Representations

Representations


 * The purpose of the ass essment is to show that you can appreciate not only **how** a representation uses specific elements frequently, but also **why** they use these elements and **what** they achieve by doing this.
 * You are also required to show an understanding and appreciation of why different audience members in differing time periods react to //the representations// in different ways. This could include an examination of social attitudes, values and beliefs, and how this affects their viewpoint(s)




 * Movie posters attract our attention because of how they represent the content of movies [[image:Attack-of-the-b-Movie-Posters-9781887893428.jpg width="184" height="240" align="right"]] and conver sely they also suggest a likely target audience for the movie type or genre that they advertise.


 * Check out the link below.
 * ** There will be an analysis exercise in class. **

Analysis of Movie Posters


 * The Link below will take you to the NZQA Level 2 NCEA - Media Studies page, where all assessment tasks specifications (and some exemplars) are located. You can use the first link to check all Media Studies Internal assessment activities
 * Media Studies Assessment Documents

> >> >> • how the representation has been created by the features >> • reasons for the difference between the representation and reality >> • how the stereotypes/messages/values are created by the representation >> • reasons why the selection and/or omission of material reinforce stereotypes/ messages/or values >> • the connection between the representation and the world view/ideology of the creator(s) of the representation. > >> • implications of the difference(s) between the representation and reality >> • the implications and/or effectiveness of the stereotypes/messages/values that are created by the representation >> • the implications and issues associated with the selection and/or omission of material >> • the effect of the connection between the representation and the world view/ideology of its creator(s)
 * or this second link to view this assessment activity's specifications if you misplace your paper copy issued in class
 * Representations: assessment specifications
 * This achievement standard [90278 - Version 3] requires you to ** demonstrate ** ** an understanding ** of a media representations.
 * **Representation** means the way a group, issue, idea, event or place is represented in the media. A representation communicates messages and values that have social significance . These reflect world views, ideologies, societal assumptions, and biases.
 * A represented group, issue, idea, event or place may be broad, eg children, poverty in Africa, the Olympics, New Zealand or more specific, eg Emos, a topical issue, a local event, your school, women in film noir.
 * Demonstrate understanding means to describe the representation and **how** it operates, and includes: • features that create the representation • the difference between the representation and reality • the stereotypes/messages/values that are created by the representation • the selection and/or omission of material • who created the representation.
 * ** Demonstrate in-depth understanding means to provide **detailed reasons for how and/or why the media representation works and achieves its effects, and includes :
 * **Demonstrate critical understanding means to provide a** **detailed examination or discussio**n of the media representation, and includes :  • the effectiveness of the features in creating the representation
 * Implications are likely consequences and/or conclusions that can be drawn from evidence.

2009 Representations Question paper - Exemplars

The pdf below is a good overview of a range of representations and the terms that you need to use when writing about them.

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 * [[image:Paul_Holmes.jpg width="120" height="144"]] || [[file:Paul Holmes.pdf]] || This document reflects how media representations and their reception have changed in society.

The highlighted section refers to a now infamous statement that is recognised as **inappropriate** and has become part of New Zealand's urban folklore. ||


 * ==[[image:eleve_prof-12.gif width="80" height="87" align="right"]] == || You Tube - Maori Bomb Scare || Examine the representations contained in this short clip from TV3's late night news broadcast in 2010.
 * 1) How does this link to the Paul Holmes incident - if at all?
 * 2) Why do we view the two representations in differing ways?
 * 3) Which, (if either) is more acceptable to media audiences? Why? ||


 * [[image:eleve_prof-12.gif width="80" height="87"]] || You Tube - Gangsterism Replacing Maori Tribal Culture - 28 October 09 || Examine the representations contained in this short clip from Al Jazeera, broadcast in 2009.
 * 1) How does this present male Maori to the world?
 * 2) Why are the representations in the clip likely to maintain the negative stereotyping of other programmes? ||
 * [[image:eleve_prof-12.gif width="75" height="83"]] || Te Marae - Billy T James on Maori Broadcasting || Examine the representations contained in this short clip from __The Billy T James Show__ which was broadcast in 1998.
 * 1) What view of the importance of Maori culture does this clip give to the audience?
 * 2) Why do different audiences react to the representations in differing ways?
 * 3) The clip is from the 1990s. What would be the reaction if it aired on television today? Why?. ||