Different Perspectives- The Times vs Daily Mirror

Bias in the Newspaper

1)  Bias through pictures/graphics- camera angles, captions

2) Word choice and tone in the body of the text

3) Choice of writer (journalist) and source- who is writing and what is their beliefs?

4) Where is the article in the paper? - is it prominent or hidden? Front page or back?

5) Bias through omission or selection- whether an article is even published or not.

6) Bias through headline

7) Bias by use of names and titles (terrorists or freedom fighters)

8) Bias through statistics and crowd counts

Newspaper screencast

Newspaper Article Homework

http://www.dailymail.co.uk/sport/football/article-5092263/Man-United-step-pursuit-Tottenham-star-Danny-Rose.html
Language- the average words in each sentence is around 20-30. In this article there are a lot of quotes used that try and back up what the journalist is trying to point to in the article. For example, 'I am not saying buy 10 players, I'd love to see two or three — and not players you have to Google and say, 'Who's that?' I mean well-known players. 

Content- At the start of the article, it is basically a background and vague information of what the article will be about, with information about the football player involved and personal information about him. This is done so the reader understands what the article will be about and so they have some background information. It then goes on to quotes that he has said in the past that link to what the article is about so there's evidence to what the journalist is trying to say. There are then pictures and more quotes from people related to the story about the transfer of this player and how they feel about it.

Style- Although it is a serious article, it is only rumours so its not as serious as it would be if the football transfer was a done deal. A lot of the article is quotes so this gives it more of a formal tone rather than a chatty tone.

Values and Attitudes- I wouldn't say there is any bias in this article as we do not know what football team this journalist supports. Also the article is just information and quotes from a various range of people so we can't really use this as bias. The journalist who wrote this article doesn't give his own opinion on the story so its not bias at all.

Photographs- There are 4 photographs used in this article (3 of the footballer involved Danny Rose and 1 of Manchester United manager Jose Mourinho). They used the pictures of Danny Rose to show who the person is but also some show him with a smile on his face which could contradict what the article is about. This could suggest that this story is only a rumour and he is actually happy at the football club he is at at the moment. 

Headlines- "Manchester United 'to step up pursuit' of Tottenham star Danny Rose as Jose Mourinho seeks January deal." There are also 3 little headlines under the main one to show what the article is going to be all about and reasons that back up what the article is trying to state. 

Right Wing vs Left Wing

Right Wing:

• Conservative supporters, UKIP, BNP
• Right Wing newspapers: Daily Mail, The Telegraph
• 'You earn what you work for, and you should keep what you earn'
• Survival of the fittest
• Believe in Privatisation of things like healthcare, education etc.
• In favour of Brexit
• Anti-Immigration
• Many voted against equal rights for gay people, some have 'traditional' views of women and pay.
• Often tied to the church and Christian Beliefs.

Left Wing:

• Labour supporters, Green party, Socialist Worker party (extreme)
• Spread the wealth, more equality
• Taxation of the rich to pay for support for the poor
• Support nationalisation (public health, state education)
• Pro- Europe, Pro- immigration and multi-culture
• Pro-gay marriage, women's rights etc.
• Pro environment and worried about climate change.
• The guardian, The mirror

Owen Jones-'If you are on the left and want to change society, the media will always come and get you'

News and Online Media

Barthes

Roland Barthes was born on the 12th November 1915 and died at the age of 64 on the 25th March 1980. He was a French literacy theorist, philosopher, critic and semiotician (study of cultural signs and symbols). He explored a diverse range of fields and he influenced the development of schools.

Barthes suggested that there will be one or more of the 5 codes that describe the meaning of the text. Barthes said that texts may be 'open' (unravelled in a lot of different ways) or 'closed' (there is only one obvious thread to pull on).

The 5 codes:

• Hermeneutic/Enigma code
• Proairetic/Action code
• Semantic code
• Symbolic code
• Referential code

Hermeneutic/Enigma code

• This code refers to mystery within a text. Clues are dropped, but no clear answers are given. 
• Enigmas within the narrative make the audience want to know more.
• Unanswered enigmas tend to frustrate the audience.

Proairetic/Action code

• This code contains sequential elements of action in the text.
• Proairetic elements add suspense to the text.

Semantics code

• This code refers to parts within the text that suggests or refers to additional meanings.
• Elements of the semantic code are called Semes.
• The seme has a connotative function in the text. It has an extra layer of meaning in addition to its literal meaning.

Symbolic code

• This code is about symbolism within the text.
• It exercises opposites to show contrast and create greater meaning, creating tension, drama and character development.

