Audience theory: blog tasks

The key concept of Audience is vital in Media Studies. As well as demographics and psychographics, we also need to explore what audiences enjoy about the media and ask whether the media is having any kind of effect on its audience.

Audience theory - notes

The hypodermic needle model

This is a crude theory from the 1920s that suggests the media injects information into the audience like a hypodermic needle and therefore can have a dangerous effect on us.

The two-step flow model

The two-step flow model was developed in the 1940s because the hypodermic needle theory was considered too simplistic, assuming the audience consumed media without thinking.

The two-step flow model instead suggests the audience are influenced by ‘opinion leaders’ in the media who mediate how the audience react to media texts. The theory suggests the media is not all-powerful and that social factors are important.

Blumler & Katz: Uses and Gratifications theory

Researchers Blumler and Katz reignited audience theory in 1974 by stating that media audiences are active and make conscious choices about the way they consume media.

They suggested there are four main uses or gratifications (pleasures) that audiences get from the media.

Diversion: escape from everyday problems and routine - entertainment.

Personal Relationships: using the media for emotional and other interaction (e.g. developing affection for characters in TV)

Personal Identity: finding ourselves reflected in texts or learning behaviour and values from the media. Reality TV or documentary (Educating Yorkshire) are good examples.

Surveillance: Information useful for living (e.g. Weather, traffic news, holiday bargains etc.)

Audience theory: blog tasks

Hypodermic needle model

1) Read this Mail Online article about the effects of videogames. How does this article link to the hypodermic needle model?

2) How does coverage of the Talk Talk hacking case link to the hypodermic needle model? Why might someone criticise this front page? 

Two-step flow model

1) Summarise the two-step flow model. In your opinion, is the two-step flow theory still relevant today?

2) How does this YouTube blogger fit into the two-step flow model?

3) How this this Telegraph article on influential tweeters fit the two-step flow model?

4) Read this BBC profile of Jamal Edwards. How does Jamal Edwards link to the two-step flow model?

Uses and Gratifications theory

1) For each of the four categories, write about one media text that fits that particular audience use or pleasure. Make sure you explain WHY it fits the category and use images or clips to illustrate your points.

Remember, anything you don't complete in the lesson you need to finish for homework - due next Tuesday.

Film Language test: Learner Response

Today, you need to take a short break from your preliminary exercise work and complete a learner response on your Film Language test.

The general comments I picked up while marking are:

• Get the basics right: ensure written English is correct, use paragraphs to organise your points and aim for three or four paragraphs for each question as an absolute minimum.
• Using Media terminology is essential - this was lacking in places, particularly with regards to mise-en-scene.
• Answer the question - this is so important. If you don't address what the question is asking you will struggle to achieve higher than a level 2 (6/12 marks)
• Make sure your notetaking is organised and detailed - dividing your A4 page in four and making notes for each question is a good technique.
• Analysis not description: if you are simply describing the clip, you will never access the higher levels. Make sure you are explaining the HOW and WHY - what impact does this particular aspect have on the audience?
• Revise the key terminology - there were far too many references to jump cuts. There were no jump cuts in the clip!

Your learner response task is as follows:

1) Read your feedback carefully and look at the mark and grade you achieved.

2) Read this mark scheme, grade boundaries and suggested content document. How many marks were you away from the next grade up? How much of the suggested content did you include in your answers?

3) Create a blogpost called 'Film Language test learner response'

4) Type up your feedback word-for-word (you don't have to put the mark and grade if you don't want to).

5) Re-write your weakest question on your blog. This re-write should be aiming for 12/12 marks using all the suggested content in the mark scheme. Re-watch the clip above and make dedicated reference to specific aspects of the sequence.

When you have finished all of the tasks above you should return to your Preliminary exercise planning.

Boyz N The Hood Activities

We hope you enjoyed the brilliant 'Boyz N The Hood' film at The Everyman, Canary Wharf.

Now you have a few tasks to help you reflect on the film...

1. Read this Guardian article about the director: John Singleton reflects on Boyz N the Hood: 'I didn't know anything'. It's incredible that he was only 24 years old when he wrote Boyz N the Hood, becoming both the first African-American and the youngest person ever to be nominated for the best director Oscar!

2. Read this short 5 star Guardian review of the film commemorating the 25th anniversary since the film's original release.

3. Read the Into Film Festival guide to 'Boyz N The Hood' that contains some general info and a few questions for you to think about (no need to write the answers).

