SlideShare una empresa de Scribd logo
1 de 7
Audience Theories
 The Hypodermic Model
 Encoding and Decoding Model (Reception Theory) – Stuart Hall
 Uses and Gratification Theory – Blumler and Katz
The Hypodermic Model:
Suggests that the audience respond to a media text in the same way. Itis the
theory where thoughts and
feelings are injected into the
audience. Itmay change
people’s views and how they
think about a certain topic.
The messageit may send
could be powerfulenough to
influence someone to act a
certain way. An example of
this could be the right wing media in the UK. The Daily Mail or The Sun
manipulates opinions against people on benefits and migrants.
ReceptionTheory:
The producer encoding texts/meaning into a piece of work. For example, scary
music and props will be encoded into a horror film. This is then decoded by the
audience, who may view and respond in different ways.
This could be down to different things such as age, gender or social class /
political views. Also cultural background or circumstances of exhibitions. This
theory was created by Stuart Hall.
There are 3 different readings that may be then decoded.
 Preferred
 Negotiated
 Oppositional
 Preferred means you agree with the encoded messages concerning representation;
you have decoded them positively and you enjoy the producers intentions.
 Negotiated means you don’t fully agree with the encoded representations, but you
also don’t disagree with them. You have still decoded them positively.
 Oppositional means you are completely opposed to the representations within the
film/video. You have decoded them negatively and find them damaging or
inappropriate.
Preferred - Borat as I have a sense of humour which not everyone will get.
Negotiated – Fight Club as it had a lot of violence in it, which was tolerable but not amazing.
Oppositional - Songs of Praise.
Uses & Gratifications Theory:
Individuals mightchooseand use a text in the following ways:
 Diversion –Escape fromeveryday problems & routine.
 Personal Relationships –Using the media for emotional and other
interaction.
 Personal Identity –Finding yourself reflected in texts, learning
behaviour and values from texts.
 Surveillance –Information which could be useful for living, e.g. weather
reports, financial news, holiday bargains.
Fight Club Information
Fight Club is an American film based on the 1996 novelby Chuck Palahniuk.
The film was directed by David Fincher, who is an American director and
producer. He has created films, television series and music videos. The film was
created in 1999 and was firstreleased on September 10th
1999 in Venice. It
was released a month later in the US. The distributor of the film Fight Club is
20th
Century Fox film corporation and was given the certificate of 18. Ithad a
budget of 63 million dollars and made a profit in the box office, with a total of
100.9 million dollars’ earnings. Fightclub is about a man who is struggling in
life, with mental health and socialproblems. He meets a woman called Carla
(who is the love interest), who is doing the same as him by attending these
theory sessions. Wealso meet a character called Tyler Durden, who our main
protagonistbecomes friends with and decides to create a fight club. The club
grows and grows and the situation becomes more serious, as the group start
turning into a terroristlike organisation. Tyler plans to destroy all the upper
class and corporatecompanies, ruling the world, but our main character
doesn’twant this. He realises he has to fight against him, in which he finds out
Tyler is justhis own alter ego, and can only be killed by harming himself.
Fight Club is a very violent film as it is, so it musthave been very bad before
the cuts were made. Within the film there is scenes of violence as well as
scenes of a sexual nature and strong language. This resulted in the film being
given a certificate 18, eventually.
All films have to go through the BBFC and their
process in deciding a certification for a film.
There was much debate on what Fight Club
should or should not be given. The film arrived
at the BBFC with an age 18 request from its
distributor, 20th
Century Fox. This was seen by
the majority of the BBFC’s examiners, and also
by the director, the president and vice
presidents of the BBFC. This provoked a wide
range of opinion. Some felt an uncut18 was
acceptable for this adult viewing experience,
however there were concerns under the BBFC
guidelines of the time aboutthe glamorisation
of violence. There was worry thatthis film may
encouragepeople to take in interest in bare –
fist fighting. After extensive consideration, the final decision to take cuts,
under the guidelines of between 6 and 7 seconds to two scenes. These scenes
were focused on the pleasures of beating the helpless victims to a bloody
mess. The firstcut was in the scene where Lou fights Tyler in the basement.
They were told they had to reduce the heavy and explicit punches to the head.
Reductions in violence were also required in the scene wherethe narrator
fights a blond man of whom he is jealous. The film was then passed as 18 for
occasionalstrong violence. In the US, the film has
been classified as uncut R.
Alexander Walker feels the film was “an inadmissible
assaulton personaldecency”. He believed there was
too many messages and ideas that could promote
violence or terrorism. Another quote was “it echoes
propaganda that gave license to the brutal activities
of the SA and SS, as well as resurrecting the Fuhrer
principle”. This shows how strongly hefelt about the
film. He feels the film will make morepeople violent and resortto violence &
terrorism. This is a good example of the hypodermic model, as he believes
anybody who watches the film will turn this way. The hypodermic model is the
theory that information is injected into people and they may change their
opinion on bare knucklefighting and terrorism. “Adults should be free to
choosetheir own entertainment”. This quote follows the Uses and
