Wednesday, 3 September 2025

Brief One: Photography 101

The purpose of this brief is to get you to think carefully about lighting and focus and to work out what is possible with the equipment you have available. 

STEP ONE

Find and download a Free App that will allow you to control the Iris (f-stop), Shutter Speed and Film Speed (ISO) of the camera on your phone.

STEP TWO

Search online for THREE examples of EACH of the following:

  • High Key Lighting
  • Over Exposed Lighting
  • Low Key Lighting
  • Shallow Depth of Field
  • Deep Depth of Field
  • Monochrome
  • Back lighting
  • Chiaroscuro

STEP THREE

Using your phone (or any other camera if you have one) replicate ONE of each type. The main challenge here is to try to replicate the image as accurately as possible. 


STEP FOUR

Create a post in the Practice Briefs section of your blog called PRACTICE BRIEF ONE: PHOTOGRAPHY 101. Display your inspiration and your own work in a way that makes it clear what you are presenting (I won't give you any more instructions than that).

Tuesday, 2 September 2025

CREATING YOUR BLOG

Hello everyone and welcome to Media Studies at CCVI. This first task can be a little bit fiddly and I can virtually guarantee that some of you will have a problem with blogger, but we'll go ahead steadily and have it up and running as soon as possible. 

So, you're about to set up your blog. Follow the steps below as best you can. I'll be there to help if you get stuck. It's boring but have patience...

Step 1: Create a gmail account. NB: Make your password and email easy to remember

Step 2: Go to Blogger.com 

Step 3: Create an account using the following format:

Blog Address - Surname First Name CHS mediablog

Account Name - First Name Surname Media Studies Blog

Step 4: Choose THEME from the left hand menu and look for Awesome Inc.

Step 5: On the left, click on layout, find side bar right 1, add a gadget, labels.

Step 6: (This might take a while) Create a series of labelled posts so that your labels read: 

01 Coursework Brief

02 Statement of Intent

03 Research - Production

04 Research - Website

05 Planning - Production

06 Planning - Website

07 Completed - Production

08 Completed - Website

Practice Briefs        

Step 7: When you have finished, post you address in the comments section of this post.

Monday, 1 September 2025

NEWSPAPERS - QUESTION 1 MARK SCHEME

USE THE FOLLOWING MARK SCHEME TO HELP STRUCTURE YOUR RESPONSES TO THE UNSEEN QUESTION AT THE START OF PAPER ONE.

1. Correctly characterise the theory [0,1,2]​ 

Your first paragraph should be two or three sentences long. It should correctly describe the theory.

2. Answer the question [0,1,2]​  

Every question has a core. In your answer you should carefully address that core and use the same language in your answer.

For Example,

Question: Analyse the different social representations in Source A and Source B. 

In the answer to this question you should analyse the different social representations and make it clear that you are doing that by using the phrase 'social representations' repeatedly.

Question: Analyse the way that Media Language is used to present social and cultural contexts in Source A (The Daily Mail) and Source B (The Guardian Online).​

In the answer to this question you should analyse the presentation of  social and cultural contexts and make it clear that you are doing that by using the phrase 'social and cultural contexts' repeatedly.

3. Use specific and detailed examples [0,1,2]​ 

Carefully select examples from the text to write about. There may be times when you approach it slightly differently, but as a rule of thumbs approach in this order:

i) Look at the main image and anchoring text.

ii) Look at the main headline and sub headline - consider typography and language

iii) Look at anything else of interest on the page

4. Uses the theory to analyse the examples [0,1,2]​

After you have presented the example, apply the theory to analyse it.

5. Use Media Studies terminology [0,1,2]

Finally, and throughout, try to use as much terminology that is specific to Media Studies as you are able. (You'll get better at this as you progress).


