[5.1] What Are Media Representations

[5.2] Representations of Gender, Race, and Class

[5.3] Representations of Different Cultures

[5.4] Studying Media Representations

[5.5] Teaching Analysis of Media Representations

[5.6] Representation and Censorship

[5.7] Representations and Idealization

[5.8] Studying Representations of Social Types or Groups

[5.8a] Representations of Femininity

[5.8b] Masculinity

[5.8c] Masculinity and Sports

[5.8d] Gays / Lesbians

[5.8e] Racial and Ethnic Groups

[5.8f] Class

[5.9] Families and Age Groups

[5.10] War

[5.11] Political Parties and Organizations

[5.12] Counter-Representations

[5.13] Additional Web Resources

[5.14] Teaching Activities

Powerpoints

[5.5.1] In reading the semiotic meaning of t-shirts, students draw on codes for interpreting the signs on t-shirts (Cullin-Swan, B., & Manning, P. K., “Codes, Chronotypes, and Everyday Objects” )

[5.5.2] Dan Chandler’s discussion of intertextuality

[5.5.3] Gunhild Agger, Aalborg University, Intertextuality Revisited: Dialogues and Negotiations in Media Studies

[5.5.4] Students can find many cartoons on the web. For example, they could go to The New Yorker collection of cartoons and under “search,” type in a certain discourse, such as “business,” and study the consistent patterns in the language employed in cartoons related to business .

Cartoon resources:

[5.5.5]
[5.5.6] Daryl Cagle's Professional Cartoonists Index

Students could also study the use of language in parody on the following sites:

[5.5.7] The Onion [journal/site that ridicules current political coverage]
[5.5.8] Modernhumor [contains different types of humor and parody]
[5.5.9] False advertising
[5.5.10] Parody Songs

[5.5.11] For further information on this topic, see an article by Laura Shin, “Laughing all the way to the Cartoonbank,” USAWeekend, July 13, 2003.

[5.5.12] Different types of techniques may be employed to represent phenomena in different ways. For example, the close-ups of faces employed in soap operas emphasize the emphasis on the important of relationships and emotional conflicts communicated through nonverbal cues. Carmen Luke argues that these techniques are gendered in that they represent gender in different ways:

Methods for conducting content analysis:

[5.5.13] Designs for Rigor and Relevance: Media Content Analysis
[5.5.14] Content analysis methods applied to media
[5.5.15] The Content Analysis Guidebook

Examples of studies employing content analysis:

[5.5.16] Studies of content analysis of media texts
[5.5.17] Gender-Differentiated Production Features in Toy Commercials
[5.5.18] A Content Analysis of Gender Differences in Children’s Advertising
[5.5.19] Product-Related Programming and Children’s TV — A Content Analysis