Gratifications theory created by Blumler and Katz. This theory believes there
are 4 different ways peoplemay chooseto use a text; diversion, personal
relationships, personalidentities and surveillance.
I did feel that the film was extremely violent in parts, butnot throughout.
There were scenes without violence, which helped describethe story/plot, but
when there was violence, it was extreme. There were also scenes of terrorism,
which are a big talking point in films, as it may encourage people to take part
in these acts. 2 years after this film was created, the 9/11 acts took place, like
they did in the film. There werealso scenes of a sexual nature, but nothing too
much.
“New BBFC Guidelines established the principle that adults should be free to
choose their own entertainment, within the law, and it was considered that
there was nothing in FightClub that wasin breach of UK law, or felt to be
harmful.” –BBFC
This is a quote created by the BBFC on the film Fight Club. Itsays that there
was nothing in the film that was against the law. This talks in favour of Blumler
and Katz theory that people will chooseto interpret different pieces of media
in different ways. However, according to Uses and Gratifications theory, there
was content which individuals may choose and use a text in a specific way. For
example, diversion, they may think that a fight club would be a good way to
get away fromeveryday problems.
Survey Responses
After watching the film Fight Club, I created a survey for my classmates to fill
out. These questions weredesigned to gather opinions on the film, and how
different people viewed it differently. My survey was primary research, as itis
in the formof a survey. I think my survey Is aimed at a primary audience. This
is becausethey aren’t necessarily the ‘target audience’, but are viewers that
affect the consumption statistics. Anybody can watch this film and enjoy it, but
only certain people will fit into the target audience category. For example, I
think the film is aimed towards young, working class males; as that what the
main character is. It’s aboutescaping from every day matters and going to a
fight club to clear their head. You don’tsee any women at the fight club. I
don’t think there is a specific ethnicity that Fight Club is aimed towards. My
audience responses rangefromvery different opinions on the film, from
different type of people.
My firstquestion found out whatthe gender was of my audience. All of my
respondents were
male, meaning I
couldn’t get a range
of answers from
different genders.
This doesn’thelp my
survey, as I don’t
have a female point
of view, however it
shows thefilm is
maybe moreaimed
towards a male
audience, especially
as the main
characters are male.
I also asked whatmy
respondents view on the
violence within the film was.
This question got me multiple
different opinions, but the
majority voted for 1 option. The
most common answer was ‘just
right for the subjectmatter’.
This means these people
thought the violence was
correctfor the messagethat
was trying to be sent across
fromthe film. This doesn’t
mean they didn’t think it was
very violent, but it means they thought it was acceptable and wasn’ttoo much.
However, 1 person did think the violence was too much and wasn’tneeded
within the film. This is a good example of StuartHall’s ‘Reception Theory’ as it
is clearly encoded differently by different people. The majority thought it was
fine for the subjectof the film, but one person didn’t agree with it.
Another question I asked was in relation to Stuart Halls reception theory. It
was whatthe audience thought of the film and the answers to choose from
were; preferred, negotiated or oppositional. These are the 3 readings that the
reception theory then believes will be decoded. Preferred means you are in
favour of, negotiated means you are in the middle and oppositionalmeans you
are against. These can be decoded by the audience, who view and respond in
different ways. Their opinion may be changed on things such as gender, social
class, age or political views. 71% of my questioned audience had a preferred
reading of the film, meaning they
responded to the film in a positive
way and felt whatwas included
within the film was necessary.
However, 29% werenegotiated,
meaning they weren’t sure
whether they agreed with
everything within the film. This
shows peopledo view media with
different opinions. All of the data
so far is quantitative data.
Another piece of my primary research
came through the question ‘Do you
think you were diverted by the film in
any way?’. 43% of respondents voted
yes, with 1 respondentexplaining
why.
He
explained that he was diverted by the
“political subtext, narrativeand visual
style”. This agrees with Blumler and
Katz’s theory that people use a media
text for diversion. Some people did
answer that they weren’tdiverted by the film. This may be because they had
to watch it in college and may have seen it as work rather than something they
wanted to do.
I asked my participants what they liked and disliked aboutthe film, and
received a wide range of answers. Oneopinion was that they liked the
storylineof the film, but felt the violence
was too much. This shows thatthere was
definitely a lot of violence within the film,
and somepeople thought it was an
unnecessary amount.
Some other answers ranged from “enjoyed the plot twist” to “liked the
narrativeand visualstyle”. Another respondentalso commented on their
dislike for the “excessiveviolence”, which is hard evidence that multiple
people thoughtthe violence was a bit too much.
Finally, I asked whatthey would rate the film out of 10 stars. As the vast
majority of the people who completed the survey wereover 18, it is a good
thing for the production company that my results had an averagerating over
8.5 stars. This means the intended target audience as an averagereally
enjoyed the film. The lowest rating, I received was 6 stars, and the highest
being 10 stars; proving it was a liked film.

