Guidance for Teachers 2015 A-level Media Studies

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1 Guidance for Teachers 2015 A-level Media Studies MEST3 - External Assessment Topic Identities and the Media Version 1.0

2 The pre-set topics for examination in June 2015 onwards are The Impact of New and Digital Media and Identities and the Media. Teachers should encourage students to study both pre-set topics so they can answer all the questions in Section A and one question in Section B. The new MEST3 pre-set topic of Identities and the Media incorporates aspects of representation, audience and new and digital media. It focuses on the role of the media and audiences in the construction of identity, the impact of recent changes in the media and a wide range of debates about identity. Students might study the following: the mainstream media s role and influence in the construction of identities audiences and identities, including audience uses and responses, self-representation, role playing, collective identities the impact of social media on identity and the role of the individual as producer power and resistance, debates about the power of the media and audiences, including the media s influence, varieties of audience uses and responses, campaigning debates about dominant and marginalised identities identity politics, including diverse, fluid and multiple identities, changing identities, alternative and queer identities ideology, the ideas and values communicated by identities. Identity is the way we see ourselves and the way different groups in society see us. We have a cultural identity, in that we belong to particular cultures and groups, and a personal identity including, for example, our age, gender, sexuality, race. Identity is not fixed, but constructed over time. It is continually updated, revised and changed, a story we create about ourselves. Giddens called this, the on-going story about the self 1. Identities can be complex and contradictory and an individual can also have multiple identities. For example, our online identity might be very different from the one we have at college, work or home. People also need to present or display their identity as part of its construction. The pre-set topic of Identities and the Media will involve the media concepts of representation, ideology and audience. 1 Giddens A, Modernity and Self-identity: Self and Society in the Late Modern Age, Polity Press, of 12

3 IDENTITY AND THE MEDIA Identity is now seen as less fixed and more fluid and complex. In earlier, traditional societies people would be provided with a clearer and more fixed role and identity. In society now people have a greater role in constructing and negotiating a role and identity for themselves. The media is one of the important ways of constructing identity. In a media saturated world, audiences use a range of media representations and ideologies to construct their identity. Audiences use the media as a set of resources or tools to construct their identity and also to present or to display it. It is argued that the identities offered by the media are varied and diverse. There is not one simple, clear identity, but one which is often complex and contradictory. Similarly, audiences recognise that there is a wide range of resources to use in constructing their own identity. They do not feel that there is just one fixed and clear identity they must have. There is now more diversity in the media with alternative representations, ideologies and identities. There are a wider range of identities but there are still dominant identities. It can be argued that there are only a narrow set of identities in the media, with repeated ideas about, for example, gender. Gauntlett argued that the media, "offers possibilities and celebrates diversity, but offers narrow interpretations of certain roles or lifestyles". 2 Some would argue that the media is a force for progress and change, and both reflects and influences society by communicating liberal values and ideologies, for example, about sexual identity. However, others would argue that changes have been limited and that the media encourages people to have traditional and narrow identities. Marxist ideas would argue that there are more fixed identities that suit the needs of capitalism and have negative effects on audiences. In contrast, pluralism would argue that there are a wide range of identities that individuals are free to choose from and adapt to their own needs. In this set topic area students should explore the media representations and ideologies that could be used to construct identities. They should study the mainstream media s role in constructing and influencing identities. They can also examine how identities are constructed across different media producers, for instance: what is the role and influence of mainstream media? how do the identities compare and why are they different or similar? Students have the opportunity to explore how active audiences use the media to create identities. Audiences respond to and use these identities and different audiences can respond to and use them in different ways. This could include examples of individual and collective identities and selfrepresentation and how similar or different these are to the identities offered by mainstream media. They should also explore the important role of social media and the role of individuals when they are producers. They might also debate the relationship between the media and audiences, and consider how powerful the media s influence is on audiences. They can also examine what power audiences have, including how active audiences use the media and can create alternative identities and organise campaigns. They also need to consider how the media constructs and positions audiences. They should also examine the possible effects on audiences. 2 Gauntlett D, Media, Gender and Identity: An Introduction, Routledge, of 12

