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Critical Theory (Semiotics and Gender) for KS5

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Critical Theory (Semiotics and Gender) for KS5 A BFI Education Essentials Resource Critical Theory (Semiotics and Gender) for KS5 Teacher notes Student notes This resource is aimed at teachers of A/AS level If you are using this resource at home, you should Film Studies and Media Studies, but could also read the written introduction and watch any be used by those teaching Sociology or other accompanying clips, then attempt the task. subjects. It aims to provide an introduction to the key ideas of the following theorists: These are very brief explanations, and it is - bell hooks important to think of your own media examples. - Liesbet Van Zoonen To develop your understanding further, look at the - Judith Butler Extension tasks and discussion points. - Ferdinand de Saussure - Roland Barthes Curriculum Links This resource is particularly relevant to Film The explanations in this resource are not Studies and Media Studies students and uses exhaustive and are very much a ‘glance’ at each set texts from the OCR/Eduqas specifications, theory, they offer a solid foundation from which along with some ’off-spec’ texts that aid to scaffold deeper understanding. The Extension development of understanding. tasks sections will encourage learners to develop their understanding with more challenging and complex texts. • Watch clip 1 on the Vimeo timeline for further introduction to this resource. Included for each of the 4 activities there is a: - concise summary of key ideas - an introduction task - an example of a media text that illustrates these ideas - a student analysis task - ideas for further reading / viewing /discussion - clips to accompany the activities which can be found in a closed and password protected Vimeo account. 1 A BFI EDUCATION ESSENTIALS RESOURCE ACTIVITY 1 bell hooks How is gender ‘constructed’? bell hooks - key ideas • Gender roles are constructed, not ‘natural’ • Patriarchy indoctrinates people from an early age so: “gender becomes a set of connotations that have become naturalised” • “Normalised traumatisation” reinforces In the worksheet list some controversies related gender myths to sexuality and gender • hooks has been called an ‘intersectional feminist’ - i.e. she believes society is a network Use these terms and the table below to inform of different prejudices and oppressions: your answer: not just gender, but also related to race/ Patriarchy - a system of society or government ethnicity, religion, culture, class, disability etc.) in which men hold the power and women are • hooks draws attention to how some people largely excluded from it. feel a combination of these Indoctrination - the process of teaching a person or group to accept a set of beliefs Introduction Task uncritically. Regulatory - serving or intended to limit or control something. Task You will need: Spectacle - pleasurable visual performance • Worksheet Activity 1 Autonomy - living a life of your own choosing, making your own decisions. 2 A BFI EDUCATION ESSENTIALS RESOURCE Stereotypical Gender Behaviours and Beliefs Male Female • Competitive, enjoys victory (esp in sport) • Domestic (cooking, cleaning) • Physically strong, take pride in fitness • Clever, cunning, wily (push themselves) • Emotionally sensitive • Enjoys being dominant, likes to take • Inferior, passive, don’t like to take the lead charge (inflexible?) • Flirtatious • Enjoys winning – success is very important • Vulnerable, unable to defend themselves • Protective – esp of family, partner, children • Emotionally intelligent, sensitive to criticism • Physical labour (esp ‘peer pressure’) • Good with technology and mechanics • Obsessed with romance and relationships • Rational, problem-solving – decisions based • Able to multi-task on logic not emotion • Addicted to shopping • Usually ‘bread-winner’ – provides for family • Take pleasure in their own appearance (‘vain’), • Brave, courageous (or fool-hardy, obsessed with weight ‘risk-taking’) • Fussy / meticulous • Tempestuous, quick to anger • Delicate, dainty, graceful (‘pink’) • Resilient (physically, mentally, emotionally) • Competitive in beauty (can be ‘bitchy’) Independent Example Task Use the worksheet to help you analyse a media text and apply hook’s theory. You will need: Use the worksheet and watch the Gillette • Worksheet Activity 1. clip (number 2 on the timeline) to help you analyse a media text and apply hook’s theory. Historically, Gillette has promoted traditional ideas Turn to your worksheet. Can you think of about masculinity in its marketing. This advert example(s) where a boy or girl is punished for sends very different messages. not being masculine/feminine enough? Use the worksheet to structure your answer, try to justify your suggestion. What recent social issues does the advert reference? Think about homophobic bullying, Main Task the #metoo movement etc. • What ‘toxic’/traditionally masculine behaviours do we see? You will need: • How are they reinforced by some parents? • Worksheet Activity 1. • How does the ad challenge gender • Clip number 2 on the Vimeo timeline expectations? – Gillette ‘The Best a Man Can Get’ • Why might bell hook’s support the message of the advert? 