Multimedia & Media Literacy

UW High School Institute

HSI, Day 12: Continue Video Editing & Flickr, Self-Reflection on Media Literacy & HSI

Finish Flickr Slideshows

If you still need to finish your Flickr slideshow and upload photos, please do that during class.

Class Discussion & Blog Post: Self-Reflection on Media Literacy & HSI

Your HSI experience is almost to an end. How do you feel about that? What stories will you tell about HSI? Let’s take some time to answer these self-reflection questions. Be honest and thoughtful when you answer these questions. In the distant future, you will want to remember what kind of person you were at HSI.

  1. What are the top 5 lessons you will remember from this class? Remember that the goal was for you to become more media literate and more knowledgeable about multimedia and storytelling. Did you meet this goal?
  2. What are the top 5 lessons you will remember from your sciences/math class?
  3. What is your favorite memory from HSI? Describe the memory in detail. Why did that memory make such an impression on you?
  4. How do you think you’ve grown as a person from coming to HSI? Have you become more outgoing and friendly? Have you conquered any fears? Have you learned to be more independent?
  5. How do you think HSI prepared you for college life and your future career path?
  6. If you could re-live HSI, what would you do differently?
  7. What will you tell your friends and family back home about HSI? You know that question is just waiting for you back home…

I’m curious about what everyone took away from HSI. Let’s hear it!

Our Class Monument

Finally, your job is to create a class monument that we can show your family. The monument will feature objects that will spark conversation about what you learned from this class.

As a class, let’s brainstorm about things you’ve learned. Then, we’ll get into small groups and each contribute to the monument.

 

HSI, Day 11: Media Stereotypes, Video Editing

DVD Preview

Photoshop and Flickr Slideshows

Activity: Identifying and Combating Stereotypes in Media

Media often stereotype people based on:

  • Age
  • Gender
  • Job
  • Culture
  • Race
  • Looks
  • Position in a family (mother, father, sister, brother, grandparents)

Let’s discuss how people are stereotyped. What do they looks like, sound like, etc?

Get into a group of 3. Find an example of the following stereotypes on the Internet.

  1. Movie Star
  2. Hero
  3. Villain
  4. Teacher
  5. Popular Kid
  6. Nerd
  7. A Grandparent
  8. Rock Star
  9. Black Person
  10. Muslim Person
  11. Indian Person
  12. Asian Person
  13. Native American Person
  14. White Person
  15. Hispanic Person

Now, what if your friend said something negative or stereotypical about a certain group of people? How would you respond? What are some helpful, yet critical ways to respond to negative feedback about large groups of people?

Like, “Gay men are child molesters,” or “Retarded people are so simple and silly.”

Even if people are not intentional hurtful, and they are genuinely ignorant, that does not excuse the behavior. What should we do to help them?

Class Discussion & Blog Post: Media Stereotypes

Now let’s examine past stereotypes and discuss if you think any stereotypes have changed.

On your blog, please write a post that answers these questions:

  1. To what extent have gender stereotypes changed?
  2. To what extent have racial stereotypes changed?
  3. What stereotypes on TV exist for people who are LGBT?
  4. Please provide some example TV shows from the past decade to illustrate your arguments.
  5. How should the media work to avoid stereotypes? What are some practical solutions?
  6. How can you educate yourself more about media stereotypes?

HSI, Day 10: Digital Media & Multitasking, Photography & Flickr

DVD Update

Survey on Digital Education and Multitasking

Activity: Multitasking while Learning

Listen to an online speech, but I will tell you when to check your Facebook page during the speech. Then, I will quiz you on how well you listened to the speech.

Class Discussion & Blog Post: Digital Media & Multitasking

Today we’ll watch a 15-minute clip from a Frontline documentary about the impacts and implications of digital media use. After the clip, please answer the following questions:

  1. To what extent do you multitask with media during school? Do your teachers allow it? Consider the fact that taking notes with pen and paper is more effective than taking notes on a laptop.
  2. How about when you’re outside of school; do you multitask with media?
  3. Do you think you’re effective at multitasking? Why or why not?
  4. After watching this clip, do you anticipate multitasking in the future during school? Why or why not?
  5. What are the implications or consequences of multitasking with digital media? Do you see problems for society or for yourself?

Photo Editing

Let’s review the basic photo editing tools in Photoshop. While we will use Photoshop during class, if you do not have access off-campus to Photoshop, then consider using Google’s free photo editing software, Picasa, or another popular open-sourced application, GIMP. Also, you can download a free 30-day trial of Photoshop. Finally, Pixlr is another free photo-editing service and you can use a mobile app version as well.

