Course
Profile Media
Studies, Grade 11, Open, Public
Unit 1: Your Generation
Time: 22 hours
Activity 1.1 | Activity
1.2 | Activity 1.3 | Activity 1.4 | Activity
1.5 | Activity 1.6 | Activity 1.7 | Activity
1.8 | Activity 1.9 | Activity 1.10
As part
of the introduction to the course, students complete a diagnostic activity that
allows the teacher to assess the level of media awareness and knowledge
individuals bring to this course from personal experience and exposure to media
components in earlier grades. Teachers establish that students have the
necessary language and familiarity with basic media literacy and popular culture
to view media representations of themselves and critique them. Students begin
to keep a Media Log and Journal to track their consumption of media and their
deepening understanding of the ways in which media impacts on their lives.
Students analyse print and video works to understand how they are being
depicted as a group. They are challenged to decode the messages, both explicit
and implicit, that media gives them about themselves. Opportunities for whole
class, small group, and individual learning are provided, so that by the end of
the unit, the students are well prepared to create a teen magazine that
accurately depicts their generation.
Strand(s): Media Texts, Media Audiences, Media Production
Overall
Expectations: MTV.01, MTV.02, MAV.01, MAV.02, MPV.01.
For more
detail please see the unit chart included in the course overview.
|
Activity
1.1 |
Media
and the Masses |
90 minutes |
|
Activity
1.2 |
Popular
Products |
70 minutes |
|
Activity
1.3 |
Is that
you on TV? It sure isn’t me! |
120
minutes |
|
Activity
1.4 |
Sporting
Ads: Who’s in the audience? |
120
minutes |
|
Activity
1.5 |
You
want something different? |
80 minutes |
|
Activity
1.6 |
Promote
this! |
120
minutes |
|
Activity
1.7 |
Not
with them! Cliques in the media |
120
minutes |
|
Activity
1.8 |
Pop
Music and Videos |
180
minutes |
|
Activity
1.9 |
The
Power of Body Language |
120
minutes |
|
Activity
1.10 |
Know
the Facts |
300
minutes |
·
Refer
to the Grade 9 exemplar project for an example of levelled work.
·
Contact
local college to arrange visits or guest speakers from their media and
journalism departments.
·
Make
links to business, marketing and technology courses.
·
Make
contact with the library and technology staff in the school.
·
Refer
to a variety of television programs including programs from Black Entertainment
Television, CHIN, Tele Latino and other mainstream networks.
·
Use
a variety of Canadian content in the unit as well as a variety of foreign and
Canadian films.
·
Consult
guidelines for anti-racist and bias-free education to ensure awareness,
sensitivity, and caution in selection and delivery of materials and issues.
·
Consult
the IEPs for exceptional students and adapt the course according to suggested
strategies.
·
Consider
subscribing to daily national newspapers for class use. Local community
newspapers should also be used.
·
Encourage
students to bring media and print materials from home.
·
Establish
a database of useful websites.
·
Assign
students the culminating activity at the beginning of the unit.
·
Request
necessary resources and equipment.
·
Verify
that all technical equipment is available and in good working condition.
·
Recognize
that the contexts provided in this profile are used to create a real-life
situation for the students; however, they are only suggestions.
·
Be
sensitive to teens’ self-consciousness in front of their peers when doing class
presentations.
·
Compile
resources, with emphasis on those that do not go back further than a decade; film
and music should be even more recent.
·
Take
an inventory of what students are watching and listening to.
·
Create
a glossary of terms for the unit and/or course.
·
Contact
local DJ/VJ for interview, if possible.
·
Prior
to the culminating activity, teachers assess students’ ability using the
presentation software.
·
Arrange
for computer time for the culminating activity or plan to use alternatives to
presentation software, such as posters or scrapbooks.
Plan to
introduce the culminating unit for the course, which will draw on skills
developed for the culminating activity in this unit.
Adams,
Bell & Griffin. Teaching for Diversity and Social Justice: A Sourcebook.
Routledge, 1997.
ISBN 0415910579
Anderson,
D. Teaching and Learning Styles: 4MAT: A Unit of Study of Advanced Level
English. Toronto: OSSTF.
Anderson,
Neil. Media Works. Toronto: Oxford University Press, 1989. ISBN
0-19-540730-X
Crane,
Mary, Barbara Fullerton, and Amanda Joseph. SightLines 10. Canada:
Prentice Hall, Toronto, 2000. ISBN 0-13-082171-3
Dawe,
Robert, Barry Duncan, and Wendy Mathieu. ResourceLines 9/10.
Scarborough, Ontario: Prentice Hall Ginn Canada, 1999. ISBN 0-13-012922-4
Duncan,
Barry, Janine D’Ippolito, Cam Macpherson, and Carolyn Wilson. Mass Media and
Popular Culture. Harcourt Brace and Company
Ministry
of Education. The
Mitchell,
Scott and Darren Wershler-Henry. Internet Directory 2000: A Canadian Guide.
ASKME.COM
- www.askme.com
Flare,
Chatelaine, Canadian Geographic, New Horizons, The New Internationalist, Ms.
Time: 90 minutes
A
diagnostic assessment gauges the students’ familiarity with media. Students
refresh their understanding of the term “mass media” and gain an appreciation
of the key roles mass media play in our lives. Students review and reinforce
their understanding of media terms and concepts developed in Grade 9 and 10
English courses. Students work cooperatively in small groups to explore the six
key roles media play in all our lives.
Learning
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;
MT1.01 -
identify the characteristics of a variety of media, including television,
newspapers, and the Internet, and explain how these characteristics influence
meaning;
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.
·
Prepare
a course outline in accordance with the expectations of the Ministry of
Education, the school board and the school.
·
Collect
resources and distribute to six sites in the classroom before the students
arrive. The resources will be purposefully dedicated to one of six sites; each
one will be designed to illustrate one of the six key roles of media as
described below.
·
Suggested
distribution: Site 1 – Informational -
“Studio 2” program on videotape. Site 3 – Expanding Personal Experience - National
Geographic, Outside magazine. Site 4 – Images we come to accept as normal -
Fashion Section of newspapers, Elle, Vogue, Video clip of “Fashion
Television” (City TV). Site 5 – Advertising/P.R. - Film Posters, pamphlets from
universities, travel brochures. Site 6 – Entertainment- Segment from “The
Simpsons,” Entertainment section from newspapers, audio clip of music or
current pop star. Any locally available resources may be used to replace or augment.
The teacher will decide what technology they should have in place for this
activity (e.g., TV/VCR, computers with pre-selected web sites, cassette and/or
CD players.)
·
Have
a formative checklist available to assess group work components such as cooperation,
on-task behaviour.
·
Identify
resources to be used in the unit, including a core text or excerpts from
various media that can be reproduced, always respecting copyright.
Ability
to identify media forms
1.1.1
Student Activity:
Students write down as many forms of media as they can and explain the
importance of each form.
Teacher
Facilitation: The
teacher instructs students to think of all the different forms of media that
exist in our culture.
1.1.2 Student Activity: Students examine the course outline
and ask questions.
Teacher
Facilitation: The
teacher gives each student a course outline and assessment plan and briefly
explains both along with answering questions. The teacher explains to the
students that the first few lessons will focus on the roles mass media play in
our lives.
1.1.3
Student Activity:
Students read definition of “mass media” and enter it into their notebook
glossary. Students become familiar with the six Key Roles of Media through text
or note.
Teacher
Facilitation: The
teacher directs students to the definition of mass media through a text,
overhead note, or board note. “Mass Media is any form of communication produced
by few, intended to be consumed by large audiences.”
1.1.4
Student Activity:
Students view the materials and decide which of the six key roles are best
demonstrated at that site. Each group spends approximately 5-10 minutes at a
site before rotating to the next site. Each group matches the number of the
site with the key role that they believe is being fulfilled. Teacher
Facilitation: The teacher assigns groups and direct groups to a site. The
teacher supports on-task behaviour and keeps students rotating at appropriate
times. A formative checklist is completed on the group work skills displayed by
each student. The teacher re-groups the students and allows time for comments
and reflection on the activity.
|
Task |
Tool |
Links to Achievement Chart |
|
Diagnostic
|
Anecdotal |
Knowledge/Understanding,
thinking/Inquiry, Communication, Application |
|
Group
Work |
Checklist |
Communication,
Application |
·
Substitute
materials for this activity that are more topical, are available locally or use
technology.
·
Provide
definitions in a cloze type activity.
·
Provide
diagrams, photographs, or other forms of media that relate to the issue for
students who are unable to extract information from written articles.
·
Provide
a template for the glossary
Duncan,
Barry, Janine D’Ippolito, Cam Macpherson, and Carolyn Wilson. Mass Media and
Popular Culture. Harcourt Brace and Company, Canada, 1998. ISBN
0-7747-0170-6
Note: This activity relies upon many more supplementary resources
(newspapers, magazines, TV shows, websites.) which should be chosen with
discretion.
Time: 70 minutes
Students
read a definition of popular culture and discuss how mass media creates and
perpetuates popular culture. Students analyse the “beliefs and myths behind
popular culture that communicate the desires, fears and hopes of dominant North
American culture” (p. 4, Mass Media and Popular Culture).
Strand(s): Media Audiences
Learning
Expectations
MAV.02 -
analyse and draw conclusions about the influences of media and communication
technology on society, culture, and the economy;
MA2.03 -
assess the impact of media and communication technology on the relationships
among countries, cultures, and economies around the world.
·
Locate
suitable readings on popular culture.
·
Have
chart paper and markers ready for the brainstorming activity.
·
Make
links to business and marketing classes for students to identify the methods
that are used to popularize a product.
·
This
activity relies upon a definition of popular culture but it does not have to
come from a particular text. Teachers can make use of whatever is available
locally or have students create their own definition.
·
Ability
to distinguish stereotype and bias
1.2.1
Student Activity:
Students read or develop a definition of popular culture and enter the
definition in the glossary section of their notebook. Students then read to
gain further understanding of how popular culture is created.
Teacher
Facilitation: The
teacher provides or helps students to develop a definition of popular culture.
The teacher instructs students to put this definition into their glossary.
1.2.2
Student Activity:
In small groups, the students brainstorm items that represent teen Canadian
culture. As a whole class, the students discuss similarities among the lists
and address any stereotypes. Teacher Facilitation: The teacher divides
the class into small groups and provides each group with markers and chart
paper. The teacher instructs each group to list as many items as they can that
represent teen Canadian culture (TV, radio, sports, history, literature.). The
teacher moves amongst the groups to facilitate discussion, keep groups on task
and continue the formative checklist on group work skills begun in the previous
class. The teacher collects and displays these lists.
1.2.3
Student Activity:
The students identify current popular products used by teens.
Teacher
Facilitation: The
teacher begins a new list on the board (or chart paper) of current popular
culture products used by teens. The teacher guides students in exploring the
connection between current popular products and their definition of popular
culture. For example: What does the popularity of fashion dolls say about our
culture? – importance of youth, objectification of women.
1.2.4 Student Activity: Students choose one product from
the list and write a paragraph telling what they believe the popularity of that
product says about our culture.
Teacher Facilitation: The teacher assigns a homework
paragraph in which the students identify a product that has had a significant
cultural impact. Students are instructed that they will be called upon to share
their writing in the next class.
1.2.5 Student Activity: Students begin a Media Log where
they track all exposure to media over a set period of time (24, 48 hours or
more).
Teacher Facilitation: The teacher provides instructions
for a Media Log to make them more aware of the omnipresence of media in their
lives. This can be evaluated with a performance scale when completed at the end
of the course.
|
Task |
Tool |
Links to Achievement Chart |
|
Group
Work Skills |
Formative
Checklist |
Communication,
Application |
|
Oral
Responses – paragraphs |
Anecdotal
Comments |
Thinking/Inquiry |
|
Media
Log |
Rating
scale |
Knowledge/Understanding |
Reinforce
the use of a glossary template and use a cloze exercise for the definition.
Duncan,
Barry, Janine D’Ippolito, Cam Macpherson, and Carolyn Wilson. Mass Media and
Popular Culture. Harcourt Brace and Company Canada, 1998. ISBN
0-7747-0170-6.
Time: 120 minutes
Students
chart “what’s in and what’s out” or “what’s hot and what’s not” followed by a
discussion and definition of fads and trends in various domains like fashion, toys,
celebrities. Students analyse product placement in TV shows. In groups, they
analyse TVs representation of language, fashion, and conflicts through
comparison to their own reality, and then write a scene from a teen TV show to
represent students’ own experience.
Strand(s): Media Texts, Media Audiences, Media Production
Learning
Expectations
MTV.02 -
analyse media representations to describe their content, identify bias, and
explain their impact on audiences;
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;
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;
MPV.01 - demonstrate an understanding of the
interrelationship of form, content, and audience by creating media works for
different audiences and purposes;
MP1.02 -
select and use the appropriate level of language, tone, and point of view in
creating media works for specific audiences and purposes;
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 characteristics 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.
·
Review
current popular teen shows to use as basis for class discussions.
·
Locate
a suitable reading.
·
Knowledge
of current Canadian and international events
1.3.1
Student Activity:
Students are introduced to the concept of fads and trends communicated by the
media to teens. In small groups, students focus on topics such as fashion,
celebrities, food, accessories, hair, electronics, games and toys, sports, and
music and list what is “in” for teens. Students compare, report, and discuss
their findings with class. Students read an article on trends and respond to
teacher-selected questions in media journals.
Teacher
Facilitation: The
teacher gives examples of current popular culture items through articles and
discussion. (For a sample worksheet, see Appendix 1.3.1) Teacher leads
discussion: Who decides “What’s hot and what’s not” or “What’s in and what’s
out” How long does a fad exist? What are current trends and how can they be
explained?
1.3.2
Student Activity:
Students then recall toys that they either had as youngsters or that they
desired. In pairs, they determine common toys and list them on the board. After
class discussion, in their media journal, students describe their toy history –
explaining why they wanted certain toys. Students explore why toy fads are
created and who creates them.
Teacher
Facilitation: The
teacher initiates the discussion on the question: Why are toys from years ago
no longer popular? Who creates the new fads?
1.3.3
Student Activity:
Students discuss one or more popular teen shows which are exclusively sponsored
by a major American fashion label each season or popular teen movies. Students
list in pairs the obvious trends and fads, (using the categories from Activity
1.3.1) from the shows discussed, and from three or four other shows or movies
of their own choice, using Appendix.1.3.3. Students present their findings to
the class, and write a media journal entry on their perception of trends in
movies and TV shows.
Teacher
Facilitation:
Review from Appendix 1.3.1 how media create fads and trends. After discussing
the teen show or movie, teacher asks: Why is this show popular? How is it
different from other similar shows? What specific trends and fads are shown?
Does the show create trends or reflect trends? How do we know? How realistic is
this show? (See Appendix 1.3.3) When students present findings on trends from
movies and TV shows to class, teacher points out similarities and differences.
1.3.4 Student Activity: Students create a T-chart organizer
to compare how language, fashion, and conflicts are represented in TV shows and
how they are in real life. Students then write a brief scene from an imaginary
but realistic teen TV show set in their own community that fits their local
experience. Students present the scenes to the class and follow with a
discussion.
Teacher Facilitation: Students may prefer the actual show
to the student-created scenes. The teacher can ask: Why do we prefer what is
‘fake’ to what is ‘real’? Why do we prefer distant to local? Are these shows
really about ‘us’ at all? Who are they about? To what extent do they exist to
reflect fads and sell products?
|
Task |
Tool |
Links to Achievement Chart |
|
Personal
Media Journal Responses |
Anecdotal |
Communication,
Thinking/Inquiry |
|
Teen TV
scene presentations |
Peer
assessment - checklist |
Knowledge/Understanding,
Thinking/Inquiry, Communication, Application |
If
student has difficulty thinking of trends and fads, teachers are encouraged to
have a class discussion.
Duncan,
Barry. Mass Media and Popular Culture, Version 1. Harcourt,
Brace. 1988.
Appendix
1.3.1 – What’s in and what’s out? What’s hot and what’s not!?
Appendix
1.3.3 – Teen TV show trends
Time: 120 minutes
Students
discuss target audience, gender, income and age targets of specific commercials
that have a teen interest. Students are introduced to the current top 100
shows. Students, in pairs, create and dramatize a commercial for a sporting
goods item to a specific target audience. Peer audience determines which is the
target audience.
Strand(s): Media texts, Media Audiences
Learning
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;
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
MT1.06 -
explain the ways in which media influence and shape various environments and
activities;
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;
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.
·
Review
commercials, especially sporting good commercials, for use in the activity.
·
Do
preliminary research for top 100 TV shows (see Resources) and if possible, top
100 TV shows for advertisers.
·
Locate
a suitable article linking advertising to sales.
·
Use
Scanning TV video clips, if available (see Resources).
·
Knowledge
of the term demographics
·
Knowledge
of how to perform a dramatization
1.4.1
Student Activity:
Students define term target audience and provide examples.
Teacher
Facilitation: The
teacher introduces concepts of target audience and demographics such as gender,
income, age, education, rural/urban. (See Appendix 1.4.1).
1.4.2
Student Activity:
Students view several ordinary TV commercials geared towards teens and, in
pairs, identify the target audience. Students view several sporting goods
commercials and identify the difference in target audiences with the previous
commercials. They then decide which one particularly targets teens. Why do
these ads target teens? Students read related article and respond to one or
more text questions in media journals.
Teacher
Facilitation: The
teacher provides instructions for viewing, leads discussion and provides
prompts for reading and response.
1.4.3
Student Activity:
Students develop a note on concepts of target audience and top 100 following a
discussion.
Teacher
Facilitation: The
teacher can check the current top 100 TV shows on a number of websites. (If
available, teacher can check advertiser’s top 100 TV shows, for further
discussion.) Teacher asks students: Which shows have an obvious demographic
target? Which sporting shows are in the top 100? How are sporting goods
commercials different from average commercials? How are you, the teen viewer,
being ‘targeted’ by a sporting goods advertisement when you are watching a
sports show?
1.4.4
Student Activity: Students
begin their pair (group) activity of creating a commercial for a sporting goods
item for a specific target audience.
Teacher
Facilitation: The
teacher introduces activity of creating sporting goods commercial for a target
audience and monitors and assists students with their group work.
1.4.4
Student Activity:
If available, students view ‘Local Heroes’ (see Resources) and respond to
selected questions in teacher’s guide. Then students view the sporting ad
commercials again (from Activity 1.4.1) and identify the style of language used
in the ads. Students identify the key words that would appeal to a specific
target audience. Students complete a media journal activity responding to the
discussion of key words in sporting goods advertisements, and continue their
pair activity of creating a commercial for a sporting goods item, using
specific key words.
Teacher Facilitation: The teacher explains the concept of
‘key words’ in ads: those that are dynamic and evoke emotional responses. What
key words are used in sporting goods ads that might not be used in other ads?
How is the language of war, combat and competition evident in these sporting
goods commercials? Why is this language effective? How is this language
appropriate for such a target audience?
1.4.5
Student Activity:
Students complete and then present their pair dramatization of a sporting goods
item to the class. Peer audience identifies the possible target audience of the
dramatized ad and supports their choice.
Teacher Facilitation: The teacher allows time for
completion of dramatization task before presentation, and meets with each pair
briefly to encourage and motivate students and to determine order of
presentation.
|
Task |
Tool |
Links to Achievement Chart |
|
Quiz on
concepts of target audience, demographics and top 100 TV Shows |
Marking
scheme |
Thinking/Inquiry,
Knowledge/Understanding |
|
Media
journal responses to discussion and to teacher selected questions from text |
Anecdotal |
Communication,
Thinking/Inquiry |
|
Peer
evaluation of dramatized ads |
Rating
scale |
Application,
Communication, Thinking/Inquiry |
Provide
opportunity for students to present their dramatization to a smaller audience
than the whole class.
Use print
media instead of video.
Anderson,
Neil and John Pungente. Scanning TV: Videos for media literacy in class.
Harcourt, Brace, 1997. (Teacher guide available). “Local Heroes.”
http:
//gomrshowbiz.com
www.TVratings.com
Appendix
1.4.1 – Target Audience of Sports Ads
Time: 80 minutes
Students
explore websites related to media alternatives. Teachers may suggest
appropriate or available links related directly to teens. Students create and
design a triptych layout of website visual material with three short (student
written) explanatory notes. (A triptych is a three-part visual-text collage.)
These are posted on a bulletin board for presentation to other classes or
grades in the school and later collated.
Strand(s): Media texts, Media audiences
Learning
Expectations
MTV.02 -
analyse media representations to describe their content, identify bias, and
explain their impact on audiences;
MP1.04 -
use appropriate production techniques to create a media work about an important
social or cultural issue for a particular audience;
MA2.03 -
assess the impact of media and communication technology on the relationships
among countries, cultures, and economies around the world.
·
Access
to an on-line computer lab and a printer is necessary.
·
Review
websites available on media alternatives and topics such as culture jamming and
use of media satire
·
Consider
using alternative magazines instead of websites if technology is not
accessible.
Ability
to browse a website, to complete an on-line search and to download material
1.5.1
Student Activity:
Students explore selected sites and discuss media alternatives and use of
satire.
Teacher
Facilitation: The
teacher introduces the concept of alternative attitudes to conventional
cultural norms. Why do these sites exist? What are the harms or dangers of
conventional culture and consumption? Do these sites have influence? The
teacher must allow students time to browse and absorb information.
1.5.2
Student Activity:
Students complete their on-line research; then they create visual material with
their own triptych explanatory material on a poster or page.
Teacher
Facilitation:
Teacher monitors on-line activity and arranges completed triptychs on a media
display wall.
|
Task |
Tool |
Links to Achievement Chart |
|
Triptych
Media Journal |
Peer
assessment |
Communication,
Application, Thinking, Inquiry |
|
Triptych |
Self
assessment rating scale |
Knowledge/Understanding |
·
Provide
samples of student work.
Anderson,
Neil and John Pungente. Scanning TV: Videos for media literacy in class.
Harcourt, Brace, 1997. (Teacher guide available). Video #29 “Adbusters.”
Duncan,
Barry. Mass Media and Popular Culture version 2. Harcourt Brace, 1996.
Lasn,
Kalle. Culture Jam. Harper Collins, 1999. ISBN 0-0688-17805-7
Moore,
Michael. Downsize This. Crown, 1996. ISBN 0-06-097733-7
http://interact.uoregon.edu/MediaLit/
www.adbuster.org
www.escape.ca/`viking/netdh15.html
www.guerillamedia.org
www.zzonline.com/news.shtml
Time: 120 minutes
Movie
promos geared to a teen audience are found on many video rentals. The class
discusses three movie promos and discusses the marketing techniques used to
draw attention to the movie, like jolts per minute (jpm), action sequence, and
use of key lines. Why are movies marketed? Why are “flops” sometimes heavily
marketed? In small groups, students create a one-minute video clip that
promotes their favourite movie to a particular audience. The video clip can be
made with a video editor, and must show at least five short cuts. It may be
overdubbed with music.
Strand(s): Media Texts, Media
Production, Media Audiences
Learning
Expectations
MT1.05 - explain
how a media form changes when presented in a new communication context and
assess the effect of the changes;
MP1.02 -
select and use the appropriate level of language, tone, and point of view in
creating media works for specific audiences and purposes;
MPV.01 -
demonstrate an understanding of the interrelationship of form, content, and
audience by creating media works for different audiences and purposes;
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.
·
Schedule
video-editing equipment.
·
Make
links with the Technology Department to assist with video editing.
·
Schedule
one group of students to complete Appendix 1.5, while others use video-editing
equipment.
·
Consider
having students develop a plan for the promo, identifying the scenes and their
length,
if video editing is not available.
·
Ability
to identify marketing strategies and techniques
·
Ability
to use an editing machine
1.6.1
Student Activity:
Students discuss three different movie promos (found on most video rentals or
by TV advertisement) and take notes on the marketing techniques used to draw attention
to the movie, like jpm, action sequence, celebrities, use of key dialogue,
music and suspense.
Teacher
Facilitation: The
teacher introduces promotional techniques such as jpms. What is a jpm? (see
“The first law of commercial television” by Morris Wolfe (p. 152 in Mass
Media) What other techniques are common to promos? For example action
sequence, celebrities, use of key dialogue, music and special effects. (For a
sample worksheet, see Appendix 1.6.1.) Review (from Activity 1.4 and Appendix
1.4.1) what is a target audience? Who is the target audience based on the
material used in the promo? How do you know? What recent movies are marketed to
a specific audience? Are ‘flops’ as heavily marketed as successes? The teacher
introduces the next activity, which is creating a promo for a feature film
selected by students with approval by teacher.
1.6.2 Student Activity: Students construct a promo for a
selected feature film that targets a specific audience. Using an editing
machine, students select five or six clips that would appeal to the target
audience.
Teacher Facilitation: The teacher demonstrates editing
equipment and provides a tutorial for student reference.
1.6.3 Student Activity: If editing equipment is
unavailable, or a further activity is required, individual or paired students
create two different posters for a single popular feature film, but aimed at
two different target audiences.
Teacher
Facilitation: The
teacher introduces the concept of appealing to two different target audiences.
Why would studios market a film to two targets? What are recent examples of
films with multiple target audiences? The teacher facilitates poster design
activity among students.
|
Task |
Tool |
Links to Achievement Chart |
|
Film
Promo |
Rating
scale |
Knowledge,
Thinking/Inquiry |
·
Provide
checklist of marketing techniques.
Duncan,
Barry. Mass Media and Popular Culture version 1. Harcourt, Brace.1988.
Appendix
1.6.1 – Movie Marketing
Time: 120 minutes
Students
are introduced to the term “clique.” Students think/pair/share responses to
“What cliques are evident in our school?” Students view segments from films or
television, which illustrate the issue of cliques in society or school
settings. Students deconstruct the mediums according to a guided assessment
looking at tone, language and point of view, form, the audience, techniques
used in the creation of the film and representation and its impact on society.
Strand(s): Media Texts,
Media Audiences
Learning
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;
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;
MAV.02 -
analyse and draw conclusions about the influences of media and communication
technology on society, culture, and the economy;
MA1.01 -
compare their own and others’ responses to a variety of media works and explain
how the characteristics of audiences influence how the audiences interpret and
enjoy particular works.
·
Prepare
an overhead note on “Cliques” and their effects on the lives of teens.
·
Identify
films and TV that address the issue of teen fragmentation and cliques in
society. See Resources.
·
Locate
and present students with copies of articles about cliques or arrange on-line
time for them to access the articles themselves.
·
Ask
students to identify current examples of movies about cliques.
·
Make
links with the Technology Department to assist in the compilation of video
clips or to provide the equipment necessary.
·
Prepare
an oral editorial assignment with sample editorials.
·
Familiarity
with terms such as tone, language, point of view, form and editorial
1.7.1
Student Activity: Students
are introduced to the term “clique.” Students think/pair/share responses to:
What cliques are evident in our school? Are cliques a good or bad thing? Why?
Teacher
Facilitation: The
teacher makes connections between the term cliques and schools. The teacher
elicits comments from students and keeps track of them on the board.
1.7.2
Student Activity:
Students view and deconstruct films/TV that illustrate the issue of cliques in
society or school settings, according to a guided assessment looking at tone,
language and point of view, form, the audience, techniques used in the creation
of the film and representation and its impact on society.
Teacher
Facilitation: The
teacher provides directions, including a handout and answers questions about
the assignment. The teacher makes connections between the films/TV and the
aspects to be analysed. The teacher helps students complete the handout.
1.7.3
Student Activity:
Students read articles about the effects of cliques in someone’s life and
respond in pairs.
Teacher
Facilitation: The
teacher either provides articles or directs students to websites where they can
read the articles, and assists and monitors their progress.
1.7.4
Student Activity:
Students view a film/TV at home that deals with cliques.
Teacher
Facilitation: The
teacher suggests and/or approves acceptable films/TV shows and provides a
viewing guide.
1.7.5
Student Activity:
Students prepare an oral editorial that critiques cliques or any other teen
issue and present their oral critique to one or two peers for feedback.
Teacher
Facilitation: The
teacher provides detailed instructions for the expectations for this task
including a description of an oral editorial and other guides. The teacher
helps students with the preparation of their oral editorials and provides
anecdotal feedback about their participation.
1.7.6
Student Activity:
Students present their oral editorials to the class.
Teacher
Facilitation: The
teacher facilitates the presentations and assesses the students using a
checklist.
|
Task |
Tool |
Links to
Achievement Chart |
|
Whole class movie clip deconstruction |
Anecdotal |
Knowledge/Understanding, Thinking/Inquiry |
|
Response to article |
Rating scale |
Knowledge/Understanding |
|
Practice Oral Editorial |
Peer-assessed checklist |
Application, communication |
|
Oral Editorial to class |
Checklist |
Application, communication |
Students
who have difficulty presenting to the class can either video tape or record
their oral editorial for presentation
Film
Frears,
Stephen. High Fidelity (film). Touchstone Pictures, 2000. 113 min ISBN
786936147612
Moyle,
Allan. Pump Up the Volume (film). New Line Cinema, 1990. 105 min ISBN
794043409738
Sletzer,
David. Lucas (film). 20th Century Fox Home Entertainment, 1986. ISBN
086162149535
Articles
On-line
http://www.ravenwerks.com/leadership/tribal.htm
http://www.time.comt/time/magazine/articles/0,3266,23521,00.html
http://www.time.comt/time/magazine/articles/0,3266,23521-2,00.html
http://www.newswise.com/articles/1999/4/TEEN.UDE.html
http://washingtonpost.com/wp-srv/national/daily/april99/nihilism23.htm
Time: 180 minutes
Students
are introduced to the term “representation.” Through an analysis of music
videos, students discuss and reflect on their representation. They identify
what a ‘true’ representation of teens is and create a storyboard for a music
video to foster this definition. Students interview a local disc jockey/ video
jockey (DJ/VJ), if available, for information about teens’ importance and
representation.
Strand(s): Media Texts, Media
Audiences, Media Production
Learning
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;
MT1.01 -
identify the characteristics of a variety of media, including television,
newspapers, and the Internet, and explain how these characteristics influence
meaning;
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;
MT1.05 - explain how a media form changes when
presented in a new communication context and assess the effect of the changes;
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;
MT2.04 -
analyse and explain the representations of behaviours and attitudes in media
works;
MAV.02 -
analyse and draw conclusions about the influences of media and communication
technology on society, culture, and the economy;
MA1.01 - compare their own and others’
responses to a variety of media works and explain how the characteristics of
audiences influence how the audiences interpret and enjoy particular works;
MP2.01 -
explain how copyright law and guidelines for protecting intellectual property
rights affect Canadian media industries.
·
Encourage
students to view music videos.
·
Establish
a current tape of music videos.
·
Create
a worksheet that students can use to analyse the videos while viewing.
·
Contact
a local DJ/VJ for interview, if possible.
·
Review
music videos to use for reference as examples.
·
Ability
to identify characteristics of representation
1.8.1
Student Activity:
Students review the definition of the word ‘representation’.
Teacher
Facilitation: The
teacher asks students what ‘representation’ means. The teacher facilitates a
brief discussion of how teens are represented in the media.
1.8.2
Student Activity:
Students view a selection of current music videos.
Teacher
Facilitation: The
teacher assigns viewing of music videos to students as homework.
1.8.3
Student Activity:
Students identify how teens are represented and what they represent in each
video.
Teacher
Facilitation: The
teacher asks: How are teens being represented in each video? What does this
video say about the likes, dislikes, priorities and beliefs of teens? Is this
an accurate reflection of your lives? How is it different? How is it the same?
1.8.4
Student Activity:
Students brainstorm how teens ‘truly’ want to be represented and what values
they want to come through in their representation.
Teacher
Facilitation: The
teacher asks students how they would represent themselves to give an accurate
reflection of their lives. What signs and symbols represent you? What actions
and beliefs represent you?
1.8.5
Student Activity:
Students choose a song, then create a storyboard for a music video based on
that song, which will exemplify how teens want to be represented.
Teacher
Facilitation: The
teacher provides information about creating a storyboard and anecdotal feedback
for the storyboard during the creation process. The teacher formally assesses
the students with a rating scale.
1.8.6.
Student Activity:
Students prepare interview questions for visiting DJ/VJ.
Teacher
Facilitation: The
teacher guides students in acceptable questions and facilitates interview.
|
Task |
Tool |
Links to Achievement Chart |
|
Class discussion |
Participation checklist |
Communication |
|
Storyboard
(plan) |
Anecdotal feedback Rating scale |
Knowledge/Understanding,
Thinking/Inquiry, Communication |
·
Provide
a basic board with a list of ideas or suggestions.
·
Consult
the Special Education teacher for assistance where necessary.
A video
tape of current music videos depicting teens
Time: 120 minutes
Students
focus on the body image of teenagers and how teens are portrayed in the media.
Students realize how images are made in the media.
Strand(s): Media Texts
Learning
Expectations
MT1.06 -
explain the ways in which media influence and shape various environments and
activities;
MTV.01 -
analyse, interpret, and assess the techniques, forms, style, and language of
media works to describe and explain how different media communicate meaning;
MT1.01 -
identify the characteristics of a variety of media, including television,
newspapers, and the Internet, and explain how these characteristics influence
meaning;
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.
·
Find
a current media example where the topic is the issue of teen body image. This
could be a talk show, advice column, a website.
·
Collect
a variety of teen type magazines to use for this activity. The students may be
able to bring them in.
·
Find
some facts about body image and teens such as the number of teens on diets.
·
Make
links with the Physical Education department by requesting any articles or
videos on body image.
·
Ability
to critique pieces of media and identify camera angles
1.9.1
Student Activity: In
small groups students examine several teen magazines and then generate a list
of words or draw images of the body that the magazine displays. Students then
participate in a whole class discussion about their findings and generate a
note on body image, including a definition.
Teacher
Facilitation: The
teacher introduces the task as one which requires them to analyse how body
image is affected by media, monitors and supports group work, and facilitates
discussion on the connection between body image and teens as it is portrayed in
teen magazines.
1.9.2 Student Activity: The students record information on
different camera angles and then individually, find an example of each camera
angle in the teen magazines. They cut out the pictures that represent the angle
and label them on a sheet of paper. Essentially, they are creating a scrapbook
of camera angles.
Teacher
Facilitation: The
teacher presents examples of different camera angles, describes them, and then
provides instructions and resources for the task. The teacher also provides
assistance in finding certain camera angles and ensuring that students are
correct in their identification of the angles.
1.9.3
Student Activity:
After students have found examples of each camera angle, they discuss and show
their findings to others in the class. Students participate in a whole class
discussion on the connection between the camera angles used and the body images
they represent as well as the impact of these two items on teens today.
Teacher
Facilitation: The
teacher facilitates the class discussion and points out statistics related to
body image such as the number of teen or young adults who wish they could
change their bodies, the number who are on diets and other relevant facts.
1.9.4
Student Activity:
Students read an article related to the topic, such as “The Retouching
Epidemic” and respond to it in a reflection form.
Teacher
Facilitation: The
teacher provides the students with a copy of the article and provides questions
to be answered in the response. This is a good opportunity to draw on student
experience with scanning software, and the ease with which photographs can be
altered.
1.9.5
Student Activity:
The students discuss a current piece of media related to the issue of teens and
body image. Students write a reflection on the media example that they have
just examined.
Teacher
Facilitation: The
teacher presents a current piece of media that deals directly with the issue of
body language such as a talk show, an advice column or a radio program. The
teacher provides prompts for the reflection.
1.9.6
Student Activity:
The students now collect a series of teen images from the media. The students
identify the camera angles used and the effect or image that this visual is
promoting to teens. Based on their visual collection, students write an opinion
piece about how teen media representations affect the teen perspective of body
image.
Teacher
Facilitation: The
teacher assists in providing students with places to find these images such as
computer labs, television and newspapers/magazines.
|
Task |
Tool |
Links to Achievement Chart |
|
Group
Discussion |
Checklist |
Communication |
|
Camera
Angles Scrapbook |
Checklist |
Knowledge/Understanding,
Thinking |
|
Reflection |
Anecdotal |
Knowledge/Understanding,
Communication, Application |
|
Visual
Collection and Opinion Piece |
Rubric |
Knowledge/Understanding,
Communication, Thinking/Inquiry, Application |
·
Have
students work in small groups for the visual component of the visual piece and
then have them write individual opinion pieces
·
Provide
examples of magazine images that match the camera angles and use them as the
basis for class discussion to save class time.
·
Have
students do an oral opinion piece rather than a written one.
·
Gifted
students could create the ideal media form to represent their teen issue to go
alongside their deconstruction of current media.
“The
Retouching Epidemic,” p. 50 Mass Media and Popular Culture, Version 2
Teen
Magazines
Time: 300 minutes
Students
prepare a mini, single-medium presentation based on teen issues through the
deconstruction of media forms. This activity will be completed in pairs with
the students using presentation software to present their deconstruction of
media related to teen issues. This activity is the foundation for the skills
required to complete the course’s culminating activity. The teacher teaches key
components of the final multimedia campaign in this unit and throughout the
course.
Strand(s): Media Texts,
Media Audiences, Media Production
Learning Expectations
MT1.01 -
identify the characteristics of a variety of media, including television,
newspapers, and the Internet, and explain how these characteristics influence
meaning;
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;
MPV.01 -
demonstrate an understanding of the interrelationship of form, content, and audience
by creating media works for different audiences and purposes;
MA1.03 -
explain how and why people use media and communication technologies;
MP1.01 -
select and use the conventions of a particular genre and appropriate techniques
to produce media works;
MP1.02 -
select and use the appropriate level of language, tone, and point of view in
creating media works for specific audiences and purposes;
MP1.04 -
use appropriate production techniques to create a media work about an important
social or cultural issue for a particular audience;
MP2.03 -
describe the various stages and responsibilities in the production of a media
work.
·
Review
with the class the skills required to use presentation software.
·
Consider
the media forms that can easily be produced in the school for this project.
·
Consult
with school technology support team, if assistance is required in using
presentation software.
·
Book
computer labs for this activity or make bristol board, scrapbooks and markers
available.
·
Have
access to media forms available to students.
·
Have
examples of survey questions.
·
Make
links with computer classes to demonstrate or review the process for creating a
slide-show using presentation software. Alternatively, the Technology
Department or Media Arts teacher could be contacted to assist with the creation
of the culminating activity.
Knowledge
of all media forms and presentation skills
1.10.1 Student Activity: Students independently brainstorm
teen issues that affect teenagers in their school and teenagers everywhere.
Students then share their ideas with a partner. Finally, the partners share
their ideas with the whole class.
Teacher
Facilitation: The
teacher directs the students by telling them to think back and review the
entire unit. What teen issues did we cover during the unit? What didn’t we
cover that affects teenagers? Which of these issues do you encounter most in
your lives at this school? The teacher also facilitates the whole class
discussion.
1.10.2
Student Activity:
Students take notes as the teacher outlines the final activity for this unit. Teacher
Facilitation: The teacher tells students that they will be creating a
single medium presentation with a teen issue base using presentation software. The
context of the project will be that the Students’ Council has approached the
media class about doing “Teen Issues” presentations. The Council has noticed
that a variety of issues are present in the school and they want to help the
junior grades make wise decisions or choices about some of these issues. They
are asking that students create a single media presentation deconstructing
media pertaining to teen issues. The teacher provides a handout outlining the
activity.
1.10.3
Student Activity:
The students review an example of a proposal, and then write their proposals
and identify their focus issue.
Teacher
Facilitation: The
teacher models how to write a proper proposal and indicates that the class is
to use this particular form of writing several times throughout the course.
1.10.4
Student Activity: Students
complete a checklist to assess the proposals and oral presentations. Teacher
Facilitation: The teacher uses the same checklist to assess the proposals and
presentations. The checklist includes the following criteria:
·
Did
the student identify their focus issue?
·
Did
the student identify the media forms they would use?
·
Did
the student identify the audience for his/her presentation?
·
Did
the student demonstrate an understanding of the connections between form,
content and audience?
·
Did
the student understand and communicate the purpose of media?
·
Did
the student select and use the appropriate tone and point of view?
1.10.5
Student Activity:
Students continue to focus their final presentation. They create a survey to
distribute to peers to find out what they want to learn or hear about in the
“Teen Issue” presentation. Students distribute these surveys.
Teacher
Facilitation: The
teacher shows exemplars of survey questions to guide the students as they
create their questions.
1.10.6
Student Activity:
Students fill out a production timeline chart. This provides the teacher and
the students with a focus and a timeline for students to follow.
Teacher
Facilitation: The
teacher reviews the timeline with the students and keeps a copy of the timeline
to track whether or not students met deadlines.
1.10.7
Student Activity:
Students now produce their teen issue presentation following their production
timeline, survey results and proposal.
Teacher
Facilitation: The
teacher assists students in creating their presentations by providing the media
tools necessary such as the computer lab, tapes, televisions, magazines or
newspapers.
1.10.9
Student Activity:
The students present their “Teen Issues” presentations.
Teacher
Facilitation: The
teacher evaluates the presentations using a rubric (see Unit 1, page 23).
1.10.10
Student Activity:
Students write a reflection on their presentation. Students self-assess the
strengths and areas of improvement of the presentation.
Teacher
Facilitation: The
teacher guides students in how to write a reflection.
|
Task |
Tool |
Links to Achievement Chart |
|
Think/Pair/Share |
Checklist |
Knowledge/Understanding,
Communication |
|
Proposal
Oral |
Checklist Anecdotal |
Knowledge/Understanding,
Communication |
|
Survey |
Checklist |
Communication,
Knowledge |
|
Production
Timeline |
Checklist |
Thinking/Inquiry |
|
Media
Presentation |
Rubric |
Knowledge/Understanding,
Application, Communication, Thinking/Inquiry |
|
Reflection |
Checklist |
Thinking/Inquiry,
Application |
·
Monitor
daily progress.
·
Consult
Special Education teachers prior to work on this task so that they can suggest
accommodations to assist exceptional students. Have an educational assistant
work with any visually impaired students and modify the activity to be a verbal
recording of the deconstruction.
·
Gifted
students could create the ideal media form to represent their teen issue to go
alongside their deconstruction of current media.
Complete
the chart with your partner or group based on your understanding and your
experience of current trends and fads:
|
Celebrities |
Fashion |
Games |
Music/groups |
TV shows |
|||||
|
In |
Out |
In |
Out |
In |
Out |
In |
Out |
In |
Out |
|
|
|
|
|
|
|
|
|
|
|
Now
explain three of your above choices with supporting evidence which is based on
your experience and observations:
Name of
show:
A typical
storyline of this show:
What is
appealing about this show? Why is it popular? What are similar shows? How is it
different from them? What specific trends and fads are shown? Does the show
create trends or reflect trends? How do you know? How realistic is this show?
Does it reflect your reality?
AD #1 AD #2 AD #3
Gender
Income
Age
Education
Rural/urban
Overall
description of target audience
Part
one: Promo marketing techniques
Watch the
movie promos several times. Then describe each event in each movie promo that
uses:
Promo #1 Promo #2 Promo #3
high jpm
action sequences, images of celebrities, key phrases or dialogue, use of music,
special effects
Part two:
Target audience
Based on
the observations above, describe the target audience for each promo:
Promo #1 Promo #2 Promo #3
Age range
Gender
Education/interests/hobbies
Culminating
Activity Rubric: “Teen Issues” Presentation
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Knowledge
of forms of texts Understands
concepts in media |
-
limited knowledge of media forms -
limited understanding of media concepts |
- some
knowledge of media forms - some
understanding of media concepts |
-
considerable knowledge of media forms -
considerable understanding of media concepts |
-
thorough knowledge of media forms -
thorough understanding of media concepts |
|
Thinking/Inquiry Analyse
media forms Creativity
Inquiry skills |
-
limited analysis of media examples -
limited sense of creativity -
applies few of the skills involved in the inquiry process |
- some
analysis of media examples - some
creativity -
applies some of the skills involved in the inquiry process |
-
considerable analysis of media examples -
creativity is clearly evident -
applies most of the skills involved in the inquiry process |
-
thorough analysis of media examples - high
degree of creativity -
applies all or almost all of the skills involved in the inquiry process |
|
Communication Logical
organization of presentation |
-
communicates information with limited clarity -
limited sense of teenage audience |
-
communicates information with some clarity - some
sense of teenage audience |
-
communicates information with considerable clarity - clear
sense of teenage audience |
-
communicates information with high degree of clarity and confidence -
strong sense of teenage audience |
|
Application Application
of language conventions Application
of technology Application
of oral communication skills and media conventions/ techniques |
- limited
accuracy in written language - uses
technology with limited effectiveness - uses
oral communication skills with limited effectiveness |
-
moderate accuracy in written language - uses
technology with moderate effectiveness - uses
oral communication skills with moderate effectiveness |
-
considerable accuracy in written language - uses
technology with considerable effectiveness - uses
oral communication skills effectively |
-
accurate all or almost all of the time - uses
technology with a high degree of effectiveness - uses
oral communication skills effectively and creatively |
Note: A student
whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
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