I really enjoyed doing this Public Service Announcement for
Critical Media Literacy. I used many persuasive techniques and ideas to make my
PSA more effective. One persuasive technique that I utilized was statistical
information. At the beginning of my commercial, I informed the audience that “the
average child ages 8-18 is tuned into some type of media almost 11 hours daily.”
I felt that this statistical information would shock the intended audience of
teachers. Since it is at the very beginning of the PSA, I feel like it kept
them tuned in for more.
Along with that, I also used the persuasive technique known
as “plain folks.” As stated before, this was intended for teachers. You don’t have
to be “teacher of the year” or have won any awards to understand this message.
I broadcasted it for your average everyday teachers, in hopes of connecting
with them somehow. I also integrated a little fear into the message, when
stating, “Get with it!” Teachers do not
want to be left behind teaching the old way! This could also be interpreted as
a bandwagon technique, because no teacher wants to be the last one to integrate
new ideas.
Last but certainly not least, I used the technique of
Association. All teachers strive for success in the classroom. In my PSA, teaching
Critical Media Literacy is the key to success. I feel that all of these
techniques and ideas helped to truly get my message across that Critical Media
Literacy does matter. Teachers really do need to get with it!
What do you think about the concept of relocalization?
From what I have read, the concept of relocalization seems like a very logical one. I feel that this concept is giving every individual a responsibility to work together. With relocalization, you cannot just place the blame on the state or the country. Everyone has a role. As an individual, you can find ways to contribute to your community and make it a better place. All in all, creating a better community will in turn create a better state. I feel that relocalization is a bottom-up approach to building a better economy. If we work together in small communities to become positive in such a negative economy, then these outlooks may become widespread.
Where do you stand on neoliberal policies for education reform?
I will be the first to admit that neoliberal policies seem like a foreign language to me. After some research though, I would not consider myself a fan at all. It seems as if these policies would just be an attack on our already depressing economy. Yes, there are people out there who should work instead of simply filing for welfare right off the bat. Yes, there are people who are just lazy. On the other hand, there are many families out there who do need assistance. If we supported neoliberalism 100% we would just be introducing new issues to this world. When looking at this term from a distance, an individual might see the word “free” and jump on the bandwagon. I agree with Subcomandante Marcos, that the whole world would just turn into one large mall! Total freedom may seem enticing at first, but I feel that the world would become a greater mess with these policies set in full force.
How did using a public relations firm create tension between the goals of critical media literacy and having students create promotional videos?
The main goals of critical media literacy focus around dissecting media and truly understanding the message that is being displayed. The public relations firm flipped this whole process around. Now, the students were trained on the other side of the spectrum, the production side. Here, they were trained how to create powerful media, instead of how to interpret it. In one way, the student at the beginning of the chapter was right, the project did somewhat contradict what the class had been learning about all along. In the end though, students expanded their critical media knowledge by not only evaluating media, but also creating it.
Do you agree with the researcher that Ellen's PV should be considered an example of critical media literacy? Why? Why not?
I completely agree with the researcher’s standpoint on Ellen’s PV. It could definitely be considered as an example of critical media literacy. “Ellen found a way to insert her interests and identities into the PV, but she did so with the intention of “selling” the school to other artistic youth like herself” (Avila & Pandya, 2013, p. 194). Critical media literacy allows individuals to use media knowledgeably and to identify the effects and uses of media. In Ellen’s promotional video, she did just that. She found a way to create media that attracted a specific target audience and “sold” the school. In my opinion, her promotional video is a great example of critical media literacy.
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc
Avila and Pandya state (2013) that “youth between the ages
of 8 and 18 have increased their daily media usage to ten hours and forty five
minutes” (p. 219). That statistic was proven from 2009, and I could only
imagine how much it has increased since then. This is one fact that I plan to
use when creating my PSA. This statistic will display how often students come
into contact with media, therefore we need to be teaching proper techniques in
the classroom.
The text also states how standards have been developed to
include digital literacies. This idea will help educators to see that this
really is a very important issue. The world has shifted around us, and now
media is taking over more than ever. Instead of just drawing the line between
home and school, we need to be crossing it. We need to engage students in the media
that they are exposed to daily.
