AuulLnCL 1PLC8?

A81 1
As you conLlnue your research lnLo who
plays compuLer games and whaL Lhey llke
eLc lL ls vlLally lmporLanL LhaL you begln Lo
undersLand Lhe complexlLy and confuslon
abouL Lhe 'audlence'
As you conLlnue your research lnLo who
plays compuLer games and whaL Lhey llke
eLc lL ls vlLally lmporLanL LhaL you begln Lo
undersLand Lhe complexlLy and confuslon
abouL Lhe 'audlence'
1oday our ob[ecLlves are Lo learn Lhree
audlence Lheorles and be able Lo
lndependenLly apply Lhese Lheorles Lo
examples of vldeo games
1oday our ob[ecLlves are Lo learn Lhree
audlence Lheorles and be able Lo
lndependenLly apply Lhese Lheorles Lo
examples of vldeo games
1hese |mages of k|ds p|ay|ng v|deo games were
created by kobb|e Cooper a 8r|t|sh photographer
Cooper who grew up ln 8rlLaln and kenya and played a
loL of vldeo games as a chlld says he Lrles Lo capLure
people lnLeracLlng wlLh worlds LhaL aren'L real" ln hls
lasL ma[or pro[ecL whlch was publlshed ln Lhe
magazlne ln 2007 he phoLographed parLlclpanLs ln
lnLerneLbased games wlLh Lhelr vlrLualworld avaLars
Cooper ls parLlcularly sLruck by Lhe lnLenslLy of
people's experlences whlle lnLeracLlng wlLh dlglLal
realms urew Pugh shown above sLares so lnLenLly aL
Lhe screen LhaL he doesn'L bllnk and hls eyes qulckly
flll wlLh Lears accordlng Lo hls moLher Cooper says
lL's fasclnaLlng LhaL a world LhaL's purely vlsual can
have a physlcal effecL"
1hese |mages of k|ds p|ay|ng v|deo games were
created by kobb|e Cooper a 8r|t|sh photographer
Cooper who grew up ln 8rlLaln and kenya and played a
loL of vldeo games as a chlld says he Lrles Lo capLure
people lnLeracLlng wlLh worlds LhaL aren'L real" ln hls
lasL ma[or pro[ecL whlch was publlshed ln Lhe
magazlne ln 2007 he phoLographed parLlclpanLs ln
lnLerneLbased games wlLh Lhelr vlrLualworld avaLars
Cooper ls parLlcularly sLruck by Lhe lnLenslLy of
people's experlences whlle lnLeracLlng wlLh dlglLal
realms urew Pugh shown above sLares so lnLenLly aL
Lhe screen LhaL he doesn'L bllnk and hls eyes qulckly
flll wlLh Lears accordlng Lo hls moLher Cooper says
lL's fasclnaLlng LhaL a world LhaL's purely vlsual can
have a physlcal effecL"
1 1he nypoderm|c Need|e Mode|
uaLlng from Lhe 1920s Lhls Lheory was Lhe flrsL
aLLempL Lo explaln how mass audlences mlghL reacL Lo
mass medla lL ls a crude model (see plcLure!) and
suggesLs LhaL audlences passlvely recelve Lhe
lnformaLlon LransmlLLed vla a medla LexL wlLhouL any
aLLempL on Lhelr parL Lo process or challenge Lhe daLa
uonL forgeL LhaL Lhls Lheory was developed ln an age
when Lhe mass medla were sLlll falrly new radlo and
clnema were less Lhan Lwo decades old CovernmenLs
had [usL dlscovered Lhe power of adverLlslng Lo
communlcaLe a message and produced propaganda Lo
Lry and sway populaces Lo Lhelr way of Lhlnklng
8as|ca||y the nypoderm|c Need|e Mode| suggests that
the |nformat|on from a text passes |nto the mass
consc|ousness of the aud|ence unmed|ated |e the
exper|ence |nte|||gence and op|n|on of an |nd|v|dua|
are not re|evant to the recept|on of the text 1h|s
theory suggests that as an aud|ence we are
man|pu|ated by the creators of med|a texts and that
our behav|our and th|nk|ng m|ght be eas||y changed
by med|amakers It assumes that the aud|ence are
pass|ve and heterogeneous (react the sam eway)
1h|s theory |s st||| used by parent and pressure
groups and |s used to exp|a|n why certa|n groups |n
soc|ety shou|d not be exposed to certa|n med|a texts
(com|cs |n the 19S0s rap mus|c |n the 2000s) for fear
that they w||| watch or read sexua| or v|o|ent
behav|our and w||| then act them out themse|ves
8as|ca||y the nypoderm|c Need|e Mode| suggests that
the |nformat|on from a text passes |nto the mass
consc|ousness of the aud|ence unmed|ated |e the
exper|ence |nte|||gence and op|n|on of an |nd|v|dua|
are not re|evant to the recept|on of the text 1h|s
theory suggests that as an aud|ence we are
man|pu|ated by the creators of med|a texts and that
our behav|our and th|nk|ng m|ght be eas||y changed
