Explain how ideology can shape media narratives
Both Explicit and Implicit Ideologies are inherent in the media products that a society produces. As Ideology can be defined as the values, opinions and beliefs that underpin a society, the same values, beliefs and opinions are often embedded in the media content that a society produces, whether intentional or not. Furthermore, these media products may support the dominant ideologies of the time period, or perhaps even challenge them.
Dominant ideologies of a society most often shape the representations in the text. For example, in the 1950s, Superman was represented as ‘more powerful than a locomotive, faster than a speeding bullet and able to leap tall buildings in a single bound’ – this representation was reflective of dominant core values of the USA around the end of World War 2, such as military might (ie: speeding bullet) and a powerful industry and economy (ie: locomotives and tall buildings)
An example that challenges traditional ideologies is the 1970s representation of Wonder Woman. She embraces the emerging feminist ideology of the 70s by ‘fighting for your rights’ while still supporting a patriarchal ideology as evident in the continuation to that lyric: ‘fighting for your rights, in your satin tights’ proving that while women’s equality was beginning to emerge as a dominant ideology, they were still represented as objects of sexual desire.
Explain how ideological contexts can shape media narratives
American Beauty was produced in 1999. This was a time of relative peace in society and also restlessness as people looked forward to the new millennium with hope and optimism. This sense of restlessness and dis-satisfaction was evident in many films at the time that asked existential questions regarding our place in the world. Films such as Fight Club, The Truman Show and Eternal Sunshine of the Spotless Mind had similar storylines to American Beauty where a protagonist becomes bored with their current situation and sets about effecting change. Around the same time President Bill Clinton was found to be having an inappropriate relationship with a young intern, Monica Lewinsky. To many Americans, Bill Clinton became more relatable and likeable. He was almost the hero of the story and Monica was demonised. These character types were similar to Lester and Angela in American Beauty. Despite Lester lusting after a much younger woman, the film frames him as the sympathetic protagonist. Audiences are led to feel sorry for him and excuse his predatory behaviour.
Explain how conventions help construct media narratives
Film convention, when used well, can help tell engaging stories in cinema. At a very basic level, all good films should use film conventions well. They should have logical cause and effect, develop and resolve narrative possibilities established in the opening and develop the characters and their storylines in a satisfying arc.
However, when used cleverly, film conventions can engage the audience by constructing or reading of a film in a way that sets up expectations. For example, a film may select to include or omit crucial details from a protagonists point of view. By doing so, the audience may either be aware of danger present or it may come as a surprise twist. An example of this is from Jordan Peele’s ‘Get Out’ (2017). In this film, we only ever see the character of Rose from her boyfriend Chris’ point of view. Because of this, we never see that she is part of a plan to kidnap him until the final moments of the movie. The reveal of rose as an antagonist comes as a surprise because of a clever manipulation of our (and Chris’) point of view.
Another way that a movie may use film conventions to cleverly construct the narrative is to subvert the temporal order of events. The audience may be shown events from the end of the film at the beginning which may construct our reading of the film differently. This occurs in Sam Mendes ‘American Beauty’ (1999) which begins with the a scene from the end of the film where a suspicious young woman and a mysterious voice plot the murder of her father before heading back in time to the beginning. The circular structure of time allows the audience to read the film in a new way. We understand the apparent danger and the film becomes a far darker existential drama than it would have been otherwise.
Describe the relationship between audience engagement and the construction of media narratives.
Media Narratives are constructed using a multitude of technical, written and symbolic codes and film conventions. Audiences are engaged by the use of these codes and conventions. For example, an audience may engage with the horror genre as they expect certain tropes such as suspenseful music or dark lighting. However, audiences can also be engaged in clever ways by subverting typical film convention expectations, such as changing the temporal order of events or killing of a character in the middle of their developmental arc.
Explain why audiences from different periods of time engage with, consume and read media narratives differently. In your response, refer to one of the narratives that you have studied this year
For the most part, when a media product is completed, it remains unchangeable (with the exception of online games and media content). However, audiences certainly change. Their attitudes, beliefs, interests, etc. are in a constant state of flux. Also, the world we live in changes rapidly. Countries, cultures, world events, etc. all contribute to this. This is why media products are often seen as time capsules that capture the beliefs, values and ideologies of the time they were created. Things that were once seen as innocent or funny (like Ralph Kamden's catchphrase "One of these days Alice… Pow! Right in the kisser" from 'The Honeymooners') are now considered threats of domestic violence and are no longer tolerated. This catchphrase acts as a time capsule of domestic relationships and dominant gender roles of the 1950s.
