Narrative and ideology AOS 1 – Unit 3

Narrative and ideology

Unit 3 – Area of study 1

In this area of study we focus on learning the following dot points:

• The relationship between narratives and audiences and how they frame the nature, form and development of discourses in society.
• How the construction, distribution, reception and consumption of narratives influence ideologies in society.
• The framing of the nature, form and structure of narratives by ideologies in society.
• Characteristics of audience from different time periods.
• Creative and institutional practices that represent ideas and the use of media codes and conventions.
• Social, cultural, ideological and institutional contexts relating to periods of time and locations of production.
• Purpose, genre, style, content, distribution, consumption and reception of media narratives.

By the end of this area of study you should be able to Explain, analyse and discuss these dot points.


Media codes:
Technical, written and symbolic tools used to construct or suggest meaning in media forms and products. Media
codes include the use of camera, acting, setting, mise en scene, editing, lighting, sound, special effects, typography,
colour, visual composition, text and graphics.

Media conventions:
Rules or generally accepted ways of constructing form and informing meaning in media products including story
principles, form and structure, generic structures, character and story arcs, cause and effect, point of view, the
structuring of time, elements of page layout, paper stock for print, titles and credits sequences, hyperlinking and
mounting and framing of images.


Neutral Ideology:
Those media products where the main purpose is to entertain rather than persuade the audience one way or another

Implicit Ideology:
Found in media products where the protagonist and antagonist represent conflicting ideologies.

Explicit Ideology:
Exists in media products that are made to persuade the audience to think a certain way.

Ideology: Gender – Femininity & Masculinity

What are gender roles?

Gender roles in society means how we’re expected to act, speak, dress, groom, and conduct ourselves based upon our assigned sex. For example, girls and women are generally expected to dress in typically feminine ways and be polite, accommodating, and nurturing. Men are generally expected to be strong, aggressive, and bold.

Every society, ethnic group, and culture has gender role expectations, but they can be very different from group to group. They can also change in the same society over time.




There have long been concerns about the way the media portrays gender, particularly with regard to gender roles and how the media portrays women.

Social and cultural theorists argue that the role and status of women in society has been continually evolving, yet this is not always accurately reflected in many media representations.
The media in general (and advertising in particular) has often been accused of perpetuating stereotypical gender roles. There is a general agreement that many media representations of women fall into two categories – women as defined by their relationship with the home, their family and males, or women as defined by their bodies and sexuality.

Men tend to be defined by their jobs, occupations, sports and hobbies, as independent or as authority figures. They are usually portrayed as active. On the other hand women tend to be defined by their relationships to men, they are portrayed as wife, girlfriend, lover, mother, daughter or carer. The women are usually seen as passive. The male domain is the outside world, and work, while the female domain is the home and the domestic.

The representation of a women as a ‘body’ defined by her sexuality is criticised on a number of levels for ignoring women’s intellect, abilities and achievements and reducing her to a bundle of physical attributes. This view of women has been criticised for creating an idealised notion of beauty that is unrealistic or not attainable.

An audience’s reading of gender and roles can be influenced by the use of technical codes and used to construct a representation. Point of view plays a large role in the way people read a text. Viewers tend to see women in media products from the male point of view. In a narrative, this occurs because the main character is usually male. The audience is being told the story through his eyes and it is through them that the audience assesses the other character.

Ref: Heinemann Media 3rd edition 2017


Demonstrate your understanding of the ideology gender.
In your response included an example of this ideology from one of your texts that you studied this year.
- 6 marks –

Gender is an ideology that is often represented in media texts. It is an ideology that most audiences can relate too. The ability to construct a female and a male character has significantly changed over the years. As social values change, so to do audience expectations and understanding of how they identify with femininity and masculinity. Producers of media texts and narratives are aware of this shift in representation and have constructed their characters accordingly.
An example of the change in ideology representing the modern female character is in the film text, The Intern (2015). Anne Hathaway is cast as the savvy CEO of her own successful fashion business. Her character is often referred too by the audience, as the women who can do it all. Raise a family, run a business and be a good mother to her daughter. However, the narrative in this text provides the audience with a shift in the story arc to reflect the social values of that time period. We see Anne’s character losing her motivation and realising that she can not do and have it all without a cost. This reflects the attitudes held by many women in American in 2015. Hence the ideology of the women being represented as these power agents of change but not quite as equal to that of their male counter parts.