1. THEORY [0,1,2]​   

2. QUESTION [0,1,2]​ 

3. EXAMPLE [0,1,2]​   

4. ANALYSIS  [0,1,2]​

5. TERMINOLOGY [0,1,2]

Sunday, 31 August 2025

NEWSPAPERS: HALL

Question
Analyse the social representations in Source A and Source B. 
Apply Hall's theories about representation in your answer.

1st. Review the markscheme for this type of question.
- What phrase from the question are you going to repeat in your answer?
- What does this phrase actually mean?

2nd. Review the markscheme again. 
- What is the first thing you are going to write about in your answer?

3rd. Use the points below to help you write the first paragraph. Try to be succinct.
- Post your paragraph in the comments section below.
  • Hall points out that there is no 'true' meaning, but that a representation can generate many meanings.
  • Hall theorises that meaning is constituted by what is present, what is absent and what is different. 
  • Hall implicates the audience in creating meaning. 
  • Hall explains that power (hegemony) tries to 'fix' a preferred meaning through stereotyping.

SOURCE A: The Guardian - November 25th 2021





































SOURCE B: The Daily Express - November 25th 2021








































Thursday, 12 June 2025

2025 PRACTICE

2025 - PRACTICE

SOURCE A: MIRROR COVER: 

https://pbs.twimg.com/media/GRrGdi6bMAA5Rxk.jpg:large



SOURCE B: EXPRESS ARTICLE

https://www.express.co.uk/news/politics/1919279/general-election-keir-starmer-labour-landslide

TITLE

How far have media conventions been used to construct viewpoints and ideologies in Sources A and B?

In your answer you must:

  • outline the different conventions of the front pages of tabloid newspapers and online broadsheets, including use and style of headlines and images
  • analyse the contrasting use of symbolic, technical and written conventions in the sources
  • make judgements and reach conclusions on the way in which media conventions construct viewpoints on ideologies.
TASK ONE
Write your response to bullet point one and post it in the comments section below...

TASK TWO
Look carefully at the paragraph guide below and then write something similar about the use of image in the express article. Post your response in the comments section below...

NB: In some cases, the image will be a 'preview image' for a video clip. You can treat this the same way because the preview image will have been selected for its impact.

IMAGE AND ANCHORING TEXT - SOURCE A - PARAGRAPH FORMAT

1st – Establish the conventions that are being used/challenged

A convention of tabloid newspapers is the selection of highly emotive/sensational images that reinforce the ideological position of the newspaper while also helping to reinforce the storefront nature of the front page by accompanying a variety of different stories.

2nd – Describe the Source with relation to the conventions – Does it use them? Or break them?

The use of image in source A, challenges one convention by entirely dominating the page, as the paper feature only a splash with no off lead or teasers.

3rd – Explain how this is related to the construction of viewpoints and ideologies.

This is done to construct the viewpoint that the general election is such an important event that it should and does dominate the national narrative to the exclusion of all other stories.

4th – Repeat 2nd with a different detail – If it breaks one does it use another? Can you say something about the anchoring text?

However, the selected image is conventional in the sense that it is emotive and reflects the political bias of the newspaper. The layering effect around Starmer’s head, the unity of the pose (holding hands) and bright red dress as a dominant colour on the page, combine to encode the idea of triumph, of possibility and of forward movement.

5th – Repeat 3rd – If you previously stressed viewpoint try to point out ideology and vice versa.

The Daily Mirror is ideologically left wing and famously supports the Labour party; the positive messaging around Starmer’s victory is entirely in keeping with the ideological position of the paper and its working class audience. 

TASK THREE 
Now, look again at Source A: Write an analytical paragraph in which you discuss the Headline and Subheadline (plus any other text you want to consider). Post your paragraph in the comments section - include the title, TASK THREE and YOUR NAME...

NB 1: You should still include reference to codes and conventions and viewpoints and ideologies.
NB2: You should write about language choices, font choices, size and placement of the text.

TASK FOUR
Now, look again at Source B: Write an analytical paragraph in which you discuss the Headline and Subheadline (plus any other text you want to consider). Post your paragraph in the comments section - include the title, TASK FOUR and YOUR NAME...

