http://www.bbc.co.uk/news/magazine-19048807
http://www.cause4opinion.co.uk/2012/09/charity-advertising-a-shock-too-far/
http://www.charityfinancials.com/caritas-magazine/hard-hitting-ads-misrepresent-charity-beneficiaries-according-to-recent-research-1166.html
- Marc - simplification of madness obsession/teens
http://news.bbc.co.uk/1/hi/magazine/7722074.stm
http://tyneandwear.sky.com/news/article/55048/has-he-found-love-catching-up-with-undateables-star-steve-carruthers
http://www.huffingtonpost.co.uk/2012/04/03/the-undateables-channel-4-lee-ridley_n_1399126.html
- Scarlett - powerful women
http://www.cjr.org/minority_reports/sandberg_and_mayer_arent_all_w.php?page=all
http://www.ted.com/conversations/18140/where_are_the_female_role_mode.html
http://www.seejane.org/
http://www.huffingtonpost.com/peggy-drexler/female-role-models-the-ab_b_1514750.html
http://www.seejane.org/downloads/usatoday/GDlesson1TE.pdf
http://ilzeearner.com/spring2012/HB712/s6/Adolescent%20and%20Parent%20Perceptions%20on%20Media%20Influence%20(2004).pdf
https://www.duo.uio.no/bitstream/handle/10852/25447/JaneKLarsenThesisx30.04.06.pdf?sequence=1
Gender Issues In The Media
Although
the media is a pervasive and profoundly influential socializing force, parents
and teachers can make a difference. Young children are especially vulnerable to
the teachings of media because they don't have the critical capacity necessary
to distinguish between fantasy and reality, to identify persuasive intent, or to
understand irony and disregard stereotypes. The cumulative and unconscious
impact of these media messages can contribute to limiting the development of a
child's potential.
Introduction
Much of children's knowledge and the experience of the world is indirect, having come to them through the media. Media are not transparent technologies; they do not offer a window on the world. In mediating events and issues, television, film, video games and other media are involved in selecting, constructing and representing reality. In so doing, the media tend to emphasize and reinforce the values and images of those who create the messages and own the means of dissemination. In addition, these values and images are often influenced by commercial considerations. As a result, the viewpoints and experiences of other people are often left out, or shown in negative ways.
Male
and female images
As one dramatic example, the image and representation of women and girls in the media has long been a subject of concern. Research shows that there are many fewer females than males in almost all forms of mainstream media and those who do appear are often portrayed in very stereotypical ways.
Constantly
polarized gender messages in media have fundamentally anti-social effects.
In
everything from advertising, television programming, newspaper and magazines, to
comic books, popular music, film and video games, women and girls are more
likely to be shown: in the home, performing domestic chores such as laundry or
cooking; as sex objects who exist primarily to service men; as victims who can't
protect themselves and are the natural recipients of beatings, harassment,
sexual assault and murder.
Men
and boys are also stereotyped by the media. From GI Joe to Rambo, masculinity is
often associated with machismo, independence, competition, emotional detachment,
aggression and violence. Despite the fact that men have considerably more
economic and political power in society than women, these trends - although
different from those which affect women and girls - are very damaging to boys.
Research
tells us that the more television children watch, the more likely they are to
hold sexist notions about traditional male and female roles and the more likely
the boys are to demonstrate aggressive behaviour.
In
fact, images aimed at children are particularly polarized in the way they
portray girls and boys. In advertising, for instance, girls are shown as being
endlessly preoccupied by their appearance, and fascinated primarily by dolls and
jewellery, while boys are encouraged to play sports and become engrossed by war
play and technology.
Furthermore,
children are increasingly being exposed to messages about gender that are really
intended for adult eyes only. These images also help shape the notions little
girls and boys have about who they should be and what they can achieve.
Anti-social
messages
In the context of some of society's real life problems, the constant reinforcement of polarized gender messages has fundamentally anti-social effects. Research tells us that the more television children watch, the more likely they are to demonstrate aggressive behaviour. Furthermore, the linking of sex and violence - increasingly evident in everything from mainstream advertising to slasher movies - is particularly troublesome in the context of a society struggling to overcome real life violence against women.
