Unit 4 – Media Study: Exploring the power and influence of the media
Time: 75 min Lesson 1 Title: “Where do I fit-in?”Description:
Through differentiated teaching instruction, students will become familiar with the power and influence the media possesses in shaping one‟s values and ways in which it creates „rules‟ for belonging in contemporary Canadian society. Participating in a “Values Auction” engages students in critical and higher ordered thinking as they examine the results of the auction to determine what the class/society values most and the role the media plays in shaping these values. Students will also partake in thought-provoking “Think-Pair-Share” discussions as well a “Socratic Dialogue” concerning the nature of society‟s values and what it implies about humanity. Additionally, students will become “Ad Investigators”. As such, students will collect advertisements demonstrating how the values receiving the highest bids in the auction are linked to the role of the Media as a producer and disseminator of image and rules for social rules/acceptance.Expectations:
Ontario Catholic Graduate Expectations: CGE2a, CGE2c, CGE3a, CGE3d, CGE4a, CGE5a, CGE4f, CGE7e
Strand(s): Media Studies
Overall Expectations:
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Specific Expectations:
1. Understanding Media Texts
Purpose and Audience
1.1 Explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences.
Interpreting Messages
1.2 Interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey.
Evaluating Texts
1.3 evaluate how effectively information, ideas, issues, and opinions, are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose.
Audience Responses
1.4 explain why the same media text might prompt different responses from different audiences. Critical Literacy
1.5 identify the perspectives and/or biases evidentin media texts, including increasingly complextexts, and comment on any questions theymay raise about beliefs, values, identity, and power.
Production Perspectives
1.6 explain how a variety of production, marketing, and distribution factors influence the media industry.
2. Understanding Media Forms, Conventions, and Techniques
Form
2.1 Identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning.
Conventions and Techniques
Teaching and Learning Strategies:
Students working as a whole class Think-Pair-Share Students working in small groups Note taking Students working individually Jigsaw
Students working in pairs Socratic Dialogue Four Corners Concept Mapping Value lines Round Table Value Action
Assessment/ Evaluation:
Purpose: Diagnostic Formative Summative
Observation Presentation Checklist Tests/Quizzes Performance Task Conference Select Response Self/ Peer Assessment Anecdotal Notes Questions/ Answers Rubric KWL Chart Other:_Media and values assignment_
Lesson Body:
1. T he teacher randomly distributes artificial money to students (4 artificial dollars will be given to each student. Each bill has a dollar value thus, students will receive a different amount) This is to represent that the world has an unequal distribution of wealth. Not everyone in society has access to the same economic resources. ( 2 min)
2. Afterwards, the teacher distributes the “Values up for bid” sheet to each student. Once the students have had a look at the values, the ‘bidding’ begins. While students ‘purchase’ various values, the teacher collects their payment and students then record who has won the various values and the amount the value has been sold for. (ex. Luxury cars sold to John for $400) (40 min)
3. Once the auction has ended, students engage in a ‘Think-Pair-Share’ activity. Utilizing critical and higher ordered thinking, students examine the results of the ‘Values Auction’ to determine what the class/society values most and the role media plays in shaping these values. (ex. Why is it that ‘popularity’ was sold for $300?) In pairs, Students are to also consider the nature of society’s values and what it implies about humanity. (10 min)
4. Afterwards, students share their responses with the entire class as part of a Socratic dialogue. The teacher then engages students in a thought-provoking discussion about the way in which the Media establishes a ‘criteria’ for belonging in contemporary Canadian society. (Ex. Possess a high level of attractiveness, occupy a profession that is high-paying, wear/promote a certain look/style) Students reflect about how gender fits into to the criteria and standards. (Ex. Are the Media’s standards for being socially accepted more lenient towards one gender over the other? If so, how?) Students will also consider ways to make this criteria more inclusive. (15 min)
5. Teacher then explains the homework. Students are to become “Ad Investigators”. As such, students are responsible for collecting an advertisement (ads from the internet are permitted) and communicate by completing “Media and values assignment” how the values receiving the highest bids is linked to the role of the Media as a producer and disseminator of image and rules for social rules/acceptance. (8 min)
6. how values are shaped and what people in today’s society value. A close examination of which values were purchased for the largest sum is conducted and then discussed. Students then engage in higer oder thinking by reflect on the factors that are attributed to determining the importance of various values. Students also reflect on whether or not the importance of Christian values are diminishing. If so, how do we as a
community of Catholics reintroduce the valuing and practice of Christian values. (8 min).
