How has digital technology affected your creativity?

How has digital technology affected your creativity?

Section A Question 1a

Introduction: PDQ (Point Data Question)

Answer/give point of view to the question (I think my skills have developed in ………over the course of the two years/from AS to A2)

Outline briefly what you made across both years

Explain to the examiner how you are going to structure the essay

Structure

You should approach your essays using 3 stages:

1)      Pre-production

2)      Production

3)      Post-production

(Digital technology, creativity, use of real media texts)

You need to ask yourselves the following questions:

What digital technology did you use at AS pre-production (3 examples)

camera, internet,

What digital technology did you develop in A2 pre-production (at least 3 progression examples)

What digital technology did the students use at AS production (3 examples)

quark

What digital technologies did you develop at A2 production? (at least 3 progression examples)

 imovie

What digital technologies did you use at AS post-production? (3 examples)


photoshop

What digital technologies did you develop at A2 post-production (at least 3 progression examples)

Over the two year media course we had to produce both a foundation portfolio of a school magazine and music magazine as well as an advance portfolio of a horror teaser trailer, film magazine – developing foundation skills further and a poster to advertise our trailer.

Exemplar Q1A

 G325 Section A: Exemplar Essay

1a)

Over the two year media course we had to produce both a foundation portfolio of a school magazine and music magazine as well as an advance portfolio of a horror teaser trailer, film magazine – developing foundation skills further and a poster to advertise our trailer.

In the first year we researched existing music magazines and analysed each one so that we could gain knowledge of particular layouts, fonts and key elements that need to be contained in our production to make it successful. Research and planning allowed us to recognise ‘mastheads’ on magazines as being the most important and therefore the need to focus on a font more detailed to keep continuity with the contents page and double page spread which we also had to create.

Personally I researched ‘Rock’ magazines such as Kerrang, NME and others because I had chosen after carrying out a questionnaire to use Rock music as my theme. The real life media texts allowed me to visualise my favourite parts from each magazine – wripped sticker graphics and broken font on my own work which I then attempted to recreate within Photoshop CS4. In year one we were limited to what we could research because magazines were the only theme however, in the second year I was able to develop my ability to research real life media texts much further because we had a range of products we needed to create all under the ‘horror’ genre this time. I was able to research teaser trailers analysing my favourite and least favourite parts allowing me to plan with a mood board which I produced from a range of stills from previous horror films my ideas for my own trailer which helped me to develop my production of my products in relation to real life media texts and techniques such as restricted narration and handheld camera found in the ‘Blair Witch Project’ trailer which inspired my trailer ‘Laquem’ which is also set in the woods. Research into film documentaries like the ‘American Nightmare’ inspired me to create a product which reinforced fear and went against usual horror conventions to make it more interesting. Over the second year research became so important to achieving a product which was realistic and is now like my own distributed on on youtube as a real life media text of its own.

Real life media texts like advertising film posters were able to help me develop my Photoshop skills further because I was able to push myself with the ‘colour burn’ filters and want to create the scary atmosphere of my trailer from just an image and text which I found really fun.

Research into film magazines allowed me to develop my work from AS level so much further because I was able to produce a high standard piece of work in two weeks this year when the magazines took over 3 months last year which shows how much my skills have improves just by being able to constantly refer back to real life media texts for inspiration and even colour schemes that work well together such as black and red which in the first year I just found experimenting with. Research into horror trailers allowed me to recognise different styles of film and how we like Alfred Hitchcock could be an auteur creating new angles and ideas using generic conventions as well as unconventional representations that I have picked upon when watching films and analysing certain techniques which I have then attempted to do in Final Cut Pro when editing certain shots together to create collision cutting and changes in pace which my trailer does extremely well. I was inspired initially by the hand held camera in the trailer REC and the fact I want as an auteur to change the stereotyped representations to be able use a female psycho killer.

Research also allowed me to produce text and intertitles that shook in order to capture my audience but narrating the story slightly so the shots when together made sense. Research into types of camera movements needed were really helpful and allowed me to completely change the pace with tracking shots and handheld camera which I noticed was used in Silent Hill and American Werewolf in London which I analysed and placed on my blog for reference as some pieces of footage I wanted to recreate including the final girl representations.

There is some sense and reasoning with examples and progress is described clearly however few things are evaluated.








ex/an/ar 8/10
 use of examples 8/10
 use of terminology 4/5
20/25 high marks!




