Saturday, 30 November 2013

Secondary school questionnaire: Results

I was able to give my questionnaires to a Year 7 class of roughly 16 students. There was a lot of repetition in their answers so I condensed their feedback down into crucial, relevant data that will benefit my investigation. I think this data will add an interesting argument- I was shocked at some of the answers because the young teenagers showed a definite lack of observation in regards to the sexualisation of men and women. The dominant reaction that came across through their answers was indifference. This could represent a de-sensitisation towards moral/sexist issues from the younger generations.










Tuesday, 12 November 2013

Questions for secondary school

Draft of questions:

-Who is your favourite music artist and why?

-Do you watch music videos, if so where do you watch them? (YouTube/music channels)

- Have you seen the Blurred Lines music video? What is your opinion of it?

-Have you seen Miley Cyrus’s Wrecking Ball video? What is your opinion of it?

-Have you seen Miley Cyrus's We Can't Stop video? What is your opinion of it?

-Do you think the men and women act the same in these videos? Why do you think this is?

-Write down some differences between the ways the men and women act:

Final questionnaire:


Sunday, 3 November 2013

Reading Task

What I will do: 

My aim is to analyse and document secondary research through college library books and online Google books, addressing gender in the media. I will gather relevant quotations and supportive content and link them to the hypothesises within my investigation. I will try to find both supportive and challenging content to create a solid and balanced argument.

How this will benefit my investigation:

This task will help me to revise the essential key concepts of textual analysis, terminology and stereotypical gender roles. Fundamentally, the quotations that I find will be useful to incorporate into my written essay piece because they will support/challenge controversial statements.

Books of study:
  • An Introduction to theories of Popular Culture by Dominic Strinati
  • Imagining Women, Cultural Representations and Gender by Frances Bonner



Quotation:
‘Women are either absent or represented in terms of stereotypes based upon sexual attractiveness and the performance of domestic labour. In short, women are ‘symbolically annihilated’ by the media through being absent, condemned or trivialised.’ pg. 180
Meaning: 
This reinforces the notion that women are the passive gender and men are the active. This can be applied to Robin Thicke's Blurred Lines music video because there are three male singers, fully clothed, respected and dominant vs three naked women who are presented as sexual objects in the video with no other role than to look attractive and be looked at through the male gaze. This also recognises how women have become triviliased in comparison to men are considered 'beneath', 'below' or 'the other'. 

Quotation:

‘The ‘symbolic annihilation of women’ practiced by the mass media serves to confirm that the roles of the wife, mother and housewife etc. are the fate of women in a patriarchal society.'
Meaning:
Establishes female stereotypical gender roles and occupations which often regard cleaning, cooking and waiting under men (motherly and nurturing roles).This quotation recognises that this is the result of patriarchal societies because there is always a social hierarchy and women are viewed as less important than the other sex. The 'symbolic annihilation of women' refers to how society has accepted this oppressed view of women and, essentially, women's rights to hold power will always be frowned upon and considered irrelevant. 

Quotation:

Van Zoonen: ‘Numerous quantative content analyses have shown that women hardly appear in the mass media, be it depicted as wife, mother, daughter, girlfriend; as working in traditionally female jobs (secretary, nurse, receptionist); or as sex-object… It is thought that media perpetuate sex role stereotypes because they reflect dominant social values and also because male media producers are influenced by these stereotypes.’ 
Meaning:
Reiterates stereotypical/traditional/sexist female occupations which undermine their intellect. Quotation suggests that male producers do this purposely to exemplify male dominance and establish the patriarchy.

Quotation:

'This symbolic annihilation of women is confirmed by the adverts shown on television. Analyses of television commercials support the reflection of this hypothesis. In voice-overs and one-sex (all male or all female) ads, commercials neglect or stereotype women. In their portrayal of women, the ads banish females to the role of house-wife, mother, homemaker, and sex objects, limiting the roles women may play in society.’ pg. 183
Meaning:
Evidence supports the notion that there is a lack of female presence and influence in the media, in particular, in Television. The statistics used are very dated and therefore unreliable to today's media, however these statistics can be used contextually.

Quotation:
'This characterisation of women as body and emotion has been used to place women in connection with the home, the family and our supposedly caring duties.This dualistic thinking has also extended into binaries used in the evaluation of art (such as decorative or functional) which can be added to the basic dichotomies to create evaluations of women being regarded as emotional, sensuous, colourful, ornamental, derivative and decorative.'
Meaning:
The idea of women being 'decorative' and 'ornamental' connotes the message that a woman's only importance is her body image and appearance. This links to the Blurred Lines music video which has been critiqued by many viewers (and feminists) saying that the women have been used to make the video more visually pleasing. Ultimately, the women are used as sexual objects to draw in a male audience.