Week+17+--+concept+review+and+exam+prep


 * //REMINDER -- WHEN REVIEWING FOR YOUR EXAM, YOU CAN SEARCH THE CONCEPTS ON THE NAV BAR TO THE RIGHT ->//**



//PURPOSE deals with the idea that media are always trying to 'sell' you something. It could be for money, support, recognition, etc. Messages always have an intent.// //Please locate a clip of a TV show with which you are familiar. In that clip, you must be able to locate at least two examples of embedded advertising (like The Truman Show). Some will be obvious -- think vehicles, computers, food, etc. Others may be tougher to find, like a common clothing line.// //Write down the title of the clip you locate. On a sheet of looseleaf, answer the following according to your chosen show:// **Purpose ** **Guiding Questions: **
 * //17 January//**
 * Who’s in control of the creation and transmission of this message?
 * Why are they sending it? How do you know?
 * Who are they sending it to? How do you know?
 * What’s being sold in this message? What’s being told?
 * Who profits from this message? Who pays for it?
 * Who is served by or benefits from the message – the public? – private interests? –individuals?– institutions?
 * What economic decisions may have influenced the construction or transmission of this message?
 * //16 January//**
 * //THIS ASSIGNMENT DEALS WITH CONTENT ([[file:NOTES-CONTENT.doc]]). Please have both quizzes (Content and Authorship/Format) ready to hand in tomorrow.//**
 * //QUESTIONS TO BE ANSWERED IN THIS SECTION ARE IN//** RED



Take a few moments and write down any thoughts, feelings or ideas you have about the doll (a Bratz Doll) pictured above.


 * Now look again, and try to answer some of the following CONTENT questions: **


 * ** What kinds of behavior is depicted? **
 * ** What type of person is the watcher to identify with? **
 * ** What ideas or values are being “sold” to us in this message? **
 * ** What judgments or statements are made about how we treat other people? **
 * ** What is the overall worldview of the message? **

Background Information: In the nineteenth century women wore extremely tight corsets which prevented them from getting enough oxygen to be physically active or from experiencing emotion without getting “the vapors”: shortness of breath or slight fits of fainting, which were considered very feminine and proved that women were too fragile and emotional to participate in a man’s world. The persistence of repressive attitudes toward women is still visible today. Though women’s fashions have radically changed since the nineteenth century the most “feminine” clothing still promotes patriarchal ideology. One of the most “feminine” styles of clothing today is the tight skirt and high heels, which create a certain “feminine” walk, one which precludes running, making it symbolically akin to the restrained physical capability imposed by nineteenth-century women’s clothing. Too, patriarchal ideology has embedded within it notions of the “good girl” and the “bad girl”. According to patriarchal ideology, “bad girls” violate patriarchal sexual norms in some way: they’re sexually forward in //appearance// or behavior. The “good” girl is attributed with all the virtues associated with patriarchal femininity and domesticity: she’s modest, unassuming, self-sacrificing, and nurturing. She has no needs of her own, for she is completely satisfied by her family. Can you think of an example, from TV or movies, of females who play the role of “good girl” and “bad girl”? What traits make them either good or bad?


 * Question up for Debate: Do the Bratz Dolls take up patriarchal notions of femininity in such ways as the restriction of movement and the ways they encourage male sexual access to women’s bodies, or do they undermine patriarchal notions of the “good girl”? **

Reading and Responding

> Again keep track of any questions you have or comments you would like to make. Again, this point of view will be included in our debate.
 * Read the article //Rebelling against a culture of porn// by Barbara Kay for the National Post. //this article.//
 * ** After reading the article answer the question: Whom or what do you think Kay is blaming for the sexualization of girls? **

<span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">Answer the CONTENT Guiding Questions:


 * ** What kinds of behaviors /consequences are depicted in Bratz dolls? **
 * ** What type of person are we invited to identify with when looking at a Bratz doll? **
 * ** What questions come to mind as you consider this doll and read it as a text? **
 * ** What ideas or values are being “sold” to us in this message (Bratz doll)? **
 * ** What judgments or statements are made about how we treat other people (women)? **
 * ** What is the overall worldview of the message? **


 * //15 January//**



<span style="font-family: 'Georgia','serif'; line-height: normal; margin: 0in 0in 0pt;">Media Studies 120 ___ <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt;">Mr. C. Ball **25** **<span style="font-family: 'Georgia','serif';">QUIZ #1 ** <span style="display: block; font-family: 'Georgia','serif'; text-align: left;">To begin this quiz, choose one of the two following texts to write about. Please answer the following questions with as much detail as you can, as they pertain to the text you have viewed. Please write on loose-leaf. Attach your loose-leaf to the test sheet. <span style="display: block; font-family: 'Georgia','serif'; text-align: left;">media type="youtube" key="Pk7yqlTMvp8?fs=1" height="385" width="480"

media type="youtube" key="vwXbGc-t2qg?fs=1" height="385" width="480" **<span style="font-family: 'Georgia','serif';">Part One: AUTHORSHIP **


 * 1) **<span style="font-family: 'Georgia','serif';">What kind of “text” is the media you just watched? **


 * <span style="font-family: 'Georgia','serif'; font-size: 10pt; line-height: 200%; margin: 0in 0in 0pt;">Media texts are not “natural” although they look “real.” Media texts are built just as buildings and highways are put together: a plan is made, the building blocks are gathered and ordinary people get paid to do various jobs. ||


