EDUC 6810 Counter Ad

Persuasion Techniques:

Association: This ad uses association because our society associates thinness with beauty.
Beautiful People/Celebrities: The Kardashians are well known celebrities and people buy their products.
Testimonials: The ad includes quotes from the celebrities; "I've reached my goal" and "I love my new body."

After researching this product I found there are many dangerous side effects that the ad does not tell you.  QuickTrim elixirs have some pretty powerful stimulants, laxatives, and diuretics.  Colon cleanses cause symptoms from mild cramping to kidney failure.  And the results don't last.  As soon as you quit taking the product, the weight comes back.

 

 

For my counter ad I used Plain Folk instead of Celebrity.  I wanted to show a real person struggling with weight loss instead of a celebrity like the Kardashians, who have access to personal trainers and chefs.  In my ad I included the many side effects that have been reported from using QuickTrim, the most serious being kidney failure.  I also wanted to highlight the fact that if you discontinue use of the product, the weight comes right back.

Source

Kotz, Deborah. (March 2012). The Dangers of Kardashian Endorsed QuickTrim. Retrieved from http://health.usnews.com/health-news/diet-fitness/articles/2012/03/05/the-dangers-of-kardashian-endorsed-quicktrim-2.

EDUC 6810 Weekly Reading #6

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?

 

I really like the idea of brainstorming a list of topics and then letting the students choose which topic they would like to do.  I like that the students have a choice, instead of the teacher assigning topics.  I would like to try this in my classroom.

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? 

 

I thought is was well done and creative.  I liked the angle of using the grown up child.  I think it is a legitimate writing assignment, because they wrote and edited the script.  I think the topic would be appropriate for high school students, because teen pregnancy is an issue.  If the students wanted to choose a pro-choice stance, they should be allowed because it is important to look at an issue from both sides.

3. Do you share the researcher's concerns that the student created PSA reproduced dominant or mainstream media representations of girls and social class? Why or Why not? 

 

I do think it may have been more powerful to portray a girl of a high social class as the one struggling with the choice.  I think it would have shown that teen pregnancy can happen to anyone, no matter what kind of family they come from.  Having money doesn't mean you make good choices.

4. What concerns do you have about engaging students in critical media literacy? 

 

My concern is that I teach 4th grade.  The topics they were discussing for their PSAs were more for older students.  I would like to find topics that would be appropriate for my students.

5.  What topics might you use for a PSA that would  that would help you meet your curriculum goals and content standards?

 

I teach reading and social studies, so I would like to do something with current events.

6. How would you implement the construction of a PSA in your own classroom to include aspects of critical media literacy?

 

I would look have my students look at newspapers and new stories (that I have pre approved) that deal with current events.  I would also like to tie that in with stories we are reading in class.

 

Source

 

Alvila J and Pandya J.  (2013)  Critical Digital Literacies as Social Praxis.  Vol. 64. New York: Peter Lang Publishing.

EDUC 6810 Week 5 Activity #1

Do you agree with the deconstruction? Why? Why not? Be specific.
Yes, I agree with the Alltel deconstruction.  They are trying to appeal to the middle class, "ideal" Caucasian family.  The ad features a nice, two story home and the family consists of both parents and a male and female child. 

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?
Yes, if the customer is happy and satisfied, they will continue to pay money for the product.  That is the bottom line with all companies; they want to make money.  And a happy customer spends more money. 
Yes, the Alltel ad is promoting racism.  They portray the Caucasian family as "normal" and they look down on and make fun of the immigrants they are renting their room to.  The message they are presenting is that there is something wrong with these people.  It is absolutely stereotyping the immigrants, by having them dance around the fact that they live with a chicken.

What ideologies, cultures, economies, institutions or political systems are these deconstructions disrupting or interrogating?
By deconstructing these ads with our students we can teach them how the media manipulates them into buying their product.  We can teach them how to really look at and question these ads:  Who are they coming from?  Who is the target audience?  What are they trying to sell?  How are they trying to manipulate us? 