4 They might debate whether the media offers only a limited range of identities and whether some identities dominate and some are marginalised. They could also explore whether there are now a variety of diverse identities, including how fluid they can be and the possibilities of a variety of alternative identities. They could study the way each individual can use the media to produce a different identity for different audiences. They need to take into account the values and ideologies that are communicated by these identities, including ones that reinforce and challenge dominant ideologies in society and the media. Students have the opportunity to consider a variety of media issues, debates and theories that are relevant to their individual case study. These could include for example: the changing roles and power of audiences the notion of active and passive audiences pluralist versus Marxist ideas the role of social media and audiences as producers postmodern ideas about fragmented identities globalisation post-colonial theory and cultural imperialism feminism and post-feminism queer theory celebrity and fan culture. They will also want to consider a range of wider contexts. These could include for example: Whether ideas in society about different identities have changed. Are identities more diverse and open or is there a move back to narrower, more traditional identities? Does the media reflect or reinforce this? Are there economic reasons behind the identities, and range or lack of range, including issues of ownership, control and choice? What are the possible positive or negative effects on democracy and the globalisation of culture? How is the media used for campaigning on issues? AUDIENCES, THE MEDIA AND SOCIETY Society and the media play a role in constructing identities. Identity construction is a combination of both the individual and society and is in a constant process of negotiation. Individuals cannot construct their identity in isolation, they must continually negotiate with society. There are debates about the power relationship between the media and individuals. It can be argued that audiences passively accept media representations and ideologies and use them to construct their identity. There are conventional identities that are more acceptable, and it can be argued that conforming to a socially acceptable identity allows people to fit in to society. This could have a positive or negative influence seen for example, in debates about the influence of the media on young men and women s sexuality. Post-feminist theory has explored this issue and discussed the influence of the media on sexual identity. For example, McRobbie has written about the possible negative effects on young women 4 of 12

5 of representations that are narrowly based on sex, appearance and relationships, that could damage young women s emerging self-identity, but also how young women can use media representations more positively. 3 However, individuals can be more active in constructing their identity, selecting from a range of representations and reshaping them to suit themselves. Active audience theories would argue that different audiences can use the media to meet their different individual needs and that they can respond to media products in different ways depending on their social position. They can also challenge dominant identities and create their own alternative identities. It is argued, that this can, in turn, affect society and result in change. Queer theory explores alternative identities that challenge dominant ideologies. For example, Butler argued that individuals can create, gender trouble where they challenge existing dominant gender identities. The music industry is a good example of this. 4 Students should explore who is in control of identity, how far do audiences construct their own identity and how much society and the media influence identity? Do the media control the construction of identity? Do audiences accept media representations and ideologies or do audiences select and adapt them to construct their own identity? Can audiences reject and challenge mainstream media identities and create alternative identities? How and why could different audiences have a variety of different responses? RECENT DEVELOPMENTS IN THE MEDIA Digital media and the internet play an important role in identity because the roles and relationships between audience and producer have changed. Audiences have been enabled to be more active, to play a bigger role in constructing their identity, have more choice in the media they use and also have new ways to display their identity. Audiences use the representations and ideologies produced by mass, mainstream media to construct their identity, but they can also use selfconstructed and user generated media. Web 2.0 has enabled active audiences to interact with and comment on the media and to become producers. Gauntlett argues that Web 2.0 platforms enable audiences to represent themselves 5. So rather than a narrow range of institutions that audiences are given, the media is now a range of different interconnections which people can choose to take part in. This in turn has changed mainstream media, which increasingly uses this user generated content in their own production. The media now also enables audiences to display their identities online, for example, on their own home pages and in the groups they are part of. It can also contribute to the construction and display of collective identities. It enables individuals to form communities that have a shared identity, for example, based on political values, ethnicity or gender. Social media has a particularly important role in this and there are lots of examples of audience-led campaigns. These have the potential to be outside mainstream mass media and to offer the tools for alternative or challenging identities. 3 McRobbie A, Feminism and Youth Culture: From Jackie to Just 17, MacMillan 1991 McRobbie A, The Aftermath of Feminism: Gender, Culture and Social Change Sage, Butler J, Gender Trouble: Feminism and the Subversion of Identity, Routledge, Gauntlett D, The Emergence of Web of 12

