Week Four: Critical Approaches to Media Texts

Semiotics

http://www.youtube.com/watch?v=rEgxTKUP_WI This is a nifty little video (3:25) that does a concise job of clearly defining semiotic, and related terms such as referent, icon, and index.

“Semiotics is not widely institutionalized as an academic discipline. It is a field of study involving many different theoretical stances and methodological tools. One of the broadest definitions is that of Umberto Eco, who states that 'semiotics is concerned with everything that can be taken as a sign' (Eco 1976, 7). Semiotics involves the study not only of what we refer to as 'signs' in everyday speech, but of anything which 'stands for' something else. In a semiotic sense, signs take the form of words, images, sounds, gestures and objects” (Chandler, Semiotics For Beginners, 2005).

I had not previously heard of this term—am I out of “the loop” or what? I think that this approach to media studies (and life in general) is one that I would like to incorporate into my classes. It would encourage interesting discussion based on people’s interpretations of what they observe. It brings a person’s cultural background (including factors such as age, ethnicity, sexual orientation, language, ability, etc.) into the forefront of discussion, when reflecting on the meanings of film, video, or newscasts, etc. This is particularly relevant for me, as I incorporate culturally relevant pedagogy into my practice. There are great opportunities to discover new perspectives on any number of issues/subjects.

For example, while watching a movie where the parents come home and the father of the kids gives a female babysitter a $20 bill, I assume he’s paying her for watching the kids. However, a colleague of mine from Korea informed me that he would assume something very different. According to what he told me, it is inappropriate for a man in his culture to directly hand money to a woman (He had inquired as to what the protocol is for paying babysitters.). The signs connote very different understandings.

Critical Discourse Analysis

There are three central tenets of CDA (Fairclough in McGregor, 2000). Discourse is shaped and constrained by (a) social structure (class, status, age, ethnic identity, and gender) and by (b) culture (McGregor, 2004). The approach of analysis seems very similar to semiotics, with respect to the opportunity for different perspectives to be presented.

I had been planning to take a course entitled “Critical Discourse Analysis” this summer. Now I’m even more eager to enrol in it. The idea that we need to question things that happen in society, rather than simply accept them as the norm, is something important for everyone to be aware of and to do. The most exciting part of this analysis technique is that our questions/comments/ perceptions will differ, depending on the histories and experiences we bring to the table.

According to McGreogor (2004), discursive practice refers to rules, norms, and mental models of socially acceptable behaviour in specific roles or relationships used to produce, receive, and interpret the message. They are the spoken and unspoken rules and conventions that govern how individuals learn to think, act, and speak in all the social positions they occupy in life (Alvermann, Commeyras, Young, Randall, & Hinson, 1977, in McGregor).

In essence, CDA focuses on how social relations, identity, knowledge, and power are constructed through written and spoken texts in communities, schools, the media, and the political arena (Luke, 1997, in McGregor). In terms of teaching media studies, this approach would be a great way for students to identify what they are observing, what they believe the creators (of the ads, films, newscasts, etc.) want them to gain from their viewing, and questions about the power relations, knowledge, oppression, and marginalization conveyed by the piece viewed.

Feminist

http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=206 This is a great clip of Jean Kilbourne analyzing advertising’s portrayal of women, in her documentary film, “Killing Us Softly 3.”

http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=226 Another powerful clip called Hip-Hop (Unabridged), Beyond Beats & Rhymes, by Byron Hurt. It touches the tip of the iceberg on hip-hop’s portrayals of women, homophobia, and hypermasculinity.

(both are from the Media Education website)

This approach to media analysis would be “a must” on my syllabus in a media studies course. It provides us with a framework for debunking the myths of traditional male vs. female roles, and images of males and females in our culture. Not only does it provide for this, but it provokes us to question the role that the media has in producing and/or maintaining gender-related stereotypes. Through analyzing sit-coms, ads, movies, magazines, videos, and video games we are able to identify how stereotypes are perpetuated, and the degree to which they permeate every corner of our society. Not stopping there, of course, we can be moved to activism. What is our role in eliminating the harmful portrayals?

The idea of having students create their own versions of media directed at females (Culver and Hobbs, 41) is great. Is there a difference from what we view today’s media? Check it out! Their website, “My Pop Studio” (www.mypopstudio.com/ ) provides a venue in which girls can learn how to become critical analysts of media directed at them, and produce their own versions of magazines, t.v. shows, etc .

Postcolonialism

These clips may be of interest:

http://www.cracked.com/article_15677_9-most-racist-disney-characters.html

http://www.hulu.com/watch/32063/the-white-shadow

"Postcolonial critique allows for inquiries into power relations in various contexts. The formation of empire, the impact of colonization on postcolonial history, economy, science, and culture, the cultural productions of colonized societies, agency for marginalized people, and the state of the postcolony in contemporary economic and cultural contexts are some broad topics in the field. Western ways of knowledge production and dissemination in the past and present become objects of study for those seeking alternative means of expression." (Postcolonial Studies, Emory University)

In terms of media studies, post-colonialism analysis is a great approach to doing for traditionally oppressed groups/people of color what the feminist lens does for studies of males and female (regarding roles in society). I can remember seeing images of people of color being saved by whites (I have rarely seen the reverse) as far back as the show, "The White Shadow." It is an image that continues to be played out in the media today. I remember enjoying the “White Shadow,” as a kid. Looking back though, it seems as though Coach Reeves was the team’s/individual team member’s (majority black and Hispanic) major hope—always the savior for whatever bind someone might find themselves in…Similarly "Dangerous Minds" portrays Michelle Pfeiffer--the great white hope here--as a teacher (former Marine) who is able to turn around the lives of students in a class of predominantly blacks and hispanics, in an otherwise failing system.

Postcolonial analysis can present students with opportunities to examine the ways in which representatives of the "Third World" (and their descendants) are portrayed in the media, be it from a sexist, racist, patriarchal, or other point of view. In identifying these portrayals, students can discuss the impact on society's views. What ideas are perpetuated/reinforced? What are the implications for "race relations?" How can we work toward eliminating "colonial or imperialist conceptions of the world?" (Beach, 42)