A text we watched in class was Sam Mendes' American Beauty (1999). At the time the film was very topical as it mirrored the Clinton/Lewinsky affair in the Whitehouse. Affairs of this nature were viewed very differently and not taken as seriously as they are today. This can be evidenced in Bill Clinton’s increase in popularity after the affair. However, since 2017, the lead actor from American Beauty, Kevin Spacey, has found himself accused of very similar sexual misconduct as his character Lester Burnham in the film. Society has also experience the rise of the #metoo movement which has shone a spotlight on the predatory behaviour of men in positions of power. This means that many audiences from 2017 onwards will have a very different reading and reception of the film. Jokes that were once funny now have a darker sense of irony. The actions of the character now seem even more menacing than was ever intended.
Analyse how audience engage with, consume and receive media narratives.
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
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.
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.
Analyse how ideologies evident in society have been reflected via codes and conventions in one of the media products you studies this year .
In Jordan Peele's 'Get Out' (2017) the climate of oppression of African-Americans is symbolically represented via the hypnosis scene, otherwise referred to as the 'sunken place'. 2017 was a volatile year for African-Americans in the US. The '#BlackLivesMatter' movement was gaining traction after the deaths of many African-Americans at the hands of the police. In 'Get Out' when Chris is hypnotised, he falls into a black void of nothingness. Jordan Peele has described this as "a metaphor for the system that is suppressing the freedom of black people". This ideological world view is represented via the use of camera, editing, lighting and sound in the sunken place.
Firstly, as Chris sinks under hypnosis into the black void, he is framed in an extreme wide shot with his body composed in the centre of the void, representing how alone and removed from reality African-Americans feel in the fight against oppression.
Long, slow-motion shots intensify the feeling of helplessness, immersing the audience in Chris' experience as he falls slower into the darkness with no one to help. The distant sound of deep water, combined with what is otherwise complete silence, compares the African-American experience of oppressive silence to drowning. No matter how much Chris may attempt to yell or reach for help, Missy only watches, safer inside her box, portrayed above him. The warm, coloured lighting of the living room contrasts against the single spotlight that shines on Chris, isolating him in the void. Missy, as a symbol of modern-day oppression, stays above in the light while letting him fall further down, watching as he, a black person, is left helpless in the dark. Peele intentionally uses the 'sunken place' as a metaphor for the African-American experience, making use of these particular codes and conventions in order to convey his frustrations as a member of said community.
Practice Questions:
- Explain how media products may engage different audiences differently over long periods of time (6 marks)
- Describe one relationship between media narratives and audience engagement (3 marks)
- Analyze how a media code and a convention combined to engage the audience in one narrative you have studied this year (6 marks)
- Explain how institutional contexts may influence the production and distribution of a narrative (4 marks)
- Analyze how audiences may engage with, consume and receive media narratives (5 marks)
- Explain how one media text you studied this year was shaped by ideology. (10 marks)
- Explain how audiences can be engaged by characteristics of construction. (4 marks)
- Give a definition for both 'codes' and 'conventions' (2 marks)
- Analyze an example of how audiences from different time periods may engage with or receive a media product (6 marks)
- Describe how ideologies can be reflected via the use of codes and conventions (10 marks)
- Explain how a particular ideological viewpoint is evident in one of the films you studied this year. (6 marks)
what you must know for your SAC/exam
Narrative:
•a) A definition for each technical, symbolic and written code for film
•b) A list of terminology for each code (eg – editing = expressive, pace, rhythm, repetition, cutting, temporal duration, etc)
•c) A definition for each film convention
•d) Examples of how codes and conventions work together to form meaning or engage the audience in both texts
•e) A good understanding of how audiences engage with, consume and receive media products.
•f) An understanding of how characteristics of construction of media forms (TV, Film, streaming) can influence audience consumption and reception.
•g) The genre of both texts and convention of that genre.
