Source: https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-3-3-analysing-adverts-2 [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [GCSE](https://senecalearning.com/en-gb/revision-notes/gcse.md) › [Media Studies](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies.md) › [Eduqas](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas.md) › Analysing Adverts 2 # Analysing Adverts 2 Media Studies: Eduqas GCSE, topic 2.3.3 ## Language in Marketing and Advertising It is important to consider an advert's use of verbal codes, ‘tone of voice’ and soft or hard sell approach. ### Slogan ![Slogan](https://image-v2.cdn.app.senecalearning.com/courseImages/chemistry/OCR%2021st/scrubbing.jpg) - A memorable phrase that signifies something about the brand or product, its ethos or what it hopes to make you feel or do. - E.g. Cillit Bang: ‘Bang and the dirt is gone!’ ### Language or verbal codes ![Language or verbal codes](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/AQA%20New%20Modules/3.3.3/shutterstock_281995004-min.jpg) - Adverts will use a range of verbal codes to create specific meanings. - E.g the word ‘new’ has connotations of freshness and excitement. - Adverts will also employ a range of techniques such as pun, alliteration, wordplay, hyperbole or emotive language. ### Mode of address ![Mode of address](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/AQA%20New%20Modules/6.3.1/shutterstock_443087845-min.jpg) - This is the ‘tone of voice’ adopted by a media text. - Adverts can take a direct, informal, aggressive, serious, humorous or emotive mode of address (among others) and this is often reflected by the verbal codes and images combined. - It is also worth considering if the advert uses a soft or hard sell approach to its product or service. ## Contextual Situation in Marketing and Advertising It is important to consider the social, political and historical context of any advert you are analysing and the extent to which contextual factors may influence the representations in the advert. ### Representation ![Representation](https://image-v2.cdn.app.senecalearning.com/2018-08/0db4cd5b-9139-4b42-aff3-af2500039acb/politics-words-.jpg) - It is important to consider the social, political and historical context of any advert you are analysing and the extent to which contextual factors may influence the representations in the advert. ### Gender stereotypes ![Gender stereotypes](https://image-v2.cdn.app.senecalearning.com/2018-07/4156e7f0-ffb1-4fac-80a4-81c7bea5d494/gender-discrimination.jpg) - Adverts have a short time to attempt to be as memorable and impactive for the audience as possible. - Because of this they often rely on gender stereotypes and will use a range of codes and conventions to represent men and women in a specific way. ### Challenging stereotypes ![Challenging stereotypes](https://image-v2.cdn.app.senecalearning.com/2018-09/2d5274a7-a1fe-47fc-9d81-b0e2338b2781/woman-1979272_1920.jpg) - Adverts may also challenge gender stereotypes and ideologies of gender in their representations. - Laura Mulvey suggested that women are often positioned in media texts primarily to be looked at by men, an idea referred to as the 'male gaze'. ### Intertextuality ![Intertextuality](https://image-v2.cdn.app.senecalearning.com/2018-09/e781b0f1-a0ff-476e-bd05-93f70803cc73/time-hourglass-.jpg) - This is the referencing of a past media product within another more contemporary one. - This can be via subtle referencing in adverts or more obvious direct reference being made. - Intertextuality can often be used to create humour and relies heavily on the audience being able to recognise the original media text being referred to, especially in order to take the preferred reading. ### Audiences ![Audiences](https://image-v2.cdn.app.senecalearning.com/2018-08/362aa99b-4036-47f7-88e1-bc0fb47b0002/group-work-project.jpg) - In advertising and marketing it's important to consider who the advert or product is aimed at. - Consider the demographic profile of that audience in relation to age, gender, socio economic group. - Often the models featured will be reflective of the target audience. ## Test yourself on Analysing Adverts 2 - Why are the social, political and historical contexts of any advert important? - Who coined the term 'the male gaze' in reference to the portrayal of women in the media? [Practise this topic for free](https://app.senecalearning.com/classroom/course/7bfa17fa-b6f3-4aee-9478-94e880675c42/section/5ba1b268-18f2-4c46-87fd-4239b77f06bd/session) - Previous topic: [2.3.2 Analysing Adverts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-3-2-analysing-adverts.md) - Next topic: [2.3.4 Theories & Principles](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-3-4-theories-and-principles.md) ## Media Studies: Eduqas GCSE contents ### 1 Overview - 1.1 Media Language - [1.1.1 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-1-1-media-language.md) - [1.1.2 Media Language 2](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-1-2-media-language-2.md) - 1.2 Audience - [1.2.1 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-2-1-audiences.md) - [1.2.2 Audiences 