How might conducting these kinds of deconstruction empower students whom  have been historically and continue to be disenfranchised by  "traditional schooling? 
These types of deconstructions can empower students, especially our minority students, to show them that there is nothing wrong with their culture.  It empowers them by providing the opportunity to discuss their cultures and the misconceptions that people have about them.

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?
It helps to show them where a lot of stereotyping comes from; the media.  We stereotype people based on what we have been shown; advertisements, television, movies, video games, music, etc.  We have been bombarded with these false images from a young age.  By questioning and deconstructing them we gain a better understanding of how we are being manipulated.

How might conducting these kinds of deconstructions disrupt traditional banking systems of education?
We are letting the students have a voice.  The roles have been reversed; it's not the teacher telling the students what they are seeing.  The students are analyzing it for themselves.  They are the ones doing the questioning.

EDUC 6810 Week 5 Activity #2

Whose message is this? Who created or paid for it? Why? 
This message was created and paid for by NIKE to sell shoes.

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 women, 18-35, who have an interest in fitness.  The image is of a Caucasian woman who is in great physical shape.  This ad would appeal to women who are athletic, or women who want to be more in shape.

What is the “text” of the message? (What we actually see and/or hear: written or spoken words, 
photos, drawings, logos, design, music, sounds, etc.) 
The text of the message is "Get Fit."  The message is accompanied by the image of a woman's legs, which are very muscular and fit.

What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?) 
The subtext of the message is that if you wear these shoes, you too can be fit just like the model.

What kind of lifestyle is presented? 
The ad is presenting a healthy, active lifestyle.  A woman who is strong and competitive.  A woman who works hard and is motivated.

What values are expressed? 
This woman is someone who cares about herself and about her heath.  She probably eats healthy and gets plenty of exercise.

What “tools of persuasion” are used? 
They are promising something they can't guarantee; that if you wear these shoes, you can be fit just like the model.  But the ad plays on our desire to look like that model; to be healthy and attractive like she is.  And they are promising a quick, easy fix; the shoes will change your fitness.

What positive messages are presented? What negative messages are presented? 
The positive message is of a healthy lifestyle where exercise is a priority.  The negative message is that you have to look like the model to be healthy and fit.  Fitness comes in all shapes and sizes.  Being stick skinny doesn't necessarily mean you're fit.

What groups of people does this message empower? What groups does it disempower? How does 
this serve the media maker's interests? 
This message empowers women who value fitness.  It disempowers women who have tried to get in shape and failed; they feel like they're not good enough and that they can't do it.  This works to NIKE's interest because the women who have failed in the past might try these shoes because they think they will help.  People who are desperate are more gullible; they want to believe there is a quick fix.

What part of the story is not being told? How and where could you get more information about the 
untold stories?
The ad doesn't tell you how long it took her to reach this level of fitness; or if she actually wore these shoes during her workouts.  When I am researching which running shoes to buy, I always read the reviews from consumers who have actually used the product.  I can trust those reviews because they are from people who have used the product and are not being paid to endorse it.

What power relations are exposed as a result of your deconstruction?
This deconstruction makes me realize I need to be more careful about letting ads determine products that I buy.  Just because an ad looks good, does not mean the product is good.  As a consumer, I need to do my research and not be swayed by attractive ads.

EDUC 6810 Weekly Reading #5

What does it mean to "interrogate texts"?
Interrogating the text means to question it.  Who is it about?  What is it about?  Is it reliable information?  Should I believe what its says, or should I do my own research?

How would you respond to the question "should we just question everything then?"
I would respond "yes."  Asking questions and analyzing what we are being told/shown is a part of our students developing a deeper learning.  Some of the best discussions come from students questioning what they are being told.

