Theorists and how they relate to my material:

MEDIA THEORISTS Holly Beaumont

KEY – RELATES TO MY VIDEO…
HEAVILY -
SLIGHTLY –
NOT AT ALL -

LEVI STRAUSS – BINARY OPPOSITES (1958)
 Binary Opposite = The contrasting thing to what you see. E.g. our understanding of
hero is determined by how we perceive villains.
 Strauss stated that we understand things not only by the meaning they contain, but
by the opposites they reflect
 Used to help create a narrative (usually relating to climax/interest)
 This theory links heavily to our ideological values regarding how we feel we should
perceive the world.
How this theory links with my work: In order to acknowledge loss we must be able
to appreciate love which is one of the clear themes that my video is based upon.
Can be challenged by modern media texts such as Dexter & Breaking Bad

LAURA MULVEY – MALE GAZE (1975)
 Focuses on the fact that women are seen as objects and media portrays them
through the eyes of men as a result of the cinematography used to focus on
intimates areas of a lady. Making women feel as though this is the correct way to be
perceived.
 3 main points that this theory tackles (and states the media influences):
How men look at women
How women look at themselves
How women look at other women

JOHN BERGER – WAYS OF SEEING (1972)
 Focuses on the way both men an women are culturally represented (looked at)
 Both historically and now women have been there to be looked at for pleasure,
with modern day content being more vulgar. (voyeurism)
 “Men’s idea of attractive is something women accept and continue to peruse, as
other women will also be jealous and men will want them.”- Burger
 “Ads often appears to imply a male point of view although they are aimed at
women.” Massaris (1997)
 How this relates to my video: an audience are so used to seeing videos from a
males perspective, my video refutes this due to the fact it portrays a message in a
way that would be stereotypically appreciated and understood more by females due
to it being a desired way for males to act.

TESSA PERKINS – STEREOTYPES (1979)
 Stereotypes are not always negative e.g. mother = loving.
 They are not always held about minority groups/less powerful e.g. upper class = twits.
 They are not rigid and unchanging e.g. druggie may go to rehab
It is not a simple process
Stereotypes stick in society making them hard to change
Not all stereotypes are bad
 Media is a big element in the way we perceive things
 How this relates to my video: In a stereotypical world, boys are perceived as 'players’ or people
that don‘t care about girls feeling and simply do things for their own benefit; in a 'selfish’ manner.
However, the main character in my video is male and his life practically revolves around the love
he has for his lost partner, his main intentions revolved round her feelings and appears
profoundly weakened from losing her. This would support the idea that stereotypes are not
always true and can be changed if made obvious often enough.

RICHARD DYER – REPRESENTATIONS (1983)
 ‘How we are seen determines how we treat others, based on how we see them’
 He created a set of questions that are studied when considering representations:
What sense of the world is it making?
What does it imply? Is it typical of the world or deviant?
Who is it speaking to? To whom? For whom?
What does it represent to us and why? How do we respond to the representation?
 How this relates to my video: there is no escape from the sheer fact that everything has a
representation. I have chosen to embrace this and portray clear connotations of particular
messages for example, I chose to dress my character in predominantly black clothing to make it
clear to the audience of the morbid theme running through the video.

TIM O'SULLIVAN ET AL - IDEOLOGY(1998)
 Ideology refers to a set of values that produce a selective image within society. It helps us make
judgements about the world & different views people have within it.
 'Nobody, has yet come up with a single adequate definition of ideology’ – Terry Eagleton
 The media is able to control what messages reach which audience as a result of its mass power.
The more powerful you are in society, the more control you have over the messages are given to
an audience.
How this relates to my video: I have chosen to use particular mise en scene to effectively portray
my message as a result of the ideology behind them. For example, a red rose/ red flowers
connotes the idea of love and passion, this creates the ideology that the person with these
flowers has an undying love for whom he wishes to give them to, creating a positive image for
himself within society.

HYPODERMIC NEEDLE THEORY
Mass media are responsible for 'injecting’ messages into the passive audiences head’s to create a
desired response.
The receiver of the message is powerless regarding the fact that there is no escape from the
power within the message due to their being no other source of information. The audience are
almost brainwashed into believing the media’s message as a result of this.
How this relates to my video: the intention of the message within my video is mot to manipulate
the audience into believing everything I present to them. I wish to give my audience an insight
into different situations that they can wither choose to accept or reject the message of. In this
case I would be considered the mass media so would be responsible for 'injecting‘ messages into
the heads of my audience however this is not my main intention. The data presented is not
factual and will not be created with the intentions of persuading an opinion, but purely for
entertainment purposes.

