Exam question

Describe how you developed your post production skills for media production and evaluate how these skills informed your creative media practice. Refer to a range of examples in your answer to show how these skills were developed over time.

Throughout the two years of the course I have developed my post production skills and these skills informed my creative media practice.

The two briefs I was given were at AS to create a 2 minute opening horror film sequence including titles, and at A2 I was to create a music promo package which included a music video, digipak and advert for the song ‘Shadows’ by Warpaint.

I will answer this question by first discussing post production at AS and then go on to discussing how I had developed at A2.

During the post production stages at AS I used IMovie, which was easy to use and enabled me to add various effects to the sequence. However I don’t think that this enabled me to be creative as much due to the small choice of effects that are provided, however the ones that I did use were effective and easy to use. At AS I also used photoshop to create my logo, which enabled me to be very precise and specific when I edited it, however photoshop wasn’t something that I was familiar with so it took me a while to get to grip with the tools that were available for me to use.  Photoshop allowed me to be creative because it allowed me to do anything I wanted to my logo and although I struggled with this at first I eventually got my desired logo. Using photoshop I was also able to use a large variety of different effects for my logo which allowed me to be creative as I could use many layers and fonts, which made me logo look unique. During post production at AS I also used blogger which is web 2.0, this allowed me to post things and get comments back from other users. This developed my post production skills for media as I began using blogger as I had never used it previously, and it allowed me to get feedback and comments from other uses on the work which I was doing. I also used an EMac, which I thought was very slow to use and not up-to-date. The EMac enabled me to be creative as there were many tools on there which I could use, and this developed my skills as it was something which I had never used before.

During the post production stage at A2 I moved on to using final cut rather than IMovie, and I found that final cut had a larger variety of effects which I could use and which were very effective for my music video. This enabled me to be more creative than I was at AS and it meant that I could now use both IMovie and final cut. Final cut also enabled me to use non linear editing and edit my music video in whichever order I liked, which meant that if there was a scene in the middle which I didn’t like then I could change it to something more preferable or use a better clip. This informed my creativity as It enabled me to experiment and try out clips which I hadn’t thought of using before, which turned out to be better than the ones that I had planned on using. Also, final cut enabled me to use the green screen, something which I was unable to do at AS on IMovie, and once I learned how to use it I realised that I could now do a wider range of things when editing my clips, which again allowed me to be more creative as I could choose more creative backgrounds than I would have previously been able to.  During A2 I also used web 2.0 technology again and put my music video on facebook, this allowed me to gain feedback from many people and it was something which I had never tried before. Some of the people which commented gave me ideas on how to improve, which I then took into account which gave me better ideas which therefor allowed me to have more creative ideas that I had previously never thought of, this was something which I didn’t do at AS which I feel would have helped me. I again used photoshop at A2 but this time I was more experienced due to the experience I had with it at AS, this time I was able to create more things on it such as a digipak and advert, and I was able to use images instead of just words. When using it the second time around I used a large amount of layerd compared to just using 2 at AS and this was something which made it look more effective.

Exam question 2

Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time.

My production work was well informed by research into real media texts and throughout the two years on the course my ability to use such research has developed considerably.

The two briefs I was given were at AS to create a 2 minute horror opening film sequence, and at A2 to create a music video promo package which included a music video, digipak and advert, and the genre I chose for A2 was the indie genre.

I will answer this question by discussing pre production, production and post production at both AS and A2

During the pre production stages at AS I done a nine screen analysis of the Texas chainsaw massacre, this influenced me to use shots of the crime and also to use different effects of the opening sequence. I also done a timeline of the Peeping Tom opening credits, and from doing this I could see that the opening credits were quite long, and I also discovered that the director was named last at 4.27 minutes in. This encouraged me to make my opening credits longer and to put the director last. I was also influenced by se7en, and from watching this film I was influenced by the way that the murdered wasn’t really revealed fully and just evidence was there, so this influenced my opening credits.

During the pre production stage at A2 I analysed a range of music videos from the indie genre, which included videos from Warpaint, Yeasayer and Vampire Weekend. These videos had no clear narrative or the narrative was complex which was something I thought I could bring into my music video. I also analysed adverts and digipaks, and took influence from the way that they were laid out, with clear writing indicating who the artist was and the album name, and the images also matched the genre, so therefore I matched the images on my own digipak and advert as closely to the genre as I could. I also done a nine screen analysis of a music video by Yuck, and from this I discovered that they held up signs with some of the lyrics on, I decided to do this in a similar way for my music video by writing the words on pieces of paper, as I thought it worked very effectively in the Yuck video.

