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MediaLit Moments

Social Media Shuts Down Offensive Ad

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In November of this year, Bloomingdale’s produced a holiday print ad in which a man looks intently at a woman in a care-free pose who’s laughing and looking away. The text reads, “Spike your best friend’s egg nog when they’re not looking.” The ad drew a spectacularly negative response over social media channels. An example of the ad, and the apology from Bloomingdale’s, can be found here: http://www.theguardian.com/media/2015/nov/11/bloomingdales-apologizes-holiday-ad-date-rape-joke.

In this MediaLit Moment, your high school students will have the chance to critique this ad in a number of different ways.

Ask students to respond to the ad in short form, such as a Tweet, thought bubble, or altered tag line.
 

AHA!: There are so many ways to use media to express how offensive this ad is. We’ve got the power!

Grade Level: 10-12

Key Question #4: What values, lifestyles and points of view are embedded in, or omitted from, this message?
Core Concept #4: Media have embedded values and points of view.
Key Question K#4 for Producers: Have I clearly and consistently framed values, lifestyles and points of view in my content?
Key Question #5 for Producers: Have I communicated my purpose effectively?
Core Concept #5: Most media messages are organized to gain profit and/or power.

Materials: Bloomingdale’s print ad and scissors, paper and paste; paper and pencil; or a screen image projected via data projector which can be altered with ed tech tools such as Phrase.It or Bubble Ply.

Activity: Show the ad to students and ask for their general reactions. How did it make them feel? Next, ask them to imagine what they think the advertisers were trying to convey. What makes it offensive or tasteless? What message does the ad convey about men and women in society? Introduce a sample Tweet about the ad to class: “Here's Bloomingdale's advertising festive date rape and non-consensual drug abuse to sell fashion. Stay classy.” @ DrJackMonroe. What makes the criticism in this Tweet particularly effective? Depending on the materials you choose or have at your disposal, ask students to produce their own responses to the ad. If using paper and pencil, try to keep the text short, like the sample Tweet. Display student work and discuss.


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework. Used with permission, ©2002-2016, Center for Media Literacy, http://www.medialit.com.

Last Updated ( Thursday, 14 January 2016 14:32 )
 

I'm Representin' (myself)

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One of the simplest and most meaningful media products a young child can make is a creative representation of him or herself. In this MediaLit Moment, your children or young students will get the chance to make creative decisions about what represents their character or identity.

Ask students to create a photographic scene which tells audiences something about who they are.

AHA!: I have to make choices to show who I am!

Grade Level: K to 2

Key Question #1 for Young Children: What am I making? How do I put it together?
Core Concept #1 for Media Literacy: All media messages are constructed.

Key Question #2 for Young Children: What do I see or hear/touch or taste? What do I like or dislike about this?
Core Concept #2 for Media Literacy: Media messages are constructed using a creative language with its own rules.

Materials: Your choice of high tech or low. Use a multimedia portfolio system such as Kaymbu, or a low-budget camera.

Activity: Ask your child or student to take a photo that will appear at the beginning of their digital portfolio, or that could be posted to their cubby (or any relatively sizeable classroom item that belongs to them). Encourage the use of props, gestures, facial expressions, art work or even text to make a statement about who they are or what they are like.

After the photo's been taken, ask them to explain the creative choices they made. What did they tell other kids and adults about who they are?


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework. Used with permission, ©2002-2015, Center for Media Literacy, http://www.medialit.com

Last Updated ( Wednesday, 09 December 2015 11:12 )
 

Style in War Time

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Freedom of information, expression and opinion sometimes is taken for granted in the U.S. In Marjane Satrapi's animated autobiographical film Persepolis, the potential loss of those freedoms is rendered in stark relief. While the adult members of Marjane's family struggle with political oppression in the aftermath of the Iranian Revolution, young Marjane struggles with finding her voice and identity. In this MediaLit Moment, your middle level students will discover the personal aspects of freedom of expression as they learn about the barriers Marjane must contend with.

Ask students to discuss rights to freedom of expression evoked in a scene from a film

AHA!: This scene isn't just about what Marjane can't buy or wear, it's about the things that make it hard for her to say who she is!

Grade Level: 7-9

Key Question #4: What values, lifestyles and points of view are embedded in, or omitted from, this message?

Core Concept #4: Media have embedded values and points of view.

Key Question #2: What creative techniques are used to attract my attention?

Core Concept #2: Media messages are constructed using a creative language with its own rules.

Materials: Computer with high speed internet connection, LCD projector, screen; DVD or electronic copy of Persepolis (2.4.7 Films, 2007; PG-13, French language/English subtitles).

Activity: Ask students to think of a time when they felt like someone was 'cramping' their style. What did that feel like? What did they do about it? After this discussion, give students some background on the Iranian Revolution, and the social and political repression that followed.

