Tuesday, June 23, 2009
My Gizmoz Avatar
(The song in the background should be "Wonderwall" by String Quartet)
Finished! Have a great summer everyone!
Last Reading--Teaching Agents
Both of the articles were very interesting. I didn’t know anything about Conversational or Teaching Agents but they are a very interesting concept to employ in the classroom. Doering et al brought up some very good points in their research on students in college. There were some results in that article that I felt were a little biased because the students were in a university setting versus a high school setting as in the Veletsianos et al article.
It was interesting in the Doering et al article that the conversations that occurred were recorded to be analyzed at later date (Doering et al 255). It made me wonder if the students were aware that their thoughts/comments/conversations were being recorded and if they would have changed some of there interactions/conversations in any way. I think in a university setting, students are much more polite and tactful when discussing concerns. They didn’t swear at the CA or say derogatory comments like the adolescents did in the Veletsianos et al study.
The idea that the CAs provide a dual format “both text and audio” (Doering et al 258) I think would be very beneficial to both visual and auditory learners, especially if the viewer couldn’t understand what the CA was saying. The students said that one thing that they had troubles with was having to “rephrase the questions they posed to the CAs in order to elicit an answer that was appropriate and not confusing” (Doering et al 259). Since these students are going to be teachers, rephrasing questions is a good skill to practice, no matter how frustrating it could be with the CA. I understand the frustration but in the long run, it might help those students become better at questioning. I thought it was interesting that when students didn’t receive a correct answer “they would often switch to asking the CA unrelated, off-task questions” (Doering et al 260). I wonder if this happens with an actual student-teacher interaction in a classroom, if the teacher doesn’t know the answer. It would be an interesting thing to study/compare. Would students stop asking questions if an actual teacher provided incorrect answers? I think that teacher would lose their credibility or maybe respect from their students.
I also found it amusing that the students had such genuine relationships with Alex and Penelope. I wanted to ask if they remembered that they aren’t real people (although quite close to it). I guess it goes to show how much our technology has advanced. Their clothes change, how crazy is that?! The study also states that the “majority of the participants also mentioned that they would rather talk to opposite sex because they found them more attractive and approachable” (Doering et al 264). For me, I’m more comfortable talking to a teacher of the same gender just because it seems safer, for some reason. I guess I never really thought about that as something that students could/would consider. I wonder if this statement would also be true in a different subject field (other than Elementary Education) like Science or Math.
I found the Doering et al article very interesting and I see the benefits of having a CA but at the same time, I wonder if this technology is applicable or relevant at the high school level. The Veletsianos et al article made me question the value of having a CA working with adolescents.
The Veletsianos et al article stated that on Day 1 11 out of 25 students made sexually explicit comments and 10 out of 25 on Day 2 (Veletsianos et al 297). For a second, I thought that students were working with the agent after school or on their own time at home until the article reminded me that these comments were made in school while the student was working on as assignment. If these “types of comments are considered serious offenses in schools, punishable by detention, expulsion, and sexual harassment law suits” (Veletsianos et al297) how is it acceptable that students can do this with the agent? I guess that fact that the chats are anonymous complicates a few things but if there are only 25 students working with the agent, is it possible to press charges or to, at the very least, remind the students that these chats are taking place in school. Without a transcript, it is hard to follow what each individual student is saying. Is “harassing” the agent another way for students to push the envelope and see how far they can push things. Would the language be different if there was an instructor in the room while the students are interacting with the agent? Would these students risk saying these things to a human instructor is it just because of the anonymity of the agent that brings this out?
It still makes me worried that students are willing to express thoughts like this to anyone, especially something that is trying to help them academically. I would like to know if all students were granted access to the CPA? Were any of them deterred? Maybe students who struggle in a typical classroom setting would thrive on this power over the CPA because in a normal class, unless it’s super student centered, the teacher is in charge and the students listen/learn from the teacher. Veletsianos et al made an interesting comment that “humans treat media as if they were also human, in essence interacting with media in the same way that humans would interact with each other” (Veletsianos et al 293). If this is true, how can students say such vulgar and inappropriate things? According to this statement, the CPA is part of media and should be related to as a human, and humans (generally) treat each other with a certain level of respect and use correct discourse when discussing certain topics. Even if the “Internet lowers human inhibitions—especially when anonymity is involved” how can students be so rude?! (Veletsianos et al 294). I don’t think that this should be an environment for adolescents to “experiment with their sexuality and identity” (Veletsianos et al 295). It’s a interactive tool to help with an academic assignment, not a coming of age experience
It was interesting in the Doering et al article that the conversations that occurred were recorded to be analyzed at later date (Doering et al 255). It made me wonder if the students were aware that their thoughts/comments/conversations were being recorded and if they would have changed some of there interactions/conversations in any way. I think in a university setting, students are much more polite and tactful when discussing concerns. They didn’t swear at the CA or say derogatory comments like the adolescents did in the Veletsianos et al study.
The idea that the CAs provide a dual format “both text and audio” (Doering et al 258) I think would be very beneficial to both visual and auditory learners, especially if the viewer couldn’t understand what the CA was saying. The students said that one thing that they had troubles with was having to “rephrase the questions they posed to the CAs in order to elicit an answer that was appropriate and not confusing” (Doering et al 259). Since these students are going to be teachers, rephrasing questions is a good skill to practice, no matter how frustrating it could be with the CA. I understand the frustration but in the long run, it might help those students become better at questioning. I thought it was interesting that when students didn’t receive a correct answer “they would often switch to asking the CA unrelated, off-task questions” (Doering et al 260). I wonder if this happens with an actual student-teacher interaction in a classroom, if the teacher doesn’t know the answer. It would be an interesting thing to study/compare. Would students stop asking questions if an actual teacher provided incorrect answers? I think that teacher would lose their credibility or maybe respect from their students.
I also found it amusing that the students had such genuine relationships with Alex and Penelope. I wanted to ask if they remembered that they aren’t real people (although quite close to it). I guess it goes to show how much our technology has advanced. Their clothes change, how crazy is that?! The study also states that the “majority of the participants also mentioned that they would rather talk to opposite sex because they found them more attractive and approachable” (Doering et al 264). For me, I’m more comfortable talking to a teacher of the same gender just because it seems safer, for some reason. I guess I never really thought about that as something that students could/would consider. I wonder if this statement would also be true in a different subject field (other than Elementary Education) like Science or Math.
I found the Doering et al article very interesting and I see the benefits of having a CA but at the same time, I wonder if this technology is applicable or relevant at the high school level. The Veletsianos et al article made me question the value of having a CA working with adolescents.
The Veletsianos et al article stated that on Day 1 11 out of 25 students made sexually explicit comments and 10 out of 25 on Day 2 (Veletsianos et al 297). For a second, I thought that students were working with the agent after school or on their own time at home until the article reminded me that these comments were made in school while the student was working on as assignment. If these “types of comments are considered serious offenses in schools, punishable by detention, expulsion, and sexual harassment law suits” (Veletsianos et al297) how is it acceptable that students can do this with the agent? I guess that fact that the chats are anonymous complicates a few things but if there are only 25 students working with the agent, is it possible to press charges or to, at the very least, remind the students that these chats are taking place in school. Without a transcript, it is hard to follow what each individual student is saying. Is “harassing” the agent another way for students to push the envelope and see how far they can push things. Would the language be different if there was an instructor in the room while the students are interacting with the agent? Would these students risk saying these things to a human instructor is it just because of the anonymity of the agent that brings this out?
It still makes me worried that students are willing to express thoughts like this to anyone, especially something that is trying to help them academically. I would like to know if all students were granted access to the CPA? Were any of them deterred? Maybe students who struggle in a typical classroom setting would thrive on this power over the CPA because in a normal class, unless it’s super student centered, the teacher is in charge and the students listen/learn from the teacher. Veletsianos et al made an interesting comment that “humans treat media as if they were also human, in essence interacting with media in the same way that humans would interact with each other” (Veletsianos et al 293). If this is true, how can students say such vulgar and inappropriate things? According to this statement, the CPA is part of media and should be related to as a human, and humans (generally) treat each other with a certain level of respect and use correct discourse when discussing certain topics. Even if the “Internet lowers human inhibitions—especially when anonymity is involved” how can students be so rude?! (Veletsianos et al 294). I don’t think that this should be an environment for adolescents to “experiment with their sexuality and identity” (Veletsianos et al 295). It’s a interactive tool to help with an academic assignment, not a coming of age experience
Additional websites
To start my search I looked back through our previous classes and found some interesting websites that our cohort complied in multiple classes. Some of the interesting (and relevant to the topic of media) include the following:
Just Think
Snag Films
-Clips of many different topics broken down into several categories (Campus, Environment, Health, History, International, Life & Culture, Music & Arts, Politics, Religion & Spirituality, Science & Nature, Sports & Hobbies, Women’s Issues)
Edutopia
--Videos
--Digital Generation
American Rhetoric
Ad Busters
TED
PBS for Teachers
Just Think
Snag Films
-Clips of many different topics broken down into several categories (Campus, Environment, Health, History, International, Life & Culture, Music & Arts, Politics, Religion & Spirituality, Science & Nature, Sports & Hobbies, Women’s Issues)
Edutopia
--Videos
--Digital Generation
American Rhetoric
Ad Busters
TED
PBS for Teachers
Activities for June 25
ACTIVITY #1
Some ideas taken from http://www.justthink.org/curricula/changing (Have You Seen Me? Sample Activity)
Learner Outcomes:
Students will identify and reflect on stereotypes in media images
Procedures:
In groups of five, brainstorm a list of population subsets they see in the media and their community
-examples: elderly, ethnic groups, handicapped, social class, gender
In a large group, discuss which of the population subsets students see most often in the media?