Más contenido relacionado

La actualidad más candente

The hypodermic needle
The hypodermic needleThe hypodermic needle
The hypodermic needlereecemechan
 
PR2 - Audience theorys
PR2 - Audience theorysPR2 - Audience theorys
PR2 - Audience theorysben foran
 
Audience theorys
Audience theorysAudience theorys
Audience theorysben foran
 
Market Research Analysis - Music Videos
Market Research Analysis - Music VideosMarket Research Analysis - Music Videos
Market Research Analysis - Music VideosSmith_
 
Final major project research
Final major project researchFinal major project research
Final major project researchConnor Wiffen
 
Final Major Project Research
Final Major Project ResearchFinal Major Project Research
Final Major Project ResearchConnor Wiffen
 
Final major project research
Final major project researchFinal major project research
Final major project researchConnor Wiffen
 
Final major project research
Final major project researchFinal major project research
Final major project researchConnor Wiffen
 
Final major project research
Final major project researchFinal major project research
Final major project researchConnor Wiffen
 
legal and ethical regulatory bodies report
legal and ethical regulatory bodies reportlegal and ethical regulatory bodies report
legal and ethical regulatory bodies reportMiaGraceMedia
 
Sci fi audience theories
Sci fi  audience theoriesSci fi  audience theories
Sci fi audience theoriesEllieSchool123
 
Horror movie survey response analysis
Horror movie survey response analysisHorror movie survey response analysis
Horror movie survey response analysism_xch
 
Horror movie survey response analysis
Horror movie survey response analysisHorror movie survey response analysis
Horror movie survey response analysism_xch
 
Horror film trailer survey report
Horror film trailer survey reportHorror film trailer survey report
Horror film trailer survey reportBethMelia
 
Legal & ethical regulatory bodies report
Legal & ethical regulatory bodies reportLegal & ethical regulatory bodies report
Legal & ethical regulatory bodies reportMiaGraceMedia
 
Unit 3 research
Unit 3 researchUnit 3 research
Unit 3 researchPhatKelly
 

La actualidad más candente (20)

The hypodermic needle
The hypodermic needleThe hypodermic needle
The hypodermic needle
 
Gwl2
Gwl2Gwl2
Gwl2
 
PR2 - Audience theorys
PR2 - Audience theorysPR2 - Audience theorys
PR2 - Audience theorys
 
Fight club essay
Fight club essayFight club essay
Fight club essay
 
Audience theorys
Audience theorysAudience theorys
Audience theorys
 
Market Research Analysis - Music Videos
Market Research Analysis - Music VideosMarket Research Analysis - Music Videos
Market Research Analysis - Music Videos
 
Final major project research
Final major project researchFinal major project research
Final major project research
 
Final Major Project Research
Final Major Project ResearchFinal Major Project Research
Final Major Project Research
 
Final major project research
Final major project researchFinal major project research
Final major project research
 
Final major project research
Final major project researchFinal major project research
Final major project research
 
Final major project research
Final major project researchFinal major project research
Final major project research
 
legal and ethical regulatory bodies report
legal and ethical regulatory bodies reportlegal and ethical regulatory bodies report
legal and ethical regulatory bodies report
 
Sci fi audience theories
Sci fi  audience theoriesSci fi  audience theories
Sci fi audience theories
 
Horror movie survey response analysis
Horror movie survey response analysisHorror movie survey response analysis
Horror movie survey response analysis
 
Horror movie survey response analysis
Horror movie survey response analysisHorror movie survey response analysis
Horror movie survey response analysis
 
