Daily+Lesson+Plans+2015-16



Class One Wednesday January 6th Objectives What are the media? What is media literacy? Why should we study the media?

Activities Let's start with a story ... //Goodnight IPad// ... Get to Know You (part of the homework 'poem') - My name is __and if I were a social media platform, I'd be__ ___ because ...__ Now let's switch things up! Find a partner whose platform 'overlaps' with yours - what does it say about a characteristic you share? Intro to media literacy. You'll need a few links if you're doing this on your own ... - We may only get to slide 6 1. How are you? (used in the ppt above) 2. The intro pages of Potter's //// (read with a partner for an exercise in the ppt) - We may not get to this until next day Keep track of your for four days - two school days and two weekend days (and you have until Thursday January 14th - so this upcoming weekend for sure, plus any two of Thursday, Monday, Tuesday, Wednesday). Be as specific as you can! NO need to do the journal part of it just yet ... nor the follow-up questions. But fill in all the data sections and make bullet-point comments for additional questions on your consumption of specific types of media

Hmwk 1. Introduce yourself to the class. 2. Help me. Please email me (marney.rosen@saschina.org) before homeroom next class. I will reply with a 'got it' email. Please rename the file to include your own name along with the assignment. 3. Work on your 4 day schedule. No need to email this - just bring to class for Thursday January 14th. Remember, no need to do the follow-up questions or the journal yet, and all questions can be answered in bullet form

Class Two Friday January 8

Objectives In the age of media (and new media), does EVERYTHING count as text?

Activities 1. Intro bio poems - let's share some! 2. Finish the media literacy (we got to slide 6 last day) 3. The intro pages of Potter's (read alone or with a partner for an exercise in the ppt) 4. Come to the centre of the room and move depending on whether your answer is 'yes' or 'no'! (Left side for 'yes', 'right side for 'no' -- how far you move = how strongly you feel something IS or IS NOT a text!) 2 Picture books - are these texts? "[|Good Night, IPad]". Is this a text? Now some more in the ppt: What is a ? Slides include:
 * Tshirt with Einstein’s face


 * Chinese character


 * Darth Vadar Volkswagon commercial without words

In total:

What does a text look like? What does a text do? What does a text require?

Hmwk 1. Download our __, __ read it and be prepared to comment next day 2. The intro pages of Potter's // // 3. Fill in the le - do NOT put your name! And do NOT circle gender (although answer the Gender questions) 4. Keep working on your media consumption hmwk - once we have the group results, will be your first assignment.

Class Three Tuesday January 12 Objectives 1. Does a reader profile help you (and others) know how you will 'read' certain (21st century) 'texts'? How might your background (gender, education, religion, socio-economic class, ethnic group, experience) affect the meaning of a text? 2. Can you make a text with no text?!

Activities Activity 1: Reread the reader profile you filled out for homework. Now I will partner you up (without your knowing who your partner is). With your partner’s profile, predict how their profile might affect the meaning of the following texts - **see** **** or some of the key texts are below ...

//Sports Illustrated Swimsuit Edition// (below) Chinese Flag //Romeo and Juliet// (Shakespeare play) PSA on drunk driving (Everything’s an Argument) (below)

Now share the reader profiles with your partner and see if they agree with your predictions. NOTE! Even after doing the profile, many people will continue to DENY that their gender/socio-economic class etc affect how they 'read'. Feel free to challenge them if they tell you how they react to a text below is 'just' their 'individual' response!

Identify within any text of you and your partner's choice:
 * Author’s Purpose/Author’s Context
 * Author’s choice of text type and how it adds to meaning
 * Narrator’s purpose (is it the same as the author’s?)
 * Reader’s context/Reader’s purpose

Activity 2

Here is an [|Emoticon TedTALKS]. Now that you’ve thought more about the meaning of ‘text’ and of ‘reader’ for a 21stcentury literacy class, it’s YOUR turn to plan a story using only ‘modern’ / internet-age emoticons! (Read this first, then see the assignment sheet under homework. Note the questions are for discussion only, or as potential prompts when you start choosing your own journal topics)

'Texts'

i

Hmwk Make an emoticon story (see - due Class Five SIX We'll pick up the media consumption homework next class so be prepared with EXACT numbers

=Class Four= Thursday January 14

Objectives What does our class' media consumption results tell us about the media consumption habits of teens in general? Of teens at SAS?

Activities Class discussion time on media consumption results. What does your group's time look like? The class'? Fill in these to keep track. Your of your media consumption (journal assignment) is due __Wednesday.__ Note the assignment on the link says one additional paragraph of data but you will want 2-3. So here are the instructions again:
 * A graph showing class averages for time spent consuming different media, compared with your own personal time spent with different media.
 * Bullet point comments noting patterns, connections, conclusions from the data.
 * __Two-three thoughtful paragraphs__ reflecting on your consumption of the media compared to the class and compared to any statistics we discussed. You should also include some goals for the course and reflections on what media literacy means to you here.
 * Attach your stats from the above sheets to the back
 * *** Here are the [[file:chart for media consumption 2B.docx|class' averages]] to compare to your own**


 * Work time on either Emoticon project or media consumption journal.** Intro to semester-long[[file:journal instructions.doc| journal project]]. Notice the first journal will be 'taken care of' with the media consumption journal.

Hmwk - Emoticon story due next day WEDNESDAY! **Don't forget to add in an AUDIO track to the ppt in case we don't get through all the stories 'live' and allow you to set up a 'gallery' of stories instead. Check out the and ensure you are meeting all criteria!** I've linked the class' averages, so you can compare to your own
 * - Read about the semester-long[[file:journal instructions.doc| journal project]]. Your first journal is due Wednesday NEXT CLASS**

__Journal Entry__**

Your first graded journal entry will be a write up of your media consumption data. Please include:


 * A graph showing class averages for time spent consuming different media, compared with your own personal time spent with different media.
 * Bullet point comments noting patterns, connections, conclusions from the data.
 * Two-three thoughtful paragraphs reflecting on your consumption of the media compared to the class and compared to any statistics we discussed. You should also include some goals for the course and reflections on what media literacy means to you here.


 * see rubric on today's [[file:Media Consumption survey 2.docx|activity write-up]]**


 * || Excellent/ 95 || Good/ 85 - 94 || Satisfactory/ 78 - 84 || Poor/ 65 - 77 ||
 * A clear and accurate graph is included ||  ||   ||   ||   ||
 * You thoughtfully note connections and patterns ||  ||   ||   ||   ||
 * You reflect meaningfully on the data ||  ||   ||   ||   ||
 * You set yourself realistic and informed goals for the course ||  ||   ||   ||   ||

Note you will need a total of THREE journal entries by CNY break. I will often give you guiding ideas / possibilities / suggestions, but when you write is up to you as long as you have three, on 3 very different aspects of what we have covered thus far, by break. IMPORTANT - you may hand them in as you do them, making it MUCH preferable to 3-at-once on the last day, as that way you get feedback and a mark. ONE will already be done after today's journal assignment, so only 2 left!