The slogan of my PSA is to “get with it.” This slogan aligns
with what I said above. Teachers need to realize the change that needs to occur
in the classroom. We can’t complain that our students seem uninterested if we
are failing to incorporate the one thing that continually surrounds them:
media. This book has helped me to develop my PSA with 3 ideas based around standards,
statistics, and just sheer engagement for the students. Those three aspects are
the key to a successful classroom.
Reading Two
In the article “Critical Pedagogy and the Teaching of
Reading” the author discusses how teachers need to shift gears from the authoritarian
approach to a student-centered classroom. Students need to be actively engaged,
instead of just passively. The article goes on to state how a lot of educators
focus on a “one way street” approach, where there is only one answer.
As a second grade teacher, this approach is familiar to me.
We are deep into our Harcourt reading series. Every week, my students take a
test asking questions such as, “Why did the author write this story", or “What
is the purpose of this story?” Sadly, my students have to answer these
questions as if there were only one correct response. As the article states in
all honesty, who knows? The author isn’t there providing us with knowledge. How
can we give students a test on things that may not actually be true! This
article helps to outline how we can shift this type of teaching toward a more
critical one.
I am becoming a big fan of critical pedagogy. Students need
to think outside the box. In life, there is not always one correct answer. If
we are preparing our students for the real world, then why should we force them
to select one correct answer after reading a passage? This critical pedagogy
will help students to look deeper into the text and analyze it. This will allow
them to form their own opinions, which is a wonderful thing. My only concern
comes with the struggling readers, those that struggle just to say the words,
let alone comprehend the meaning. I worry that they will be left behind during
a critical approach because it will be hard for them to shift to such an
abstract form of thinking. I still think critical pedagogy is a great aspect in
a classroom, and I think things could be established that would help the
struggling readers make this switch.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York:
NY: Peter Lang Publishing Inc.
Naiditch, F. (n.d.). Critical pedagogy and the
teaching of reading for social action. Retrieved from
http://education.missouristate.edu/assets/ele/Naidtichfinal.pdf
1.What instructional
moves (i.e. group formation, topic selection, scaffolding the process,
assessment) did the teacher use that you might replicate in your own teaching
practices that involve critical media literacy?
Mr. Cardenas had very successful teaching strategies in his
journalism and digital media class. It is evident that he had strong background
knowledge of the concepts of the course. For this particular project, one
specific thing stood out to me. I think the way he formed the groups was very
effective. He assigned leaders of the group, those who stood out to him in the
journalism and digital media subject. I think this was a powerful strategy,
because it allowed for one person to take a little more stand in the group.
When I do a digital media project, I plan to utilize this strategy in my own
classroom. Also, I enjoyed the way in which he allowed topic selections. The
topics were allowed to be contradictory to the mainstream society, but students
still had to follow specific school rules, such as use of language. I think
this was a good mixture of providing authority but also allowing freedom.
2. What do you think
about the student created PSA? Did it seem creative? Do you think it could
serve as a legitimate assessment of writing ability? Do you think the topic
would be appropriate for school? What if the students chose a pro-choice
stance?
In my opinion, I think this was a creative PSA. Students formed
their opinion as a group and then advertised it. That is what PSA’s do. I truly
think this could serve as a legitimate assessment of their writing ability. In
the PSA, the teacher can see how the student’s thinking processes work. Were
they creative? Did they think outside the box? Did they use persuasion? These
questions can be answered by observing the students as they create the PSA.
I also think the topic is a little risky for school, but
could still be shown to a limited audience. I think some parents would probably
complain though. We are taught sex education in school, but this is going a lot
farther. I think the topic is acceptable for the project, but I would be
careful as to who viewed it. I would feel the same way even if the group had a
pro-choice stance. The topic is still being discussed, and there will still be
those who disagree. Either way, it is a risky topic, but a powerful one.
3. Do you share the
researcher's concerns that the PSA reproduced dominant or mainstream media
representations of girls and social class? Why or Why not?