2](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-2-2-audiences-2.md) - [1.2.3 End of Topic Test - Media Language & Audience](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-2-3-end-of-topic-test-media-language-and-audience.md) - 1.3 Representation - [1.3.1 Stereotypes](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-3-1-stereotypes.md) - [1.3.2 Gender](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-3-2-gender.md) - [1.3.3 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-3-3-audiences.md) - 1.4 The Media Industry - [1.4.1 Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-4-1-media-industries.md) - [1.4.2 Ownership](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-4-2-ownership.md) - [1.4.3 Funding & Regulation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-4-3-funding-and-regulation.md) - [1.4.4 End of Topic Test - Representation/Media Industry](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/1-4-4-end-of-topic-test-representationmedia-industry.md) ### 2 Component 1: Section A - 2.1 Magazines - Vogue - [2.1.1 Magazines](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-1-1-magazines.md) - [2.1.2 Vogue - Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-1-2-vogue-context.md) - [2.1.3 Vogue - Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-1-3-vogue-narrative.md) - [2.1.4 Vogue - Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-1-4-vogue-representation.md) - 2.2 Magazines - GQ - [2.2.1 GQ - Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-2-1-gq-context.md) - [2.2.2 GQ - Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-2-2-gq-narrative.md) - [2.2.3 GQ - Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-2-3-gq-representation.md) - 2.3 Advertising & Marketing - [2.3.1 Advertising & Marketing](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-3-1-advertising-and-marketing.md) - [2.3.2 Analysing Adverts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-3-2-analysing-adverts.md) - [2.3.3 Analysing Adverts 2](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-3-3-analysing-adverts-2.md) - [2.3.4 Theories & Principles](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-3-4-theories-and-principles.md) - [2.3.5 End of Topic Test - Magazines & Advertising](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-3-5-end-of-topic-test-magazines-and-advertising.md) - 2.4 Print Advertisements - Quality Street - [2.4.1 Quality Street - Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-4-1-quality-street-context.md) - [2.4.2 Quality Street - Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-4-2-quality-street-narrative.md) - [2.4.3 Quality Street - Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-4-3-quality-street-representation.md) - 2.5 Print Advertisements - (2026 Exams) This Girl Can - [2.5.1 This Girl Can - Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-5-1-this-girl-can-context.md) - [2.5.2 This Girl Can - Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-5-2-this-girl-can-narrative.md) - [2.5.3 This Girl Can - Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-5-3-this-girl-can-representation.md) - 2.6 Print Advertisements - (2027 Exams) NHS 111 - [2.6.1 NHS 111 - Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-6-1-nhs-111-context.md) - [2.6.2 NHS 111 - Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-6-2-nhs-111-narrative.md) - [2.6.3 NHS 111 - Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-6-3-nhs-111-representation.md) - 2.7 Film Posters (Marketing) - [2.7.1 The Man with The Golden Gun](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-7-1-the-man-with-the-golden-gun.md) - [2.7.2 The Man with The Golden Gun 2](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-7-2-the-man-with-the-golden-gun-2.md) - 2.8 Film - No Time To Die - [2.8.1 Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-8-1-context.md) - [2.8.2 Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-8-2-narrative.md) - [2.8.3 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-8-3-representation.md) - 2.9 Newspapers - [2.9.1 Ownership & Regulation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-1-ownership-and-regulation.md) - [2.9.2 News Selection](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-2-news-selection.md) - [2.9.3 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-3-media-language.md) - [2.9.4 Genres](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-4-genres.md) - [2.9.5 Newspaper Conventions](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-5-newspaper-conventions.md) - [2.9.6 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-6-representation.md) - [2.9.7 Audience](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-7-audience.md) - [2.9.8 Theories](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-8-theories.md) - [2.9.9 End of Topic Test - Newspapers](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-9-9-end-of-topic-test-newspapers.md) - 2.10 The Sun - [2.10.1 Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-10-1-context.md) - [2.10.2 Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-10-2-narrative.md) - [2.10.3 Language & Images](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-10-3-language-and-images.md) - 2.11 The Guardian - [2.11.1 The Guardian](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-11-1-the-guardian.md) - [2.11.2 Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-11-2-narrative.md) - [2.11.3 Language & Images](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-11-3-language-and-images.md) - 2.12 (2028 Exams) The Sun - [2.12.1 The Sun - Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-12-1-the-sun-context.md) - [2.12.2 The Sun - Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-12-2-the-sun-narrative.md) - [2.12.3 The Sun - Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-12-3-the-sun-representation.md) - 2.13 (2028 Exams) The Guardian - [2.13.1 The Guardian - Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-13-1-the-guardian-context.md) - [2.13.2 The Guardian - Narrative](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-13-2-the-guardian-narrative.md) - [2.13.3 The Guardian - Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-13-3-the-guardian-representation.md) ### 3 Component 1: Section B - 3.1 Video Games - [3.1.1 Video Games](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-1-1-video-games.md) - 3.2 Video Games - Fortnite - [3.2.1 Fortnite (2017) - Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-2-1-fortnite-2017-media-industries.md) - [3.2.2 Fornite (2017) - Audience](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-2-2-fornite-2017-audience.md) - 3.3 Film - [3.3.1 The Big Six](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-3-1-the-big-six.md) - [3.3.2 Technology](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-3-2-technology.md) - [3.3.3 End of Topic Test - Video Games & Films](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-3-3-end-of-topic-test-video-games-and-films.md) - 3.4 Radio - [3.4.1 The Radio Industry](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-4-1-the-radio-industry.md) - [3.4.2 Categories of Radio Station](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-4-2-categories-of-radio-station.md) - [3.4.3 Technology & Radio Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-4-3-technology-and-radio-audiences.md) - [3.4.4 Theories](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-4-4-theories.md) - [3.4.5 End of Topic Test - Radio](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-4-5-end-of-topic-test-radio.md) - 3.5 Radio - The Archers - [3.5.1 Production](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-5-1-production.md) - [3.5.2 Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-5-2-media-industries.md) - [3.5.3 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-5-3-media-contexts.md) - [3.5.4 Audiences 1](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-5-4-audiences-1.md) - [3.5.5 Audiences 2](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-5-5-audiences-2.md) - 3.6 (2027 Exams) Radio - Desert Island Discs - [3.6.1 Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-6-1-media-industries.md) - [3.6.2 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-6-2-audiences.md) - [3.6.3 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-6-3-media-contexts.md) ### 4 Component 2: Section A - 4.1 Television - [4.1.1 The Television Industry](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-1-1-the-television-industry.md) - [4.1.2 Types of Broadcasting](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-1-2-types-of-broadcasting.md) - [4.1.3 Media Language & TV](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-1-3-media-language-and-tv.md) - [4.1.4 Representation & Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-1-4-representation-and-audiences.md) - [4.1.5 Theories](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-1-5-theories.md) - 4.2 Sitcom - [4.2.1 Sitcoms](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-2-1-sitcoms.md) - [4.2.2 Friends](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-2-2-friends.md) - [4.2.3 Friends 2](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-2-3-friends-2.md) - [4.2.4 End of Topic Test - Sitcoms & Friends](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-2-4-end-of-topic-test-sitcoms-and-friends.md) - 4.3 Sitcom - Modern Family - [4.3.1 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-3-1-media-language.md) - [4.3.2 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-3-2-representation.md) - [4.3.3 Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-3-3-media-industries.md) - [4.3.4 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-3-4-audiences.md) - [4.3.5 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-3-5-media-contexts.md) - 4.4 Sitcom - Man Like Mobeen - [4.4.1 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-4-1-media-language.md) - [4.4.2 Representations](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-4-2-representations.md) - [4.4.3 Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-4-3-media-industries.md) - 4.5 (2026 Exams) Luther - [4.5.1 Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-5-1-context.md) - [4.5.2 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-5-2-media-language.md) - [4.5.3 