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Media Studies

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for Cambridge International AS & A Level COURSEBOOK

Ian Marshall, Nicola Naisbett & Tina Stoklosa

SA M

Second edition with Digital access

Original material © Cambridge University Press & Assessment 2026. This material is not final and is subject to further changes prior to publication.

We are working towards endorsement of this title for the Cambridge Pathway.

Contents

Contents How to use this series

iv

6

6.1 6.2 6.3 6.4 6.5 6.6

How to use this book

vi

Introduction viii

2

Unit 1 Introduction to Media

1

1.1 1.2

2 8

What is media?

Media and your life

Unit 2 Media language: Micro elements

6.7

7

17

Semiotics 18 Shots, angles, movement, composition 21 Sound 36 Mise-en-scène 42 Editing 50

3

Unit 3 Media Language: Macro elements 63 3.1 3.2 3.3

4

5

Genre 64 Narrative 71 Representation 83

Unit 7 Media Debates 7.1 7.2 7.3

8

8.2 8.3 8.4

147 155 160 165 174 181 185

189

Regulation 190 Postmodernism 208 Power and the media 221

Unit 8 Changing Media Environments 8.1

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2.1 2.2 2.3 2.4 2.5

Preparing for production Researching a production Planning a production Developing skills: film/video Developing skills: print Developing skills: website home pages Reflecting on a production

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Discover the School Support Hub v

1

Unit 6 Media Production: AS and A Level portfolios 146

235

How and why do media environments change? 236 Changes in media audiences 242 Evolving media formats 248 and industries Developing case studies for changing media environments 255

Glossary 266

Unit 4 Media Text Analysis

90

Acknowledgements 269

4.1 4.2 4.3

91 95 101

Index 270

What is media text analysis?

Reading media texts Writing about media texts

Unit 5 Media Contexts

111

5.1 5.2 5.3 5.4 5.5

112 123 128 133 139

Media forms and platforms Media institutions Media audiences Developing case studies Using case studies

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

How to use this series COURSEBOOK Ian Marshall, Nicola Naisbett & Tina Stoklosa

SA M

Second edition with Digital access

The Coursebook with Digital edition is designed for learners to use in class with guidance from the teacher. It offers complete coverage of the Cambridge International AS & A Level Media Studies syllabus. Each unit contains in-depth explanations of media studies concepts, definitions of key words with a variety of activities, case studies and images to engage learners. Self-evaluation checklists at the end of each unit enable learners to revise, evaluate their understanding and progress, and reflect on their learning. The digital coursebook includes videos that help learners engage with important concepts and topics.

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Media Studies for Cambridge International AS & A Level

Media Studies for Cambridge International AS & A Level

The digital Teacher’s Resource offers inspiring ideas about how to teach this course. It contains teaching guidance, lesson plans, suggestions for differentiation, assessment and language support, and downloadable worksheets.

DIGITAL TEACHER’S RESOURCE

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CAMBRIDGE IGCSETM PSYCHOLOGY: TEACHER’S RESOURCE

Discover the School Support Hub

Discover the School Support Hub

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The School Support Hub is our secure online site for teachers at Cambridge schools. Log in to find all the support you need to teach our programmes in one easy place.

There are over 30 000 high-quality teaching and learning resources on the School Support Hub, including schemes of work, specimen paper answers, past papers and Example Candidate Responses. Check the Teaching and Learning tab for your syllabus to see the full range of support available to you.

Who can use the School Support Hub?

Teachers at all registered Cambridge schools can use the School Support Hub. However, it is especially important if you teach our Cambridge Upper Secondary or Cambridge Advanced programmes.

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If you do not have a School Support Hub account, your school support coordinator will be able to set one up for you. If you do not know who your school support coordinator is, contact our Customer Services team at info@cambridgeinternational.org

How do I log in?

Access the hub from any connected device at: cambridgeinternational.org/support All you need is your email address and password.

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

How to use this book You will find several features on the pages of this coursebook. These are there to help you as you progress through the book, and through your Media Studies course.

VOCABULARY

Each unit begins with a set of learning intentions to explain what you will learn in the unit.

Key vocabulary terms are introduced in the text when they are first introduced. An accompanying definition explains the meanings of these words and phrases. You will also find definitions of these words in the Glossary at the back of this book.

KEY CONCEPTS

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LEARNING INTENTIONS

These explain how the coursebook’s themes are integrated with the key concepts in the Cambridge International AS & A Level Media Studies syllabus.