4. Read the Into Film Festival review writing competition details, especially the Top Tips PDF.

5. Carry out some additional research if necessary - the IMDB website about the film is a good place to start - and then write your own original 300 word review of the film. Post up the review on your blog, then copy it out by hand onto the competition entry form which you'll receive in your lesson. 

Deadline for completion and submission of all tasks: Monday 21/11/16.

Miss Fowler Cover Work MEST1 for Wednesday 9th November

Miss Fowler cover work: Wed 9th November

I'm sorry I can't be in school for my 12D lesson P3&4 

Today's lesson is all about Audience: Demographics and Psychographics

Please read through the following PowerPoint, making notes as you go on:

- Definition of audience

-What constitutes Niche and Mainstream (give examples)

-VALS

-Mosaic Consumer Classifications

-Young and Rubicam's 4Cs Marketing Model.

Powerpoint can be found here: M Drive/Resources/A Level/ MIGRAINE lessons Audience FOW

Psychographics: pair presentations

First, create an example couple that represents your psychographic group (just like the Mosaic profiles).

Tell us a bit about the couple – who they are, where they work/study, what they like doing in their spare time. Bring them to life.

First, create an example couple that represents your psychographic group (just like the Mosaic profiles).

Tell us a bit about the couple – who they are, where they work/study, what they like doing in their spare time. Bring them to life.

Next, outline their media consumption:

Print: What newspapers/magazines does your group read (if any)? Is this on paper or tablet?

Broadcast: What TV programmes/channels do your group watch? Radio stations? TV package – Freeview or Sky? Films?

E-Media: What technology do they own? What websites do they visit (if any)?

Finally, plan your presentation. One of you should introduce the couple, the other should outline their media consumption.

1.MAINSTREAMERS

2.ASPIRERS

3.SUCCEEDERS

4.RESIGNED

5.EXPLORERS

6.STRUGGLERS

7.REFORMERS 

You've got all lesson and homework to work on this but there IS a lot of work so stay focused and you'll get through it steadily. Remember your EBIs from last time we did presentations and try to create one that is addressing these EBIs to show your progress.

Period 7  on Thursday is cancelled so please just use that time at home to complete any outstanding work on your blogs and do the below audience task. 

I am going to mark the blogs before next week so make sure any drafts are published. 

Homework

Read this article about Clouds Over Sidra - an immersive film that aims to help audiences connect with refugees in Syria. The idea was that, by using 360 degree technology fromo the Oculus Rift, audiences experience life in a refugee camp first hand. 

Article from The Guardian

This is also available as a hard copy from Mr Halsey if you prefer. 

Radio 4 programme: The Digital Human Perspective (start at 15:22)

Listen to this 30 minute programme from 15 mins 22 until the end. This is the creator of Clouds Over Sidra talking about the film. 

Clouds Over Sidra 360 degree media

Watch the 360 degree film discussed in the radio show

Answer these questions on your blog:

1) What does new Media such as 'Clouds over Sidra' offer audiences? What is there a target audience and how do you know? 

2) How has the new perspectives offered by the digital world changed the relationship between the audience (consumer) and the Media product (producer)?

Consider: Sensory overload / the role of empathy / Immersive media

Any questions, Mr Qureshi is available or Mr Halsey is in DF07 break and lunch time. 

Good luck!

Miss Fowler

Audience: Psychographic profiling

Media institutions are always looking for more detailed audience profiling – so they can target their product more successfully.

These include VALS (values, attitudes and lifestyles) or Mosaic consumer classification. There's a good PDF explaining the Mosaic consumer classification here. 

Advertisers and institutions also use Psychographics.

Psychographics

Young and Rubicam invented a successful psychographic profile known as their 4Cs Marketing Model: Cross Cultural Consumer Characterisation. They suggested people fit into one of seven groups:

Resigned
Rigid, strict, authoritarian and chauvinist values, oriented to the past and to Resigned roles. Brand choice stresses safety, familiarity and economy. (Older)

Strugglers
Alienated, Struggler, disorganised - with few resources apart from physical/mechanical skills (e.g. car repair). Heavy consumers of alcohol, junk food and lotteries, also trainers. Brand choice involves impact and sensation.

Mainstreamers
Domestic, conformist, conventional, sentimental, passive, habitual. Part of the mass, favouring big and well-known value for money 'family' brands. Almost invariably the largest 4Cs group.