Horror film trailer survey report
Horror film trailer survey reportHorror film trailer survey report
Horror film trailer survey report
 
Questionnaire analysis
Questionnaire analysisQuestionnaire analysis
Questionnaire analysis
 
Legal & ethical regulatory bodies report
Legal & ethical regulatory bodies reportLegal & ethical regulatory bodies report
Legal & ethical regulatory bodies report
 
Unit 3 research
Unit 3 researchUnit 3 research
Unit 3 research
 
SociologyExchange.co.uk Shared Resource
SociologyExchange.co.uk Shared ResourceSociologyExchange.co.uk Shared Resource
SociologyExchange.co.uk Shared Resource
 

Destacado

Production research
Production researchProduction research
Production researchConnor1998
 
PR9: Regulation
PR9: RegulationPR9: Regulation
PR9: RegulationConnor1998
 
Music video analysis work sheet (2) NEW
Music video analysis work sheet (2) NEWMusic video analysis work sheet (2) NEW
Music video analysis work sheet (2) NEWConnor1998
 
Music video analysis work sheet (3) NEW
Music video analysis work sheet (3) NEWMusic video analysis work sheet (3) NEW
Music video analysis work sheet (3) NEWConnor1998
 
Music video purposes work sheet (2) NEW
Music video purposes work sheet (2) NEW Music video purposes work sheet (2) NEW
Music video purposes work sheet (2) NEW Connor1998
 
Task 7 evaluation
Task 7   evaluationTask 7   evaluation
Task 7 evaluationConnor1998
 
Music video analysis work sheet (1) NEW
Music video analysis work sheet (1) NEWMusic video analysis work sheet (1) NEW
Music video analysis work sheet (1) NEWConnor1998
 
Music video purposes work sheet (1) NEW
Music video purposes work sheet (1) NEWMusic video purposes work sheet (1) NEW
Music video purposes work sheet (1) NEWConnor1998
 
Music video purposes work sheet (3) NEW
Music video purposes work sheet (3) NEWMusic video purposes work sheet (3) NEW
Music video purposes work sheet (3) NEWConnor1998
 
Call sheet, risk assessment and shooting schedule
Call sheet, risk assessment and shooting schedule Call sheet, risk assessment and shooting schedule
Call sheet, risk assessment and shooting schedule Connor1998
 
Music video script
Music video script Music video script
Music video script shakeel99
 
Location recces
Location reccesLocation recces
Location reccesConnor1998
 
Music video production shoot risk assessment form
Music video production shoot risk assessment formMusic video production shoot risk assessment form
Music video production shoot risk assessment formConnor1998
 
Music Video Ideas Generation
Music Video Ideas GenerationMusic Video Ideas Generation
Music Video Ideas GenerationConnor1998
 
Job Roles In The Radio Industry
Job Roles In The Radio IndustryJob Roles In The Radio Industry
Job Roles In The Radio IndustryConnor1998
 

Destacado (17)

Production research
Production researchProduction research
Production research
 
PR3: Final
PR3: FinalPR3: Final
PR3: Final
 
PR1
PR1PR1
PR1
 
PR9: Regulation
PR9: RegulationPR9: Regulation
PR9: Regulation
 
Music video analysis work sheet (2) NEW
Music video analysis work sheet (2) NEWMusic video analysis work sheet (2) NEW
Music video analysis work sheet (2) NEW
 
Music video analysis work sheet (3) NEW
Music video analysis work sheet (3) NEWMusic video analysis work sheet (3) NEW
Music video analysis work sheet (3) NEW
 
Music video purposes work sheet (2) NEW
Music video purposes work sheet (2) NEW Music video purposes work sheet (2) NEW
Music video purposes work sheet (2) NEW
 
Task 7 evaluation
Task 7   evaluationTask 7   evaluation
Task 7 evaluation
 
Music video analysis work sheet (1) NEW
Music video analysis work sheet (1) NEWMusic video analysis work sheet (1) NEW
Music video analysis work sheet (1) NEW
 
Music video purposes work sheet (1) NEW
Music video purposes work sheet (1) NEWMusic video purposes work sheet (1) NEW
Music video purposes work sheet (1) NEW
 
Music video purposes work sheet (3) NEW
Music video purposes work sheet (3) NEWMusic video purposes work sheet (3) NEW
Music video purposes work sheet (3) NEW
 
