06 sexual identity in tv drama
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This document discusses representing sexual identity in TV drama. It provides examples of stereotypical and non-stereotypical representations of gay men, straight men, lesbians, and straight women in TV shows. Students are instructed to analyze how sexual identity is portrayed through four micro elements: appearance, speech, occupation, and behavior. They will watch TV show clips and analyze the representations using these micro elements. The lesson aims to understand how sexual identity is commonly and alternatively depicted in media.
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9. rep of reg identity and sexualityibz10
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The document discusses regional and sexual identity representation in television through analyzing microelements like cinematography, mise-en-scene, editing, and sound. It provides context on regional identity and stereotypes, then examines clips and characters to see how identities are portrayed and stereotypes reinforced or subverted. Objectives are to understand identity representation, use media terminology for analysis, and evaluate portrayal through the four microelements.Swc203 communication & attitudes & emotions
Swc203 communication & attitudes & emotionsElaine Francisco
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This document provides an overview of communication and related concepts from a social work perspective. It discusses communication as involving both verbal and nonverbal exchanges of information between individuals. Key components of communication identified include the source, message, channel, receiver, and feedback. The document also summarizes theories and concepts related to language, symbols, signs, semantics, syntax, pragmatics, attitudes, values, beliefs, norms, intentions, behaviors, emotions, cognitive dissonance, self-perception, and shame. Social workers are said to need understanding of emotional states, presentations of emotion, and how people learn to use emotions and behavior.Video analysis fys
Video analysis fyspauley237
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The document contains summaries of analyses of music videos related to themes of gender roles, race, sexuality, materialism, and violence. It includes summaries of 7 different music videos, providing details about the content and messages of each related to the given theme. Key details summarized include descriptions of the representations of gender, race, sexuality and relationships in the videos, as well as the core messages conveyed about these topics through the song lyrics and visuals.Sexuality media representation
Sexuality media representationjonreigatemedia
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The document discusses textual analysis and representation for an exam. It notes that students should analyze mise-en-scene, sound, editing, camera shots, angles, movement, position and composition in a television drama clip. Representation is important because media can create and reinforce dominant ideologies and social myths. Textual analysis involves examining what ideologies are being portrayed through techniques used in the clip. Students may be asked to analyze representation of groups like ethnicity or sexuality, and stereotypes of heterosexual and homosexual identities are outlined.6 sexuality representation dp
6 sexuality representation dpppermaul
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The document provides information about the next 3 weeks for a student:
- An exam is scheduled for May 22nd.
- This week they need to finish evaluations and have a full mock practice on Friday.
- Next week they must finish a project on TV drama and representation and study support is on Thursdays.
- The week of May 4th they will revise for the music industry and continue studying.Interviews - Equallyokedtarians - The Liberal Arts and Humanities
Interviews - Equallyokedtarians - The Liberal Arts and HumanitiesGodfreyBaguma2015
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Interviews - EQUALLYOKEDTARIANS. Key Words: Unequally yoked, Unequallyoked, Unequally-yoked, equally yoked, egalitarianistic, true equality, introduction to social psychology, sociology, violation of social mores, social science, deviancy, mating, deviancies, statistics, abnormalacies, sexual perversions, data base, psychopathology, pairing off, sociopathology, Violation of Social Mores, Engagement, biostatistics, Equally-yoked, Equallyoked Couples, Equallyoked, Equallyokedtarian, Equallyokedtarians, Equallyokedtarianism, Coupling up, Pairing-Off, Coupleships, Mate Selection, Dyadic Relationships, Premartial Pairing, Civil Identity, Intimacy and Mating, Pre-engagement, Courting, Courtship, Spouses, Dyads, Dyadic Psychology, Social Mores, Marriage, Family, and Child Psychology, Biopsychosociocultural Medicine, Clinical Sociology, Social Psychiatry, Psychotherapy, Psychosocial Health, Marriage and Family Therapy, Sociocultural Anthropology, Human Ecology.Tone and diction