Class Five Monday January 18 Objectives To start to learn the 'language' of visual analysis

Activities COLLECT Journals (unless emailed in) An introduction to skills and strategies used to analyze still images.
 * Jigsaw Reading: //Intro to Picturing Texts// pp 2-19. [[file:Intro to Picture This p. 2-10.pdf|Intro p. 2-19]]. Choose one section of the chapter and [[file:Picturing Texts 2-19 worksheet.doc|prepare for class discussion]].


 * Also //Picturing Texts// (p. 22-54). Choose ONE term per person and be prepared to become the expert on it.


 * Fill in the [[file:Picturing Texts worksheet and field trip updated.docx|worksheet]] and prepare for the field trip!
 * **Pick up an A3 Cinematography sheet for Friday's homework assignment**


 * Hmwk:**


 * Finish your emoticon story**

Class Six Wed Jan 20 Objectives To share our emoticon stories and justify calling them 'texts'  To go over how to engage critically with texts  To share the results of our field trip Activities
 * Share Emoticon Stories!
 * Share results of the field trip
 * What do both activities tell us about engaging with texts and the new kinds of [[file:Screen Shot 2016-01-18 at 10.59.27 AM.png|questions]] we need to ask in order to do so?

Hmwk

- So that we are prepared for next day's class, please go to this cinematography [|site] and read up on different camera angles. Fill in the (paper copy from last class or linked here)!

=Class Seven= Friday Jan 22 Objectives - To begin to learn to 'read' moving image texts (films and TV shows) by understanding their basic codes and conventions.

Activities

1. Codes and conventions of moving images

To most people the word 'code' means a secret way of communicating, which must be cracked (or decoded) so that the hidden message can be understood. Language is a code; literature has codes, such as metaphors, similes, narrative structures. Every medium also has codes and conventions which it uses to create meaning. Last class you learned about some of the codes of still images: balance, unity, proportion etc. These codes can also be applied to moving images, but we more often apply the codes of camera shots, camera angles and editing techniques when analyzing films and tv. Today you will learn some of the codes and begin to consider their effects.

Key Vocabulary For Today:

Types of Shot

Long Shot (also known as the full shot) Medium Shot Close-Up Shot Big or Extreme Close-up shot High-angle shot Low-angle shot Wide shot Establishing shot Insert shot Reaction shot

Sequences

Shot/ Reverse shot sequence Close up/ point of view shot sequence

Go over homework (Using the and the link to the cinematography [|site], identify the types of shot you see on the A3 sheet and label them, including some comment on their effects).
 * Activity One **

With your group, make a short video which SHOWS all the shots and gives some commentary on what they are and what kind of effect they have. Finish for homework! Put on the [|video portal]calling it 21stcenturyliteracycameraangles - your names.
 * Activity Two **

Hmwk - Finish your short video. Upload to the school video portal using your student name and password! Send me an email when this is done. - Work on your latest journal. I have changed it to TWO journal entries minimum in total by the CNY holiday, and you have all already done one about media consumption. So why not do the second (and last) one THIS weekend, when there is so little other homework for the class? (Of course, you may wish to wait for next class, when we do a magazine survey to look for gender stereotypes ... look ahead if you like) Remember, if you are unhappy with this journal mark, you may always __replace__ it with another journal ... but not after the 'final' due date. Be sure you are checking the as you write - for this first journal, you will be 'marked' holistically (for the depth of reflection and analysis) based on the following categories:


 * || Excellent/ 95 || Good/ 85 - 94 || Satisfactory/ 78 - 84 || Poor/ 65 - 77 ||
 * Your topic is definitively named (either a text, a media 'moment', a reflection you have had) and fits with one of the categories ||  ||   ||   ||   ||
 * You go beyond the 'facts' / description of the topic to an analysis of the connections and patterns ||  ||   ||   ||   ||
 * You reflect meaningfully on your growing understanding of media literacy through this topic ||  ||   ||   ||   ||

Class Eight Tuesday Jan 26

Objectives In this lesson you will think critically about: - the "constructed" nature of media;- how media "re-present" people and events to viewers from a specific point of view; - the importance of equitable representation in media; - the effects of media representation in society; - the role of stereotypes in media and the possible negative consequences of stereotyping.

Activities

**Activity One** Watch our camera angle videos! Can you 'speak' a little of the language of moving images now?

**Activity Two** Go through this and discuss the various questions asked with a partner as we go. The article referred to in the ppt is [|here].

**Activity Three** (Very) Small -scale survey

__ Option One: Magazines __

Take a couple of magazines each. Flick through them, noting:

*The number of pictures of white men and women


 * The number of pictures of black men and women
 * The number of pictures of Chinese men and women
 * The number of pictures of disabled men and women
 * 'Other' races (how condescending!)

Compile a pie chart that shows the numbers in percentages. Draw conclusions from your data. If you have time, analyze and reflect on the WAY in which different groups are represented. (Good possibility for a journal! For instance, how 'Chinese' are the Asian images? How 'black' are the black models? How many times was it 'hard to tell' (mixed races / models who are ethnic but with features associated with being 'white'. Consider also the difference between ads and articles if you like)

__ Option Two: TV Shows/ Film __

In your group, think of five TV shows OR films that you have ALL seen. For each show, with help of this article on the [|internet], work out the number of Black/ White/ Asian characters in each of the following roles:

1. Opening Credits: (Character appears in opening credits sequence and is vital to the plot) 2. Primary Non-Recurring: Character did not appear regularly but was vital to one episode or plot 3. Secondary Recurring: Character did not appear on the opening credits sequence but appeared regularly and contributed to the plot. 4. Secondary Non-Recurring: Character did not appear regularly but played a supporting role in one episode or plot. 5. Tertiary: Character spoke but did not appear regularly and did not move the plot forwards.

Compile a chart that collates your data. Draw conclusions from your data. If you have time, analyze the WAYS in which different groups are represented. (Might make a good journal entry!)

Acknowledgements

Lesson adapted from: Media Awareness Network (www.mediaawareness.ca) Examples added from: Media Studies for AQA by Peter Wall


 * Hmwk:**

Journal if needed! Something from today's class would be easy on which to reflect ...

Class Nine Thursday Jan 28

Objectives

Think about and discuss issues of representation, authenticity, niche marketing and the economics of the media through viewing 'The Merchants of Cool', a PBS show about marketing to teenagers.