What are the 5 areas may you get asked on?




 will be 2 each question:
digital technology
creativity
research and planning
post production
using conventions from real texts




Can you guess what areas were being asked for?
research and planning and creativity


'describe how you developed research and planning skills  for media production and evaluate how these skills contributed to creative decision making?'

Exam info

Section a question 1a; 25 marks 30 mins
describe and evaluate your skills development


areas:

• digital tech
• creativity
• research and plannning
• post-production
• using conventions from real media texts

What did you do?
How did you do it?
How did your skills develop?
All supported with specific examples
In relation to the areas in question

Analyse the ways in which the media represent one group of people that you have studied

I would like you all to start to write an essay drawing all the work we have done together. The PP about exam guidance on Section B is now on Learnzone and you all have notes.


2 PAGES


I want you to answer this question: Analyse the ways in which the media represent one group of people that you have studied


I would like to see planning for this essay as well as a complete essay by next Friday so I am expecting an incredibbly high level response:


1) I want to see a plan/mind map using this structure that encorporates the four guided questions:


a) (Historic) How does contemporary representation compare with that of the past?


Contemporaray representation of youths is actually not that dis-similar of that of the past, a quote from Plato, 4th century, for example;
'What is happening to our young people? They disrespect their elders,; they disobey their parents. they ignore the law. They riot in the streets. Their morals are decaying. what is to become of them?'  sounds like something that would be said about youths by adults today therefore proving that realistically representations have changed very little. Connations of the word 'youth' have always beens very negative and also for mainly the same reasons.
b) (contemporary; main focus) How do contemporary media represent different collective groups in different ways?


Generally it splits people into stereotypes, if you wear a hoodie, in adults eyes, you are automatically only there to cause trouble and just want to steal things and hurt people, it is never considered that you might have just been exercising or that you were just wearing general casual clothes.
In newspapers, 3 quarters of the articles wriiten about teenagers are negative and generally there are only positive when someone is decesed generally by another teenager.


c) What are the social implications of different media representations of groups of people?


Some of the effects of what is said about youths in the media are that youths start to act the way they are portrayed in the media even if they would not necessarily do it normally as they think what is the point in being the complete oppsite of how they are portayed in the media when they are going to be seen as 'yobs' and 'thugs' no matter what they do.


d) To what extent is human identity increasingly ‘mediated’ ?


Any big event no matter where in the world it happens can be global knowledge in simply a matter of hours.Turkle 1998 said that the internet is the perfect place to create several identities of the self and this is very true you can choose the way you are portrayed to other people and you can even pretend to be someone your not or someone you aspire to be.


e) Conclusion; summary, the future and your own opinion
You must embed theory into this essay appropriately and refer to at least two different media 
All the support you need should be on my blog and/or Learnzone

Representation of young people

What is happening to our young people? They disrespect their elders,; they dipbery their parents. they ignore the law. They riot in the streets. Their morals are decaying. what is to become of them?


Plato 4th century.


still aplicable
representations havent changed british youth has always been thought of in a negative manner


Stereotypes are social constructs

• foster values that reinforce group and individual subordination
• marginalize people,training them as 'the other'
• categorize people into groups whose members share similar characteristics

characteristics of stereotypes

• stereotypes inflexible or rigid, this not easily corrected
• they are simplistic
• can be concious or unconcious

Hegemony
Media industries operate within a structure that produces and reinforces the dominant ideology via a consensua l'world view'...
This world view is produced predominantly by white middle aged heterosexual men.
it is their ideas and values that infiltrate media texts and ensure that other voices do not get heard.


propaganda
is a for of communication aimed at influencing the attitude of a community toward some case or position.


yob,thugs, future of our country,fun, disrespectful
knowledgeable,




  ephebiphobia: fear of youth

Research for essay on riots

http://www.blogger.com/goog_1089256678


http://www.blogger.com/goog_1089256678


http://www.guardian.co.uk/uk/interactive/2011/aug/24/riots-twitter-traffic-interactive


http://www.bbc.co.uk/news/uk-14931987

Press Media

Representing youths


2005
Newspapers
40% of articules focus on violence,crime, anti-social behaviour; 71% are negative (2005)




2007,
Tv news, violent crime or celebrities; young people are only 1% of sources




2008,
72% of articles were megative 3.4% positive
75% about crime, drugs, police
boys: yobs, thugs,sick,feral,hoodies,louts,scum
Only positive stories are about boys who died young


Turning off the internet!
What role did new media technologies, particularly social networking sites play in the London riots?
do media cause riots or revolutions?
Technology and surveillance: mobile phones, CCTV, 24hour news...