-What does this say about the culture of media?
-What does this say about how that subset is seen by mainstream society?
-Are they accurate representations?
-What stereotypes do the students see?
Have students look through the magazines/newspapers/advertisements that the teacher brought in, looking for these subsets of population. Each students should have one.
Once the students have selected their advertisement, analyze it.
-What is the advertisement selling?
-What is appealing about the advertisement?
-What is the ad using to draw in the viewer? (what techniques: sex, popularity, objectifying women, etc)
-Who is selling the product?
-Examine color, product placement
-Is the add effective? Is there something missing in the ad?
Bring the class back to a large group discussion. Have each student share what their product is.
Group similar products together and have students analyze similarities.
-What are significant about the similarities?
-Is a certain population subset used to sell similar products?
Bring class back to large group discussion.
-What elements were similar in all the ads?
-What population subsets are most often represented in print images?
-What does this say about society? Or about what sells?
Using this knowledge about print ads, have students discuss what population subsets are underrepresented or misrepresented in popular TV sitcoms.
-Nerds, gender, ethnic groups, age, social class
Get into groups of five. Have students create a new character for the sitcom of their choice—a character that isn’t currently represented in that show. It’s important that the students accurately represent this new character and don’t further the stereotypes seen in society.
Each group will present their character to their peers as an “audition” for the sitcom they chose. Get the reaction of the class.
-Was the character a stereotype or a strong (accurate) character?
-Would the character fit into the show or would it change the dynamic entirely?
Have students reflect on why they got the reaction they got? What does this say about their own personal perceptions of certain population subsets.
Additional activity:
Students could create a short video depicting a scene where the character they created comes onto the set of the sitcom they selected. Have the group members portray actors on the sitcom, complete with mannerisms, dialect (if possible) and actions that would fit the current characters.
ACTIVITY #2
Learner Outcomes:
Students will compare and contrast a text with the film depiction
Procedure:
Read Jane Austen’s Pride and Prejudice
Watch 2005 production of Pride and Prejudice
Compare the printed form with the media production. While students view the film, take notes on how the text and the film are alike and different?
Discuss which do students prefer and why? How do media variables influence characters, plot themes and the setting?
Examples of books made into movies
Pride and Prejudice
To Kill a Mockingbird
Of Mice and Men
Shakespeare plays directed by Kenneth Branagh
A Christmas Carol (other Dickens’ books; Oliver! Bleak House)
Romeo and Juliet (Baz Luhrmann version)
Wuthering Heights
The Scarlet Letter
Bernice Bobs Her Hair
The Great Gatsby
The Importance of Being Earnest
One Flew Over the Cuckoo’s Nest
All Quiet on the Western Front (and Joyeux Noel; Enemy at the Gates)
The Color Purple
Death of a Salesman
Illiad/Odyssey (Troy)
A Raisin in the Sun (either 1961 or 2008 version)
Animal Farm
Angela’s Ashes
The Things They Carried (Forest Gump; Across the Universe; A Soldier’s Sweetheart)
Persepolis
Boy in the Striped Pajamas
Some ideas taken from http://www.justthink.org/curricula/changing (Have You Seen Me? Sample Activity)
Learner Outcomes:
Students will identify and reflect on stereotypes in media images
Procedures:
In groups of five, brainstorm a list of population subsets they see in the media and their community
-examples: elderly, ethnic groups, handicapped, social class, gender
In a large group, discuss which of the population subsets students see most often in the media?
-What does this say about the culture of media?
-What does this say about how that subset is seen by mainstream society?
-Are they accurate representations?
-What stereotypes do the students see?
Have students look through the magazines/newspapers/advertisements that the teacher brought in, looking for these subsets of population. Each students should have one.
Once the students have selected their advertisement, analyze it.
-What is the advertisement selling?
-What is appealing about the advertisement?
-What is the ad using to draw in the viewer? (what techniques: sex, popularity, objectifying women, etc)
-Who is selling the product?
-Examine color, product placement
-Is the add effective? Is there something missing in the ad?
Bring the class back to a large group discussion. Have each student share what their product is.
Group similar products together and have students analyze similarities.
-What are significant about the similarities?
-Is a certain population subset used to sell similar products?
Bring class back to large group discussion.
-What elements were similar in all the ads?
-What population subsets are most often represented in print images?
-What does this say about society? Or about what sells?
Using this knowledge about print ads, have students discuss what population subsets are underrepresented or misrepresented in popular TV sitcoms.
-Nerds, gender, ethnic groups, age, social class
Get into groups of five. Have students create a new character for the sitcom of their choice—a character that isn’t currently represented in that show. It’s important that the students accurately represent this new character and don’t further the stereotypes seen in society.
Each group will present their character to their peers as an “audition” for the sitcom they chose. Get the reaction of the class.
-Was the character a stereotype or a strong (accurate) character?
-Would the character fit into the show or would it change the dynamic entirely?
Have students reflect on why they got the reaction they got? What does this say about their own personal perceptions of certain population subsets.
Additional activity:
Students could create a short video depicting a scene where the character they created comes onto the set of the sitcom they selected. Have the group members portray actors on the sitcom, complete with mannerisms, dialect (if possible) and actions that would fit the current characters.
ACTIVITY #2
Learner Outcomes:
Students will compare and contrast a text with the film depiction
Procedure:
Read Jane Austen’s Pride and Prejudice
Watch 2005 production of Pride and Prejudice
Compare the printed form with the media production. While students view the film, take notes on how the text and the film are alike and different?
Discuss which do students prefer and why? How do media variables influence characters, plot themes and the setting?
Examples of books made into movies
Pride and Prejudice
To Kill a Mockingbird
Of Mice and Men
Shakespeare plays directed by Kenneth Branagh
A Christmas Carol (other Dickens’ books; Oliver! Bleak House)
Romeo and Juliet (Baz Luhrmann version)
Wuthering Heights
The Scarlet Letter
Bernice Bobs Her Hair
The Great Gatsby
The Importance of Being Earnest
One Flew Over the Cuckoo’s Nest
All Quiet on the Western Front (and Joyeux Noel; Enemy at the Gates)
The Color Purple
Death of a Salesman
Illiad/Odyssey (Troy)
A Raisin in the Sun (either 1961 or 2008 version)
Animal Farm
Angela’s Ashes
The Things They Carried (Forest Gump; Across the Universe; A Soldier’s Sweetheart)
Persepolis
Boy in the Striped Pajamas
Sunday, June 21, 2009
Other Parody Examples
Romeo and Juliet in text message form
A Letter from Atticus Finch "I Would Say To Kill A Mockingbird Captured The Most Interesting Part Of Our Lives"
I was amused to say the least. Perhaps as a part of a Multigenre paper students could write a parody whether it be song (like Weird Al Yankovic's 'White and Nerdy' or 'Amish Paradise' or 'Fat' or my personal favorite 'The Saga Begins' ), a play or a letter. Also it would be interesting for students to write a parody letter like Atticus Finch's for a character in the novel you are reading, as part of a final project.
A Letter from Atticus Finch "I Would Say To Kill A Mockingbird Captured The Most Interesting Part Of Our Lives"
I was amused to say the least. Perhaps as a part of a Multigenre paper students could write a parody whether it be song (like Weird Al Yankovic's 'White and Nerdy' or 'Amish Paradise' or 'Fat' or my personal favorite 'The Saga Begins' ), a play or a letter. Also it would be interesting for students to write a parody letter like Atticus Finch's for a character in the novel you are reading, as part of a final project.
'Fake' v 'Real' News--June 21
Activity #1
It would be really interesting for students to compare what Jon Stewart discusses on The Daily Show and compare it to information/news in reliable sources like the BBC and the New York Times (or other such valid news sources). Comparing the two shows students that Jon Stewart isn’t making everything up and is “encouraging us to view official news more critically and thus compelling official news to become more credible and engage in…solid journalism” (Kothe 9). This concept could also tie into the idea to teach students to find reliable sources for their information. The Daily Show is based in some fact and is using humor to show the failings of official news through a lens of humor and accessibility for young people
Learner Outcomes:
Students will compare the ‘fake’ and ‘real’ news (The Daily Show v. CNN/BBC/PBS etc)
Students will see the value, other than comedic value, of watching ‘fake’ news; it allows them to become more critical of ‘official’ news.
Procedures:
Have students get into groups of five
Each group will be given an article from a reliable source (the articles will be about similar topics)
In groups, students will read the articles and write a summary of main points.
Students will complete a jigsaw activity, sharing the main points of their article with group members
-compare and contrast the main points; which are the same, which are different
Next, show students a clip from The Daily Show and an official news source (CNN, MSNBC, FOX News etc) that has similar information to the articles
Have students compare what is presented in The Daily Show and the official news source to what they read in their articles.
-have a discussion about: Which source was easier to understand? Which did they learn more from? How does humor effect if they like one or the other? For the students who like the reliable print sources, why do they like them better? Is it similar to the way they hear the news at home?