Call sheet, risk assessment and shooting schedule
Call sheet, risk assessment and shooting schedule Call sheet, risk assessment and shooting schedule
Call sheet, risk assessment and shooting schedule
 
Music video script
Music video script Music video script
Music video script
 
Location recces
Location reccesLocation recces
Location recces
 
Music video production shoot risk assessment form
Music video production shoot risk assessment formMusic video production shoot risk assessment form
Music video production shoot risk assessment form
 
Music Video Ideas Generation
Music Video Ideas GenerationMusic Video Ideas Generation
Music Video Ideas Generation
 
Job Roles In The Radio Industry
Job Roles In The Radio IndustryJob Roles In The Radio Industry
Job Roles In The Radio Industry
 

Similar a PR2: Audience Theories

Audience theoryanddebates
Audience theoryanddebatesAudience theoryanddebates
Audience theoryanddebatesChloeKyri
 
PR2: Audience theory and debates
PR2: Audience theory and debatesPR2: Audience theory and debates
PR2: Audience theory and debatesStephen Buckley
 
Fight club research
Fight club researchFight club research
Fight club researchRyan Bailey
 
New pr2 audience responses finished
New pr2 audience responses finishedNew pr2 audience responses finished
New pr2 audience responses finishedJosh Rothwell
 
Pr2 audience theories and debates
Pr2 audience theories and debatesPr2 audience theories and debates
Pr2 audience theories and debatesLouiseMaher18
 
Introduction to single film critical studies page 385-386 413-418
Introduction to single film   critical studies page 385-386 413-418Introduction to single film   critical studies page 385-386 413-418
Introduction to single film critical studies page 385-386 413-418michellemorris3
 
Audience theory report
Audience theory report Audience theory report
Audience theory report jpearson5678
 
pr2 audience theory and debates
pr2 audience theory and debatespr2 audience theory and debates
pr2 audience theory and debatesHaiiEmmaa
 
Advertising Unit 15
Advertising Unit 15Advertising Unit 15
Advertising Unit 15BethPotter4
 

Similar a PR2: Audience Theories (16)

Audience theoryanddebates
Audience theoryanddebatesAudience theoryanddebates
Audience theoryanddebates
 
PR2: Audience theory and debates
PR2: Audience theory and debatesPR2: Audience theory and debates
PR2: Audience theory and debates
 
Fight club research
Fight club researchFight club research
Fight club research
 
Fight club report
Fight club reportFight club report
Fight club report
 
New pr2 audience responses finished
New pr2 audience responses finishedNew pr2 audience responses finished
New pr2 audience responses finished
 
Pr2 audience theories and debates
Pr2 audience theories and debatesPr2 audience theories and debates
Pr2 audience theories and debates
 
Introduction to single film critical studies page 385-386 413-418
Introduction to single film   critical studies page 385-386 413-418Introduction to single film   critical studies page 385-386 413-418
Introduction to single film critical studies page 385-386 413-418
 
Audience theory report
Audience theory report Audience theory report
Audience theory report
 
MediaFilmExchange.co.uk Powerpoint
MediaFilmExchange.co.uk PowerpointMediaFilmExchange.co.uk Powerpoint
MediaFilmExchange.co.uk Powerpoint
 
Case study fight club
Case study fight clubCase study fight club
Case study fight club
 
Audience responses
Audience responsesAudience responses
Audience responses
 
Pitch
Pitch Pitch
Pitch
 
pr2 audience theory and debates
pr2 audience theory and debatespr2 audience theory and debates
pr2 audience theory and debates
 
Advertising Unit 15
Advertising Unit 15Advertising Unit 15
Advertising Unit 15
 
The Effects Debate
The Effects DebateThe Effects Debate
The Effects Debate
 
Task 5
Task 5Task 5
Task 5
 

Más de Connor1998

Radio Advert Review
Radio Advert ReviewRadio Advert Review
Radio Advert ReviewConnor1998
 
Alternative Treatment
Alternative TreatmentAlternative Treatment
Alternative TreatmentConnor1998
 
Regulation and its impact on content
Regulation and its impact on contentRegulation and its impact on content
Regulation and its impact on contentConnor1998
 
ASA Tasksheet PR4
ASA Tasksheet PR4ASA Tasksheet PR4
ASA Tasksheet PR4Connor1998
 
ASA Tasksheet PR4
ASA Tasksheet PR4ASA Tasksheet PR4
ASA Tasksheet PR4Connor1998
 
Radio Advert Analysis
Radio Advert AnalysisRadio Advert Analysis
Radio Advert AnalysisConnor1998
 
