It's Canada, eh?

Perspectives on Canada and Canadian Content: 

Seeing ourselves through other eyes

We will be celebrating National Canadian Film Day on April 16 by looking at Canadian content. Today we will look at the perspectives/viewpoints from media that is created by other countries and how they portray what it means to be a Canadian. 

You will need to make a copy of the worksheet if you are not doing this as a class activity - CLICK HERE. As you do the activities below, make sure to answer the corresponding questions on the worksheet. 

When completed, don't forget to share the worksheet with your teacher at allancarterspace@gmail.com. 

SUGGESTION: You should watch each video at least twice. They are short videos and viewing them more than once should help you answer the questions as you consider each video's message, design and purpose. 

Exploring Codes of Gender in Advertisements

Source

We explored the documentary, The Codes of Gender. Now you will apply what you learned from the documentary to some advertisements.

Find three advertisements that include men and/or women in them. They can be traditional print advertisements that we would find in magazines. They could also be video advertisements. You can also have a mix of different types.

• In a slide show, include the three advertisements you found (or a link to them - always test your links to make sure they work). Also include links to cite your sources.
• Then determine how many codes are in the advertisements (see below for a review of the codes). Identify each code and briefly explain how the code is used. (NOTE: There are several examples given for each code. Keep in mind not all the examples have to be present to be the code). 
• Write a concise conclusion and identify/discuss which codes were used the most and what characteristics of "real men" and "real women" are being displayed. Consider also how this type of advertisement can "trap" us, as the viewer and consumer, in these cultural codes or characteristics.  
• Alternatively, you can select advertisements that challenge these codes and are critical of them. Again, make sure to identify each code and what characteristics they are challenging (or possibly satirizing). Also do not forget to complete your conclusion. 
• CLICK HERE to see an example of one advertisement which you can use as a guide. This example does NOT include the conclusion that you will do after exploring your three advertisements. 
• Don't forget to share your assignment in Google to: allancarterspace@gmail.com or Microsoft to: allan.carter@nbed.nb.ca
• If you need any help or have any questions, ask the teacher or discuss it with another student. 

Review of Codes:

• The Feminine Touch - (female hands shown as weak, cradling positions - women touching or holding themselves, tracing, caressing; male hands as powerful and assertive) 
• The Ritualization of Subordination - Women are lying down, submissive, sexual availability, head cant, bashful knee bend - to be looked at. Men are shown with face down, eyes trained upward - watching.
• Licensed Withdrawal - Women shown as withdrawn, spaced-out, asleep/dead, helpless, seeking - or protected - by men. Men are shown as active and in control. 
• Infantilization - Grown women look like little girls, childlike poses, anxious, shy, finger(s) in mouth, lying in fetal position, hiding behind objects.
• The Codes of Masculinity - Power, confidence, control, intimidation, independent and active. Upright positions, direct gaze. 

Searching for Advertisement Examples:

• Ads of the World is a possible site. 
• Both Diesel and Guess have created advertisements that would work well for this assignment. 
• You can also do Google image searches. 
• Using print advertisements with copyright for the purpose of education and review should fall under fair dealing in Canada. 
• Always include a link to your source (a direct link - not a Google search results link).  

Rubric 

• There are fewer than three grammatical errors or sentence structure issues in the entry.
• The ads are solid examples and the codes of gender are clearly defined and discussed.
• The assignment includes a concise and effective conclusion. 
• The required number of ads have been completed and the links are available and sources are cited.

Video Assignment: Technical Codes and Conventions

You will create a video where you will explore 8 (eight) different codes or conventions. You will use the codes and conventions that you gathered from the previous assignment. You will also receive some handouts in class.

Consider telling a little story as you explore your selected codes and conventions. The examples below give an idea on how you might do that.

 Click here to access the assessment rubric that will be used to evaluate the assignment. This rubric will also be used for peer and self assessment where you can make any final revisions before the evaluation.

ALSO: For a text to speech option click here. 

Techniques and Technical Terms

Photo by Bruno Massao from Pexels

Much of the meaning of video, whether it be in film, television or on the Internet, is created by how the camera is used. Additionally, meaning is created by the way a video shot is composed and framed. Camera work is, essentially, an art.

When you combine camera shots with music, sound, lighting and editing, it is clear that filmmakers have 

to make many decisions when telling the story.

This assignment involves becoming familiar with the different video techniques and technical terms and why and how they are used. Below is a list of the different terms and some links that will help you understand them better.

Define what each term is in a one or two sentence definition and explain, where applicable, why it is used (the effect it can have).

Sign into Google Drive and click here to access the worksheet for this assignment. Make sure to make a copy of the worksheet for your own use.

Or you can create your own chart, make sure to have the three sections for each term:

1. The technique or term
2. Definition
3. Why it is used (effect)

When completing the assignment use the sites below to help you gather the information you need. This assignment is a small part of a larger project where you will create your own video.

The Medium is the Message...

Original photo from morguefile.com

Canadian Educator Marshall McLuhan (1911-1980) is well known for his idea that the "medium is the message."

In others words, the method of how something is shared with others should be the focus of study, not the actual content. The way something is delivered (the medium) affects a society just by its characteristics, not only by the message it carries.

Click here to watch the video created by Historica Canada. Also read the information provided on that site about Marshall McLuhan and his insights on how technologies affect our lives.

iPod discussion and videos.
Classroom Discussion and Activity

ASSIGNMENT: CLICK HERE to access a copy of the assignment.  

ASSESSMENT: Click here to see the assessment rubric.

Suggested online sources to help you complete the assignment

The Drum

Mashable

Wired

TechNewsWorld

The Next Web

ExtremeTech

MediaLens

OnTheMedia

Adage

Adweek

Media Literacy Key Concepts: Assignment, Resources and Example

Assignment Details
View the details on the assignment.
And take a look at the sample below the links

Links to Resources
You may find these links helpful for your assignment. Remember, however, to also do your own search and record any sources you use so you can cite them in your assignment.

• Media Smarts
• Association for Media Literacy
• Canadian Encyclopedia 

Example

What is Media Literacy?

Media Literacy

As you view the videos below about media literacy, jot down points that you feel are important (link to worksheet is below). You should have about four points from each videos (i.e.: two from each) 

Click here to make a copy of the worksheet in your Google Drive.

Once you have watched the videos and jotted down your points, write a reflection explaining the points you made and also make connections to your own experiences with media usage and/or examples of your concerns with media.

Make sure to share your work with the teacher. 

Below are some points you can consider (but you are not limited to these points):

• Not just having the ability to analyze media, but the ability to create it
• The goal of most corporations, including those that own media, is to make money above anything else
• Not just to be critical of media as media consumers, but as producers
• The two trends we are seeing in the 21st century: Media that is corporate, consolidated, centralized versus media that is diverse, local, independent
• Media is very powerful and can be beautiful but also dangerous
• Educators who are clueless about their own discrimination means that the education system does not offer the ability to learn about and appreciate differences among people
• No media message is objective; there is always a point of view and someone (or group) is left out
• "Junk values" is the notion of values created around materialism and selling things we do not need, but we are told will make us feel good and be part of a group

Make sure to make a creative title for your Google Document or MS Word entry.

Rubric (5 pts each for 20 pts)

• Overall, the entry shows much though and effort.
• There are fewer than three grammatical errors or sentence structure issues in the entry.
• The  entry contains at least four strong points from the videos that are effectively addressed.
• The entry was completed on time and includes a creative title.