Discuss with students about the relevancy of ‘fake’ news and how comedy is appealing and makes us be critical viewers of official news (in written or visual form)
Rationale: Students will be able to explore the value of news in their own lives. By seeing news in humorous and more serious forms, students get two different perspectives on the news, neither of which are entirely right or wrong; together both types of news make a very well rounded, critical viewer. I also hope, with this activity, to encourage students to be critical viewers in the same way we teach students to be critical readers (and the whole concept of critical literacy). Hopefully they can apply these same skills of viewing multiple sides of things to literature and their own lives, making them better students and people in their communities.
Activity #2
Learner outcomes:
Students will view Saturday Night Live’s “Weekend Update”
Students will make a connection between the satire and farce in The Importance of Being Earnest and “Weekend Update”
Students will see the importance and capacity of both satire and farce to create a deeper meaning
Procedures:
Students will have completed Oscar Wilde’s The Importance of Being Earnest
Redefine satire and farce
Show a clip from SNL’s “Weekend Update”
-What elements of farce are present?
-What elements of satire are present?
-How do these elements make you laugh?
-Do you believe anything the anchors are saying? Why or why not?
-If something is humorous does it automatically make it untrue?
-How are the anchors making a critique on American society/American news?
Relate the clip back to The Importance of Being Earnest
-Wilde is using his play to make a critique on Victorian society in the 1890s
-How are Wilde’s techniques similar to SNL’s?
-What elements are similar? What are things in the play and Weekend Update that you like? What are the things that make you think?
-Find one example in IBE that is similar to the broadcast on Weekend Update.(For example, the witty banter between the anchors and the witty banter between Algernon and Jack; physical humor employed by both)
Rationale:
I think that making a connection between a play written in 1895 and a comical sketch written in 2009 are important; students see the importance of satire and farce in something that is current and funny. Students are also being exposed to the ‘news’ and are able to judge for themselves what they would like to believe (since we know that “Weekend Update” isn’t official news). Wilde is only portraying Victorian England as he sees it which could also be seen as ‘fake’ news because we only get one perspective, although he is taking elements from reality. Wilde’s purpose is to make his audience laugh and to make them aware of their own absurdity just as “Weekend Update” is poking fun at news casters and the presentation of the American news.
It would be really interesting for students to compare what Jon Stewart discusses on The Daily Show and compare it to information/news in reliable sources like the BBC and the New York Times (or other such valid news sources). Comparing the two shows students that Jon Stewart isn’t making everything up and is “encouraging us to view official news more critically and thus compelling official news to become more credible and engage in…solid journalism” (Kothe 9). This concept could also tie into the idea to teach students to find reliable sources for their information. The Daily Show is based in some fact and is using humor to show the failings of official news through a lens of humor and accessibility for young people
Learner Outcomes:
Students will compare the ‘fake’ and ‘real’ news (The Daily Show v. CNN/BBC/PBS etc)
Students will see the value, other than comedic value, of watching ‘fake’ news; it allows them to become more critical of ‘official’ news.
Procedures:
Have students get into groups of five
Each group will be given an article from a reliable source (the articles will be about similar topics)
In groups, students will read the articles and write a summary of main points.
Students will complete a jigsaw activity, sharing the main points of their article with group members
-compare and contrast the main points; which are the same, which are different
Next, show students a clip from The Daily Show and an official news source (CNN, MSNBC, FOX News etc) that has similar information to the articles
Have students compare what is presented in The Daily Show and the official news source to what they read in their articles.
-have a discussion about: Which source was easier to understand? Which did they learn more from? How does humor effect if they like one or the other? For the students who like the reliable print sources, why do they like them better? Is it similar to the way they hear the news at home?
Discuss with students about the relevancy of ‘fake’ news and how comedy is appealing and makes us be critical viewers of official news (in written or visual form)
Rationale: Students will be able to explore the value of news in their own lives. By seeing news in humorous and more serious forms, students get two different perspectives on the news, neither of which are entirely right or wrong; together both types of news make a very well rounded, critical viewer. I also hope, with this activity, to encourage students to be critical viewers in the same way we teach students to be critical readers (and the whole concept of critical literacy). Hopefully they can apply these same skills of viewing multiple sides of things to literature and their own lives, making them better students and people in their communities.
Activity #2
Learner outcomes:
Students will view Saturday Night Live’s “Weekend Update”
Students will make a connection between the satire and farce in The Importance of Being Earnest and “Weekend Update”
Students will see the importance and capacity of both satire and farce to create a deeper meaning
Procedures:
Students will have completed Oscar Wilde’s The Importance of Being Earnest
Redefine satire and farce
Show a clip from SNL’s “Weekend Update”
-What elements of farce are present?
-What elements of satire are present?
-How do these elements make you laugh?
-Do you believe anything the anchors are saying? Why or why not?
-If something is humorous does it automatically make it untrue?
-How are the anchors making a critique on American society/American news?
Relate the clip back to The Importance of Being Earnest
-Wilde is using his play to make a critique on Victorian society in the 1890s
-How are Wilde’s techniques similar to SNL’s?
-What elements are similar? What are things in the play and Weekend Update that you like? What are the things that make you think?
-Find one example in IBE that is similar to the broadcast on Weekend Update.(For example, the witty banter between the anchors and the witty banter between Algernon and Jack; physical humor employed by both)
Rationale:
I think that making a connection between a play written in 1895 and a comical sketch written in 2009 are important; students see the importance of satire and farce in something that is current and funny. Students are also being exposed to the ‘news’ and are able to judge for themselves what they would like to believe (since we know that “Weekend Update” isn’t official news). Wilde is only portraying Victorian England as he sees it which could also be seen as ‘fake’ news because we only get one perspective, although he is taking elements from reality. Wilde’s purpose is to make his audience laugh and to make them aware of their own absurdity just as “Weekend Update” is poking fun at news casters and the presentation of the American news.
Thursday, June 18, 2009
Activity for teaching critical analysis of news
Beach’s text talked about the under representation of women and minorities in television news (97). After I finished typing the post about KARE 11 News at 5, it occurred to me that I should have paid more attention to what reports/news each anchor and reporter was giving. It would be interesting to study what information females present and if it is different from the material males are presenting (in a co-anchored news broadcast).
Have students watch local news broadcast. Take notes on what stories are presented by each anchor. Put the stories into categories (news, weather, human interest, entertainment etc). Are the human interest or entertainment stories presented more often by men or by women? If one gender is more common given certain types of stories, what does this say about the role of women in television broadcasting or in our society? Consider Katie Couric and Connie Chung (or other major female anchors) and how they are perceived in society. What stations are they on? How many viewers do they get? Compare their national status to that of local anchors.
In Anchorman (though set in the mid 1900’s and a comedy), the character Veronica Corningstone is given crappy reporting assignments because she’s a woman. In the CBS show “How I Met Your Mother”, Robin starts out as a reporter who is reporting on things like the oldest hot dog stand in New York or else broadcasting at 4am. (Show clips from each)
Have students watch local news broadcast. Take notes on what stories are presented by each anchor. Put the stories into categories (news, weather, human interest, entertainment etc). Are the human interest or entertainment stories presented more often by men or by women? If one gender is more common given certain types of stories, what does this say about the role of women in television broadcasting or in our society? Consider Katie Couric and Connie Chung (or other major female anchors) and how they are perceived in society. What stations are they on? How many viewers do they get? Compare their national status to that of local anchors.
In Anchorman (though set in the mid 1900’s and a comedy), the character Veronica Corningstone is given crappy reporting assignments because she’s a woman. In the CBS show “How I Met Your Mother”, Robin starts out as a reporter who is reporting on things like the oldest hot dog stand in New York or else broadcasting at 4am. (Show clips from each)
Local TV News Analysis
For this assignment I watched KARE 11 News at 5. I like local news because I feel like they are people in my community, talking about things that are happening here. However, after reading the chapter I do see the drawbacks/issues with local news broadcasting (as with national news).
News:
Tornado in Austin (2.5 min)
“…natural disasters—are more likely to be given air time” (Beach 95)
local news; not breaking, appealing to human interest type story because the reporter interviewed a lot of people and didn’t necessarily present the viewer with an excessive amount of background information (not in-depth in that way)
Weather: Tornado update (30 sec)
News:
--Pilot died in mid-flight (30 sec)
Not local news; very short, informative, unbiased
--Lowry bridge (45 sec)—will be imploded this weekend; should all fall at once according to person in charge
Local news, informative, speech from woman in charge (appeared to have been speaking for a press conference and not just for KARE 11.
--Pawlenty’s budget cuts (2 min)
Political analyst (from Hamline) was interviewed who seemed to be biased about Pawlenty’s ideas/views. Reporter was informative; full of political jargon/language that was somewhat confusing to the uninformed viewer that I am. There were pictures of a classroom, a room in the Minnesota House/Senate, Pawlenty speaking. There was a discussion of a potential lawsuit, I think.
Preview of upcoming stories (20 sec)
Commercials (2 min)
Consumer/health/entertainment feature story:
--Domestic violence in St. Paul (1.5 min)—lethality assessment to help police officers prioritize cases of domestic violence
--“Hero Central” (30 sec)—food drive June 19-20; places to donate canned goods or donate money online
Preview (15 sec)
Commercials (3 min)
Weather report (~4 min)
Preview (20 sec)
Commercials (2 min)
Consumer/health/entertainment feature story:
--Family Christmas Tree Farm (2.5 min)—Somerset, WI; family received a conservation easement that will allow their 160 acres to remain undeveloped forever.
