Media+Studies+Week+4


 * //7 October//**

//Check work on Oprah deconstruction//

//Review answers for Oprah deconstruction and Glee activities.//

//TV deconstruction...watch Big Bang Theory together.//

//Authorship// //Format// //Content// //Audience// //Purpose//


 * //6 October//**

//Class meeting. You're in grade 12. You proved it well in September. October, not-so-much.//

//* Class discussion has begun to come apart. You've proven you can handle directed, intelligent conversation in large group. Don't ruin this. Mainly the influence of a small group.// //* A VERY small group of you have become rude and immature. That behaviour is not welcome in this class. We are a group of intelligent people, getting a credit (and pay) for discussing something that is, for the most part, pretty interesting and a large part of our lives. If you want to use this forum to practice a stand-up routine, you have made a really poor choice and will be removed for the benefit of the room. This is up to you. Fair warning.//
 * //Class time being offered for work on assignments is being wasted by the majority of the class and will soon no longer be given. This is a gift to those who complain about homework. Using it for your own agenda is ignorant and insulting Easily remedied.//

//You have chosen a partner. Let's get to work in the lab downstairs. Due for discussion and hand-in on Tuesday.//


 * //5 October//**

//Small group activity (2-3)//

//As a class, watch the video Glee - Changing what's cool in school//

//Consider our definitions of 'content' and 'ideology' -- that the interpretation of messages and values expressed as part of authorship in a TV show will vary according a number of variables in the audience. We all have our own 'backpack' with our specific ideology.//

//You should probably explain this to Ms. MacDonald. Let her into our media-savvy world.//

//Have the creators of Glee successfully managed to author their message -- that singers, dancers, performers are cool members of the school society? If so, have they altered the ideology of its target audience (presumably 18-35)? How is this message put together (authorship)? What elements of mise-en-scene, camera work, lighting, sound, etc are used to construct this message (format)? What values and lifestyles is the show trying to promote (content)? How could this be interpreted differently by different audiences (audience)?//

//Each pair should make point form notes and be ready to take part in a class discussion on Thursday.//

//(ALLOW APPROX 20-25 MINUTES FOR THIS)//

//Ms. MacDonald...As a class, go through and discuss this powerpoint. All photos have embedded video clips to illustrate the concept. The kids should be pretty comfortable with everything here. Ask them to clarify if you need them to. Curious if they can in some areas.//

//10 minutes in your media journals: According to the A.C. Nielsen Co, the TV viewing habits of the average American adds up to more than 4 hours of TV each day (or 28 hours/ week or 2 months non-stop TV watching per year). In a 65 year-old life that's 9 years glued to the tube. So, what's your opinion? Is watching TV good, or bad or both? Do you believe (as some do) that person's viewing habits can influence their beahviour? What are some positive things that come from watching TV? Name some negative things that come from TV as well.// //Notes:// //Ideology -- personal and social// //'You never really understand a person until you get into his shoes and walk around a while' -- Atticus Finch// An ideology is a set of ideas that constitutes one's goals, expectations, and actions. An ideology can be thought of as a comprehensive vision, as a way of looking at things (our worldview). Our worldview is often informed by many elements including: gender, age, race, class, education, religion, sexuality, ability, etc. Ideology may also be thought of as a set of ideas proposed by the dominant class of a society to all members of this society (a "received consciousness" or product of socialization: like Capitalism).
 * //4 October//**
 * //Too much TV//**

// Your Ideology is a result of how you see things based on what makes you YOU. // // Metaphor of the backpack...compare my backpack with that of a grade twelve girl. What would be an interesting topic of comparison? //

//Media Case Study -- Oprah Winfrey// //Review ppt up to Articles.//

//With a partner, read the articles and continue to the end of the ppt. Prepare your answers together (each with their own copy for future review). We will review these in class. These will be collected.//


 * //3 October//**

//Complete Starsuckers video. Offer time in class for response work. This assignment is to reinforce your understanding of the 5 major concepts. Due Wednesday.//


 * //29 September//**

//Reminder -- Merchants assignment due tomorrow. Do not email this to me. Please have hard copy. I am going to set up an edmodo account asap so we can submit electronically.//

//Handout -- Starsuckers//

//Starsuckers video link//


 * //28 September//**

//Comment / compliment on the PSAs and the commentary.//

//Media reaction piece.// //We will view the following two videos. In your media journal, I need you to respond with your thoughts on the idea -- Is the internet 'good' or 'bad'. If the the internet were to completely disappear today, would the world be a better or worse place?// //Good internet// //Bad Internet//