Pr5 financial considerations (1)
Pr5 financial considerations (1)Pr5 financial considerations (1)
Pr5 financial considerations (1)Connor1998
 
PR5: Financial Conciderations
PR5: Financial ConciderationsPR5: Financial Conciderations
PR5: Financial ConciderationsConnor1998
 
Music video analysis work sheet (3)
Music video analysis work sheet (3)Music video analysis work sheet (3)
Music video analysis work sheet (3)Connor1998
 
Music video analysis work sheet (2)
Music video analysis work sheet (2)Music video analysis work sheet (2)
Music video analysis work sheet (2)Connor1998
 
Music video analysis work sheet (1)
Music video analysis work sheet (1)Music video analysis work sheet (1)
Music video analysis work sheet (1)Connor1998
 
Music video purposes work sheet (3)
Music video purposes work sheet (3)Music video purposes work sheet (3)
Music video purposes work sheet (3)Connor1998
 
Music video purposes work sheet (2)
Music video purposes work sheet (2)Music video purposes work sheet (2)
Music video purposes work sheet (2)Connor1998
 
Music video purposes work sheet (1)
Music video purposes work sheet (1)Music video purposes work sheet (1)
Music video purposes work sheet (1)Connor1998
 

Más de Connor1998 (17)

Radio Advert Review
Radio Advert ReviewRadio Advert Review
Radio Advert Review
 
Treatment v2
Treatment v2Treatment v2
Treatment v2
 
Alternative Treatment
Alternative TreatmentAlternative Treatment
Alternative Treatment
 
Client guide
Client guideClient guide
Client guide
 
Regulation and its impact on content
Regulation and its impact on contentRegulation and its impact on content
Regulation and its impact on content
 
PR5: Music
PR5: MusicPR5: Music
PR5: Music
 
ASA Tasksheet PR4
ASA Tasksheet PR4ASA Tasksheet PR4
ASA Tasksheet PR4
 
ASA Tasksheet PR4
ASA Tasksheet PR4ASA Tasksheet PR4
ASA Tasksheet PR4
 
Radio Advert Analysis
Radio Advert AnalysisRadio Advert Analysis
Radio Advert Analysis
 
Pr5 financial considerations (1)
Pr5 financial considerations (1)Pr5 financial considerations (1)
Pr5 financial considerations (1)
 
PR5: Financial Conciderations
PR5: Financial ConciderationsPR5: Financial Conciderations
PR5: Financial Conciderations
 
Music video analysis work sheet (3)
Music video analysis work sheet (3)Music video analysis work sheet (3)
Music video analysis work sheet (3)
 
Music video analysis work sheet (2)
Music video analysis work sheet (2)Music video analysis work sheet (2)
Music video analysis work sheet (2)
 
Music video analysis work sheet (1)
Music video analysis work sheet (1)Music video analysis work sheet (1)
Music video analysis work sheet (1)
 
Music video purposes work sheet (3)
Music video purposes work sheet (3)Music video purposes work sheet (3)
Music video purposes work sheet (3)
 
Music video purposes work sheet (2)
Music video purposes work sheet (2)Music video purposes work sheet (2)
Music video purposes work sheet (2)
 
Music video purposes work sheet (1)
Music video purposes work sheet (1)Music video purposes work sheet (1)
Music video purposes work sheet (1)
 

Último

SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentationcamerronhm
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxJisc
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfSherif Taha
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxJisc
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfAdmir Softic
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Jisc
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.MaryamAhmad92
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Pooja Bhuva
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsKarakKing
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.christianmathematics
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsMebane Rash
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxVishalSingh1417
 
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POSHow to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POSCeline George
 
Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...Association for Project Management
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxAreebaZafar22
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptxMaritesTamaniVerdade
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jisc
 

Último (20)

SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
 
Spatium Project Simulation student brief
Spatium Project Simulation student briefSpatium Project Simulation student brief
Spatium Project Simulation student brief
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
 
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POSHow to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
 
Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
 

PR2: Audience Theories

  • 1. Audience Theories  The Hypodermic Model  Encoding and Decoding Model (Reception Theory) – Stuart Hall  Uses and Gratification Theory – Blumler and Katz The Hypodermic Model: Suggests that the audience respond to a media text in the same way. Itis the theory where thoughts and feelings are injected into the audience. Itmay change people’s views and how they think about a certain topic. The messageit may send could be powerfulenough to influence someone to act a certain way. An example of this could be the right wing media in the UK. The Daily Mail or The Sun manipulates opinions against people on benefits and migrants. ReceptionTheory: The producer encoding texts/meaning into a piece of work. For example, scary music and props will be encoded into a horror film. This is then decoded by the audience, who may view and respond in different ways. This could be down to different things such as age, gender or social class / political views. Also cultural background or circumstances of exhibitions. This theory was created by Stuart Hall. There are 3 different readings that may be then decoded.  Preferred  Negotiated  Oppositional  Preferred means you agree with the encoded messages concerning representation; you have decoded them positively and you enjoy the producers intentions.  Negotiated means you don’t fully agree with the encoded representations, but you also don’t disagree with them. You have still decoded them positively.
  • 2.  Oppositional means you are completely opposed to the representations within the film/video. You have decoded them negatively and find them damaging or inappropriate. Preferred - Borat as I have a sense of humour which not everyone will get. Negotiated – Fight Club as it had a lot of violence in it, which was tolerable but not amazing. Oppositional - Songs of Praise. Uses & Gratifications Theory: Individuals mightchooseand use a text in the following ways:  Diversion –Escape fromeveryday problems & routine.  Personal Relationships –Using the media for emotional and other interaction.  Personal Identity –Finding yourself reflected in texts, learning behaviour and values from texts.  Surveillance –Information which could be useful for living, e.g. weather reports, financial news, holiday bargains. Fight Club Information Fight Club is an American film based on the 1996 novelby Chuck Palahniuk. The film was directed by David Fincher, who is an American director and producer. He has created films, television series and music videos. The film was created in 1999 and was firstreleased on September 10th 1999 in Venice. It was released a month later in the US. The distributor of the film Fight Club is 20th Century Fox film corporation and was given the certificate of 18. Ithad a budget of 63 million dollars and made a profit in the box office, with a total of 100.9 million dollars’ earnings. Fightclub is about a man who is struggling in life, with mental health and socialproblems. He meets a woman called Carla (who is the love interest), who is doing the same as him by attending these theory sessions. Wealso meet a character called Tyler Durden, who our main protagonistbecomes friends with and decides to create a fight club. The club grows and grows and the situation becomes more serious, as the group start turning into a terroristlike organisation. Tyler plans to destroy all the upper class and corporatecompanies, ruling the world, but our main character doesn’twant this. He realises he has to fight against him, in which he finds out Tyler is justhis own alter ego, and can only be killed by harming himself.
  • 3. Fight Club is a very violent film as it is, so it musthave been very bad before the cuts were made. Within the film there is scenes of violence as well as scenes of a sexual nature and strong language. This resulted in the film being given a certificate 18, eventually. All films have to go through the BBFC and their process in deciding a certification for a film. There was much debate on what Fight Club should or should not be given. The film arrived at the BBFC with an age 18 request from its distributor, 20th Century Fox. This was seen by the majority of the BBFC’s examiners, and also by the director, the president and vice presidents of the BBFC. This provoked a wide range of opinion. Some felt an uncut18 was acceptable for this adult viewing experience, however there were concerns under the BBFC guidelines of the time aboutthe glamorisation of violence. There was worry thatthis film may encouragepeople to take in interest in bare – fist fighting. After extensive consideration, the final decision to take cuts, under the guidelines of between 6 and 7 seconds to two scenes. These scenes were focused on the pleasures of beating the helpless victims to a bloody mess. The firstcut was in the scene where Lou fights Tyler in the basement. They were told they had to reduce the heavy and explicit punches to the head. Reductions in violence were also required in the scene wherethe narrator fights a blond man of whom he is jealous. The film was then passed as 18 for occasionalstrong violence. In the US, the film has been classified as uncut R. Alexander Walker feels the film was “an inadmissible assaulton personaldecency”. He believed there was too many messages and ideas that could promote violence or terrorism. Another quote was “it echoes propaganda that gave license to the brutal activities of the SA and SS, as well as resurrecting the Fuhrer principle”. This shows how strongly hefelt about the film. He feels the film will make morepeople violent and resortto violence & terrorism. This is a good example of the hypodermic model, as he believes anybody who watches the film will turn this way. The hypodermic model is the theory that information is injected into people and they may change their
