Course
Profile Media
Studies, Grade 11, Open, Catholic
Unit 2: Television – What’s Inside the Box?
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
Television
plays an integral role in our society. Not only does it provide us with
enjoyment, but, for better or worse, it also informs ideology, values, and
identity. As a business, the television industry generates billions of dollars
by selling target audiences to product manufacturers. Television’s visual
appeal makes its representations of people, events, society, and the global
village convincing and credible and as a result, shapes the way we see the
world and ourselves. By examining the role of television in today’s world,
students will approach television with a critical as opposed to a passive mind.
By encouraging a critical thinking/cultural studies approach to television,
students will develop analytical skills that will help them to make informed
decisions not only in the media classroom, but also beyond. Ethical issues
raised in this television unit regarding values, identity, consumerism, racism,
and violence encourage students to be witnesses to Catholic social teaching by
promoting morality, equality, respect, and effort toward a peaceful and
compassionate society.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1. Turning on the Set: An Introduction to
Television |
150 min |
MAV.01,
MAV.02 MA1.02
MA2.01, 03 CGE 2b,
2e |
Knowledge/
Understanding Application |
Task
Sheet Jigsaw
Activity Media
Log |
|
2. Scheduling for Success |
150 min |
MAV.01,
MAV.02 MA1.02
MA2.04 CGE 2b,
2e |
Thinking/Inquiry Communication |
Research
television schedules Report
on scheduling task |
|
3. Whose Genre is it Anyway? |
300 min |
MTV.01,
MTV.02 MT1.01,
02, 03, 04; MT2.01, 02, 03, 04, 05 CGE 4g,
5d, 5e, 5f |
Thinking/Inquiry Communication |
Design
and delivery of survey Design
of pilot program |
|
4. What’s in a Stereotype? |
360 min |
MTV.01,
MTV.02 MAV.01,
MAV.02 MPV.01 MT1.02,
03, 04; MT2.01, 02, 03, 04, 05; MA1.01, 02; MA2.02, 04; MP1.01, 04 CGE 2e,
4a, 7e |
Thinking/Inquiry Application Communication |
Documentary
design and preparation Paragraph
Assignment |
|
5. Viewing Violence |
240 min |
MTV.01,
MTV.02 MAV.01, MAV.02 MT1.02,
03, 04 MT2.03, 04, 05; MA1.01, 02 MA2.02, 04 CGE 4c,
7a |
Thinking/Inquiry Communication |
Media
log Group
report on Television Violence News
Report |
Time: 150 minutes
Teachers
will introduce students to television terminology and concepts. Having acquired
these basic concepts, students will have a broader knowledge base from which to
develop a critical perspective in their daily television viewing. Students will
come to appreciate the power of the audience as seen through ratings and
demographics that determine the relative success or failure of a television
program. Students will consider critically their national identity in light of
the dominance of large American networks and programming. This set of
activities will form the lens through which students will consider and critique
television’s role in shaping their identity in light of Church social teaching.
Students will recognize the inter-dependence between television programming and
advertising. During the following activities students will appreciate the role
of television in an economy that is based on production and consumption. They
will be invited to critique this system in light of Catholic social teaching.
Strand(s): Media Audiences
Overall
Expectations
MAV.01 -
demonstrate an understanding of the ways in which media businesses, sponsors,
and advertisers target and attract audiences, and of how audiences use and
respond to media works;
MAV.02 -
analyse and draw conclusions about the influences of media and communication
technology on society, culture, and the economy.
Specific
Expectations
MA1.02 -
explain how and why media businesses, sponsors, and advertisers identify and
target audiences based on social and economic factors;
MA2.01 -
analyse the social, economic, and cultural contributions made by Canadian media
industries;
MA2.03 -
assess the impact of media and communication technology on the relationships
among countries, cultures, and economies around the world.
Ontario
Catholic School Graduate Expectations
CGE 2b -
reads, understands, and uses written materials effectively;
CGE 2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology, and information systems to enhance the quality of
life.
·
Students
should understand and be familiar with the key concepts of media literacy.
·
Students
should be familiar with jigsaw technique and group work delegation of tasks.
·
The
teacher should be familiar with basic concepts and terms of television such as
network, affiliate, production company, cable, rating, share, demographics, Canadian
Radio-Television and Telecommunications Commission.
·
The
teacher should recall that the eight key concepts explored in Unit 1 are the
groundwork for all further media explorations. They should be infused and
reinforced throughout all the units.
·
The
teacher should obtain most recent television broadcasting guidelines from CRTC.
·
The
teacher should be familiar with basic economic theory in relation to television
and advertising and the degree to which these support our economy.
·
The
teacher should collect television guides and summaries of weekly ratings found
in entertainment magazines and on the Internet.
·
The
teacher should design a worksheet entitled Television Terms Search Task Sheet.
This sheet will be used in conjunction with the television guides and the
ratings summaries to help students identify and apply the basic concepts and
terms of television.
