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10 th Grade English Wednesday 29 Jan. 2014

10 th Grade English Wednesday 29 Jan. 2014. Agenda: Introduce Media Literacy Unit Media Literacy: 5 Core Concepts Deconstruct Past Super Bowl Commercials Homework: Get Parent Permission Slip Signed by Friday, 1/31. Learning Targets:. I can define media literacy.

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10 th Grade English Wednesday 29 Jan. 2014

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  1. 10th Grade EnglishWednesday29 Jan. 2014 Agenda: Introduce Media Literacy Unit Media Literacy: 5 Core Concepts Deconstruct Past Super Bowl Commercials Homework: Get Parent Permission Slip Signed by Friday, 1/31.

  2. Learning Targets: • I can define media literacy. • I can give examples of media. • I can analyze and identify the target audience of a commercial, the purpose of a commercial, and the embedded values of that commercial.

  3. Media: the main means of mass communication (esp. television, radio, newspapers, and the Internet) regarded collectively. • Messages conveyed through visuals, language and/or sound • Mass Media: produced for a mass audience mediated by a form of technology • The producer of the message is not in the same place as the receiver of the message

  4. Types of “Media” • Radio • Television • Newspapers, Magazines • Internet • Advertising in All Forms • Videos, DVDs, Films • Computer & Video Games • Recorded Music (e.g., CDs) • Books (e.g., Textbooks) • Maps, Money, Dictionaries, Standardized Tests, and more…

  5. Generation M: Media ln the Lives of 8-18 year olds 2005 Kaiser Family Foundation study www.kfff.org the average time 8-18 year-olds spend with media (not school related) per day? 6:21hours of media content per day 2005. Kaiser Family Foundation

  6. Sales of computer and video games now surpass Hollywood movie receipts (2004, metrotimes.com)

  7. time spent with different media reading………………………… :43 books/magazines/newspapers listening to music……………… 1:44 Radio/CD/tapes/MP3s watching movies………………. :25 in the theatre watching TV…………………… 3:51 TV/videos/DVDs/prerecorded shows using the computer……………. 1:02 online/offline playing video games…………… :49 console/handheld 2005. Kaiser Family Foundation

  8. Media literacy is the ability to access, analyze, evaluate, and produce communication in a variety of forms.

  9. FIVE KEY CONCEPTS OF MEDIA LITERACY1. All media messages are “constructed.”2. Each medium has different characteristics, strengths, and a unique “language” of construction.3. Different people interpret the same media message differently.4. Media messages are produced for particular purposes, including profit, persuasion, education, and artistic expression.5. Media messages have embedded values and points of view.

  10. Parent Permission Slip While studying Media Literacy, we will watch a documentary produced by PBS “Frontline.” Your parent permission slip must be signed in order for you to watch the film with us. If it is not signed, you will be sent to the library to work on a separate assignment.

  11. 5 Core Concepts of Media Literacy 1. All media are constructions. • Media are carefully manufactured cultural products. They create an emotional experience that looks like reality, but of course is not – because it is all made up by one person – or many people – who select this picture and edit out those words or include this scene while another 20 versions land on the cutting room floor. Media are not “real” but they affect people in real ways because we take and make meaning for ourselves from what we see, hear, and read.

  12. 5 Core Concepts of Media Literacy 2. Media use unique “languages.” • Media language is unique to each form of communication – whether newspapers, TV game shows, or horror movies. The language works because it is used over and over as shorthand for conveying intended meanings: scary music heightens fear, camera angles convey relationships, and headlines signal significance. Understanding the grammar, syntax, and metaphor of media language heightens our appreciation and enjoyment of media experiences, as well as helps us to be less susceptible to manipulation. Media production and media analysis are the two sides of the media literacy coin.

  13. 5 Core Concepts of Media Literacy 3. Different audiences understand the same media message differently. • No two people see the same movie or hear the same song on the radio; even parents and children do not see the same TV message! Skillful readers and viewers examine different stylistic features of a media product and pay careful attention to the context in which the message occurs. This concept turns the tables on the idea of TV viewers as just passive “couch potatoes.” We may not be conscious of it, but we are constantly trying to “make sense” of what we see, hear, or read. The fundamental skills of media literacy allow us to be conscious and deliberate about what we experience and how we interpret that media experiences in our lives.

  14. 5 Core Concepts of Media Literacy 4. Media have commercial interests. • Media are ad-driven businesses. Newspapers lay out ads on their pages first. The space remaining is devoted to news. Likewise, TV programs don’t exist simply to entertain us. They are there to ensure that a certain number and kind of viewer will be watching when a commercial comes on. Corporate sponsors pay TV stations based upon the number of people they expect to be watching. Advertisers want specific kinds of viewers (for example, children) who have the ability to influence spending money on the advertisers’ products (toys). TV programs are designed so that the right people will watch when the commercials come on. Maybe that’s not the way it ought to be – but, in truth, most media are provided to us, as researcher George Gerbner says, by private corporations with something to sell rather than by the family, church or school with something to tell.

  15. 5 Core Concepts of Media Literacy 5. Media have embedded values and points of view. • Media, by the very nature of being constructed, carry a subtext of who and what is important – at least to the persons doing the constructing. There are not value-free media and never will be. This presents a challenge for all of us to learn to “read” and edit critically in order to uncover the value messages that are embedded in them. Only then can we judge whether to accept or reject these messages as we negotiate our way each day through our media-filled environment.

  16. With the 5 core concepts in mind, let’s deconstruct a commercial together . . . • What is this commercial for? • Who is the targeted audience? What age group/ethnicity/socio-economic class, etc.? • What values are being expressed? • What is being said without saying it? • Tone? • Mood? • Color? • What final message are you left with?

  17. Class Deconstruction of Commercial

  18. Discuss . . . • Who produced this message, and for what purpose? • Who is the targeted audience? What age group/ethnicity/socio-economic class, etc.? • What values are being expressed? • How are they (the values) communicated? • What final message are you left with?

  19. Using either a commercial from last year’s Super Bowl or another commercial of your choice . . . • Watch and deconstruct the “author’s purpose” for this media clip • Complete your “Quick Deconstruction” sheet • Bring to class, be prepared to discuss tomorrow • Also bring your signed parent permission slip for “The Merchants of Cool”

  20. A few of 2010’s Superbowl commercials . . .

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