Ok, I think Gizmoz is a really cool site and I gaurantee that I will use it for lots of things in the future. But, I just spent a little over an hour getting the feel for navigating it/re-doing things/getting stuck when downloading . . . whatever, it's done, I have a good feel for it now. Here is my Avatar--needs work I know.
CI 5472-- Assignment 7
Disclaimer: This is a terrible entry.
Two media assignments based in pop culture:
The following assignments could be done in groups and then shared in a class discussion.
They would have to be used with older students with previous knowledge of parts of a film.
#1 View Sicko
Questions for Sicko:
1) After viewing the preview, what are three messages Micheal Moore is trying to convey in this movie?
2) What did the music Moore selected add to the clip? Explain.
3) Identify two other parts of (or techniques used in) the audio track and explain how and why they were included.
4) List five key images that conveyed the messages you listed in question 1. Describe each image, including what type it was.
5) Do you think Micheal Moore presents anything in an untruthful or manipulative manner? Explain why or why not.
6) In your own words, how much does Micheal Moore's opinion influence the content of this trailer?
#2 View I Got Soul
Questions for I Got Soul . . .
1) What is the overall feeling created in this clip? Explain.
2) What information in the visual, audio, or text tracks helped to create the emotional appeal of the clip?
3) How does editing add to the message of this video? Explain.
4) What is the point of view of the video? What is the purpose? What embedded values did the producers convey?
CI 5472 Assignment Six
Before discussing my assignments, I just want to say that the reading for this week was extremely interesting and thought provoking. When Fake Is More Real: Of Fools, Parody, and The Daily Show with Jon Stewart by Ana Kothe voices very clearly something I had only been experiencing on an instinctual level previously--that the Daily Show IS more than just good comedy. It is smart, meaningful, tactful, and serves as much or more of a purpose than the conglomerate owned network news. GOOD READING!
The two assignments I would create based on ideas inspired by this article would both be based in parodies of "real news". One would be an on-line debate where students took on the roles of various "real" and "fake" news figures, while discussing a controversial issue. The other would be the production of actual news parodies that pointedly seek injustices they want to expose or about which they wish to "proclaim non-official truths" (Kothe). Doing so would benefit students in the following ways: 1) Developing an understanding of the use of voice through exploring and constructing identities other than their own, 2) Engaging students in collaborative activities where their ideas are shared and are the basis of the content, 3) Encouraging critical thinking through the in-depth analysis inherent in the creation of parodies, 4) They will reflect on their own media consumption as their knowledge of media practices/tactics increase.
One assignment could be a debate on either student generated, or a prescribed topic. The students could then choose roles to play in this debate. I think that they would need some prompting, but eventually they might start thinking of interesting roles to play, picture a group with Rush Limbaugh, Perez Hilton, and Katie Couric.
Another assignment could be the actual production of a parody of a news broadcast. Students would have to view and analyze examples of parodies, SNL, Daily, etc. They would also have to decide what type of news show they want to parody--doing a viewing log would help them analyze content of the show. Most importantly would be deciding what issue or injustice they want to expose through the use of humor.
I realize that there is little substance to these lesson ideas--can you tell I've been out of the classroom for seven years?
CI5472--ASSIGNMENT 5
KSTP Ch. 5 News
6:00 P.M. Broadcast
June 16, 2009
Viewing Log
At 5:58 there was a teaser stating, "Cutting the Budget--He said he was going to do it, and this is how." Also they previewed a story about the Minnesota Wild's new head coach.
Teaser (:25) Pedestrian death, new hockey coach, angry reaction to budget cuts, budget cut story (Pawlenty).
Local News Story (2:25) Pawlenty's Budget Cuts--Angry reaction from community leaders. List of areas cut (govt., higher ed.) Cut to Pawlenty quote, "As part of tightening our belts we have to do with a little less, for a little while." Concerned interviews with U of M, police, and fire.
Budget Cuts cont. (1:50) DFL Reaction--lists of who would suffer most. Interviews with AFSCME Union reps. and Hennepin Co. Med. Center reps. R.T. Rybak was glad he budgeted for a "worst case scenario" avoiding tragedy.
:10 Anchors comments, brief folksy banter
Weather Update (1:20) Traffic slowed by rain. Weather guy discusses how long it will last/how much will fall.
Local News (2:00) Driver charged in pedestrian death. Female drunk driver. Mother of victim interviewed crying. His organs donated. Quote from driver, "On her way home from daughter's grad. party, fell asleep". Detailed narrative of man's death. Attorney reaction--driver/mom no excuse.