During the production stage at AS due to the influence of other horrors I had seen such as se7en, I decided to film using unrevealing camera angles, such as the over the shoulder shot of the knife and of the killer looking through the book of images, and this allowed me to create suspense. During the production stages I also used very low key lighting, because all of the horrors that I had watched were very dark and dreary, so I decided to use this in my opening sequence. I also used images of children as this was something I had seen often in horror films and I found it very creepy, so to stick with the conventions and create more suspense, I took this influence from other horrors I had seen.

At A2 I was influenced by videos such as Vampire Weekend, and used images of the band playing, I also done audience research and found that this was something that they expected to see within the video. I was also influenced by Warpaints video of Stars and seen that their video was quite dark, and as my chosen song was called ‘shadows’ I decided that it would be good to be influenced by this and use some dark shots, therefore I done some shots outside by a fire, which I found did work very well. To add to this during the production stage I was also influenced by the mise en scene used in music videos such as Warpaints video and Yucks, so I decided on costumes that fitted with the genre and ones which were similar to those I had seen in music videos I had studied.

Finally at AS in the pre production stages I was influenced by the times in which the opening credits appeared, so decided to space out the timing of the opening credits and also decided to put the directors name last.

Exam Question

Describe how you developed your skills in the use of digital technology for media production and evaluate how these contributed to your creative decision-making. Refer to a range of examples in your answer to show how these skills developed over time.

Over the past two years I have used a wide variety of digital technology, which I have used for media production. At AS I created a 2-minute opening film sequence including titles, and at A2 I created a music promo package which included a music video, digipak and advert. I will discuss how I have used digital technology in the past two years during pre production, production and post production.

During the pre production stage at AS I used digital technology which included IMovie, which I used to edit our opening film sequence. Whilst using IMovie I used different effects and transitions, which were simple and easy to use. I also used an EMac throughout the pre production stage of my opening film sequence, which again was easy to use but was also slow. As well as this during the pre production stage at AS I also used Web 2.0 technologies, one of which was blogger. I used this to post the different stages of pre production, such as the planning and research.

I then moved on at A2 during the pre production stages, where I changed from using IMovie to final cut, which allowed me to edit my music video more accurately than I could my previous project, and it also allowed me to use more complex and sophisticated effects and transitions. Whilst I was using final cut I also used the razor tool, and it also allowed me to edit my music video in a non linear fashion. I again used blogger at A2, but this time I learned how to change the themes and layout of my page, and I also posted a lot more posts than I did on my previous project. During my second year I used an IMac, something which was a lot faster and better to use, which also meant that clips would render faster on final cut.

During the production stage at AS I used a Sony digital handicam, something which was easy to use, and small and compact. I also used a still camera to take images during the production stages. I also used an EMac, which we transferred our video to, ready to be edited.

At A2 I then moved on to using a tricaster in the studio, something that was a lot harder to use than a normal handheld camera, but was more flexible and it allowed me to film from different angles. I also used a green screen for my A2 music video, something which allowed us to change the background, although the first time we used this it didn’t go as planned as there were green lines around the main actress, but the second time around it was more effective and it worked well. To film my outside scenes I used a Nikon D80, which was still easy to use, but still worked well for the scenes I needed it for.

Finally, during the pre production stage at AS I again used IMovie, to edit the opening film sequence, which was very easy to use but it had a limited number of transitions and effects that I could use, although these were the effects that I intended on using. For instance I used the cartoon effect near the beginning of the sequence. To create the logo I used photoshop, which enabled me to create a simple logo that was effective. As well as this I used garageband to create the sound effects which was really easy to use and again it enabled me to crate something effective.

Finally at A2 I moved on to using final cut to edit my music video which enabled me to use more effects and edit in a non linear fashion.

Sket Poster

In the image the background is black, with a pink/red image of angry girls who look like they're attacking someone or something. The word sket is written in capital letters in white, which stands out, in a bold font which is distorted. At the top there is a comment which says "raw, gritty and insanely powerful", and another comment which says "gripping, hard hitting, intense, electrifying... A must see", Both of these comments are in dark pink and white and are in capital letters, the same font is used as the title.