--Gifts for Dad (for Father’s Day) (20 sec)
--Swine Flu (More on this at the 10pm News) (30 sec)
Commercials (2.5 min)
Consumer/health/entertainment feature story:
Toothpick replica of San Francisco (45 sec): man built a HUGE replica of San Francisco using toothpicks; apparently it took 34 years to build.
Weather (15 sec)
To be perfectly honest, I don’t watch the news, local or national. It isn’t a habit that I got into in college and it wasn’t a habit when I was growing up. My parents are big Public Radio listeners so I grew up listening to the news on Wisconsin/Minnesota Public Radio and only watching local news to get sports scores or to see someone I knew being interviewed. As a result, I listen to the news in the morning when I’m getting ready for the day and that is about my only source of news. As I get older and have a more regular schedule I hope to get back in the routine of listening to NPR when I cook dinner, like my parents do. I would have liked to have known more about the pilot dying in mid-flight and have some light shown on the report about Pawlenty and the budget because the political jargon was a little overwhelming. I feel that because the report about the pilot wasn’t local, it wasn’t given as much precedent or time in the broadcast; however, there may not have been any more information available and as a viewer, I can’t possibly know.
I found the story about Domestic Violence in St. Paul to be a little misleading. It was interesting to see the shelter The Dwelling Place in St. Paul that is, as the director said, almost always full, but I thought the report was going to go in a different direction. Instead of talking about the shelter or ways to prevent domestic violence (or increasing awareness/treatment), there is a new assessment being developed called the Lethality Assessment; it will assess the lethality of the abuser and if that case needs to be a priority one. I felt, for a second, that I had fallen into a bad episode of Law and Order: SVU because of the involvement of the police. The assessment is a good idea because it gives the police pre-determined questions to ask the victim, but at the same time, the report left me wanting more information. I wanted to know about the studies that have been done and if there is any relevant research/results that can be expected. It brought to mind the concern that a questionnaire could possibly determine the outcome of a domestic violence call (and how pertinent the call/case would become).
I noticed that all the reporters/anchors were Caucasian though there was a mix of both male and female reporters. For each story there was at least one interview; maybe it’s my lack of news watching, but this stuck out to me as something appealing to human nature and that having actual people talk about an issue is more appealing to an audience. There are Thunderstorm warnings for the area and potential for those storms to get severe (and potentially develop hail/60mph winds) but my goodness is there a lot of talk about the weather. It would be interesting to see News at 5 on a day where there isn't a storm warning and see if the weather is mentioned as much; I wouldn't be surprised if it was.
News:
Tornado in Austin (2.5 min)
“…natural disasters—are more likely to be given air time” (Beach 95)
local news; not breaking, appealing to human interest type story because the reporter interviewed a lot of people and didn’t necessarily present the viewer with an excessive amount of background information (not in-depth in that way)
Weather: Tornado update (30 sec)
News:
--Pilot died in mid-flight (30 sec)
Not local news; very short, informative, unbiased
--Lowry bridge (45 sec)—will be imploded this weekend; should all fall at once according to person in charge
Local news, informative, speech from woman in charge (appeared to have been speaking for a press conference and not just for KARE 11.
--Pawlenty’s budget cuts (2 min)
Political analyst (from Hamline) was interviewed who seemed to be biased about Pawlenty’s ideas/views. Reporter was informative; full of political jargon/language that was somewhat confusing to the uninformed viewer that I am. There were pictures of a classroom, a room in the Minnesota House/Senate, Pawlenty speaking. There was a discussion of a potential lawsuit, I think.
Preview of upcoming stories (20 sec)
Commercials (2 min)
Consumer/health/entertainment feature story:
--Domestic violence in St. Paul (1.5 min)—lethality assessment to help police officers prioritize cases of domestic violence
--“Hero Central” (30 sec)—food drive June 19-20; places to donate canned goods or donate money online
Preview (15 sec)
Commercials (3 min)
Weather report (~4 min)
Preview (20 sec)
Commercials (2 min)
Consumer/health/entertainment feature story:
--Family Christmas Tree Farm (2.5 min)—Somerset, WI; family received a conservation easement that will allow their 160 acres to remain undeveloped forever.
--Gifts for Dad (for Father’s Day) (20 sec)
--Swine Flu (More on this at the 10pm News) (30 sec)
Commercials (2.5 min)
Consumer/health/entertainment feature story:
Toothpick replica of San Francisco (45 sec): man built a HUGE replica of San Francisco using toothpicks; apparently it took 34 years to build.
Weather (15 sec)
To be perfectly honest, I don’t watch the news, local or national. It isn’t a habit that I got into in college and it wasn’t a habit when I was growing up. My parents are big Public Radio listeners so I grew up listening to the news on Wisconsin/Minnesota Public Radio and only watching local news to get sports scores or to see someone I knew being interviewed. As a result, I listen to the news in the morning when I’m getting ready for the day and that is about my only source of news. As I get older and have a more regular schedule I hope to get back in the routine of listening to NPR when I cook dinner, like my parents do. I would have liked to have known more about the pilot dying in mid-flight and have some light shown on the report about Pawlenty and the budget because the political jargon was a little overwhelming. I feel that because the report about the pilot wasn’t local, it wasn’t given as much precedent or time in the broadcast; however, there may not have been any more information available and as a viewer, I can’t possibly know.
I found the story about Domestic Violence in St. Paul to be a little misleading. It was interesting to see the shelter The Dwelling Place in St. Paul that is, as the director said, almost always full, but I thought the report was going to go in a different direction. Instead of talking about the shelter or ways to prevent domestic violence (or increasing awareness/treatment), there is a new assessment being developed called the Lethality Assessment; it will assess the lethality of the abuser and if that case needs to be a priority one. I felt, for a second, that I had fallen into a bad episode of Law and Order: SVU because of the involvement of the police. The assessment is a good idea because it gives the police pre-determined questions to ask the victim, but at the same time, the report left me wanting more information. I wanted to know about the studies that have been done and if there is any relevant research/results that can be expected. It brought to mind the concern that a questionnaire could possibly determine the outcome of a domestic violence call (and how pertinent the call/case would become).
I noticed that all the reporters/anchors were Caucasian though there was a mix of both male and female reporters. For each story there was at least one interview; maybe it’s my lack of news watching, but this stuck out to me as something appealing to human nature and that having actual people talk about an issue is more appealing to an audience. There are Thunderstorm warnings for the area and potential for those storms to get severe (and potentially develop hail/60mph winds) but my goodness is there a lot of talk about the weather. It would be interesting to see News at 5 on a day where there isn't a storm warning and see if the weather is mentioned as much; I wouldn't be surprised if it was.
Sunday, June 14, 2009
Nerds/Geeks through sociology
Jonathan Gershuny wrote that “nerd is an English term of art previously used to describe 1960s optical astronomers during their night-time observation phases, collectors of locomotive numbers, and other solitary and technologically oriented obsessive personalities” (Gershuny 141). The media portrays nerds and geeks as individuals lacking social skills, needing makeovers with overly developed intelligences and careers in science or engineering. From the discipline of sociology, geeks and nerds are evaluated in a social context and how they fit into the greater realm of society, whether in be peer groups or in the wider world.
In an article written by Lori Kendall, she cites Wajcman who pointed out that “an obsession with technology may well be an attempt by men who are social failures to compensate for their lack of power. On the other hand, mastery over this technology does bestow some power on these men; in relation to other men and women who lack this expertise, in terms of the material rewards this skill brings, and even in terms of their popular portrayal as ‘heroes’ at the frontiers of technological progress” (Kendall 261-2). This shows that men, even those who lack the confidence in social situations, can still master some heroic qualities through their skills in the technology field. The idea of being a social failure is one that labels many people geeks, because they might not be comfortable in certain social situations. The power they gain through this type of work, seems to me, a very positive thing. These geeks or nerds have a marketable skill that is desired and extremely necessary for some people. This parallels the media’s idea of geeks giving tech support and lacking social confidence, but shines it in a very positive, something that I don’t feel the media is consistent about. In the same article, I found it really interesting that “the self-perception of MIT students as nerds by virtue of their connection to technology; she argues that MIT computer science students are ‘the ostracized of the ostracized’ and ‘archetypal nerds’” (Kendall 261). If nerds studying computers at MIT feel ostracized, then where else can they feel safe?!
David Kinney wrote an article in 1993 that states “some adolescents who were labeled by their peers as unpopular nerds in middle school were able to embrace a more positive self-perception in high school that centered on defining themselves as ‘normal’” (Kinney 21). If students are able to move past the geekiness and nerdiness that they labels them in middle school, to become successful and social young adults, this is the type of behavior the media should be showing teens. These teens are embracing a positive self image and are redefining what it means to be normal, so that it fits their realm of normalcy. Kinney also noticed that “social and psychological reality changed because they were able to surround themselves with peers who provided positive reflected appraisals and more favorable social comparisons” (Kinney 30). Supportive relationships and friends who have things in common are what create a group of people who rely on each other. In “The Big Bang Theory”, the four main characters have sought each other out because of their commonanlities and they rely on each others’ positive feedback, albeit sometimes witty and sarcastic banter, to maintain a strong feeling of identity and what is normal to the.