NB 1: You should still include reference to codes and conventions and viewpoints and ideologies.
NB2: You should write about language choices, font choices, size and placement of the text.

Wednesday, 28 May 2025

LFTVD SYNPOPTIC TRENDS?

2019: ‘The differences in the codes and conventions of long form television dramas reflect the different values, attitudes and beliefs of the audiences that consume them.’ How far do you agree with this statement?

  • consider the contexts in which long form television dramas are produced and consumed
  • explain how media contexts may have influenced the use of intertextuality in the set episodes of the two long form television dramas you have studied
  • refer to relevant academic ideas and arguments
  • make judgements and reach conclusions about the reasons for the differences in codes and conventions between the two episodes.


2020: ‘Long form television dramas lack originality; no matter which country they are made in, they all use intertextuality in the same way.’ How far do you agree with this statement?

In your answer you must:

  • consider the contexts in which long form television dramas are produced and consumed
  • explain how media contexts may have influenced the use of intertextuality in the set episodes of the two long form television dramas you have studied
  • refer to relevant academic ideas and arguments
  • make judgements and reach conclusions about reasons for similarities or differences in the use of intertextuality between the two episodes.



2021: 'Audiences and producers no longer find the concept of genre relevant to long form television drama.’  How far do you agree with this statement?

In your answer, you must:
  • explain the contexts in which long form televisions dramas are developed by producers and consumed by audiences
  • explain how media contexts may have influenced the genre conventions in the set episodes of the two long form television dramas you have 
  • studied
  • refer to relevant academic ideas and arguments
  • make judgements and reach conclusions about the similarities or differences in genre conventions between the two set episodes


2022: 'Long form television dramas produced in different countries always incorporate the dominant conventions, viewpoints and ideologies of those countries.' How far do you agree with this statement?

In your answer, you must:
  • explain the contexts in which long form televisions dramas are developed by producers and consumed by audiences
  • explain how media contexts may have influenced the genre conventions in the set episodes of the two long form television dramas you have 
  • studied
  • refer to relevant academic ideas and arguments
  • make judgements and reach conclusions about the reasons for similarities or differences in how media language is used to construct viewpoints and ideologies between the two episodes.

2023: 'No matter where they are produced, the representation of characters  and events in long form television dramas are always influenced by historical contexts.' How far do you agree with this statement?

In your answer, you must:
  • explain the contexts in which long form televisions dramas are developed by producers and consumed by audiences
  • explain how media contexts may have influenced the genre conventions in the set episodes of the two long form television dramas you have 
  • studied
  • refer to relevant academic ideas and arguments
  • make judgements and reach conclusions about the reasons for similarities or differences in how historical contexts may have influenced representations between the two set episodes.


2024: 'Intertextuality is essential for long form television dramas to appeal to both national and international audiences.' How far do you agree with this statement?

In your answer, you must:
  • explain the contexts in which long form televisions dramas are developed by producers and consumed by audiences
  • explain how media contexts may have influenced the genre conventions in the set episodes of the two long form television dramas you have 
  • studied
  • refer to relevant academic ideas and arguments
  • make judgements and reach conclusions about the similarities or differences in how intertextuality is used to appeal to audiences between the two set episodes.


BUT WHAT ABOUT 2025???