Activities

Watch the documentary and consider the questions on our Merchants of Cool page. We will watch it in '[|chapters]' to break things up (**THOSE AWAY ON APAC, WE GOT THROUGH THE FIRST __FOUR__ CHAPTERS)

Hmwk

-Check out this [|interview with a media critic] for next class ... REQUIRED -Work on a journal if you still need to! OPTIONAL - You have an upcoming on the end of our intro unit. Note many of the options are related to or tied in to today's documentary! (some other options we cover next day ...) Read all about it for class ELEVEN (NOT next class) and get going on it if you want to avoid feeling rushed the days before CNY break! There are lots (and lots) of options which is great ... but can also feel overwhelming if you don't start looking at them now. OPTIONAL

Class Ten Monday Feb 01

Catch-up Activities

Discuss the [|interview] you read for homework. Finish up //Merchants of Cool// - we have two segments left. Look ahead to our media industry class. Read so we don't run out of time next class. Rest of class to read work on journals or consider choices for the.

Hmwk:

- PLEASE, PLEASE Work on a journal! It is due by next class! (Email or paper copy)

- read about the final if you haven't had a chance yet? Check out the for the various choices as well

=Class Eleven= Wednesday Feb 3

COLLECT JOURNALS IF THEY WEREN'T EMAILED SIGN OUT //FEED// Objectives


 * Understand how the media industry works by comparing it to a game with four players;
 * Investigate the ownership of media institutions and make connections between different companies;
 * Investigate the financial role advertising plays in funding media products and relate this to the goals of media companies and audiences.
 * Debate the pros and cons of the way in which media conglomerates influence the industry.

“It is important to remember that media texts are not fortunate accidents and that usually profit is the motive in producing them. The vast array of media artefacts available is not simply the product of circumstance and a few altruistic people. There are undoubtedly some media texts produced by people who feel that they have something to say. However, as a general rule, people with money do not launch a new newspaper or magazine because they feel sorry for our lack of awareness of what is going on in the world. Nor are they concerned that we have too much leisure time. In fact the vast majority of media texts are produced by media institutions to make money.” Rayner & Wall p.153.

With a group of 2 or 3 other students, work to complete the following three ‘centers’: activities which should, considered together, give you a good introduction to concepts of media institutions.

You have 20 minutes to complete each activity. At the end of class, we will spend 20 minutes debating this statement in pairs:

“This house believes that a small group of multimedia tycoons controlling the majority of global media products is a good thing.”


 * Center One: Understand how the media industry works by comparing it to a game with four players. **

Using Potter pgs. 90 – 96 (hand-out), create a poster which shows visually who the four key players in the media “game” are. For each player, show both what they bring to trade, and what they receive in return. Annotate your poster to answer the following questions: What are above and below the line jobs? How do supply and demand influence the amount of money people get paid in different media jobs? How might a media literate consumer monitor their time and money in order to gain more from their media ‘trading’?


 * Center Two: Investigate the ownership of media institutions and make connections between different companies. **

Much of the media (in the US) is in the hands of a small number of multinational companies: Time Warner, Sony, News Corp, Disney & Viacom are some of the largest. These large companies have been formed by horizontal and vertical integration.


 * 1) Read pages 157 & 158 of ‘AS Media Studies’ (hand-out) and explain what horizontal and vertical integration are, and why they result in large companies. Write your answer in your journals.
 * 2) Read the paragraph on Fox Entertainment Group (owned by NewsCorp) on pg 158. Look at the list and highlight companies from different countries. How many can you find? Does NewsCorp own companies in every continent of the world?
 * 3) Try to find examples of media companies promoting their own products through different companies owned by the same corporation. Search for music stars and see if their production company is in the same corporation as a newspaper or tv station. Do the different media in the same group work to promote the same star?


 * Center Three: Investigate the financial role advertising plays in funding media products and relate this to the goals of media companies and audiences. **

Read “Advertising is the Engine” in Potter pg101 (handout).

Add in Potter’s figures and see if you can find out how they’ve changed in the last 6 years.
 * Money Spent on advertising in different media || 2006 || 2015 (or earlier if you can't find) ||
 * All media ||  ||   ||
 * Television ||  ||   ||
 * Movies & Video ||  ||   ||
 * Newspapers ||  ||   ||
 * Books ||  ||   ||
 * Internet ||  ||   ||
 * Radio ||  ||   ||
 * Magazines ||  ||   ||
 * Recordings ||  ||   ||

Find out online what audience segmentation is and explain how this relates to advertising’s role in the media. Find out online how much is spent on half-time Superbowl ads and explain why this is, referring back to audience segmentation.

Debate**: “This house believes that a small group of multimedia tycoons controlling the majority of global media products is a good thing.”

Hmwk - If you want to get ahead:

1. (for which you have TWO class periods to work after break). Start working on it! Check out the to see how you'll be marked ...  2. Read //Feed// - due 2 weeks after the holiday

=Class Twelve= Friday Feb 05

Objectives How can we pull together everything we have learned so far in our intro unit? Sign out //Feed// to read over CNY!

Activities Share your work from last class' centres.

Work time! By the end of the class, you should have committed to an assignment, be able to show me your notes, and have a plan for finishing by next Wednesday.

Homework:

work on intro assignment over the holiday if you want to get ahead ... or at the very least,read //FEED!// Due two weeks after the holiday

=Class Thirteen= Tuesday Feb 09

Objectives Make good use of your work period

Activities

You should be (almost) done your project by the end of today's class!

Homework:

Intro assignment due Wednesday Final journal due Friday

=Class Fourteen= Wednesday Sept 23rd

1. EXTENSION! Another Work Period

=Class Fifteen= Friday Sept 25th

Objectives

INTRO PROJECTS! Debates, TedTalks and more.

We are moving on to the 'News Unit' so we can take advantage of the holiday to track the media coverage of a huge event in the world: the migrant crisis.



Last week, two young Syrians set out with their parents on a short boat trip from Bodrum, in Turkey, to the nearby Greek island of Kos. The tragic results of that trip, and the pictures of little Aylan Kurdi, washed up on the shore, have shocked the world. Only the father survived. The pictures have stirred demands that governments act more rapidly, and decisively, to tackle the humanitarian crisis that has now spread from the Middle East, with its millions of Syrian refugees, to Europe and beyond. The father of Aylan Kurdi has been quoted saying: “We want the world’s attention on us, so that they can prevent the same from happening to others. Let this be the last.” - The National

SO ... did the media help bring about change?

- The UK had accepted only 916 refugees this year - Germany accepted 15,000 in ONE WEEKEND - Now the UK has pledged to accept 20,000 - Cameron got great headlines & media coverage

Is this real? Can media affect ethics and democracy and politics? Do we learn the details behind heart-warming 'changes of heart' like the one above? (For instance, the government will still not collaborate with Europe in making a plan, and no extra money will be given - instead money will be withdrawn from the 1 billion pledged directly to Syria)

First we need to 'track' the media coverage, then we can begin analyzing it.