What are "traditional banking systems of education"?
Traditional banking systems of education rely on students being consumers, instead of designers, of texts.  Students are not given access to technology, instead, everything is print based.  This is due to a fear that students cannot be protected from content on the Internet.

What does it mean to reformulate the learning process as a participatory one?
A participatory culture is one where students use media and tools to become more powerful in the digital world.  A participatory culture also can change the roles of teachers and students.  Traditionally, teachers are the experts, and are the ones guiding the students.  When it comes to technology, a lot of the time our students know more than us.  Participatory culture gives students the opportunity to be the expert, and to share their knowledge of technology.

Who was Paulo Freire?
Paulo Freire was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy.

What is critical pedagogy?
Critical pedagogy is a teaching approach that attempts to help students question and challenge domination, and the beliefs and practices that dominate.

What concerns do you have about the goals of Critical Pedagogy?
My concern would be the adjustment students would have to make.  They are used to the traditional teacher/student roles, where the teacher is doing the questioning and the students are learners.  In this role, students would be the ones doing the questioning and using their voices.

What questions do you have about Critical Pedagogy?
My question is, "How do you help students transition from the traditional role to one of a critical pedagogy?"

Sources
Avila, JuliAnna and Pandya, Jessica Zacher.  "Critical Digital Literacies as Social Praxis."  (2013).  Peter Lang Publishing, Inc.  New York, NY.

Freire Project TV.  Seeing Through Paulo's Glasses: Political Clarity, Courage and Humility.  Retrieved from http://www.freireproject.org/freire-project-tv/ 

EDUC 6810 Create a Counter Ad

Media Language Techniques:

• Teaser (The Secret to Running Your BEST Marathon)
• Exclamation (Future Teachers Explore Guatemala!!!)
• Rhyme (Aim High!  For the Sky)

Persuasion Techniques:

• Intensity:  I used this technique by stating that the reader would learn how to run their BEST marathon ever.  I was trying to appeal to those overachiever athletes, who are always looking to be at their peak performance.  They are always looking for ways to be the absolute best, whether that means outperforming others, or themselves.
• Plain Folk:  I wanted to go against the mainstream and show everyone that even ordinary people have opportunities to travel and explore exotic locations.
• Association:  I think everyone wants to dream big and achieve their goals.  With "Aim High" I am trying to reach those people who imagine themselves doing great things.

EDUC 6810 Weekly Reading #4

"You do not reflect on the scenes and messages unless triggered by something else at a later date...Even then, it is not the ad that matters. It's the ideas, impressions, and positive feelings about the brand that matter. "

I chose this quote because I agree that this is how advertising works.  Good, effective advertising is subtle; it is not in your face.  It plants ideas in your head that come out at a later time.  I know that advertising influences me this way.  When I am standing in a store aisle in front of a hundred bottles of shampoo or a hundred brands of mascara I often will end up choosing one that  I have seen in a commercial that left a good impression on me.  It's not that this product is any different or better than the others, I just liked the commercial or ad I've seen in a magazine. 

Good Advertisement

 

I chose this ad because I am a runner and I buy a lot of running shoes.  This ad appeals to me because it is focused on the women's legs, and her legs look strong.  This gives me a positive association with the brand of shoes, even though logically I know that the shoes have nothing to do with her fitness.

 

 

What reasons for teaching media literacy resonate with you? Why?

I believe the most important reason to teach media literacy is because media is such a strong influence in our student's lives.  They are constantly surrounded by media: television, movies, music, gaming, internet.  They are unknowingly being influenced by it.  And it's a conversation I doubt most families are having with their kids, so it is up to us as teachers to educate them about how to really analyze and evaluate the media they are exposed to.

Why is media production important for teaching media literacy? What are the challenges?

I think it is important to know about what goes on behind the scenes of producing a commercial, magazine cover, or any other media.  First, I would like students to see how much time and hard work goes into it.  Second, I think it would teach them about how the media can be used to manipulate consumers.  You see what they want you to see.  I think it could be very eye opening for students.  The challenge I see would be acquiring the equipment and software needed to produce this type of media.