‘Representations in long form television dramas are always shaped by the cultural and political contexts in which they are produced.’ How far do you agree with this statement?
  • In your answer, you must:

    • explain the contexts in which long form television dramas are developed by producers and consumed by audiences

    • explain how media contexts may have influenced representations in the set episodes of the two long form television dramas you have studied

    • refer to relevant academic ideas and arguments

    • make judgements and reach conclusions about the similarities or differences in the influence of context on representation in the two set episodes

Chatham and Clarendon Media Studies Blog: 2025: REPRESENTATION QUESTION - A POSSIBLE REPONSE

‘Narrative complexity in long form television dramas is shaped more by audience expectations than by cultural or political contexts.’ How far do you agree with this statement?
  • In your answer, you must:

    • explain the contexts in which long form television dramas are developed by producers and consumed by audiences

    • explain how media contexts may have influenced narrative structures in the set episodes of the two long form television dramas you have studied

    • refer to relevant academic ideas and arguments

    • make judgements and reach conclusions about the influence of audiences versus wider contexts on narrative construction in the two set episodes

‘Long form television dramas challenge rather than reinforce dominant ideologies.’ How far do you agree with this statement?
  • In your answer, you must:

    • explain the contexts in which long form television dramas are developed by producers and consumed by audiences

    • explain how media contexts may have influenced the representation of ideologies in the set episodes of the two long form television dramas you have studied

    • refer to relevant academic ideas and arguments

    • make judgements and reach conclusions about how the two set episodes either reinforce or subvert dominant ideologies

Chatham and Clarendon Media Studies Blog: 2025: IDEOLOGY QUESTION - A POSSIBLE RESPONSE

‘Genre conventions in long form television dramas are becoming increasingly blurred in order to meet the demands of global audiences.’ How far do you agree with this statement?
  • In your answer, you must:

    • explain the contexts in which long form television dramas are developed by producers and consumed by audiences

    • explain how media contexts may have influenced genre conventions in the set episodes of the two long form television dramas you have studied

    • refer to relevant academic ideas and arguments

    • make judgements and reach conclusions about the similarities or differences in genre between the two set episodes

‘The representation of national identity in long form television dramas is always shaped by the country in which they are produced.’ How far do you agree with this statement?
  • In your answer, you must:

    • explain the contexts in which long form television dramas are developed by producers and consumed by audiences

    • explain how media contexts may have influenced the use of national identity in the set episodes of the two long form television dramas you have studied

    • refer to relevant academic ideas and arguments

    • make judgements and reach conclusions about the reasons for similarities or differences in how national identity is represented between the two set episodes



2025: IDEOLOGY QUESTION - A POSSIBLE RESPONSE

Long form television dramas (LFTVDs) provide the narrative space to explore ideology in depth. Set in 1983 but produced in very different contexts, Deutschland 83 and Stranger Things use their episodic form to question or reinforce dominant values. D83 critically examines Cold War divisions and nationalist ideologies, while Stranger Things blends nostalgic reinforcement of American ideals with more subversive elements. This supports the view that the long form nature of television dramas facilitates sustained and often challenging engagement with dominant ideologies, shaped by political and socio-cultural contexts.

Economic context significantly influences the ideological stance of LFTVDs. D83, produced by UFA Fiction for the German broadcaster RTL and supported by international distributors like Sundance TV and Channel 4, was shaped by public-service values and co-financing from cultural funding bodies. These institutions typically support programming with historical, political, or cultural depth. As Hesmondhalgh argues, cultural industries that are less commercially constrained often take more creative and ideological risks. Episode one includes extended scenes of East German bureaucracy, personal ideology, and geopolitical tension, choices unlikely to survive in a purely commercial environment. Stranger Things, in contrast, was developed by the Duffer Brothers for Netflix, which is a subscription-based platform that relies on global mass appeal. The show's substantial budget (reportedly around $6 million per episode in season one) was justified by its potential to attract a wide audience across demographics and borders. This explains the heavy use of genre, nostalgia, and archetypal characters in episode one, which reinforce familiar ideological values. However, the show’s long form structure enables narrative evolution and complexity, particularly in character development and thematic arcs, showing that economic context, while influential, is not deterministic; long form television can challenge ideology even within commercial frameworks.

