Grade 12 English



Media in my LifeFill in the chart below by describing all of the media you have experienced so far today. Time The media I usedMessagesWhen I woke upRadio from my alarm clockAdvertising for several products: WestJet, insurance, home securityWhen you woke upGetting ready for schoolOn my way to schoolWhen I arrived at schoolIn the classroomMedia LiteracyMedia are powerful forces in the lives of youth. Music, TV, video games, magazines and other media all have a strong influence on how we see the world, an influence that often begins in infancy. To be engaged and critical media consumers, students need to develop skills and habits of media literacy. These skills include being able to?access?media on a basic level, to?analyze?it in a critical way based on certain?key concepts,?to?evaluate?it based on that analysis and, finally, to?produce?media oneself. This process of learning media literacy skills is?media education.Media are?constructionsMedia products are?created?by individuals who make conscious and unconscious choices about what to include, what to leave out and how to present what is included. These decisions are based on the creators’ own point of view, which will have been shaped by their opinions, assumptions and biases – as well as media they have been exposed to. Media products are never entirely accurate reflections of the real world – even the most objective documentary filmmaker has to decide what footage to use and what to cut, as well as where to put the camera – but we instinctively view many media products as direct representations of what is?real.Ask:Who created this media?product?What is its?purpose?What assumptions or beliefs do its creators have that are reflected in the?content?Audiences negotiate?meaning The meaning of any media product is not created solely by its producers but is, instead it is a collaboration between them and the audienceDifferent audiences can take away different meanings from the same product. Media literacy encourages us to understand how individual factors, such as age, gender, race and social status affect our interpretations of?media.Ask:How might different people see this media product?differently?How does this make you feel, based on how similar or different you are from the people portrayed in the media?product?Media have commercial?implicationsMost media production is a business and must, therefore, make a profit. Media industries belong to a powerful network of corporations that exert influence on content and distribution. Questions of ownership and control are central – a relatively small number of individuals control what we watch, read and hear in the media. Even in cases where media?content?is not made for profit – such as YouTube videos and Facebook posts – the ways in which content is?distributed?are nearly always run with profit in?mind.Ask:What is the commercial purpose of this media product (in other words, how will it help someone make?money)?How does this influence the content and how it’s?communicated?If no commercial purpose can be found, what other purposes might the media product have (for instance, to get attention for its creator or to convince audiences of a particular point of?view).How do those purposes influence the content and how it’s?communicated?Media have social and political?implicationsMedia convey ideological messages about values, power and authority. In media literacy, what or who is absent may be more important than what or who is included. These messages may be the result of conscious decisions, but more often they are the result of unconscious biases and unquestioned assumptions – and they can have a significant influence on what we think and?believe.Media have great influence on politics and on forming social change. TV news coverage and advertising can greatly influence:The election of a national leader on the basis of image; Representations of world issues, both in journalism and fiction, can affect how much attention they receiveSociety’s views towards different groups can be directly influenced by how – and how often – they appear in?media.Ask:Who and what is shown in a positive light? In a negative?light?Why might these people and things be shown this?way?Who and what is not shown at?all?What conclusions might audiences draw based on these?facts?Each medium has a unique aesthetic?formThe content of media depends in part on the nature of the medium.?This includes the technical, commercial and storytelling demands of each medium: For instance, the interactive nature of video games leads to different forms of storytelling – and different demands on media creators – that are found in film and?TV.Ask:What techniques does the media product use to get your attention and to communicate its?message?In what ways are the images in the media product manipulated through various techniques (for example: lighting, makeup, camera angle, photo?manipulation)?What are the expectations of the?genre?(for example: print advertising, TV drama, music video) towards its?subject?AdvertisementsRhetoricThe Greek philosopher Aristotle defined rhetoric as “the faculty of observing any given case the available means of persuasion.” At its best, rhetoric is a thoughtful, reflective activity leading to effective communication, including rational exchange of opposing viewpoints. Persuasive Techniques: The goal of most media messages is to persuade the audience to believe or do something. Commercial advertising, for instance, tries to persuade us to buy a product or service. There are many advertising strategies, but the “language of persuasion” generally falls into the following three categories.Pathos: an appeal to emotionPathos is Greek for “emotion” and is the appeal that the argument makes to the audience’s feelings. One can advance one’s arguments by appealing to the audience’s emotions because people are swayed not only by ideas, but by what their emotions or feelings tell them. An advertisement using pathos will attempt to evoke an emotional response