- Don't use my/I
- Titles: capitals/inverted commas
- Intro - change structure + link together
: start with deviant youth representation
: include moral panics/Cohen
: use questions keywords (including stereotyped)
: include quotes
Wednesday 16 December 2015
Wednesday 2 December 2015
Feedback
Bibliography
- add website + viedos etc.
- alphabetical (order)
Historical text
- Scum (1979)
- Watch 'the best scene from scum'
- add website + viedos etc.
- alphabetical (order)
Historical text
- Scum (1979)
- Watch 'the best scene from scum'
Critical Investigation Task #3
Historical text analysis and research
Research a historical text that you can use to compare with your contemporary, primary text.
By 'historical' we mean anything pre-2000 but the 40s, 50s, 60s, 70s or even 80s might be more fruitful because they pre-date many of the important changes that have occurred more recently (such as the gains for women as a result of feminism; or greater equality for ethnic minorities now that we are - arguably - a more inclusive and multi-cultural society; or the ground-breaking developments in new media/digital technology).
The purpose here is to be able to demonstrate...
- how society and the issue you are investigating has changedover the years and how these changes are reflected in different media texts, or - to put it another way...
- how popular culture reflects the 'spirit of the age' or zeitgeist
Ideally, you will watch at least one film/TV programme/video game/music video from the past, make notes on it and research it in Media/Film Studies textbooks and on the internet. The best option is to watch/play the whole text on DVD/online or otherwise you might be able to see extracts on YouTube. Answer the following questions:
- How is it similar/different to your main text?
- How does this show how the genre/society/issue has changed?
Through this you will become aware of developments in the genre you are researching. This task is designed to make sure you have a range of texts to refer to in your critical investigation essay (you'll need at least five including your main text and the historical text you analyse in this task). Remember: you should be able to link them to the wider contextsthat were/are present at the time. It's also worth noting that you will be rewarded for considering your topic across different platforms.
This text is similar to my main text as the youth
of Brixton started the 1981 riots. 1943 stop and searches in
four days and those were predominately young, black men - fought police,
attacked buildings and set fire to vehicles. This is similar to my text as
they had a riot scene and the youth of London acted in the same way as they were breaking and
entering and damaging properties. The way it links to my text is that the youth
take control and act in their own way to express their
feeling. Another similarity between both texts are that the police hold power our the youth as they are attached behind closed doors. An ex police officer told us that they used to plant evidence so that people had no chance of proving that they're innocent. This happens in the 21st century but people fight back (legally) due to modern day technology and equal right.
The differences between this text and my main text is that the youth had an option to choose their pathways in life but in 1981 the 'black youth' had very little options as they were harassed by police and were limited to do life changing opportunities. They believed that police had something against them "institutional racism" this had an impact between the public and the police as none of them trusted each other. The issue hasn't changed since 1981 riots as they are acting the same way. The 1981 riots and the 2011 riots in London are similar as black youth are the ones starting it. This connects my text and the 1981 riots as the youth were uneducated, unemployed and live in poverty. The changes since then are that the youth have changes to make difference as we now live in an equal society.
The differences between this text and my main text is that the youth had an option to choose their pathways in life but in 1981 the 'black youth' had very little options as they were harassed by police and were limited to do life changing opportunities. They believed that police had something against them "institutional racism" this had an impact between the public and the police as none of them trusted each other. The issue hasn't changed since 1981 riots as they are acting the same way. The 1981 riots and the 2011 riots in London are similar as black youth are the ones starting it. This connects my text and the 1981 riots as the youth were uneducated, unemployed and live in poverty. The changes since then are that the youth have changes to make difference as we now live in an equal society.
