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)
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