·
Using
lecture format, teacher introduces students to the basic terminology of
television: network, affiliate, production company, cable, rating, share,
demographics, CRTC.
·
The
teacher distributes Television Terms Search Task Sheet, e.g., identify
affiliates and networks in their local viewing area, list the top rated and
lowest rated shows for the week.
·
Working
in small groups with television guide summaries of weekly ratings (found in
entertainment magazines and on the Internet), students complete the task sheet.
·
In
class discussion, students report their findings.
·
The
teacher monitors and assesses student participation informally.
·
In
class discussion, students list and record, on an overhead, their favourite
television programs.
·
Students
identify which of these programs are Canadian.
·
The
teacher poses questions for discussion, as such:
· How many Canadian television shows can you name?
· How many of these do you watch regularly?
· Can you describe what distinguishes these programs as Canadian?
· Should Canadian television channels be required to have a certain percentage of Canadian content?
· What should that percentage be?
· How should the percentage be enforced?
·
Introduce
the CRTC as an institution. Using the jigsaw technique, divide class into
groups to examine the guidelines of the CRTC. Each group will become expert in
one aspect of CRTC regulation.
·
Using
the same home groups, have students compare television programming for an
American television station to the programming for a Canadian station. Students
evaluate and report on the influence of their assigned regulation on the
Canadian station programming.
·
Through
whole class discussion, students will produce a rubric to evaluate the jigsaw
task. The teacher will do informal evaluation of group reports within the
jigsaw framework using the rubric developed by the class.
·
Students
will produce a written report on the influence of the CRTC on Canadian
programming and the value of Canadian content on television.
·
Informal
teacher observation of commitment to task, effective use of class time, group
dynamics, respectful attitude toward learning and others
·
Student
reflection in media log
·
Teacher
observation rubric developed by class
·
Completion
of handout/task sheet
·
Conference
with students and resource staff to determine the nature of accommodations.
·
Consult
with IEPs to determine appropriate accommodations.
·
Provide
definitions sheet for terminology.
·
Student
groupings should reflect a variety of abilities.
·
Pair
student with peer tutor/scribe, where necessary.
·
Enrichment
activities negotiated between teacher and student, e.g., Internet search of
network home pages (where the resources exist).
AML
Anthology 1990 and Anthology
Supplement 1992. Toronto: AML, 1990.
Bureau
of Broadcast Measurement - www.bbm.ca
CRTC
- www.crtc.gc.ca
Duncan,
Barry. Mass Media and Popular Culture, Version Two. Toronto: Harcourt,
Brace, Jovanovich, 1996. ISBN 0774701706.
Junyk,
Media
Literacy Intermediate and Senior Divisions Resource Guide.
Nielsen
Rating Service - www.nielsenmedia.com
TV Radio
World - www.tvradioworld.com
Time: 150 minutes
Students
will identify programming strategies used in their everyday viewing. They will
appreciate the inter-dependence between television programming and advertising.
Students will understand the role of television in an economy that is based on
production and consumption. As well, they will be invited to critique this
system in relation to the Gospel.
Overall
Expectations
MAV.01 -
demonstrate an understanding of the ways in which media businesses, sponsors,
and advertisers target and attract audiences, and of how audiences use and
respond to media works;
MAV.02 -
analyse and draw conclusions about the influences of media and communication
technology on society, culture, and the economy.
Specific
Expectations
MA1.02 - explain
how and why media businesses, sponsors, and advertisers identify and target
audiences based on social and economic factors;
MA2.04 -
assess the impact on society of the fact that most media are funded by revenue
from advertising, admission fees, and public contributions.
CGE 2b -
reads, understands, and uses written materials effectively;
CGE 2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology and information systems to enhance the quality of
life.
·
Students
should understand and be familiar with the key concepts of media literacy.
·
Students
should be familiar with jigsaw technique and group work delegation of tasks.
·
The
teacher should be familiar with basic concepts of television such as scheduling
strategies (hammocking, bridging, blunting, counter-programming), and
advertising claims and appeals.
·
The
teacher should collect television guides and summaries of weekly ratings that
can be found in entertainment magazines and the Internet.
·
The
teacher designs a brief summary of three imaginary new television shows, e.g. Common
Ground – This new sitcom is about eight young people (all teenagers) who
start a gardening/lawn mowing business together. The characters are attractive
and eccentric. While they each want to make it in the business world, they also
care deeply about one another.
·
Using
a lecture-style lesson, the teacher will introduce programming strategies,
claims, and appeals.
·
Working
in small groups with television guides, students will examine the use of
programming strategies networks employ in scheduling, e.g., Students locate a
show that has been “hammocked”.
·
Students,
working in the same groups, will be assigned three new hypothetical pilot
programs, each aimed at specific target audiences and reflecting a variety of
television genres.
·
Students
are to schedule these programs employing the specific scheduling strategies.
·
In
a large group discussion, each group explains and defends the programming
strategy they employed for each pilot.
·
The
teacher will assign three to five specific television programs to be viewed
over the course of three evenings. These programs should reflect a variety of
target audiences.
·
While
viewing these shows, students record, in a viewing log: the target audience(s),
products advertised during commercial breaks, the appeals used, and product
placements within the programs.
·
Students
present their findings to the class through large group discussion.
·
Informal
teacher evaluation of commitment to task, effective use of class time, group
dynamics, respectful attitude toward learning and others
·
Student
reflection in media logs
·
Teacher
observation checklist for group presentation of scheduling strategies
·
Teacher
conferences with students to determine the nature of the accommodation
·
Use
of multi-level groups
·
Negotiation
of enrichment activities with students
·
Peer
helpers could provide assistance to groups
American
Broadcasting Corporation – www.abc.go.com
AML
Anthology 1990 and
Anthology Supplement 1992. Toronto: AML, 1990.
Bureau
of Broadcast Measurement – www.bbm.ca
Canadian
Broadcasting Corporation – www.cbc.ca
CRTC
– www.crtc.gc.ca
Canadian
Television Network – www.ctv.ca
Columbia Broadcasting System – www.cbs.com
Duncan,
Barry. Mass Media and Popular Culture, Version Two. Toronto: Harcourt,
Brace, Jovanovich, 1996. ISBN 0774701706
Junyk,
Myra. Media Meaning: A Program Guide for Educators in Catholic Schools. Toronto:
OECTA Publishing, 1998.
Media
Literacy, Intermediate and Senior Divisions, Resource Guide. Toronto: Queen’s Printer for
Ontario, 1989. ISBN 0-77295090-3
National
Broadcasting Corporation – www.nbc.com
Nielsen
Rating Service – www.nielsenmedia.com
Pavese,
Edith and Judith Henry. TV Mania. New York: Harry N. Abrams, Inc.
Publishers, 1998.
ISBN 0-8109-3892-8
TV Radio
World – www.tvradioworld.com
Time: 300 minutes
Students
will learn to recognize the various television genres and how the
characteristics and forms of each genre contribute to meaning and pleasure.
Students will also have the opportunity to create original media products
taking into consideration audience concerns and experience. Students will
explore how their values and identity are both reflected and shaped by
television. Moreover, they are challenged to consider whether the formats and
genres of television programming display the fullness of humanity that we are
called to by the Gospel.
Strand(s): Media Texts
Overall
Expectations
MTV.01 -
analyse, interpret, and assess the techniques, forms, style, and language of
media works to describe and explain how different media communicate meaning;
MTV.02 -
analyse media representations to describe their content, identify bias, and
explain their impact on audiences.
Specific
Expectations
MT1.01 -
identify the characteristics of a variety of media, including television,
newspapers, and the Internet, and explain how these characteristics influence
meaning;
MT1.02 -
identify and explain how media conventions and techniques influence the
creation and interpretation of media works;
MT1.03 -
analyse how the language used in media works influences the interpretation of
messages, with a focus on tone, level of language, and point of view;
MT1.04 -
explain how aesthetic qualities in media works contribute to audience enjoyment
and understanding;
MT2.01 -
analyse how individuals or groups are presented in media works and assess the
accuracy and influence of these representations;
MT2.02 -
examine how people or groups are represented in a variety of media works and
explain the beliefs and biases revealed and the messages conveyed;
MT2.03 -
analyse media representations of social, political, and cultural issues and
explain how the representations influence people’s interpretation of the issues
and their level of concern;
MT2.04 - analyse and explain the
representations of behaviours and attitudes in media works;
MT2.05 -
compare and analyse the representations of people and issues in a variety of
media and identify factors that may account for any differences.
Ontario
Catholic School Graduate Expectations
CGE 4g -
examines and reflects on one’s personal values, abilities, and aspirations
influencing life’s choices and opportunities;
CGE 5d -
finds meaning, dignity, fulfillment, and vocation in work which contributes to
the common good;
CGE 5e -
respects the rights, responsibilities, and contributions of self and others;
CGE 5f -
exercises Christian leadership in the achievement of individual and group
goals.
·
Students
should know and understand the key concepts of media literacy.
·
Students
should be familiar with storyboarding and script writing.
·
The
teacher should be familiar with the different genres of television programming
and possess some knowledge of the history and development of television
programs.
·
Students
may require a letter of introduction/explanation when going out into the larger
community to interview members of their focus group.
·
The
teacher should consult with school administration about the nature of the
assignment that requires students to interview members of the community. Any
safety issues should be clarified at this time. Parental permission should be
sought.
·
Teacher
may want to emphasize to students that they are ambassadors for the school in
the larger community, and as such, they need to be conscious of their
deportment.
·
Due
to time demands outside of the classroom, students should be allowed to choose
their own group members.
·
The
teacher introduces the concept of television genres to the class via large
group discussion.
·
The
teacher divides students into small groups and assign each group one television
genre, e.g., talk shows, sitcoms, soap operas, “real TV,” music videos, drama,
sports, children’s programming.
·
Groups
evaluate the characteristics of the genre according to the following:
· List of shows that fall under the genre
· Length of the program
· Description of the set(s)
· Character types
· Types of conflict
· Sources of appeal in viewing
· Values/Treatment of social issues
· “Hyper Reality” - phoniness vs. realism
·
Once
students have discussed the criteria, they record their findings on chart paper
and informally present them to the class.
·
Class
discussion follows each presentation during which the teacher will clarify and
elaborate ideas/concepts, e.g., stereotypes, social values, and gender roles.
·
Chart
paper work can remain on the walls throughout the duration of the television
unit.
·
Assign
groups of students a particular focus group, e.g., firefighters, pre-schoolers,
senior citizens, teachers, and storeowners.
·
Each
group designs an interview survey that will allow them to identify the concerns
of their focus group.
·
After
school, students distribute the surveys and collect data.
·
From
data, the students create a profile of their focus group.
·
Groups
then submit a proposal for a pilot program outlining the television genre they
have selected and a defence of their choice. The proposal should also include a
description of the show’s premise, a brief description of the major characters
and setting, and a brief outline of the plot of the pilot episode. Students are
reminded that the show should reflect the genuine concerns and experiences of
their focus group.
·
Students
will be required to script and storyboard the first scene of the pilot episode.
·
Through
class discussion, students develop an oral presentation rubric.
·
Students
introduce and explain their pilot to the larger class group in a formal oral
presentation.
·
Informal
teacher and anecdotal notes about group dynamics
·
Self
and peer evaluations of oral presentations
·
Teacher/student
conferences
·
Teacher
review of student-created media work
·
Rubric
for formal oral presentation
·
Break
down larger activities into smaller, more manageable steps.
·
As
a creative extension, students could videotape or re-enact the first scene of
their pilot episode.
AML
Anthology 1990 and Anthology
Supplement 1992. Toronto: AML, 1990.
Bianculli,
David. Teleliteracy: Taking Television Seriously. New York: Touchstone,
1994.
ISBN 0815606532
Bianculli,
David. Dictionary of Teleliteracy: Television’s 500 Biggest Hits, Misses and
Events. New York: Continuum, 1996. ISBN 0-82640577-0
Duncan,
Barry. Mass Media and Popular Culture, Version Two. Toronto: Harcourt,
Brace, Jovanovich, 1996. ISBN 0774701706
Giltin,
Todd, ed. Watching Television. New York: Pantheon, 1986. ISBN 0394746511
Jones,
Gerard. Honey, I’m Home! Sitcoms: Selling the American Dream. New York:
Grove Weidenfeld, 1992. ISBN 08021-1308-74
Junyk,
Myra. Media Meaning: A Program Guide for Educators in Catholic Schools.
Toronto: OECTA Publishing, 1998.
Media
Literacy Intermediate and Senior Divisions Resource Guide. Toronto: Queen’s Printer for
Ontario, 1989. ISBN 0-77295090-3
Nelson,
Joyce. The Perfect Machine: TV in the Nuclear Age. Toronto: Between the
Lines Press, 1987.
ISBN 0919946852
Pungente,
John J. More Than Meets the Eye: Watching Television Watching Us.
Toronto: McClelland and Stewart Inc., 1999. ISBN 0-77107100-0
Taylor,
Ella. Primetime Families: Television Culture in Post-War America. Berkeley:
University of California Press, 1989.
Time: 360 minutes
Students
explore the concept of stereotypes in television. They examine the
stereotypical portrayal of various groups of people in the television world and
discuss how this kind of portrayal is viewed by the Church and our Catholic
faith community. Through the production of a class documentary on the topic of
Stereotyping in Television, students use research techniques, analyse the
documentary form, examine how television uses stereotyping to attract audiences
and draw conclusions about the influence of television on society within the
context of a faith perspective.
Strand(s): Media Texts, Media Audiences, Media Production
Overall
Expectations
MTV.01 -
analyse, interpret, and assess the techniques, forms, style, and language of
media works to describe and explain how different media communicate meaning;
MTV.02 -
analyse media representations to describe their content, identify bias, and
explain their impact on audiences;
MAV.01 -
demonstrate an understanding of the ways in which media businesses, sponsors,
and advertisers target and attract audiences, and of how audiences use and
respond to media works;
MAV.02 -
analyse and draw conclusions about the influences of media and communication
technology on society, culture, and the economy;
MPV.01 -
demonstrate an understanding of the interrelationship of form, content, and
audience by creating media works for different audiences and purposes.
Specific
Expectations
MT1.02 -
identify and explain how media conventions and techniques influence the creation
and interpretation of media works;
MT1.03 -
analyse how the language used in media works influences the interpretation of
messages, with a focus on tone, level of language, and point of view;
MT1.04 -
explain how aesthetic qualities in media works contribute to audience enjoyment
and understanding;
MT2.01 -
analyse how individuals or groups are presented in media works and assess the
accuracy and influence of these representations;
MT2.02 -
examine how people or groups are represented in a variety of media works and
explain the beliefs and biases revealed and the messages conveyed;
MT2.03 -
analyse media representations of social, political, and cultural issues and
explain how the representations influence people’s interpretation of the issues
and their level of concern;
MT2.04 -
analyse and explain the representations of behaviours and attitudes in media
works;
MT2.05 -
compare and analyse the representations of people and issues in a variety of
media and identify factors that may account for any differences;
MA1.01 -
compare their own and others’ responses to a variety of media works and explain
how the characteristic of audiences influence how the audiences interpret and
enjoy particular works;
MA1.02 -
explain how and why media businesses, sponsors, and advertisers identify and
target audiences based on social and economic factors;
MA2.02 -
analyse the impact of media and communication technologies on interpersonal
communications, commerce, education, family life, and work;
MA2.04 -
assess the impact on society of the fact that most media are funded by revenue
from advertising, admission fees, and public contributions;
MP1.01 - select and use the conventions of a
particular genre and appropriate techniques to produce media works;
MP1.04 -
use appropriate production techniques to create a media work about an important
social or cultural issue for a particular audience.
Ontario
Catholic School Graduate Expectations
CGE2e -
use and integrate the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life;
CGE4a -
demonstrate a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE7e -
witness Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful and compassionate society.
·
Students
should understand and be able to use the video camera to produce a media
product.
·
Students
should be familiar with the framework of a documentary television product.
·
Students
should be able to work in groups in order to delegate tasks, organize a
production, and communicate with each other to accomplish goals.
·
Students
should be familiar with the key concepts of media, storyboarding, scripting,
editing, production techniques, and roles in the creation of a television
documentary product.
·
The
class must have access to a video camera during the time of taping of the
documentary.
·
The
teacher should prepare several readings on stereotyping in television using
some of the reference resources for discussion purposes.
·
The
teacher should oversee the division of tasks in the groups in order to ensure
an equal division of the work involved.
·
The
teacher should outline how the assessment of the unit will be done. In
particular, the entire class should develop the rubric for the paragraph
response to the assignment. The checklist for each group should also be
developed by students in collaboration with the teacher.
·
Any
special permission for using different classrooms or areas of the school for
taping of the documentary should be arranged prior to the beginning of this
unit.
·
Other
English teachers should be consulted to see if they wish to participate in this
project by allowing advertising of the documentary to be displayed in their
classrooms and by later viewing the product in their classes. Perhaps these
teachers could also integrate the viewing of the documentary into their
curriculum, i.e., media strand, writing reviews etc.
·
The
teacher leads a discussion of the concept of “stereotyping” using quotations
taken from Church documents and other reference sources. The class comes up
with a definition of the term to be used as the basis of the documentary
project.
·
Students
are asked which groups are stereotyped on television e.g., women, teens, older
people, ethnic groups, religious groups, etc. Various questions will be
discussed: How are groups stereotyped? What role does bias play in promoting
stereotyping? What effect does this stereotyping have on the self-esteem of the
various members of these groups? Why do the sponsors of television programs
promote stereotyping? Does Canadian television programming reflect the multi-cultural
reality of Canada?
·
Students
are asked to list examples of stereotyping in their favourite television
programs.
·
The
class is introduced to the class assignment – to produce a 15-minute
documentary on the topic of “television stereotyping.” After production has
been completed, this documentary could be shown to audiences in other English
classrooms throughout the school.
·
Students
are given the choice to join one of four groups to produce the documentary:
A. Research Department – conducts surveys in the school on the topic, uses the Internet and other resources to provide the basis for the documentary script, writes the script for the documentary
B. Production Department – consists of the production crew for the documentary – producer, director, participants, schedulers, taping crew
C. Creative Department – takes charge of the creative aspects of the production – lighting, sound, props, costumes, set design
D. Advertising Department – sells the product in the school through advertisements, PA announcements and other means, also produces a one-minute advertisement during the documentary for a product without any stereotyping
·
Students
should be given class time to work on the project.
·
Groups
develop checklists in consultation with the teacher to describe what
performance criteria should be used to evaluate the group’s achievement.
·
The
class views the documentary together.
·
The
project could be shown in other English classrooms.
·
Through
class discussion, a rubric is developed to evaluate the paragraph assignment
given at the end of this unit.
·
Students
respond to the assignment by writing one paragraph on the topic, My Role in the
Production of the Documentary on Television Stereotyping.
·
The
project is evaluated by the teacher in the form of a “documentary review”
written by the teacher as if he/she were a television reviewer. Class
discussion about the characteristics of the review and the validity of the
teacher’s judgements.
·
Individual
groups are evaluated using checklists for performance developed by the groups
during the course of working in the groups in consultation with the teacher.
·
Individual
students are evaluated on their paragraphs using the rubric developed by the
entire class.
·
The
wide variety of tasks to be done in the production of a documentary will allow
students to display their strengths through a variety of formats.
·
Students
who have difficulty responding in writing could be given the option of
responding using a computer or audiotape format.
Abercrombie,
Nicholas. Television and Society. Cambridge: Polity Press, 1996.
ISBN 0-7456-1436-1
Arthur,
Chris, ed. Religion and the Media: An Introductory Reader. Cardiff:
University of Wales Press, 1993. ISBN 0708312217
Cable
in the Classroom – www.cableintheclassroom.ca
Campbell,
Sandra. Positive Action: Gender and Violence in Children’s Entertainment
Teacher Kit. Toronto: MediaWatch, 1995.
Carpenter,
Donna. Media Images & Issues. Don Mills: Addison-Wesley Publishers
Limited, 1989.
ISBN 0-201-19207-1
Media Literacy Intermediate and
Senior Divisions Resource Guide. Toronto: Queen’s Printer for Ontario, 1989. ISBN 0-77295090-3
Media
Awareness Network – www.media-awareness.ca
Moog,
Carol. Are they Selling Her Lips? Advertising and Identity. New York:
William Morrow, 1990.
Pontifical
Council for Social Communications. Aetatis Novae (On Social Communication). Rome,
1989.
Schultze,
Quentin J., et al. Dancing in the Dark: Youth, Popular Culture and the
Electronic Media. William B. Eerdmans Publishing Co., 1991.
Ungerleider,
Charles S. and Ernest Kreiger. Television and Society: An Investigative
Approach. Toronto: Irwin, 1985. ISBN 0-7725-1518-2
Time: 240 minutes
Through
this activity, students will gain an awareness of how media violence impacts on
our culture. Through the lenses of Church documents and articles about violence
on television, students will be able to interpret the effect of the use of
violence on television, explain how audiences are affected by violence on
television, understand why violence is used by sponsors to attract audiences to
television programs and draw conclusions about how our faith community should
react to the role of violence on television.
Strand(s): Media Texts, Media Audiences
Overall
Expectations
MTV.01 -
analyse, interpret, and assess the techniques, forms, style, and language of
media works to describe and explain how different media communicate meaning;
MTV.02 -
analyse media representations to describe their content, identify bias, and
explain their impact on audiences;
MAV.01 -
demonstrate an understanding of the ways in which media businesses, sponsors,
and advertisers target and attract audiences, and of how audiences use and
respond to media works;
MAV.02 -
analyse and draw conclusions about the influences of media and communication
technology on society, culture, and the economy.
Specific
Expectations
MT1.02 -
identify and explain how media conventions and techniques influence the
creation and interpretation of media works;
MT1.03 -
analyse how the language used in media works influences the interpretation of
messages, with a focus on tone, level of language, and point of view;
MT1.04 -
explain how aesthetic qualities in media works contribute to audience enjoyment
and understanding;
MT2.03 -
analyse media representations of social, political, and cultural issues and
explain how the representations influence people’s interpretation of the issues
and their level of concern;
MT2.04 -
analyse and explain the representations of behaviours and attitudes in media
works;
MT2.05 -
compare and analyse the representations of people and issues in a variety of
media and identify factors that may account for any differences;
MA1.01 -
compare their own and others’ responses to a variety of media works and explain
how the characteristic of audiences influence how the audiences interpret and
enjoy particular works;
MA1.02 -
explain how and why media businesses, sponsors, and advertisers identify and
target audiences based on social and economic factors;
MA2.02 - analyse the impact of media and
communication technologies on interpersonal communications, commerce,
education, family life, and work;
MA2.04 -
assess the impact on society of the fact that most media are funded by revenue
from advertising, admission fees, and public contributions.
Ontario
Catholic School Graduate Expectations
CGE4c -
takes initiative and demonstrates Christian leadership;
CGE7a -
acts morally and legally as a person formed in Catholic traditions.
·
Students
should understand the criteria for creating an oral report. As a class, they
will be able to create a rubric to evaluate the effectiveness of the oral
reports presented.
·
Students
should understand how to create storyboards to illustrate the plot of a
television program.
·
Students
should be aware of the criteria for producing effective skits, posters, video
presentations and panel discussions.
·
Students
should be able to write a news report on a specified topic.
·
The
teacher should provide materials about the topic being researched.
·
Any
special permission for using other areas of the school for research should be
arranged prior to the beginning of this unit, e.g., media centre or resource
room.
·
Any
special permission for conducting school surveys should be arranged with school
authorities prior to the beginning of this unit.
·
The
class should have access to the video camera during the time of this unit.
·
The
teacher should provide students with access to any art supplies/materials they
will need to portray their research findings in artistic formats.
·
The
teacher reads from the findings of several researchers about the effects of
media violence on children. Readings should also be taken from Church documents
on the effects of media violence. Since these findings are often in conflict,
the class should discuss how media violence has affected them.
·
Various
aspects of television violence are discussed by the class. The following
questions can be used as a guide to the discussion:
· What is television violence?
· Why is television violence so appealing to viewers?
· Are there different types/degrees of violence on television?
· Which kinds of television programs often are associated with violence?
· What conventions are associated with television violence?
· How have regulatory agencies responded to violence on television?
· What role do parents have in regulating their child’s exposure to television violence?
· What kinds of stereotypes are shown in violent television programs?
· What role do news programs/rock videos/cartoons have in violent television portrayals?
·
Students
keep a written report of the violent acts they see on television for the period
of one week. They are to include any type of violence they observe. They are to
classify the violence according to a scale that they develop individually. The
scale is to be explained at the beginning of the media log. They make reference
to appropriate Church teachings.
·
Students
divide up into groups to research, represent and report on one of the following
topics:
· Regulation of Television Violence
· Violence in Children’s Programming
· News Violence
· Rock Video Violence
· Violence in Television Sports Coverage
·
Students
are to have access to various reports, articles and Internet sites dealing with
the topic of Violence on Television.
·
Groups
are to present their findings in a variety of formats, such as oral reports,
storyboards, skits, game shows, panel discussions, or a series of posters. A
checklist developed by the class will be used to evaluate individual group
presentations.
·
After
the presentation, each student will write a news report on the topic of
Violence on Television. A rubric will be developed by the class to evaluate
this product.
·
The
written report are evaluated by the teacher.
·
The
presentations are evaluated by the teacher using a checklist developed by the
class in consultation with the teacher.
·
The
news reports are evaluated based on a rubric.
·
Provide
a model of the log for exceptional students.
·
The
wide variety of presentation formats allows students to display their strengths
through a variety of formats.
·
Give
students who have difficulty responding in writing the option of responding on
a computer or in an audiotape format.
Andersen,
Neil. Media Works. Toronto: Oxford, 1989. ISBN 019-5407030-X
Arthur,
Chris, ed. Religion and the Media: An Introductory Reader. Cardiff:
University of Wales Press, 1993. ISBN 0708312217
Cable
in the Classroom – www.cableintheclassroom.ca
Campbell,
Sandra. Positive Action: Gender and Violence in Children’s Entertainment
Teacher Kit. Toronto: MediaWatch, 1995.
Carere,
Sharon, ed. Responding to Media Violence. Toronto: Metropolitan Toronto
School Board, 1996.
Carpenter,
Donna. Media Images & Issues. Don Mills: Addison-Wesley Publishers
Limited, 1989.
ISBN 0-201-19207-1
Ekstrom,
Reynolds R., ed. TeenMEDIA. Don Bosco Multimedia, 1992.
Jesuit
Communication Project – www.interact.uoregon.edu./MediaLit/JCP/
Ledingham
Jane, et al. The Effects of Media Violence on Children. Ottawa: National
Clearinghouse on Family Violence, Health Canada, 1993.
Media
Literacy, Intermediate and Senior Divisions, Resource Guide. Toronto: Queen’s Printer for
Ontario, 1989. ISBN 0-77295090-3
Media Awareness Network –
www.media-awareness.ca
Pontifical Council for Social Communications. Aetatis
Novae (On Social Communication). Rome, 1989.
Pontifical Council for Social Communications.
Pornography and Violence in the Communication Media. Rome, 1989.
Pope
John Paul II. The Gospel of Life: Evangelium Vitae. New York: Random
House, 1995.
Schultze,
Quentin J., et al. Dancing in the Dark: Youth, Popular Culture and the
Electronic Media. William B. Eerdmans Publishing Co., 1991.
Smith,
Marilyn E. Television Violence and Behavior: A Research Summary. ERIC
Digest.: ED366329, Syracuse: ERIC, 1993.
Ungerleider,
Charles S. and Ernest Kreiger. Television and Society: An Investigative
Approach. Toronto: Irwin, 1985. ISBN 0-7725-1518-2
Time: 15 hours
The
culminating activity is designed to be an ongoing project throughout the
duration of the course. Through creating a variety of media works, students
will demonstrate an understanding of the interrelationship of form, content,
and audience. Students are expected to work effectively as interdependent team
members who are able to exercise Christian leadership in the achievement of
individual and group goals. Moreover, they apply effective communication,
decision-making, time and resource management skills to evaluate situations and
to solve problems. The nature of the activity is an advertising campaign.
MPV.01 -
demonstrate an understanding of the interrelationship of form, content, and
audience by creating media works for different audiences and purposes;
MPV.02 -
describe production roles and responsibilities in a variety of media industries
and identify key conditions that affect the production, financing, and
distribution of media works.
MP1.01 -
select and use the conventions of a particular genre and appropriate techniques
to produce media works (e.g., create suspense in a video by using low camera angles,
eerie music, and dim lighting; design a website that includes animated clip art
and coloured text; adapt a published short story for radio, selecting and using
narrative techniques appropriate to the medium);
MP1.02 -
select and use the appropriate level of language, tone, and point of view in
creating media works for specific audiences and purposes (e.g., videotape or
audiotape a mock colour commentary of a school sports event; create posters
aimed at different groups to advertise a community event);
MP1.03 -
adapt messages for different media and for different audiences and explain how
the characteristics of media forms and audiences influenced production
decisions and shaped the content (e.g., adapt a short story for a comic book or
a website; write or produce a news story about the same event for radio and for
the school newspaper; explain the choices made in creating a water-safety
poster for adults and another for children);
MP1.04 -
use appropriate production techniques to create a media work about an important
social or cultural issue for a particular audience (e.g., create a website or
print advertisement about drug abuse aimed at a teen audience; create a collage
that presents alternative perspectives on a social issue);
MP1.05 -
design a multimedia campaign to promote an institution or product (e.g., plan a
campaign that includes print advertising, TV/radio commercials, a website, and
clothing or other product tie-ins).
CGE 5d - finds meaning, dignity, fulfillment,
and vocation in work which contributes to the common good;
CGE 5e - respects the rights, responsibilities,
and contributions of self and others;
CGE 5f - exercises Christian leadership in the
achievement of individual and group goals;
CGE 5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others.
·
Students
should understand and be familiar with the key concepts of media literacy.
·
Students
should be familiar with group work delegation of tasks.
·
The
unit is best introduced during the television unit (Unit 2) since students will
have been introduced to the key concepts and have had the opportunity to apply
them in the television unit.
·
The
teacher may have to modify the exercise depending on the availability of
technology and skilled personnel.
·
The
teacher may have to design a mini-lesson or a series of mini-lessons on
magazine ad layout, storyboarding, and use of video cameras. These mini-lessons
can either occur early in the course or be integrated into the appropriate
units. In consultation with the school’s audio technician (if one is available)
the media teacher should arrange a workshop on working with the video cameras
as early in the semester as possible.
·
The
teacher and students should negotiate timelines and due dates. It is important
that teacher conference with the students throughout the process to ensure
adherence to tasks/timelines.
·
Expectations
for evaluation should be made clear at the beginning and should be repeated
throughout the activity.
·
The
teacher should remind students of the appropriate nature of language and images
in creating their media products.
·
The
teacher will decide on the appropriate mark allotment for each component of the
assignment.
·
The
teacher will introduce the advertising campaign early in the course. It will
consist of four components: a product profile, a magazine print ad, a
television commercial, and an oral presentation.
·
The
teacher will present the following script/scenario:
·
“You
and your four or five group members have your own advertising agency. A
manufacturing company wants to hire you to advertise their product; they would
like to see a sample of your most creative work. In order to do this, your
advertising company must create your own original product and create a unique
advertising campaign. You will present your ad campaign to the manufacturer on:
______________________.”
·
The
following is a breakdown of the assignment:
This is
the written component of your ad campaign. It will be one- to two-pages long.
It must discuss the following:
·
Product
Information – Introduce your product (provide a brand name) and give an explanation
of the purpose/function of your product.
·
Target
Audience – At whom are your advertisements aimed? Provide a detailed
description of this audience and why the product would appeal to them.
·
Scheduling
Strategies – Explain and defend your choices as to when you would air your
television ad.
Your
ad must:
·
include
all four parts of a print ad (headline, illustration, copy, and logo);
·
appeal
to your target audience;
·
cover
the area of an 8 1/2" x 11" sheet;
·
make
use of appeals and claims, and be eye catching, attractive, colourful, and
original.
Your
commercial must include:
·
a
slogan/jingle;
·
specific
appeal(s) and claim(s);
·
a
script which incorporates an appropriate setting, props and costuming;
·
a
storyboard: including video and audio directions;
·
a
video that is 30-60 seconds in length.
In a
15-20 minute presentation, your advertising firm must introduce the various
components of your campaign to the class.
·
Formal
and informal teacher/student conferences
·
Formative
assessment via assessment checklist
·
Peer
and self-evaluation of group dynamic
·
Rubrics
for various components of project
·
The
teacher may wish to break components into smaller more manageable steps.
·
The
teacher may reduce the number of or modify components to meet student(s) needs.
·
Students
should be free to choose their own groups because of the nature and time
commitment of the project.
·
Provide
written outlines/charts/timelines, where necessary.
·
Negotiate
enrichment activities/extensions with the student(s).
Duncan,
Barry. Mass Media and Popular Culture, Version Two. Toronto: Harcourt,
Brace, Jovanovich, 1996. ISBN 0-774701706
Hone,
Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video. Toronto:
Globe Modern, 1992.