BEFORE YOU START

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This feature contains questions and activities on subject knowledge you will need before starting each section. It also provides opportunities for formative assessment and a point of departure for inquiry.

ACTIVITY

These practical formative assessment tasks allow you to understand and apply relevant skills, as well as opportunities to produce your own work either individually, or in pairs or groups.

THINK LIKE A …

These boxes give you an opportunity to apply your learning to real-life scenarios and consider the skills required in the media industry.

Videos can accessed through the Digital coursebook.

REFLECTION

Reflection questions direct you to look back on an activity and encourage you to think about your learning.

TIP

Tips are provided throughout this coursebook to help with your learning. The tips might cover how to avoid common errors or misconceptions, evaluation and analysis, or guidance on how to approach your work.

THEORY FOCUS These give brief overviews of the main theories and theorists shaping media studies, with examples of how their ideas are reflected in practice.

PROGRESS CHECK This feature enables metacognition by encouraging you to reflect on your learning and to assess whether you have achieved the learning intentions for the unit. If you identify any areas that you are less confident in, try to put together a list of actions for improving these.

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How to use this book

CASE STUDY In the later chapters, examples of case studies are provided to show you how to select a media text and analyse the way in which its different elements create meaning.

Approaching practice questions Practice essay questions and sample answers written by the authors are provided to suggest ways in which you might approach and structure a response.

Take it further

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This feature provides ideas about further reading or activities you can do as extension work, related to the topic.

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

Introduction Who is this book for?

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This coursebook is for anyone who wishes to explore how media impacts the many facets of our existence. The included information and activities help you to investigate the roles of media in your personal life as well as your larger communities. You will also learn how to ‘read’ and analyse the media – processes that will aid you as you navigate through our media-saturated world.

This second edition of the coursebook supports the Cambridge International AS & A Level Media Studies syllabus (9607) for examination from 2028. Additionally, this coursebook supports students interested in developing a deep understanding of media’s effects on society.

Why use this book?

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A defining feature of this book is the inclusion of activities that prompt you to study the media sphere within your local or national contexts. This book is for all students wishing to explore the media, regardless of where you live. The book begins with activities that encourage you to reflect upon your own relationship with media. As you progress through the units and build your knowledge about media-related topics, you will be asked to re-evaluate your relationship with media and reflect upon how it evolves over your course of study. Videos, available in the Digital Coursebook, will help you engage with complex topics.

During your reflection processes, you will also be encouraged to contemplate how you can use media-related skills in the world beyond academia. The ‘Think like a …’ sections ask you to put yourself in the roles of various media or communications related jobs. These sections are developed to help give you a small taste of the array of opportunities in the fields connected to the media industry.

Studying media is about closely analysing choices. When you take a picture of a friend or write an essay for a class, you make a series of choices during the development of the new content. We rarely stop to consider our creative processes, as doing so would most likely slow them down. However, when embarking upon the in-depth study of media, it is essential to pause a bit and take time to think about how all aspects of the creation process have meaning. This book strives to help you do just that – slow down and ponder how all choices matter. You will get much more value out of the media when you learn to truly pay attention and analyse what you consume.

Enjoy your media studies and use this book as an invaluable resource, guide and support towards achieving success on your course.

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Unit 1

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Introduction to Media

LEARNING INTENTIONS In this unit, you will: • • •

learn basic concepts associated with media studies consider how and why you consume media reflect upon the role of media in developing your sense of self and perceptions of the world.

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

Introduction

VOCABULARY

To study media is to study the process in which we document our lives. Before you delve into the intricacies of media production and analysis, you must first understand your relationship with media.

Before you begin this topic, think about: what you already know about studying media

•

what you would like to know about studying media.

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•

We will return to these points at the end of the unit.

KEY CONCEPTS

audience: a person or a group of people who consumes media products and might also interact with them. An audience can be analysed using demographics, such as gender, ethnicity, class, age, or psychographics, such as beliefs, attitudes, interests and values.

This unit links to the key concept of audience. In media studies, studying how and why audiences consume media is an essential process. During this unit, you will reflect upon your practices as a media consumer.

1.1 What is media?

LEARNING INTENTIONS

After studying this section, you will be able to:

define and explain basic concepts and key terminology for studying media understand the concepts of media forms and platforms evaluate the effects of media.