The
role of media education
Media education can play a crucial role in counteracting the impact of these messages. Helping children to understand that media construct - as opposed to reflect - reality; that they communicate implicit and explicit values; and that they can influence the way we feel and think about ourselves and the world, are vitally important lessons towards achieving a society in which women and girls are seen and treated as equal to men and boys.
The
media tendency to link sex and violence is alarming.
Nevertheless,
the good news is that parents and teachers can have a much greater impact on a
child's development than the media to which the child is exposed. Real life
modeling of alternative ways of being male or female, or of resolving conflict;
time spent engaging children in imaginative play, and in activities which teach
pro (as opposed to anti) social values, ultimately have the most lasting
influence.
Mass
media uses stereotypical characters to make it easy for the audience to identify
the good guys or gals and the bad guys or gals. It is easier to create programs
around stock characters than to develop varied personalities. Stereotypes limit
our views of ourselves and others and of the reality of the world. The media
construct their own version of reality. The point of view of the message
presented is driven by ethical, political, economic and social standards of the
producers. Characters of ten reflect a narrow range of roles.
The
elderly are under-represented. Women and girls are both under represented and
portrayed in a very limited set of roles. Victims of violence are usually
portrayed a young and beautiful women. Visible ethnic minorities often appear in
limited roles. People depicted as intelligent (especially children and
adolescents) are often portrayed as unattractive as well.
A
stereotype is a view or a characterization of a person or a group of persons
based upon narrow and frequently incorrect assumptions. Although children will
be able to recognize some examples of stereotyping, this concept is very
sophisticated and can be difficult to grasp at a young age.
Images
- Using TV or video clips and magazine or newspaper pictures, chart similarities
and differences in appearance and body size for the good and bad characters.
Look again at the clips and make note of the type of camera shots used for the
good and bad guys or gals. Compare the characters with self and peers and family
members.
Working
women
- List the jobs that TV mothers have such as teacher, doctor. Do we ever see
them working at their jobs? Does your mother have a job? If she works outside
the home do you ever visit her there?
I'd
rather be me
- Form two groups - one of boys, the other of girls. From various media have the
boys list female traits and interests that are most commonly featured, while the
girls do the same for male characteristics and concerns. Form new mixed
groupings and discuss how boys and girls feel about the stereotypes by which
their gender has come to be represented. What is artificial about these
stereotypes? An appropriate video resource available from TVO is Behind the
Scenes.
Jobs
- Examine the media to determine how certain occupations are portrayed, and then
interview people in those occupations to ascertain how realistic portrayals are.
Count the number of women or men portrayed in jobs. List the types of jobs for
women and men portrayed. How do these findings compare to the jobs held by the
parents of students? Stereotypes limit our views of ourselves and others and of
the reality of the world. They limit our perceptions from infancy to old age.
Posed
vs. natural
- Select pictures from newspapers and magazines that show the difference between
posed and natural photographs of girls and boys, and men and women. Describe
what is emphasized in each.
What's
wrong with this picture?
- This video is available from MediaWatch and has accompanying educational
materials. It can be used to discuss gender issues and concepts such as
nonverbal messages. Does body language differ by gender? Make your own
collection of pictures or TV clips for each gender and explain the message
perceived.
A
Real Princess
- Introduce stereotyping by brainstorming words to describe a princess. Read the
book by R. Munsch, A Paper Bag Princess. Discuss and compare with the
image we have of Princess Anne or Princess Diana.
Witches
- Make a series of slides of witches, using illustrations from children's books.
Use these to encourage discussions about stereotyping of women and witches and
the male equivalent.
Twisted
tales
- Rewrite fairly tales from the point of view of the opposite gender.
Visual
novels
- View literature-based films. Compare the films with the books for the handling
of gender roles. Does one media form rely more on stereotypes? Why? Generate
more examples.
Video
games
- Design a video game for girls and boys that is not stereotypical or violent.