Women's body types changed through history


The context in which a narrative is viewed can affect the way the audience understand, experience and respond to a film.

Audience expectation: Audience members’ respond to a film in terms of enjoyment or disappointment is often dependent on their expectations of it. If a text is marked as a romantic comedy, it will satisfy the audience if they find the narrative funny and touch their heart, however if the audience do not laugh then they walk out disappointed as their expectations were not met.

An example of this was in the trailer for the animation – Frozen. The trailer consisted of a comedic snowman and a cute reindeer. The trailer implied this narrative was going to be funny for children and parents alike. However, when people went to see the text the young boys walked out feeling disappointed because it was a text predominately made for young girls and the text was a musical. This was not highlighted in the trailer.

Audience shared experiences: Audiences sometimes respond to the text on a personal level because of who they are and the experiences they have had. Often the audience will identify strongly to a character or situation if they have experienced the situation themselves or can relate heavily to the plot unfolding in front of them. Sometimes audiences will see a text based on the notion of wanting the same experience to happen to them. This is classic ‘love story’ involvement.

Audience and viewing formats: Another factor affecting audience response is the medium through which the film is experienced. The physical experience of viewing may affect the way in which an audience member receives a film. For example if you view something on your phone this will differ significantly to experiencing something in the cinema. The sound quality is different and the viewing platform is different. Also if you watch a text in the classroom this may evoke notions of study, homework rather than you enjoying the same text on your friends couch in their living room.

No More Boy & Girls: Can kids go gender free?

Dr Javid Abdelmoneim sets out to find answers in a bold but simple experiment. In a Year 3 classroom, he aims to remove all differences in the way boys and girls are treated.

ABC TV Broadcast 9:30pm Tue 6 Feb 2018.

• Age 7. This age children gain fixed ideas of what their gender represents.
• Study conducted on a classroom of seven year old boy and girls.
• Female and Male brain are built physically the same.
• Tings that influence their change – Language applied to them, Environment, Media they read and watch, Family.
• Boys struggled when describing emotions except for anger.
• Girls under estimate their abilities and therefore have lower esteem.
• All the children had fixed ideas on what careers these genders had. For example the mechanics were male and the hair dressers were female.
• When the children were exposed to role models of the careers they were discussing of the opposite gender their mindset shifted dramatically.
• Boys are better at special awareness and this is due to the fact they have more exposure to these activities growing up. If girls had the same access to the special awareness games and activities they would achieve the same. This could be one reason we see more males in the engineering, science and mathematics fields.

Well written response: By Student

Explain how ideology can shape media narratives.
- 4 marks -

Media narratives connect societies values and influences through the process of combing a cause and effect relationship between the texts events and characters. Through the audiences engagement and response, media narratives can be understood as to how they were constructed by their creators. When an audience is able to connect with a narrative, they are able to indirectly identify the ideologies of society at that time, as they are being influenced. Films nowadays direct their attention to ideologies that appeal to current generations, they adapt their characters to reflect those featured in other media forms. Unlike old media narratives where current generations would be unlikely to engage in the same format, as they no longer grasp the same way of consuming and connecting as they would have 20 years ago for insistence. The creators of media narratives spend time researching the current ideologies and social beliefs of the society before distribution. This is so they get the ultimate level of audience connection.

Thelma & Louise 1991

Erin Brockovich 2000

Mona Lisa Smile 2003

Devil Wears Prada 2006

The Intern 2015

Well written response: By Student

In the opening of one your media texts, discuss the narrative possibilities that the audience would expect to unfold. In your response include a discussion of how a code and/or convention revealed the ideology of gender within the narrative possibility.
- 8 marks -

The opening provides the audience with a basis of things to come. Causes of subsequent events, significant motifs and important features of the initial plot are all laid out during this stage of a film. Narrative possibilities and expectations are set up in the opening of a film and throughout the narrative, allowing the director to reveal information and then expand upon it. Expectations need to be established so as the story unfolds and events occur, allowing the audience to accept and make sense of them.

