Source: https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-5-1-this-girl-can-context [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) › This Girl Can - Context # This Girl Can - Context Media Studies: Eduqas GCSE, topic 2.5.1 ## This Girl Can This Girl Can is a non-commercially funded advert produced in 2016 by Sports England and funded by National Lottery. ### Purpose ![Purpose](https://image-v2.cdn.app.senecalearning.com/2018-03/37f7fa5a-7d77-4b73-a1ba-c5369df32479/shutterstock_571976077.jpg) - The purpose of the This Girl Can campaign was to break down stereotypes attached to women and their fear of being judged while taking part in sport. - The campaign was launched after research was gathered by Sports England to help reveal why fewer women aged 14-40 take participate in sport than men. ### Sport England report ![Sport England report](https://image-v2.cdn.app.senecalearning.com/2018-03/6c8d788d-8bf7-4fbc-853a-f8839482a4e0/shutterstock_774947137.jpg) - It was found that 2 million fewer women take part in sport than men. - 13 million women said they would like to take part in more sport. - 6 million women said they were not active at all. - The number one reason for not taking part was fear of being judged. ### Impact ![Impact](https://image-v2.cdn.app.senecalearning.com/2018-03/1f0bda0d-0b7d-4e92-8e49-6c438b54e804/shutterstock_298755221.jpg) - The impact after the campaign had been launched is that 1.6 million women have started to exercise and other brands, such as Nike, have started to advertise in a more body positive manner with motivational messages like ‘Better For It’, rather than focusing on looking good doing it. ### Constructing meaning ![Constructing meaning](https://image-v2.cdn.app.senecalearning.com/2018-03/ae9ef269-3bb6-4130-ad3e-86cbcefc10e7/shutterstock_397877722.jpg) - Meaning is constructed in this advert through the use of technical, verbal and symbolic codes. - The main image is a centred, medium shot of a woman in action. - The woman is in her mid-thirties and is not a celebrity. - Because of this she can act as an audience surrogate. ### Mis en scene ![Mis en scene](https://image-v2.cdn.app.senecalearning.com/2018-03/ebdb5257-fd7e-4cb7-ad75-8bdb5e97d46a/shutterstock_385149826.jpg) - The woman is constructed to appear familiar through the use of mis en scene. - Her hair is messy and scraped back, her gym clothes are not designer and do not match. - The focus is on her being in the moment and enjoying it. ### Focus ![Focus](https://image-v2.cdn.app.senecalearning.com/2018-03/71f07bb1-433a-400f-a748-23831f82c91a/shutterstock_252079393.jpg) - The woman is the focus through the shallow focus, resulting in the people around her being out of focus. - This further emphasises that it is how she feels which is the focus and important thing to her. ## Test yourself on This Girl Can - Context - How many women have taken up sport as a result of the This Girl Can campaign? [Practise this topic for free](https://app.senecalearning.com/classroom/course/7bfa17fa-b6f3-4aee-9478-94e880675c42/section/47172e0e-ae36-47eb-a804-16dcfd6fe444/session) - Previous topic: [2.4.3 Quality Street - Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/2-4-3-quality-street-representation.md) - Next topic: [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) ## 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)