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AMP Model

A personal application of the AMP model for EPSY 241

chris bowden

on 28 August 2014

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Transcript of AMP Model

Lived Experience
My life history
Age: 17 years
Gender: Male
Class: Working class
Ethnicity: New Zealander
Generation X
Prior learning & knowledge
Current and emerging sense of self
Media Selection
Influenced by Motivations
Adolescents tend to have 5 Uses or Needs for Media
High sensation
Identity formation
Youth culture identification
High sensation - to feel anything
Coping - with stress, pain and life
Identity formation
Youth sub-culture identification
Who Did I Become?
Who Was I?
Who Do I
Want to Be?
Some media I selected like many teens
Some media I selected like some teens
Some media I selected like very few teens
I only paid attention to the aspects of media that were important to me
Why did I choose these?
Because they helped me meet my needs
Lyrics - the messages and
stories behind the songs
These spoke to me and of me

These guys wrote songs that related to my life
Imagery and symbolism
Attitudes and ideals
What does it make me think about?
Framing - how do I make sense of this?
What meaning does it have for me?
Is it any good? why/why not?
How does it make me feel?
Arousal or shutting self off?
Amplifying or moderating
current emotions?
What am I doing when using it?
Reading, multi-tasking, studying, reflecting?
Often go together
Are a part of interaction
Acts as a big filter - a lens through which I view the world
Living art
I was not just a media consumer!
I was a media producer!
AMP Model doesn't
emphasise Creation
Identity reflected in bedroom culture
Future Self
Early media use shaped my identity and interests.
Now I research, create new knowledge and write about suicide, grief and death.
I have also been IN the media.
2nd youngest
1970s childhood
New High School - sucked
Adolescent Media Practice Model
Developed by Steele & Brown 1995
My personal application of this model to my
media use as a teenager in the 1980s

I reviewed and helped write the scripts for SPINZ
internet videos for community education on suicide
I helped developed the first policy at a University in NZ
for reporting and responding to suicidal students
Disco, rock n roll, punk
Watching TV & reading books
Nerds don't get respect.
If you work hard you don't get rewarded.
Being 'good' doesn't matter to your peers.
People don't care if you aren't a problem.
You can fight violence with violence.
Church is hypocritical and religion is a joke.
Bored with school.
Feared Self

Or just like my siblings
Or just like my parents
What does this Mean?
What do and don't I
like about this?
What would I change?
Lived through experience
Problems with authority, uniforms and uniformity
Don't fit in with geeks or jocks
Daily experience - just tryn' to get thru the day
Learning about love and relationships
Lost several mates to suicide
Struggle for independence is fierce
Struggle for autonomy
I'm Not a KID anymore!
Possible Self

And Justice for ALL!
My Main Needs
School Sucked
I didn't need no education
I was building walls
Walk in Silence
RIP Ian Curtis

you were a prophet and a poet
disilluioned with the world
2000 AD comics
Nemesis and Torquemada
Set in post-apocolyptic world
Fade to Black - Metallica (1984)
Life, it seems, will fade away
Drifting further every day
Getting lost within myself
Nothing matters, no one else

I have lost the will to live
Simply nothing more to give
There is nothing more for me
Need the end to set me free

Things not what they used to be
Missing one inside of me
Deathly lost, this can't be real
Cannot stand this hell I feel

Emptiness is filling me
To the point of agony
Growing darkness taking dawn
I was me, but now he's gone

No one but me can save myself, but it's too late
Now I can't think, think why I should even try

Yesterday seems as though it never existed
Death greets me warm, now I will just say goodbye