Local News (:30) Petters plea--details of legal proceedings
State news (:30) New curfews in Duluth--earlier--prevent crime
Local News (2:00) School closures in St. Paul--three elementary, layoffs, budget cuts. Neighborhoods upset feeling West side unfairly targeted, quote from parent "Bearing the burden for a failing school district."
Teaser (:15) New coach for Wild, Catch and Release?, Stillwater Bridge.
Commercials
State news (1:00) Catch and release--"You may remember when we broke the story of hundreds of illegal immigrants being pulled over, and then released by the highway patrol!" Now being jailed in Freeborn County. County making money through this.
Local news (1:00) Stillwater bridge funding comes through--happy people--Wisc. legilator was blocking
Local news (:30) Lane closings--construction in S. metro area
Local news/sports (2:00) New coach for Wild--local guy, Robbinsdale, U of M. Interviews w/ his old coach, montage of his history, his parents, end w/ "Bring home the Stanley Cup"
Folksy banter (:15) "Proud Minnesotans"
Weather (4:00) Long and thorough
Folksy banter about hot weather (:15)
Teaser (:15) Segway restrictions, new coach, sports
commercial
National (:30) Special interest story about how Segway vehicles are facing access restrictions in many areas
Sports (3:00) Dedicated to new coach and his "style." Farve saga revisited.
Folksy banter about Farve (:15)
Teaser for 6:30 news (:15) "Deadly crash, screaming patient in ambulance, deep cuts in budget."
Analysis:
If time is money, and clearly in the world of media production it is, then looking at the amount of time spent on each segment tells us a lot about what the producers value. But, isn't the news supposed to be impartial and balanced? It's not entertainment is it? Of course, this ideal has largely become an idealistic fantasy, something like politicians representing their constituencies, or teacher unions doing the same. But, for the sake of this analysis, I will come from the paradigm that channel 5, though they don't necessarily mirror society and the new events that occur, they do give their viewers what they want. If this argument were true, a Channel 5 viewer is someone who prefers negative stories, is obsessed with weather and sports, and prefers local stories without a lot of "fluff" or anchor banter.
The first ten minutes is dominated by stories whose topics are either negative, tragic, or based on crime. The language in the budget cuts story was riddled with words like, "deep cuts", "suffering", "loss", "outrage", and "anger". The interviews were with various people who provide essential services, discussing the negative ramifications of the cuts. This story was the longest (next to weather). This was followed by a tragic story of a pedestrian death by drunk driver. It emphasized the tragedy on both sides because the driver was not the "traditional" drunk driver, she is a suburban mom. This, including the interview with the victim's mother, was like three deaths in one. Petter's legal plea allowed for a re-cap of his evil deeds. The Duluth curfew story became a nod toward crime prevention related to youths (interesting how this framed kids). And finally, one of KSTP's favorite topics, school closings (read anything negative related to a school here). It mentioned layoffs, budget cuts, and had the obligatory "failing school district" quote, nearly as omnipresent as the "this kind of thing only happens in the city" quote. The story selection of the opening ten minute segment, the "real news", was all local and all negative.
After the commercial break, there was a softer story about "illegal immigrants" being jailed which (made me feel all gushy inside) and served as a segue to happier stories including a feature story about the Wild's new coach. I failed to mention that the coach story was the "hook" in the two teasers leading to this segment. All in all about five and a half minutes were dedicated to sports related stories. Clearly this is highly valued news.
This could only be rivaled by the amount of time dedicated to weather. This may reflect the larger Minnesotan audience preferences, we love to talk weather, and not much else. Dave Dahl went on at great length about every aspect of the weather, past, present and future--total time 5:45.
One thing that struck me about channel 5 is that their anchors did not do much "happy talk" at all. There were three instances overall of them making a comment, more of what I would call "folksy banter" (they always have to praise the coming of warm weather right?)
Overall, channel five does seem to focus on, if not sensationalize, negative news. They have a strong focus on sports and weather. They don't do the touchy-feely thing. Now that I'm writing this, this description sounds a lot like three of my brother-in-laws and about fifty people I know. So channel five really does give people what they want. The surreal aspect of this is that largely, all of these people live the relatively comfortable, secure lifestyle of a middle class Minnesotan (forgive the stereotype). So what's the appeal of, "If it bleeds, it leads?" What need does it fulfill other the relevant, useful bits? One word--drama.
You and yer ruddy media representations! How'd you like it if I called you, "Bawdy, Bloodthirsty, Ignorant, and Drunk?" Oh, you'd like thaht wouldn'tya? I'll show you bloodthirsty--GAAAARRH!!!!!