The image suggests that the characters in the film are violent and angry, the dark pink suggests that they are female but not feminine. The one holding the pole at the front of the image suggests that she possibly has more anger and issues, it also suggests that she is the leader of the other people in the image and that she is the most violent. The girl to the right also looks very angry and violent and her facial expression shows this, she looks as though she is kicking someone and it looks as though she is getting her anger out. The girl to the left doesn't particularly look violent or angry, but more as though she is simply joining in. The girl to the far left looks more as though she is just part of it more than anything else, because she is in the background we cant really see her facial expression as clearly, but we can see that she is part of what is going on.

The setting is dark, and the background is plain black so we can't really see where they are, but it suggests that they are at some sort of underground place or some dark place, the background not only suggests that as a setting but also that they are in a dark place in their lives. It suggests that the setting is urban, but not a particular place.

The colour pink on the image suggests that the story is about females rather than males, but because the colour of the pink is dark and almost blood like, this suggests violence. The way the girls are positioned suggests that they are getting some sort of revenge, particularly the girl holding the pole. It also suggests that something has gone wrong in their lives and that if we watch the film we will find out what it is, and it also shows us that it is a story involving mainly youths.

It suggests these things because of the colours used, the images of the girls and the way they are positioned, as well as the facial expressions used and what they are doing in the image, and the quotes and the title also helps it suggest these things.

The poster image does not fit with the way girls tend to be shown in the film posters, magazines or on TV, because on this image the girls are shown to be angry and violent, and more masculine, whereas on TV and magazines they are shown as feminine, and they also wear more revealing outfits. They aren't shown to be violent usually on TV and magazines, whereas these girls are. Girls on TV also look a lot more glamorous rather than wearing hoodies and tracksuits.

Law and public disorder article

http://www.dailymail.co.uk/home/moslive/article-2108745/Law-public-disorder-Inside-secret-bunker-Mets-men-work-rioters-control.html

List (bullets) the methods the police can now use to deal with public disorder.

• Water Cannons
• Rubber Bullets
• 'Potentially' The use of Firearms
  

Answer the following using supporting evidence:

- What are the reasons given for the police using such methods?

- What are the arguments against this?

- Is the report biased or unbiased?

- What are the key messages and values given by the report?

- Do you think the article would start and social or moral panics?

Look at the images:

1. - Do the images of the rioters refer to any particular social group?

2. - Is this a fair representation of the content of the article?

3. What impressions do you get of the police from the images selected?

4. As a young person in British society, how do you feel about this article?

5. - If you were a reporter, would you do anything differently? Explain.

6. - Who do you think is the target audience for this article?

7. - Is it a fair representation of the social groups discussed?

Plan B Youth Representations

Plan B didn't agree with the rioters, but he thinks that by going out and looting he thinks that they have played into the hands of the media and done what they've expected of them. He is trying to get under the skin of politicians an teenagers, and he thinks that it is up to the individual to change.

Plan B also said that more middle class people look down upon them just because they dont have an education and because of what they are like; i agree that middle class people look down on them because of where they live and what they wear and such, which is wrong, but he also said that it is because they don't have an education; most of these people don't have an education because they choose not to and they choose it as their way of life, it is nobodys fault but their own if they don't have an education and they could get an education and make their way out of living and acting the way they do, however i can also see that the reason they do this is because the media says that this is what they do so they do it, and they play up to what the media says of them rather than trying to be different than what they tell them.

I also agree with what Plan B says about politics and the government and when he says its all smoke and mirrors, april fools - it means its fake and its a joke, and the fact that they never listen to what younger people have to say.

- Does the video fuel negative representations of youth collective identity? Or does the video and lyrics together attempt to challenge these negative views?
- Can you offer textual examples of how young people are represented in the video?
- Are there any instances in the video which show authority abusing their power?
- What was Plan B trying to challenge through his lyrics and video for iLL Manors?
- What does Plan B hope to achieve through his music and film?

Ill Manners Interview

Ill Manners Official Video

Riot Response & Identity

-How far were the responses of the rioters themselves given space in the media?

The responses of the rioters themselves weren't given a lot of space in the media, as interviewers were mainly interviewing police and people who had been affected by the riots or people in the community, it was also MP's and government that were interviewed, and older authoritative figures. They were given some space, but were made to look as though they were all uneducated people without jobs, and only the people who's interviews were shown were people that didn't have a reason to do it or didn't know why they were doing it.

-Given the general framing of young people as the key participants in the events, how much space was given to young peoples' voices - and what sorts of young people were given a space to respond in the media debates?