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•

• •

BEFORE YOU START

Think of a message, idea or principle that is important to you. Keep it simple.

Now, using only one piece of paper, develop something that creatively conveys this message.

Share your creation with a small group (four to five students). Discuss the following questions: •

Did you create a piece of media?

•

If so, what makes this a piece of media?

•

If not, what would make this a piece of media?

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1

What is meant by media?

When we hear the word ‘media’ we may have different perceptions of what this actually means. Like many aspects of our existence, our understanding of ‘media’ has evolved. The ways in which we make sense of the concept of ‘media’ rely heavily on our environments, education and consumption patterns. Before we begin discussing the many topics that comprise media studies, we must first explore the concept of ‘media’.

Introduction to Media

VOCABULARY consumption: the process of using or receiving a media product

Media = communication

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The most common definition of ‘media’ refers to the means in which we communicate.

This includes both the media forms and the media platforms that are used to disseminate information to the masses.

Media forms, such as print, have been used for communication purposes for centuries.

Other media forms, such as film, TV, radio and video games, flourished during the 20th century. Many people have now stopped using these media forms and primarily communicate through social media – a media form that has been available for some time but became popular during the early 2000s.

ACTIVITY 1.1

Work with a partner to discuss how various media forms are used to communicate information in your city or country. Consider the types of information and content that are commonly communicated through these forms.

VOCABULARY

media form: the specific medium used to communicate meaning, such as television, film, newspapers, magazines, radio, video games and music.

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Copy and complete Table 1.1 with specific examples of content that are communicated through the listed forms.

Type of media

Examples of content communicated here

Time-based audio/visual media Film TV

Radio

Print media

Newspapers Magazines

Advertising

Table 1.1: Content communicated through different forms

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

CONTINUED Review your table and consider these questions: •

Which media forms are most commonly used to disseminate content that focuses on entertainment?

•

Which media forms disseminate informational content?

•

Which media forms disseminate both types of content?

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Choose three media forms from Table 1.1. Based on your observations, what types of people consume each one? Provide an age range, gender and shared characteristics for your chosen media forms.

The media platform is the distribution method for the media form. There are three major media platforms: digital, online and physical. For example: •

Social media is an online media platform because it requires connection to a network or the internet to access content. Social media often distributes media forms such as print or music but can also include videos and images.

•

Broadcast media can be a digital or online platform, and often distributes TV.

•

Video games played on a console are distributed through a digital media platform. Access to a network is usually necessary to download a game, but once it is downloaded it may be played without network access.

VOCABULARY

media platform: the method of access and distribution for a media form – digital, online or physical.

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It is important to note that as technology evolves, media forms may be able to be distributed through more than one media platform. Magazines are a great example of this. Although most magazines are now distributed digitally, many are also still available in physical form.

ACTIVITY 1.2

Consider how the following types of content are typically distributed.

Copy Table 1.2 and place a tick in the relevant boxes for all types of distribution methods available for each media form.

Media form

Digital

Online

Physical

Newspapers TV shows

Video games Magazines Music

Podcasts Books Memes

Table 1.2: Distribution of content

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1

Introduction to Media

REFLECTION Working in a group of two or three, share your tables and engage in a discussion about your conclusions.

• •

Which types of content are distributed using more than one media platform?

Which media platform is used least? Why is this?

Which media form distribution method is difficult to categorise?

Why is this?

Media = creators

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•

The term ‘media’ is also used to refer to the organisations and people that create and disseminate messages through media platforms. In the past, when referring to ‘the media’ we would think of news organisations. Today, ‘the media’ refers to major content creators in film, TV and music production companies, as well as publishers and broadcasters that are responsible for developing the content that we consume.

THINK LIKE A … CONTENT CREATOR

When creating media content, one of the first choices is deciding which media forms and media platforms to utilise. Consider the following scenarios.

As a content creator, what choices would you make? Which are the most suitable media forms and platforms?

Scenario 1: You want to advertise a new mobile game geared towards people between the ages of 21 and 35.

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• •

Scenario 2: You are creating a documentary about environmentally friendly travel destinations.

•

Scenario 3: You wish to spread the word about an upcoming play at your local amateur theatre.

We rely heavily on ‘the media’ to develop content that helps us understand what is happening in our communities and the world at large. We also rely on ‘the media’ to entertain us with various forms of art or content that offers pure escapism.