6 This has also led to a debate about democracy. Have technological developments empowered ordinary people or is the internet increasingly controlled by powerful governments and commercial corporations reducing freedom of choice? Has the internet fulfilled pluralist and democratic ideals or is it increasingly dominated by mainstream media for profit? There are debates about whether this has meant that individuals use new media to create original identities, adapt them to suit themselves, or just conform to and recreate identities they have already consumed in the mainstream media. Is technology a threat to the construction of identities, particularly for younger age groups, or has it had a positive influence? Increasing globalisation has also influenced debates about identity. Some would argue it has had a positive effect by increasing choice and empowering audiences. It could give audiences access to a wider range of representations and ideologies and so possible identities, for example, music artists that reach a global market but also keep their local identity. Globalisation could also enable those without a voice in mainstream media more power to represent themselves and communicate to a global audience. However others would argue that globalisation has had a negative effect, only serving to increase the power of Western global media companies. This could lead to an increasingly homogenised culture and the lack of culturally specific identities. Students may wish to consider the role of digital media and the internet in constructing identity. They should consider the following aspects. How can audiences be more active and empowered? Has this made the media more democratic? Does it allow more choice, complexity and diversity? How has it enabled the construction and display of collective identities? What is the impact of social media, individuals as producers and self-representation? How is it used to display identity and to campaign? What are the possible positive and negative effects of globalisation? Case studies could be based on the following: 1. A particular aspect of identity: for example, gender, ethnicity, culture, sexuality, age or regional or national identity. It is better to have a clearly defined focus rather than a very broad area of study. 2. A specific aspect of media output covering a range of identities: for example, identities in reality television, news or music. 3. Alternatively, they could put these two together and focus on an individual area of the media and a particular identity: for example, femininity and popular music, national identity and news, masculine crisis of identity and TV drama and film. Students should choose an individual case study to explore the topic of Identities and the Media. It should include detailed analysis of particular media products and audience responses and application of a range of media debates, issues, theories and wider contexts. Example exam questions 6 of 12

7 Mainstream media is a powerful influence on the construction of an individual s identity. Use your case study to explore the impact of the media in the construction of identities. We are defined by the media we use. How does your case study suggest audiences use the media to construct their own identity? Social media has only served to reinforce existing values and ideologies. Does your case study suggest social media has played a positive or negative role in the construction of identities? The variety of media available encourages us to create many different identities for ourselves. How far do you agree with this statement? THE CASE STUDY What makes a good case study Students should complete their own individual case study on the two pre-set topics. The best case studies include: a range of different media products from a range of media platforms detailed examples from particular media products evidence of research into media debates and issues and relevant wider contexts; theory used to explain and support answers real interest in the case study chosen, evidenced by engagement with the products and issues and own opinions. The main ways students write good Section B essays and achieve higher level marks is to do the following. Have their own individual case study to answer the question Students from one centre should not all have the same case study. This does not allow students to show evidence of independent study, which excludes them from the higher levels. For example, in a centre where students are all writing answers on the identity of women in film, with the same or very similar media products, theory, contexts and media debates, the students will not be able to show evidence of independent and individual study. In addition, students who have their own case study are more engaged and more willing to focus on the question, rather than repeat a prelearned answer of descriptive points. The majority of the media products students use to support and illustrate their answer should also be individual. Centres may want to start the pre-set topics with a class overview that introduces the topic; but then students should do their own individual case study, with their own choice of media products. Answer the particular question that is asked Students should not write everything they know about their case study. It is best to do a plan before the question is answered and use the key words in the question. Show range in their answers 7 of 12

8 Students should refer to a range of different media products to support their answer; for example, by referring to a wide range of platforms (preferably all three) and products from different genres, targeted at different audiences and produced by different institutions. It often works well if students have four products to refer to in detail and others to which less detailed reference can be made. Include detailed references to particular media products rather than just general examples For example, a point explaining that men can reject the masculine identity shown in action films should include detailed references to particular characters, scenes and shots from action films. Have a clear focus Students produce better answers when they have a clear and specific focus. Very general case studies, such as gender identity in all of the media, are often too much for one case study. Apply media issues, debates and theories Students should ask the question: What does their case study suggest are the current issues and critical debates in the media? The students should apply relevant media theories to their case study and media products, use the theory to answer the question and support the point made, and should not just describe a theory. Include relevant wider contexts Students should apply relevant economic, political, social and historical contexts to their own case study. Example case study grid The grid below covers the areas that centres and students should study. It will be useful for students when they are planning and researching their individual case study and also as a checklist when they are preparing for the exam. Case study products The media s role Audience and identities Social media + individual as producer Power + resistance Dominant + marginalised identities Identity politics Ideology Example 1 A student doing a case study on national identity and news could choose a major national event, such as the riots in They would then choose a range and variety of media products to focus on. These could include, for example, BBC news coverage at the time of the riots, YouTube citizen journalist video(s), analysis of the events by an alternative news website, a current affairs documentary on the aftermath of the riots. They would then analyse the products and audiences responses in detail using the concepts, and apply relevant media issues, debates and theories in wider contexts. Students could consider the following questions. 8 of 12