Political context shapes which ideologies are foregrounded. D83, made in a reunified Germany, retrospectively interrogates the East/West divide, subverting the dominant Cold War narrative by presenting Martin’s Western encounters with curiosity rather than fear. In episode one, his discomfort and confusion in a Western supermarket symbolises ideological destabilisation. Stuart Hall’s theory of representation helps explain how alternative meanings are encoded, prompting viewers to negotiate or oppose dominant views. Stranger Things, emerging in post-9/11 America, mirrors cultural anxiety around surveillance and government overreach. The Hawkins Lab, introduced early, is presented as shadowy and inhumane, an anti-authoritarian message wrapped in nostalgic aesthetics. Here, again, the extended narrative arc supports the core claim that long form dramas can sustain politically grounded ideological critique over time.

Socio-cultural context also informs ideological positioning, particularly around gender. Stranger Things draws heavily on 1980s genre conventions that typically marginalised women and girls, yet episode one introduces Joyce as both emotional and assertive, and Eleven as vulnerable yet powerful. Over time, Eleven becomes a central hero figure, challenging gender stereotypes. This evolution aligns with David Gauntlett’s idea that media offers “tools” for identity formation. In D83, gender roles are more constrained but still challenged. Lenora, Martin’s aunt, is introduced as a high-ranking figure in East German intelligence, a subversion of traditional gender expectations. Even in a patriarchal historical setting, women exert ideological and narrative influence, suggesting that the socio-cultural context of production enables LFTVDs to subtly challenge gender norms, particularly when sustained across episodes.

Characterisation is central to ideological representation. Martin’s identity crisis, catalysed in episode one as he leaves East Germany, invites audiences to question ideological certainty. Rather than a patriotic hero, he becomes a conflicted figure navigating overlapping systems. In Stranger Things, Mike and his friends initially embody innocent Americana, but their alliance with Eleven, an outsider, allows the narrative to question the innocence of authority and explore marginalised identities. These evolving character arcs support the view that long form dramas, by allowing ideological conflict to unfold over time, tend to challenge dominant ideologies more than reinforce them.

The episodic form allows specific scenes to carry long-term ideological weight. In Deutschland 83, the shot of Martin watching Western TV for the first time encapsulates the allure and ambiguity of the “enemy.” It’s a moment that starts a larger journey of ideological questioning. Stranger Things’ opening scenes (Eleven’s escape, the boys' D&D game, and the early signs of government conspiracy) establish themes of innocence lost and mistrust in institutions. These threads grow more complex across the series, proving that the long form format facilitates a layered exploration of ideology that resists simple reinforcement.

Audience reception also plays a role. According to Stuart Hall’s Reception Theory, D83’s complexity invites negotiated readings, especially for audiences less familiar with Cold War history. Stranger Things, though more reliant on dominant readings, still invites critique, particularly from younger viewers aware of gender and political themes. Gerbner’s Cultivation Theory also applies: across multiple episodes, viewers exposed to subversive elements, like Eleven’s growing independence or Martin’s disillusionment, may gradually shift their ideological assumptions. This reinforces the idea that LFTVDs encourage ideological negotiation, making challenge more likely over time.

In conclusion, both Deutschland 83 and Stranger Things show that while long form television dramas can begin by echoing dominant ideologies, their extended format enables complex character development, ideological ambiguity, and subtle subversion. Though rooted in different political and socio-cultural contexts, both dramas ultimately illustrate that the long form nature of television dramas enables a sustained and multifaceted engagement with dominant ideologies, and most often, a challenge to them.

2025: REPRESENTATION QUESTION - A POSSIBLE REPONSE

‘Representations in long form television dramas are always shaped by the cultural and political contexts in which they are produced.’ How far do you agree with this statement?

Long form television dramas inherently reflect the cultural and political contexts of their production. This is evident in Deutschland 83 and Stranger Things, both set in 1983 but shaped differently by their contemporary production environments. Deutschland 83 presents a realist exploration of Cold War politics rooted in German history and the political climate of 2015, while Stranger Things offers a nostalgic, stylised vision of 1980s America that addresses modern cultural concerns such as childhood trauma and institutional mistrust. This initial contrast demonstrates that representations in LFTVDs are always shaped by cultural and political contexts, but the specific nature of this shaping depends on whether a drama uses its historical setting to interrogate political reality or to construct a nostalgic myth of the past in response to contemporary cultural concerns.