I do agree with the researcher. The topic of choice made it
evident that this is something that is “somewhat” common in society. It brings
forth the thought that teen pregnancy must occur often in this school, or else
the topic would not have formed in the student’s minds. Coming from a small
school, where teen pregnancy was definitely common, I do think the PSA displays
media representation of girls and social class. On the other hand though, I
think that is okay. It is taking a stand, recognizing there is an issue, and
discussing their opinion.
4. What concerns do
you have about engaging students in critical media literacy?
My concerns align with the researchers. I think in doing
critical media literacy projects with younger students, the parents need to be
informed. Parents need to understand the controversial topics that students may
bring up in their projects. They need to be aware of the things that their
child may be doing. If this did not happen, I would worry that a parent would
be deeply angered if they saw their child talking about such a controversial
issue, and were unaware of the project.
5. What topics might you use for a PSA that would
help you meet your curriculum goals and content standards?
The next generation standards for RLA have a strong focus on
informational text. I would like to incorporate a PSA that revolves around the
analyzing of informational text. One of the stories in our textbook is “Helping
Out.” It is informational. After reading this story, I would like my students
to take the standpoint of one of the individuals described in the story. Each group
could then make their own PSA, as if they were that particular individual.
Students could create a PSA explaining a way we could help the community, for
example “stop polluting.”
6. How would you
implement the construction of a PSA in your own classroom to include aspects of
critical media literacy?
As stated above, I would use the stories provided in the
textbook to help create my PSA. Science topics could also assist in the
production of the PSA. Before doing this, students would need to be aware of
some concepts of critical media literacy. We would need to watch some “kid
friendly” public service announcements and discuss them. I would introduce the
topics of media literacy in understandable terms for second graders. We would
look at many advertisements and discuss them in depth. Eventually, as a whole
class, we would decide on a topic for our PSA. Using the science topics or
reading story as a guide, we would work as a whole group to make a public
service announcement.
Association: Women desire beauty, so who wouldn't want to buy this product if it helps you to look like a Kardashian?
Celebrities/Beautiful People: The main focus of this advertisement is on the Kardashian sisters, flaunting their bodies in bathing suits.
Intensity: The lotion is described as perfection.
The Untold Story
The Kardashian family is known for selling items at an amazingly rapid rate, simply because it has the Kardashian name on it. Whether they really have anything to do with the product manufacturing or not, it will still sale for that one simple reason. This lotion line is retailed anywhere from $45-$130. From tanning lotion, to footwear and clothing, this family knows how to make money through beauty products. They also know a little secret, they could sale feathers for $15 a piece and people would still make the purchase. Sadly, it is all in the name. The prices for everything are over the top. The only people who could probably afford these things are the individuals who are rich enough to actually know the Kardashians. In summary, the Kardashian family knows the products that women will purchase, they also know that they can double the prices and still make a sale. With sky-high prices and unimpressive products, the Kardashian's who have been described as "air heads" often, are actually the smart ones. They are making millions by just showing their face on any product of their choosing.
COUNTER AD
Persuasion Techniques
Celebrities/Beautiful People: Kim Kardashian is on the cover of this advertisement, not looking near as stunning as the original advertisement. It shows that she hasn't been using sunless tanning lotion very much!
Intensity: The word perfection is still a main focus here. Instead of providing the perfect tan, the lotion is providing Melanoma.
Whose message is
this? Who created or paid for it? Why?
This is a Chevy advertisement and possibly a
sub-advertisement for Twinkies. General Motors Cooperation (GM) paid for this advertisement because they are the manufacturers of Chevy Trucks. They created this advertisement during the
Super Bowl in order to appeal to a large audience.
Who is the “target
audience”? What is their age, ethnicity, class, profession, interests, etc.?
What
words, images or
sounds suggest this?
The target audience is adult men, primarily from the ages 20-60.
Working class men are targeted here. They are interested in trucks that are
safe and dependable. The truck itself signifies a man’s vehicle. Also, at the
end of the advertisement, three adult men are standing and discussing how Chevy
is a dependable and long-lasting truck.
What is the “text” of
the message? (What we actually see and/or hear: written or spoken words,
We see a man and his dog riding through a complete mess of
debris, which signifies the end of the world. The man, along with his dog and
truck seem to be the only thing that made it. We hear the song in the background
playing, “Looks Like we Made it.” Later, the man finds his two friends, who are
eating Twinkies. The man wants to find his friend Dave, but his other buddies
tell him that Dave didn’t make it because he, “ didn’t drive the
longest-lasting, most dependable truck on the road.” Then, we learn that Dave
drove a Ford.
