MIGRAIN: Introduction to Representation

Alezey

Representation

Read the Media Magazine feature 'Representation old and new'. MM51 on page 6

1) Why is representation an important concept in Media Studies?

The word representation itself holds a clue to its importance. When we see a person, place, object or idea being represented in a media text, it has in some way been mediated by the very act of representation. A representation is a re-presentation,  and so the images and ideas we see on screen, in print or online are ‘removed’ from the original object. The media intervene and stand between the object and what we see – the act of communicating the image or idea in some way changes it. 

2) How does the example of Kate Middleton show the way different meanings can be created in the media?

The Kate Middleton example shows that meanings in the media are not fixed. Even when photos come from the same moment, picture editors can choose different images that give off different impressions. News editors then decide how the story is framed by adding captions or headlines that drive the audience’s polysemic understandings. This proves that the media can shape how we interpret images and people in very different

3) Summarise the section 'The how, who and why of media representation' in 50 words.

When analysing representations, it is important to question who creates them and why. Media products construct meaning through selective media language choices shaped by audience expectations, genre and institutions. Repeated genre codes can naturalise ideologies, making them seem like common sense and discouraging audiences from questioning difference within media texts.

4) How does Stuart Hall's theory of preferred and oppositional readings fit with representation?

Stuart Hall’s Encoding/Decoding Model shows that representation is not fixed by the creator of a media text, but depends on the relationship between the text and the reader/viewer. Hall argued that audiences do not passively accept ideology and instead draw on their own social and cultural experiences. A preferred reading is when audiences accept the implied ideologies of a representation, while an oppositional reading is when these meanings are rejected. This shows that media representations can be interpreted in different ways by different audiences.

5) How has new technology changed the way representations are created in the media?

New technology has allowed audiences to actively construct and share their own representations rather than being subject to how traditional media institutions portray them. Through social media, websites and video-sharing platforms, individuals can create self-representations on a daily basis by choosing what images and comments to upload. This means representations are more selective, controlled and personal, allowing people to shape how they communicate their identity to the world.

6) What example is provided of how national identity is represented in Britain - and how some audiences use social media to challenge this? 

The text uses The Sun newspaper as an example of how British national identity is represented, particularly during the 2014 World Cup. Englishness is shown through symbolic references such as the Queen, the Sunday roast and Churchill, reinforcing traditional values defined by the newspaper. However, some audiences use social media to challenge these representations by creating alternative views of national identity through self-representation, offering more diverse and contemporary perspectives than those shown in traditional media.

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Watch the clip from Luther that we studied in class (Season 1, Episode 1 - minute 7.40-10.00). Now answer these final two questions:

7) Write a paragraph analysing the dominant and alternative representations you can find in the clip from Luther.

In the clip from Luther, the dominant representation of the main male character is that he is confident, authoritative, and highly respected within the police force. This is shown through his strong body language and the way other officers respond quickly to his questions, suggesting he is in control. His direct and decisive dialogue also reinforces traditional masculine stereotypes, such as leadership and independence, especially when he clearly states that he wants to return to work. However, an alternative representation is also suggested, as he appears emotionally driven and slightly unprofessional at times. This is shown when his return is questioned and when another officer seems to caution him, implying that his past actions may have been problematic.

8) Write a paragraph applying a selection of our representation theories to the clip from Luther. 

Levi-Strauss’s theory of representation and ideology can be applied because Luther is presented through oppositions such as control versus chaos and professionalism versus emotional intensity, which shapes how the audience understands him. Mulvey’s male gaze is less relevant in this clip, as the female character is not sexualised and is treated with respect, shown by Luther’s behaviour and positioning behind her. Dyer’s theory of stereotyping and power can be applied, as Luther is given power and authority, which challenges typical stereotypes of Black men in the media. Medhurst’s value judgements are shown through the way Luther is framed positively as a skilled detective, encouraging the audience to see him as capable despite his flaws. Finally, Perkins’s idea that stereotypes can be positive or true is relevant, as the police are shown as serious and dedicated to their work, reinforcing a common but not entirely negative stereotype of law enforcement.