Week 6 Lesson Plan: Is Superman Really All That Super? Critically Exploring Superheroes

Trading Cards:  Super Heroes

RLA.0.5.1.8  differentiate and apply comprehension strategies in literary and information texts to draw conclusions, predict, use context clues and summarize

RLA.O.5.1.10  compare and contrast text connections to self, to other texts and to world cultures in literary and informational texts

RLA.0.5.3.4  create an age-appropriate media product that demonstrates format, purpose, and audience

Students will be gathering, evaluating and analyzing data to communicate their discoveries in ways to suit their purpose and audience.

Can integrating media literacy into your classroom activities help prepare your students for taking the WESTEST?
 Yes, if you are teaching the higher levels of Bloom's Taxonomy effectively then you will be able to prepare your students for testing.  My personal belief is that if you find engaging, relevant, authentic activities for your students that promote critical thinking skills, foster the development of these skills, your end result will be independent thinkers and learners.

Double Journal Entry #6 " Learn Critical Thinking through Media Literacy Education"

Quote:  "Summers states, “Teachers who recognize the goal of teaching thinking rather than just imparting knowledge help students make connections beyond the content of the coursework” (2005, pp. 2) She suggests teaching critical thinking by applying it to the study of media literacy. This practice gives students the skills and knowledge needed to “access, analyze, evaluate and communicate” (NAMLE) media messages."

Response:  Creating (designing, constructing, planning, producing and inventing), Evaluating (checking, hypothesizing, critiquing, experimenting  and judging), and Analyzing (comparing, organizing, deconstructing, interrogating and finding) are all terms from Bloom’s Revised taxonomy that students must understand, and be able to “do” to be successful on standardized tests.  As classroom teachers, we actually have charts posted in our classrooms with Bloom’s terms, and titled “Must Know Words to Achieve Success on the WESTEST”.   Most WESTEST questions are not based at the beginning level of Bloom’s which includes terms such as recall and identify.  The depth of knowledge required to answer standardized test questions falls in the range of 2-4.  These questions require the use of critical thinking skills such as analyzing, evaluating, judging.   So, why not teach critical media literacy skills instead of  repetitive drilling of facts and trying to” teach to the test “ a few weeks before the actual test date?  

References:
Learn Critical Thinking through Media Literacy Education. (2010, October). In Medialiteracycolloquium'sblog: A Study in Media Literacy. Retrieved September 27, 2011, from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/
Summers, S. L. (2005). Get Them Thinking! : Use Media Literacy to Prepare Students for State Assessments, pp. 2, 8, 9.


Additional Resource: 
 "By this point, you may be asking what does this have to do with media literacy? To educate the students, who are the future of the world and public, educators need to be brought up to speed on the present and future waves of technology that will ultimately distribute and provide news media to the masses. The educators need to be taught, so they can teach the future of the world of the news tools that are available to them. It would certainly be a work in progress, but in the far-off future, it would fix the problems of media illiteracy."     


I found this article relevant due to a current issue in education today.  Educators need more training that is pertinent to what is happening in today's world.

Educating the Educators. (2010, December). In Medialiteracycolloquium'sblog: A Study in Media Literacy. Retrieved September 27, 2011, from http://medialiteracycolloquium.wordpress.com/2010/12/14/educating-the-educators/

Double Journal Entry #5 : "I want to be a Mermaid!"

Quote:  "Strategies for critical analysis of media messages have been created that target teens; however, results so far indicate that teens are better-educated, but still fall victim to eating disorder behaviors and low self-esteem in terms of body image. "


Response:  This quote substantiates the need for critical media skills to be taught in educational and residential settings.  As a parent and teacher, I can validate that the concepts of physical, emotional and social well being are being taught in most physical education and health classes.  Instructional activities include; posters, brochures, commercials, advertisements, music deconstruction, and numerous other activities that promote healthy lifestyles.  But, some students that are creating these powerful messages are on the top of the victimization list.  In addition, mass media tactics mainly pursued by companies that are focused on stock piling assets, are overpowering intended educational outcomes.  Teachers and parents need to be informed, and assist teens with gaining a "voice" to represent themselves against mass media tactics to persuade teens to accept stereotypes.  This problem is difficult, and not one that has an easy solution.  A final thought, if teachers and parents are accepting and promoting stereotypes, how do we get our teens to evaluate and analyze media to make changes?


Reference:  Sauer, H., & Robles_Pina, R. (2003). What Adolescent Girls are Reading and the Way They Shape Body Image. In Advancing Women . Retrieved September 22, 2011, from www.advancingwomen.com


Additional Resource:  Beauty and Body Image in the Media
"Perhaps most disturbing is the fact that media images of female beauty are unattainable for all but a very small number of women. Researchers generating a computer model of a woman with Barbie-doll proportions, for example, found that her back would be too weak to support the weight of her upper body, and her body would be too narrow to contain more than half a liver and a few centimeters of bowel. A real woman built that way would suffer from chronic diarrhea and eventually die from malnutrition. Jill Barad president of Mattel (which manufactures Barbie) estimated that 99% of girls aged 3 to 10 years old own at least one Barbie doll.3"
Reference:  Gerber, R. (n.d.). Beauty and Body Image in the Media. In Media Awareness Network. Retrieved September 22, 2011, from http://www.media-awareness.ca/english/issues/stereotyping/women_and_girls/women_beauty.cfm
Barbie boots up. (Time, Nov 11 1996).http://www.time.com

Magazine Cover - 21st Century Woman

Double Journal Entry # 4 Defining New Literacies in Curricular Practice

Quote:  "A reconceptualized vision of new literacies education would include an explicit effort to enable students to acquire the ability to understand how visual media work to produce meanings. This effort would strive to develop literate people who are able to read, write, listen, talk, analyze, evaluate, and produce communications in a variety of media, including print, television, music, video, film, radio, hypertext, and the arts."