Not much space at all was given to young peoples voices although there was the odd interview with younger people but it mainly represented them in a negative light, the sorts of people picked to represent young people in the media and the ones that were given a voice were the ones that represented young people badly, such as the ones that had no jobs and went around causing trouble and the ones that were involved in the riots, there were no academic young people given a voice or young people that weren't involved in the riots

-To what extent did social media challenge or confirm representations of youth identity in the mass media during the time of the London Riots?
-Discuss the positive and negative.
-Use examples and theory to illustrate your argument.

London Riots Case Study Write Up

1) Overview of Contemporary Case Study

-What were the context of the riots?
-What were the reasons given as to why youths were involved in the riots?
-Were youths given a fair and unbiased representation in the press coverage of the riots?


2)Applying Theory

-How can the coverage of the London riots be understood in relation to the ideas of Stan Cohen?
-David Gauntlett stated that "identities are not 'given' but are constructed and negotiated"
-From the research which you have conducted into the coverage of the London riots to what extend is the representation of the collective identity of youths constructed by the press? Consider for and against the argument.

London Riots - The Sun Newspaper

The Sun - Riots

The images used in this article are of various buildings burning with images of youths carrying stolen goods and starting fires. There is also an image of a woman leaping from a burning building and images of trashed streets.

Some of the sensationalist language used includes; Escalating crisis/mindless thugs/hard-pressed officers/looting/violence/sickening/crisis deepened/trouble making rabble/orgy of violence and destruction/thugs.

This article constructs a representation of youths that they are violent, cruel and selfish, and that they are just out to destroy and they don't have any reason for it. It also insinuates that it is mainly youths.

I think the broadcast is violent because of the sensationalist language used against the youths and because of the images used, and there are no words about what youths have to say about any of it.

The youths aren't given a fair voice as there are no interviews or quotes from them, just images of the ones that are being violent, with nothing about the youths who are against it.

London Riots

In this clip there is a youth who is an actor being interviewed on question time as well as various youths from the audience.
The images used in the broadcast are just of youths in the audience at question time and of the panel, this suggests that youths aren't getting a chance to get their point across enough and it also suggests that they should get more of a say.
The broadcast is biased against the government and occasionally the police and it is for youths and for them to have a chance to speak.
The youths are given a fair voice in this video as it is question time for youths.

Young man & Boris Johnson

In this clip there is a young man having a go at Boris Johnson.
The images used in this broadcast are of a young man having a go at Boris Johnson and Boris Johnson doesn't really have anything to say back to him. This broadcast actually suggests that some youths are good and the government don't listen and it insinuates that it is the governments fault and that they are doing the wrong things about it and that they are the cause.
The broadcast is biased against the government and lets us see the point of view from a good articulate youth.
The youth in this clip is given a fair voice in the media although Boris Johnson didn't want to listen

London Riots

The reporters in this clip interview a group of about 4 youths.
The images in this broadcast are of youths wearing balaclavas and hoods, with tracksuit bottoms. This suggests that this is what youths are like around the country and it suggests that they are all the same. It also suggests that parents don't have any control over their children either.
This broadcast is more biased towards the youths as in this interview they have their say and the interviewer asks them general questions, although every now and then the reporter does ask them questions which insinuate that the interviewer is biased.
The youths in this interview are given a fair voice and they get all of their points across.

Newspaper Articles

"Positive way to beat gangs"
Daily Express 12th February 2012


http://www.express.co.uk/posts/view/301552


The language used in the headline of the article illustrates a new power give to authority, but written in a way to make the public come to the conclusion that it is a good thing through the use of the first word "positive". The word "beat" also implies that society is finally fighting back against, when if you read on this new power to beat them down in a positive way is through asking them to move from certain areas.

Has no images

The language used in this article is mainly against youth culture forming gangs with their peers and wanting authority to take control over youth culture through not being allowing to go to certain areas. The writer of this article is for this "injunction" through the way they have wrote this article.

Newspaper Articles

'Why did evil thugs kick and blind me?

Daily Mirror, February 8 2012

'http://www.mirror.co.uk/news/uk-news/why-did-evil-thugs-stamp-on-me-gang-677138

In the headline of this article sensationalist language is to used to describe the attackers as evil thugs. Although the public may not know these attackers this instantly makes them believe these people are evil, this being a moral panic. In the article the sub headline reads the attackers are called 'a suspected racist gang'. There is no evidence to support that this gang were racist but makes the public to believe that they are. We are also told that in the gang there we around seven or eight people,in their late teens and early 20's. And are told that there was only Daniel and his friend Kavan both aged 17 who were together when they were attacked. This would be shown as a good opportunity for the attackers as they had a greater advantage.

