Source: https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-5-2-media-industries

[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) › Media Industries

# Media Industries

Media Studies: Eduqas GCSE, topic 3.5.2

## The Archers - Media Industries

The Archers is Britain’s longest-running radio drama, as well as the most listened-to BBC programme online.

### Introduction to The Archers

![Introduction to The Archers](https://image-v2.cdn.app.senecalearning.com/2018-08/495e7215-30e6-4ac0-8314-eb51eff862c9/radio-2467422_1920.jpg)

- The Archers airs on BBC Radio 4.
- It has over 5 million listeners and is a major part of British culture.
- The show has run for over 65 years, with:
 - 6 episodes a week
 - A Sunday omnibus
- It is the world’s longest-running radio soap opera.
- It is set in Ambridge, a fictional village in the English Midlands.
- The show's tagline is: “Contemporary drama in a rural setting.”

### Historical context

![Historical context](https://image-v2.cdn.app.senecalearning.com/2023-06/e70b7ba3-e417-4984-98e8-fbef92aa5024/radio-1594819_1280.jpg)

- The Archers was first broadcast in 1951.
- Originally, it was designed to educate farmers after World War II.
 - The Ministry of Agriculture used it to share farming advice and improve food production.
- Over time, it evolved into an everyday drama about village life.
- Writers include real-world events in the story, such as:
 - 9/11
 - Princess Margaret’s death
 - Foot and Mouth crisis
- This helps The Archers stay relevant, realistic, and topical.

### Funding models

![Funding models](https://image-v2.cdn.app.senecalearning.com/2018-03/fd2a3510-88a4-414c-899c-a4ad56c90cf3/shutterstock_184487681.jpg)

- There are two main radio models:
 - Commercial – funded by advertising
 - Public service – funded by public money (e.g. licence fee)
- The BBC is a public service broadcaster.
- The Archers is funded by the TV licence fee, not adverts.
- This fits the BBC’s PSB aims to educate, inform and entertain.

### Production process

![Production process](https://image-v2.cdn.app.senecalearning.com/2018-11/ba949927-0705-4d17-99ba-740a1420f2c7/microphone-radio-record-.jpg)

- The Archers is a long-term, carefully planned production:
 - Biannual meetings for storylines (months/years ahead)
 - Monthly script meetings (4 writers = 1 week’s episodes)
 - Recording every 4 weeks, 24 episodes in 6 days
 - Only 2 hours studio time per episode = very tight schedule
- They broadcast 3-6 weeks after recording.
- The actors are freelance, often also work in TV, film, or theatre.
- UK radio is also regulated by Ofcom, ensuring The Archers maintains the BBC’s high standards.

### Technology and convergence

![Technology and convergence](https://image-v2.cdn.app.senecalearning.com/2018-11/5b2f7b84-802e-4b3c-9c56-162f3b6f1f59/radio-record-plant-.jpg)

- The Archers adapts to changing technology:
 - Live on BBC Radio 4
 - Omnibus on Sundays
 - Repeats on BBC Radio 4 Extra
 - Podcast and BBC Sounds app
 - Website, Twitter, and Facebook pages for fans
- Audiences can listen anytime, anywhere, across devices.

### The Archers as a brand

![The Archers as a brand](https://image-v2.cdn.app.senecalearning.com/2018-09/95e75a63-f66b-4076-9a2d-5e31e1a38a6a/radio-telescope-.jpg)

- The Archers is the most listened-to BBC programme online.
 - A key part of the BBC’s brand identity and public value.
- If the licence fee ended, The Archers is a show many would pay to subscribe to.
- Producers keep it fresh by:
 - Introducing new characters
 - Including modern or controversial storylines

## Test yourself on Media Industries

- What type of broadcaster is the BBC?
- What is The Archers’ tagline?
- How is The Archers funded?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/7bfa17fa-b6f3-4aee-9478-94e880675c42/section/02e1b285-93be-4a1a-a719-1094dca58668/session)

- Previous topic: [3.5.1 Production](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-5-1-production.md)
- Next topic: [3.5.3 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/3-5-3-media-contexts.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)