Referential code

• This code refers to anything in the text which refers to an external body of knowledge such as scientific, historical and cultural knowledge.

Newspaper Terminology Video

Stuart Hall

Reception theory as developed by Stuart Hall asserts that media texts are encoded and decoded. The producer encodes messages and values into their media which are then decoded by the audience. However, different audience members will decode the media in different ways and possibly not in the way the producer originally intended.

Stuart Hall states that audience members adopt one of the following three positions when they decode the text:

Dominant, or Preferred Reading - how the producer wants the audience to view the media text. Audience members will take this position if the messages are clear and if the audience member is the same age and culture; if it has an easy to follow narrative and if it deals with themes that are relevant to the audience.

Oppositional Reading - when the audience rejects the preferred reading, and creates their own meaning for the text. This can happen if the media contains controversial themes that the audience member disagrees with. It can also arise when the media has a complex narrative structure perhaps not dealing with themes in modern society. Oppositional reading can also occur if the audience member has different beliefs or is of a different age or a different culture.

Negotiated Reading - a compromise between the dominant and oppositional readings, where the audience accepts parts of the producer's views, but has their own views on parts as well. This can occur if there is a combination of some of the above e.g. audience member likes the media, is of the same age as you and understands some of the messages, but the narrative is complex and this inhibits full understanding.

Many factors could affect whether the audience take the dominant, oppositional or negotiated reading.

• Age
• Beliefs
• Culture
• Gender
• Life experience
• Mood at the time of viewing

Galtung and Ruge - News Values

Threshold- The bigger the impact and reach of the story.

Unexpectedness- An event that is shock or out of the ordinary.

Negativity- Bad news is more interesting 'if it bleeds, it leads'.

Elite persons/places- Stories about important people and powerful nations.

Unambiguous- Stories that are easy to understand and for papers to report on.

Personalisation- Stories that include human interest- 'real' people.

Proximity- Stories that are closer to home are more likely to be included.

Continuity/currency- Stories that are already in the news continue to run and are updated.

Newspaper Terminology

Masthead- Title of the newspaper displayed on the front page.
Barcode- Used to scan the newspaper when purchasing. It is an optical, machine-readable, representation of data and contains information such as price.
Caption- Brief text underneath an image describing the photograph or graphic
Headline- A phrase that summarises the main point of the article. Usually in large print and a different style to catch the attention of the reader.
Main image- Dominant picture, often filling much of the front cover.
Page Numbers- A system of organisation within the magazine. Helps you find what you want to read.
Centre Spread- A photograph, often in full colour, that runs across the middle two pages.
Lead Story- Main story, usually a splash
Gutter- The blank space between margins of facing pages of a publication or the blank space between columns of text.
Folio- Top label for the whole page. Can relate to the area covered in the paper for example, National or a big news topic such as Social Media, Syria.
Page Furniture- Everything on a page except pictures or text or stories.

Target Audience- People who the newspaper aims to sell to.
Pull Quote- Something taken from within an article, usually said by the person in the main image.
Classified Ad- An advertisement that uses only text, as opposed to a display ad, which also incorporates graphics.
Skyline- An information panel on the front page that tells the reader about other stories in the paper to tempt them inside.
Edition- Some newspapers print several of these every night, these are versions with some changes and maybe additional late stories.
Stand First- Block of text that introduces the story, normally in a different style to the body text and headline.
Byline- The line above the story, which gives the author's name and sometimes their job and location.
Body Text- Also known as copy. Written material that makes up the main part of an article.
Standalone- Picture story that can exist on its own or on a front page leading to a story inside.

Evaluation on Advert

 1) The task we was given was to make an advert about disability awareness in schools and the target audience would be for high school students and anyone who works at a school. We tried to make the advert fit to the audience by the music we used and also with the people we used as they were high school students/ teachers. Instead of making our own brand, we decided to use Scope as our brand as it was perfect for what we were trying to get across.

2) I worked with Molly B, Niamh and Bobby. We divided are work up by all doing the work at the same time when filming and took up our breaks and lunches to get the preparation and filming done. Then when we were editing, we individually on our frees did a bit each so it could get done in time.

3) We planned our sequence by creating a story board of our advert, cutting it up into each section and shot of our advert at every point it changes.

4) We researched the company Scope as they were the brand we were using and we had to come up with our own slogan of 'See the person, not the disability.' We had to do a lot of preparation to make sure we had everyone right before we started filming and editing.