Keep track of your source for a 7-14 day period. Do a bit of background research first on the typical bias/leaning of the source, its target audience, its stance on similarly thorny ethical issues. Now track. Take notes that include 'testimony' (who do they interview/quote/use as experts), 'narrative' (the 'story' the source tells), 'language' (specific word choice), visuals (what do they show), and editorial decisions (do they ever talk about choices they make? i.e., for the picture above, the British newspaper //The Independent// makes this claim before posting the picture: " //**The Independent has taken the decision to publish the image, which some may find offensive, lower down in this article because among the often glib words about the "ongoing migrant crisis", it is all too easy to forget the reality of the desperate situation facing many refugees").** //

Sign up for a source now:

5-6 national newspapers from 5 different countries (one American, 3 European, one middle Eastern). American - Hailey, UK (Huffington Post) - Phoebe, Germany - Daniel, Allen - Hungary, Cande - ME, Steve, France, Jimmy - China 2-3 different politically-leaning TV network evening broadcast BBC - Michelle, Eric - Fox, CNN Jeff 1 satirical newspaper or website (The Onion, Funnyordie.com, YouTube) YingYang 1 satirical TV or radio show (Have I Got News for You, Mock the Week, Tha Daily Show, Last Week Tonight) Jisup 2 - 3 social media outlets (Buzzfeed, Tumblr, Facebook etc) Kelton - Pinterest Tommy Tumblr Henry - Facebook other?

Homework:

Enjoy the break! But also get ahead by reading //Feed (due Tues Oct 20 - CHANGED)//, and by watching/reading the news (tracking due Fri Oct 16 - CHANGED). Here is the for your news source ...

=Class Sixteen= Tuesday Oct 6

I am away - be nice to Mr. Liu, your sub!

You have the whole class to read //Feed.// If you are done, (and you promise Mr. Liu this is the case), you may a) work on your tracking sheet for the refugee story. If that is done, meaning 7 times tracked (and you promise Mr. Liu this is the case), you may do whatever you wish!


 * Homework**:

1. Keep up with your tracking of the migrant and refugee crisis, if you weren't able to track 7 times over the holiday. Here is the again in case you didn't notice it before the holiday. This is key! It is due __Fri Oct 16 (Note the change from what I told you before break - two extra days)__

2. Keep reading //Feed//. You need to be finished __Tuesday Oct 20 (note the change from what I told you before break - an extra weekend)__. You'll be marked for your active participation so bring in any notes, or at the very least, sticky-note your book on relevant pages!

=Class Seventeen= Thursday Oct 8

Objectives What is important in how news gets chosen? Are our news media giving us the news we need?

Activities

1. Start with this. Discuss the questions as needed. Next class, when I'm not here, you'll be looking at this with a partner - the news to which the activities apply are 'old' (2004) stories but the concepts / theories remain the same.

2. Are our news media giving us the news we need?

What is the future of the news media?

Today we will discuss these questions as if we were a TV Panel News Show. You will take on a role on the panel or in the audience; your job is to communicate your opinions on the news media.

Part One: Reading

You have 30 minutes to read the materials related to your role. You can divide them up between your group, but if possible it would be better to read them all.

Make sure you know your role before you start reading, and make careful notes on points that will help you in your arguments.

See "Doing The News" p. 119 for roles.

ALL students read p98 & 99

Reading for each role:

All "Doing News" pages are //Media Studies// are the textbooks

The old news hounds

Doing The News pg 103 – 107

Doing The News pg 98 – 99

AS Media Studies pg 276/7

The online news reporters

Doing The News pg 108 – 111

Doing The News p 115 – 117

As Media Studies p 5 – 9

The anchor persons

Doing The News p 110 – 113

Doing The News p 114 – 117

The bloggers

Doing The News p 108 – 111

Doing The News p 115 – 117

AS Media Studies p5 – 9

The rolling news team

Doing The News p 108 – 111

Doing The News p 112 – 114

Doing The News p115 – 117

We'll decide together who will play what role. Then our simulation – 20 minutes: Try and stay in role! Heated arguments are a good thing, but keep it polite!

(IF TIME) 2. Given how few of our students likely get their news in traditional form, what is the difference between reading in a newspaper and reading online? Read ‘’ (ignore from '5 Ways on). Look at the comparison chart (page 1) with a partner. Is there anything you could add? On page two of the handout, read the ‘expert’ findings on reading online. Does it confirm or contradict your own online reading experiences? Do you find you read differently from the ‘norm’?

Hmwk:

1. On the last slide of the powerpoint. Find a partner, agree on a time to watch the news on TV (a different station each) and fill in the. You'll compare next class. A reminder of what you are looking for ... the lead story and its topic
 * the number of stories in the newscast ||
 * the average length of a story ||
 * the subject matter of each story ||
 * the number of international stories ||
 * the number of national stories ||
 * the number of local stories ||
 * the order of the stories ||
 * the number of commercials ||
 * the time devoted to sports ||
 * the time devoted to weather ||
 * the age, gender, race, and tone of the newscaster ||
 * the intended audience demographics ||
 * the language used to describe events ||

2. ** DON'T FORGET! The tracking of your refugee story is due a week Friday. Be prepared to speak for two minutes __maximum__ about your findings. Fill in this (not day by day, just the highlights) to summarize your findings

3. Hopefully you are done already, but remember that //Feed// is due the following Tuesday (20th) -- so watch your time. We will have small group discussions for that entire class. You'll be marked for your active participation so bring in any notes, or at the very least, sticky-note your book on relevant pages!

=Class Eighteen= Monday Oct 12

Objectives Are all news reports the same? What factors change the way the news is packaged and sold?

Activities

I. Read this with a partner, working your way through the discussion questions (bullet form notes) and filling in the charts as you go!

When you get to the bottom of page 3, share your responses with another pair.

When you get to the second chart (on the fifth page), share with them again.

Discuss one final time at the end of the packet, in terms of what the different news coverage on the smacking story suggests about the newspapers in question.

Note you have the entire class to finish this packet -- which means I expect good answers to the question.

II. Time to discuss with your partner what similarities and differences you found with your news viewing last day. How can you explain discrepancies? Come back as a class and share observations. How much difference do you think a news report makes to our understanding of an event? Have you ever heard a ‘version’ of something that made you want to verify or get a second ‘opinion’? Or do you largely trust the news you hear / read without much thought to its source?

Now think about the news source you tracked over the holiday / last week and its version of the refugee crisis. We'll be getting to this Friday! Any time left, work on your summary chart and final sentence (see homework below)


 * Homework: **

Your from your refugee story is due Friday!


 * Remember to be able to sum up with this sentence: if I only read/watched/considered as my news source, I would think of the refugees as --- (single adj), the government of the country associated with my source (if applicable) as ---, (country involved in the issue) as the most blameless and - (country involved in the issue) as the most to blame. I would also believe the best or only solution to the crisis would be --. **

= Class Nineteen = Wednesday Oct 14

A. Choose a partner (but someone different from last day). You'll need these -- or should I say three versions of the SAME story. Go through the different versions three times looking at three levels. You'll need these.