by med|amakers It assumes that the aud|ence are
pass|ve and heterogeneous (react the sam eway)
1h|s theory |s st||| used by parent and pressure
groups and |s used to exp|a|n why certa|n groups |n
soc|ety shou|d not be exposed to certa|n med|a texts
(com|cs |n the 19S0s rap mus|c |n the 2000s) for fear
that they w||| watch or read sexua| or v|o|ent
behav|our and w||| then act them out themse|ves
2 1woStep I|ow
1he Pypodermlc model qulckly proved Loo clumsy for medla researchers
seeklng Lo more preclsely explaln Lhe relaLlonshlp beLween audlence and LexL
As Lhe mass medla became an essenLlal parL of llfe ln socleLles around Lhe
world and dld nC1 reduce populaLlons Lo a mass of unLhlnklng drones a more
sophlsLlcaLed explanaLlon was soughL aul Lazarsfeld 8ernard 8erelson and
Pazel CaudeL analysed Lhe voLers declslonmaklng processes durlng a 1940
presldenLlal elecLlon campalgn and publlshed Lhelr resulLs ln a paper called
1he eoples Cholce 1helr flndlngs suggesLed LhaL Lhe lnformaLlon does noL
flow dlrecLly from Lhe LexL lnLo Lhe mlnds of lLs audlence unmedlaLed buL ls
fllLered Lhrough oplnlon leaders who Lhen communlcaLe lL Lo Lhelr less
acLlve assoclaLes over whom Lhey have lnfluence 1he audlence Lhen medlaLe
Lhe lnformaLlon recelved dlrecLly from Lhe medla wlLh Lhe ldeas and LhoughLs
expressed by Lhe oplnlon leaders Lhus belng lnfluenced noL by a dlrecL
process buL by a Lwo sLep flow 1hls dlmlnlshed Lhe power of Lhe medla ln Lhe
eyes of researchers and caused Lhem Lo conclude LhaL soclal facLors were also
lmporLanL ln Lhe way ln whlch audlences lnLerpreLed LexLs 1hls ls someLlmes
referred Lo as Lhe ||m|ted effects parad|gm
1he Pypodermlc model qulckly proved Loo clumsy for medla researchers
seeklng Lo more preclsely explaln Lhe relaLlonshlp beLween audlence and LexL
As Lhe mass medla became an essenLlal parL of llfe ln socleLles around Lhe
world and dld nC1 reduce populaLlons Lo a mass of unLhlnklng drones a more
sophlsLlcaLed explanaLlon was soughL aul Lazarsfeld 8ernard 8erelson and
Pazel CaudeL analysed Lhe voLers declslonmaklng processes durlng a 1940
presldenLlal elecLlon campalgn and publlshed Lhelr resulLs ln a paper called
1he eoples Cholce 1helr flndlngs suggesLed LhaL Lhe lnformaLlon does noL
flow dlrecLly from Lhe LexL lnLo Lhe mlnds of lLs audlence unmedlaLed buL ls
fllLered Lhrough oplnlon leaders who Lhen communlcaLe lL Lo Lhelr less
acLlve assoclaLes over whom Lhey have lnfluence 1he audlence Lhen medlaLe
Lhe lnformaLlon recelved dlrecLly from Lhe medla wlLh Lhe ldeas and LhoughLs
expressed by Lhe oplnlon leaders Lhus belng lnfluenced noL by a dlrecL
process buL by a Lwo sLep flow 1hls dlmlnlshed Lhe power of Lhe medla ln Lhe
eyes of researchers and caused Lhem Lo conclude LhaL soclal facLors were also
lmporLanL ln Lhe way ln whlch audlences lnLerpreLed LexLs 1hls ls someLlmes
referred Lo as Lhe ||m|ted effects parad|gm
Uses Grat|f|cat|ons Uses Grat|f|cat|ons
uurlng Lhe 1960s as Lhe flrsL generaLlon Lo grow
up wlLh Lelevlslon became grown ups lL became
lncreaslngly apparenL Lo medla LheorlsLs LhaL
audlences made cholces abouL whaL Lhey dld
when consumlng LexLs lar from belng a passlve
mass audlences were made up of lndlvlduals
who acLlvely consumed LexLs for dlfferenL reasons
and ln dlfferenL ways ln 1948 Lasswell suggesLed
LhaL medla LexLs had Lhe followlng funcLlons for
lndlvlduals and socleLy
uurlng Lhe 1960s as Lhe flrsL generaLlon Lo grow
up wlLh Lelevlslon became grown ups lL became
lncreaslngly apparenL Lo medla LheorlsLs LhaL
audlences made cholces abouL whaL Lhey dld
when consumlng LexLs lar from belng a passlve
mass audlences were made up of lndlvlduals
who acLlvely consumed LexLs for dlfferenL reasons
and ln dlfferenL ways ln 1948 Lasswell suggesLed
LhaL medla LexLs had Lhe followlng funcLlons for
lndlvlduals and socleLy
8esearchers 8lulmer and kaLz expanded Lhls Lheory and
publlshed Lhelr own ln 1974 sLaLlng LhaL lndlvlduals mlghL
choose and use a LexL for Lhe followlng purposes (le uses and