Aspirers
Materialistic, acquisitive, affiliative, oriented to extrinsics ... image, appearance, charisma, persona and fashion. Attractive packaging more important than quality of contents. (Younger, clerical/sales type occupation)

Succeeders
Strong goal orientation, confidence, work ethic, organisation ... support status quo, stability. Brand choice based on reward, prestige - the very best . Also attracted to 'caring' and protective brands ... stress relief. (Top management)

Explorers
Energy - autonomy, experience, challenge, new frontiers. Brand choice highlights difference, sensation, adventure, indulgence and instant effect - the first to try new brands. (Younger - student)

Reformers
Freedom from restriction, personal growth, social awareness, value for time, independent judgement, tolerance of complexity, anti-materialistic but intolerant of bad taste. Curious and enquiring, support growth of new product categories. Select brands for intrinsic quality, favouring natural simplicity, small is beautiful. (Higher Education)

Psychographics: pair presentations

In pairs, you are going to investigate one of Young and Rubicam’s Psychographic groups.

You need to put together a presentation in which you create an example couple for that particular psychographic group and suggest what their media consumption might involve.

Note: You need to publish the tasks on each of your blogs individually.

Structure

Who you are working with:

The psychographic group you are researching:

Introduce your example couple that represents your group:

1) Make up their names:


2) Where do they work/study?


3) What do they do in their spare time?


Now suggest their media consumption:

Print: What newspapers/magazines does your group read (if any)? Is this on paper or tablet? 


Broadcast: What TV programmes/channels do your group watch? Radio stations? TV package – Freeview or Sky? Films?


E-Media: What technology do they own? What websites do they visit (if any)?

Homework

1) Make sure your psychographics presentation is uploaded on your blog with all details of the couple and their media consumption (it needs to be on everybody's blog individually but can be a duplicate of your partner's post).

2) Take Young and Rubicam's test to see which Pyschographic group you belong to. Write the results on your blog post and whether you agree with it. Note: this link does not always work in school so try it at home if it doesn't load up correctly.

Due date: set by your MEST1 Exam teacher

MEST2: Preliminary Exercise

The first aspect of your MEST2 coursework is a preliminary exercise that introduces the basics of narrative filmmaking.

This is a brilliant opportunity to get to know our DSLR cameras, the 50mm lens that produces exceptional cinematography - and most importantly develop a working relationship with the group you plan to work with for the actual coursework.

Preliminary exercise: Continuity task

Your preliminary exercise involves filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue. 

This task should demonstrate match on action, shot/reverse shot and the 180-degree rule. 

Time allowed: two weeks

You are advised to work in the group that you will work in for your MEST2 coursework project.

Key skills

The following clips and links should help you with the key skills you need to demonstrate in your preliminary exercise.

Match on action


Match on action (or cutting on action) is an editing technique for continuity editing in which one shot cuts to another shot showing the same action of the subject in the first shot.


This creates the impression of continuity - the action creates a 'visual bridge' which is easy for the audience to follow.

Look at this YouTube clip for match on action - the cuts you want to look at in particular are at 2 seconds, then again at 18 seconds:

Note: if video does not embed, click on this link to open in YouTube.

Shot/reverse shot

Shot/reverse shot uses over-the-shoulder shots to show a conversation between two characters. Look at this example from the Hunger Games movie - specifically between 0.50 and 1.30.

Note: if video does not embed, click on this link to open in YouTube.

With shot/reverse shot, you need to observe the 180 degree rule. 

180 degree rule

The 180-degree rule of shooting and editing keeps the camera on one side of the action. This keeps characters grounded compositionally on a particular side of the screen or frame, and keeps them looking at one another when only one character is seen onscreen at a time. 


It is referred to as a rule because the camera, when shooting two actors, must not cross over the axis of action; if it does, it risks giving the impression that the actors' positions in the scene have been reversed. [source: Columbia Film Language Glossary]

In other words, draw an imaginary line between the two characters facing each other and then make sure the camera never crosses that line during the filming of that scene. This video is a brilliant explanation of the rule:

Note: if video does not embed, click on this link to open in YouTube.


Task list: planning

1. Sort out your group (if you haven’t done so already). An absolute maximum of FOUR in each group is set by the exam board AQA.
2. Discuss what your preliminary exercise will involve – location, sequence of events, who will act etc.
3. Write a short script for the preliminary exercise. Remember, scripts outline movement and shots as well as dialogue. The BBC Writer's Room is a brilliant resource for tips and examples of TV scriptwriting. Here's a genuine TV script example from Luther to check you are formatting your script correctly.
4. Write a shot list of every possible shot (and a few extra) you will need for this preliminary exercise. An example shot list is here.
5. Draw a complete storyboard for the sequence you plan to shoot - every shot should be in there. Storyboard sheets are available on the top of the filing cabinet in the corner of DF07.
6. Upload your completed planning to your blog then let your teacher know. You can then book out a camera and start shooting.