Words and Music by James Hetfield, Lars Ulrich, Cliff Burton and Kirk Hammett Copyright © 1984 Creeping Death Music (ASCAP) International Copyright Secured All Rights Reserved
Thrash, metal,
hardcore, aggressive
Metallica for me centred around resistance, rebellion
getting revenge.
They also sang of struggle and pain.
I read myself into the songs.
This is music for the working class, the under class, the oppressed and marginalised.
Adults fear this type of music, they don't get it, and can't be a part of it.
Some of the music I listened to made me sad, and depressed, it amplified these feelings.
Some heighted my anger and motivated me, it was cathartic at times.
Some of it made me feel that there are others out there who know what it is like. That I am not alone. It acknowledged my pain.
It helped me shut out the pain
I listened to music all the time, in class, in the car, at home.
I swapped tapes with metaller mates in the art class.
Mostly alone, in my room. It helped me create a space.
Some of it helped me get amped for boxing.
Most of the time I listened to it while painting and writing.
My Interpretation
The world sucks!
Adults, schools and churches are liars. They run prisons and try to brain wash people. They like to crush creativity.
Violence is always a solution.
Death is always an option.
I can be a warrior - I can fight back, don't give up, make them pay.
Retribution is important.
Never forgive, never forget, never for fun.
These messages fit with my experience of the world. They are true and accurate.
This image fits with who I want to be.
Metallers don't go far enough. They need to be more anti-establishment - we need to retain the Punk attitude.
Conscious, intentional, goal-oriented use of media.
Talking with friends about music, listening to it for fun.
Watching violent movies
Cut out images, copied out lyrics,
collected posters, albums, badges to
show connection with peers in sub-culture.
Show 'fan' loyalty.
Identity formation
Youth sub-culture identification
Self-expression - exploring possible identities.
Cultural and social integration - sorting through norms, values, gener roles.
What does it mean to be a man?
Looking for music, lyrics and images that shock or thrill
High sensation
Long hair is rude!
A real man can use his fists and rules with an iron fist.
Of 80s and 90s media
I was 'Old School'.
Used music and media to reject the adult idea of growing up and being responsible.
I felt marginalised and so rejected obedience to authority.
I rejected agents of socialisation - parents, school, religion.
I used media to reject the future adults had decided for me.
I rejected attitudes, beliefs and values aimed at preserving social order.
3 Kinds
Incorporation (subconscious)
Appropriation (conscious)
Of media content, type and messages.
Subconscious, shaping of how people view and respond to the world.
Reinforced my own standards and perceptions
of religion, politics and social justice.
Embraced ideas in media about individualism and being oppositional
Statements of Resistance
Communication through media creation
7th form Art portfolio
topic: landscapes & people
Media can be created to demonstrate or protest current status
Inspired by
Used and abused
A cross to bare
Injection of doctrine
Adolescents use the media to express and define themselves in new ways (Steele & Brown, 1995)
Crown of Thorns

You stand before me,
A bride of scars,
In the deadlight of a dawn.
A torn throat child,
Wearing a crown of thorns.
Patterns of pain cry out your name.

Pain and sorrow are all I know,
They’re kindling for your open wounds.
Distant in troubled trance.
Dead before born.

CJB 6-1-1989
My own lived experience and the lyrics of the music I listened to influenced the themes I wrote about.
Joy Division’s music was particularly influential as it was a mixture of anger and poetry.
The media, symbols and art combined to become a permanent part of my identity
Teens’ sense of who they are shapes encounters with media, and those encounters in turn shape their sense of themselves in the ongoing process of cultural production and reproduction (Brown & Steele, 1995).
I'm still a non-conformer.
I still listen to Metallica.
I still watch violence and horror movies.
I still choose media related to death.
The AMP model makes you think about what media is accessed and why?

It makes you think about how media is being interpreted.

It makes you think critically about how the media is being judged, its value and effects.

It makes you think about what adolescents do with media.
It makes you think about how it is used to create identities, communicate ideas, express the self, and create knowledge.

The AMP Model
Has good synergy with the Critical Media Literacy Process Skills (CML 2003) http://www.medialit.org/sites/default/files/mlk_orientationguide.pdf
It could be used alongside this to help young people learn more about 21st Century Skills needed to interact with the media in positive ways

The AMP Model...
is a useful tool for encouraging critical thinking and helping us understand media use and effects

Still challenging the system
And I create media workshops, research journal articles, lessons, manuals for practice
Full transcript