KARL MARX - MARXISM
‘Material goods are the root of the social world’
Looks at the 'classes’ within society
Dominant classes in society create dominant ideology – this group has maximum control with
minimum conflict (bourgeoisie) these people have access to capital and are able to use theory
money and power to create more wealth.
Majority of the population must go to work to make a living, and are not able to 'better‘
themselves as they are dependant on the bourgeoisie (proletariat) – if we do not have money we
have no role/purpose.
 How this relates to my video: in this case I am considered the bourgeoisie so am responsible for
the ideology sent to the proletariat people, with regard to the message within my music video, I
hope that people will learn to not take those that love you for granted and to love them equally
as much.

SVEN CARLSSON – ASPECTS OF NARRATIVE (1999)
 Stated there was 3 aspects of narrative within music videos:
Narrative – the video predominantly revolves around the use of a storyline and its main
intention is to give the viewers a story to follow.
Performance – often shows a lot of lip syncing/dance, used to entertain viewers as
opposed to providing depth within a message.
Abstract – usually a video that can be interpreted in many ways, potentially portrayed by
the 'out of the norm’ dance moves or simply no clear meaning behind the creation of the
video.
 How this relates to my video: my video relates to this theory regarding the fact that I have
chosen two of Carlson’s aspects of narrative to work on combination with one another to
powerfully reinforce the message within my video. These are narrative and performance. I
chose to use 'narrative’ as I created a strong, sentimental message within my video so a lot
of narrative focus must be put onto this to create a realistic angle to my music video. I
incorporate the element of 'performance’ as it will give the audience a bit of a break from
the intense message and allow them to enjoy it on more of a relaxed level.

TIM O'SULLIVAN ET AL (1998)
 All media texts tell us some kind of story – through mediation
 They tell a story about ourselves as a culture
 Shows what we experience when we ‘read’ a story
Narrative – Structure of the story
Diegesis – The fictional space and time implied by the narrative
Verisimilitude – The quality of appearing to be real or true. Forums to engage in the story we must believe that it is
true, following rules of continuity, temporal and special coherence.
 How this relates to my video: The main intention of my video is to address current issues within the current
society, one of those being suicide, it helps the audience understand what is going on in the lives of those affected
by the issue and how trauma in a persons life can stigmatise particular irrational actions. It also engages with the
audiences emotions as it gives us the opportunity to ‘read’ the situation an interpreting as we please.

BORDWELL & THOMPSON (1997)
 Offers distinction between story and plot, this relates to the dietetic world of the narrative that
the audience engage with.
 Based on Russian film theory concerning the Fabula & Syuzhet.
Fabula – Story, all of the events within the narrative that we see/infer.
- Chronological series of events that are represented/applied.
Syuzhet – Plot, everything visible and audibly present to us.
- Order, manner and techniques of the presentation in the narrative.

PAM COOK (1985)
 Focuses on classic narrative structure
 Suggests media texts should have cause and effect linearity within an overall enigma resolution.
 They should also have a high degree of narrative closure
 It should include a fictional world that contains verisimilitude

TODOROV (1977)
 Suggests that stories start in a state of equilibrium, which is the disrupted which triggers a motion of chain
events.
 The resolution of the story is the creation of a new equilibrium
E.g. Titanic
Rose is engaged
Rose leaves her current fiancé for Jack
Jack dies
Rose is forced to live her life as an independent woman
Change of equilibrium shows the progression of Rose through being in a relationship, to now living as an
independent woman, as a result of the events that have occurred over the course of the film.
Equilibrium> Disruption> Resolution/Re-Equilibrium

ROLAND BARTHES (1977)
 Argued narrative is told through a series of codes that control the way a message is given to an audience.
Enigma codes & Action codes
Enigma = an element of the narrative that teases the audience by presenting an issue or 'riddle’ for them to
solve.
Action = Resolution of an issue is produced through an action
 How this relates to my music video: In relation to an issue within the narrative and its resolvement, we are
actively engaged in how the main character deals with his depression in order to be reunited with his loved
one. The action is suicide.

KATE DOMAILLE (2001)
 Believed that every story ever told can fit onto one of eight narrative types:
Achilles, Candice, Cinderella, Circe, Faust, Orpheus, Romeo & Juliet, Tristan & Iseult.
 How this relates to my music video: In relation to my music video, I would say that it fits the criteria of
Orpheus, this being when something personal or loved becomes lost or taken, therefore the narrative follows a
journey in order to retrieve what is lost. In my case, the main character retrieves what is being lost by altering
his destiny and achieving it in more of a morbid way. His partner is lost as a result of passing away, therefore
he reunites himself with his lost companion by commuting suicide to be with her resulting in him ‘finding’ her in
more of a metaphorical way.

VLADIMIR PROPP (1928)
 Suggests that narrative structure is determined by character role
 Character role = help us understand the constructed nature of the narrative
 8 character roles
 31 functions to a character
 Prop helps us understand that each character has a role within the narrative and audience identification.
8 character roles =
Villain, Hero, Dispatcher, False hero, Donor, Helper, Princess, Father.