Character motivation when used as a convention of the moving image is a good indicator of the narrative’s ideology. In modern texts, the protagonist is often motivated by the need to restore order and set the social values right, according to the society and its beliefs at the time the text was produced and distributed. The motivation will often reflect the dominant ideology of the time and society.

In the text, ‘Erin Brockovich’, a 2000 American biographical film, directed by Steven Soderbergh, the protagonist Erin, played by Julia Roberts explores the explicit ideology of gender and femininity, through her pure motivation to set the social values right. Although the dialogue of her character implies her defeated life and the costume reflects her sexual, tacky style in the opening of the narrative, her character motivation always manages remain the focal point of the narrative. This reoccurring theme allows the audience to be immersed in the ideology of femininity from the time period.

Well written response: By Student

Explain how ideology can be neutral, implicit or explicit?
- 4 marks -

Ideologies within society represent the way specific social beliefs and values are represented and received. Ideologies are the basis of all media products and can be represented in different forms through the use of various media code and conventions. A neutral ideology in a media product can be utilised to effectively entertain an audience rather than persuade them. Implicit ideologies however are found in products where the protagonist and antagonist represent conflicting ideologies. Explicit ideologies are intended to persuade the audience to think a certain way. These various forms of ideology are specifically selected by media creators to ensure engagement is retained throughout the media’s production.

Demonstrate your understanding of the ideology Gender: Written by Student

The ideology of gender in media can often be portrayed as stereotypical. The ideology of woman in the past has been represented as a typical housewife or identified for her sexuality. While men tend to be defined by their jobs and or sports, and often are seen as independent or the authority figure. This ideology has changed over the time as too have social values. An example of this is in the film text, 'Life as we know it'. The leading male character refuses to change a child's nappy, which is when the leading female character asks, "Why should i do it? because I'm a girl?" and the male agrees. This time period (2010) still represents woman as the only parent who can take on these duties, while over the years these social values have changed. Today we often see men as being represented as the stay at home father figure.

The male characters in Friends

The male characters in Modern Family

Male Characters In Movies Character Traits

Negative Character attributes:
Aggressive/violent: Performs acts of aggression, confrontation, or violence as a common practice.
Sociopathic: Has low regard for human life, property, humanity, and shows little emotion.
Dull-witted/stupid/easily led: Is distinguished by his poor decisions, immaturity, shortsightedness, or dependence on others
Scoundrel: Is primarily dishonest, steals, cheats, and looks out for himself first.
Is isolated: Does not have and/or friends and stays to himself throughout the film

Positive Character Attributes:
Values friendships: Displays loyalty and places importance on friendships and important relationships.
Chivalry: A strong character trait toward the defense of women/children.
Wise: Primary characteristic are thoughtfulness, displays and demonstrates strong ethics.
Has integrity: Believes in doing what is right, even at great personal risk.
Noteworthy intelligence: Is well versed, well read, highly educated, and places importance on intellection.

The Bechdel Test

The Bechdel Test, if you’re not familiar with it, is a benchmark for movies developed by Alison Bechdel in 1985. For a movie to pass The Bechdel Test, it must contain just one thing – a scene in which two or more named female characters have a conversation (that is, back and forth dialogue) about anything at all besides men. Anything, even if it’s something stereotypically feminine, like shopping or shoes. It could be about dog poo. It doesn’t matter.

Sounds simple, right? Then it might be kinda shocking to find out that out of 2,500 movies, only about half pass the test. And to be clear, passing doesn’t mean the movie’s good or bad. Failing the test doesn’t mean the movie’s evil or anti-woman, or that passing makes it some sort of strongly feminist movie. It’s just to get people thinking about gender and how it’s presented in film.