Star Wars Episode 4—Who needed Odysseus? We had Luke!
http://www.youtube.com/watch?v=pHgmR5YHM2k
In this, the movie that influenced the lives of most male thirty-somethings, the scene is set-off by text, slowly scrolling toward the emptiness of space, at once providing a backdrop for the scene to follow, but disappearing into the darkness, creating a mysterious and ominous feel, while visually demonstrating the beginning point of a journey.
In the next shot the camera pans down to an extreme long shot including an orange planet and its three moons. The color of the planet and odd number of moons creates a foreign atmosphere and establishes the setting of a distant location in space.
Into the shot from top right to bottom left enters a small spaceship, moving quickly and firing lasers to it’s rear, obviously fleeing from a pursuing entity. Said entity quickly enters the shot in the form of a gigantic spaceship, closely following and demonstrating immensely superior firepower. This shot serves the purpose of demonstrating the conflict that is the war between the rebel forces (small, outnumbered, outgunned, on the run) and the evil empire (massive force, relentless pursuit, ruthless means). It also evokes empathy for the tiny ship and those within who are chased by a ship that eclipses a planet and fills the entire screen. Throughout this and the following shot the theme of the evil empire is playing, a powerful symphonic piece that seems to emanate out of the star cruiser, a big, powerful piece, like when the American choppers played Wagner's “Flight of the Valkyres” in Apocolypse Now (seen it?)
Next there is a low-angle, point of view shot looking at the Emperial star-cruiser making it look even more powerful, ominous, with its lasers shooting at you. Next there is a quick high angle shot of the rebel ship revealing damage being done by lasers, and making it look frail and small. Both of these shots re-emphasize the dynamics of the conflict, and set up the next shot which is the capture of the rebel ship.
The next shot is inside the small ship, the music has stopped and is replaced by exploding sounds, an unusual but distinct siren, and the chatter of C3PO and R2D2 (here we meet two of our main supporting characters) apparently discussing their impending doom. Every time there is an explosion the camera shakes adding action to the sequence. The lighting is very bright and strangely artificial adding to the otherworldly sense and giving a sense of high action. Men carrying lasers, wearing tan jumpsuits, brown vests (why?), and oversized tear-drop-shaped helmets are all rushing to what the viewer must assume to be battle. The men take positions along the walls and in doorways of a hallway aiming their lasers at a sealed bulk-head. C3PO says, “We’re doomed . . . there will be no escape for the princess this time.” The sense of impending doom mounts as the men are framed in a medium shot, looking upward with nervous, bewildered expressions as loud clanging occurs—they are being boarded. A few more close-ups of the mens faces reveal fear, but then finally resolution. The clanging, marching, and groaning(?) sounds increase, the focus shifts to the door, suddenly there is a huge explosion with blinding white light, the door disappears, and we meet our next characters-STORM TROOPERS. The battle is a combination of quick cuts between medium shots of storm troopers advancing, and rebels beginning to retreat or be killed. Mixed in are close-ups of men wincing in pain and dying, and storm troopers throwing open their arms and falling backward. The men die much faster, a two to one ratio, so it is easy for the viewer to keep track in their head, and clearly see who is losing. The shots are dominated by red laser bolts flying back and forth--purveying danger and action. Smoke begins to obscure the shots and it turns from battle to pursuit again. As the men flee, and regroup in another area there is another exchange between they and their pursuers, at this point there is a wide angle shot where R2D2 and C3PO daintily, and obliviously, cross the hall through which the sides are fighting, easily passing through a web of laser bolts. This establishes their character roles as comic relief. Throughout this battle a high-speed version of the empire’s theme is playing mirroring the action.
Finally, this is where I will end at least, there is a long shot of the hallway where the original battle took place. The hall is smoky and bodies are strewn in the 2 to 1 ratio I mentioned earlier. It is more dimly lit now and a storm trooper is examining one of his dead. Quickly he jumps to attention—enter Darth Vader. The music changes to a slower, more emphasized and powerful piece of the theme signifying the importance of Darth’s character. The shot is a low angle shot (associating power) and his dark helmet is back-lit and framed by a panel of light. As he enters he spreads his cape a bit nearly filling the hallway. He looks back and forth at the dead rebels and has an air of satisfaction. His breathing sound becomes obvious as there is a close-up on his helmet face revealing his sinister gaze. He quickly storms forward followed by several storm troopers at his heals. The techniques Lucas used to frame the entry of Darth Vader reveal much about his character—power, death, determination. He is clearly the primary spokesman for the Evil Empire. There are two colors that can represent death, black and white. His character and his minions clearly embody this.
I have no qualms about saying that I really enjoyed analyzing this clip. Does that make me a Star Wars geek? perhaps, but I am by no means alone.