JOSEPH CAMPBELL (1949)
 Stated that most narratives follow a common pattern, that being those of a hero quest, journey or
monomyth.
 Most narratives are said to follow the same narrative stages and contain universally recognisable
characters and situations.

MICHAEL SHORE (1984)
 Argued that music videos are:
‘Recycled styles… surface without substance… simulated experience… information overload, image
and style scavengers… ambivalence… decadence… immediate gratification… vanity and the
moment… image assaults and outré folks… the death of content…anesthetization of violence
through chic… adolescent male fantasies… speed, power girls and wealth… album art come to turgid
life… classical storytelling motifs’
How this relates to my video: I would suggest that my video refutes Shore’s argument due to the fact that is
very content rich and substantial as a result of the sentimental topics within the content of the video.

ANDREW GOODWIN (1992)
 Argues that within music videos:
“Narrative relations are highly complex”
 The meaning created as a result of the narrative can be interpreted in various ways due to the viewers personal
musical taste.
 Many interpretations are dominated by mass media such as advertising institutions.
 How this relates to my music video: due to my video revolving around a diverse and slightly complex issue, an
individuals 'taste’ regarding a particular topic or situation may affect the way on which they choose to interpret the
context within it as a result of it highly complex narrative.

RECEPTION THEORY –STUART HALL (1980)
 Active audience theory (audience are actively engaged in their individual interpretation of media texts)
 States media texts are encoded using ideology that the industry wants and audience to understand. Each member of the audience will
decode the message individually and react to it in a particular way.
 3 types of 'readings’ proposed by Hall:
Dominant/preferred reading: How the producer wants the message to be interpreted by the mass audience.
Negotiated reading: The audience agree and disagree with particular parts within the media text, a compromise between the
preferred and oppositional reading.
Oppositional reading: Audience completely rejects the preferred reading and interprets the text in their own way, fully disagreeing
with the initial encoded message.
 The way audiences decode a message depends on various factors, such as:
Life experience, Age, Mood, Culture, Beliefs, Gender
 How this relates to my theory:
Due to my video revolving around a sentimental topic, it may be deemed as disrespectful by some that may be a more sensitive regarding
the content as a result of their life experience. The preferred reading of me sensitively addressing the issue of suicide may be rejected.
(oppositional reading). However, some people may find my video insightful and interesting but choose to not agree with the reality of its
context, potentially due to age (negotiated reading) . Also some people may fully emphasise with the way I have addressed a particular
topic and feel as though I have identified the issues around it sensibly (preferred reading).

USES & GRATIFICATIONS – BLUMLER & KATZ (1974)
 Looks at the effects of the media from the audiences point of view by looking at the motives behind people watching particular media.
 Suggests people are motivated by their desire to fulfil or gratify a particular need.
 Focuses on 4 ways we use the media (not how the media uses us)
Surveillance: people feel better knowing what is going on in the world, and is very much focused around the factor of awareness.
Provided by institutions responsible for news. Gratifying our desire for knowledge and security.
Personal Identity: allows us to reaffirm our identity and positioning of ourselves within society. Gratifying our need to be accepted by
those around us.
Personal Relationships: we form a relationship with the media and also use this to form a relationship with others. Seeing characters
within the media's emotions, allows us to understand those of others, helping us form companionships. Gratifying our need for
companionship.
Diversion: referred to as a form of escapism, used to forgets out the problems we have within our own lives.
 How this relates to my video: makes people aware of the current issues within our society that need to be overcome with the correct form of
support and focus. It helps us reflect on our own loves and acknowledge where we stand within society as an individual and how satisfied
we are with this. It will also allow the audience to emphasise with the characters, boosting their ability to form companionships due to
understanding emotions in more depth. To an extent this video may also be used for the audience to compare their own life and realise
how well off and fortunate they are in comparison to some within the world.

SELECTIVE FILTER MODEL – JOSEPH KLAPPER (1960)
 Suggests the media can only be effective once it has undertaken 3 stages:
Stage One – Exposure: The audience choose whether to engage in the media they are exposed to. If hey do
not engage, they will not acknowledge the message. This depends interests, education, work etc.
Stage Two – Perception: The audience must decide whether to accept the message being conveyed.
Stage Three – Retention: The audience must remember the message in order for it to have an effect.
 States the media is only effective if we respond to the message we are exposed to.
 One text will never be consumed the same by every single individual in the audience.
 How this relates to my video: Due to the message being 'extreme’ to an extent, this may cause a reaction from
the audience, causing them to remember the message being conveyed, resulting in the media being effective.
However, those that choose to completely reject the message I propose are likely to find it possibly distasteful,
and not consume the media effectively.