Tone and dictionAna Pérez
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This powerpoint has several examples of tone and diction. It also has an interactive game so your kids can learn and have fun simultaneously. Non verbal communication
Non verbal communicationGareth Hill
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This document provides guidance and learning materials for students studying the play "Metamorphosis" by Steven Berkoff. It includes assignments on vocal awareness, language, and non-verbal communication in the context of the play. Students are instructed to practice techniques for demonstrating non-verbal communication and transforming physically into a beetle. They will present next week on the historical, social, political and cultural contexts of the play.Representation of gender and stereotypes
Representation of gender and stereotypesLiz Davies
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This document discusses representation of gender and stereotypes. It begins with an activity asking students to discuss their ideal man or woman, and what values this suggests. It then defines sex and gender, and discusses how gender is a social construct involving roles and behaviors considered appropriate for men and women. The document examines how magazines portray ideals of masculinity and femininity, focusing on traits like strength and independence for men, and beauty, relationships and emotions for women. It also discusses stereotypes, their changing nature, and how society treats those who don't conform to norms. Students are asked to consider how media representations reinforce or challenge stereotypes.Video analysis(1)
Video analysis(1)Julie Kitchen
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The document provides analyses of music videos focusing on themes of gender roles, race, sexuality, materialism, and violence. It summarizes the key elements in each video related to the theme, such as how Beyoncé plays stereotypical male roles in "If I Were a Boy" and Dead Prez promotes violence against white people in "Hell Yeah". The analyses conclude with a description of the type of music in each song.Video analysis(1)
Video analysis(1)highfield2
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The document analyzes music videos based on their portrayal of gender roles, race, sexuality, materialism, and violence. It provides summaries of the song and artist for each category, along with answers to targeted questions about the content and messaging of each music video. Videos were analyzed for Beyoncé's "If I Were a Boy", Dead Prez's "Hell Yeah", Robin Thicke's "Blurred Lines", Nickelback's "Rockstar", and Eminem's "3 a.m.".Interviews with Equallyokedtarians - Liberal Arts and Humanities
Interviews with Equallyokedtarians - Liberal Arts and HumanitiesCWrightMills
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The document summarizes interviews conducted with couples who identify as "equallyokedtarians". Key findings include:
1) Equallyokedtarian couples have varying understandings of what it means to be equallyoked, with some sharing the same or similar civil identities while others have differing interpretations.
2) Couples communicate and socialize in different ways, with some regularly interacting with other equallyokedtarian couples through family connections, texting, or attending shared events.
3) One couple expressed a desire to change from a non-equallyoked relationship to an equallyoked one, indicating differing levels of identification or importance placed on being equallyoked among couples.
The interviews suggest there is diversity inTraits slide,5.12.2012
Traits slide,5.12.2012ºÝºÝߣshare by NBD (naorem binita devi)
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This document discusses different theories of personality traits. It describes trait theories proposed by Allport, Eysenck, Cattell, and the Big Five model. Allport defined traits as stable neuropsychic structures that influence behavior consistently across situations. Eysenck distinguished between traits and types, with types comprising sets of correlated traits. Cattell proposed surface and source traits. The Big Five model describes the five broad traits of Extraversion, Agreeableness, Neuroticism, Conscientiousness, and Openness.More from ibz10 (18)
Describe vs analyse
Describe vs analyseibz10
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The document contains two summaries of a scene from a film. The first summary describes the scene by stating that a woman cannot afford a dress and the shop assistant treats her harshly, showing their difference in power. The second summary analyzes how cinematography is used to represent gender through the use of an high angle shot that connotes weakness for the female character in a stereotypical way.08 final tv drama revision session
08 final tv drama revision sessionibz10