Normalcy is such a relative term and I feel that each social group has its own definition. Media, I feel, has very defined views of what is normal and what isn’t based on race, class and gender. What I think is normal, as a white middle class woman who is a self-proclaimed Star Wars and band geek, is not what my 12 graders at St. Paul Central H.S. would think. I don’t think it’s even a difference in our age, though that is a barrier, but over all, I think it is the social groups that we’re apart of. They help to define how we view media and ourselves.
Overall, the sociological view on nerds/geeks is very interesting and I feel a complimentary one. I feel that geeks/nerds would be a very interesting group to study in a case study because it would be hard to define who is a nerd, unless you really examine the social structure in a school, a mall, Target, or wherever the information is being gathered.
Works Cited
Gershuny, Jonathan. "Web Use and Net Nerds: A Neofunctionalist Analysis of the Impact of Information Technology in the Home." Social Forces 28 (2003): 141-68. JSTOR. University of Minnesota, Minneapolis.
Kendall, Lori. ""Oh No! I'm a Nerd!": Hegemonic Masculinity on an Online Forum." Gender and Society 14 (2000): 256-74. JSTOR. University of Minnesota, Minneapolis.
Kinney, David. "From Nerds to Normals: The Recovery of Identity among Adolescents from Middle School to High School." Sociology of Education 66 (1993): 21-40. JSTOR. University of Minnesota, Minneapolis.
In an article written by Lori Kendall, she cites Wajcman who pointed out that “an obsession with technology may well be an attempt by men who are social failures to compensate for their lack of power. On the other hand, mastery over this technology does bestow some power on these men; in relation to other men and women who lack this expertise, in terms of the material rewards this skill brings, and even in terms of their popular portrayal as ‘heroes’ at the frontiers of technological progress” (Kendall 261-2). This shows that men, even those who lack the confidence in social situations, can still master some heroic qualities through their skills in the technology field. The idea of being a social failure is one that labels many people geeks, because they might not be comfortable in certain social situations. The power they gain through this type of work, seems to me, a very positive thing. These geeks or nerds have a marketable skill that is desired and extremely necessary for some people. This parallels the media’s idea of geeks giving tech support and lacking social confidence, but shines it in a very positive, something that I don’t feel the media is consistent about. In the same article, I found it really interesting that “the self-perception of MIT students as nerds by virtue of their connection to technology; she argues that MIT computer science students are ‘the ostracized of the ostracized’ and ‘archetypal nerds’” (Kendall 261). If nerds studying computers at MIT feel ostracized, then where else can they feel safe?!
David Kinney wrote an article in 1993 that states “some adolescents who were labeled by their peers as unpopular nerds in middle school were able to embrace a more positive self-perception in high school that centered on defining themselves as ‘normal’” (Kinney 21). If students are able to move past the geekiness and nerdiness that they labels them in middle school, to become successful and social young adults, this is the type of behavior the media should be showing teens. These teens are embracing a positive self image and are redefining what it means to be normal, so that it fits their realm of normalcy. Kinney also noticed that “social and psychological reality changed because they were able to surround themselves with peers who provided positive reflected appraisals and more favorable social comparisons” (Kinney 30). Supportive relationships and friends who have things in common are what create a group of people who rely on each other. In “The Big Bang Theory”, the four main characters have sought each other out because of their commonanlities and they rely on each others’ positive feedback, albeit sometimes witty and sarcastic banter, to maintain a strong feeling of identity and what is normal to the.
Normalcy is such a relative term and I feel that each social group has its own definition. Media, I feel, has very defined views of what is normal and what isn’t based on race, class and gender. What I think is normal, as a white middle class woman who is a self-proclaimed Star Wars and band geek, is not what my 12 graders at St. Paul Central H.S. would think. I don’t think it’s even a difference in our age, though that is a barrier, but over all, I think it is the social groups that we’re apart of. They help to define how we view media and ourselves.
Overall, the sociological view on nerds/geeks is very interesting and I feel a complimentary one. I feel that geeks/nerds would be a very interesting group to study in a case study because it would be hard to define who is a nerd, unless you really examine the social structure in a school, a mall, Target, or wherever the information is being gathered.
Works Cited
Gershuny, Jonathan. "Web Use and Net Nerds: A Neofunctionalist Analysis of the Impact of Information Technology in the Home." Social Forces 28 (2003): 141-68. JSTOR. University of Minnesota, Minneapolis.
Kendall, Lori. ""Oh No! I'm a Nerd!": Hegemonic Masculinity on an Online Forum." Gender and Society 14 (2000): 256-74. JSTOR. University of Minnesota, Minneapolis.
Kinney, David. "From Nerds to Normals: The Recovery of Identity among Adolescents from Middle School to High School." Sociology of Education 66 (1993): 21-40. JSTOR. University of Minnesota, Minneapolis.
Media Representation of Nerds/Geeks
Since I just got back from visiting my boyfriend in Pittsburgh, I thought that I would discuss the phenomena of nerds. He is currently a PhD student at Carnegie Mellon University studying Electrical and Computer Engineering; it doesn’t get too much nerdier than that (in respect to society’s view of what qualifies as nerdy). Now, he’s not wearing a pocket protector, having his slide ruler attached to his hip or lacking social skills but by his field of study, people might jump to these conclusions. People interested (and good at) science/engineering have a nerdy image of themselves painted by society through shows such as “The Big Bang Theory”, “Beauty and the Geek” and “Freaks and Geeks”.
Personally, I find “The Big Bang Theory” incredibly clever and amusing for all sorts of people. The show tells the story of four friends who work at Cal Tech; Leonard and Sheldon are physicists who live next door to very attractive and very “normal” Penny. While the four guys spout on about video games, comic book heroes and physics, Penny brings pop culture and every day things into their lives. All four guys seem content with the lives they have, minus not being able to date as many women as possible; overall they seem content with the identities they’ve established. However, these identities, and how they interact with Penny’s non-geekiness and other every day occurrences is what makes the show entertaining. Sheldon and Penny
“Beauty and the Geek” is a reality show that pairs up a smart geek with a less than intelligent beauty and has them work together. To my knowledge, the geeks get make-overs at the suggestion of their beauty counterpart. Since I haven’t actually seen this show as much as “The Big Bang Theory” I can only guess that geeks are portrayed as things/people to be fixed. This doesn’t portray them in a very positive light at all, implying that geeks need to be fixed in order to be compatible with pretty girls. It also shows the women as airheads because they are beautiful, perhaps implying that a person cannot be beautiful and smart.
Movies such as Star Wars, Star Trek, Harry Potter or Lord of the Rings have hoards of followers who are considered geeks and nerds; perhaps it’s because some of them dress up and know the books, stories, characters and directors thoroughly, but people who camp out for tickets, dress up, chat in online groups, and write fan fiction about characters tend to get a bad reputation for being nerdy. They are passionate about something, it’s not harming anyone, so what’s the harm? I think it’s a big part that society wants us all to be similar and anyone who sticks out, is an oddity to people and could be labeled as such.
As a person who has gone to midnight showings of three of the above mentioned films, I have learned to embrace the nerd and geek within me. To me, if I’m passionate about something and it shines through as nerdiness, than let it be that way. I’m passionate about English and band; label me an English major or a band geek, I know what I enjoy and why it’s important to me. I think that’s something that society may forget; that people who could be labeled geeks/nerds are passionate about what they love. Maybe it’s not politics, sports or cars, but everyone has a passion.
This month Cosmopolitan magazine says that one of the “6 Trends on the Rise Right Now” are Loveable Nerds. This section says that, “they’re everywhere! First Adventureland featured an awkward Jesse Eisenberg. Now I Love You, Beth Cooper brings us Paul Rust as a goofy nerd in love with a classmate, and Year One reunites Michael Cera and Christopher ‘McLovin’ Mintz-Plasse from Superbad. Sorry alpha-dudes” (27). If Cosmo is making lovable nerds a trend, then maybe society can start portraying geeks and nerds in more favorable fashions.
Citation:
White, Kate, ed. "Hot Sheet: 6 Trends on the Rise Right Now." Cosmopolitan July 2009: 27.
If you're interested: The Nerd Handbook
Personally, I find “The Big Bang Theory” incredibly clever and amusing for all sorts of people. The show tells the story of four friends who work at Cal Tech; Leonard and Sheldon are physicists who live next door to very attractive and very “normal” Penny. While the four guys spout on about video games, comic book heroes and physics, Penny brings pop culture and every day things into their lives. All four guys seem content with the lives they have, minus not being able to date as many women as possible; overall they seem content with the identities they’ve established. However, these identities, and how they interact with Penny’s non-geekiness and other every day occurrences is what makes the show entertaining. Sheldon and Penny
“Beauty and the Geek” is a reality show that pairs up a smart geek with a less than intelligent beauty and has them work together. To my knowledge, the geeks get make-overs at the suggestion of their beauty counterpart. Since I haven’t actually seen this show as much as “The Big Bang Theory” I can only guess that geeks are portrayed as things/people to be fixed. This doesn’t portray them in a very positive light at all, implying that geeks need to be fixed in order to be compatible with pretty girls. It also shows the women as airheads because they are beautiful, perhaps implying that a person cannot be beautiful and smart.
Movies such as Star Wars, Star Trek, Harry Potter or Lord of the Rings have hoards of followers who are considered geeks and nerds; perhaps it’s because some of them dress up and know the books, stories, characters and directors thoroughly, but people who camp out for tickets, dress up, chat in online groups, and write fan fiction about characters tend to get a bad reputation for being nerdy. They are passionate about something, it’s not harming anyone, so what’s the harm? I think it’s a big part that society wants us all to be similar and anyone who sticks out, is an oddity to people and could be labeled as such.