To the Honorable Minneapolis Public Schools Board of Education,
It is with great admiration and respect that I am writing to you regarding your decision to require a revision of the ELA curriculum of Minneapolis Public. I would like to start by saying that you should be very guarded and precise in the revisions you mandate; there is much to the current curriculum maps and content standards that should remain. Many exceptionally talented people have worked very hard, and very long to have compiled such an extensive trove of recommendations, guidelines, mandates, and resources. In short, please be sure not to throw-out the proverbial baby.
The specific ELA curriculum that I will be addressing is that of teaching Media Studies and the various literacies that fall within this spectrum of studies. It seems that teaching media literacy, and using accompanying digital technologies has been largely neglected in the district’s curriculum planning. Rather, and understandably, there is an emphasis on MCA test practice, and other standardized tests as the primary means of assessment.
As I reviewed the ELA curriculum maps on the MPS, only very rarely was there a mention of using anything other than books, newspapers, and occasionally video or recordings as sources of information. The internet, various digital media tools, and Web 2.0 technologies are only vaguely referenced in these curriculum maps, if at all. While the content and structure of the maps is largely good, it seems to be antiquated, and in not acknowledging these 21st Century sources of information in which the students are immersed. The maps are at risk of becoming largely obsolete.
A perusal of the site that your Media specialists have compiled, reveals a better understanding of the importance of new media. There is an emphasis on using the internet for research and emphasizing critical thinking skills by analyzing a variety of sources. But, it falls short in terms of discussion of Web. 2.0 technologies and actual classroom instruction. Sadly, there seems to be an almost obsessive compulsion toward the perpetuation of the Dewey Decimal system that harkens to yellowing index cards, microfiche, and leather-bound volumes, which, as appealing as they are to many English teachers, repel students like green vegetables, or mace.
I found two documents on your website that seemed promising, if not concrete (or practiced); one is a very thorough Planning and Needs Assessment done by your, Technology Steering Committee, and the other is called, Beliefs, Practices, and Research for ELA Curriculum Review and Adoption, where (buried in Section Four, part two) there is a direct discussion of the importance of a media literacy and digital media literacy. It is impossible to know how these documents were used, or to what extent, but it is good to know that there are people at the district level, who are listening, and want the wheels of change to start rolling.
Below I am including a proposal for a course of studies based in Digital Media studies:
What is Digital Media?
Digital media refers to video, online news resources, social networking, emerging media, blogs, film/TV, photos, podcasts, web tutorials, etc. that are created to help communicate ideas and critically examine information.
Digital media has dramatically changed the way we think, communicate and interact. New technologies demand new ways of learning and processing information. Roosevelt High School’s DigME program strives to adapt new technologies into teaching to empower students to think critically, build meaning and demonstrate their understanding across all subjects.
Course Objectives:
The DigME program is designed to meet curriculum requirements for Minneapolis Schools and Roosevelt High School in a way that promotes flexibility, adaptability and choice in learning core curriculum (math, English, social studies and science) while developing key skills that shape technological aptitude. DigME will help students:
• Develop and use critical thinking skills
• Discuss, analyze and critique various types of media including television, commercials, movies, periodicals, radio and the Internet
• Be highly engaged
• Participate in producing media projects that will stretch students analytic and creative
DigME provides cross-disciplinary support for the study and practice of digital media with courses in:
• Journalism
• Video and audio
• Interactive and social media
• Marketing/advertising
• Documentary film making
• Web and network development
• Online learning: using wikis, moodles, blogging
• Exploring the critical, theoretical and cultural dimensions of digital media
Example of Projects
Students in the program are encouraged to explore and critique the tools of technology by participating and interacting with them. Teachers instruct using digital tools and students get hands on practice in producing their own digital products. Student projects include:
• Online magazines and graphic novels
• Podcasts and recorded interviews
• Documentary films and news video programs
• Photography portfolios and exhibitions
• Web pages and blogs
• Professional portfolio
Damien Poling
CI 5472 –HW for June 4
Teaching Media Literacy, Beach, Chapter 1 Reflection
We Can’t, and Should Not, Ignore Who We Are
This seemed to be a unifying theme that ran through Beach’s justifications for including media studies in (at least) a high school curriculum. The example of the Eden Prairie school board member’s opinion about “showing movies” was especially poignant in demonstrating the ongoing, often unspoken, struggle teachers have between implementing traditional teaching methods (what the school board member referred to as “reading and discussion topics”) versus making the leap to implementing new media technologies and literacies in their classrooms. Before I go any further I just want to say I think there are two main reasons for this struggle: 1) It is a generation-gap type of a struggle. Teachers in their mid to late thirties (like myself) and older can be much more comfortable imparting a more traditional curriculum because of their own educations, and because they frequently are not digital natives. There is often a huge learning curve for them and it takes a large amount of risk for them to employ technologies and techniques that require a relinquishing of control and, often being on an equal level with their students. 2) There is a negative stereotype about “showing movies” in school. And, as with most stereotypes, what makes them so insidious is that there is often a small element of truth to them. In this case, and I WILL talk about the elephant in the room, I have known teachers who use movies so they can take a break, do some grading, or nurse a hang-over. OK, I’ll admit it, in my younger days I did it once or twice. TO DO GRADING OF COURSE! My point is, there are some who use video for non-educational purposes, apparently to sedate or hypnotize the children, or to make things much easier for themselves. This is not right, and it is why the anti-video stereotype exists. However, going back to the idea that we shouldn’t ignore who we are--everyone, including teachers, are increasingly steeped in media, we consume it, we process it, we create it. Why not start to incorporate these aspects in to our own classrooms, and yes, learn from what the kids have to teach us.