Questions to answer from article:

How can you link cultural hegemony to this article?

How does the article suggest moral panic is being caused?

Can you link in McRobbies Symbolic violence theory? How?

How far do you agree with this article that governments decisions and policies are continuing to create a divide between the middle and working class? Discuss

Between 6 and 10 August 2011, several London boroughs and districts of cities and towns across England suffered widespread rioting, looting and arson.

Online Media

Connotations of fb logo:


gossip
drama
relationship status
other poeples converstaions with eachother
bitching
bullying
keeping in touch with friends
pictures
stalking
events
online chats
making new friends/finding old ones
sharing
nosey
avoiding work
venting feelings
judgementalness
lack of privacy


Impact this has on british youth and youth culture


Positives:

• Helps young people to promote themselves in a positive light (youtube), can be used as a forum to advertise yourself
• Equalises people as anyone can have it no matter what your class, status, age etc.
• Form of free communication and you can communicate with alot of poeple at one time
• Form of news

Negatives:

• Portrays us as lazy as if you spend lots of time on there makes you look nosey and like you have nothing better to do
• bulling/low self esteem
• Once its up its up for ever
• Dangerous(pedophiles)
• People can write stuff about you and you have no control over it
• Makes you pre judge before you know the person
• Fraping

Blumler and Katz


Personal identity
Personal relationships/social interaction
knowledge and information can be learnt
entertainment/escapism




What new forms of social interaction have media technologies enabled?


Globalisation
Sharing of information
Development of self identity
Self-realisation




Online media are especially suitable ro construct and develop several identities of the self(Turkle, 1998)


If facebook were a country it would be the 3rd largest in the world


How you choose to identify yourself now will be completely different to how you do it in 10 years
all throught your life your identity is going to be changing










IDENTITY










Media Use in Identity Construction

Katherine Hamley

Highlight key points/quotes that you think are important and then answer these questions when reading this text:

•      Young people are surrounded by influential imagery – popular media (Examples?)

•      It is no longer possible for an identity to just be constructed in a small community and influenced by a family (Discuss)

•      Everything concerning our lives is ‘media saturated’ (What does this mean?)

In society today the construction of a personal identity can be seen to be somewhat problematic and difficult. Young people are surrounded by influential imagery, especially that of popular media. It is no longer possible for an identity to be constructed merely in a small community and only be influenced by family. Nowadays, arguably everything concerning our lives is seen to be ‘media-saturated’. Therefore, it is obvious that in constructing an identity young people would make use of imagery derived from the popular media.
However, it is fair to say that in some instances the freedom of exploring the web could be limited depending on the choice of the parents or teachers. So, if young people have such frequent access and an interest in the media, it is fair to say that their behaviour and their sense of ‘self’ will be influenced to some degree by what they see, read, hear or discover for themselves. Such an influence may include a particular way of behaving or dressing to the kind of music a person chooses to listen to. These are all aspects which go towards constructing a person’s own personal identity.
Firstly, it is important to establish what constitutes an identity, especially in young people. The dictionary definition states the following:

“State of being a specified person or thing: individuality or personality…” (Collins Gem English Dictionary. 1991).

The mass media provide a wide-ranging source of cultural opinions and standards to young people as well as differing examples of identity. Young people would be able to look at these and decide which they found most favourable and also to what they would like to aspire to be. The meanings that are gathered from the media do not have to be final but are open to reshaping and refashioning to suit an individual’s personal needs and consequently, identity. It is said that young people:

“…use media and the cultural insights provided by them to see both who they might be and how others have constructed or reconstructed themselves… individual adolescents…struggle with the dilemma of living out all the "possible selves" (Markus & Nurius, 1986), they can imagine.” (Brown et al. 1994, 814).

When considering how much time adolescents are in contact with the popular media, be it television, magazines, advertising, music or the Internet, it is clear to see that it is bound to have a marked effect on an individual’s construction of their identity. This is especially the case when the medium itself is concerned with the idea of identity and the self; self-preservation, self-understanding and self-celebration.