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The document provides guidance for a final exam on TV drama revision. It includes sections on writing down dos and don'ts for the exam, discussing high and low camera angles through example slides, anagrams and microelements identification, editing techniques like stereotypes conveyed through shots, and sound design choices like diegetic and non-diegetic music. The document offers content for reviewing key concepts and techniques in television drama.05 regional identity
05 regional identityibz10
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This document discusses regional identity and stereotypes in the United Kingdom. It begins by defining regional identity as being connected to both the country and region one lives in, on a smaller scale than national identity. It then lists common stereotypes associated with different regions of the UK, such as Scots being money-obsessed and drinkers, Welsh people living rurally and being rugby fans, and Northerners being poorer and more working class than Southerners. The document encourages analyzing these stereotypes and considering where they come from and how individuals may subvert them.03 editing disability
03 editing disabilityibz10
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This document provides guidance for revising to improve analysis of representations of disability in TV drama. It includes focusing on using the PEE structure, improving use of terminology and evidence, and using more analytical language. It discusses stereotypes around physical, mental and able-bodied representations. Examples of characters with disabilities in TV are given. The document also provides guidance on analyzing micro-elements like cinematography, mise-en-scene, sound and editing in exam responses.07 rep of social class
07 rep of social classibz10
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The upper class would typically be represented through editing, sound, mise-en-scene, and cinematography as follows:
Through editing, the upper class would be represented using techniques like graphic matches and eyeline matches to show their refined manners and lifestyle. Their dialogue would be represented through sound as being well-spoken and proper. Mise-en-scene would show their lavish homes filled with fine furnishings and their elegant clothing. Cinematography would frame them in wide shots set in expansive landscapes to depict their wealth and status through the environments they occupy.Sony lesson 2012
Sony lesson 2012ibz10
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This document provides an overview of the global music industry and Sony's role within it. The three main points are:
1) Sony is a major record label and conglomerate that dominates the global music industry through its network of subsidiary labels covering various genres and audiences.
2) As a conglomerate, Sony benefits from cross-promotion opportunities across its various media properties, allowing it to effectively market and distribute its music.
3) While digitalization has threatened Sony's dominance, its size and ownership of hardware/devices helps it maintain power, though independent labels have more opportunities in the shifting landscape.Sony company
Sony companyibz10
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This document discusses the music industry and is organized into three main sections: production, distribution, and marketing/promotion. It examines the different aspects of the industry and how piracy has impacted various parts of the business model. Strategies for combating piracy are also mentioned.Revision powerpoint
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The document discusses four key areas of the music industry: production, distribution, marketing/targeting audiences, and consumption/exchange. It does not provide any details about each area. The areas are listed but the document consists only of headings and does not contain any explanatory text or examples about the music industry topics.Planning stages anaswer
Planning stages anasweribz10
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The document defines four stages of the music industry: production, which is the process of making and recording music using studios and software; marketing/targeting audiences, which is how music and artists are promoted to different target audiences; distribution, which is getting the music to audiences through physical CDs, downloads, or streaming; and consumption and exchange, which is how audiences access and share music through personal use, streaming, or downloading.
Music intro lesson
Music intro lessonibz10
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The document discusses how digitalization has impacted the music industry. It provides context about Section B and the assessment requirements. Some key points:
1) Digitalization has both benefited and harmed the music industry by enabling easy sharing but disrupting traditional business models.
2) Students will be assessed on their understanding of how digitalization affects both audiences and institutions in the music industry.
3) Important websites are listed to stay informed about current issues and developments.Representation age..