As a person who has gone to midnight showings of three of the above mentioned films, I have learned to embrace the nerd and geek within me. To me, if I’m passionate about something and it shines through as nerdiness, than let it be that way. I’m passionate about English and band; label me an English major or a band geek, I know what I enjoy and why it’s important to me. I think that’s something that society may forget; that people who could be labeled geeks/nerds are passionate about what they love. Maybe it’s not politics, sports or cars, but everyone has a passion.
This month Cosmopolitan magazine says that one of the “6 Trends on the Rise Right Now” are Loveable Nerds. This section says that, “they’re everywhere! First Adventureland featured an awkward Jesse Eisenberg. Now I Love You, Beth Cooper brings us Paul Rust as a goofy nerd in love with a classmate, and Year One reunites Michael Cera and Christopher ‘McLovin’ Mintz-Plasse from Superbad. Sorry alpha-dudes” (27). If Cosmo is making lovable nerds a trend, then maybe society can start portraying geeks and nerds in more favorable fashions.
Citation:
White, Kate, ed. "Hot Sheet: 6 Trends on the Rise Right Now." Cosmopolitan July 2009: 27.
If you're interested: The Nerd Handbook
Wednesday, June 10, 2009
Shot-by-Shot Analysis
Diet Coke Commercial circa 2006
Shot 1
Description: Girl opens a Diet Coke
Technique: music begins when Diet Coke is opened, medium-shot, special effects (bubbles)
Meaning: This establishes the girl as the main “character” in the commercial; the music begins when she opens the can of Diet Coke, tying in drinking Diet Coke to having a good time (or the good times can start once the Diet Coke is opened); music evokes mood of fun, summer and happiness
Shot 2:
Description: Girl drinks Diet Coke, looks around, stands up
Technique: wide shot, special effects (bubbles)
Meaning: Girl can start her activities now that she drank a Diet Coke
Shot 3:
Description: Girl is roller skating with a guy, in a circle, with Diet Coke in hand
Technique: special effects, medium close-up music
Meaning: Diet Coke leads to fun, skating with a cute boy, giving a girl confidence to go up and skate with a guy
Shot 4:
Description: Girl is roller skating with the guy
Technique: wide-shot, low angle shot, special effects, music
Meaning: same as #3
Shot 5:
Description: Girl is roller skating with the guy
Technique: wide shot, high angle shot, special effects, music
Meaning: same as #3
Shot 6:
Description: Other girlfriends join in
Technique: medium shot (but from feet to waist), low angle shot, special effects, music
Meaning: Girl is bringing her friends out to join her, buoyed by the bubbles of Diet Coke; they are all having fun in the sun
Shot 7:
Description: focus on the main girl for a second
Technique: medium shot of main girl, special effects, music
Meaning: Establishes that the girl is having a great time
Shot 8:
Description: view of group or people roller skating, in sync/dancing together
Technique: music, medium shot (but from legs to waist), low-angle shot, special effects
Shot 9:
Description: girls dancing
Technique: music, wide shot, special effects
Shot 10:
Description: Girl and guy dancing
Technique: music, wide shot, special effects
Shot 11:
Description: Girl spinning around
Technique: close-up, music, special effects
Meaning: establishes the main girl having a good time
Shot 12:
Description: Guy dancing alone
Technique: wide shot, low angle shot, music, special effects
Shot 13:
Description: Main girl with her friends
Technique: close-up shot, music, special effects
Shot 14:
Description: group dancing at night
Technique: wide shot, low angle shot, lighting, special effects, music
Shot 15:
Description: Main girl sitting down, drinking her Diet Coke, text “live like it’s your party”
Technique: special effects, music, medium close-up shot, fade out
Overall, this advertisement is trying to get across the message of if a person drinks Diet Coke then they will have fun on a summer evening. The song in the background, Paul Oakenfold “Starry Eyed Surprise”, has a chorus of “I dance all night, we gonna dance all night, dance all night to this DJ”. This song choice adds to the element of summer and that the group is dancing (and that Diet Coke is the thing is the bubbles that are causing all this good morale and happiness. The different shots help to show many different kinds of people having fun and the bubbles (of Diet Coke) carry on throughout each shot, joining them all (the shots and the people) together with the main girl and her open can of Diet Coke
Shot 1
Description: Girl opens a Diet Coke
Technique: music begins when Diet Coke is opened, medium-shot, special effects (bubbles)
Meaning: This establishes the girl as the main “character” in the commercial; the music begins when she opens the can of Diet Coke, tying in drinking Diet Coke to having a good time (or the good times can start once the Diet Coke is opened); music evokes mood of fun, summer and happiness
Shot 2:
Description: Girl drinks Diet Coke, looks around, stands up
Technique: wide shot, special effects (bubbles)
Meaning: Girl can start her activities now that she drank a Diet Coke
Shot 3:
Description: Girl is roller skating with a guy, in a circle, with Diet Coke in hand
Technique: special effects, medium close-up music
Meaning: Diet Coke leads to fun, skating with a cute boy, giving a girl confidence to go up and skate with a guy
Shot 4:
Description: Girl is roller skating with the guy
Technique: wide-shot, low angle shot, special effects, music
Meaning: same as #3
Shot 5:
Description: Girl is roller skating with the guy
Technique: wide shot, high angle shot, special effects, music
Meaning: same as #3
Shot 6:
Description: Other girlfriends join in
Technique: medium shot (but from feet to waist), low angle shot, special effects, music
Meaning: Girl is bringing her friends out to join her, buoyed by the bubbles of Diet Coke; they are all having fun in the sun
Shot 7:
Description: focus on the main girl for a second
Technique: medium shot of main girl, special effects, music
Meaning: Establishes that the girl is having a great time
Shot 8:
Description: view of group or people roller skating, in sync/dancing together
Technique: music, medium shot (but from legs to waist), low-angle shot, special effects
Shot 9:
Description: girls dancing
Technique: music, wide shot, special effects
Shot 10:
Description: Girl and guy dancing
Technique: music, wide shot, special effects
Shot 11:
Description: Girl spinning around
Technique: close-up, music, special effects
Meaning: establishes the main girl having a good time
Shot 12:
Description: Guy dancing alone
Technique: wide shot, low angle shot, music, special effects
Shot 13:
Description: Main girl with her friends
Technique: close-up shot, music, special effects
Shot 14:
Description: group dancing at night
Technique: wide shot, low angle shot, lighting, special effects, music
Shot 15:
Description: Main girl sitting down, drinking her Diet Coke, text “live like it’s your party”
Technique: special effects, music, medium close-up shot, fade out
Overall, this advertisement is trying to get across the message of if a person drinks Diet Coke then they will have fun on a summer evening. The song in the background, Paul Oakenfold “Starry Eyed Surprise”, has a chorus of “I dance all night, we gonna dance all night, dance all night to this DJ”. This song choice adds to the element of summer and that the group is dancing (and that Diet Coke is the thing is the bubbles that are causing all this good morale and happiness. The different shots help to show many different kinds of people having fun and the bubbles (of Diet Coke) carry on throughout each shot, joining them all (the shots and the people) together with the main girl and her open can of Diet Coke
Analysis of Film
Lord of the Rings: The Fellowship of the Ring
Scene #2 “The Shire”
In this scene, the audience is introduced to Frodo Baggins and Gandalf; Frodo is a hobbit and Gandalf a wizard, with a somewhat bad reputation in the Shire for his influence on Bilbo Baggins’ adventures. We first see Frodo reading under a tree, he hears Gandalf’s cart and runs to great him. Frodo and Gandalf catch up as they ride into town in Gandalf’s chart. Gandalf drives by a group of children and shoots off fireworks from the back of his chart. They continue onward through town and out toward Bilbo’s home; Frodo jumps off leaving Gandalf to go and see Bilbo.
Lord of the Rings: The Fellowship of the Ring is clearly a cinematic masterpiece combing an outstanding score, excellent cinematography and top notch acting. The scene I selected is at the very beginning of the trilogy and is very happy and innocent seen through the use of music, sound effects, wide shots and intercutting.
The part of this scene that sticks out the most to me is the music; it captures the main recurring “theme song” of the films; take a listen. To me, the music is very innocent and happy. It swells when there are long shots of the Hobbit countryside and stops all together when a wife looks at her husband with disgust, emphasizing her anger. When Frodo is reading under the tree, there are environmental sounds (atmos) of birds chirping. I feel that music is a very strong component; I have instrumental soundtracks for Lord of the Rings, Star Wars, Titanic, Pirates of the Caribbean and Pride and Prejudice and listening to the score allows me to develop a stronger connection to the film, the scene and the characters. I feel that without the music in Lord of the Rings, the movie would be lacking deeper feeling and emotion; music speaks when the character cannot.
The scene begins with Frodo reading under a tree; there is an over-the-shoulder shot, which I felt was an excellent way to introduce Frodo’s character as one of innocence and goodness, who is content reading under a tree. Frodo and Gandalf’s relationship is clearly seen when there is parallel cutting (intercutting) between Frodo’s race to meet Gandalf and Gandalf’s continuation along the road. The first thing the audience hears Frodo say is “You’re late” to Gandalf, implying that they have a comfortable, familiar relationship.