 * 1) Fact vs Opinion (with a focus on language.) Fill in the first chart. Discuss not only what you find but what you would not have thought were it not for the chart
 * 2) Structure and format of a newspaper (with a focus on visual layout). Fill in the second chart. Same question as above!
 * 3) Look one final time at one report only: NewsWeek. Fill in chart 3. What conclusions could someone make if this was the only report s/he read?

Have a final discussion at the end of class as to what conclusions you have reached.

B. Time left? Apply the same concepts you learned last class (theories of news 'worthiness') to this ski accident story too.

C. More time left? Read or work on your summary chart for the refugee story (see homework below)

Hmwk

**Your from your refugee story is due next day!**


 * Remember to be able to sum up with this sentence: if I only read/watched/considered __as my news source, I would think of the refugees as__ ___ (single adj), the government of the country associated with my source (if applicable) as__ __,__ __(country involved in the issue) as the most blameless and__ (country involved in the issue) as the most to blame. I would also believe the best or only solution to the crisis would be ___. **

=Class Twenty= Friday Oct 16 Share your versions of the migrant and refugee crisis -- the version according to your source.

Whole class discussion.

Print out your single sentence summary now, in large font and on A3 paper:
 * if I only read/watched/considered as my news source, I would think of the refugees as (single adj), the government of the country associated with my source (if applicable) as, (country involved in the issue)_ as the most blameless and (country involved in the issue) _as the most to blame. I would also believe the best or only solution to the crisis would be ___. **

Place your A3 paper on your desk. Now circulate and look at other people's summaries too.

Part I:

Arrange yourselves into groups with other LIKE-MINDED sources (what characteristics you use/how you characterize is up to you! Hailey will this section). Discuss shared characteristics and WHY. Examine your charts, look for patterns in the way the story got told, who got 'quoted', what language got used, what visuals led to what emotional conclusions, and how editorial decisions affected things.

Part II:

This time arrange yourselves into groups with DIFFERENT-MINDED sources. Aim for a group of 3-4. Same discussion:

NOTE: In both discussions, remember our original questions:


 * What perspective does the source take on the crisis? Is it told from the point of view of refugees or governments or regular people in countries accepting refugees? **
 * What kind of language is used to describe the crisis? Does the source use particular words that reveal their political or moral opinion? (migrant, economic migrant, refugee) **
 * Can you tell what the journalist(s) think of the refugee crisis? For example, are they sympathetic? Do they see to believe some of the refugees are really economic migrants? **
 * Does your source seem to have an agenda or purpose conveyed in the way they report the crisis? **
 * Does a certain kind of narrative emerge from the stories? **
 * What events and individuals do the satirical accounts parody? **
 * What type of experts or people on the street are interviewed or quoted in news stories? **
 * Is anything missing from the reports - for example a particular perspective? **

Part III:

Come together and discuss. Remember the goal of this project:

Can media help bring about substantive change? What are the benefits and risks of following a story through a single lens? How should we analyze our news (beyond the content) to ensure we are truly well-informed about world events?


 * Homework**:

//Feed// due next class. We'll pick back up our news unit afterwards!

=Class Twenty-One= Tuesday October 20

We are going to leave our discussion of //Feed// until next week so that today we can finish up with our Refugee story assignment, as well as discuss the two classes I was away! Air display some of your results too ...

1. The news on different news stations which you tracked with a partner 2. The charts from the ski lift accident 3. How and why is the news packaged and sold 4. Your two minute summary of your news source (so more than your summary sentence - what can you tell us about language, narrative, expert testimony, visuals and editorial decisions? One by one ...

PS. Has everyone handed in their refugee news source chart, along with the summary sentence?

Leave today's class with groups arranged and having chosen a for next day's discussion. Come prepared with notes or questions to ask of your group!


 * Homework:**

Be prepared for the discussion on Tuesday AND YOUR ROLE in it

=Class Twenty-Two= Thursday October 22

APAC!

=Class Twenty-Three= Tuesday Oct 27

//Feed// Discussion.

This should last 60 minutes without my intervention!

Hmwk:

Back to the news ...

Given how few students likely get their news in print form, what is the difference between reading in a newspaper and reading online? Read ‘’ (ignore from '5 Ways' on). Look at the comparison chart (page 1). Is there anything you could add? On page two of the handout, read the ‘expert’ findings on reading online. Does it confirm or contradict your own online reading experiences? Do you find you read differently from the ‘norm’? Now read the choices for next day's options - come with a first and second choice of option AND role. Be prepared for next day's class!

=Class Twenty-Four= Thursday Oct 29

Now the fun begins!

** For the next two classes, you will take on the role of a newsroom member and make a 60 second news show for SAS students and teachers. **


 * OR **

** For the next two classes, you and your group members will create your own teen-friendly online newspage! **

Option One **, Activity One** Look at how a news programme creates identity and uses different features. Watch a 60 second news show (from 'Doing The News’ DVD) designed to appeal to young people. As you watch, make notes on:


 * The way the sequence starts
 * The Titles (images, graphics, text and sound)
 * The studio - layout, decor, color scheme, furniture, graphics (mise en scene)
 * The presenter/s: appearance, style, the way they talk to the viewer
 * The running order of stories (most important to the audience comes first)

What is the 'character' of the news programme? Is it: Warm or cool? Relaxed or formal? Friendly or distant? In-depth or superficial? Colorful or subdued? Excited or laid back? Dramatic or boring? Helpful or confusing? Turn-on or turn-off? Simple or complex? Too much information or not enough?

What can you learn from the show? What does it do well? What could the producer have improved?

**Option One, Activity Two** In groups of four, take on one of these roles: 1. Presenter 2. Researcher 3. Writer 4. Producer/ Director

To learn more about your role, go to the following resources:

1. **Presenter** Your job is to present the show. Reading Find out what kind of image you have to project at: AS Media Studies p. 271 - 273 (blue box) Viewing Then watch Sam Naz's two videos - one with tips on presenting and one with an example of her show. You can find them at

[]

Work As soon as you're done your research, help the researcher and the writer with your script. Start learning it/ making cue cards as soon as possible.

2. **Researcher** Your job is to find the news. You need to find at least 3 major stories to include in the bulletin; try for a balance of international, national and local. Check your sources; make sure at least two sources verify the truth of a story. Consider your audience and try and balance 'hard' news with entertaining/ local interest pieces.

Reading Read AS Media Studies p. 260 - 261. Viewing For tips on where and how to do find the news, watch the video of Karlene Pinnock's tips. You can find this at

[]

Now, go find the news!

3. **Writer** Your job is to write the presenter's script.

Reading Start by reading about how a news story is constructed in AS Media Studies p. 269-270.

