Reception Theory

Holub, Robert C.

doi:10.4324/9781315016061

Cited by 30 publications

(12 citation statements)

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“…Despite the immense personal influence of the director and other key creative production team members, audience studies and reception theory scholars have argued that audience members ultimately determine how a text is received and how its ultimate meaning is constructed (Holub, 2013; Jauss & Benzinger, 1970; McQuail, 1997). A film’s audience is ostensibly composed of a heterogeneous group of individuals who carry their own perspectives and biases into the theatre, consuming the content individually and subjectively.…”

Section: Interpretive Communities: Users and Makersmentioning

confidence: 99%

Making a College Professor Film: A Case Study

Fitch

2019

Journal of Creative Communications

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Investigations on cinematic representations of higher education have sought to provide a deeper understanding of popular culture images and how they intersect with real-life academia. Moreover, such projects have examined how such mass communication texts may influence popular opinion surrounding colleges and universities. The existing literature on specific depictions of college professors in American films has explored a number of themes from various perspectives. Many scholars claim that such cinematic representations of higher education and faculty are negative and reinforce cultural stereotypes. Yet, little has been written about how filmmakers create such images. This article examines cinematic college professors from the viewpoint of the filmmaker by completing a case study of a recently produced college professor film and members of its creative team. Interviews with the screenwriter/director, production designer, and costume designer of a pseudonymously titled film investigates how the work of these film professionals was influenced by a number of factors, including their own experiences in higher education, their personal conceptions of college professors, previously viewed college-themed films, and existing stereotypes about professors.

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Section: Interpretive Communities: Users and Makersmentioning

confidence: 99%

Making a College Professor Film: A Case Study

Fitch

2019

Journal of Creative Communications

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“…Thus television is responsible for shaping, or 'cultivating' viewer's conceptions of social reality. Reception analysis theory embodies how consumers interpret, read, decode, produce, perceive and use media materials (Holub, 2013). It illuminates how meanings circulate within social contexts while at the same time the theory investigates the process of interaction between unmediated messages and codes such as animated cartoons and their audience in this study; children.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Impact of Animated Cartoons on Children Aged Seven to Eleven Years in Nairobi, Kenya

Kidenda

2018

AJEP

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Purpose: The purpose of this study was to investigate the impact of animated cartoons on children aged seven to eleven years in Nairobi County, Kenya.Methodology: The study used descriptive survey method to collect information through casual interviews and self-administered questionnaires.Results: The study found that children watch animated cartoons because they are funny, enjoyable and are interesting i.e. because of entertainment. The study also found out that animated cartoons and TV in general can lead to lack of communication between parents and children in the home. Children are also likely to develop the language and social skills exhibited by the animated cartoon characters. This study also revealed that children watch animated cartoons with minimal parental guidance. The study concluded that media has the power to profoundly shape perceptions of the social world and to manipulate actions in subtle but highly effective ways. Animated cartoons have an impact on the children in respect to viewer ship patterns, the views they hold about animated cartoons and how they rate them; acquired language, dressing and sexuality, violence and role types. Unique contribution to theory, practice and policy: The study suggests that parents need to develop guidelines for children on how much animated cartoons they can watch. They should develop the proper perspective concerning their children and be good role models. Parents should take interest in combating hyper sexuality in animated cartoon and allow the children to stay young. Media Practitioners should embrace the development of home-grown animated cartoons, air on Kenyan stations animated cartoons that have local animated imagery designed to relate to the child’s world or context and provide entertainment programming in which life’s problems are not simply and quickly solved with either violent actions or hostile humor. They should air animated cartoons that have no violence or bad morals but are still popular with children. The Government also need to set policies governing the content in animated cartoons aired by the media houses and offer support and facilitate local research initiatives and production, especially on animated cartoons for the African children, with elements that promote our African culture.

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“…(That is, the rivals disagree about whether δ or ε is a constitutive part of the tradendum , and if neither δ or ε is a constitutive part of the tradendum , then both rivals have thoroughly misunderstood the true meaning of the tradition material.) Reception theory offers a good reason to favour the model of a living tradition in this regard: tradition materials are polysemic, just like texts in the narrow sense of the word; they lack a discrete and objective structure of signification (Eco, 1979; Holub, 1984). Thus, the meaning of a tradition material (or text) is pre-structured, but not entirely pre-determined, by its originator (or author).…”

Section: Dynamic Persistencementioning

confidence: 99%

The concept of a living tradition

Beckstein

2016

European Journal of Social Theory

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Starting with Popper, social theorists across the board have acknowledged that traditions serve socially valuable functions. However, while traditions are usually understood as 'living' entities that come in overlapping varieties and evolve over time, the socially valuable functions attributed to tradition tend to presuppose invariability in ways of thinking and acting. Addressing this tension, this article provides a detailed analysis of the concept of tradition, and directs special attention to conceivable criteria for the authentic continuation of a tradition. It is argued that the ways of thinking and acting that constitute the material of a tradition must-among faithful members of that tradition-stand in a relation of equivalence-not identity or similarity. The implications of this account concern our ability to decide (normatively) conflicts over authenticity among rival tradition branches as well as the role that traditions play in policy-making

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Reception Theory

Cited by 30 publications

References 0 publications

Making a College Professor Film: A Case Study

Making a College Professor Film: A Case Study

Impact of Animated Cartoons on Children Aged Seven to Eleven Years in Nairobi, Kenya

The concept of a living tradition

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