, collective decision making with friends
Individualism
Aim: Values prioritisation of the needs of the individual rather than of the group. It aims for independence and self-reliance
Example: A person who places emphasis on improvement of their physique, academic ability or wealth regardless of the opinions or needs of others
Environmentalism
Aim: Values local and global environmental protection. This is manifest or enacted in criticism of resource use including non-renewable sources of energy, mass animal farming and production, built-in-obsolescence, consumerism leading to pollution and climate change. Environmentalism emphasises sustainability.
Example: A person who lives self-sufficiently drawing their requirements from renewable sources
RACISM
Racism is a social ideology
Aim: Values one race (cultural origin, physical appearance) over another as a result of the belief that people’s differences determine their superiority and inferiority.
Example: Apartheid practised in South Africa, USA slavery and segregation, Australia ‘Stolen generation’ Genocides of Nazi Germany, Africa, Europe, Asia and Australia
There are many highly effective examples of media products that explore racism.
For example, the Netflix courtroom drama "The Trial of the Chicago 7" (Dir: Aaron Sorkin, 2020) depicts the barbaric treatment of Bobby Seale, leader of the Black Panther Party, where he was bound and gagged after becoming increasingly frustrated at being refused the right to council. This is a true story.
https://www.charlotteallingham.com/goinghome/
Black Panther (2018)
Get Out (2017)
Religion
Religious ideologies
Aim:
Negative Examples: ISIS, 9/11, Handmaid's Tale, Pell, Hillsong, Take me to Church (song by Hozier), Unorthodox, Shtisel and One of Us - orthodox Judaism
Positive Examples: Billy Graham, The Chosen, 7th Heaven, Jesus Christ Superstar Andrew Lloyd Webber
Traditionalism
Progressivism
Patriotism/ Nationalism
Feminism & Masculinism/Machoism
Feminism and Masculinism/Machoism are a social ideologies
Feminism
Aim: To change society’s prioritisation of men and the male perspective. Feminism not only believes in gender equality, in relation to opportunity, pay, safety and education but advocates for it by protecting women’s rights. There have been several ‘waves’ of Feminism, beginning with Women’s Right to Vote, extending through reproductive rights and currently Fourth Wave Feminism (from 2012 - ) Among other issues this movement utilises social media and advocates for the cessation of sexual assault and abuse in the workplace.
Example: #MetToo movement 2016
Masculinism/Machoism
Aim: To oppose the growing impact of women’s rights as they are perceived to be detrimental to men’s authority and socio-cultural identity. Masculinism is in opposition to Feminism. Masculinists promote a traditional gender view. This view ascribes the role of bread-winner to men and care-giver to women.
Example: Donald Trump, USA, 2016
Equality (Gender, race, age, nationality, ability, etc)
Aim: Also known as egalitarianism, priorities equalisation of rights for all people. This is manifest in the attempt to equal opportunity, eligibility, legal status and reward for people of each gender, all races, ages, sexual orientation, nationalities, physical and mental abilities. Unlike liberalism, which shares some aims of equality, equalising the opportunities for people requires corrections. This may be seen as prejudice in favour of the disadvantaged.
Example: Equal Opportunity Act Victoria 2010, Multicultural Act Victoria 2011
What are gender roles?
Gender roles in society means how we’re expected to act, speak, dress, groom, and conduct ourselves based upon our assigned sex. For example, girls and women are generally expected to dress in typically feminine ways and be polite, accommodating, and nurturing. Men are generally expected to be strong, aggressive, and bold.
Every society, ethnic group, and culture has gender role expectations, but they can be very different from group to group. They can also change in the same society over time.
Casestudy:
In 2017, the film Wonder Woman was released.
Identify the protagonist and some key characteristics.
Consider the time and what was happening in society (2017).
This article may assist you:
Have a think about other superhero films. Have a think about the usual gender for the protagonist.
This article may assist you:
Identify the dominant ideology of Wonder Woman.
Why do you think this narrative and Ideology resonated with audiences in 2017?
Watch this clip from Superman (1978)
And now this clip from Wonder Woman (2017)
Discuss the importance of this clip in WW for a 2017 audience with your table group.
‘Why Wonder Woman is a masterpiece of subversive feminism’
by Zoe Williams published in The Guardian, 6 June 2017
TASK:
In pairs/small groups, choose 1 ideaology to investigate and report your findings back to the class.
Consider the followingsentence starters:
_______ism originated because…
_______ism aims to…
_______ism is helpful/harmful for society because…
An example of a media product that depicts ________ism is...
To respond to Ideological Context you must know….
The stages of the media production process where the production is developed, designed, recorded and edited.
Production
The stage of the media production process where the product is delivered to the specified audience in a planned context and location/s.
Distribution
The way in which an audience experiences and engages with a media product. Can refer to the social, cultural and technological influences over the way audiences read media texts
Consumption
The way in which an audience understands and creates meaning from a media product they consume
REception
It is important that you are able to discuss how both institutional and ideological factors impact on each of these stages.
Helpful Stuff...
For the SAC & EXAM….
You’re going to analyse the relationship between narratives and their ideological and institutional contexts.
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Who produced them?
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How were they distributed or marketed?
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How were they consumed and read by audiences?
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Again, these films are cultural artefacts, they are produced by people who exist in a society, they are consumed by audiences and become part of the conversation, part of the discourse on these big ideas.
You’re also going to discuss the relationship between narratives and audiences, including how they engage with, consume and read these stories.
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Engagement focuses our attention on how filmmakers use media codes and conventions to craft an enthralling and entertaining story.
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Reading is about how the audience makes sense of or decode these codes and conventions.
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Consumption is about the way we experience media narratives – it’s about the physical environment, the technology, as well as the knowledge and expectations we bring to these stories.
(Source: http://www.mediaknite.org/narrative-and-ideology-aos-1-unit-3/)
Sentence Stems:
Narrative & Ideology
A way to make an impact is to open your responses with a punchy open statement. Such as….
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Audience engagement, consumption and reception are central to media production.
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Media narratives are shaped by ideological shifts in society.
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Ideologies in society frame the nature, form and structure of media narratives.
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The construction of media narratives, take into consideration their audience expectations to validate their ideology.
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Reception context refers to the environment or circumstances by which a media product is received.
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Media conventions are the non-technical aspects that contribute to the structure of the narrative.
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Media codes can be classified as the technical constructions that build a narrative.
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Media code ad conventions are employed in media products to engage and provide a cultural and historical experience for audiences.
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Consumption and reading of media narratives are considered when constructing media products (Source: http://www.mediaknite.org/sentence-stems-narrative-ideology/)
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More resources:
Stuart Hall’s Representation Theory Explained
Whoever Controls the Media, Controls the Culture
THEN AND NOW: THE EVOLUTION OF GENDER STEREOTYPES IN ADVERTISING (AND HOW FAR WE’VE YET TO TRAVEL)
Positive Representations of Women in the media
23 Movies That Actually Represent Women Well
What Advertising does to Identity
(Source: Reid, N, 2021)