TWO STEP FLOW MODEL – LAZARSFELD (1940)
 Development of the hypodermic needle theory
 Suggests people are less likely to be motivated by a singular media text as opposed to that conveyed
through an opinion leader. (an individual that we trust)
 Social influences had more of an effect on the process of opinion as opposed to the media's effect.
 Lazarsfeld et al concluded that only 5% of people change their voting behaviour as a result of media
messages.
 We are more likely to consume something if it is recommended by ‘someone we know and trust’ (opinion
leader).
 Face to face communication allows us to accept a persons personality, feedback is direct and
misunderstanding can be quickly corrected to ensure the receiver is not put off.
 How this relates to my video: Due to the topic that my video revolves around, it is likely to cause a stir
and potentially get people talking about it, both negatively and positively, increasing the popularity of
the video and possibly contributing to the success of it also.

MORAL PANICS – STANLEY COHEN (1972)
 Focused on Cohen’s piece about ‘Folk Devils and Moral Panics: The creation of the Mods and Rockers.’
Moral Panic: A condition, episode, person or group of persons that emerge to become a threat to
societal values and interests.
Folk Devils: The people behind the threat to societal values and interests. Influenced by stereotypes
within the mass media.
 Projection of fears that surround a particular story or type of people. Influenced and emphasised by the
media

DANIEL CHANDLER (2001)
 Genre = kind/class (French/Latin)
 Used to refer to a specific type of text
 All genres have subgenre’s
 How this relates to my video: The ideology within my video and conventions I have adopted
support the Pop Rock genre I aim to revolve my video around. However, this, on itself is a
subgenre of both Pop and Rock making the text unique. Supporting Chandler’s theory.

BARRY KEITH GRANT (1995)
 Genres are divided into more specific categories
 They each have familiar characteristics that allow us to recognise a specific genre
 How this relates to my video: Conventions maintained within my text, which were
inspired by other videos with similar characteristics reinforce the genre I am
portraying to the audience through the mise en scene used and the connotations they
give.

STEVE NEALE (1995)
 argues…
“ genres are not ‘systems’ they are processes of systemisation”
 They are dynamic and evolve over time
 How this relates to my video: My piece relates to current issues within society and the genre it is
portrayed in immediately suggests negative stereotypes (Rock) due to the dark ideology often
associated with it. I believe this will encourage the audience to act upon these issues and make a
positive change as a result of the severity of the concept within my video and the consequences it
entails.
Genres must be flexible to ensure they are effective enough to compensate for the issues within
todays society and reflect those issues tastefully, be it in any form of media text.

JASON MITTELL (2001)
Argues genres are cultural categories that exceed boundaries of media texts and
operate within industry, audience and cultural practices.
 Industries use genre to sell products
 They do so by using familiar codes and conventions that reflect their knowledge of
society to the audience.
 How this relates to my video: The sole purpose of creating a promotional music
video for an artist is so the audience feel obliged to buy their album. Also in my case
it will be used to raise awareness regarding suicide prevention. Due to the fact that
my video relates to a current issue within society, it helps make it more successful.

RICK ALTMAN (1999)
 Suggests genre is a set of pleasures
Emotional, Visceral & Intelligent puzzles
 How this relates to my video: The intention of my video is to create a strong
audience response through the used of a significant message used within the concept
of my text. Therefore, this relates to the 'Emotional Pleasures’ factor of Altman's
theory.

CHRISTIAN METZ (1974)
 Genre characteristics theory in film
 4 types of characteristic:
Classical, Experimental, Parody & Deconstruction

RICHARD DYER (1975)
 Argued…genres are pleasurable because they
‘Offer the audience escapist fantasies into fictional worlds’
 Can relate to boredom/pressure
 How this relates to my video: My video offers an escape for those that may be in
the same, or similar, position as the main character. Instead of encouraging the
concept of suicide, it steers them away from it by encouraging them to re-evaluate
their own situation and look for an alternative way to deal with the pain as opposed
to the same way the main character chose to do so.

DAVID BARDWELL (1989)
 States that…
‘Any theme may appear on any genre’
 How this relates to my video: A theme of my video is learning how to accept the loss
of a loved one and those consequences for those that find it hard to do so.

DAVID BUCKINGHAM (1993)
 Argues…
“Genre is not simple ‘given’ by a culture, rather, it is in constant process of negotiation
& change”
 How this relates to my video: Certain conventions/stereotypes must be
acknowledged by the audience in order for them to understand a message given
within a media text. If these were to change, which can happen, would result in not
only a change in meaning, but potentially a change in genre,

Theorists and how they relate to my material:

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (6)

Destaque

Destaque (15)

Semelhante a Theorists and how they relate to my material:

Semelhante a Theorists and how they relate to my material: (20)

Mais de holbeau

Mais de holbeau (14)

Último

Último (20)

Theorists and how they relate to my material: