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KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

“Girls, Girls, Girls” on Production Notes AMLA Marketplace :

KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

clip from: A Beautiful Mind Literary Elements: plot, setting, point of view, character development Cinematic Techniques: type of shots, camera angles, lighting and color, symbolism and metaphor, pacing, transitions, acting, dialogue, music David Considine

Using Popular Films Traditional Approach: Read/discuss a book or play, then afterwards see a popular film based on it (maybe as a reward). Media Literacy Approach: During the process of reading/discussing a book or play, show a scene from a popular film based on it and discuss how the story was told in the different formats (production choices, etc.).

KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

“ D-Day Invasion: The greatest Military Feat in All History. Before dawn on June 6, 1944 (D-Day), the event for which the world had been waiting occurred. The Allied Nations landed troops on the beaches of Normandy… A Choppy sea and all kinds of underwater obstacles, including mines and barbed wire, slowed the first wave of Americans, Canadians and British to hit the beaches. From concrete fortifications, Nazi artillery and machine guns raked the beaches. But the careful preparation and the bravery of the Allies paid.” Excerpt from Our World Through the Ages The World History text used at Ithaca High School in 1967

“The Opening of the Second Front: In June, 1944, when it had become obvious that the Soviet Union was capable of defeating Hitler’s Germany with her forces alone, England and the USA opened a second front. On June 6th the Allied forces, commanded by General Eisenhower, landed in Normandy (Northern France). The Anglo-American forces met with practically no opposition from the Hitlerites, and advanced to the heart of France. At the call of the French Community Party, an armed uprising began in Paris on 19 August. The Fascist garrison was defeated. In a few days the allied forces entered Paris which had been freed by the patriots.” Excerpt from Soviet High School History texts from 1967 The Russian Version of the Second World war

Comparison of two 1967 Texts about WWII US Text Soviet Text “ D-Day Invasion: The greatest Military Feat in All History. Before dawn on June 6, 1944 (D-Day), the event for which the world had been waiting occurred. The Allied Nations landed troops on the beaches of Normandy… A Choppy sea and all kinds of underwater obstacles, including mines and barbed wire, slowed the first wave of Americans, Canadians and British to hit the beaches. From concrete fortifications, Nazi artillery and machine guns raked the beaches. But the careful preparation and the bravery of the Allies paid.” “ The Opening of the Second Front: In June, 1944, when it had become obvious that the Soviet Union was capable of defeating Hitler’s Germany with her forces alone, England and the USA opened a second front. On June 6th the Allied forces, commanded by General Eisenhower, landed in Normandy (Northern France). The Anglo-American forces met with practically no opposition from the Hitlerites, and advanced to the heart of France. At the call of the French Community Party, an armed uprising began in Paris on 19 August. The Fascist garrison was defeated. In a few days the allied forces entered Paris which had been freed by the patriots.” Is one of these texts more accurate than the other?

Comparison of two 1967 Texts about WWII US Text Soviet Text “ D-Day Invasion: The greatest Military Feat in All History. Before dawn on June 6, 1944 (D-Day), the event for which the world had been waiting occurred. The Allied Nations landed troops on the beaches of Normandy… A Choppy sea and all kinds of underwater obstacles, including mines and barbed wire, slowed the first wave of Americans, Canadians and British to hit the beaches. From concrete fortifications, Nazi artillery and machine guns raked the beaches. But the careful preparation and the bravery of the Allies paid.” “ The Opening of the Second Front: In June, 1944, when it had become obvious that the Soviet Union was capable of defeating Hitler’s Germany with her forces alone, England and the USA opened a second front. On June 6th the Allied forces, commanded by General Eisenhower, landed in Normandy (Northern France). The Anglo-American forces met with practically no opposition from the Hitlerites, and advanced to the heart of France. At the call of the French Community Party, an armed uprising began in Paris on 19 August. The Fascist garrison was defeated. In a few days the allied forces entered Paris which had been freed by the patriots.” What point of view is evident in each document?

Hate.Com Extremists on the Internet

2. Each medium has different characteristics, strengths, and a unique “language” of construction. Hate.Com Extremists on the Internet produced by HBO and The Southern Poverty Law Center

4. All media messages contain embedded values and points of view. Hate.Com Extremists on the Internet produced by HBO and The Southern Poverty Law Center

5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. Hate.Com Extremists on the Internet produced by HBO and The Southern Poverty Law Center

KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

Newsweek, Dec. 24, 2001

KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

For what purpose was each produced? Entertainment Education Persuasion Artistic Expression Profit Hate.Com Extremists on the Internet Production Notes “Girls,Girls,Girls”

The “Big Six” media companies

find docs that address your goals see what is already out there find your own docs keep your velcro buds active work with your librarian decode different media forms address copyright issues Finding the right documents:

Do we have the right to critically analyze these copyrighted documents in our classrooms without permission?

We have the responsibility to critically analyze these documents in our classrooms without copyright permission?

6 principles 5 questiosn real bugas community slides + video africa slides Iroquois Iroquois collage peru 2 slides war looksharp

In order to teach students to be critical thinkers and literate democratic citizens in our media age teachers must train students to critique and analyze many different contemporary and historic media texts in multiple subject areas. Project Look Sharp invokes the fair-use provision of copyright law to provide teachers with media documents for the purpose of critical decoding in an educational context. Fair-Use Statement

Fair Use transforming the use of copyrighted material for the purpose of critique or analysis in an educational context NOT Fair Use copying and/or showing clips (without copyright clearance) for the same purpose as they were intended (e.g. instruction), without transforming the materials, in a way that undermines the market for the product

Hate.Com Extremists on the Internet Production Notes “Girls,Girls,Girls” Did we critique/analyze each of these, Was this fair use ?