As Frodo and Gandalf ride into town, there are many wide shots to show the Hobbit countryside. This shows the audience the beauty, purity and peacefulness of the Shire and why Gandalf is so eager to protect it. The wide shots are breathtaking and serve to establish the setting for the next few scenes. As the camera pans across these scenes, the music swells which contributes to the effectiveness of the peacefulness and beauty of the Shire.
In my classroom
In one of the classes I just finished teaching 10 International Baccalaureate prep, the students do many commentaries, discussing the author’s purpose and how it is achieved using multiple literary devices. I think it would be really interesting to have students write a commentary on a movie version of a text they are reading. For example, it would be interesting to compare a text like Pride and Prejudice, The Things They Carried or Dracula to a film interpretation of the text. They would give a brief summary of the film, define context of the clip and show the clip. Next, describe the “author’s purpose” and the techniques being used to achieve it. This way it is still pertaining to the IB ideas of author’s purpose and how it is achieved but giving students a chance to pair a text to something potentially more accessible.
I also think it would be interesting to have Literature Circles of 5-6 students reading the same choice book and have them find a film that would be able to be paired with their text. For example, reading The Things They Carried and showing a clip from Forest Gump. Students would critique how the text and the film portray similar elements/situations/themes and which they think was more effective. Granted, it would be important to choose books that have film counterparts, but that could also be the challenge of the group.
I really like the idea of viewing a film without sound or viewing a film without the image. It would be interesting to see the differences in student interpretations, especially if you turned on the movie and only have the title, without any further background knowledge.
Scene #2 “The Shire”
In this scene, the audience is introduced to Frodo Baggins and Gandalf; Frodo is a hobbit and Gandalf a wizard, with a somewhat bad reputation in the Shire for his influence on Bilbo Baggins’ adventures. We first see Frodo reading under a tree, he hears Gandalf’s cart and runs to great him. Frodo and Gandalf catch up as they ride into town in Gandalf’s chart. Gandalf drives by a group of children and shoots off fireworks from the back of his chart. They continue onward through town and out toward Bilbo’s home; Frodo jumps off leaving Gandalf to go and see Bilbo.
Lord of the Rings: The Fellowship of the Ring is clearly a cinematic masterpiece combing an outstanding score, excellent cinematography and top notch acting. The scene I selected is at the very beginning of the trilogy and is very happy and innocent seen through the use of music, sound effects, wide shots and intercutting.
The part of this scene that sticks out the most to me is the music; it captures the main recurring “theme song” of the films; take a listen. To me, the music is very innocent and happy. It swells when there are long shots of the Hobbit countryside and stops all together when a wife looks at her husband with disgust, emphasizing her anger. When Frodo is reading under the tree, there are environmental sounds (atmos) of birds chirping. I feel that music is a very strong component; I have instrumental soundtracks for Lord of the Rings, Star Wars, Titanic, Pirates of the Caribbean and Pride and Prejudice and listening to the score allows me to develop a stronger connection to the film, the scene and the characters. I feel that without the music in Lord of the Rings, the movie would be lacking deeper feeling and emotion; music speaks when the character cannot.
The scene begins with Frodo reading under a tree; there is an over-the-shoulder shot, which I felt was an excellent way to introduce Frodo’s character as one of innocence and goodness, who is content reading under a tree. Frodo and Gandalf’s relationship is clearly seen when there is parallel cutting (intercutting) between Frodo’s race to meet Gandalf and Gandalf’s continuation along the road. The first thing the audience hears Frodo say is “You’re late” to Gandalf, implying that they have a comfortable, familiar relationship.
As Frodo and Gandalf ride into town, there are many wide shots to show the Hobbit countryside. This shows the audience the beauty, purity and peacefulness of the Shire and why Gandalf is so eager to protect it. The wide shots are breathtaking and serve to establish the setting for the next few scenes. As the camera pans across these scenes, the music swells which contributes to the effectiveness of the peacefulness and beauty of the Shire.
In my classroom
In one of the classes I just finished teaching 10 International Baccalaureate prep, the students do many commentaries, discussing the author’s purpose and how it is achieved using multiple literary devices. I think it would be really interesting to have students write a commentary on a movie version of a text they are reading. For example, it would be interesting to compare a text like Pride and Prejudice, The Things They Carried or Dracula to a film interpretation of the text. They would give a brief summary of the film, define context of the clip and show the clip. Next, describe the “author’s purpose” and the techniques being used to achieve it. This way it is still pertaining to the IB ideas of author’s purpose and how it is achieved but giving students a chance to pair a text to something potentially more accessible.
I also think it would be interesting to have Literature Circles of 5-6 students reading the same choice book and have them find a film that would be able to be paired with their text. For example, reading The Things They Carried and showing a clip from Forest Gump. Students would critique how the text and the film portray similar elements/situations/themes and which they think was more effective. Granted, it would be important to choose books that have film counterparts, but that could also be the challenge of the group.
I really like the idea of viewing a film without sound or viewing a film without the image. It would be interesting to see the differences in student interpretations, especially if you turned on the movie and only have the title, without any further background knowledge.
Sunday, June 7, 2009
School Board Rationale--Chapter 2
In my classroom, my cooperating teacher has established class wikis and each student has their own blog. While I see the importance of giving students access, sometimes I question the validity of the blogs. Students are able to post their assignments on their blog instead of turning in a paper copy; it does eliminate the excuse of “oh my printer was out of ink” because the students can put it on their blog instead. I sometimes feel that allowing students to put their assignments on their blog is encouraging student laziness; I understand that it’s a great tool that allows the student and the teacher to have constant access to their work but at the same time, it feels that sometimes the requirements for standard MLA format, spell check and academic English are lost when students put things on their blog. Also, from an English/Language Arts standpoint, I find it harder to give the students feedback on their writing as I can’t write all over the paper with my questions/concerns and comments.
I like the use of wikis because it’s a great way for assignments to be posted, especially when large numbers of students are absent for music, class field trips or athletics. If they are familiar with the wiki, then they learn to go and check there before coming to the teacher to ask for help. However, in the wiki my cooperating teacher established, there isn’t a lot of student editing and interacting. It’s more a place for the teacher to add information and the students to check, rather than actively collaborate/participate.
Viewing the video from the Kaiser Foundation was interesting but felt a little dated. The montage of clips was presented in 2004 so information was probably taken from 2003. We’re over halfway through 2009 and some of the information and statistics felt a little out of place. However, I see the validity in what the group is presenting and the validity of their research into student media use, especially since it’s publicly available. There’s also the impact of parents and their monitoring of their child’s media usage and exposure. If the parents aren’t enforcing rules, then who is to stop a child from watching TV all day; if a child never has a discussion about the incoming media messages, then how will they distinguish between what is truthful, what is exaggerated or where the media is portraying unrealistic images/ideas?
School Board Rationale
Currently in St. Paul Public Schools, there is not a specific mission statement concerning the integration of media studies and media literacy. However, the district website states that instructional materials shall “enrich and support the curriculum, taking into consideration varied interests, abilities and maturity levels of the students served.” We need to make sure that students are receiving an education that is valid to the rest of their lives and still maintain and preserve strong elements of academia. At Central High School, media and technology are a huge part of the school community. The school website is interactive and informative for parents, students and staff. The announcements are given daily via the television (that is in each classroom) giving students the opportunity to view broadcast journalism at its very basic level. In the English department, where I am a student teacher, I feel that I am blessed to have access to many items of technology that can increase student exposure to media students and thus improve their media literacy. Not every teacher in the department has this type of technology but there is a push for each teacher to have access to a laptop and an LCD projector. I know that St. Paul Public Schools offer technology grants for teachers to integrate a laptop and an LCD projector into their classroom. I feel that these small changes will dramatically increase the healthy exposure of media to students.
Media literacy should not be a place to replace the current standards of reading, writing and in-class discussion. These tools should instead strive to supplement the instructional strengths of the teacher and the interests of the students. If the students are more engaged in the material, whether it be through Webquests, online chats, blogs or showing films, shouldn’t we provide the keys and guidance for them to improve their critical thinking and understanding. Showing the film person of Shakespeare’s As You Like It shouldn’t be the alternative to reading the text, but with complex and unfamiliar Elizabethan language, seeing a visual representation of the text might just be what a student needs to unlock the door into the world of appreciation of a rich text.
Our curriculum as Language Arts instructors needs to keep up with the students and their interests. Making our curriculum valid in their lives will only serve to increase their interest in a text and thus their ability to delve deeper. If students read a text that they really understand and enjoy through the aid of media literacies such as film, Youtube clips, an author’s blog or online chat groups, shouldn’t that rationalize our need to provide these for the students? I’m not saying that technology and media should replace reading and writing, but it should act as a supplementary piece, to increase student understanding. Students who are able to improve their critical thinking skills through small group discussions or by incorporating media, can gradually improve their skills and after a while think/read/create at a higher level, thus improving their test scores.
A curriculum should support texts with other examples of media; the media shouldn’t be a substitute, it should be supplementary. These additions to a curriculum will improve critical thinking skills which can help every student as they prepare for standardized tests.
I like the use of wikis because it’s a great way for assignments to be posted, especially when large numbers of students are absent for music, class field trips or athletics. If they are familiar with the wiki, then they learn to go and check there before coming to the teacher to ask for help. However, in the wiki my cooperating teacher established, there isn’t a lot of student editing and interacting. It’s more a place for the teacher to add information and the students to check, rather than actively collaborate/participate.
