Final Assignment: Media Awareness Peer Assessment and Reflection (Part Four)

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Peer Assessment

Once you have completed the first "draft" of your video, ask another student, or group of students to view your video and gather any feedback and suggestions. CLICK HERE to make a copy of the feedback sheet. You can either share this with the other students through Google Drive or print out a paper copy. NOTE: Paper copies may be provided in class. 

Your Reflection

Before you make any revisions to your video, you will complete a reflection where you will share your learning experience and also consider how this activity relates to media literacy concepts and the curriculum outcomes for this course. 

CLICK HERE to complete your team reflection. 

Revisions and Final Submission

Make any final revisions to the video and then you can share it with your teacher. You can upload the video to your YouTube account. If you prefer, you can make it "unlisted" so only those with the link can view it. Share the link with your teacher. 

You can also upload to Google Drive or OneDrive and share with your teacher (Google Drive: allancarterspace@gmail.com and OneDrive: allan.carter@nbed.nb.ca). 

Alternatively, you can download the video and share the video file with your teacher via a USB memory stick. 

Final Assignment: Media Awareness Video (Part Three)

The Storyboard

Benjamin Franklin (one of the Founding Fathers of the United States) is credited for saying that "if you fail to plan, you are planning to fail." While he most likely was not thinking about video production, it is a quote that appropriately applies to the field.

Your next step is, essentially, more planning. But it is planning that involves much more detail, because you are creating a storyboard that will be a rough draft of the visual representation (the video) you will produce. You have to consider, frame by frame, how your video will unfold for your viewers.

Final Assignment: Media Awareness Video (Part Two)

Part Two - Assessment and Plan of Action

STEP ONE OF TWO - ASSESSMENT:

Based on what you observed are important elements contained in a public awareness video, discuss with your partner/team what you think should be included in the assessment of the final product. Consider camera shots, message/plan of action, etc. Once you have decided, submit your suggestions for the assessment of the final product to your teacher. 

NOTE: You can type your suggestions or write down them down. Make sure you pass them in or share online with your teacher. 

Final Assignment: Media Awareness Video (Part One)

For your final assignment, you will work in pairs or small teams with the objective to produce an effective media awareness video on a topic of your choice. Considering the topics we explored in this class and/or other topics related to media, you will decide what you will focus on in your video and what the call to action/message will be.

Part One - Looking at Examples

• You will first look at examples of public awareness videos (they can be media related or other). You will search and find videos that you think are effective.
• The examples do not necessarily have to be on the specific topic you are planning to explore
• They do not even have to be on media awareness. You are looking at examples that you think use effective techniques and most techniques can be applied to different topics. 
• Decide on two videos to use as examples.
• You will analyze the videos and record what you think worked well (or did not work well) in the videos. CLICK HERE to make a copy in Google Docs the worksheet you can use to record your observations/thoughts. Or you can get a paper copy in class. 
• Identify codes and techniques that we explored in this class. Consider camera shots, music, voiceovers, story-telling, call to action/message, etc.
• If time, you will present your video examples to the class and discuss what you felt worked well in the videos (you can also discuss what you think was ineffective in your examples)
• As a class we will create a list of what are some common elements that are present in effective and memorable public awareness videos

Some links that may prove helpful:

BBC "Caught in the Web" Video Series 

Body Image Video

Portrayal of Women in Media

Common Sense Media Videos 

Privacy Concerns

Gender Codes

Media Minutes

It's Canada, eh?

Perspectives on Canada and Canadian Content: 

Seeing ourselves through other eyes

Today we will look at the perspectives/viewpoints from media created by other countries, and how they portray what it means to be a Canadian. 

As you do the activities below, make sure to answer the corresponding questions on the worksheet. 

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 r Microsoft to: allan.carter@nbed.nb.ca or Google to: allancarterspace@gmail.com
• 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).

CLICK HERE to see a chart you can use. You can copy and paste this into MS Word. 

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. And you can also click here for more information provided about Marshall McLuhan and his insights on how technologies affect our lives.


Classroom Discussion and Activity: Article read in class 

ASSIGNMENT: CLICK HERE to view 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