The Best Scene From Scum (1979)
The way the character was introduced in this scene was by him walking into the games area. He had his hands in his pocket and looked like he didn't fit in with the other inmates. He then walks up to two inmates playing pool and takes two balls and puts them inside a sock. This is known for injuring other inmates as they can't get hold of other weapons without getting caught. The camera angles used that lead to this scene was medium shot. This is effective as the audience mainly focuses on the main character. He then moved to a room where the inmates were sitting down. We as the audience din't know his intention but we knew that he was going to do something. He then attacked another character which played out as the 'top dog'. The reason why he done this was to claim the 'top dog' status as we find out later on when he assaulted another inmate. This links top my main text 'offender' this film was also a prison based film and the main character also attacked the 'top dog' in their wing. Both main characters have different reasons for attacking other inmates. The differences are that the inmates in the film scum are that majority of the characters are white males whereas the film offender has a diverse prison.
Tuesday 1 December 2015
Bibliography
Books:
1.. Bloom, C. (2012). Riot city: Protest and rebellion in the capital. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
2. Briggs, D. (2012). The English riots of 2011 a summer of discontent. Hook, UK: Waterside Press.
3. Casey, B. (2002). Television studies: The key concepts. London: Routledge.
4. Ferguson, R. (1998). Representing "race": Ideology, identity, and the media. London: Arnold.
7. Lacey, N. (1998). Image and representation: Key concepts in media studies. New York: St. Martin's Press.
10. Wheatley, S. (2010). Don't call me urban: The time of grime. Newcastle upon Tyne: Northumbria University Press.
Websites:
1. (n.d.). Retrieved December 2, 2015, from http://www.theguardian.com/society/2009/apr/15/stereotypes-young-people
13. Offender. (n.d.). Retrieved December 2, 2015, from http://www.timeout.com/london/film/offender
16. What is wrong with British youth? (n.d.). Retrieved December 2, 2015, from http://www.telegraph.co.uk/news/yourview/1558584/What-is-wrong-with-British-youth.html
Academic research and bibliography
Task #2 is to pull this information together in an updated blog posting of all your notes and quotes so far INCLUDING a complete bibliography of your research so far. Make sure you include the following:
Jones, O. (2011). Chavs: The demonization of the working class. London: Verso.
- Author-Year-Title-Place-Publisher info;
- Quotes (+ Page References) from the book that can be linked to your study;
- A short explanation of each one explaining how it is relevant to you/your topic.
- Finally, post up on your blog a Complete Bibliography (so far) to include ALL the books you currently have quotes from. It MUST contain at least TEN different academic books or journalsas well as all your online and Media Magazine sources.
- Note: your FINAL bibliography will be much more extensivethan this - we are simply looking for a minimum of 10 academic sources from your research so far.
Jones, O. (2011). Chavs: The demonization of the working class. London: Verso.
Politicians Vs Chavs
page 73
"Glasgow has twice as many people out of work as the national average."
"More than half of the city's children live in poverty."
This quote supports my case study as the youth are seen as troubled and are stereotyped by classes higher than them. The quote tells us more than half of the city's children live in poverty and when they grow up to become teenagers and young adults they're seen to be dangerous and educated.
page 73
"Glasgow has twice as many people out of work as the national average."
"More than half of the city's children live in poverty."
This quote supports my case study as the youth are seen as troubled and are stereotyped by classes higher than them. The quote tells us more than half of the city's children live in poverty and when they grow up to become teenagers and young adults they're seen to be dangerous and educated.
page 74
"But David Cameron was more interested in reinforcing middle-class predjudice than in boosting the Tory vote in an unwinnable seat"
"We if these things---obesity, alcohol abuse, drug addiction---are purely external events, like a plague, or bad weather."
2.
MacDonald, R. (1997). Youth, the 'underclass' and social exclusion. London: Routledge.
Chapter 1
"The idea that Britain and other late capitalist societies are witnessing the rise of an 'underclass' of people at the bottom of the social heap"
This is relevant to my case study as I am looking at the representation of the youth in Britain. The quote above the amount of
3.