What organisations or specific directors come to mind when you think about your favourite films? Who has created some of your favourite songs? When we consider the various media forms that we consume daily, the effects and impact of ‘the media’ on our lives become much more evident.

ACTIVITY 1.3

Working with a partner, conduct research to find the content and creators for each of the following media forms for each of the past three years (search for the answers only within your country): •

top-grossing film

•

most watched show on broadcast TV

TIP The term ‘media’ refers to modes of communication.

When we say ‘the media’, we are often referring to the companies and people that develop media content.

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

CONTINUED •

most watched show or film on a favourite streaming service

•

best-selling novel

•

top music single of the year.

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Review your findings. Are there companies or creators that appear in more than one media form? If so, what conclusions can you make about ‘the media’ in your country?

It is important to also remember that with the ready availability of advanced technology, almost anyone can be a content creator. If you have ever posted anything on social media or created a short film or piece of music, you are a content creator.

Therefore, an important question to consider is, are we all now members of ‘the media’?

Why study media?

1.1

Media permeates many aspects of our existence. Around-the-clock access to technology provides the potential for constant exposure to media content. Also, contemporary media tools such as social media and streaming services are designed to promote more consumption. Therefore, it is necessary to enhance our understanding of media.

Analysis

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The modern technology that we use to distribute and access media was integrated into society quickly. As we were enjoying this quick, efficient access, we had little time to truly think about what we were accessing or how it affects our lives. When you learn how to analyse media content, you are less apt to be manipulated and more apt to expose yourself to media content that enhances your existence rather than wastes your time and energy.

Digital identity

A person’s digital identity is their online representation of themselves. This identity develops from a combination of interactions with the digital world, including internet searches, social media use, content creation and online interactions. Digital resources like social media sites use the data collected from your digital activities to develop a representation of you. Think of your digital identity like a virtual file folder that includes information on most of your digital interactions. Everything that is consumed in the digital sphere informs an understanding of your character, your interests, your environment – your entire existence. Becoming a more thoughtful media consumer impacts the development of your digital identity.

VOCABULARY digital identity: a person’s online representation.

Skills

Many of the skills that you will develop through studying media can be used in other courses and other facets of your life. In addition to improving your analysis skills, you will also work with a variety of technologies, utilise research skills and create media products for a variety of purposes. The most profound skills development will occur as you work on long-term projects. During these projects you will enhance your planning, research and production skills.

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1

Introduction to Media

ACTIVITY 1.4 Assess your current abilities in the following skills by completing Table 1.3.

Be honest!

Skill

Inadequate Acceptable Confident

Communicating my ideas Creating new products using technology Managing my time well while working on long-term projects

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Analysing media content

Creating a schedule for myself when working on long-term projects Working within teams to develop something new

Conducting research using credible sources Table 1.3: Skills audit Review your learning

Which skills will help you as you work through this course?

•

Which skills are you most looking forward to improving?

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•

Job prospects

Media-savvy individuals are thriving within our media-driven world. Some of the most sought-after jobs are those that require the skills developed through studying media.

When most people think of jobs in the media, they immediately think about media content creators, but the realm of media-related jobs encompasses much more than this aspect. For example, a market researcher studies media-related trends and audience behaviour patterns; content creators often work with a team of people that are experts at different aspects of how to create the best content.

There is also the business side of the media. This aspect requires the expertise of those working in finance, operations, marketing and various management positions.

THINK LIKE A … (YOU DECIDE)

Choose a job within the media sphere and research the following: •

What qualifications are required for this job?

•

What are the typical tasks?

•

How does this job relate to media studies?

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

Take it further ‘Media literacy’ is a concept that represents a main goal within a media studies course.

Research this term. What information did you find? What does a ‘media literate’ person do when consuming media?

PROGRESS CHECK Take a moment to reflect on the skills necessary for understanding media studies. After studying this section, complete this table: Needs more work

Almost there

Ready to move on

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You should be able to:

Define and explain basic concepts and key terminology for studying media Understand the concepts of media forms and platforms Evaluate the effects of media

1.2 Media and your life LEARNING INTENTIONS

After studying this section, you will be able to:

reflect on the roles of media in your life assess your media usage habits – why you choose specific media and how often you use them understand the difference between active and passive media consumption evaluate how media impacts how you perceive the world.

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• • • •

BEFORE YOU START

Now that you have a better understanding of media, revisit the process you began in Section 1.1 of communicating a message, idea or principle that is important to you. Again, try to keep it simple. This time, choose the media form and platform that you think is most suitable for communicating this message to your peers.