3 A BFI EDUCATION ESSENTIALS RESOURCE Extension Task You will need: • Worksheet Activity 1 • Link to further reading bell hooks - further reading, viewing and discussion. Read this personal account of the impact of hooks’ ideas. How do hooks’ theories relate to race as much as gender? https://www.nytimes. com/2019/02/28/books/bell-hooks-min-jin-lee- aint-i-a-woman.html Further viewing - Murdered By My Father (BBC 3, 2016) How does ‘intersecting’ social identities such as religious, ethnic, national contribute to the oppression of the female character? There is space on the worksheet for you to write your response. 4 A BFI EDUCATION ESSENTIALS RESOURCE ACTIVITY 2 LEISBET VAN ZOONEN How can the media reinforce or challenge gender stereotypes? Liesbet Van Zoonen - key ideas ‘Liberal Feminist’ – focus on an individual woman’s political and personal autonomy Equality of: • Opportunity – education, careers • Economy – financial independence However, more diversity is needed in media • Representation – in film, TV, news, videogames industries to produce a greater range of voices. • Wrote Feminist Media Studies (1991) Men and women’s bodies are sexualised in the What does Van Zoonen want to challenge media, but visual and narrative codes differ: in society? • Representation of women’s sexuality is based Sex role stereotypes i.e. what a “man” on submission and passivity, of being or “woman” should be like. This includes: disempowered • Prescriptions of sex-appropriate behaviours • Representations of men’s sexuality is based (e.g. ‘slut-shaming’) on strength, force, being powerful • Appearance (e.g. airbrushing fashion models to look thinner) Independent Example Task • Interests / skills (e.g. assumption girls aren’t adept with technology) • self-perceptions (how women – and men – see You will need: themselves, confidence, solidarity with others) • Worksheet Activity 2. How does the media contribute to the construction of gender? Can you think of examples from the media who/ Media often reinforces stereotypes use the table which conform to gender stereotypes? of gender stereotypes we looked at in Activity 1 as a starting point. How might this affect society? Why might they reinforce patriarchy? Media industries are not only male dominated, they reinforce the patriarchy i.e. make media Can you think of examples from the media that texts aimed only at men and male pleasures. challenge gender stereotypes? But could be a force for change – when the media challenges gender stereotypes it can How might this challenge patriarchy? be very powerful. 5 A BFI EDUCATION ESSENTIALS RESOURCE Main Task Extension Task You will need: You will need: • Worksheet Activity 2. • Worksheet Activity 2. • Clip number 3 on the Vimeo timeline – • Clip number 4 on the Vimeo timeline Corinne Bailey Rae ‘Stay Where You Are’ – ‘Pose • Link to further reading below Look at the music video: `Stay Where You Are´ by Corinne Bailey Rae. Van Zoonen - further reading, viewing and discussion You may want to use the table of gender stereotypes we looked at in Activity 1 to get you started. Analyse the media text and apply Van Zoonen’s theory. • How are the women in the video challenging stereotypes? • Where can you see males challenging stereotypes? Watch the trailer for Pose (FX, 2018), on the • Are there any who conform to traditional Vimeo timeline, and read the Guardian article. gender roles? • Is this video reinforcing or challenging https://www.theguardian.com/tv-and-radio/2018/ patriarchy? jun/01/pose-ryan-murphy-transgender-actors- • What is the artists role in the video? groundbreaking-new-show Why would this be a good example of what Van Zoonen wants the media to be like? Think about the institutional context (who produces, writes, directs, stars?) and how the show represents gender, sexuality and race. There is space on the worksheet for you to write your response. 6 A BFI EDUCATION ESSENTIALS RESOURCE ACTIVITY 3 JUDITH BUTLER To what extent is gender a performance? Judith Butler - key ideas • Gender is a performance: series of gestures, actions, behavioural and dress codes that construct an imaginary ‘man’ or ‘woman’ • “Gender is the repeated stylisation of the body, a set of repeated acts within a highly rigid regulatory frame that congeals over time to produce the appearance of substance.” • I.e. what we think of as ‘natural’ masculinity or Main Task femininity is just a role (like an actor) that has been played
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