Malik, S. (2002). Representing black Britain a history of black and Asian images on British television. London: SAGE Publications.
"Britain is constantly engaged in debates about race, racism and national identity."
This supports my case study as I'll be looking at the way the youth are represented in Britain.
"The unprovoked murder of Black British teenager, Stephen Lawrence, in 1993)"
4.
Briggs, D. (2012). The English riots of 2011 a summer of discontent. Hook, UK: Waterside Press.
Page 10
"These people frowned on the defective people and their actions, and agreed that the state should punish them as harshly as possible."
"From 2,019 adults aged 18+ 88 per cent believed that the sentences on the 'rioters' and 'looters' were not tough enough, two thirds (69 per cent) felt that organized 'gangs' were the cause of unrest"
page 11
"According to David Cameron, the English 'rioter' and 'looter' are of the same breed; namely of the feral underclass type. These people, as Cameron would have it, are foreign to the hard-working, regular citizen and it is through poor life choices and like of meritocratic initiative that they find themselves clinging to the margin of society."
The reason I've picked this quote is because this comes from a politician point of view. Also its suggested that for those who joined the riots are foreign to the hard working lifestyle and the youth are the ones who are making poor life choices.
5.
Hodkinson, P. (2007). Youth cultures: Scenes, subcultures and tribes. New York: Routledge.
8.
Casey, B. (2002). Television studies: The key concepts. London: Routledge.
Chapter 1
"The idea that Britain and other late capitalist societies are witnessing the rise of an 'underclass' of people at the bottom of the social heap"
This is relevant to my case study as I am looking at the representation of the youth in Britain. The quote above the amount of
3.
Malik, S. (2002). Representing black Britain a history of black and Asian images on British television. London: SAGE Publications.
"Britain is constantly engaged in debates about race, racism and national identity."
This supports my case study as I'll be looking at the way the youth are represented in Britain.
"The unprovoked murder of Black British teenager, Stephen Lawrence, in 1993)"
4.
Briggs, D. (2012). The English riots of 2011 a summer of discontent. Hook, UK: Waterside Press.
Page 10
"These people frowned on the defective people and their actions, and agreed that the state should punish them as harshly as possible."
"From 2,019 adults aged 18+ 88 per cent believed that the sentences on the 'rioters' and 'looters' were not tough enough, two thirds (69 per cent) felt that organized 'gangs' were the cause of unrest"
page 11
"According to David Cameron, the English 'rioter' and 'looter' are of the same breed; namely of the feral underclass type. These people, as Cameron would have it, are foreign to the hard-working, regular citizen and it is through poor life choices and like of meritocratic initiative that they find themselves clinging to the margin of society."
The reason I've picked this quote is because this comes from a politician point of view. Also its suggested that for those who joined the riots are foreign to the hard working lifestyle and the youth are the ones who are making poor life choices.
5.
Hodkinson, P. (2007). Youth cultures: Scenes, subcultures and tribes. New York: Routledge.
Youth culture 3
"An ethnographic research tradition originating at University of Chicago became famous for its attempts to explain deviant activities such as drug taking, petty crime and gang membership as collective normative behavior associated with distinct urban social regions, each with their pwn divergent more codes (park 1925)."
6.
Bloom, C. (2012). Riot city: Protest and rebellion in the capital. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
Page 1
"Since 2000 we have seen unprecedented levels of unrest in London. The capital has become the battleground for a host of new demands and new ideological standpoints, so much so that protesters and authority alike have had to invent new tactics to protest was relativity rare."
7.
Lacey, N. (1998). Image and representation: Key concepts in media studies. New York: St. Martin's Press.
8.
Casey, B. (2002). Television studies: The key concepts. London: Routledge.
9.
Ferguson, R. (1998). Representing "race": Ideology, identity, and the media. London: Arnold.
10.
Wheatley, S. (2010). Don't call me urban: The time of grime. Newcastle upon Tyne: Northumbria University Press.
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