Share your piece of media with a small group (four to five students). Discuss the following questions: •

What is the most common media form chosen among the group?

Discuss why this media form is used more often than others.

•

If there is no common media form, discuss the reasoning behind the choices for each piece of media.

•

Which media platform was chosen for each piece? Is there commonality here? Discuss the reasonings behind these choices.

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1

Introduction to Media

Why do I consume media?

What appeals to me?

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Before you can even begin to reflect upon the role of media in your life, you must first consider an important question – why do I consume media? What motivates you to wake up in the morning and grab your phone to check out social media posts? What makes you want to glance at the TV (even though it is really someone else in your household that is watching)? What drives you to play video games after school instead of completing your homework? The reasons why we are drawn to consume media are varied and intensely personal, and analysis of our motivation to do so is an important aspect of media studies.

Do you find yourself using one media form more often than others? Perhaps you enjoy listening to music but don’t like to watch long films. Maybe you could spend hours reading a book but find the short postings on social media a bit of a bore. Your preferences are often motivated by a variety of factors, including personality, culture and environment.

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Take a look at the images in Figure 1.1.

Figure 1.1: Why are we drawn to certain images?

Which image do you like the most? What is it about the image that entices you? Are you wondering what the suricates in the first image are communicating to each other?

Perhaps you like the bold red colour of the cardinal against the wintry background in the second image? If you like the giraffe image, it might be the creative representation within the photograph that is appealing to you.

Thinking about why we are drawn to one thing over another can help us understand our choices.

ACTIVITY 1.5

Reflect on why you tend to use various media. Next to each of the following media forms, write short descriptions of your motivations for using them: •

TV

•

print (newspaper, magazines, books)

•

film/movies

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

CONTINUED •

social media

•

video games

•

music

•

radio/podcasts.

For example: TV: to learn about the local news, watch sports events

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•

Don’t think about how you use the medium just yet. For now, just write down what draws you to the medium.

Review your learning Pair up with a peer and discuss your lists.

•

Do you have similar motivations for consuming each media form?

•

With which medium do you find different motivations for consumption?

Also, discuss why other people in your life use these same media forms.

Are your older family members’ motivations different from yours?

What about your teachers’ motivations, or those of your younger siblings or cousins?

•

Does age change the motivating factors for consuming each medium?

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•

How do I consume media?

The ways that you choose to access and use media can play a key role in how you perceive the messages being delivered. For example, on many streaming sites all episodes of a TV show are available as soon as the show itself is released. You may choose to watch the full season of the show in one sitting or watch the episodes at your leisure. On the other hand, if you watch a TV show on a broadcast station, you will only be able to watch one episode per week at a specific time.

•

The streaming option allows you to devour the entire season of the TV show in hours. You move from one episode to the next without much thought or reflection on what you just viewed. Before you know it, you have watched the entire season of the show and are ready to check out another one of the suggested offerings that show up in lieu of the next episode (which, sadly, will not be available for some time).

•

The TV broadcast station option forces you to wait between episodes. You may build up a sense of anticipation wondering what is in store for your favourite character. Right before you are ready to watch the next episode, you must remember what happened during last week’s episode. When you finally get to the last episode, you feel invested in the story and the characters and are ready to get a sense of closure (or not – wretched cliffhangers!).

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1

These two scenarios represent vastly different ways of exposing yourself to media. The relationship between you and what you are consuming is impacted by how you choose to engage with the text. Therefore, you need to reflect upon not only why you consume media, but how you consume media.

THEORY FOCUS

VOCABULARY text: a newspaper, magazine, television programme, film, radio programme, podcast or video game; sometimes called a media product.

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The prominent media theorist, Marshall McLuhan, argued that ‘the medium is the message’. In other words, the media platform that is utilised to consume media is just as important as the media text content. Unit 8 explores his work in more detail.

Introduction to Media

Consider the examples of watching a TV show discussed earlier: what are the impacts of the chosen media platform?

ACTIVITY 1.6

Working with a partner, ask each other the following questions and discuss your responses: •

What piece(s) of technology do you typically use to consume media?

•

Which media form do you consume the most? The least? Why?

•

Choose two media forms and discuss the platforms that you use to consume them. How does the platform impact your consumption habits?

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Review your learning Consider what you learned about how your partner consumes media.