Economic context plays a significant role in shaping representation. Deutschland 83 was produced for a German and international audience by public broadcaster RTL and SundanceTV, reflecting economic factors such as funding models prioritising historical prestige and cultural capital. According Hesmondhalgh’s theory of cultural industries, economic pressures influence producers to balance creative ambition with audience appeal. The high production values and realistic depiction of Cold War Germany show an investment in authenticity that appeals to a niche, historically engaged audience. Stranger Things, produced by Netflix with a large budget and global distribution platform, is designed for mass appeal. Its economic context encourages the use of popular genre conventions and nostalgia to attract wide, international audiences and generate subscriber growth. Therefore, economic context directly influences how representation is constructed, favouring either political complexity and cultural specificity, as in Deutschland 83, or broad emotional resonance and mythologised culture, as in Stranger Things. This reinforces the argument that the shaping of representations depends on whether the historical setting is used to interrogate political reality or to construct nostalgic myths in response to contemporary cultural concerns.

The political context strongly influences representations of institutions and power. Deutschland 83 reflects contemporary German politics by presenting Cold War surveillance and espionage with nuance, showing Martin Rauch’s ethical conflicts amid ideological division. This aligns with Stuart Hall’s theory about representation, where meaning is constructed within ideological frameworks. Conversely, Stranger Things channels post-9/11 American anxieties about government secrecy through Hawkins Lab’s shadowy experiments, shaping its narrative around mistrust of authority. Both dramas demonstrate how political contexts shape representation, but Deutschland 83 interrogates historical political realities, while Stranger Things mythologises political paranoia to speak to modern concerns. This contrast further supports the argument that cultural and political contexts influence representation differently depending on the drama’s use of historical context.

Cultural context also profoundly influences the representation of identity, place, and community. Stranger Things deliberately draws on 1980s American pop culture and genre conventions to create a hyperreal world, a point illuminated by Baudrillard’s theory of simulacra and hyperreality, which argues that media often produces a copy of reality that becomes “more real than real,” blurring the distinction between fact and fiction. The show’s meticulous recreation of 1980s aesthetics and tropes (such as references to Spielberg and Stephen King) does not aim for authentic historical accuracy but instead constructs a nostalgic myth that resonates with contemporary audiences’ desire for escapism and emotional connection. This hyperreal world serves as a cultural resource, in line with Gauntlett’s ideas, providing viewers with symbolic tools for identity. Conversely, Deutschland 83 grounds its cultural representation in realistic detail and historical specificity, inviting viewers to critically interrogate ideological conflict rather than escape into myth. These differing cultural representations clearly demonstrate that representations are shaped by cultural and political contexts in ways that reflect either a critical interrogation of political reality or a nostalgic construction of the past.

Character identity reveals further contextual shaping. In Deutschland 83, identity is fragmented and constrained by political ideology, reflecting Hall’s notion of identity as constructed within discourse. Martin’s and other characters’ struggles show the effects of state control and ideological pressure. Stranger Things presents identity through trauma, resistance, and emotional growth, with characters like Eleven embodying contemporary concerns about empowerment and trauma, reflecting Gauntlett’s theory of media providing identity “tools.” These contrasting approaches to identity illustrate how cultural and political contexts determine representation depending on whether a drama pursues historical realism or mythologisation, thus reinforcing the central argument.