graLlflcaLlons)
|vers|on escape from everyday problems and rouLlne
9ersona| ke|at|onsh|ps uslng Lhe medla for emoLlonal and
oLher lnLeracLlon eg) subsLlLuLlng soap operas for famlly llfe
9ersona| Ident|ty flndlng yourself reflecLed ln LexLs
learnlng behavlour and values from LexLs
Surve|||ance lnformaLlon whlch could be useful for llvlng
eg) weaLher reporLs flnanclal news hollday bargalns
Slnce Lhen Lhe llsL of uses and CraLlflcaLlons has been
exLended parLlcularly as new medla forms have come along
(eg vldeo games Lhe lnLerneL)
8esearchers 8lulmer and kaLz expanded Lhls Lheory and
publlshed Lhelr own ln 1974 sLaLlng LhaL lndlvlduals mlghL
choose and use a LexL for Lhe followlng purposes (le uses and
graLlflcaLlons)
|vers|on escape from everyday problems and rouLlne
9ersona| ke|at|onsh|ps uslng Lhe medla for emoLlonal and
oLher lnLeracLlon eg) subsLlLuLlng soap operas for famlly llfe
9ersona| Ident|ty flndlng yourself reflecLed ln LexLs
learnlng behavlour and values from LexLs
Surve|||ance lnformaLlon whlch could be useful for llvlng
eg) weaLher reporLs flnanclal news hollday bargalns
Slnce Lhen Lhe llsL of uses and CraLlflcaLlons has been
exLended parLlcularly as new medla forms have come along
(eg vldeo games Lhe lnLerneL)
kecept|on 1heory
LxLendlng Lhe concepL of an acLlve audlence sLlll furLher ln Lhe 1980s
and 1990s a loL of work was done on Lhe way lndlvlduals recelved and
lnLerpreLed a LexL and how Lhelr lndlvldual clrcumsLances (gender
class age eLhnlclLy) affecLed Lhelr readlng 1hls work was based on
SLuarL Palls encodlng/decodlng model of Lhe relaLlonshlp beLween
LexL and audlence Lhe LexL ls encoded by Lhe producer and decoded
by Lhe reader and Lhere may be ma[or dlfferences beLween Lwo
dlfferenL readlngs of Lhe same code Powever by uslng recognlsed
codes and convenLlons and by drawlng upon audlence expecLaLlons
relaLlng Lo aspecLs such as genre and use of sLars Lhe producers can
poslLlon Lhe audlence and Lhus creaLe a cerLaln amounL of agreemenL
on whaL Lhe code means 1hls ls known as a preferred readlng
LxLendlng Lhe concepL of an acLlve audlence sLlll furLher ln Lhe 1980s
and 1990s a loL of work was done on Lhe way lndlvlduals recelved and
lnLerpreLed a LexL and how Lhelr lndlvldual clrcumsLances (gender
class age eLhnlclLy) affecLed Lhelr readlng 1hls work was based on
SLuarL Palls encodlng/decodlng model of Lhe relaLlonshlp beLween
LexL and audlence Lhe LexL ls encoded by Lhe producer and decoded
by Lhe reader and Lhere may be ma[or dlfferences beLween Lwo
dlfferenL readlngs of Lhe same code Powever by uslng recognlsed
codes and convenLlons and by drawlng upon audlence expecLaLlons
relaLlng Lo aspecLs such as genre and use of sLars Lhe producers can
poslLlon Lhe audlence and Lhus creaLe a cerLaln amounL of agreemenL
on whaL Lhe code means 1hls ls known as a preferred readlng
1 WhaL are Lhe 4 uses and
graLlflcaLlons?
1 WhaL are Lhe 4 uses and
graLlflcaLlons?
|vers|on
9ersona| ke|at|onsh|ps
9ersona| Ident|ty
Surve|||ance
"&
2 WhaL lmage besL descrlbes Lhe
hyperdermlc needle model?
2 WhaL lmage besL descrlbes Lhe
hyperdermlc needle model?
"&
3 Why ls Lhls model Loo 'clumsy'? 3 Why ls Lhls model Loo 'clumsy'?
"&
4 Whlch phoLographer Look Lhls
lmage?
4 Whlch phoLographer Look Lhls
lmage?
Robbie Cooper Robbie Cooper
% S%! FL
Whlch Lheory suggesLs LhaL Lhe lnformaLlon
does noL flow dlrecLly from a LexL lnLo Lhe mlnds
of lLs audlence buL ls fllLered Lhrough oplnlon
leaders
Whlch Lheory suggesLs LhaL Lhe lnformaLlon
does noL flow dlrecLly from a LexL lnLo Lhe mlnds
of lLs audlence buL ls fllLered Lhrough oplnlon
leaders
"&
Homework 9o con9inue linking
audience 9eory 9o a game of your
coice
8ecap markeLlng an adverLlslng key words
Lxplore Lhe ad campalgn for LlLLle 8lg laneL
CreaLe your own research lnLo a campalgn of
your cholce
8ecap markeLlng an adverLlslng key words
Lxplore Lhe ad campalgn for LlLLle 8lg laneL
CreaLe your own research lnLo a campalgn of
your cholce
esson Objective.