  • Cropping: You can crop to ensure that only one clear subject exists. You can crop to ensure the photo fits a certain aspect ratio (e.g., 150 pixels height by 350 pixels width). The Crop tool is located on the toolbar.
  • Resizing: Sometimes, you’ll need to resize your photo in order to make it fit a certain area. You can go to Image –> Image Size. Keep the constrain proportions option checked.
  • Image Adjustments: Go to Image –> Adjustments and you’ll find several options. My favorites are Brightness/Contrast, Levels, and Color Balance. Play around with them to get the look you want to achieve, without over-doing it and changing the essence of the photo. You can also make an image Black and White here.
  • Dodge/Burn: The Dodge Tool looks like a lollipop icon in the toolbar and can be used to lighten specific areas of your photo. Right-click on the Dodge Tool and you’ll find a Burn Tool to darken areas of the photo. This tool is appropriate for photojournalists to improve the lightness of a specific part of a photo. However, be sure not to go too far with this tool and alter the photo completely.
  • Bandaid
  • Text: You can write text on any image and apply effects and filters to the text
  • Saving Photos and Resolution: Publishing photos for the web is different than publishing photos for printing. You don’t need as large of an image resolution for the web. Therefore, when saving your edited photo in Photoshop, go to File –> Save for Web & Devices. You have the option of choosing a resolution that is appropriate for the web. It doesn’t need to be more than 72 pixels per inch.

Now it’s time to edit our photos! Edit any photos you want and post them to your Flickr account…

HSI Photography & Flickr Slideshows

Let’s set up our Flickr accounts so we can upload our photos! We will learn how to create a “set” of photos that we can embed into our WordPress blogs. This way, you can share your HSI experience with everyone using your photos.

Check out my HSI 2014 Album on Flickr!

HSI, Day 9: Field Trip to Snowy Range Mountains

HSI, Day 9: Field Trip to Snowy Range Mountains

HSI, Day 8: Youth-Directed TV Programming

DVD Update

Group 4: Sat. June 20 to Tues. June 23

Members

  1. Samantha Johnson
  2. Spencer Romberg
  3. Another volunteer?

Responsibilities:

  1. Rockies Game and Denver Trip
  2. Field Trip to the Snowy Range Mountains
  3. Trivia Crack
  4. Dodgeball
  5. Campus Life

Class Discussion & Blog Post: Youth-Directed TV Programming

What media do you use for entertainment? What shows do you watch for entertainment?

How many of you watch MTV?

Today we’re going to take a critical look at MTV and how MTV promotes the “mook” and “midriff” stereotypes of young men and women.

Now, let’s write a blog post and discuss these issues.

  1. What is a Mook and a Midriff?
  2. This video is 13 years old. Are Mooks and Midriffs still relevant today? In what new media outlets can we find Mooks and MidriffS today?
  3. Are Mooks and Midriffs reflective of society, or a creation by MTV?
  4. How has MTV content changed in the 13 years since this film was made? Why?
  5. What direction do you think MTV should move in?

Field Trip to Snowy Range Mountains

Review of photography basics

Goals for the trip:

  1. Take a high-quality portrait photo of your partner
  2. Take candid photos of your partner and friends
  3. Take an extreme close-up of something in nature
  4. Take a landscape photo
  5. Take a photo of something you find inspiring
  6. Take a photo of something you find beautiful
  7. Take a photo of something you find intimidating, scary, or frustrating

Interviews by Group 3 on the HSI Experience

For the DVD, we need to have a few interviews about how people feel about HSI.

HSI, Day 7: Ethics of Media Consumerism

Survey on Media Consumerism

— Take Survey and Discuss Results —

Class Discussion & Blog Post: Generation Like, Corporate Marketing, and You

We will watch a PBS Frontline episode about this topic. Then, we’ll write a blog post and discuss.

  • What messages and information do you remember the most from the video? What “spoke” to you as a teen in “Generation Like”?
  • Did anything surprise you about the video?
  • Do you think the practice of integrating advertising/marketing into social media is ethical, appropriate, and acceptable? Or, do you think this practice is irritating, unethical, or inappropriate?
  • Did you know what “selling-out” was before you saw the video? Do you think it’s a problem or a concern? — Check out a music video from a 90’s ska band that is all about “selling-out”. (Silly fact: I saw this band live when I was in college! Lol…)
  • Do you have any other thoughts about the video clips you saw?