Friends 1994 - Pilot Episode Rachel Green's Character

Friends 2004 - Rachel Green goes back to work

Working 9 to 5 - Dolly Parton 1980

Most Girls - Hailee Steinfeld 2017

Sorry, Ladies: Study on Women in Film and Television Confirms The Worst

The Center for the Study of Women in Television and Film has released its report on 2014, titled “It’s a Man’s (Celluloid) World,” and the news isn’t good.
The study examines on-screen representations of female characters in the top 100 grossing films every year. In addition to revealing some pretty dismal numbers when it comes to women in film and television, such as chronic underrepresentation, the prevalence of gender stereotypes and behind-the-scenes opportunities, the study also reported on the lack of ethnic diversity among the same media.
Dr. Martha Lauzen, Executive Director for the Center of the Study of Women in Television and Film at San Diego State University, wrote the report.

“The chronic under-representation of girls and women reveals a kind of arrested development in the mainstream film industry,” Lauzen said in a statement. “Women are not a niche audience and they are no more ‘risky’ as filmmakers than men. It is unfortunate that these beliefs continue to limit the industry’s relevance in today’s marketplace.”

Here are the findings revealed in today’s release:
Findings in Demographics/Characteristics
-Only 12% of all clearly identifiable protagonists were female in 2014. This represents a decrease of 3 percentage points from 2013 and a decrease of 4 percentage points from 2002. In 2014, 75% of protagonists were male, and 13% were male/female ensembles. For the purposes of this study, protagonists are the characters from whose perspective the story is told.
-Females comprised 29% of major characters. This represents no change from 2013, but is an increase of two percentage points from 2002. For the purposes of this study, major characters tend to appear in more than one scene and are instrumental to the action of the story.

-Females accounted for 30% of all speaking characters (includes major and minor characters) in 2014, even with the figure from 2013, but up 2 percentage points from 2002.
-Female characters remain younger than their male counterparts. The majority of female characters were in their 20s (23%) and 30s (30%).

The majority of male characters were in their 30s (27%) and 40s (28%).
-Males 40 and over accounted for 53% of all male characters. Females 40 and over comprised 30% of all female characters.
-Whereas the percentage of female characters declined dramatically from their 30s to their 40s (30% to 17%), the percentage of male characters increased slightly, from 27% in their 30s to 28% in their 40s.
-The percentage of male characters in their 50s (18%) is twice that of female characters in their 50s (9%).
-74% of all female characters were White, 11% were Black, 4% were Latina, 4% were Asian, 3% were other worldly, and 4% were other. Moviegoers were almost as likely to see an other-worldly female as they were to see a Latina or Asian female character.
-11% of all female characters were Black in 2014, down 3 percentage points from 2013 and down 4 percentage points from 2002.
-4% of all female characters were Latina in 2014, down 1 percentage point from 2013, and even with the figure from 2002.
-4% of all female characters were Asian in 2014, up 1 percentage point from 2013 and 2002.

-Male characters were more likely than female characters to have an unknown marital status. 59% of male characters but 46% of female characters had an unknown marital status.

-A higher proportion of male than female characters had an identifiable occupational status. 85% of male characters but only 75% of female characters had an identifiable job/occupation. A substantially larger portion of male than female characters were seen in their work setting actually working.

-Male characters were more likely than females to be identified only by a work-related role, such as doctor or business executive (61% of males vs. 34% of females). In contrast, female characters were more likely than males to be identified only by a personal life-related role such as wife or mother (58% of females vs. 31% of males). Male and female characters were equally likely to be identified in dual work-related and personal life-related roles (8% of females and males).

Friends 2003 - The one with the male nanny

Friends 2003 - The one with the male nanny

The Mask You Live In

A Sundance Documentary. THE MASK YOU LIVE IN follows boys and young men as they struggle to negotiate the narrow definition of masculinity. The film illustrates how gender stereotypes are reinforced by media, peers, and adults, and interconnect with race, class, and circumstance, creating a maze boys and young men must navigate to become "real" men.

The Mask You Live In

The Family Man - 2000

The Family Man - 2017

Revision questions

1. Explain how different texts can communicate understanding for an audience using different techniques.
2. Using four examples, explain how media codes help communicate meaning in narrative texts.
3. Using four examples, explain how these same media codes can communicate media conventions in narrative texts.
4. Explain how ideology can be neutral, implicit or explicit.
5. Explain how ideologies can shape the construction of media representations and texts.
6. Explain how institutional contexts can determine the way in which ideologies appear in media texts.

(Source: Text, Media Reframed, Cambridge 2018)