Exploring Representations of DisabilityObjectives:ª To gain a better understanding of the ways in which disability is represented.ª To perform Textual Analysis on a Hollyoaks extract.ª To practice writing textual analysis for the exam.

Disability can be a sensitive subject and some would say it's not an appropriate topic for 'entertainment'. But increasingly the needs of 'differently abled' people are being addressed by television and why shouldn't they be represented in the programmes that they watch? The question for us is HOW are they being represented?

How many disabled characters can you think of from (TV drama) shows? Write down character name, show and type of disability.

Character name:

Show:

Disability (mental or physical?):

Representation within the show (physical appearance, storylines/function within the narrative, characteristics, interaction with other characters, how was the disability dealt with in the context of the show):

Dylan - Hollyoaks - deafIzzy - Corrie - wheelchairLaila - Tracy Beaker - learning disabilityWill - Hollyoaks - recently wheelchair-boundEmma - Glee - OCDArtie - Glee - wheelchair-boundJean - Glee - downs syndromeBecky - Glee - downs syndromeHershall - Walking Dead - amputeeJean - Eastenders - BipolarSilver - 90210 - bipolarMr Bates - Downton Abbey - leg doesn't workJanet - Eastenders - downs syndrome

Stereotypes?

Barnes (1992) argues that mass media representations of disability have generally been oppressive and negative. People with disabilities are rarely presented as people with their own identities. Barnes notes several common media representations of people with disabilities.•In need of pity and charity – Barnes claims that this stereotype has grown in popularity in recent years because of television appeals such as Children in Need.•As victims – Barnes found that when people with disabilities are featured in television drama, they are three times more likely than able-bodied characters to be killed off.•As villains – people with disabilities are often portrayed as criminals or monsters, e.g. villains in James Bond films often have a physical impairment.•As super-cripples – Barnes notes that people with disabilities are often portrayed as having special powers or as overcoming their impairment and poverty. In Hollywood films, the impaired male body is often visually represented as a perfect physical specimen in a wheelchair. Ross notes that disability issues have to be sensational, unexpected or heroic in order to be interpreted by journalists as newsworthy and reported on.•As a burden – television documentaries and news features often focus on carers rather than the people with disabilities.•As sexually abnormal – it is assumed by media representations that people with disabilities do not have sexual feelings or that they are sexually degenerate.•As incapable of participating fully in community life – Barnes calls this the stereotype of omission and notes that people with disabilities are rarely shown as integral and productive members of the community such as students, teachers or parents.•As ordinary or normal – Barnes argues that the media rarely portray people with disabilities as normal people who just happen to have a disability. They consequently fail to reflect the real, everyday experience of disability

Physically disabled/disfigured - often shown as outsiders, unable to do normal thingsMentally disabled - often shown as strange, odd, childlike, outsidersAble bodied/minded - often shown as 'normal'/'ideal'

What's the power structure?What's the dominant ideology?Where's the binary opposition?

Cinematography

•Lots of close-ups of Spencer looking vulnerable - makes the audience sympathise•High angle shots of Spencer - makes him seem small, inferior/weak•Low angle shots of Warren - makes him seem big, superior/more powerful•Two shot of policaman shows him leaving his work to check on Spencer - he needs looking after

Sound

Mise-en-Scene

Editing (inc. SFX)

Essay Writing - What FUN!

Each group must prepare a paragraph on their area of analysis, of between 200-250 words, which would form part of a Textual Analysis essay on this extract. Remember to use appropriate terminology and try not to waffle. Introductions and flowery language are not required, you will have a limited time in the exam to show your analytical skills and need to be concise.

When you have finished your section you should email it to: whittakerl@welling.bexley.sch.uk