//Hand out remaining sheets and discuss Audience and Content.//



//Use iPhone 2011 ad for content.//

//Review presentation together for comprehension. Beginning TV, Movie and Music unit tomorrow.//

//Writing time in class for 'Merchants of Cool' assignment. Laptops if possible. Due Friday.//
 * //27 September//**
 * //26 September//**

//PSA assignments and rubrics marked.//

//Hand out CONTENT and AUDIENCE sheets for notes and review.//

//Be familiar with this for Wednesday.//

//Time for MOC assignment.//

//Starsuckers//

//Interim reports// //Journal response -- reminder that you should actually have PHYSICAL journals...not just sheets of paper.// //Hand out journal article; write and discuss.// //Present PSA's and choose a winner.// //Mosh// //Deconstructing PSA's continued...// //Time for project...due date?//
 * //6 October//**
 * //5 October//**
 * //4 October//**

//Reminder of due dates://

//Written project: today// //Between now and next Friday, there should be another reaction piece.// //Journal entry this Wednesday// //Advertising is not only used to sell products...they are also used to promote positive choices (often from an 'anti-__' perspective).// //Class time for activity: looking at PSA's// media type="youtube" key="vdI1O6qQg88?fs=1" height="385" width="480"
 * //AUTHORSHIP AND FORMAT: DECONSTRUCTING PUBLIC SERVICE ANNOUNCEMENTS//**
 * //Viewing Activity://**

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//Outlining project...//
 * //1 October//**

//Merchants of Cool link with resources, interviews, video, etc.//

//OPTION TO WRITE THE PAPER: Due Monday.//

//EXTENSION OPTION: Due date to be determined in conference with me. Please have an idea outlined. Ballpark due date of Wednesday.//


 * //All projects must focus on the three areas of Authorship -- that media is constructed and has a message. They will be marked on how you communicate your impression of the following://**

//Context: People and Society. How is society used / abused in an effort to create 'cool'? How is the teen market studied?// //Concepts: Once studied, how do corporations 'colonize' this market?// //Content: What is the message that the media is creating, and how is it perpetuated?//

//Keep in mind: Grouping is allowed, but bigger groups MUST equal bigger product. I would suggest pairs or groups of three.// //Tech on the horizon.//

//* A few dedicated laptops.// //Potential suggestions: **podcast**, video, PSA, ad campaign, research and present, **camera phone POV. Create 'Cool' and see if it becomes successful.**// //**Top projects should aim at real-world scenarios ad applications -- have your work say something to the students at Leo Hayes. Have them see what you see.**//
 * //HD video cameras and gear//

//30 September// //Zack, Chelsea, Rusty -- presentation//

//Finishing movie...time for questions//

//Read and explain the assignment...//

//DUE DATE -- Monday, 4 October.//

//New for this assignment: Along with your work, you will be required to produce a brainstorming / organization sheet. Rather than sending your words in rapidfire fashion, arrange your ideas for effective communication. This can be very informal (paper with word web) or larger-scale (opinion survey, case study, anthro research). Develop your thoughts.//


 * //EXTENSION POSSIBILITY://** //Are you tired of writing? Want to get away from the same old essay response? Why not present your opinions and findings through another medium? Print media? Video? Advert? How can you transmit YOUR take on the exploitation of your youth and $$$? If you choose this option, I will need you to prepare a proposal outlining your idea.//

//Assessment will be done via the Common English Writing rubric. Those that wish to use the extension option should see me for assessment possibility.//

//28 September//

//Final group presentations?//

//Tie in to yesterday...there is an evolution of popular culture. Sometimes it changes, sometimes it repeats.//

//LEADING QUESTION: What serves as the vehicle for this change? Is it mainly one method, or does it vary?//

//Continue with Activity #2...Then and Now//

//Work together to fill in sections for 'parents' and 'now'. We will investigate the grandparent section...due Wednesday//

//Time for autobiography...due Wednesday.//

//27 September//

//Any late hand ins for Friday.//

//Presentations?// //Wrapping up mass media; connect to popular culture.// //Hand out notes for popular culture.// //Read and review notes...// //Activity 1// //Paired activity for the 'Rebel Without a Cause' poster; discuss together.//

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