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- Myles - racism in the media
http://www.dailymail.co.uk/news/article-2381051/MARK-HARPER-Racism-It-racist-ask-people-illegally-leave-Britain.html
http://www.theguardian.com/commentisfree/2012/jun/27/what-racism-hardwired-headline-daily-mail
http://www.thedailybeast.com/articles/2013/08/25/real-racism-what-aaryn-gries-reveals-about-reality-tv.html
http://www.dailymail.co.uk/sciencetech/article-2043685/Everyones-bit-racist-fault-Blame-TV-magazines-say-scientists.html
http://www.theguardian.com/commentisfree/2013/jul/23/anti-immigrant-ad-campaign-racism
https://www.google.co.uk/search?q=daily+mail+is+racist&sourceid=ie7&rls=com.microsoft:en-gb:IE-Address&ie=&oe=&gws_rd=cr&ei=NCU4Uo6-KsaQhQf20ICoCQ#q=how+many+Daily+Mail+articles+are+about+immigration&rls=com.microsoft:en-gb%3AIE-Address
- Matt - apocalyptic films and their themes
http://bri-utiful.hubpages.com/hub/Evolution-of-Apocalyptic-Themes-in-Movies
- George - over emotive false charity advertising
http://www.reasondigital.com/blog/132/Seven-components-of-the-best-charity-videos/
http://www.lse.ac.uk/media@lse/research/mediaWorkingPapers/MScDissertationSeries/2012/84.pdf
- Sam
http://www.thepediatriccenter.net/docs/brudenell/UnderstandingtheImpact.pdf
http://www.mintel.com/blog/beauty-market-news/beauty-trends-for-younger-consumers
http://www.apa.org/monitor/sep00/advertising.aspx
http://www.utalkmarketing.com/Pages/Article.aspx?ArticleID=16633&Title=How_brands_can_target_young_consumers_through_social_media
http://www.thedrum.com/news/2012/12/31/10-most-liked-tv-ads-2012
http://www.toptenz.net/top-10-persuasive-tv-ads.php
- Christian - positives and negatives of social media
http://www.bbc.co.uk/schoolreport/22065333
- Nick - overuse/reliance on phones etc - girl lost her phone http://www.dailymail.co.uk/femail/article-2404880/Charlene-deGuzmans-short-film-I-Forgot-My-Phone-shows-miss-real-experiences.html
- http://www.dailymail.co.uk/sciencetech/article-2333261/We-spend-MORE-time-phones-partner.html
- http://www.huffingtonpost.com/2013/05/23/teen-iphone_n_3322095.html
- http://news.yahoo.com/90-days-without-cell-phone-email-social-media-015300257.html
- http://www.youtube.com/watch?v=xSSDeesUUsU
Shaun - hacking and privacy
Alex - violence in video games
http://www.dana.org/news/cerebrum/detail.aspx?id=22800
http://www.drphil.com/articles/article/297
http://www.forbes.com/sites/erikkain/2013/01/21/ralph-nader-calls-violent-video-games-electronic-child-molesters/
http://www.charismanews.com/opinion/35094-violent-video-games-training-kids-to-be-killers
http://www.grandtheftchildhood.com/GTC/Home.html
http://en.wikipedia.org/wiki/Grand_Theft_Childhood
http://www.dailymail.co.uk/news/article-316491/Teenager-gets-life-Manhunt-murder.html
http://herocomplex.latimes.com/games/violent-video-games-blame-game/
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Understanding_Violent_Behavior_In_Children_and_Adolescents_55.aspx
- Celine - women in film
- Daisy - celebrity culture - famous for no reason - why are audiences interested
http://en.wikipedia.org/wiki/Celebrity
obvious ones but scroll to sources and it will give you some leads
http://www.huffingtonpost.com/peggy-drexler/female-role-models-the-ab_b_1514750.html
- Holly - body image - females
See under Scarlett, lots of good questions for research
- Dan - male self esteem - body image
http://news.bbc.co.uk/1/hi/health/7318411.stm
- Laura - contradictory men/women and sex, rape culture
- Tom Tull - suicide
http://www.businessinsider.com/askfm-and-teen-suicides-2013-9
- Marni - selective reporting of vulnerable children in the news
- George King - Islamaphobia
Tom C
- TOWIE and Geordie Shore documentary book and reality tv article - how has reality tv changed to meet audience demands
Ewan -
'feral' teens - why does the media target an group to villify - teens www.bchsmedia.blogspot.com
- Amy - women, manipulation of images in advertising
http://www.youtube.com/watch?v=wUb5PZHcovA
http://seattletimes.com/html/movies/2017279876_mr20miss.html
- Jenni - does the media scare women into buying? print, tv? look under Sam's name
- Will - media and violence, which influence which? Interesting Saw case study where audience asked for more violence