7. The teacher then reveals that the novel Tuesdays with Morrie provides the reader with the varied outcomes associated with valuing Christian values and that of secular values. Students are responsible for noting the way in which secular and Christian values are embedded in the text thus far. (2 min)
Materials:
Artificial money
Class set of photocopies of “ Values up for Bid” sheet and “Media and Values assignment”
Reminders:
Adaptations/Modifications:
Students who prefer to work independently may do so.
Students may be given extra time to complete activity.
Reflection
Resources:
Text books/Documents
Tribes
The Ontario Curriculum Grades 9 &10 English
Tuesdays with Morrie
Websites
www.Curriculum.org
(Ontario Catholic Graduate Expectations & Grade 10 English Curriculum Course Profiles
http://www.readwritethink.org/lessons/lesson_view.asp?id=824
PBS In the Mix - "Self-Image: The Fantasy, The Reality" www.pbs.org/mix/selfimage_index.html
PBS "Affluenza"
http://www.pbs.org/kcts/affluenza
Dads And Daughters
http://www.dadsanddaughters.org
Radiance Magazine (For All Size Women) http://www.radiancemagazine.com
Girls, Inc.
http://www.girlsinc.org/PROGRAMS
About-Face
Resources Continued:
Websites
www.Adbusters.orgMagazines
Cosmopolitan
Teen Magazine
GQ Magazine
Videos
Tuesdays with Morrie
Shallow Hal
Values Up for Bid
1. Athletic Ability
2. Ability to make a few close friends
3. Ability to make many friends
4. Ability to lead others
5. Artistic skills and success
6. Love of learning
7. Lots of Luxury cars
8. Good Health
9. Chances for adventure
10. Lots of money
11. Ability to do very well in school
12. Good Looks
13. Power over things (ex: fix cars, computers, build houses)
14. Ability to forgive any wrong doing
15. Power over people
16. Musical talent
Ad Investigators
Assignment
Values Cont
’
d
18. Ability to help others
19. Being humble ( having humility)
20. Ability to bounce back
21. Being the most fashionable& having an endless supply of clothing
22. Ability to give love to others
23. Courage
24. Wisdom
25. Ability to act morally all the time
26. Giving of oneself without expectations of receiving anything in return
27. Ability to change the world
28. Parents who trust you
29. Chance to travel wherever you want
1.
Examine the ad and indicate the purpose, message and target audience. How is this
information communicated?( consider image, colour, design, words) (5 marks)
2.
What ‘rules’ does the ad establish (whether explicitly or implicitly) in order for an
individual to obtain social inclusion in contemporary Canadian society? (ex. Must obtain
a position of power, must have a certain physique, must be wealthy) How are the rules
being communicated? (ex. person in the ad is wearing an Armani suit, female in the add
is tall and slim)( 10 marks)
3.
Explain how the ‘rules’ mentioned in question 2 directly connect to the values receiving
the highest bids in the auction? ( 5 marks)
4.
Would the results of the values auction change if the media’s ‘criteria’ for belonging was
different or non-existent? Explain. If so, what does this suggests about the power and
influence of various media forms? (10 marks)
5.
If you were in charge of the design and distribution of all ads, what ‘criteria’ would you
employ to ensure that your advertisement reflects a more inclusive understanding of
belonging ( Ex: ads, featuring people of different body types) ( 10 marks)
Media and Values
Assignment
TASK: Collect an advertisement (ads from the internet are
permitted) and complete the following questions.Post ad here
(or attach to the back of the assignment)
(2 marks)