Beach mentions at one point how academically disengaged kids show high levels of engagement in media literacy projects. Currently, a teacher in the program that I help coordinate (and dean) is teaching a documentary film-making course. I could go on and on with examples of students being highly engaged (in fact some to the level of risk-taking and skipping other classes to work on their movies. Yikes! Another can of worms.) But, there is one student, I’ll call him Will, who was completely disengaged with school. He was telling me (in the dean’s office) that: he didn’t care at all about school, he wasn’t challenged, the curriculum was stupid and pointless, he already knew most of what was being taught, the teacher talked all of the time, all we do is read, the teachers don’t care, and most resoundingly that he was bored. Often when I hear the word bored it is a sign that the student may be lacking skill sets, but from others, it truly means that they are not challenged. The latter seemed to be the case with Will.
Making a documentary film has changed things for Will. He has only missed a few days of English this semester, he is the leader of his group, he had the idea for the topic, which is Army recruitment, and that is close to his heart because this is a path he is considering. It is fascinating to watch a student, who is going through the discernment process of whether or not to join the military, actively researching the process. Seeking information from a variety of sources, processing the information and presenting to an audience OTHER than himself. I think this is crucial because of the inward-turning Will was doing before this experience. This project has incorporated him in to the community, made him an active participant, taught him to do real research (including many primary source interviews) and I am sure he will ultimately make an informed decision. He still is struggling in most of his classes (and he made his share of mistakes in English) but the improvement, his engagement, his pride in the project, is wonderful to see.
Will is going to earn a good grade in his English class. His documentary film will be shown tonight at a film festival we have every year. By the end of it, he will have had a truly authentic learning experience.
The topic of primary sources and their importance brings up the topic of research and how it relates to media studies. I’m sure this is something we/Beach will explore more deeply—just throwing it in to the ether.
Also related to the “who we are” theme, as well as the aversion to video idea, is the question, why is T.V. so frequently negatively stereotyped? Individual consumption of the medium can obviously vary widely, and perhaps may lead to certain social problems, but this too is a matter of perception. My question is, how does the overall impression of television consumption become so overwhelmingly negative? T.V. is blamed for so many problems, in fact it is the “go to” for most people when asked about what they think creates many social maladies. How does this happen? Especially as we consider that (as Beach states) media helps create reality. Is it another generation-gap issue? I hear young people blaming “the media” too.
I am surprised that we don’t hear more positive things said, more positive perceptions purveyed, in regard to media. Beach’s statistics proved that it is indeed part of who we are. Why not analyze it, use it to our benefit, and as educators live up to our responsibilities to create critical thinkers in regard to media literacy? If we don’t acknowledge who we are, and meet kids where they are, it will all move forward without us anyway. Television and mass media do disregard many individual cultures and values, but they also bring us together, we just need to be informed, and know where to draw the line, and know what the line IS. This is personal and can only be discerned through an educated and informed decision.
I’ll end with a quote from Tim O’Brian’s, Going After Cacciato that illustrates how television IS part of American culture, and depending on how you look at it, it’s not all bad, and it is part of WHO WE ARE:
“Television is one of those unique products of the American genius. A means of keeping a complex county intact. Just as America begins to explode everywhichway, riches and opportunity and complexity, just then along comes the T.V. to bring it all together. Rich and poor, black and white—they share the same heros, Matt Dylan and Paladin. In January the talk is of the Superbowl, in October, baseball. Say what you will, but only Americans, could so skillfully build instant bridges among the classes, bind together diversity.”