 * 1) **<span style="font-family: 'Georgia','serif';">What are the various elements (building blocks) that make up the whole of this text? (List at least 4 examples). **

<span style="display: block; line-height: normal; margin: 0in 0in 0pt 1in; mso-list: l1 level2 lfo1; tab-stops: list 1.0in; text-align: left; text-indent: -0.25in;"> * **<span style="font-family: 'Georgia','serif';">First, give an example of a text that is of the same genre of what you saw today. ** <span style="display: block; line-height: normal; margin: 0in 0in 0pt 1in; mso-list: l1 level2 lfo1; tab-stops: list 1.0in; text-align: left; text-indent: -0.25in;">  * **<span style="font-family: 'Georgia','serif';">Then, explain the similarities between the two texts (the one you watched today & your given example). List at least 2. ** <span style="display: block; line-height: normal; margin: 0in 0in 0pt 1in; mso-list: l1 level2 lfo1; tab-stops: list 1.0in; text-align: left; text-indent: -0.25in;">  * **<span style="font-family: 'Georgia','serif';">Then, explain the differences between the two texts (the one you watched today & your given example). List at least 2. **
 * 1) **<span style="font-family: 'Georgia','serif';">Compare how it is both similar and different to a text of the same genre. **


 * <span style="display: block; padding-bottom: 4.35pt; padding-left: 7.95pt; padding-right: 7.95pt; padding-top: 4.35pt;"><span style="display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 200%; margin: 0in 0in 0pt; text-align: left;">Whether we are watching the nightly news, passing a billboard on the street or reading a political campaign flyer, the media message we experience was written by someone (or probably many people), images were captured and edited, and a creative team with many talents put it all together. ||

**<span style="font-family: 'Georgia','serif';">4. Which technologies are used in the creation of this text? (Please give at least 3 examples). **


 * <span style="display: block; padding-bottom: 4.35pt; padding-left: 7.95pt; padding-right: 7.95pt; padding-top: 4.35pt;"><span style="display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 200%; margin: 0in 0in 0pt; text-align: left;">Choices are made. If some words are spoken; others are edited out; if one picture is selected, dozens may have been rejected; if an ending to a story is written one way; other endings may not have been explored. ||

**<span style="font-family: 'Georgia','serif';">5. What choices were made that might have been made differently? (Give at least 2 possibilities). **

**<span style="font-family: 'Georgia','serif';">Part Two: FORMAT ** **<span style="font-family: 'Georgia','serif';">6. From the list of FORMAT questions, select TWO things you can discuss in regard to what you noticed about how the text that you watched for this quiz was constructed. Write in paragraph form about how these format concerns relate to the text you watched. Be detailed and specific. (10 marks) **
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Colors? Shapes? Size?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Sounds, Words? Silence?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Props, sets, clothing?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Movement?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Composition? Lighting?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Where is the camera?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">What is the viewpoint?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">How is the story told visually?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">What are people doing?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Are there any symbols?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Visual metaphors?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">What’s the emotional appeal?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">Persuasive devices used?
 * <span style="font-family: 'Georgia','serif'; margin: 0in 0in 0pt; tabstops: list .5in;">What makes it seem “real?”

//Homework check during video// //Discuss answers together// //Discussion questions for Citizen Journalism// //Example 1// //Example 3 -- is this true citizen media?// //Example 4// //Example 5 -- graphic//
 * //14 January//**

//Citizen Journalism -- Handout and video//

//If advertising agencies planned birthday parties//
 * //13 January//**

Do Video Games create Violent kids? Homework check during video to record completion mark. Discuss answers to 'Audience' sheet together. Authorship -- the messages presented by the media are CREATED. Activity -- Criminal Records: Should MuchMusic / MTV play or reject the music of Rebels, Gangstas and Outlaws? Handout.
 * How many musical rebels can you list?
 * Are there more male or female rebels?
 * How would this 'identity' be helpful in **authoring** a message for an audience?

//ARTICLE 2 -- ASHLEY// //This article approaches the idea of media-influenced groupthink in a different way. What if government or big business decided it was best to convince the public that cancer could not be cured and that we needed to learn to live with that fact?// //* Would it be possible to make this 'common knowledge'?// //* Could the outline presented work? What additions could you make?// Discussion questions: Do you play video games? If so, what is the appeal to you?

Does this appeal differ according to the game you are playing?

Is Violence the appeal?

//Read article.// //Complete questions b, c, f, i// //Complete the three questions from middle section.// //DUE THURSDAY. COMPLETION VALUE OF 10.// //Handout copies of Chantal / Jon and Ashley's work...discussion on the idea of 'The Wave'// //ARTICLE 1 -- CHANTAL AND JON// //* In your opinion, does 'groupthink' exist today? In what way? Think of examples from popular culture and/or world history.// //* How could media use **FORMAT, AUTHORSHIP, and CONTENT** to promote the mass belief that stirrup pants are cool? You may use the ideas in the article, but please add some of your own. Is this realistic? Does it occur today? Are there any comparable beliefs that have been made huge via media?// //ARTICLE 2 -- ASHLEY// //This article approaches the idea of media-influenced groupthink in a different way. What if government or big business decided it was best to convince the public that cancer could not be cured and that we needed to learn to live with that fact?// //* Would it be possible to make this 'common knowledge'?// //* Could the outline presented work? What additions could you make?// //Groupthink -- fashion, trends, celebrity, war, national policy, social values...//







... need more written material for this.