Viewing Then watch the two videos on writing on the BBC website. The first one is on writing news stories, the second is a scriptwriting masterclass.

Both videos can be found on this page:

[]

Once you have finished, work with the researcher to turn the stories they have found into a script for the presenter.

4. **Producer/ Director**

Your job is to find a location to shoot your news program and to create a particular identity for it. This will mean choosing background, furniture, music, the presenter's clothes and demeanor, title music and text. It will be your job to borrow a camera and source all necessary materials for the shoot, as well as to make sure you are finished on time.

Reading Pages 271 - 277 of the AS Media Studies book will be useful for you.

Viewing Go to:

[]

Watch the ‘Broadcasting News’ and ‘Editing Masterclass’ videos along with the Writer.

Tech Tips


 * The new imovie software has a TV news feature that you can use for your titles and a green screen background
 * Try to use video as well as still images to support your stories
 * Don't film the presenter against a window
 * Use a microphone to record the presenter, and edit background music to a minimum so they can be clearly heard
 * Use the green screen room for easy addition of pictures in the background

You are a team! If one person is struggling with their role, try and help them. On Wednesday next week, you will present your show to the class. We will watch it, and then each person will explain the following:

1. Reflect on the process of making the news - what did you learn? What went well? What would you do differently next time? 2. How you found news stories and chose which ones to include - what criteria did you use for selection? 3. How you wrote the script & what you learned about news writing 4. Why you chose the location, furniture, music etc that you did; what 'feel' you were trying to create and how you did so.

Good luck!

--- Option Two **, Activity One**

Get yourself into a group that has at least one member who is in PubTech or WeDesign. You need to choose your roles: 1. Web designer 2. Researcher 3. Writer 4. Producer

1. **Web-designer.** You will need to visit with one of the tech teachers to get more info on homepage design. You will also have to convince me that you know what you are doing! How are you using the following information


 * "84% of teens online go to websites about movies, TV shows, music groups, or sports stars. 76% of teens online search for news and current events. 31% are looking for diet, fitness and health information"
 * What do you know about using color, animation, links?
 * How will you use the Eyetrack research from today's assignment?

2. **Researcher**. Your job is to find the news. For tips on where and how to do this watch the video [] Then read AS Media Studies p. 260 - 261. Then start looking for news! You need to find at least 1 major story to place predominantly on your homepage, but try for a balance of international, national and local as links (not all links need be live, note. You are only creating the homepage. You may choose, of course, to link to other 'real' news sites. But remember - it is key for your site (even more so than it is anyways for all news stations) to consider your audience)

3. **Writer**. Re-write the news you find to suit your audience (and are tweens or young teens the same as 17-19 year olds?). Make sure you still remember what we've learned about the structure and organization of news! Start by reading about how a news story is constructed at: AS Media Studies p. 269-270..Then watch the video on the BBC website on writing news stories. [] Once you have finished, work with the researcher to turn the stories s/he has found into a script for the presenter.

4. **Producer**. Visit at least three current teen news sites to get ideas (ie.,[]). Take notes on the elements in the Eyetrack research (make this into a chart). Help with the overall design of the website by deciding on the advertising that would be most appropriate and by coming up (with the help of your group) with your name and logo.

**Option Two, Activity Two** Make an outline of the following features of your website - name, font, logo - links and site navigation - your lead news story - at least one advert - at least one interactive element

You are a team! If one person is struggling with their role, try and help them. On Wednesday next week, we will look at your homepage, then your group members will explain: 1. What aspects of webpage design were most useful when designing a site for teens? 2. How you found news stories and chose which ones to include - what criteria did you use for selection? How difficult was it to appeal to teens without 'giving up' on 'hard news' 3. How you wrote the script & what you learned about news writing 4. What you learned from other teen news sites

Hmwk Work on your show/webpage! Due Wednesday. See next class for more info on the rubric and self-reflection questions you must answer on Wednesday.

= Class Twenty-five = Monday Nov 2

Objectives and Activities Work Time

Hmwk Show is due next class! Pay careful attention to this and ensure your group is ready to reflect publicly based on the questions below.

**Webpage:** 1. What aspects of webpage design were most useful when designing a site for teens? 2. How you found news stories and chose which ones to include - what criteria did you use for selection? How difficult was it to appeal to teens without 'giving up' on 'hard news' 3. How you wrote the script & what you learned about news writing 4. What you learned from other teen news sites

**NewsShow:** 1. Reflect on the process of making the news - what did you learn? What went well? What would you do differently next time? 2. How you found news stories and chose which ones to include - what criteria did you use for selection? 3. How you wrote the script & what you learned about news writing 4. Why you chose the location, furniture, music etc that you did; what 'feel' you were trying to create and how you did so.

=Class Twenty-six= Wednesday Nov 4

Let's share your news shows and webpages!

Don't forget you will each be asked to share the answer to your question with the class

If there is time, complete your ; otherwise, finish it for homework.

**Webpage:** 1. What aspects of webpage design were most useful when designing a site for teens? 2. How you found news stories and chose which ones to include - what criteria did you use for selection? How difficult was it to appeal to teens without 'giving up' on 'hard news' 3. How you wrote the script & what you learned about news writing 4. What you learned from other teen news sites

**NewsShow:** 1. Reflect on the process of making the news - what did you learn? What went well? What would you do differently next time? 2. How you found news stories and chose which ones to include - what criteria did you use for selection? 3. How you wrote the script & what you learned about news writing 4. Why you chose the location, furniture, music etc that you did; what 'feel' you were trying to create and how you did so.


 * We are now done with our news unit. What have you learned? What will you do differently to get your news?**

Homework**:

1. Self-assessment rubric if we didn't get to it today. 2. The following questions will guide us through our upcoming advertising unit. Ask yourself each one now and write a 1-2 sentence answer based on your presumptions/assumptions/prior knowledge/stereotypes, but without doing further research! Post your answer at the top of our advertising page.

How are ads made? What's the history of the advertising industry? What's its future? (Exploring online advertising strategies) How can marketing be used for good? How is advertising exciting and creative? How can advertising be harmful?

=Class Twenty-seven= Monday Nov 9

WHERE ARE YOUR REFLECTIONS??

Objectives To start our Ad Unit, which has the following objectives: How are ads made? What's the history of the advertising industry? What's its future? (Exploring online advertising strategies) How can marketing be used for good? How is advertising exciting and creative? How can advertising be harmful?

Through exploring these questions you will learn more about how to read an ad, make an ad, and critique an ad

For today, we specifically want to look at: what is your initial impression of advertising? and what is the history of advertising? Activities 1. Look at the following signs (taken from [|Media] KnowAll ) posted around the room:


 * Advertisements create false wants and encourage the production and consumption of things that are incompatible with the fulfilment of genuine and urgent human needs.
 * Advertising is economically necessary and has brought many benefits to society.
 * Advertising is an irrational system which appeals to our emotions and to anti-social feelings which have nothing to do with the goods on offer.
 * Audiences are completely free to ignore advertising therefore it cannot brainwash people.
 * Advertisements usually suggest that material gain is the only route to social success and happiness.
 * Advertising increases the sales of mass-produced goods and therefore stimulates the economy.
 * Advertising creates jobs and prosperity
 * Without advertising, there would be no television or internet.