Did you notice any similarities with your own media consumption practices?

How often do I consume media?

Think about your typical day. As you are getting ready for school, do you listen to music? When you eat breakfast, do you focus only on eating or are you doing something else at the same time? On your commute to school, what do you see and hear? Do you look out of the window and see billboards or advertisements embedded in and around public transport? At school, do you read any books? Visit any websites?

How about when you walk down the halls and corridors – do you see anyone wearing branded clothing?

Although these questions are only prompting you to reflect on a short time within your full day, there is a high likelihood that you consume some type of media shortly after you wake up and continue consuming, in one way or another, until you sleep again. We have developed a society where we are highly reliant on media consumption for both information gathering and entertainment. Consequently, many of us consume media during a large portion of our day.

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THINK LIKE A … SOCIOLOGIST A sociologist studies human behaviours through the observation of social interactions and societal structures. Think about a recent journey. Imagine you are a sociologist observing the behaviours of your fellow travellers while they are in transit.

What do you think you would observe?

•

What activities are commuters engaged with while they travel?

•

For what duration of their travel time would they be engaged in the activities listed?

•

How much of these activities would use media?

ACTIVITY 1.7

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•

One of the best ways to understand your relationship with media is to monitor your media use for 24–48 hours. There are many ways to do this:

If you have a smartphone, you can use a monitoring app or the internal screen time monitoring system. Although this does not offer a complete view of media use (we often consume media using tools other than a smartphone), it does offer a glimpse into the amount of time you spend using specific applications.

•

A better way to monitor media use is to keep a media use log. Every time you find yourself consuming media, mark it down. Table 1.4 is a sample media use log.

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•

Time

Media

Access tool

7.00 a.m. – 7.30 a.m.

Music

Phone

8.00 a.m. – 8.15 a.m.

Video game (app)

Phone

8.30 a.m. – 8.45 a.m.

Video (class)

Computer/projector

Table 1.4: Sample media use log

After documenting your media use for 24–48 hours, reflect upon the following questions in a small group: •

What time of the day do you consume media the most? Why?

•

Are you comfortable with your overall media use within a 24-hour period?

•

When you are not consuming media, what are you typically doing?

•

Are your media use habits consistent with those of your peers?

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1

Introduction to Media

How does media benefit me?

PL E

Now that you have reflected upon why, how and how often you consume media, it is important to contemplate the benefits you receive in return for your media consumption. After you binge-watch that new TV show that everyone has been watching, what did you learn from the content? When you monitored your media usage for a day and found that you spent over two hours interacting with social media sites, are you content with how you spent that time? Our world asks us to consume media often, for various reasons, but it rarely asks us to slow down and take time to think deeply about whether the media we consume enhances our existence. During your media studies it is important to reflect on how media impacts not only your own life, but also the lives of other people.

The availability of modern technology also makes media producers of us. Therefore, you must also remember to reflect upon how you benefit from creating media. When you take a picture and post it on a social media site, what do you get in return? Are you sharing that picture intentionally, or because it is just what all of your peers do?

Do you feel a sense of purpose behind your media production processes?

SA M

Take a look at Figure 1.2. Imagine this shot is captured in the moment by the child’s mother. She happened to have her phone in her lap, noticed her son’s joy at being lifted by his father, grabbed her phone, framed the image quickly and pressed the photo button.

Why would she want to create this image? Two to three years from now, when she is looking through her pictures and stumbles across this one, what feelings might it evoke?

Figure 1.2: What might be the effect on us of receiving such an image?

Now, imagine that this shot was posted on social media and shared with friends and family – including you. When scrolling through your social media feed, you see this moment in time captured and shared. What do you feel when you see this image? Do you benefit from taking the time to look, and perhaps even comment on what you see?

Although you may not have the time (or energy) to question the benefits of all the media that you consume, it is helpful to start this process with the media that you use the most. When you have a better understanding of how you benefit – or not – from media, you will choose to consume media that enhances your existence.

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

How does media impact my perception of the world?

PL E

The most basic way that we learn about the world is through observation of what is happening around us. Much of this observation involves consuming media. When you wish to learn about what is happening in your community, you might check out social media feeds created by local sources such as a newspaper or local TV station. Quite often, our lives do not allow us time to actively and critically consume all types of media, so we pick and choose what works for us. Sometimes we choose what is easier or faster, and sometimes we choose to consume media from sources we have learned to trust. Regardless of what motivates these choices, the outcome is consumption of media.