Viewing the video from the Kaiser Foundation was interesting but felt a little dated. The montage of clips was presented in 2004 so information was probably taken from 2003. We’re over halfway through 2009 and some of the information and statistics felt a little out of place. However, I see the validity in what the group is presenting and the validity of their research into student media use, especially since it’s publicly available. There’s also the impact of parents and their monitoring of their child’s media usage and exposure. If the parents aren’t enforcing rules, then who is to stop a child from watching TV all day; if a child never has a discussion about the incoming media messages, then how will they distinguish between what is truthful, what is exaggerated or where the media is portraying unrealistic images/ideas?
School Board Rationale
Currently in St. Paul Public Schools, there is not a specific mission statement concerning the integration of media studies and media literacy. However, the district website states that instructional materials shall “enrich and support the curriculum, taking into consideration varied interests, abilities and maturity levels of the students served.” We need to make sure that students are receiving an education that is valid to the rest of their lives and still maintain and preserve strong elements of academia. At Central High School, media and technology are a huge part of the school community. The school website is interactive and informative for parents, students and staff. The announcements are given daily via the television (that is in each classroom) giving students the opportunity to view broadcast journalism at its very basic level. In the English department, where I am a student teacher, I feel that I am blessed to have access to many items of technology that can increase student exposure to media students and thus improve their media literacy. Not every teacher in the department has this type of technology but there is a push for each teacher to have access to a laptop and an LCD projector. I know that St. Paul Public Schools offer technology grants for teachers to integrate a laptop and an LCD projector into their classroom. I feel that these small changes will dramatically increase the healthy exposure of media to students.
Media literacy should not be a place to replace the current standards of reading, writing and in-class discussion. These tools should instead strive to supplement the instructional strengths of the teacher and the interests of the students. If the students are more engaged in the material, whether it be through Webquests, online chats, blogs or showing films, shouldn’t we provide the keys and guidance for them to improve their critical thinking and understanding. Showing the film person of Shakespeare’s As You Like It shouldn’t be the alternative to reading the text, but with complex and unfamiliar Elizabethan language, seeing a visual representation of the text might just be what a student needs to unlock the door into the world of appreciation of a rich text.
Our curriculum as Language Arts instructors needs to keep up with the students and their interests. Making our curriculum valid in their lives will only serve to increase their interest in a text and thus their ability to delve deeper. If students read a text that they really understand and enjoy through the aid of media literacies such as film, Youtube clips, an author’s blog or online chat groups, shouldn’t that rationalize our need to provide these for the students? I’m not saying that technology and media should replace reading and writing, but it should act as a supplementary piece, to increase student understanding. Students who are able to improve their critical thinking skills through small group discussions or by incorporating media, can gradually improve their skills and after a while think/read/create at a higher level, thus improving their test scores.
A curriculum should support texts with other examples of media; the media shouldn’t be a substitute, it should be supplementary. These additions to a curriculum will improve critical thinking skills which can help every student as they prepare for standardized tests.
Wednesday, June 3, 2009
Introduction and Chapter 1
I have been fortunate this semester to be working in a classroom that is technology friendly and where technology and media are integrated successfully into the everyday classroom. The positive experience I've had with students who are exposed to different types of media has been rewarding and makes me consider, quite strongly, using it in my classroom.
One idea that stuck out to me was the challenge of showing a film in class and if that is a valid assessment/assignment/learning tool. My cooperating teacher doesn’t usually show many films in her class. She believes that there are many ways to get students engaged in the material and is very effective at doing this. However, she did show Kenneth Branaugh’s version of Shakespeare’s As You Like It which, I felt, really helped the students connect with the text and see the humor/comical aspects acted out. I feel that with Shakespeare especially, it’s really important for students to the see the text in action, as it was intended to be. The students finally understood more of the humor of Touchstone’s character and the farcical nature of mistaken identity. I also observed the students in her grade level English 12 class watching Joyeux Noel to parallel the goings on in the novel All Quiet on the Western Front. As our students grow up in such a visual age, it makes sense to enhance their knowledge, or enhance the number of access points to a piece of literature. I do not, however, believe that showing films should be a staple of teaching English/Language Arts.
Britain and Australia's ideas concerning student analysis of media and its role is something that is very significant to me. I feel that it is our job as teachers, to make whatever subject we are teaching valid and important to the students. We could all tell our students when they whine about having to read "an entire book!?" that they have to read it "because I said so" but instead we give them valid reasons as to the deeper meaning of the text and how it might be significant in their own lives. While students may not see the immediate reasoning or significance of reading All Quiet of the Western Front or Things Fall Apart, teaching them to critically analyze media and to be media literate is a skill that they can employ right away.
I also never really considered the importance of social literacy (like computer chat and email) as something that involves "high levels of thinking, learning and social development” (Beach 2). I think of email and instant messages as another way to to keep in contact with my friends and family and never really considered the higher level thinking and learning that I went through in order to achieve a highly proficient level.
My cooperating teacher set up a class wiki site (for 10IB and 12 Regular) and each student has their own blog set up. The students in 10IB use their blogs quite frequently, posting assignments on them if they can't get things printed on time or if there is a problem with their word processing document. I do like the convenience the blogs have for the students and that I don't have to carry around their papers. However, it makes it a little harder for me to assess their assignment because I can't make comments or underline things that I like. I think that might be my own style of reading and taking in information contrasting theirs. The students look to the class wiki for assignments when they are absent, which I think is wonderful. I appreciate in college having a listserv or email access to all my group mates/partners and hope that that will be the next step.
Back to the topic at hand of media literacy, I feel that it is truly something that we have to address, especially as English teachers. Reading and writing are taking on new forms, forms that are just as valid as books in print and handwritten essays. My cooperating teacher and I were talking today about student presentations and how media has changed them. When asked for a creative presentation about their novel, many students made PowerPoint presentations, thinking that it was creative enough. However, these presentations weren't done effectively so the new media may have hindered their creativity.
I think media literacy instruction is crucial for students, especially since “people spend about two-thirds of their waking hours interacting with media, more time than they devote to sleeping, eating or work" (Beach 2). If media is so prominent in the lives of our students (and people in general) then why not use it in our classrooms? If taught correctly, students can have a greater understanding or media and become active receivers of information.
Joyeux Noel: http://www.imdb.com/title/tt0424205/
As You Like It: http://www.imdb.com/title/tt0450972/
One idea that stuck out to me was the challenge of showing a film in class and if that is a valid assessment/assignment/learning tool. My cooperating teacher doesn’t usually show many films in her class. She believes that there are many ways to get students engaged in the material and is very effective at doing this. However, she did show Kenneth Branaugh’s version of Shakespeare’s As You Like It which, I felt, really helped the students connect with the text and see the humor/comical aspects acted out. I feel that with Shakespeare especially, it’s really important for students to the see the text in action, as it was intended to be. The students finally understood more of the humor of Touchstone’s character and the farcical nature of mistaken identity. I also observed the students in her grade level English 12 class watching Joyeux Noel to parallel the goings on in the novel All Quiet on the Western Front. As our students grow up in such a visual age, it makes sense to enhance their knowledge, or enhance the number of access points to a piece of literature. I do not, however, believe that showing films should be a staple of teaching English/Language Arts.
Britain and Australia's ideas concerning student analysis of media and its role is something that is very significant to me. I feel that it is our job as teachers, to make whatever subject we are teaching valid and important to the students. We could all tell our students when they whine about having to read "an entire book!?" that they have to read it "because I said so" but instead we give them valid reasons as to the deeper meaning of the text and how it might be significant in their own lives. While students may not see the immediate reasoning or significance of reading All Quiet of the Western Front or Things Fall Apart, teaching them to critically analyze media and to be media literate is a skill that they can employ right away.
I also never really considered the importance of social literacy (like computer chat and email) as something that involves "high levels of thinking, learning and social development” (Beach 2). I think of email and instant messages as another way to to keep in contact with my friends and family and never really considered the higher level thinking and learning that I went through in order to achieve a highly proficient level.
My cooperating teacher set up a class wiki site (for 10IB and 12 Regular) and each student has their own blog set up. The students in 10IB use their blogs quite frequently, posting assignments on them if they can't get things printed on time or if there is a problem with their word processing document. I do like the convenience the blogs have for the students and that I don't have to carry around their papers. However, it makes it a little harder for me to assess their assignment because I can't make comments or underline things that I like. I think that might be my own style of reading and taking in information contrasting theirs. The students look to the class wiki for assignments when they are absent, which I think is wonderful. I appreciate in college having a listserv or email access to all my group mates/partners and hope that that will be the next step.
Back to the topic at hand of media literacy, I feel that it is truly something that we have to address, especially as English teachers. Reading and writing are taking on new forms, forms that are just as valid as books in print and handwritten essays. My cooperating teacher and I were talking today about student presentations and how media has changed them. When asked for a creative presentation about their novel, many students made PowerPoint presentations, thinking that it was creative enough. However, these presentations weren't done effectively so the new media may have hindered their creativity.
I think media literacy instruction is crucial for students, especially since “people spend about two-thirds of their waking hours interacting with media, more time than they devote to sleeping, eating or work" (Beach 2). If media is so prominent in the lives of our students (and people in general) then why not use it in our classrooms? If taught correctly, students can have a greater understanding or media and become active receivers of information.
Joyeux Noel: http://www.imdb.com/title/tt0424205/
As You Like It: http://www.imdb.com/title/tt0450972/
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