Activity: Identifying the Hidden Persuaders in Advertising

Get into groups of 3. Look at the ads. Discuss the advertising techniques used. Discuss with the class.

Techniques:

  1. Bandwagon: Join the crowd. Everyone is buying it/using it/doing it.
  2. Testimonial: A famous person or authority claims the product is good.
  3. Image advertising: A product is associated with certain people, places, activities. The implied message is one of attractiveness, wealth, enjoyment, etc.
  4. Weasel: A promise is implied by using words like “usually” or “chances are.”
  5. Omission: Facts about the product are not told.
  6. Repetition: Saying it again and again.
  7. Scale: Making a product bigger or smaller.
  8. Association: Promising adventure, attractiveness, quality.
  9. Name-calling: Making the product seem better by using unpopular terms about the competition.

 

HSI, Day 6: Media & Body Image

Content Update

Let’s get all of the photos off the devices.

Quick Read & Discussion on First Amendment Issues and Social Media

Follow up article from our discussion on book bans and the first amendment last week.

Reflection: Field Trip to WTE

On your blog, please list 5 new or interesting things that you learned about newspapers, the Wyoming Tribune Eagle, or even interesting facts about your peers on the ride to Cheyenne and back . We will go around the room and share our top 5s when we’re done.

DVD Update

Group 3 (Valerie, Kaylee, and Sean): Review of responsibilities.

Group 3: Tues. June 16 to Fri. June 19

Members

  1. Valerie Barajas
  2. Kaylee Williams
  3. Garrett Phillips

Responsibilities:

  1. Alum Workshops
  2. Campus Life
  3. Dodgeball
  4. Talk by Nina
  5. Lip Sync Battle

— Group 3 Interviews of Classmates about HSI Experience —

Activity: Magazine Analysis of Body Image

  1. In your magazine that you’re given, find 10 photos that communicate body image messages.
  2. Discuss what messages each photo is sending.
  3. On a sticky note, write the message that each photo is conveying about body image.
  4. Discuss as a class

Class Discussion: Media & Body Image

Females, Media, and Body Image

Take a look at these magazines.

 bodyimage

The average female is 5’4 and 165 lbs, yet the average female model is 5’10 and 120 lbs.

But, this ideal female body image has not been stable throughout history. Here is a look at how female body image has evolved.

In nearly all cases, Photoshop or another photo editing program has been used to change models’ appearances.

Males, Media, and Body Image

The average male is 5’9 and 195 lbs, yet the average male model is at least 6’0 and weighs about 175 lbs.

Body image problems with the media are not confined to females.

While male “ideal” bodies differ around the world, there is still pressure to conform to some ideal.

Why does media perpetuate these body image ideals?

Advertisements and media imagery play on our insecurities to make money. Magazine, TV, and billboard images create a false idea of what we should look like, and this false advertising can make people feel bad if they don’t look like that. Thus, they hope to sell their products and *make money*.

Blog Post on Media and Body Image

What are your thoughts? Please write a blog post that discusses these questions:

  1. Describe some examples of media images that are problematic for girls/women and boys/men. What does the media “say” girls/women and boys/men should look like?
  2. To what extent are unrepresentative media images a problem for society? How so?
  3. Is it realistic for everyone to achieve the looks of models and celebrities in the media?
  4. Imagine if everyone was the same as the ideal body image perpetuated in the media. What would that mean for our society?
  5. How do media images affect children, teens, women, and men?
  6. Is there really an ideal body image for males and females? Why do you think that?
  7. Have you or your friends ever been affected by media images? How so?
  8. List three things the media can do to change the promotion of an ideal body image.
  9. List three things that you can do to promote acceptance and appreciation of unique qualities in others.

Creating a Healthy Body Image

People differ in a wide variety of ways (e.g., eye color, weight, height, skin color, hair, likes/dislikes, abilities, interests).

Some things we can change through effort (e.g., studying, practicing), and some things we can’t change even if we want to (e.g., height, skin color).

Everyone has their own strengths and weaknesses as well.

Let’s take a look at some critical views about media and body image. Advice for girls. Advice for boys.

 Take home points:

  1. Everyone has their own strengths and weaknesses.

  2. We are all different in terms of our physical appearance, which makes us unique.

  3. Each of us should focus on staying healthy, being the best we can be, and showing respect for others and their abilities.