What is the “subtext”
of the message? (What do you think is the hidden or unstated meaning?)
The subtext is stating that the “buy” is what is important.
Is your truck dependable? What about long-lasting? General Motors, the cooperation
that makes Chevy trucks, has been afflicted by controversy over its’ labor
practices. “The General Motors plant in Colombia reportedly fired roughly 200
workers after they were injured on the assembly line, and in August 2012
negotiations refused to cover even the workers' medical costs or pension
benefits” (Wikipedia, 2013). This controversy has deeply affected the GM
cooperation. They know this protest, whether completely true or not, caused a
negative outlook in the public eye. GM created this advertisement to show that
they manufacture long-lasting and dependable trucks, and to them, that is what
matters. They created this ad in hopes of downsizing the negative outlook on GM
due to its’ labor practices controversy.
What kind of
lifestyle is presented? Technically, the lifestyle is in a bit of a wreck,
seeing as the world came to an end! On another note, average working men seem
to be presented in this advertisement.
What values are
expressed? A
dependable truck is being valued in this advertisement. As working men are the
targeted audience, the advertisement values a truck that is sturdy and can
handle a tough job.
What “tools of
persuasion” are used? The
advertisement starts out by using the persuasion tools of association and
timing. When this ad was released, the predicted Mayan end of the world was
near. Audiences can relate to that feeling, therefore the timing was well
planned. The timing was also well thought out due to the controversy at GM over
labor practices. This ad came out around the same time that the public became
aware of the labor issues, in hopes of giving a positive outlook on GM. The ad
also used card stacking. They really talk Chevy up, and state how Ford is no
comparison. Also, plain folks are represented in the ad, along with humor. In a
different way, name-calling is also used in the ad when the man says, “Dave
didn’t drive the longest-lasting, most dependable truck on the planet. Dave
drove a Ford.”
What positive
messages are presented? What negative messages are presented?
The positive message that is presented is that if you buy a
Chevy you will have a long-lasting and dependable truck that can basically make
it through anything, including the end of the world! General Motors is trying
to give off the positive message that Chevrolet is a reliable truck and that
should be what matters. The negative message is that Ford cannot compare,
and cannot survive the obstacles that a Chevy can.
What groups of people
does this message empower? What groups does it disempower? How does
this serve the media
maker's interests?
This ad empowers General Motors, and more specifically, the
Chevrolet brand. The advertisement
displays that no matter what controversies may be spoken, General Motors is
still producing durable and reliable trucks. This advertisement disempowers
Ford Motor Company. On a lesser note, other truck brands also will be
disempowered, but since Ford is specifically stated, this ad could really hurt
their interest. For Chevy, the ad really helped one targeted interest of more
profit. People could relate to that ad and find it humorous. Also, the
advertisement may assist the audience in developing a new outlook on the
General Motors Cooperation. As described above, labor practices had been causing
controversy for the General Motors Cooperation, and the public eye has become
well aware. This advertisement helps serve the media maker’s interest by
describing Ford and GM in a powerful light, especially when things have been
negative for the business.
What part of the
story is not being told? How and where could you get more information about the
untold stories?
As explained earlier, there is a deep hidden story behind
this advertisement. General Motors, the cooperation that manufactures Chevrolet
trucks, had been recently plagued with many protests due to alleged labor
practices. After 200 workers were fired due to injuries at the GM Plant in
Columbia, their medical costs and pension benefits were denied. This claim has
been causing many protests at General Motors, including a group of workers who
have been living in tents outside the U.S. Embassy in Colombia since August 2011.
General Motors still refuses any negotiations, and their spokesperson, Katie
McBride, claims that they have been “very generous.” (Wikipedia, 2013) More
information can be found about this untold story all across the internet.
Chevrolet dealers may not be inclined to talk about this issue, but just typing
it into a search engine will bring up many helpful results.