•b) A list of terminology for each code (eg – editing = expressive, pace, rhythm, repetition, cutting, temporal duration, etc)
•c) A definition for each film convention
•d) Examples of how codes and conventions work together to form meaning or engage the audience in both texts
•e) A good understanding of how audiences engage with, consume and receive media products.
•f) An understanding of how characteristics of construction of media forms (TV, Film, streaming) can influence audience consumption and reception.
•g) The genre of both texts and convention of that genre.
Ideology:
•a) A firm understanding of what ideology means
•b) The difference between explicit, implicit and neutral ideologies
•c) A strong understanding of how ideologies are constructed via codes and conventions
•d) The social ideological context under which a film is made (what was happening in society at the time)
•e) The cultural ideological context under which a film is made (the cultural field can include race, country, cultural groups, socio-economic status, etc)
•f) The institutional ideological context under which a film is made (who made the film and how it was distributed? Which institution was it a product of?)
•g) The ideologies evident in both films
•h) How ideologies have been represented in media products OTHER than your narrative texts (superman and wonder woman)
•i) A strong understanding of how audiences from different periods of time engage with media products differently
•b) The difference between explicit, implicit and neutral ideologies
•c) A strong understanding of how ideologies are constructed via codes and conventions
•d) The social ideological context under which a film is made (what was happening in society at the time)
•e) The cultural ideological context under which a film is made (the cultural field can include race, country, cultural groups, socio-economic status, etc)
•f) The institutional ideological context under which a film is made (who made the film and how it was distributed? Which institution was it a product of?)
•g) The ideologies evident in both films
•h) How ideologies have been represented in media products OTHER than your narrative texts (superman and wonder woman)
•i) A strong understanding of how audiences from different periods of time engage with media products differently
Task Words
Understanding the meaning of words, especially task words, helps you to know exactly what is being asked of you. It takes you halfway towards narrowing down your material and selecting your answer. Task words direct you and tell you how to go about answering a question. Here is a list of such words and others that you are most likely to come across frequently in your SACs and Exams
Analyse: Break an issue down into its component parts, discuss them and show how they interrelate.
Contrast: Point out the difference between two things (but probably point out their similarities as well).
Define: Make a statement as to the meaning or interpretation of something, giving sufficient detail as to allow it to be distinguished from similar things.
Describe: Spell out the main aspects of an idea or topic or the sequence in which a series of things happened.
Discuss: Investigate or examine by argument. Examine key points and possible interpretations, sift and debate, giving reasons for and against. Draw a conclusion.
Evaluate: Make an appraisal of the worth of something, in the light of its apparent truth; include your personal opinion. Like 'assess'.
Explain: Tell how things work or how they came to be the way they are, including perhaps some need to 'describe' and to 'analyse' (see above).
Identify: Pick out what you regard as the key features of something, perhaps making clear the criteria you use.
Illustrate: Similar to 'explain' (see above), but probably asking for the quoting of specific examples or statistics or possibly the drawing of maps, graphs, sketches etc.
Justify: Express valid reasons for accepting a particular interpretation or conclusion, probably including the need to 'argue' (see above) a case.
Outline: Indicate the main features of a topic or sequence of events, possibly setting them within a clear structure or framework to show how they interrelate.
Analyse: Break an issue down into its component parts, discuss them and show how they interrelate.
Contrast: Point out the difference between two things (but probably point out their similarities as well).
Define: Make a statement as to the meaning or interpretation of something, giving sufficient detail as to allow it to be distinguished from similar things.
Describe: Spell out the main aspects of an idea or topic or the sequence in which a series of things happened.
Discuss: Investigate or examine by argument. Examine key points and possible interpretations, sift and debate, giving reasons for and against. Draw a conclusion.
Evaluate: Make an appraisal of the worth of something, in the light of its apparent truth; include your personal opinion. Like 'assess'.
Explain: Tell how things work or how they came to be the way they are, including perhaps some need to 'describe' and to 'analyse' (see above).
Identify: Pick out what you regard as the key features of something, perhaps making clear the criteria you use.
Illustrate: Similar to 'explain' (see above), but probably asking for the quoting of specific examples or statistics or possibly the drawing of maps, graphs, sketches etc.
Justify: Express valid reasons for accepting a particular interpretation or conclusion, probably including the need to 'argue' (see above) a case.
Outline: Indicate the main features of a topic or sequence of events, possibly setting them within a clear structure or framework to show how they interrelate.
