Learning Intentions
1.
To be able to apply Uses and Gratifications theory to
suggest reasons people watch sitcoms.
2.
To be able to explain how to title sequences give the
audience clues about the sitcom.
3.
To be able to link title sequences to the
representation of social groups.
Reviewing previous learning
• From last lesson, what can you tell me about mise-en-scene?
• What is high key lighting and what quality does it give a show?
• What is the fourth wall? What relationship does the audience
have in the fourth wall set up?
Building on previous learning
• In today’s lesson, we will reconsider why people watch sitcoms.
• We will also be looking at a number of title sequences and we
will be explaining how those sequences creates and impression
of the show and represents social groups.
Write the statement in your book. Rate yourself between 1 to 10
on how you feel in relation to this statement.
I feel confident explaining why people watch
sitcoms and can link my explanation to uses
and gratifications?
1
Not
confident
10
Very
confident
Why do people watch sit-coms?
• With a partner/the people around you, think
of as many reasons as you can why people
watch sitcoms.
• You have 2 mins – you might do this as a
spider diagram or a list.
• Who were Blulmer and Katz?
• What theory did they put forward for why people engage with the media?
Blumler and Katz would have though
the hypodermic needle model of
media communication was rubbish.
The hypodermic needle model
suggested that the media sends
messages to the audience and that we
all accept them.
Blumler and Katz, in their Uses and
Gratifications theory said that
people choose to engage with the
media for different reasons and
satisfied their individual needs. They
would have said the hypodermic
needle model assumed we were all the
same…which we aren’t.
To be able to apply Uses and Gratifications theory to suggest reasons people watch
sitcoms.
1
A - Information
• Developing empathy
• identifying with others and gaining a sense
of belonging
• finding something to talk about
• having a substitute for real-life friends
B - Entertainment
C - Personal Identity
D - Integration and Social
Interaction
2
Match the uses with the
gratifications.
In pairs – 2 minutes – be
prepared to feedback!
• finding reinforcement for
personal values
• finding models of
behaviour
Uses and
• identifying with valued
Gratifications
other (in the media)
• gaining insight into one's
self
3
• escaping, or being
diverted, from problems
• relaxing
• filling time
• emotional release
• sexual arousal
4
• finding out about relevant events and conditions in
immediate surroundings, society and the world
• seeking advice
• general interest
• learning
• Security through knowledge
To be able to apply Uses and Gratifications theory to suggest reasons people watch
sitcoms.
Information
• finding out about relevant events and conditions in
immediate surroundings, society and the world
• seeking advice
• general interest
• learning
• Security through knowledge
Entertainment
Personal Identity
• finding reinforcement for
personal values
• finding models of
behaviour
• identifying with valued
other (in the media)
• gaining insight into one's
self
Uses and
Gratifications
• escaping, or being
diverted, from problems
• relaxing
• filling time
• emotional release
• sexual arousal
Integration and Social Interaction
• Developing empathy
• identifying with others and gaining a sense
of belonging
• finding something to talk about
• having a substitute for real-life friends
Why would the consumer “use” this media – how many
of the “gratifications” does it offer?
1. Information
3. Social integration
2. Personal identity
4. Entertainment.
Look back to the spider diagram/ list you made at the
beginning of the lesson – do any of the reasons link to
uses and gratifications theory?
Which reasons?
Why?
Mini-plenary
I feel confident explaining why people watch
sitcoms and can link my explanation to uses
and gratifications?
1
Not
confident
10
Very
confident
Learning Intention
To be able to apply Uses and Gratifications theory to
suggest reasons people watch sitcoms.
2. To be able to explain how
to title sequences give the
audience clues about the
sitcom.
• We are going to look at the Friends opening
sequence.
• As we watch it for the first and second time,
be prepared to think about and feedback the
following:
• What does the mise-en-scene (the things in the scene)
tell us about the SITUATION of the comedy. What
impressions does it give us?
• You must use examples from the clip – avoid
generalisations. Choose 3 examples…
• Focussing on the mise-en-scene, what does the opening title
sequence to friends tell us about what the show will be
about/ the SITUATION of the show?
Be specific with examples…
Quick recap – this is an
ESTABLISHING SHOT. What does
an establishing shot do?
• We are going to watch the clip again. This time I would like
you to think about the sound that is used.
• But wait…what key media language do you need to know in
order to analyse the sound?
Diegetic sound : sound that exists and that the characters
could hear
Non-diegetic sound : sound that only the audience hears
Synchronous sound: sound that matches what you see on
screen
Asynchronous sound: sound that doesn’t match
Think about the sound in this opening. How does
the sound (and the lyrics especially) create a set of
expectations for the audience?
Stick a pony in me pocket,
I'll fetch the suitcase from
the van,
Cause if you want the best
'uns
And you don't ask
questions
Then brother I'm your
man
Where it all comes from
Is a mystery
It's like the changing of
the seasons
And the tides of the sea
But heres the one thats
driving me berserk
Why do only fools and
horses work
15-minute AFL activity
• Find out how much you have learnt.
• Choose either the Friends opening sequence or the Only
Fools and Horses opening sequence.
1. (10 mins) How does the opening sequence for your
chosen sitcom create clues about the situation of the
show? Consider mise-en-scene and sound in your answer.
2. (5 mins) How does the sitcom gratify the user (i.e.
entertainment, information, social integration, personal
identity)? …..gratifies the user by offering them….. For
example, in the show…
Stretch activity
• Imagine you have just been
commissioned to create your
own new sitcom.
• What would your opening
sequence be like? Think
particuarly of mise en scene and
sound.
• Describe/draw, shot-by-shot,
your opening sequence and
explain your choices.
3. To be able to link title
sequences to the
representation of social
groups.
Key information
REPRESENTATION – how people are made to look
SOCIAL GROUPS – different “types” of people; e.g.
“chavs” different races, different ages
Look again at the clip from The Inbetweeners.
Which social groups are being represented and
how are they being made to look.
Think about the mise-en-scene (the way they
walk, look, where they are etc) and the way
they sound?
Key information
REPRESENTATION – how people are made to look
SOCIAL GROUPS – different “types” of people; e.g.
“chavs” different races, different ages
Look again at the clip from The Inbetweeners.
Which social groups are being represented and
how are they being made to look.
Think about the mise-en-scene (the way they
walk, look, where they are etc) and the way
they sound?
Have we succeeded in meeting
our Learning Intentions?
1.
To be able to apply Uses and Gratifications
theory to suggest reasons people watch
sitcoms.
2.
To be able to explain how to title
sequences give the audience clues about
the sitcom.
3.
To be able to link title sequences to the
representation of social groups.