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-5-3-representation.md) - [4.5.4 Audience](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-5-4-audience.md) - [4.5.5 Industry](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-5-5-industry.md) - 4.6 The Sweeney - [4.6.1 Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-6-1-context.md) - [4.6.2 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-6-2-media-language.md) - [4.6.3 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-6-3-representation.md) - [4.6.4 Audience](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-6-4-audience.md) - [4.6.5 Industry](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/4-6-5-industry.md) ### 5 Component 2: Section B - 5.1 Music Video - [5.1.1 Music Videos](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-1-1-music-videos.md) - [5.1.2 The Music Industry](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-1-2-the-music-industry.md) - 5.2 Lizzo - 'Good as Hell' - [5.2.1 Context](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-2-1-context.md) - [5.2.2 'Good as Hell'](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-2-2-good-as-hell.md) - [5.2.3 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-2-3-media-language.md) - [5.2.4 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-2-4-representation.md) - [5.2.5 Audience](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-2-5-audience.md) - [5.2.6 Industry](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-2-6-industry.md) - 5.3 Taylor Swift - 'The Man' - [5.3.1 Taylor Swift](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-3-1-taylor-swift.md) - [5.3.2 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-3-2-media-language.md) - [5.3.3 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-3-3-representation.md) - [5.3.4 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-3-4-audiences.md) - [5.3.5 Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-3-5-media-industries.md) - [5.3.6 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-3-6-media-contexts.md) - 5.4 Stormzy - 'Superheroes' - [5.4.1 Stormzy](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-1-stormzy.md) - [5.4.2 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-2-media-language.md) - [5.4.3 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-3-representation.md) - [5.4.4 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-4-audiences.md) - [5.4.5 Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-5-media-industries.md) - [5.4.6 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-6-media-contexts.md) - 5.5 Justin Bieber - 'Intentions' - [5.5.1 Justin Bieber](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-5-1-justin-bieber.md) - [5.5.2 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-5-2-media-language.md) - [5.5.3 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-5-3-representation.md) - [5.5.4 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-5-4-audiences.md) - [5.5.5 Media Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-5-5-media-industries.md) - [5.5.6 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-5-6-media-contexts.md) - 5.6 TLC - 'Waterfalls' - [5.6.1 TLC](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-6-1-tlc.md) - [5.6.2 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-6-2-media-language.md) - [5.6.3 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-6-3-representation.md) - [5.6.4 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-6-4-media-contexts.md) - 5.7 Duran Duran - 'Rio' - [5.7.1 Duran Duran](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-7-1-duran-duran.md) - [5.7.2 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-7-2-media-language.md) - [5.7.3 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-7-3-representation.md) - [5.7.4 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-7-4-media-contexts.md) - 5.8 Online Media - Lizzo - [5.8.1 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-8-1-media-language.md) - [5.8.2 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-8-2-representation.md) - [5.8.3 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-8-3-audiences.md) - [5.8.4 Media Contexts & Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-8-4-media-contexts-and-industries.md) - 5.9 Online Media - Taylor Swift - [5.9.1 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-9-1-media-language.md) - [5.9.2 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-9-2-representation.md) - [5.9.3 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-9-3-audiences.md) - [5.9.4 Media Contexts & Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-9-4-media-contexts-and-industries.md) - 5.10 Online Media - Stormzy - [5.10.1 Media Language](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-10-1-media-language.md) - [5.10.2 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-10-2-representation.md) - [5.10.3 Audience](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-10-3-audience.md) - [5.10.4 Media Context & Industries](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-10-4-media-context-and-industries.md)