  • 4. opinion on bare knucklefighting and terrorism. “Adults should be free to choosetheir own entertainment”. This quote follows the Uses and Gratifications theory created by Blumler and Katz. This theory believes there are 4 different ways peoplemay chooseto use a text; diversion, personal relationships, personalidentities and surveillance. I did feel that the film was extremely violent in parts, butnot throughout. There were scenes without violence, which helped describethe story/plot, but when there was violence, it was extreme. There were also scenes of terrorism, which are a big talking point in films, as it may encourage people to take part in these acts. 2 years after this film was created, the 9/11 acts took place, like they did in the film. There werealso scenes of a sexual nature, but nothing too much. “New BBFC Guidelines established the principle that adults should be free to choose their own entertainment, within the law, and it was considered that there was nothing in FightClub that wasin breach of UK law, or felt to be harmful.” –BBFC This is a quote created by the BBFC on the film Fight Club. Itsays that there was nothing in the film that was against the law. This talks in favour of Blumler and Katz theory that people will chooseto interpret different pieces of media in different ways. However, according to Uses and Gratifications theory, there was content which individuals may choose and use a text in a specific way. For example, diversion, they may think that a fight club would be a good way to get away fromeveryday problems. Survey Responses After watching the film Fight Club, I created a survey for my classmates to fill out. These questions weredesigned to gather opinions on the film, and how different people viewed it differently. My survey was primary research, as itis in the formof a survey. I think my survey Is aimed at a primary audience. This is becausethey aren’t necessarily the ‘target audience’, but are viewers that affect the consumption statistics. Anybody can watch this film and enjoy it, but only certain people will fit into the target audience category. For example, I think the film is aimed towards young, working class males; as that what the main character is. It’s aboutescaping from every day matters and going to a fight club to clear their head. You don’tsee any women at the fight club. I
  • 5. don’t think there is a specific ethnicity that Fight Club is aimed towards. My audience responses rangefromvery different opinions on the film, from different type of people. My firstquestion found out whatthe gender was of my audience. All of my respondents were male, meaning I couldn’t get a range of answers from different genders. This doesn’thelp my survey, as I don’t have a female point of view, however it shows thefilm is maybe moreaimed towards a male audience, especially as the main characters are male. I also asked whatmy respondents view on the violence within the film was. This question got me multiple different opinions, but the majority voted for 1 option. The most common answer was ‘just right for the subjectmatter’. This means these people thought the violence was correctfor the messagethat was trying to be sent across fromthe film. This doesn’t mean they didn’t think it was very violent, but it means they thought it was acceptable and wasn’ttoo much. However, 1 person did think the violence was too much and wasn’tneeded
  • 6. within the film. This is a good example of StuartHall’s ‘Reception Theory’ as it is clearly encoded differently by different people. The majority thought it was fine for the subjectof the film, but one person didn’t agree with it. Another question I asked was in relation to Stuart Halls reception theory. It was whatthe audience thought of the film and the answers to choose from were; preferred, negotiated or oppositional. These are the 3 readings that the reception theory then believes will be decoded. Preferred means you are in favour of, negotiated means you are in the middle and oppositionalmeans you are against. These can be decoded by the audience, who view and respond in different ways. Their opinion may be changed on things such as gender, social class, age or political views. 71% of my questioned audience had a preferred reading of the film, meaning they responded to the film in a positive way and felt whatwas included within the film was necessary. However, 29% werenegotiated, meaning they weren’t sure whether they agreed with everything within the film. This shows peopledo view media with different opinions. All of the data so far is quantitative data. Another piece of my primary research came through the question ‘Do you think you were diverted by the film in any way?’. 43% of respondents voted yes, with 1 respondentexplaining why. He explained that he was diverted by the “political subtext, narrativeand visual style”. This agrees with Blumler and Katz’s theory that people use a media text for diversion. Some people did answer that they weren’tdiverted by the film. This may be because they had
  • 7. to watch it in college and may have seen it as work rather than something they wanted to do. I asked my participants what they liked and disliked aboutthe film, and received a wide range of answers. Oneopinion was that they liked the storylineof the film, but felt the violence was too much. This shows thatthere was definitely a lot of violence within the film, and somepeople thought it was an unnecessary amount. Some other answers ranged from “enjoyed the plot twist” to “liked the narrativeand visualstyle”. Another respondentalso commented on their dislike for the “excessiveviolence”, which is hard evidence that multiple people thoughtthe violence was a bit too much. Finally, I asked whatthey would rate the film out of 10 stars. As the vast majority of the people who completed the survey wereover 18, it is a good thing for the production company that my results had an averagerating over 8.5 stars. This means the intended target audience as an averagereally enjoyed the film. The lowest rating, I received was 6 stars, and the highest being 10 stars; proving it was a liked film.