  4. There is no ideal body image. Everyone should strive to be physically, emotionally, and socially “fit” and happy.

  5. With maturity comes the capacity to think about how our actions toward others make them feel.

  6. And as we learn to think for ourselves, we are better able to cope with how we perceive that others view us.

HSI, Day 5: Field Trip to Wyoming Tribune Eagle

Field Trip to Wyoming Tribune Eagle

When we returned from our trip to WTE, each person in the class noted one new fact that they learned. Here they are:

  1. Computer programmers are needed at newspapers
  2. It is expensive to print a newspaper. The printing press was at least $15 million.
  3. The printing press and the newsroom operate nearly 24/7.
  4. Journalists are expected to write one story a day and produce one feature story a week.
  5. Employees at WTE find it hard to find the time to read the newspaper, so they have games to encourage employees to read their paper more.
  6. Printing other organizations’ materials (commercial print) is a major way that WTE makes money.
  7. The newsroom editors, photographers, designers, and reporters meet every day to discuss the news, the newspaper layout, and design.
  8. There are multiple printing presses for different needs (e.g., commercial print vs. newspaper).
  9. There is room to add another printing press in the future.
  10. Advertising dictates the newshole on most days.

 

 

HSI, Day 4: Censorship, Ethics of Banning Books, Audio Gathering Tips

DVD Update

Get photos off your devices for DVD.

Reminder: Take photos of the interesting field trips in your science/math classes.

Reminder: Take photos of your personal HSI experience for your future Flickr slideshow in two weeks.

Group 1 (Max, Alyssa, and Kenzie): Discuss your content you collected. Discuss what you’ve learned. Provide tips for other groups.

Group 2 (Mallory, Paige, Taran): Review your duties. Ask questions about what content should be collected and featured on the DVD.

Group 2: Fri. June 12 to Mon. June 15

Members

  1. Mallory Seymour
  2. Paige Grossman
  3. Taran Kuntz

Responsibilities:

  1. Bowling
  2. Campus Life
  3. Dodgeball
  4. Field Trip to Wyoming Tribune Eagle
  5. Roller Skating

The First Amendment

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Activity: Small Group Discussion

Make four groups of three students. Discuss these questions with your group members:

  1. Why was the first amendment needed?
  2. What are some benefits about the first amendment?
  3. What are some drawbacks of the first amendment?
  4. How does book banning relate to the first amendment?

Class Discussion & Blog Post: Ethics of Banning Books

Each group discusses one of the responses with the class.

Now, let’s look at a list of books that are commonly banned. As you can see, the reasons often deal with foul language, racism, sexually explicit, religious viewpoint, and homosexuality.

Here is a video summary of 10 commonly banned books.

The sides of the debate are typically either:

  • Pro-censorship: Protect children, protect integrity of character
  • Anti-censorship: Protect free speech

Let’s talk about what these arguments mean.

It’s important to realize that religious books and references are sometimes banned as well. Here is a Fox News pundit explaining how one school banned a religious reference in a school paper. Banning religious and Christian books.

Class Discussion:

  • Is this type of ban appropriate and fair?
  • Is this ban different than banning nonreligious books?
  • Have you experienced anything similar to this?

Case Study: And Tango Makes Three

Now let’s explore a case study of book banning. We’ll watch the clip together and then you’ll write a post that answers the questions below. There are no right or wrong answers; it’s just your thoughts and opinions.

The local public elementary school has banned the children’s book And Tango Makes Three. The book is based on the true story of Roy and Silo, two male Chinstrap Penguins in New York’s Central Park Zoo. The book follows the six years of their life where they formed a couple and were given an egg to raise.

Blog Post: Book Banning

  1. Briefly summarize the book and its content
  2. Discuss both the pro-censorship and anti-censorship viewpoints.
  3. Was the ban unwarranted? Or, was the ban appropriate?
  4. Do you have any personal experiences with your own school or parents banning books?
  5. How many books on the Top 10 Commonly Challenged Books Lists have you read? Which books have you read?
  6. What is your general opinion about book banning?
  7. Can organizations, schools, and families really “ban books” in our time of the internet and social media?
  8. How does the first amendment relate to book bans?

— Class Discussion —

For Monday: Field Trip to Wyoming Tribune Eagle

Questions to consider:

  1. What is the responsibility of a local newspaper? What is its purpose?
  2. How does the newspaper sustain itself? What means does it make money?
  3. How much multimedia is incorporated into the WTE business model?
  4. How much social media is incorporated into the WTE business model?
  5. What is the typical day like for a reporter, photographer, or editor at WTE?
  6. Others?

Take photos! You need to take photos to document your field trip for your final photography slideshow. Take photos of:

  1. The newsroom
  2. The tour guide, staff, or our whole group on the tour
  3. The technology and equipment needed to print the papers
  4. Something that inspires you
  5. Yourself and your friends in the newsroom

HSI, Day 3: Interviewing Skills; News & Entertainment Use

What Should I Do When I Interview Someone?