With which do you most agree? Go stand under that sign!

2. Scavenger Hunt on Advertising History: With your table friends work together to download the five pdfs below on the history and future of advertising. With 5 people per group, that's 1 pdf file (of two pages) per person. You have 15 minutes to read and take notes ... ONLY THEN can you open up this ! Which team will finish first?



Hmwk: Finish the question set (use a google docs if you like and work on it as a group)

=Class Twenty-eight= Wednesday Nov 11th

Objectives To learn about what a brand is and why they are necessary To 'read' one advert which sells a brand To begin to think like an advertiser: copy, image, logo & slogan.

Activities **Key Vocabulary** Brand (a product with a personality) Brand values (ideas consumers associate with products) Logo (the visual symbol of a product) Slogan (a phrase which represents a product) Associations (the feelings and thoughts inspired by a brand or product)

1. Logos & Children In 2004, and international research study of 'Advertising and Marketing to Children' carried out a survey on 3 year old children. It found that:

*31% of those surveyed could remember having seen the Coco-Cola Logo *69% could identify the McDonald;s logo *66% recognised the logo for Kinder confectionary

Meanwhile, a survey of primary school teachers found that roughly 50% of 4 - 5 year olds could not recognise their own names.

What does this data tell you about: ...the impact brands have on very young consumers? ....the power of advertising? ......the importance of brands for advertisers and companies trying to sell products? .....the importance of the logo and visual images in getting messages across?

2. Watch this clip from [|SuperSize] me. We'll be coming back to it when we look at the techniques used in moving images like documentaries, but for now concentrate on the main message and key features. Do you believe it?

3. Name all the brands you can in 60 seconds. How many? Now I will name some well-known brands and ask you to free-associate (one white board per group of 3-4) -- do we come up with any words in common? What does this say about the power of branding?

3. Can you recognise the brand? (Doing Ads, p. 17, color photocopy) If so, WHY? If not, why not? (What does it say about you as the unintended audience?)

4. Now take your logo (Doing Ads, p. 19, color photocopy) and try to describe it to a partner -- use these to help you. What have you learned about the power and importance of brands?

Hmwk Finish reading the first several pages of, to the end of the first paragraph on p. 197. Note this will help you finish filling in any blanks from our intro class on the media industry and where it advertises.

[|www.student.thinkib.net/group/ABCDJXZ], and create an account so you're ready to go for next class!
 * Please also go to the inthinking site linked

=Class Twenty-nine= Friday Nov 13th

Objectives We live in a world of visual stimulation. In the car, on the metro, or strolling through town, we absorb the invitations to look, buy, do, react, often unconsciously. Because we are so accustomed to the barrage of media stimulation that blankets billboards or floats across our screens, we often take for granted our media savvy. Part of becoming more media literate is the ability to identify the techniques used by advertisers to persuade us. These techniques are the tools of advertisers to convince us to buy their product. Once you become familiar with them, you will see them all around you.

Activities

1.   You'll need  from Potter too.

So -- what about the techniques that advertisers use?


 * Let's start with the basics ...


 * Who is the target audience? **
 * What is the message of this ad? **
 * How does this ad appeal to the target audience? **


 * Now ... what does your group see in this paint ad? (Don't forget the [[file:21stcenturyliteracyrosen/Picturing Texts worksheet and field trip.docx|features of visual analysis]] from our intro unit too)


 * Now a little more advanced

*And what about [|these]? Make sure you know these terms before going to the main page linked in the previous sentence).

The accounts you set up seem to be hit and miss, so we will all register through Mr. McAdam! username: mmcadam, password: mrosen.

If the links below don't work, go straight to this [|page] and access them that way:

Humor (no link) [|Fear] [|Bandwagon effect] [|Shock advertising] [|Conflict] [|Testimonials] [|Problem / benefit] [|Anti-advertising]

Note we are coming back to this page and activities when we hit our Ads for Good lessons next week. For now, just try out some of the clips and see if you can recognize the techniques! If the ads aren't opening, there are more on our Unit 2: Advertising page.

I will be away next class so let's look at what you'll be doing without me, and also go over the upcoming assignment, where you will be analyzing an ad of your choice ...

Hmwk

Read this of the same paint ad analysis, largely using the Picturing Text terminology from our intro unit. Add at least 1-2 unique new points based on our growing understanding of techniques specific to ads (and not just visual texts). Put these points on the Paint Ad example page.

=Class Thirty= Tuesday Nov 17th

I AM AWAY. Say hello to our sub, and let her see why I boast about this class and all you can do independently!

Objectives Analysing ads for techniques can be fun but it can also be revealing ... especially when you realize how little a lot of advertising has to do with the product itself

Activities 1. Psych and the. Ms. Jaran will lead you through 2. Scavenger Hunt (and fill in this too!). Explained below

Using what we've learned about how advertising works over the last two classes, work alone to find examples in magazines (piles should have been brought in by the librarian - if not, please send someone to the library to see Mr. Boyer and he'll gather them quickly) or online of AT LEAST ONE each of the following:


 * An ad that hopes you will vicariously enjoy a product through the actors' obvious enjoyment of it
 * An ad that hopes to prompt in you an involuntary conditioned response (a positive emotional connection to the product or brand)
 * An ad that uses social comparison theory by presenting you with a desirable lifestyle to achieve through purchasing something
 * An ad that uses 'puffery' - claims such as 'best ever' or 'new and improved' that sound good but don't actually mean anything and are most useful to advertisers because they can't be proved untrue
 * An ad that focuses on a physical feature or features of a product
 * An ad that focuses on a functional feature or features of a product
 * An ad that focuses on a characterizational feature of a product
 * An ad that uses anti-marketing marketing
 * An ad that uses celebrity appeal
 * An article or feature which isn't supposed to be an ad at all yet is heavy with product placement

Put a stickie on any ad in the magazines, and write down the url for anything you find online. When you have had enough time, the sub will bring you back together - now discuss and share in groups of 5. If there is time, come back back to the entire class with the best observations too.

We'll be looking at more negative techniques as we get into our Gender in Media unit! (Or maybe we'll start today, depending on time!)

If there is any time left, consider the upcoming assignment, your own ad analysis, due __next__ week. You may choose to present this assignment 'live' (max 6 people per class), tape it for me and put it on the portal, __or__ write it up. Length = MAXIMUM 3 minutes or 1.5 pages. Ensure you check out the so you know how you will be marked.

