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Theories related to media and women
- 1. Theories related to media and women Charles A 18-pvc-014 Antony Britto 18-pvc-017
- 2. Male gaze theory the male gaze is the act of depicting women and the world, in the visual arts and literature, from a masculine, heterosexual perspective that presents and represents women as sexual objects for the pleasure of the male viewer.
- 3. So what is the male gaze? The concept of gaze is one that deals with how an audience views the people presented. Feminists have divided this concept into the following three dimensions: How men look at women How women look at themselves How women look at other women
- 4. Laura Mulvey The concept of the male gaze was first developed by the feminist film critic Laura Mulvey in the essay "Visual Pleasure and Narrative Cinema" (1975), in which she proposes that an asymmetry of power between the genders is a controlling force in cinema; and that the male gaze is constructed for the pleasure of the male viewer, which is deeply rooted in the ideologies.
- 5. Laura Mulvey she argued that women took the passive part of a film and that all men played an active part, in her eye the women were objects
- 6. The male gaze has three perspectives ā¢ (i) that of the person behind the camera ā¢ Director ā¢ Producer ā¢ Screenwriter ā¢ (ii) that of the characters within the representation ā¢ Female charactors ā¢ Male charactors ā¢ (iii) that of the spectator. ā¢ Audience
- 7. The male gaze has three perspectives ā¢ (i) that of the person behind the camera ā¢ Director ā¢ Producer ā¢ Screenwriter ā¢ (ii) that of the characters within the representation ā¢ Female charactors ā¢ Male charactors ā¢ (iii) that of the spectator. ā¢ Audience
- 8. The male gaze has three perspectives ā¢ (i) that of the person behind the camera ā¢ Director ā¢ Producer ā¢ Screenwriter ā¢ (ii) that of the characters within the representation ā¢ Female charactors ā¢ Male charactors ā¢ (iii) that of the spectator. ā¢ Audience
- 9. The male gaze has three perspectives ā¢ (i) that of the person behind the camera ā¢ Director ā¢ Producer ā¢ Screenwriter ā¢ (ii) that of the characters within the representation ā¢ Female charactors ā¢ Male charactors ā¢ (iii) that of the spectator. ā¢ Audience
- 15. The male gaze has three perspectives ā¢ (i) that of the person behind the camera ā¢ Director ā¢ Producer ā¢ Screenwriter ā¢ (ii) that of the characters within the representation ā¢ Female charactors ā¢ Male charactors ā¢ (iii) that of the spectator. ā¢ Audience
- 16. scopophilia Freud isolates scopophilia as one of the component instincts of sexuality that exist as drives independently of the subject's erotogenic zones: in scopophilia, the subject takes other people as objects of (sexual) pleasure by subjecting them to a controlling and curious gaze.
- 17. Female Gaze Pleaseure does not involve mastery of the famle but submission to her body and her gaze. This pleasure also applies to the infant, the masochist and the film spectator. -Gaylyn Studlar
- 18. Oppositional Gaze (1992) Coming from black feminist perspective, Bell hooks put the forth the notion of the oppsositional gaze. Encouraging black women not to accept stereotypical representations in film, but rather actively critique them.
- 19. āthe pleasure of resistanec, of sayng NO, not to unsophisticated enjoyment. But the but to the structures of power which asks us to consume them uncritically
- 20. Feminism Feminism or feminist theory is a range of political movements, ideologies, and social movements that share a common goal which is to define and advance political, economic, personal, and social rights for women.
- 22. What feminist theory in communication is all about This entry provides an overview of feminist theoretical work in communication, with emphasis on media studies and rhetoric.
- 23. Feminist theories within the field of communication cover many areas of inquiry, but share a common emphasis on the examination and explanation of gender and gendered power within communicative texts. These theories can explicate the display of power, show how patterns of discourse are connected to relations of power more generally, or offer explanations about possible strategies for the reduction of gendered power.
- 25. Research in many areas of communication has shown a wide range of differences in the content of messages related to the gender of the source, audience, or subject of a particular instance or text of communication. Gendered Content and Dominant Ideologies
- 26. Gendered Content and Dominant Ideologies Feminist theory focusing on gendered content in news coverage and other mainstream media products is usually aimed at the discovery of gendered patterns of representation and the explication of relations of power that underlie them. Feminist theorists have posited that cultural devaluation of women has led to many patterns of gender difference.
- 27. Feminist theories focusing on objectification and the male gaze serve to explain mediated texts such as film, television programs, and magazine advertising that contain sexualized imagery and patterns in representation of the female body, often without any significant alternative style of representation of women. Objectification
- 28. Laura Mulvey ļ¶ Laura Mulvey is a British feminist film theorist ļ¶ Much of our media output assumes the spectator is male or constructs reality from a male POV. ļ¶ Women see themselves through the eyes of men. ļ¶ In order for a woman to experience pleasure from the film, she has to position herself in a similar role to the male viewer enjoying the spectacle.
- 29. Third Wave and Post feminism Within the past two decades, an important stream of feminist theory has focused on the development of mainstream media culture beyond the incremental inclusion (or rejection) of feminist ideas. Scholars have documented the emergence of two recent ways in which media intersects with feminism in more or less positive ways. Thirdāwave feminism is understood as a stage in the development of realāworld feminism that is reflected in many examples of media representation.
- 30. Thank you
Editor's Notes
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: What was important about this learning experience? How is it relevant to your course, yourself, or your society or community? Why is this significant? This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
- Notes to presenter: What was important about this learning experience? How is it relevant to your course, yourself, or your society or community? Why is this significant? This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
- Notes to presenter: What was important about this learning experience? How is it relevant to your course, yourself, or your society or community? Why is this significant? This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
- Notes to presenter: What was important about this learning experience? How is it relevant to your course, yourself, or your society or community? Why is this significant? This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
- Notes to presenter: What was important about this learning experience? How is it relevant to your course, yourself, or your society or community? Why is this significant? This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.