What are the taken
for granted realities? In
reality, there is obviously an issue going on at General Motors. They felt the
need to create this advertisement as a form of persuasion. They are taking the
labor practices issue for granted. Their advertisement claims that the only
thing that matters is a long-lasting truck, when in reality we care about the
treatment of those who make our vehicles also.
What power relations
are exposed as a result of your deconstruction?
The powers of General Motors, the production company for
Chevy, and Ford are exposed here. Both are massive businesses around the world.
This ad and assignment allowed me to voice my own opinion and create a
deconstruction that shows that I can break down media. No matter what they try
to display, there is more than meets the eye.
Resources:
General motors. (2013). Retrieved from http://en.wikipedia.org/wiki/General_Motors
Do you agree with the
deconstruction? Why? Why not? Be specific.
I do agree with these deconstructions, although I think the Alltel
one was somewhat harsh. Both deconstructions are right in stating who the ads
are appealing to. The key here is “plain folk.” Both ads display normal
everyday families or events. Middle-class life is represented well in both ads.
With the Century Link commercial, I agree with the deconstruction of the use of
the slinky. The ad shows how we are all connected no matter what we do. In the
Alltel commercial, we see the middle class family struggling to pay an
expensive bill. I feel that this ad was a little harsh with its’ explanation of
Americans view of a different race.
Do you agree with the
claims made in the deconstructions? Is the Century Link ad really a cover for a
company that is making profits over customer satisfaction? Does the Alltel ad
really promote racism or stereotypes of immigrants? Why or Why not?
For the Alltel ad, I do believe it is promoting racism and
stereotypes of immigrants. It is evident that the middle class American family
is viewed as “normal.” Walking into a room and seeing Latinos dancing is viewed
as “humor” and “not right.” Sadly, after reading this deconstruction I agree
that Alltel promotes racism.
For the Century Link ad, I do agree that it is really a
cover for making profits over customer satisfaction. The ad promotes normal
middle-class and how we are all connected. It has that “warm and fuzzy” feeling
that would capture viewers. However, I think it is just that, something to
capture viewers and make profit.
How do these
deconstructions disrupt taken-for-granted realities?
As stated before, the ads appeal to middle class families.
They promote a comforting feeling for the viewers. The deconstructions rip
apart these thoughts. It shows us that in reality, these “wonderful” “heart
tugging” commercials we see all have hidden messages. These ads are simply
that, advertising. Why do companies create advertisement? Profit!
What ideologies,
cultures, economies, institutions or political systems are these
deconstructions disrupting or interrogating?
These deconstructions both disrupt certain beliefs and
cultures. For the Alltel ad, it is very evident that it disrupts and looks down
upon Latinos. It views that race as “not average.” In the Century Link
deconstruction, the idea that technology is equally accessible in any state is
shut down.
How are these
deconstructions examples of individuals investigating manifestations of power
relations?
The people in these deconstructions are definitely
investigating and breaking down indicators of power relations. These companies
may be able to manipulate us through advertisement, but people are now learning
how to become media literate. Individuals can now read into these power ads and
interpret the true meanings.
How might conducting
these kinds of deconstruction empower students whom have been historically and
continue to be disenfranchised by
"traditional schooling?”
Performing deconstructions will allow
students to see that they can have an opinion and they can explain what they
see and think. Students will feel like they have more power and play a vital role
in the classroom. They will feel like racism and discrimination are actually
topics that can and should be discussed.
How might
deconstructing these kinds of media messages help students recognize
connections between their individual problems and experiences and the social
contexts in which they are embedded?
Students will hopefully get a lot from deconstructing ads
like this. They will be able to see that maybe their individual problems or
experiences were enhanced by the media. Students will be able to see that
stereotypes are not just simply created, they are enhanced and advertised
through commercials, magazines, and many other artifacts.
How might conducting
these kinds of deconstructions disrupt traditional banking systems of
education?
Advertisement deconstructions create a big blow to the
traditional banking systems of education. There, we are taught to pay attention
to advertisement and to find the best deal. When deconstructing an ad, we are
taught that there is always more than meets the eye. Students now have their
own voice and can form and state their own opinions. Instead of just going out
and buying a magazine because of the cover, students may now look more into
what is really being discussed.