*NOTE: If you are not feeling very creative, you may wish to show off some new, quite sophisticated info you are willing to learn on the topic instead. Read pp 31-47 of Media Studies and answer the -- that can replace your ad analysis!

Hmwk You have an ad analysis due __next__ week. You may choose to present this assignment 'live' (max 6 people per class), tape it for me and put it on the portal, or write it up. Length = MAXIMUM 3 minutes or 1.5 pages. Ensure you check out the so you know how you will be marked

*NOTE: If you are not feeling very creative, you may wish to show off some new, quite sophisticated info you are willing to learn on the topic instead. Read pp 31-47 of Media Studies and answer the -- that can replace your ad analysis!

=Class Thirty-One= Thursday Nov 19th

Objectives

How do we know what we know? Logic is one way. Advertisements try to appeal to our sense of logic, so that we buy into a brand or purchase a product. When studying ads we often ask" 'what are the advertisers //really// saying?' In order to read between the lines, we often use reasoning. Take for example this Volvo ad which reads, "Cages save lives." While there is no image of a car, we somehow know that the advertisers are trying to sell us one. We fill in the blanks: 'If cages save lives, and Volvos are built like cages, then Volvos must save lives." How do we come to this conclusion? In this lesson we will look at the reasoning behind ads. This reasoning, as we will discover, can be quite flawed and very implicit.

Activities 1.

Go to this [|inThinking site] (never mind that it's for IB Lang-Lit ... it's fantastic!). We will complete the inductive vs. deductive activity and the syllogisms activity. If you need to log in the info is as follows: username: mmcadam Password: mrosen

2. Work time for your ad analysis

Hmwk

Work on your ad analysis. Due next class Wednesday ! Here's the again.

NOTE: you are looking to use THREE types of language: 1. terminology we learned during our field trip of, 2. terminology associated with media analysis (appeals to fear, humor, emotion, logic, bandwagon effect, use of shock and conflict, problem-benefit. See in-thinking, classes 29 and 31), 3. terminology associated with psychology and audience function (see class 30). Two ppts will help you too - basic audience (slides 7-9) and  terms.

Remember, you may choose to present this assignment 'live' (max 6 people per class), tape it for me and put it on the portal, or write it up. Length = MAXIMUM 3 minutes or 1.5 pages. Due Mon WEDNESDAY. *NOTE: If you are not feeling very creative, you may wish to show off some new, quite sophisticated info you are willing to learn on the topic instead. Read pp 31-47 of Media Studies and answer the -- that can replace your ad analysis!

=Class Thirty-Two= Monday Nov 23

Please take 10 minutes to fill out a survey on this class on PS! Who has December exams and when?

Objectives What are guerilla ads? What are 'ads for good'?

Activities

*Guerilla ads. While the purpose of advertising is quite clear, i.e. sell a product or idea, the ways in which advertisers can influence their audience are abundant and multi-faceted. This lesson explores the wonderful world of 'guerrilla' and 'ambient' advertising. If you are not familiar with the concept, it is quite simple: guerrilla and ambient advertising involve the unique placement of unique ads, which makes their meaning dependent on the physical context in which they appear.

Start by looking at them ... but we'll be going quickly! Now go through the ads with a partner to fill in this. Then check out the [|site] for the answers! (You'll need to log in: macadam, password: mrosen)

* Can ads really be for good? Go back to the ads we examined on [|InThinking] to consider techniques of ad creation. Look at them again but this time to consider the following questions:


 * 1) ** Can advertising change the world for the better? If so, how can they do this? **
 * 2) ** Do advertisers have a responsibility to promote social progress? **
 * 3) ** How have advertisements changed in the past 10, 25 or 100 years? What does this say about this history of mankind or the progress of a nation? **


 * So that is ads dependent on context. Now what about ads for 'good'? How have they changed? **


 * Become an organ donor - []
 * Samsung – Sport doesn’t care who you are - []

Compare to this old campaign to save electricity: [|MTV campaign]



Hmwk

Work on your ad analysis. Full info can be found under last class' homework.

=Class Thirty-Three to Thirty-Five= Wednesday November 25

Objectives

Live ad sharing and work time for centers

Activities 1. Anyone doing 'live' ad analysis. Others hand in. 2. Centre work

For the next four classes, you must rotate through several centers: 1. Using Media for Good 2. Gender in Media 3. New Media

In the end, after watching lots of clips, reading lots of articles, looking at lots of sites, and filling in a to let me know what you've done from each of the topics above (browse at least 1-2 things from each), you must also complete ONE of the following assignments:

CHOICE ONE - MEDIA FOR GOOD

Produce an advertising campaign (brand image, slogan, logo, print ad) or filmed ad (brand image, slogan, logo, film) of your own, for some charity or 'good' purpose, and accompanied by a detailed reflection. (You may do the campaign in pairs but the reflection is due individually)

// Be aware that proper campaigns, especially including a film, take a long time to produce. If you choose this option you will be graded on your product and its presentation, persuasiveness, and use of appropriate conventions; your will also be based on your reflection, which should show awareness of how advertising works both visually and psychologically and explain your creative choices carefully. //

CHOICE TWO - GENDER in MEDIA

You will watch part of Jean Kilbourne's documentary Killing Us Softly, answering pre and post questions, and then writing a thoughtful reflection on what you learned. See me for more info

CHOICE THREE - NEW MEDIA
 * You are going to make a lesson for one of your classes at school and ‘sell’ it to the teacher in charge! Look specifically at pp 4-6 of Prensky’s “[[file:prensky - digital natives, digital immigrants - part1.pdf|Digital Natives, Digital Immigrants]]”. He argues that we “need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us” (6). He also scoffs at “a frequent objection I hear from Digital Immigrant educators”: that “’this approach is great for facts, but it wouldn‟t work for my subject’.‟ Nonsense. This is just rationalization and lack of imagination” (6).

So – you must pick a class, a teacher, and a lesson or concept taught in that class, and come up with a digital native method for teaching it. This might be to develop a computer game … or Pokemon-like cards to teach facts (so notice the project does not have to use technology – just the skills associated with technology)… or ___. What exactly will this look like? I don’t know – YOU are the digital natives!

There are a few conditions:

- You must clear your project with me (largely to ensure you are not taking on too much). - You must write to the teacher involved, explain your methodology and ask if s/he would consider using the lesson in his/her class next year. This means you must also include TWO sets of instructions: 1. For the students and 2. For the teacher - You must ensure you yourself know the content / understand the concept you wish to teach inside out and backwards! - A detailed reflection must cover your rationale, what content you wish to help the teacher teach, and why you think your chosen platform will be more successful than traditional teaching methods.


 * Monday Nov 30**

HELP! Clearly I didn't explain well enough that you need to fill in page 2 of the before I can mark your ad analyses! Please do so now. Please also fill in my survey! THEN you can work on your final project :)