5) I think our advert ended out really well with all the edits working. Other people said about our advert that they liked the fact we used students part of our schools that have disabilities to show our awareness in schools and how the music fit really well with the message we were tying to get across.

6) I think we edited and filmed the video very well with no problems to deal with. Also the final product ended up well and everyone seems happy with it. However one thing we could improve on is that we could've worked s a team better with the splitting up of roles and how we took to doing the advert.

7) I have learnt that it is important to take the initiative if you feel something isn't right and that we all have to take responsibility for our own roles. Also I've learnt a lot of how to use premiere pro and how to edit professionally.

8) This learning will be significant as it gives me a lot more confidence and experience in editing when creating bigger projects. Also, group skills I've learnt have helped with when I work in more groups in the future.

Representation- Gender

As we see by the two poster adverts, females are represented as a 'housewife', they are believed to have to do all the chores around the house while the husband goes out and makes the money. This stereotype isn't as prominent anymore but a few decades ago it was a massive problem with the media representing it a lot.

The 50 cent music video represents women as objects and not people. Throughout the whole music video, different women are only shown by trying on different clothes and toes how good they look to 50 cent. This is a massive stereotype that still exists as a lot of men see women as objects rather than actual people and this is a big problem in society.




This advert by 'Always' gets a group of different aged girls and boys and ask them to show the stereotype of do something 'like a girl.' This advert is to challenge the stereotype that girls can't run, throw or fight like a boy. We see young girls at the age of 10 and younger show how girls actually preform these actions and its completely different to the stereotype.

Audience

Audience

Moral Panic

Moral panic is the feeling of fear spread among a large number of people that some evil threatens the well-being of society. The Media overreact to an aspect of behaviour which may be seen as a challenge to existing social norms. However, the media response and representation of that behaviour actually helps to define it, communicate it and portrays it as a model for outsiders to observe and adopt.

So the moral panic by society represented in the media fuels further socially unacceptable behaviour. A moral panic sends society in to mass hysteria over a particular issue or event that occurs. The public believe that whatever is reported upon is occurring everywhere.

Hypodermic Needle Theory

The hypodermic needle theory implied mass media had a direct, immediate and powerful effect on its audiences. The mass media in the 1940s and 1950s were perceived as a powerful influence on behaviour change.

Several factors contributed to this strong effects theory of communication, including:

• The fast rise and popularisation of radio and television.
• The emergence of the persuasion industries, such as advertising and propaganda
• The Payne Fund studies in the 1930s, which focused on the impact of motion pictures on children.
• Hitler's monopolisation of the mass media during WWII to unify the German public behind the Nazi party.

Media Effect Theory
Media effect theory is how media can affect society and how society affects the media. Some negative implications of this theory are when people do 'copycat murders', i.e. when a teenage boy murdered his best friend in 2004, the game 'Manhunt' was banned in the UK, because the murder was styled upon a murder within the game.

After the massacre at Columbine High School on April 20, 1999, one common view was that the violent actions perpetrated by the shooters, Dylan Klebold and Eric Harris, were due to violent influences in entertainment, specifically those in the music of Marilyn Manson.

Mise-en-scene pt2

Settings & Props

• Settings & Locations play an important part in film making and are not just 'backgrounds'
• Sets are either built from scratch or a great deal of time is spent to find a setting which already exists.
• Settings can manipulate an audience by building certain expectations and then taking a different turn.

In a science fiction film you are likely to see a setting of Space, post-apocalyptic world or dystopian setting. The props that would be used are weapons, guns. 

In a romantic comedy you are likely see a setting of an American high school or school prom. The props that would be used are likely to be alcohol and teenage essentials etc.

Mise-en-scene

      Mise-en-scene

• Mise-en-scene is the French term meaning what is put into a scene or frame. It is made up of visual information in front of the camera.
• Mise-en-scene communicates essential information to the audience about setting (time & place) and characters. 
• It is made up of 5 elements:
• Settings & Props
• Costume, Hair & Make Up
• Facial Expressions & Body Language
• Lighting & Colour
• Positioning of characters/objects within the frame



Semiotics

                                                               Semiotics

Semiotics is the study of signs. It also stands for anything which stands for 'something else'.

Denotation- What we see when we look at an image.

Connotation- What we understand from this image.

  

Youtube Video- Know No Better

Genre- Dance/electronic

I chose this music video because of how it shows the boy as a real, normal child but dreaming of being a rich dancer. We see the camera shots cut after a couple of seconds each time from the reality to the dream. We see the life the boy lives as a normal boy and then the life he imagines as the rich, successful boy.

9 forms of media