Sunday, 1 March 2009
Week 8: Arghhh - the week from Hell!
MondayTeaching ALL Day with NO Breaks!
Collect in ALL Year 13 Media Section 3 Evaluations
P1/2: Year 12 Media Studies - TV Drama
Starter: Preferred Reading; Negotiated Reading; Oppositional Reading
We all decode the texts that we encounter in individual ways which may be a result of our upbringing, the mood that we are in, the place where we are at the time or in fact any combination of these and all kinds of other factors. So I may watch a television programme and enjoy every minute of it and you may hate the same show. But of course, it goes way beyond just how much we enjoy the text. We will actually create a different meaning for it as well.
Reception analysis is all about trying to look at these kinds of differences and to understand
them.
We all decode the texts that we encounter in individual ways which may be a result of our upbringing, the mood that we are in, the place where we are at the time or in fact any combination of these and all kinds of other factors. So I may watch a television programme and enjoy every minute of it and you may hate the same show. But of course, it goes way beyond just how much we enjoy the text. We will actually create a different meaning for it as well.
Reception analysis is all about trying to look at these kinds of differences and to understand
them.
What reception analysts have found is that factors such as a gender, our place inside
society, and the context of the time we are living in can be enormously important when we
make the meaning or a text.
The best known theorist to tackle this line of thinking is David Morley. His 1980 study of
audience responses to the BBC programme Nationwide was designed to analyse the different
ways in which viewers interpreted media texts. He suggested that audiences tended to fall into
three groups, based on the their different readings of the text.
society, and the context of the time we are living in can be enormously important when we
make the meaning or a text.
The best known theorist to tackle this line of thinking is David Morley. His 1980 study of
audience responses to the BBC programme Nationwide was designed to analyse the different
ways in which viewers interpreted media texts. He suggested that audiences tended to fall into
three groups, based on the their different readings of the text.
Preferred/dominant reading
The preferred reading is the reading media producers hope will take from the text. For
example, and advertisement for a McDonalds Big Mac is intended to encourage feelings of
hunger in the audience, and propensity to buy a McDonald’s burger the next time they’re
passing. Assuming the majority of the audience respond by salivating and rubbing their
tummies (!) this is also the dominant reading.
The preferred reading is the reading media producers hope will take from the text. For
example, and advertisement for a McDonalds Big Mac is intended to encourage feelings of
hunger in the audience, and propensity to buy a McDonald’s burger the next time they’re
passing. Assuming the majority of the audience respond by salivating and rubbing their
tummies (!) this is also the dominant reading.
Oppositional reading
Audience members from outside the target audience may reject the preferred reading,
receiving their own alternative message. The health-conscious, anti-globalisation campaigners
and vegetarians will most likely respond to the McDonald’s advert with frustration and
annoyance.
Audience members from outside the target audience may reject the preferred reading,
receiving their own alternative message. The health-conscious, anti-globalisation campaigners
and vegetarians will most likely respond to the McDonald’s advert with frustration and
annoyance.
Negotiated reading
The ‘third way’ is one in which audiences acknowledge the preferred reading, but modify it to
suit their own values and opinions. A negotiated response to the McDonald’s advert might be
“I love Big Macs – but one a month as a treat is all my figure can stand.”
Textual Analysis of 'Spooks' looking at representation of terrorism. Each group to look at one of the four elements and feedback to class with a set of notes. Share example of essay on blog and then move groups around with teams working collaboratively on the development of an opening paragraph that uses the technique of 3XA - Explain, Expand, Exemplify, Evaluate Effect on reading/interpretation.
Spooks Episode on BBC Area on Youtube:
Homework: Write a detailed close textual analysis of the sequence using paragraph constructed by the group.
P3/4: Film Studies - Gendered Cinema
Break class into two teams to debate 'Lara Croft: Feminist icon or object of sexual desire for the male gaze?' Students to use blog notes and examples from the film to support assertions for each side of the motion. Close scrutiny of opening sequence.
Homework: To read and annotate reader on Lara Croft
Lunch: Meeting with Sue Harris and team
Period 5: Lesson Observation of Paul Richards - Science NQT
Tuesday:
Period 1/2: Media candidates tour and talk
Period3/4: A/S Film Studies 'The American Dream": Pursuit of Happyness deconstruction
Period 5: A'level clinic + Amy Salter coming to work in Media
After School: Media GCSE Clinic
Lunchtime: Business Enterprise Meeting with Dave Mitchell
Wednesday
3-4.30pm: ALT Meeting re: DELPE
P1/2: Year 11 Media Studies Quiz Show Exam Preparation
P3/4: Spooks Continued and close analysis of a second sequence
P5: Lesson observation of Louise U (Art) with Yr 7 Students
Thursday
I will be out on Thursday morning visiting a new school for George. Will be back in time for P5 with Year 10 GCSE group. Department meeting after school 3-4.30pm
Friday
Period 1/2: A'level Media - Monsters and the Horror Genre. Screening of Halloween.
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