in the consumer. Sometimes, it is a positive emotion such as happiness: image of a family drinking Coca-Cola. Other times, advertisers may use negative emotions such as pain: a person having back issues after buying the “wrong” mattress. Other emotions include fear and guilt. Ask: What would be an example for fear and guilt? Logos: an appeal to logic or reasonLogos is Greek for “word,” the content of the argument. This appeal refers to the logical thinking and reasoning of the argument. Its main concern is the idea and the supporting evidence that proves the author’s stance or claim. An advertisement using logos will give you the evidence and statistics you need to fully understand what the product does. The logos of an advertisement will be the facts and statistics about the product: one glass of orange juice contains 75% of your daily Vitamin C needs. Ethos: an appeal to credibility or characterEthos is Greek for “character,” and refers to one’s credibility, trustworthiness, and believability. Another way to achieve credibility is for the readers to believe the author is someone they can trust. This can be established by the way the argument sound (i.e. voice and tone), and helps convince the audience that the ad should be taken seriously. An advertisement using ethos will try to convince you that the company is more reliable, honest, and credible; therefore, you should buy its product. Ethos often involves statistics from reliable experts: nine out of ten dentists agree that Crest is better than any other brand or Canadian dieters choose Lean Cuisine. Often, a celebrity endorses a product to lend it more credibility: Odell Beckham Jr. wants you to buy a Buick. Practice labeling pathos, logos, and ethos, by placing a P, L, or E in the blank: _____ A child is shown covered in bug bites after using an inferior bug spray._____ Tiger Woods endorses Nike._____ Sprite Zero is 100% sugar-free._____ A 32-oz. bottle of Tide holds enough to wash 32 loads._____ A commercial shows an image of a happy couple riding in a Corvette. _____ Cardiologists recommend Ecotrin more than any other brand of aspirin. _____ Advil Liquid-Gels provide up to 8 hours of continuous pain relief. _____ Miley Cyrus appears in Oreo advertisements. _____ People who need more energy drink Red Bull Energy Drink. _____ A magazine ad shows people smiling while smoking cigarettes.Advertising StrategiesAdvertisers have many methods to try and get you to buy their products. Lots of times, what they are selling is a lifestyle, or an image, rather than the product. Here are some tricks of the trade. Ideal Kids (or families): Always seems perfect. The kids are really hip looking, with the hottest fashions, haircuts and toys. Ideal families are all attractive and pleasant looking – and everyone seems to get along! Ideal kids and families represent the types of people that kids watching the ad would like themselves or their families to be. Family Fun: A product is shown as something that brings families together, or helps them have fun together; all it takes is for Mom or Dad to bring home the “right” food, and a ho-hum dinner turns into a family party. Excitement: Who could ever have imagined that food could be so much fun? One bite of a snack food and you’re surfing in California, or soaring on your skateboard! Endorsements: Stamp of approval from (1) celebrities, (2) normal people, or (3) professionals. Bandwagon: Join the crowd! Don’t be left out! Everyone is buying the latest snack food: aren’t you? Scale: Advertisers make a product look bigger or smaller than it actually is.Put Downs: When you put down your competition’s product to make your own product seem better. Facts and Figures: When you use facts and statistics to enhance your product’s credibility. Repetition: Advertisers hope that if you see a product, or hear its name over and over again, you will be more likely to buy it. Sometimes the same commercial will be repeated over and over again. Strings: Ads that draw you into a story and make you feel good, like the McDonalds commercial where the dad and his son are shoveling their driveway and the son treats his poor old dad to lunch at McDonalds when they are done. Sounds Good: Music and other sound effects add to the excitement of commercials, especially commercials aimed at kids. Those little jingles that you just can’t get out of your head are another type of music used to make you think of a product. Have you ever noticed that the volume of commercials is higher than the sound for the program that follows? Cartoon Characters: Tony the Tiger sells cereal and the Nestles Quick Bunny sells chocolate milk. Cartoons like these make kids identify with products. Weasel Words: By law, advertisers have to tell the truth, but sometimes, they use words that can mislead viewers. Omission: Advertisers do not give you the full story about their product. For example, when a Pop Tart claims to be “part” of a healthy breakfast, it doesn’t mention that the breakfast might still be healthy whether this product is there or not. Are You Cool Enough? This is when advertisers try to convince you that if you don’t use their products, you are a nerd. Usually advertisers do this by showing people who look uncool trying a product and then suddenly become hip looking and do cool things. Target Audience: Specific groups of people that advertisers want to reach (Ex. Ad aims to reach a wide demographic by depicting a family).Slogan: Short, memorably advertising phrase. Logo: Symbol or small design used to identify a product or position: Arrangements of elements of text based on design principles (Ex. Image portraying the patriarchy). Representation: The way groups presented in the media, often through stereotyping images that affects our views of gender, class, age, and stability.Camera Angle: The angle (high, straight, or low) from which a shot is taken)Colors: Blue? SadGreen? Healthy, wealthy, environmentalRed? Passion, Love, Anger, EnergyWhite? Purity, freshnessPeople read from LEFT to RIGHT