Introduce a sequence from Persepolis in which Marjane buys an "Iron Maiden" album, barely avoids being taken to the authorities, and plays monster metal 'air guitar' on her tennis racket when she's finally in the comfort of her home. The sequence begins at 26:44 when Marjane crosses the street to see the black market vendors, and ends around 29:40.

Lead a discussion in which students attempt to define what rights this sequence is 'about.' At some point, ask them how personal style figures in this conversation.

Given that this is an animated film, take at least some time to discuss the links between form and content. Why do they think that Satrapi wanted to use black and white in this sequence? What effect does it have? What techniques are used to show that Marjane feels like she's powerless? What techniques are used to show that she feels powerful? How are the black market vendors, Marjane's mother and the two devout women portrayed?

The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework. Used with permission, ©2002-2015, Center for Media Literacy, http://www.medialit.com

Last Updated ( Sunday, 15 November 2015 11:41 )
 

Editing Reality

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This is an exciting time for media and media literacy.  There is no limit to the material available for AHA! moments.  Reality TV shows and famous individuals are available to be watched, tweeted, posted, and downloaded every minute of every day.  But how do we know what’s really real?  Is “reality” editable?

Ask students to decide what they would edit from their own Reality TV show.

AHA!: Reality shows are being presented as real, but they are edited and constructed for an audience.

Key Question #1: Who created this message?

Core Concept #1: All media messages are constructed

Key Question #4: What values, lifestyles and points of view are represented in, or omitted from, this message?

Core Concept #4: Media have imbedded values and points of view

Key Question #5: Why is this message being sent?

Core Concept #5: Most media messages are organized to gain profit and/or power

Grade level: 6-9

Activity: Review the articles below before starting this activity with your students. You might want to bring in a clip of a popular Reality TV show (Kardashians, Biggest Loser, Apprentice…) that you determine to be appropriate for your class.  Ask your students which Reality TV shows they watch and why?  Do they believe what they see? Do they think the shows are scritped or planned out in advance? Do they enjoy the conflict between characters? Why is there so much conflict?

Next, share the information from the articles and ask students if they would want their own lives edited if they were on Reality TV. What parts of their lives would they edit and why? Would they hand over control to a producer to edit their lives for an audience? Why do producers edit the shows? Do reality stars have the right to complain about how they are presented?

http://www.rd.com/culture/13-secrets-reality-tv-show-producers-wont-tell-you/

http://variety.com/2015/voices/columns/donald-trump-media-campaign-reality-tv-1201603398/

http://www.tvguide.com/news/reality-shows-editing-interview-1032146/


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2015.

Last Updated ( Friday, 09 October 2015 12:12 )
 

Are You Living in a Media Desert?

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In many communities, local news from a credible source is no longer available; more than 120 communities have lost their local newspaper since 2008, according to the Media Deserts Project, which calls communities that have no local news coverage “media deserts.”

In this MediaLit Moment, students will have an opportunity to discover their local news sources, and to see whether their community is in a “media desert.” They will then have an opportunity to put their own experience into context by checking out a national map of media deserts at the Media Deserts Project website at http://www.mediadeserts.com.

Have your students examine their local media sources

AHA!: Some communities don’t have access to local news!

Grade Level: 5-8

Key Question #3: How might different people understand this message differently?

Core Concept #3: Different people experience the same media message differently.

Key Question #4: What lifestyles, values and points of view are represented in, or omitted

from, this message?

Core Concept #4: Media messages have imbedded values and points of view.

Materials: Computer with high-speed internet connection, LCD projector and screen. Various visuals and explanations are available at: http://www.mediadeserts.com

Activity: Review the map depicted and see where your local community fits. Before sharing any of these visuals with your students, begin by asking a provocative question or two, that will help students think about knowledge that they may already have about the subject, for example:

• Does your community enjoy fresh, local news and information on an ongoing basis?

• What are the local news sources that your family uses? How often are these sources available? Do you read or watch or use this media?

• Have you seen news or information about your friends or relatives in local news? Have you or your family ever been featured in local news? Like sports listings or announcements or for sad events like obituaries? How did you feel about this? Do you think this type of local news is important?

Then, show the map of the Media Deserts. Ask students to point out where their community might fall on the map, and why. What might some differences be for the communities in a Media Desert, or not? Discuss the consequences of being in a Media Desert – or not.

Ask students:

• Does your community have a community media center, or a library that encourages media production by locals? Possibly a Maker Space? Share information on these resources.

Extended Activity: If possible, visit your local community media center, library or Maker Space with students; if possible, arrange for students to do a production activity that has a media literacy focus.


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework. Used with permission, ©2002-2015.


Last Updated ( Tuesday, 08 September 2015 11:24 )
 
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