 “With a simple flip of the television channel or radio station, or a turn of the newspaper or magazine page, we have at our disposal an enormous array of possible identity models.” (Grodin & Lindlof 1996)

I believe the Internet is an especially interesting medium for young people to use in order to construct their identities. Not only can they make use of the imagery derived from the Internet, but also it provides a perfect backdrop for the presentation of the self, notably with personal home pages. By surfing the World Wide Web adolescents are able to gain information from the limitless sites which may interest them but they can also create sites for themselves, specifically home pages. Constructing a home page can enable someone to put all the imagery they have derived from the popular media into practice. For example:

“…constructing a personal home page can be seen as shaping not only the materials but also (in part through manipulating the various materials) one’s identity.” (Chandler 1998)

This is particularly important as not only are young people able to access such an interesting and wide ranging medium, but they are also able to utilise it to construct their own identity. In doing this, people are able to interact with others on the Internet just as they could present their identities in real life and interact with others on a day to day basis.
In conclusion it can be seen that the popular media permeates everything that we do. Consequently, the imagery in the media is bound to infiltrate into young people’s lives. This is especially the case when young people are in the process of constructing their identities. Through television, magazines, advertising, music and the Internet adolescents have a great deal of resources available to them in order for them to choose how they would like to present their ‘selves’. However, just as web pages are constantly seen to be 'under construction’, so can the identities of young people. These will change as their tastes in media change and develop. There is no such thing as one fixed identity; it is negotiable and is sometimes possible to have multiple identities. The self we present to our friends and family could be somewhat different from the self we would present on the Internet, for example. By using certain imagery portrayed in the media, be it slim fashion models, a character in a television drama or a lyric from a popular song, young people and even adults are able to construct an identity for themselves. This identity will allow them to fit in with the pressures placed on us by society, yet allow them to still be fundamentally different from the next person.

1.      Girls for example, as always compared body wise, to supermodels and girls with perfectly shaped bodies and if you do not look like this you are seen almost as an outcast as you do not fit the mould and it can be seen as ‘unacceptable’ although this is just how you are and if we all looked the same this would mean there is nothing that makes you you and people would be boring to look at. Everyones always aiming to impress. Music videos.

2.      The reason it this is no longer possible is because media influence is something you can’t get away from, it is everywhere you go and if you are not involved in it you are out of the loop therefore you want to be a part of it.

 'Identity is complicated - everybody thinks theyve got one' David Gauntlett


' A focus on identity requires us to pay closer attention to the ways in which media and technologies are used in everyday life and theor consequences for social groups' David Buckingham




BUCKINGHAM

• Identity is something unique to all of us, but also implies a relationship with a broader group.
• Identity can change according to our circumstances
• identity is fluid and is affected by broader changes
• Identity becomes more important to us if we feel it is threatened

Cultural imperialism=globalisation
social mobility
inmigration
becoming a multicultural society






GAUNTLETT

• Identity is complicated, however, everybody feels that they have one
• Religious and national identities are at the heart of major international conflicts
• The average teenager can create numerous identities in a short space of time
• We like to think we are unique , but Gauntlett questions whether this is an illusion, and we are all much more similar than we think.

David Gauntletts 5 key themes for identity:

1. Creativity as a process about emotions and experiences
2. Making and sharing to feel alive, to participate, in community
3. Happiness through creativity and community
4. Creativity as social glue a middle layer between individuals & society
5. Making your mark and making the world your own

WHAT IS COLLECTIVE IDENTITY?
Representaion: the way reality is ' mediated' or 're-presented' to us.
Collective identity: the individual's snese of belonging to a group( oart of personal identity).

Inbetweeners

Ben Palmer 2011

The representation of: 

• age
• ethnicity
• gender
• social class and status

comedy rather than social realist drama

The representation of the boys shows that as they are teenage middle class boys who have just finished theyre education for the summer holidays therefore have lots of free time on there hands with not many responsabilities to worry about so they are going on a 'lads holiday' which is a holiday thought to be full of alcohol, stupid jokes and sex. your average teenage boy is generally thought as to only think about girls and sex and in the film it is proven how important the opposite sex is to the boys and that is their main aim.The boys are white and nerdy therefore would not be seen as gangsters or yobs as they simply do not have the right attitude or look to fit the bill.
Exaggerated however much more realistic to how youths are today in age.
Ethnicity isnt realistic as they live in london middle class which is associated with being predominantly white.
Target audience teens, cos we can identify,middle class, the people represented in the film are generally also going to be the audience.