Audience reception also mirrors these contextual influences. According to Hall’s Reception Theory, Deutschland 83 anticipates an engaged audience familiar with Cold War history, encouraging critical or negotiated readings. Stranger Things, designed for a broad global audience, promotes dominant emotional readings based on nostalgia and genre familiarity. Additionally, Gerbner’s Cultivation Theory helps explain how the long-running nature and style of Stranger Things can cultivate particular worldviews and emotional responses, shaping audience expectations of authority and community through repeated exposure to its nostalgic myth. This demonstrates how cultural and political contexts influence not only production but also how representation is positioned for consumption, highlighting once again that the shaping of representations depends on whether a drama uses history to interrogate political reality or to construct nostalgic myths responding to contemporary cultural concerns.

In conclusion, both Deutschland 83 and Stranger Things exemplify how cultural and political contexts fundamentally shape representation in long form television dramas. However, this shaping varies according to the drama’s approach to history: Deutschland 83 interrogates political realities of division and ideology through historical realism, while Stranger Things mythologises 1980s America to address modern cultural concerns. The economic context, political environment, cultural positioning, character construction, and audience reception all interact to produce these divergent modes of representation. Thus, representations in long form television dramas are always shaped by cultural and political contexts, but the way they are shaped depends on whether a drama uses its historical setting to interrogate political reality or to construct a nostalgic myth of the past in response to contemporary cultural concerns.

Tuesday, 27 May 2025

EVALUATION INDEX

MEDIA LANGUAGE

BARTHES

Chatham and Clarendon Media Studies Blog: EVALUATE MEDIA LANGUAGE: BARTHES

TODOROV

Chatham and Clarendon Media Studies Blog: EVALUATE MEDIA LANGUAGE: TODOROV

NEALE

Chatham and Clarendon Media Studies Blog: EVALUATION MEDIA LANGUAGE: NEALE

LEVI-STRAUSS

Chatham and Clarendon Media Studies Blog: EVALUATE MEDIA LANGUAGE: LEVI-STRAUSS

BAUDRILLARD

Chatham and Clarendon Media Studies Blog: EVALUATE MEDIA LANGUAGE: BAUDRILLARD


REPRESENTATION

HALL

Chatham and Clarendon Media Studies Blog: EVALUATE REPRESENTATION: HALL

GAUNTLETT

Chatham and Clarendon Media Studies Blog: EVALUATE REPRESENTATION: GAUNTLETT

VAN ZOONEN

Chatham and Clarendon Media Studies Blog: EVALUATION REPRESENTATION: VAN ZOONEN

BELL HOOKS

Chatham and Clarendon Media Studies Blog: EVALUATION REPRESENTATION: BELL HOOKS

GILROY

Chatham and Clarendon Media Studies Blog: EVALUATION REPRESENTATION: GILROY

BUTLER

Chatham and Clarendon Media Studies Blog: EVALUATE REPRESENTATION: BUTLER


INDUSTRY

LIVINGSTONE AND LUNT

Chatham and Clarendon Media Studies Blog: EVALUATION INDUSTRY: LIVINGSTONE AND LUNT

CURRAN AND SEATON

Chatham and Clarendon Media Studies Blog: EVALUATION INDUSTRY: CURRAN AND SEATON

HESMONDHALGH

Chatham and Clarendon Media Studies Blog: EVALUATION INDUSTRY: HESMONDHALGH


AUDIENCE

HALL

Chatham and Clarendon Media Studies Blog: EVALUATE AUDIENCE: HALL (RECEPTION THEORY)

BANDURA

Chatham and Clarendon Media Studies Blog: EVALUATION AUDIENCE: BANDURA

GERBNER

Chatham and Clarendon Media Studies Blog: EVALUATION AUDIENCE: GERBNER

JENKINS

Chatham and Clarendon Media Studies Blog: EVALUATION AUDIENCE: JENKINS

SHIRKY

Chatham and Clarendon Media Studies Blog: EVALUATION AUDIENCE: SHIRKY



EVALUATION POWERPOINT

 NB: This PowerPoint is very useful, but it only covers Stranger Things. The best way to use it is to look at each section and see what it says about Stranger Things, then ask yourself what is the same/different about Deutschland 83.