and TOP to BOTTOMEuphemisms: Advertisers use mild or vague expressions for more direct and harsh words. These are most often used with delicate topics like death, weight, bodily functions or potential dangerous products. “Past away” instead of “dead”OR“Crop protection” instead of “pesticides”The Enemy: Advertisers that are based on the premise that out there is an enemy that will get you unless you get it first. Ex. Plaque, lawn weeds, and household germsSnob Appeal or Elitism: Viewers associate a product with an elite or rich lifestyle. These ads appeal to a sense of belonging, or desire for money or respect. Special Words: Advertisers use familiar and unfamiliar words to make you think they mean something special or important. VocabularyMediaMedia LiteracyAdvertisementPathosLogosEthosPractice Analyzing AdvertisementsDescribe the commercial:What product or service is the commercial trying to sell? Where was the commercial set? Describe the setting(s). Who was in the commercial? Describe the people in the commercial. What objects were in the commercial? Describe the objects. What happened in the commercial? Provide as much detail as you can.Analyze the purpose of the commercial: Who is the target audience of the commercial? Explain how you know. What is the message of the TV commercial? In other words, what do the commercial’s creators want the target audience to believe about the product? Analyze the techniques the commercial’s creators used:What techniques do the commercial creators’ use to convince us of their message. Explain how they help support the message.Logos, pathos, or ethos: select one and explain why. Oral Presentation Rubric: Analyzing AdvertisementsSTEP 1: Choose 3 AdvertisementsYou can use a mix of commercials, magazine ads or billboards. STEP 2: Plan Your PresentationWalk the teacher through each advertisement by answering and explaining the below questions. Refer to the deconstructing advertisements handout for further guidance and support in your analysis. Describe the commercial:What product or service is the commercial trying to sell?What type of advertisement is it: brand, generic, or advocacy? Where was the commercial set? Describe the setting(s). Who was in the commercial? Describe the people in the commercial. What objects were in the commercial? Describe the objects. What happened in the commercial? Provide as much detail as you can.What facts are presented? Analyze the purpose of the commercial: Who is the target audience of the commercial? Explain how you know. What is the message of the TV commercial? In other words, what do the commercial’s creators want the target audience to believe about the product? Analyze the techniques the commercial’s creators used:What techniques do the commercial creators’ use to convince us of their message. Explain how they help support the message.Logos, pathos, or ethos: select one and explain why. How do the languages and images used in the selected advertisements create this emotional response and persuade viewers to buy or do something?Other:Why did you select each advertisement? As a teenager, how does this advertisement appeal to you in comparison to how an adult may react to it? STEP 3: WRITENext page… STEP 4: PresentYou are welcome to have notes handy, but since this is a one-on-one class you are expected to make eye contact, speak in full sentences, have good posture and articulate your words. This is an informal presentation so you can feel comfortable when speaking. You are selecting the advertisements, so it is expected that you will familiar with the information. Written ResponseFor your written response I would like you to make a list of questions and answers for each advertisement. Your responses can be in point form, but they should be in complete sentences; so please check over your spelling, grammar and punctuation. KnowledgeStrong knowledge of theories demonstrated1 2 3 4 /5ThinkingUse of planning skills and use of critical / creative thinking processes1 2 3 4 /5CommunicationClear and effective written analysis displayed1 2 3 4 /5ApplicationStrong connections demonstrated in response. Theories are transferred and applied effectively1 2 3 4 /5Final Mark: /20 = % /20Oral Presentation Rubric: Analyzing AdvertisementsTeacher Name: FairbloomStudent Name: ______________________________________________________Mark: /40KTCACATEGORY4321Knowledge/10Preparedness /5Student is completely prepared and has obviously rehearsed.Student seems pretty prepared but might have needed a couple more rehearsals.The student is somewhat prepared, but it is clear that rehearsal was lacking.Student does not seem at all prepared to present.Content /5Shows a full understanding of the topic.Shows a good understanding of the topic.Shows a good understanding of parts of the topic.Does not seem to understand the topic very well.Thinking/10AnalysisThoroughly analyzes the elements of advertisements in terms of techniques used and target audiences.Clearly analyzes the elements of advertisements in terms of techniques used and target audiences.Adequately analyzes the elements of advertisements in terms of techniques used and target audiences.Simply analyzes the elements of advertisements in terms of techniques used and target munication/10Speaks Clearly /5Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.Often mumbles or cannot be understood OR mispronounces more than one word.Posture and Eye Contact /5Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.Stands up straight and establishes eye contact with everyone in the room during the presentation.Sometimes stands up straight and establishes eye contact.Slouches and/or does not look at people during the presentation.Application/10CriteriaRoutinely uses criteria to analyze the advertisements.Often uses criteria to analyze the advertisements.Sometimes uses the criteria to analyze advertisements.Rarely uses the criteria to analyze advertisements. Comments:FINAL MARK: /60 ................
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