9 What national identity or identities are being constructed? What ideas and values do the identities communicate? What is the role of mainstream media? What is the role of the audience? How could audiences and different audiences use and respond to the different products? What is the impact of social media and user-generated content? How and why are collective identities formed? Are the products and identities similar or different, why? Does one national identity dominate, or are there diverse or contradictory identities? Why is this, considering, for example, producers, production, aims and audiences? How do the national identities reflect and reinforce power in society and attitudes to, for example, ethnicity, youth, crime, globalisation? What part do the range of identities play in debates about democracy and the media? What are the economic reasons behind the identities? UK national identity and the riots Case study products The media s role Audience and identities Social media + individual as producer Power + resistance Dominant + marginalised identities Identity politics Ideology Sky News live report Manchester riots YouTube citizen journalism eg police serve up cold justice The Sun front cover Anarchy headline Indynews alternative online news on UK riots Other examples - later fictional portrayals or anniversary analysis eg documentary, news features Example 2 A student undertaking a case study on how teenagers use the media to construct their own identities could choose from a range and variety of media products. These could include YouTube, a game or gaming website with online play, a fansite for a film franchise and social media. They 9 of 12

10 would then analyse the products and audiences responses in detail, using the concepts, and apply relevant media issues, debates and theories and wider contexts. Example 3 A student engaged in a case study on identity in UK hip hop or US hip hop, including gender, national identity and sexuality, could choose a range and variety of media products on which to focus. These could include the music video of a mainstream male artist, the official website of a more alternative female artist, Twitter or Facebook pages of a gay artist, and/or a global fansite. They would then analyse the products and audiences responses in detail, using the concepts, and apply relevant media issues, debates and theories in wider contexts. Example 4 A student completing a case study on the identity of men in comedy could choose a range and variety of media products to on which to focus. These could include, for example, a Hollywood film, a UK sketch show, a US sitcom with a cult following including online fansites and an online web drama. Alternatively, they could focus on one media industry and study gender identity in games or focus on a particular genre of music. They would then analyse the products and audiences responses in detail, using the concepts, and apply relevant media issues, debates and theories in wider contexts. Example 5 Students could choose a case study explaining queer or post-feminist identities focusing on TV and film, especially those that cross borders in their production and reception. Texts could include a UK indie film, a US or joint TV drama production and some non-english language TV programmes or films consumed by a UK audience. They would then analyse the products and audiences responses in detail, using the concepts, and apply relevant media issues, debates and theories in wider contexts. Resources a starting point The resources you will need will very much depend on what case studies your students choose. The following list should be a useful starting point for teachers. A good place to start would be: Gauntlett Media, Gender and Identity: An Introduction, Routledge, there are also a lot of resources available on the website Bateman, Antony; Bennett Peter; Casey Benyahia, Sarah; Shirley Jacqui; Wall Peter A2 Media Studies The Essential Introduction for AQA p , Routledge, a useful chapter to introduce the topic The Guardian - its media and technology sections are both very useful for up to date information Other useful sources include: 10 of 12

11 Giddens, Anthony Modernity and Self-identity: Self and Society in the Late Modern Age, Polity Press, 1991 Butler, Judith Gender Trouble: Feminism and the Subversion of Identity, Routledge, 2006 Chandler, Daniel Personal Home Pages and the Construction of Identities on the Web [WWW document] URL. [ ] Shirky, Clay Here Comes Everybody, Penguin, written for a general audience, this is a detailed account of the shift from traditional to new media and an evaluation of its effects. Particularly helpful for this topic are: Chapter 3: Everyone is a Media Outlet Chapter 6: Collective Action and Institutional Challenges Chomsky, Noam Manufacturing Consent, Vintage, 1995 Chapter 1: A Propaganda Model, pages 1-35 Chapter 2: Worthy and Unworthy Victims, pages Cashmore, E Celebrity Culture (Key Ideas), Routledge An introduction to the key issues around the construction of celebrity (some of the examples are a little dated now) with a chapter Worshiping/Afar on fan behaviour Miller, L. 'Women and Children First: Gender and the Settling of the Electronic Frontier' in D. Trend (Ed.), (2001) Reading Digital Culture (pp ), Blackwell, Discussion of the way in which new technology is coded as masculine with analysis of how the internet is discussed through metaphors of the frontier and colonialisation. Useful for analysing the construction of gender identities online. Landsberg, A. Prosthetic Memory: The Ethics and Politics of memory in the Age of Mass Culture in Grainge, P, Memory and Popular Film, Routledge, Although the original essay is on film, the idea of prosthetic memory the ability to try on other identities and experiences has also been applied to new technology. A very influential essay which provides a useful way to develop ideas about the active audience. Film: CATFISH Catfish (2010) 11 of 12

12 87 minute Documentary 17 December 2010 (UK) Young filmmakers document their colleague s budding online friendship with a young woman and her family which leads to an unexpected series of discoveries. Directors: Henry Joost, Ariel Schulman 12 of 12

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