The image to support this article is an image of Daniel, aged 17 sat with his mother. In this image you can see his bruised face and that his eyes are closed and swollen.This shows the amount of damage that was caused in the attack and shows how serious it really was.

Both the images and language describe the youth culture as being evil and dangerous. As we can see from the image this is something which was caused by youths and it shows the damage what youths can cause to one another. The language that has been used shows that there was only one side to the story, making the attackers possibly sound worse than they are made out to be.

Newspaper Headlines

Daily Express Sunday 11th February 2012
'Teenager obsessed with Coronation Street killer battered woman to death'

http://www.express.co.uk/posts/view/301347/Teenager-obsessed-with-Coronation-Street-killer-battered-woman-to-death-Teenager-obsessed-with-Coronation-Street-killer-battered-woman-to-death-Teenager-obsessed-with-Coronation-Street-killer-battered-woman-to-death

This article is about a schoolboy who is obsessed with the Coronation Street killer John Stape is facing a life sentence, which he was found guilty of.
Some of the sensationalist words used were 'Teenager obsessed','in a chilling echo','emulate his hero','real life copycat killing','attacked his victim','police also found a montage of violent scenes on his computer' and 'the youth admitted killing'

The image that accompanies this article is of John Stape in Coronation Street holding his victim against a wall.

The language and image suggests that youths are easily lead into doing things like copycat crimes and that they are the more likely to do it. It also suggests that the teenager done it for no other reason than to copy off of John Stape, and it also insinuates that he had no other reason, which may not be true.

This could be related to Stanley Cohens theory of moral panic and deviance amplification, as the press have immediately linked the crime as being a copycat of Coronation Street, similar to how Clockwork Orange is linked to a lot of crimes.

Quadrophenia

Quadrophenia is about a boy named Jimmy who is a mod, he likes a girl named Steph and has a rocker friend called Kevin, the film shows Jimmy and his mod friends taking drugs and going to parties, as well as fighting. Eventually the mods and rockers go to Brighton for a stand off between the two sub-cultures, were Jimmy finally gets with Steph, but then gets arrested when walking past the fighting groups. He goes to court with Ace Face, Jimmys ultimate mod idol, when he erturns home after paying a fine, he finds that his friend has got with Steph after he got arrested, he gets kicked out of his home after his mam finds his drugs, he crashes his scooter and quits his job. He returns to Brighton where everything was fine and made sense to him, and where he thought he fitted in, only to find out that his idol 'Ace Face' is a hotel bell boy, so he then realises that everything he thought he wanted and he was, wasn't real and everything was different to what he thought it was and he wasn't living in reality.

Jimmy wanted to be part of a gang, as group identity was very important to him 'you have to be a somebody because if you're not you're a nobody'. He wanted to be different but he was the same as any other mod - he wanted to be alternative. He took it too seriously and wanted out of his dead end job and his life. Jimmys identity was almost compromised when his friend Kevin was beaten up. He is also stereotyped (scenes at home with his dad and at work)
'Got to be part of a gang, haven't you got a mind of your own'
There is a divide between youth and adults, and between middle class and working class (Jimmy being sick in the toilets at work) Reinforces the representation of youth and the binary oppositions in the film.

Steph had a lot of sexual freedom, and she was quite feminine compared to some of the more androgynous mods, and she had no loyalty. She also cares more about her job than Jimmy and she doesnt take her life too seriously.

Kevin was a rocker who was also friends with Jimmy, he wasn't too bothered about his identity and he left the army because he didnt like being told what to do. He gets beaten up by mods.

Eamples of mise-en-scene that reinforce the idea of youth culture are; Scooters, Parkas, Amphetamines, Pubs, Leather Jackets, Motorbikes, and house parties are common things within the film.