You can start shooting from next week but will not be able to borrow a camera without showing you have completed your planning.

Introduction to Media: Genre

Genre is a crucial key concept and underpins our understanding of all media texts. 

If you missed the lesson on genre the key notes are here:

Genre: notes

Genres may be identified by the following:

Narrative structures
Plot
Typical situations, characters and relationships

Visual iconography
Mise-en-scene: props, costumes, locations etc.
Cinematography

Ideology and themes
Representations, values and ideologies

Daniel Chandler suggests definitions of genre tend to be based on the notion that they constitute particular conventions of content (such as themes or settings - iconography) and/or form (including structure and style) which are shared by the texts which are regarded as belonging to them.


Genre: institution and audience

Tolson (1996) suggests that genre “mediates between industry and audience”.

Abercrombie suggests that “television producers set out to exploit genre conventions... It... makes sound economic sense.” 


Abercromie adds: “Genres permit the creation and maintenance of a loyal audience which becomes used to seeing programmes within a genre.”

Neale: “Repetition and difference”

Steve Neale declares that “genres are instances of repetition and difference” (Neale 1980). He adds:  “Difference is absolutely essential to the economy of genre” - mere repetition would not attract an audience.


Buckingham (1993) agrees, suggesting contemporary theory sees genre as dynamic: “Genre is not... simply "given" by the culture: rather, it is in a constant process of negotiation and change”.

Schatz develops this idea that genres are dynamic and suggests they go through a cycle:

Innovation: genre codes are established
Classical: conventions are repeated
Parody: codes become clichéd and are mocked
Deconstruction: the genre is experimented with to establish new or different conventions

Genre: blog tasks

Complete the following tasks using the Media Factsheets available on the Media Shared drive. 

You'll find them in our Media Factsheet archive: M:\Resources\A Level\Media Factsheets

Read Media Factsheet 03 - Genre: Categorising texts and answer the following questions:

1) What example is provided of why visual iconographies are so important?

2) What examples are provided of the importance of narrative in identifying genre?

3) What is the difference between character representation in action movies and disaster movies?

4) What are the different ways films can be categorised according to Bordwell? 

5) List three ways genre is used by audiences.

6) List three ways genre is used by institutions or producers.

7) What film genre is used as an example of how genres evolve? What films and conventions are mentioned?


Read Media Factsheet 126 - Superheroes: A Genre Case Study and answer the following questions:

1) List five films the factsheet discusses with regards to the Superhero genre.

2) What examples are provided of how the Superhero genre has reflected the changing values, ideologies and world events of the last 70 years?

3) How can Schatz's theory of genre cycles be applied to the Superhero genre?


Finally, carry out your own genre analysis using the model provided by media theorist Daniel Chandler. Choose a film or TV text and answer the following questions:

General
1) Why did you choose the text you are analysing?
2) In what context did you encounter it?
3) What influence do you think this context might have had on your interpretation of the text?
4) To what genre did you initially assign the text?
5) What is your experience of this genre?
6) What subject matter and basic themes is the text concerned with?
7) How typical of the genre is this text in terms of content?
8) What expectations do you have about texts in this genre?
9) Have you found any formal generic labels for this particular text (where)?
10) What generic labels have others given the same text?
11) Which conventions of the genre do you recognize in the text?
12) To what extent does this text stretch the conventions of its genre?
13) Where and why does the text depart from the conventions of the genre?
14) Which conventions seem more like those of a different genre (and which genre(s))?
15) What familiar motifs or images are used?

Mode of address
1) What sort of audience did you feel that the text was aimed at (and how typical was this of the genre)?
2) How does the text address you?
3) What sort of person does it assume you are?
4) What assumptions seem to be made about your class, age, gender and ethnicity?
5) What interests does it assume you have?

Relationship to other texts
1) What intertextual references are there in the text you are analysing (and to what other texts)?
2) Generically, which other texts does the text you are analysing resemble most closely?
3) What key features are shared by these texts?
4) What major differences do you notice between them?


This is a lot of work - but you will have some lesson time to complete it. Anything you don't finish in the lesson complete for homework - due next week.