Females are objectified, sexual objects.
trying to be stereotypical boys however much more in tact with their emotions that what is seen as acceptable.
Status is important as although they are friends they are all competing to be the leader.

Binary opposition when parents say goodbye compared to in Harry Brown
parents are very involed in childrens lives whereas in HB they are in prison or leave children to fend for themselves...

Social class:reinforcing cultural hegemony dominant ideologies.

Misbehaving however not stealing or selling drugs, no gang culture simple travelling together for companionship, much more law concious, consciencious citizens.

Protagonist=hero
Antagonist=villan
headmaster, parents

Fish tank
lack of parenting/education
true british cinematography
social realist edge

ta: teens working as maybe they can relate and also middle so that they can understand why lower class act the way that they do and what they may be subjected to on a daily basis.

who produces these structures and why?








Media effects

• Do media representations of young people effect how they are perceived?
• If so how does this effect occur?
• Hypodemic model
• Cultivation theory
• Copy cat theory(clockwork orange)
• Moral panic

Suggests that we as consumers have no power as to how the media influences us, passsive consumers, robots.


The more you see it happening in media particularly tv the more likely you are to believe that is is realistic in society and that it will happen at that level.

• Whose perspective is dominant in each of these texts?
• what do the representations have in common?
• How are the representations different?
• How are parental figures represented?
• How important is social class?

Contemporary British social realism


Ordinary people in their ordinary enviroments
Subcultures are boprn into that enviroment therefore they are a product of their own enviroment.
Groups are shown as victims of the system if you are born into working class you are automatically starting on the worng foot and with a disadvantage


Social realist films are directed at abritish audience therefore their constuction is very different to american.


not glossy idiolised. lower budget.


Hugh Grant, epitemy of what americans think of english people laughing at them rather than with them


KEY QUESTIONS


asked when analysing the representations 

1. Who is being represnted 
2. Who is representing them?
3. How are they represented?
4. What seems to be the intentions of the representations? 
5. What is the dominant discourse?(communication)
6. What range of readings there are?
7. Look for alternative discourses

Collective identity.
The media contributes to our sense of collective identity but there are many different versions that can change over time.
Representations can cause problems for the groups being represented because marginalised groups have little control over their representation/ stereotyping.
The social context in which the film/tv programme is made influences the messages/ values/ dominant discourse of the film.


 Stuart Hall Decoding 1980


Encoding decoding is an active audience theory which examines the relationship between a text and its audience


Encoding is the process by which a text is constructed by its producers
Decoding is the process buy which the audience reads and understands and interprets a text


Hall states that texts ate polysemic; meaning they may be read differently by different people, depeding on their identity, cultural knowledge and opinions.


Preffered reading/ dominant hegemonic: when an audience interprets the message as it was meant to be understood, they are operating in the dominant code.the position of professional broadcasters and media producers is that is that messages are already signified within the hegemonic manner to which they are accostumed.


Negociated reading: Not all audiences may understand what media producers take for granted.There may be some acknowledgement of differences in understanding.
Decoding within the recognised version contaisn a  mixture of adaptive abd oppositional elements.stuggle to understand those domingant ideologies or have a problem with them.


Oppositional reading/ counter hegemonic:You disagree with the text entirely,guardian or independent readers will not but the sun as they disagree with everything about it.
you may understand the dominant ideologie sthat are embeded in the text but you refuse them.


Any representation is a mixture of:

1. The thing itself
2. the opinions of the people doing the representation
3. The reaction of the individual to the representation
4. The context of the society ini which the representation is taking place

Stereotyping


Why do we stereotype?
so we can recognise them easily
the fact that we naturally see the world in this kind of shorthnd way, with connexions between different character trates allows, the media to create simplistic representations which we find believable.Implicit personality theory explains this process...


As humans we use our own unique storehouse of knowledge about people when we judge them


What we have experienced in the past we tend to rely on more than what is actaully hapening now with that person


We categorise people into types


Pattern of conextions form a prototype
assumptions
identity and the way we choose to see others


conspire with the media to misunderstand the world we do it to eachother and to ourselves.

Comparative analysis

Comparative analysis: How are British youths represented in Quadrophenia vs. Harry Brown?

Write a comparative analysis of representations found in Quadrophenia against Harry Brown. Consider the following:

The main theme in both films is gang culture. They travel in packs  as  if it is 2 against one although an uneven fight two will always win and it’s the winning that’s important.