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This document discusses representing different social groups in TV dramas and asks students to think about subgenres of TV dramas like The Wire, Skins, and Bleak House and how characters from different ethnicities, ages, and social classes are represented in them. Students are instructed to fill out a mindmap about TV drama subgenres and discuss in pairs how various social groups are represented in images and which groups are represented and in what ways.Introducing tv drama_and_representation_for_g322_ocr_media_studies
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This document provides information about the exam requirements and structure for the G322: Key Media Concepts (TV Drama) exam. It discusses the two sections of the exam - Section A focuses on textual analysis and representation of an unseen TV drama extract, while Section B focuses on institutions and audiences through a case study. It provides details on the requirements and focus of each section, including focusing on technical aspects like camerawork, editing, sound, and mise-en-scene in Section A and production, distribution and audiences in Section B. It also provides examples of topics that could be covered in the case study, like specific films and genres.Introducing tv drama_and_representation ad1
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The document provides information about an exam on key media concepts related to TV drama. It outlines the structure and requirements of the exam, which has two sections. Section A focuses on textual analysis and representation through analyzing an unseen TV drama extract. Section B examines institutions and audiences within the music industry. The document provides details on the types of questions that may be asked in each section and the key areas of focus for analysis, such as camera work, editing, sound, and mise-en-scene in Section A.Sony lesson 2012
Sony lesson 2012ibz10
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The document discusses how Sony is a dominant player in the music industry through being a conglomerate. It provides reasons for Sony's dominance, including that as a conglomerate Sony can use cross-media promotion across its different businesses, distribute music through synergies with other companies and its own apps/networks, and directly link music consumption through owning hardware. The document also notes that digitalization has threatened Sony's dominance and shifted power to audiences and independent labels.Music intro lesson
Music intro lessonibz10
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The document discusses how digitalization has impacted the music industry. It provides context about Section B and the assessment requirements. Some key points:
1) Digitalization has both benefited and harmed the music industry by enabling portable music formats but also piracy.
2) Students will be assessed on their knowledge and analysis of contemporary issues in the music industry, use of examples and evidence, and industry terminology.
3) Important websites are listed to stay informed on current topics in music and digital media.Music week 3
Music week 3ibz10
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Here is a potential 3 paragraph response using the PEE structure:
[Introduction] The continuing development of digital media technology has significantly impacted both major record labels like Sony Music as well as independent labels. Digital media has enabled new ways for audiences to access and interact with music, but it has also disrupted traditional business models. This response will explore how digital media has affected revenue streams, piracy, and artist promotion for both types of labels.
[Point] Major labels like Sony Music have seen revenue streams from digital downloads and streaming services replace physical sales, which has impacted profits. While digital services have generated new income, royalty rates are typically lower than physical sales. Additionally, pre-release piracy has damaged album sales as music is nowSony lesson 2012
Sony lesson 2012ibz10
Ìý
The document discusses how Sony is a dominant player in the music industry through being a conglomerate. It provides reasons for Sony's dominance, including that as a conglomerate Sony can use cross-media promotion across its different businesses, distribute music through synergies with other companies and its own apps/networks, and directly link music consumption through owning hardware. The document also notes that digitalization has threatened Sony's dominance and shifted power to audiences and independent labels.06 sexual identity in tv drama
- 1. Sexual Identity in TV Drama Can you tell theirs?
- 2. Lesson Objectives • Understand how sexual identity is represented in TV drama; • Know how to analyse using media terminology; • Be able to analyse how sexual identity is represented through all 4 micro elements.
- 6. How could sexual identity be represented? Present back to the group What do they look like? What do they look like? Wear? Wear? Sound like? Sound like? Do for aaliving? Do for living? How do they behave? How do they behave? Sexual Identity Prize for Prize for In 4 groups: the most the most detailed detailed 1. Gay man group group 2. Straight man 3. Lesbian 4.Straight woman 5.Ext: Link to the micro elements – how would you represent this identity?
- 7. Gay Straight Gay Straight Man Man Woman Woman • Henry • Tyler • Keano • Jordan • Segun • Chelsie • Ellen • Jasmine • Elaine • Jovan • Alex • Luke • Yan • Michael • Junior • Lamaar • Dominc
- 8. Sexual Identity 4 screenings 1 – watch 2-4 – make notes 45 mins to respond L3 Comment on all four micro 2 x P.E.E.s element mostly that conform L4 Comment on four micro elements 3 x P.E.E.s with some evidence that subverts stereotypes
- 9. Homework • Mark Candidate C’s Response • Mark Scheme 1.Mark Sheet 2.Highlight answer in three colours 3.Justify your mark DUE ON DUE ON FRIDAY FRIDAY
- 10. FOLDERS 1. Lesson notes 2. Worksheets 3. Booklets 4. Organised into TV Drama and Music Industry. 5. Research independent label 6. AT LEAST two full answers to music exam questions. 7. AT LEAST two full answers 8. All marked work and teacher feedback should also be in folder including mock.
- 11. Homework: to come up with another three words for each analytical word