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------------- Application/Assignment for Students ----------------Class (Assignment #1): Recently, we have been discussing the various critical approaches

that can be ta ken towards a text. For your next assignment, I would like you to take the criti cal discourse analysis approach and apply it to your favorite movie(s), tv show( s), music video(s), etc. Any form of visual media is fine for this assignment. As you watch your piece of media, keep this approach in mind. You may have to pa use and take notes, or watch your media text more than once. Here are some quest ions to answer as you do your viewing: - In what way could this piece of media influence the way someone things about t heir self? - In what way could this piece of media influence the way others think about a p articular person, culture, gender, etc? - What examples of Western culture dominant thinking are evident in this media t ext? - How is language used? - How are different classes portrayed throughout this media text? These are just a few questions to help guide you in your viewing process. If you r piece of media portrays other issues in conjunction with class/race issues, or if you think of other questions you would like to answer, please do so. After you have watched your piece of media, and have analyzed it thoroughly (as according to the critical discourse guidelines), please embed a clip of your vid eo to your class blog and write a response as to how this approach applied to yo ur media text. Please make sure your clip is relevant to the topic. Also, be pre pared to present and discuss your post with the class. Thanks, and good luck! Ms. Hansen ------ Assignment #2 --------The Identity Project To begin, the entire class will watch and discuss different ads and clips from T V shows. Discussion will be based around what they thought these clips were tryi ng to say. Did they feel these clips were accurate? Were the people in the clips characterized in a valid way? We will have a large group discussion about how m edia text, like print based text, can have a powerful influence over the way peo ple see themselves and others. Following this, students will begin working on individual "identity" projects. T hey will be asked to pick from one aspect of their life (their racial/cultural b ackground, religious background, sexual orientation background, socioeconomic st atus, etc) and to find media portrayals of these parts of their identities. Stud ents will be asked to create a visual representation (a collage, a video collage , a painting, a media storybook) that includes examples of both positive and neg ative portrayals of this part of their identity. Students will be expected to write a 1 - 2 page response on what they learned fr om this project. They will need to include what they learned about how that aspe ct of their identity is portrayed in media, and how it can be (in)effective, hur tful and/or helpful. They should answer the question of how such media portrayal s can shape the way a culture, race, religion, et cetera is defined and identifi ed. Students are encouraged to show emotion in these responses, as well as to pr ovide examples of how the media has shaped their view of certain 'identities.'

Students will be expected to share their findings and projects with the class. -------------Assignment #3-----------------In this activity, students will be divided into two groups in which they will be doing a project centered around corporate influence and documentary bias. Group one will watch Second Skin (a documentary about the countless hours spent on pl aying multi-level, peer-to-peer video games like World of Warcraft and the socia l effects thereafter) and group two will watch The Video Game Revolution (a PBS documentary about the history, creation and impact of gaming). Prior to watching their documentaries (one which is more "pro" video games, and one which is more "anti" video games), students will be asked to fill out a surv ey that asks questions regarding their knowledge and feelings about video games. While each group watches their documentary they will be asked to answer the foll owing questions: 1.) In the blank, please write down the name of every corporation you hear or se e a logo for. This includes the credits: (a large blank space would be provided) . 2.) From whose point of view is this documentary recorded? Who do you think is t he target audience? 3.) What key things is this documentary trying to convince the audience of? 4.) Are there any biases that you detect? I would, of course, come up with 10 - 15 solid questions for them to answer whil e they watch the documentary. After they finish watching, I will give them another survey, with some of the sa me questions as the first survey, but also with a few different questions to see how they answer differently based on the documentaries they watch(ed). As a class, we will discuss how our answers changed/stayed the same, and how we as viewers were altered by the documentaries. We would discuss the questions on the worksheet regarding how corporations may influence the documentary, and what biases are evident, and how those things can influence a viewer. #4. In this assignment, students would be asked to pick from a list of songs (ch osen by me. The list would be extensive). Examples include Let It Be, American P ie, We Didn't Start the Fire, etc. Students would be asked to do research about the time of history in which the so ng was written. What was going on the world? Was this song written during a time of war? How is that reflected in the song (is it hidden)? They would be asked t o write a paper, as well as do a presentation in which they play the song, give the background and discuss what they think the meaning behind the song is, roote d in it's historical context. Students would have several weeks for this project . #5. The ultimate goal of this next assignment would be to teach the students how they can be positioned by a text based on how it is written (by looking at the different perspectives of the same stories in newspapers, magazines - persuasive essays, etc). But, as a way to frontload this activity, we would watch a few mo vie trailers (like this one) from Then we would watch a few original trailers. As a class, we would talk about how the music positions us as an audience. Why d id they choose certain songs? What does that lead us to believe as an audience? How would we feel if we saw this trailer and then saw the original movie? We wou ld talk about songs as a text, and how they can change our beliefs, perspectives , etc - and then that would bleed into the rest of the unit.