The attitude of the mods and rockers compared to the thugs and gangs from Harry Brown is totally the opposite as In Harry Brown they go out aiming to injure unnecessarily  as they have nothing better to do and they believe it will give them power and is almost a way of crying out for attention and it gives them bad press coverage however teens have received bad attention from the media since the 60s as demonstrated in Quadrophenia and it has now reached the point that teens feel as if they should live up to their reputation as they are going to been seen as ‘bad’ anyway.  `The minority spoil it for the majority and as shown in Harry Brown all teens  are seen as yobbish murderers

Both are fighting for survival, 9-5 in the case of quadrophenia so that they have money for food and to go out, etc. and selling drugs, fighting to show their power, and position in the hierarchy for similar reasons in harry brown except with added territorial needs.

Symbolic climaxes are used to try and influence your opinion on British youths and make you think that this is what needs to be done to solve the problem because it is becoming out of control. In Harry Brown so much violence is thrown at you it starts to not even shock you as much ( this is also happening in real life ass when people watch the film they may not even be as concerned after watching the film and may see it as normally as it is in so many movies and such a common view in today’s society). The view given in films is becoming so widely recognized the public believe that this is happening on every estate and you should stay away from them and that all youths  and areas are the same.

Th   The main theme in both films is fighting for what they believe and the struggle faced with going through out teenage years and discovering who you are and where your place in society is.

Th   The main character in both films is a teenage boy, very unsure of his identity trying to fin dhis place in society and trying to make this place as high up the hierarchical ladder

          The parents in quadrophenia are quite influential and try and make their beliefs jimmy’s however he chooses to ignore this therefore upsetting his parents and making them feel the need to show their authority and tell him what  he is doing is unacceptable and until he decides to obey by their rules he must find somewhere else to live, being homeless would normally make someone just do what they’re told so that they have somewhere to live however he chose to ignore this and decided that finding out who he was was the most important thing in the world to him.

The representation have not changed at all they have only got slightly worse violence wise as now in harry brown they have guns and knives and aim to kill rather than quadrophenia where they fight with their fists and simply aim to injure to prove that what they belief in is right.

Although the men is the films seem to have no feelings for other people and seem very destructive in their ways they do seem to have a borderline general respect for women as in both movies having a girlfriend is important and they seem to look after them averagely well as long as they fit the mould and behave how they are expected too.

        Both are seen as stereotypical youths in their time and are trying to rebel from this in one way or another, HB by trying to get money ( by selling drugs protecting people for money so even if not in necessarily the best ways) to get out of this dodgy area where this is how they have been brought up so it is seen as if gang culture is acceptable because this is what has happened for generations as they have had no way to escape and in Quadrophenia as they are post war and have only just started to have enough money for non-essentials therefore they are exploring what to do with this extra income and finding out ways to help keep things advancing for the better and pushing so that new things are created for these new subcultures to keep them entertained and happy.

This is England & Quadrophenia

Describe the representation of youth in the two posters. What are the connotations of the two texts?


The colour of the text on both posters is the same represnting the colour of the British flag showing that they are proud of where they come from and also giving you the hiint that this is where the story is based and this is what the story will be based around. In both posters there is a big group of people as numbers are stronger and can easily single out people on there own, stronger in a pack. The top image has colour but the main colour is blue, blue signifies peace and tranquility but in this case it is using a contrast as there is a large goup of youths stood in front of it all stood staring straight at you therefore trying to show that they are the upper class and that they are in charge by using fear. The quality of the picture in the second image is not very good and it is quite blurry whereas in the top one it is very clear the fact that one has a colour image and the other one doesnt also gives a feeling that the second image is much older than the top one as photographical developments are much further ahead. the sign of used inside the Q of quadrophenia is the sign that represent the mod in the 60s, this could also be the reason for these colours being used in both images to represent that they are all mods. In both images there is one man is white jeans, different to the blue ones all the other men are wearing, this could be to make him look different from his other friends and show his authority by being the only one allowed to wear them so that everyone knows he is in charge.




60s Mods









Attitudes:


 They had greater disposable income therefore they relished their leisure time,going to nightclubs,listening to music and collecting records. They hated  the gruelling 9-5 however all still did it and demanded more fun and more freedom.


Beliefs:


They thought that there was more to life than the way their parents had lived and that now that the war was over they needed to rebel so that society would change and grow and so that boring 9-5 jobs did not have to be the norm forever.