There is a sub cultural ideology within the film, and there is the odeology of living for the here and now. there is a dominant ideology of being in a gang, and the them and us ideology (mods v society) - binary oppositions (my generation - young v old)

Stan Cohens theory can be linked to Quadrophenia because he based his theory on mods and rockers and the media reporting conflicts between them, but this can be applied to any subculture labelled as deviant or dangerous by the media. Cohens study was primarily about the mods and rockers of the 60s and the treatment they recieves in the public eye. The main criticism was that they were seen as a threat to law and order largley through the way the mass media represented them in form of what Cohen calls the 'control culture'

A Clockwork Orange (1971)

Clockwork orange is a 1971 film adaption of the 1962 novel of the same name. The film features disturbing, violent images, facilitating its social commentary on psychiatry, youth gangs, and other social, political and economic subjects in a dystopian, future Britain.
The film is based around a boy named Alex, and him and his 'Droogs' go around doing extremely violent things such as rape, beating people up, fighting one of the other many youth gangs and stealing. Eventually Alex's Droogs betray him, and he ends up with a 14 year prison sentence for murder. Two years into the sentence Alex is offered a chance to be a volunteer for the ludovico technique, which he accepts. This technique involves drugging and strapping the subject to a chair, propping his eyelids open and forcing him to watch violent images. Alex is initially pleased with the violent images he sees until the drugs being to make him feel nauseated, his favorite composer Ludwig Van Beethoven is also being played and Alex realises that he will then feel nauseated when he hears this music. After two weeks of the treatment Alex is part of a demonstration to show that he is 'cured', and he is shown to be incapable of committing any crimes or fighting back. The question of the film is that there is no morality without choice, so is it right, or fair to do that to Alex? When Alex is released he fins that the police have took his possessions and his parents have rented out his old room. Alex, now homeless, encounters the man whom he beat up, and raped his wife. This man then attacks him using the beethoven music along with several other friends. Alex is then saved by two policemen who turn out to be two of his former Droogs, who drag him to the countryside to beat him and almost drown him. Alex wakes up to find himself being treated by Mr. Alexander and his manservant, Julian. Mr. Alexander does not remember Alex from the earlier attack but has read about his treatment in the newspapers, and sees Alex as a political weapon to usurp the government. As Mr. Alexander prepares to introduce Alex to fellow colleagues, he hears Alex singing "Singin' in the Rain" in the bath, and the memories of the earlier assault return. With his colleagues' help, Mr. Alexander drugs Alex and places him in a locked upstairs bedroom, playing Beethoven through the floor below. Alex, in excruciating pain, throws himself from the window and is knocked unconscious by the fall.Alex wakes up in a hospital, having dreamt about doctors messing around inside his head. While being given a series of psychological tests, Alex finds that he no longer has an aversion to violence. The Minister of the Interior arrives and apologizes to Alex, letting him know that Mr. Alexander has been "put away", and offers Alex an important government job. As a sign of goodwill, the Minister brings in a stereo system playing Beethoven's Ninth Symphony. Alex then realizes that instead of an adverse reaction to the music, he sees an image of himself having sex with a woman in front of an approving crowd. He then states, in a sarcastic and menacing voice-over, "I was cured, all right!"

Problems started when the press reported a spate of supposed copy-cat crimes. The first and most famous was the case involving a 16 year old boy beating a tramp to death.
Edward Laxton reported in the Daily Mirror, "The terrifying violence of the film A Clockwork Orange fascinated a quiet boy from a Grammar School...And it turned him into a brutal murderer". Laxton continues, "The boy viciously battered to death a harmless old tramp as he acted out in real life a scene straight from the movie A Clockwork Orange”
A clockwork orange began to be developed into an euphemism in the press for referring to teenage crime and social deviance.
The youth of the day saw A Clockwork Orange in a completely different light. Waht they saw was a representation of a life they had already lived. In working class urban areas the violence and the tribal identity of Alex and his Droogs was a reflection or football hooliganism, gang fighting and loyalty to your friends.

Moral panic was created by the press about the effect the film had on groups of teenagers and encouraging societal deviance and stories were reported in newspapers with headlines such as "'Clockwork Orange' gang found guilty of killing bar manager" and "Girls 'kicked gay man to death in attack like scene from A Clockwork Orange'".

Stan Cohens Ideas

Stanley Cohens study was primarily about the Mods and Rockers of the 60's and how they were viewed and treated in the public eye. The main criticism was that they were seen as a threat to law and order largely due to the way mass media represented them, which is what Cohen calls the 'control culture'. Largley this refers to the media sensationalising an event and then calling for a punishment to be set to persecute the offenders.
A moral panic occurs when condition, episode, person or people emerge to become defined as a threat to societal values and interests. 'Moral entrepreneurs' are those who start the moral panic when they feel a threat to prevailing social or cultural values, and people who supposedlu threaten the social order are known as 'folk devils'.
A deviant is someone who goes against social order, and to amplify this the mass media make this out to sound worse than it is, which is deviance amplification.

Presentation of Self

What is your identity?
How is this created?
Is individuality just an illusion?