Before delving into exploring the approaches we take when consuming media, let’s think about the concept of perception. Perception is the way we understand or interpret something, and our perception of the world is impacted by our upbringing, education, culture and environment, among other elements. If our environments are inundated with media forms, consumption of that media will have a strong impact upon our perception.

ACTIVITY 1.8

Working with a partner, discuss the following questions: What does it mean to age?

•

Think about the adults in your life. What words would you use to describe them? What do you think they do during a typical day? What do you think they do for fun?

SA M

•

Now, view and discuss the images in Figure 1.3, and answer the questions that follow.

Figure 1.3: Do these images challenge your preconceptions?

•

How do these images illustrate the subjects’ lives?

•

What connections do you see with your own lives?

•

How do these images impact your perceptions about what it means to age? Did your perceptions change after seeing and discussing these images?

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1

We know that we consume media in the quest to learn about the world. The ways in which we choose to consume media is a personal choice. Active media consumption involves making deliberate choices and interacting with media in an analytical way.

For example, you choose to subscribe to a specific science-based magazine because the majority of the writing staff also work in science research. You read the articles online and reflect upon the conclusions, or reread some of the text so that you develop a deep understanding of the concept. As an active consumer you also wish to continue the conversation by adding a comment to the ‘user comments’ area of the page.

VOCABULARY active media consumption: the process of choosing and interacting with media in a deliberate and engaged way. passive media consumption: using media with little to no intention of engagement.

PL E

On the other hand, passive media consumption does not involve any intention or deep thought while consuming. Much of social media is designed for passive consumption, hence the scrollable nature of the content. As a passive consumer you might scroll through content, not because you are specifically seeking it but because it is simply something to fill your time. Although passive consumption of media is often characterised as being ‘mindless’, some part of your brain is still registering the content and therefore it does have an effect on your perception.

Introduction to Media

The type of consumer that you choose to be will lead to how much media impacts your perceptions of the world. Are you an active or passive consumer of media?

THEORY FOCUS

SA M

Stuart Hall argues that media audiences are active consumers that often consume media through the lens of their own experiences and social contexts. The active audience theory suggests that because audiences make sense of media through what they know and how they live, the intended message of the media creator may not be what is understood by audiences. Audiences often interpret or alter media messages to support their own beliefs, which are directly connected to their social context.

How does media influence my perception of self?

Have you ever watched a film or TV show and related, intimately, to one of the characters? This character may ‘live’ an entirely different existence than you, but there is still something about the character with which you connect. Perhaps watching this character live out their fictional stories made you realise something about yourself that you had never quite admitted. Maybe this character struggled with similar personal demons and found a way to overcome them – and inspired you to do the same.

Our coexistence with each other, and the media that we create and consume, naturally leads to media influencing our sense of self. There is no instruction manual for how best to use the media available. Nor do we have strict limitations on how much media we create and consume. We all have the responsibility to learn how to navigate the world of media in ways that are beneficial.

If we bring a bit of ourselves to everything we do, everything we watch, everything we listen to, everything we read, how much do we take away? How much of the media you consume had a hand in creating your sense of self ? How much would you like it to?

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CAMBRIDGE INTERNATIONAL AS & A LEVEL MEDIA STUDIES: COURSEBOOK

REFLECTION This section prompted you to think deeply about the ways in which media has an effect on various aspects of your life. Are you comfortable with your findings? What changes would you like to make to your media consumption habits? What are you doing well?

PROGRESS CHECK

You should be able to:

PL E

Take a moment to reflect on the skills necessary for understanding media consumption. After studying this section, complete this table: Needs more work

Almost there

Ready to move on

Reflect on the roles of media in your life

Assess your media usage habits – why you choose specific media and how often you use it Understand the difference between active and passive media consumption Evaluate how media impacts how you perceive the world

Now return to the list you made at the beginning of this unit of what you already knew about studying media studies and what you wanted to learn. Think about what you have learned during this unit and add these points to your list.

SA M

Is there anything you wanted to learn that has not been covered? If so, undertake some individual research, using the resources mentioned in the ‘Take it further’ section.

Take it further

Media consumption is often impacted by your environment. Therefore, it is helpful to understand the media consumption habits of those around you. Create a short media consumption survey or media monitoring task and ask a group of peers or family members to complete it. Review the results and see if there are any connections to your own media consumption habits.

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