How they were identified:


The mod lifestyle revolved around clothes,clubs, music and scooters. They dabbled in drugs regularly and spent little time at home as they would much rather be out with friends.





What brands identified them:


green parka jackets

Tailor made suits and mopeds







What music they listened to:


mod was about modern jazz (listened to by the modernists), but as we entered the 1960s, it was R&B, soul and Jamaican ska - the music of choice for the clubs of the day, augmented by the beat bands of the day who often re-interpreted the imported soul grooves, creating the beat group sound of the mid-60s.


Quotes:

Mod terms

Faces were top Mods who were seen as taste makers in the Mod movement, the first to start a new trend.

Numbers were younger Mods. The term came from having t-shirts with numbers on. For a time The Who called themselves The High Numbers; the name was meant to appeal to the Mod market. Younger Mods were also called sixes and sevens because the t-shirts cost 7/6 from Woolworths.

Tickets could also mean the same as Numbers, or might have referred to people with no fashion sense. A First Class Ticket being the worst offender.

Mockers copied both Mods and Rockers, and mixed and matched from both.

Mids did the same, but by accident rather than design.

States were people who tried to be Mods, but could not get the look right. Alternatively this term was used to describe Rockers by Jimmy in Quadrophenia. It meant in a bit of a state.

How does contemporary representation compare to previous time periods?

What is youth sub-culture?

What are the values of a subculculture?

Jocks

Nerds

Skaters

Punks

Goths

Emo

Mods and rockers

New romantics

Chavs

Ideology: refers to the way in which people think about the world and their ideal concept of how to live in the world.

Nerds: there values and attitudes are to work hard and study at school to get good grades, they could possibly not be the most popular with the other sex therefore a girlfriend could be seen as an important aspect. There would rather be an individual than follow a crowd but they generally have the same interests and dress similar.They aren’t worried about brand names or fashion as a checked shirt and some smart trousers with a bow tie will never go out of fashion.

Link to values.. how the subculture view;


conformality and rebelion
Attitude to capitalismand consumerism
'Tirbal' riva;ry
Traditional or 'neophile'( a person who loves novelty one who likes trends person who can accept the futureenthusiastically qne enjoys changes and evolution.


Ieology in 1950s and 60s- peace rebellion against parents






Many goups are involved in protest and resistance against the mainstream...
Teens will often move between sub-cultures and older youths mix and match styles/values from a mix of subcultures.


Or that adults can appear to conform for the most of the working week, but re-enter the subculture at specific times(weekend,festivals,etc.)






In 21st century the dominant meaning systems( that define mainstream) are crumbling


'here is no mainstream now there are many streams'


if there is no mainstream there is nothing for teens to act against - instead they are driven by other motives; and these must be understood on their own terms, individual terms.








1950s Teddy boys:









1960s Mods:







1960s skinheads:

Early 1970s punks:

The cultural revolution 50s+60s

Just before the 50s was ww2

Scared

Poor

Time of survival

After war came a time of freedom and affluence

Antiauthoristarionism cultures.

Raioning came to an end

american life became the way of life aspirations to the british public

post war you could have more than what was essential, luxarys.

change in goverment created differnent social structure.

youth were given more freedom by parents.didnt live under constant guilt of what there parents where going through.

Amercicas influence

Cultural imperialism- the practice of promoting, distinguishing, separating or artificially injecting the culture of one society into another(America influence on Britain post-war)

cultural revolution

increases in the production and availability of consumer goods meant that people were expected to have good s such as tvs fridges music systems... befor ethe war these had been a luxary. Car ownership rose by 250% between 1951-61 and between 1955-60 average weekly earnings rose by 34%.

Less utilitarian more to do with status and comfort.

Teenagers become recognised as a social gorup (rather than seen and not heard) and in turn they became more affluent, demanded goods that could differenciate them from the adult world and express their group identity.

Could argue that orignially identity was created though rebranding, product choice.As youth culture became more dominsnt these attitudes rapidly sopread among other spcial groups and for many people their consumption choices began to underpin their personal iodentity.

state funded education>working class children could go to college/uni

Social mobility

affluence social mobility qnd the advent of the mass media, comibined with a government that placed individual freedom at the heart of its agenda, had transformed british society.

there was general feeling of optimism but also a sense of uncertainty. New freedoms and liberties had been gained, but as a result society had become more fragmented and less predictable.