  1. Be prepared: Inform yourself about the topic, source, and/or interviewee. Do some background research on the story and educate yourself. Informed questions are the best questions.
  2. Ask Explanation-Needed Questions: Don’t just ask questions that only require “yes” and “no” responses.
  3. Ask Sensory Questions: “Tell me about…”; “What did it sound like when…”; “How did it feel when…”; “What did it smell like…”; “What did it look like when…”; “Describe the scene for me.”
  4. Practice your interview questions beforehand if you’re nervous or want to feel better-prepared going into the interview. It never hurts to practice. And practice being curious-sounding, professional, and calm rather than accusatory, aggressive, or a know-it-all.
  5. Make small talk before the interview. It relaxes you and the interviewee. And begin the interview with a softball question that you may not care too much about. This will relax the interviewee and yourself.
  6. Keep it conversational. Don’t ask one question after another with no casual feedback and discussion. You want to have a give-and-take, turn-taking conversation, rather than a firing-squad style conversation.
  7. Listen. Really listen to your interviewee talking as you take notes. Think about if you have any follow-up questions about their statements. If you don’t, then move on to the next prepared question.
  8. Don’t be afraid to ask follow-up questions and the “do you have anything else to add before we finish” question. You want to understand the interviewee and the story well. You want to clarify things so you can clearly explain things to your audience.
  9. Allow silence. Silence is awkward. People fill silence with additional banter. It may be helpful banter for your story.
  10. Make eye contact, smile, and nod to show your interest. Try not to make the “uh huh” and “go on” noises. This is a bad habit and will ruin audio interviews if you engage in those behaviors.
  11. Last Question: Always ask, “Is there anything else I should have asked? Is there anything else you want me to know?”
  12. Any other suggestions from you and your classmates?

Voluntary Interviews About HSI Experience

Tomorrow, Group 1 will be doing interviews for the HSI DVD on your initial expectations and experiences with HSI.

— Group 1 Dismissed at 9:45 a.m. for Interview with Dr. Susan Aronstein —

Keeping Current (see handout)

— Current Events News Quiz —

— Discussion of Quiz Results: What are your reactions? How can we improve this? —

News and Entertainment Use (see handout)

— Survey —

— Discussion of Survey Results: What are your reactions? How can we improve this? —

Activity: Determining News from Opinion and Entertainment

Nowadays, there are so many media options, it’s hard to keep track of them. Let’s make a list of news outlets, opinion outlets, and entertainment outlets.

Questions to consider:

  • What makes a media outlet or media message categorized as “news”? as “opinion”? as “entertainment”?
  • Can a media message still be considered news if it is bias or slanted toward one opinion?
  • Are all media outlets either liberal or conservative slanted? What is Fox News? MSNBC? CNN? Your local newspaper or TV station? What is HuffPost? NPR? The New York Times?
  • Let’s go to these websites and see how issues and stories are framed.
  • Can entertainment be considered “news” if it informs people and makes people laugh at the same time?

News, Opinion, or Entertainment? Which one?

Your turn. Now go online and find the articles that represent the following:

  1. Straight, balanced hard news
  2. Slanted, opinionated hard news
  3. Entertaining news
  4. Pure entertainment

Class Discussion & Blog Post: News & Entertainment Use

  1. Current Events News Quiz: How well or poorly did you do? How do you feel about that?
  2. Analyze your News and Entertainment Use: When you see your survey results on paper, how do you feel?
  3. Your News Diet
    • What is news to you?
    • Name what sources you get your news from. Why do you use these news sources? Why do you trust your news sources? Is the news you consume slanted or bias in any way?
    • How often do you talk to other people about the news? Who do you talk to? What do you talk about?
    • What improvements to your news diet can you make?
  4. Your Entertainment Diet
    • What are your favorite entertainment sources? For example, TV shows, websites, movies, books, gaming, etc. Why do you use these entertainment sources?
    • How much time do you spend with entertainment? Does it interfere with other aspects of your life, like your social life or academic life?
    • To what extent do your parents regulate your exposure to entertainment? Are they more lenient now than in the past because you’re in high school now?

     

— My Thoughts —

Young people need to know what is going on in the greater world around them. Being more aware of news around the world, nation, state, and local community makes you a more informed, well-rounded, intelligent, and understanding person. It also improves your grades in school and gives you a better chance at getting a good job.

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