A2 MEDIA: SECTION B REVISIONLesson Objectives: To review Section B of the Media Exam.
Exam Format
Answer both questions in Section A. 1(a) progression of skills – both AS and A2
coursework 1(b) applying theory – A2 coursework Spend one hour on this section (30 minutes
on 1(a) and 30 minutes on 1(b).
Answer one question in Section B on the Media and Collective Identity topic. Spend one hour on this question.
Section B – Media and Collective Identity
Assessment Criteria
Examiners’ Reports
Examiners’ Report
Key Advice
Contemporary texts – the majority of your essay should be focused on media texts produced since 2009 (though you must include some reference to historical texts to achieve Level 4).
Include critical analysis of theory. Develop a balanced argument –
weighing up different views.
Collective Identity and the Media What is the relationship between media
and collective identity?
Does the media inform collective identity or not?
Media influence on collective identity
The media must have some effect on understanding of identity (Gauntlett).
Media as ideological state apparatus (Althusser).
Moral panics (Cohen). Cultivation theory (Gerbner).
Limited Media influence on Identity Identity is complex (Gauntlett) –
including collective identity – youth identities rather than youth identity?
Hall – audience response – negotiated/oppositional
Fiske – audience more powerful than producers – no such thing as the ‘audience’.
Demos study – young people/teachers reject media representations.
Argument
The key to doing well in this question is to develop an argument.
Media texts tend to represent young people negatively. These representations reinforce hegemonic values. Whilst the media has some influence on our understanding of identity, identities are complex and audience responses will vary. Some contemporary representations attempt to challenge dominant negative representations.
Argument Simplified
Media representations generally aim to encourage consensus/conformity.
Negative representations of youth show what is unacceptable in society.
As a result youth identity seen negatively.
However this may have a limited effect in understanding of identity.
Structure
Introduction – carefully chosen quote introducing argument, focus and texts.
Historical representation – 1950s JD movies and Rebel Without a Cause
Contemporary Negative representations – Hoodies and Altar Boys study/DEMOS study; Harry Brown
Attack the Block/Misfits The Selfish Giant Conclusion – sum up argument, prediction for
the future.
Discussing the Media Texts
How are young people represented? Why are they represented in this way? What are the social implications (effects)
of the representation? How does this link to theory?
What does the text suggest about the relationship between media and collective identity?
Historical Representations
JD movies of the 1950s reflected anxiety about juvenile delinquency, perceived crisis of masculinity – reflecting adult anxieties (Giroux).
How are young people represented? How does this link to theory? What does this tell you about the relationship
between media and collective identity? Constructed by adults – reinforces hegemonic
values. James Dean as icon.
Contemporary Negative
Hoodies or Altar Boys Harry Brown Negative, extreme representations. Link to theory. How would audiences respond?
Negotiated/oppositional.
Misfits/Attack the Block/Selfish Giant
Use of negative stereotypes in more sympathetic context.
Perpetuating stereotypes or challenging them? (Wearing)
Issue of social class – complexity of collective identity – is working class youth identity the same as middle class youth identity?
Conclusion
Sum up argument – how is youth represented in the media? What is the effect of this?
What is the relationship between media and youth identity?
Prediction for the future – how/why might representations change/stay the same?
Section B – Final Tips
Refer to at least two types of media. Refer to historical and future. Most of essay should be focused on
contemporary (since 2009) representations.
Link to theory throughout. Clear, balanced argument in relation to
effect of media representations/link between media representations and collective identity.