Sacked for Not Owning a Television Set

Banksy: Throw Away Your Television

"What! they sacked you for not having a television. How did they..."
"They sent me a note saying they felt I could not talk to students
about Media if I didn't have a television."
"Where did this happen?"
"One of those Private Colleges in the leafy suburbs."
"Probably something in the soil that makes them behave like that.  So what did you do about it?"
"I sent them a letter."
"What did you say?"
"I've got a copy here."
"Can I read it?"
"Of course, I would be interested in your opinion. Here it is. It's a bit long."

To the Governors

As to the issue of me not having a television. Amongst a myriad of other topics I mentioned in passing, once or twice to the students  that I did not have a Television;  However in mentioning this I was also very careful to point out to the students what a powerful educational tool Television can be i.e. the power of the image etc. I also pointed out the possible negative effects i.e. obesity in children who watch television for more than 3 hours a day. Those brief references were the sum of my discussion on that issue.

In regard to the students' feelings of getting very little out of the tutoring sessions because I did not have a television -  I would like to point out to you the areas of discussion that were pursued over the two sessions.

In the first session, as I recall, using material that the media studies students  had produced we discussed visual codes; layout and design, cropping, lighting, mode of address, imperatives, persuasive techniques e.g. alliteration, hyperbole, layout e.g. font style, size, colour clothing and physical appearance, body language facial expression and 'gaze' photographic codes and angle, shot type, composition and lighting.

We then went on to discuss how the audience is targeted in promoting pop figures such  as Lady Gaga and Lilly Allen and how ‘customer loyalty’ is rewarded, creating a sense of belonging in the fan base

Further discussion led on to the recent ‘Student Demonstrations’ and the ‘Cuts’ march’ and the vested interests of those involved and how the Guardian reported these ‘Demos’ as opposed to how the Daily Telegraph reported them.

On essay writing we talked about acquiring a well structured argument; on being discursive and in not being polarised in one’s argument etc. 

In the second session we discussed the uncovering of mechanisms by which meaning is created in ‘ads’ and how the first function of an ad’ is to create difference
 We then discussed how wide a field Media Studies can be; embracing related disciplines like cultural studies, literary theory  psychology  economics, and anthropology. Further discussion was around discourse analysis, and theories of advertiser use of persuasion, attention, and control,

We went on to focus on one particular ad’; Chanel Perfume and how a particular actress with a sophisticated aura is chosen for this ad’, and in contrast an ad’ for a perfume called ‘Babe’ another actress, more laddish, is chosen to sell this kind of Perfume.

This led on to discussion of present day sporting figures e.g. Tiger Woods, and Wayne Rooney and of how they are discarded when their behaviour does not live up to the purported’ healthy’ image of the product they are endorsing.
We then discussed how goods which are essentially the same, such as cigarettes, beer, soap and perfume are most in need of advertising;

As a means of encouraging the students to tackle complexity we then went on to discuss how ‘meaning’ in ads are re presented as ‘real’ or ‘natural’. The form of advertisements is thus ideological in that they involve the false assumption which is at the root of all ideology that, because things are as they are, this is somehow natural.

We discussed how Advertising's technique is to strip away the divide between the unattainable with the attainable.  Of how the myth that objects can conjure up happiness is not new; however, the myth that their purchase and possession can lead to happiness is new.

We discussed how Advertising although clothed in attractiveness and appeal is a pejorative term on the grounds of its presumed dishonesty and exploitation.

I indicated how meaning is transferred. An illustration of this would be the reversal which took place in the advertising of Heinz beans. The advertising moved from "Heinz means Beans" to "Beans means Heinz". In the latter example all beans are completely enclosed by the signifier. A product can then move from signifying meaning to actually generating meaning, from meaning happiness to being happiness: "Happiness is a cigar called Hamlet’

I talked to the students about the overt economic function of advertising appeal is to make us buy things. Its ideological function, however, is to involve us as 'individuals' in perpetuating the ideas which endorse the economic basis of our society. If it is economic conditions which make ideology necessary, it is ideology which makes those conditions seem necessary.

We discussed Judith Williamson book Decoding Advertisements, in which she attempts to undo not only the images and values of advertising, but of the 'transparent' forms and structures in which they are embodied. Media Studies then provides not an 'answer', but a 'set of tools' which we can use to alter our own perceptions of one of society's subtlest and most complex forms of propaganda.

The overt economic function of advertising is to make us buy things. Its ideological function, however, is to involve us as 'individuals' in perpetuating the ideas which endorse the economic basis of our society. If it is economic conditions which make ideology necessary, it is ideology which makes those conditions seem necessary.

Other items we discussed over the two session were Computer Games; Facebook; Twitter, and their effects politically; subliminal ads' in film - how a newlywed couple decorating their home can be mortgage ad’ etc.

We discussed postmodernism and the blizzard of images that we are now subjected in a density of cultural messages, how meaning has changed with the advent of technology.

In the practicalities of the exam technique I talked about the dangers of cramming, and the importance of preparing early, I pointed out the way of deconstructing the questions and the danger of  reportage and being overly descriptive in one’s answer. I encouraged the students to be analytical in their exam answers.

 Finally, if it were the case that not having a television barred one from discussing media would it then follow that a vegetarian would not be allowed to discuss nutrition?

"You did all that over two sessions. Have they replied yet?"

"Yes, they said they were sorry, but the wishes of their students were tantamount. So their decision was final."

"Sit down,and have a drink. What can I get you?"

"A large scotch."


"Don't worry about all this, it is complete bollocks."


"Yeah but if you are dismissed from a post you are by implication professionally impugned, aren't you."


"Yes, yes....I suppose you are."