Source: https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-5-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 5.4.5

## Superheroes - Media Industries

Stormzy is one of the most influential figures in UK music. He is known for pushing grime into the mainstream and shaping how Black British artists are represented in the industry.

### Stormzy in the music industry

![Stormzy in the music industry](https://image-v2.cdn.app.senecalearning.com/2022-07/ebc85639-628a-49c1-860a-616c3c49ce41/music4.jpg)

- Stormzy’s debut album 'Gang Signs & Prayer' was released independently.
- It became the first rap album to win the BRIT Award: British Album of the Year.
- This established Stormzy as a major force in British music.

### Record labels & industry shifts

![Record labels & industry shifts](https://image-v2.cdn.app.senecalearning.com/2019-08/fffcf1d6-280a-4d52-ae30-9289402a47b2/hip-hop-1209499_1920.jpg)

- Stormzy signed with Atlantic Records in 2018.
 - He released 'Heavy is the Head' under Atlantic – the album includes Superheroes
 - It became the 5th best-selling album in 2020.
- In 2020, Stormzy signed to 0207 Def Jam, part of Universal Music Group.
- It is a newly formed label focusing on UK rap and grime.
 - This reinforces Stormzy’s position as a leading British hip-hop artist.

### Stormzy’s brand & impact

![Stormzy’s brand & impact](https://image-v2.cdn.app.senecalearning.com/2018-12/49888fb6-5339-45e1-a0bb-be6c3dd14795/capitalism-marxism-communism-communist-.jpg)

- Stormzy’s personal brand is #Merky.
 - It is known for activism, empowerment, and community focus.
 - They have pledged £10 million over 10 years to UK Black organisations fighting racial inequality.
- Stormzy is widely credited with helping grime achieve mainstream popularity.
- He is a key cultural figure influencing music, politics, and social change.

### Career milestones & industry recognition

![Career milestones & industry recognition](https://image-v2.cdn.app.senecalearning.com/2018-10/8addbc09-32a8-450d-93c7-171994577772/cup-podium-trophy-awards-ranking-.png)

- Historic achievements:
 - First unsigned artist to appear on Later… with Jools Holland (BBC2)
 - First artist to win Best Grime Act at the MOBO Awards (2014)
 - First Black British solo performer to headline Glastonbury (2019)
 - Winner of the BRIT Award for Best Male Solo Artist twice
- This reinforces Stormzy as a trailblazer in UK music.
- It expands representation of Black British artists in mainstream media.

### Promotional industry practices

![Promotional industry practices](https://image-v2.cdn.app.senecalearning.com/2019-04/e237b63b-1e70-4642-bbf4-f7b596c13b43/website-454460_960_720.jpg)

- The official website promotes:
 - Tours
 - Album releases
 - Merchandise
- As of 2023, it features his third album, 'This Is What I Mean'.
- Website links with social media and streaming platforms help Stormzy build a consistent brand and reach global audiences.

### Production on the video

![Production on the video](https://image-v2.cdn.app.senecalearning.com/2020-04/6450835f-dfcc-4695-abad-5d80992a44f3/video-file-watch-play.png)

- The video was created by 2veinte, an animation studio from Buenos Aires.
 - They are known for traditional 2D, frame-by-frame animation.
- The video was directed by Taz Tron Delix.
- The team produced the entire video in just eight weeks.
- To meet the tight deadline, they:
 - Used simple backgrounds after the opening scenes
 - Focused detail on characters rather than scenery
 - Maintained clarity and emotional impact despite time constraints

## Test yourself on Media Industries

- Which album made Stormzy the first rap artist to win the BRIT Award for British Album of the Year?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/7bfa17fa-b6f3-4aee-9478-94e880675c42/section/edf27390-c6ae-4028-adfc-d2b0bf386216/session)

- Previous topic: [5.4.4 Audiences](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-4-audiences.md)
- Next topic: [5.4.6 Media Contexts](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-4-6-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)