Response:  New literacies are in demand in educational environments and the workplace environment.  So when do we cease with the overload of content standards, and teaching to expose students to content because we must fulfill a monthly curriculum map and held accountable for test scores?  Very little room is left in curriculum planning that allows the "human factor" to have a voice in designing instruction.  Our focus is often narrow during the planning phases of instruction and we tend to leave out student engagement, authentic experiences and preparing our students to participate and have a voice in an ever-changing global society.  Promoting and providing teachers the opportunities to participate in and understand new literacies has to take place before the gap between traditional literacies and media literacies can begin to close in the curriculum. 

Semali, L. (2001, November). Defining new literacies in curricular practice. Reading Online, 5(4). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=semali1/index.html


Additional Resource:  I chose this as an additional resource since I've had the opportunity to converse and listen to R. Neil Shambaugh at a National Professional Development School Conference.


  "The payoff to innovative change is student engagement with the learning activities and room for personal expression and responses to the assigned tasks."

Shambaugh, R.N. (2000, August). What does it mean to be x literate? Literacy definitions as tools for growth. Reading Online, 4(2). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/shambaugh/index.html

Magazine Deconstruction Week #4

1. What are the differences between the two covers? What techniques are used to attract your attention? Pay attention to body language, clothing, camera angle, lighting, color, eye contact ect. How do the difference influence what you think and feel about the person.  Arnold looks younger in the Fitness cover, his dark glasses, serious face, light hitting one side of his face, shadows are on the scarred side, maybe indicating "good boy, bad boy" image.  You can't see his eyes behind glasses, depicting mystery.  The Esquire magazine shows a few wrinkles, possibly indicating experience.  He is cast in and surrounded by red, white and blue colors, and font.  His eye contact indicates that he is "talking to you".  Pointing finger, just like Uncle Sam saying, " I want You"!  He is smiling indicating happiness, and an invitation that extends he is open to communication. This picture suggests that he is intelligent.  The fitness picture doesn't make me feel as if he is ready to represent anyone in politics.  

1. What do you find appealing or not appealing about the cover of the magazine?   I find the fitness cover more appealing than the Esquire. The Esquire picture gives me an uneasy feeling, maybe because I'm viewing this picture after what has transpired in the news recently?

2. What elements in the design make it appealing or not appealing?  Both covers use colors to attract the viewer, font size and color, in-style clothing, and lighting that highlights specific body features.

3. What elements are included on the cover to sell this magazine? Consider title, imagery, sensationalized headlines, exclusive articles, secrets, gossip, free gifts, and celebrity news.  Fitness:  Promises of quick fixes to fitness, Staying out of the gym could indicate saving money, and exclusive interview with Arnold.  Esquire:  The patriotic font and clothing, the headline: Man at his Best, with a beautiful, scantily dressed woman beside Arnold.  The headline by Scott Raab, ..the dead body in the foyer.. and the promise of telling you what the best music is available to buy.

4. Describe the type of content in one issue. Fitness:  Fitness equipment, supplements, exercise routines, and an interview with Arnold.

5. What products or services are advertised in the issue?   The overall of theme of becoming physical fit.

6. What lifestyle, values and messages are being promoted by the contents in the issue?  Stressing that it is seen as a sign of power and popularity to be fit, well-dressed, and tough.  Also, if you use Joe Weider products you too, can look like Arnold.

7.Describe the demographics for what you think may be the magazine’s intended target readership. Consider age, sex, interests and socioeconomic status: Middle-aged Men, middle to upper class, interested in fitness, politics, fashion and trends.

8. What features of the magazine indicate to you that this is the intended readership?   The almighty powerful icon, Arnold is used on both covers.

9. What personalities or celebrities are used to promote this magazine?  Arnold Schwarzenegger

10. Are these personalities or celebrities promoting or challenging stereotypical messages? How?Definitely promoting stereotypical messages.  For example, strong men, well-dressed, and groomed make great politicians.

 

Magazine Cover Deconstruction Week #4 Esquire...

1. What do you think about this person based on the cover of the magazine? How does he look?  How does he make your feel?  Arnold looks wealthy, healthy and he reminds of "Uncle Sam" saying, "I want you"!  His expensive looking ring, fitted suit, straight white teeth, manicured nails and smile instill a sense of power.  His clothing color would be considered very patriotic. 

2 What is the main purpose of this magazine?  Esquire magazine targets an audience of men.  If men are known to read this magazine, then  Men's fashion, trends, political news, interviews, automobiles, women models and being in the spotlight are probably important.

3. Describe who you believe is the magazine's intended readership.  Men in politics, powerful business positions and men that are striving to attain position in society.

4. What lifestyles, values, points of view are represented or omitted?  Again, using Arnold, an icon to symbolize power.  Patriotic values, being well-dressed and groomed, the red, white and blue text representing a commitment to country.  The caption that states, "The Next Governor of California. Really."  By placing "really" as a separate statement, can be viewed as an act of confirmation.