Source: https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-9-3-audiences

[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) › Audiences

# Audiences

Media Studies: Eduqas GCSE, topic 5.9.3

## Online Media: Taylor Swift – Audiences

Taylor Swift’s website is designed to create a strong sense of interaction. It encourages users to feel involved with her brand and career.

### Interaction & participation

![Interaction & participation](https://image-v2.cdn.app.senecalearning.com/2022-10/7be50af0-1404-4f5b-96ff-e0967f9761f9/integration-g2792d2162_1920.jpg)

- Taylor Swift's website offers:
 - Interactive features
 - Exclusive content and products
- With this, fans can feel actively involved rather than passive consumers.
- This increases emotional investment in Taylor Swift’s persona.

### Fan club & exclusivity

![Fan club & exclusivity](https://image-v2.cdn.app.senecalearning.com/2020-06/14294faa-56c6-4cb6-a50b-2669aa88811d/group-.png)

- Users can:
 - Join fan clubs
 - Purchase exclusive items
- This creates a sense of belonging and loyalty.
- Fans feel they are part of a special group with access that others do not have.

### Entertainment & escapism

![Entertainment & escapism](https://image-v2.cdn.app.senecalearning.com/2025-07/d4736cbb-1697-4022-bdf5-5225dff87258/8f172497-8478-4e7f-9380-158f9aeed2c0.png)

- Links to music videos and social media content provide:
 - Fun
 - Enjoyment
 - Emotional escape
- This online media allows audiences to:
 - ‘Switch off’
 - Enter Taylor Swift’s world temporarily
- This appeals to both dedicated fans and casual visitors.

### Audience criticism & commodification

![Audience criticism & commodification](https://image-v2.cdn.app.senecalearning.com/2018-05/8d095e80-56b6-431e-97c9-eb11ef591f1d/shutterstock_759180472.jpg)

- However, some audiences view the website as mainly a marketing strategy.
- They argue:
 - The focus is on sales.
 - Interaction is designed to increase profit.
- This links to commodification:
 - It turns audiences into consumers.
 - It encourages spending through engagement.

## Test yourself on Audiences

- What is the main purpose of interaction on Taylor Swift’s website?
- What do fan clubs and exclusivity mainly create for audiences?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/7bfa17fa-b6f3-4aee-9478-94e880675c42/section/62265228-3644-4cab-821d-ad0cc1f658a7/session)

- Previous topic: [5.9.2 Representation](https://senecalearning.com/en-gb/revision-notes/gcse/media-studies/eduqas/5-9-2-representation.md)
- Next topic: [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)

## 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)