How did the deconstruction and creation of a magazine cover address the  4 key concepts of media literacy programs? Give specific examples.

(1)  Messages are Constructed:  We designed our magazine cover to send the message that we wanted the consumers to get.  That message that we presented was completely up to us.
(2) Messages are Representations of the World:  When we deconstructed the Arnold magazine cover it was representing popular trends in our society, fitness and celebrity.  Those are topics that are important to people and that people can relate to.
(3) Messages Have Economic and Political Purposes and Contexts:  The purpose of the Arnold magazine for him was to promote his new movie, and the purpose for the magazine company was to sell as many magazines as possible.
(4) Individuals Create Meaning in Media Messages Through Interpretation:  Everyone gets something different out of media.  For example, we all interpret our classmates magazine covers based on our own experiences.

Explore the Common Core Standards and find three standards that media literacy would help you address in your content area or interest. 

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Sources

Hollis, N. (2011). Why Good Advertising Works (Even When You Think It Doesn't). Retrieved from http://www.theatlantic.com/business/archive/2011/08/why-good-advertising-works-even-when-you-think-it-doesnt/244252/

Hobbs, R. (2011). Teaching Media Literacy: Yo! Are You Hip With This? Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

EDUC 6810 Weekly Reading #3

Identify the main  arguments

One of the main arguments in this article is that we are surrounded by multiple literacies including print literacy, computer literacy, television literacy, and media literacy, just to name a few.  Students are constantly bombarded with text and images from television shows, video games, magazines, commercials, and the internet.  The question is, do they know how to analyze, evaluate, and question the messages presented to them?  Another argument in this article is that, no, they don't know how to do that, and that it is our responsibility as teachers to teach them that.  We can't just teach them about print literacy, because that is not the world we live in.  They need to be able to view these messages and really take a look at where they're coming from, what they are trying to tell them, and whether or not that message is actually fact. 

Explain whether or not you agree or disagree with the main arguments? 

I definitely agree with this article.  I know I am susceptible to believing what I see on television without really examining the source or the motivation behind it, so  I know children  are even more susceptible.  It is so important for our students to become media literate because there is a lot of information out there that is completely manipulative and untrue.  They need to be able to look beyond what they are seeing.

Do what extent do you think that media can be held responsible for low self-esteem in women and violence behavior in men?

I definitely think the media plays a part, but we can't hold them entirely responsible.  We are responsible for our own values and how we view ourselves, but it is hard.  I can't really speak for the violence and men, but as a female I have always struggled with the way the media portrays what a woman should look like.  Especially when  I was younger I used to constantly compare myself to the girls on magazines or on television, and it did make me feel bad about myself.  Getting older and realizing that even those women don't really look like that helped.  I know the photos are retouched and sometimes not even the model themselves.  That is why I think it is important to teach our students media literacy in school.  Maybe if girls could realize earlier that the images they see aren't real, it might stop them from feeling bad when they don't look like that.

Make connections between the videos and two quotes from the reading.

"Schools continue to be dominated by print...outside of school the most influential and widely disseminated modes of communication are visual." 

I chose this quote because it states exactly why we need to teach media literacy in school.  Our students are influenced everyday by what they see in the media.  By not teaching them how to analyze and evaluate what they are seeing, we are doing them a disservice.

"Journalists and news producers select which stories to publish, which aspects to emphasize, and what language to use."

I chose this quote because I believe it goes along with the video talking about images on magazine covers and in television.  The magazine chooses what they want us to see.  They use retouching to give models a perfect complexion, perfect hair, and a perfect waistline.  None of those things are realistic, but they want us to believe they are.

Sources

Semali, L. (2001). New LiteraciesL Defining New LIteracies in Curricular Practice. Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html

 

Tough Guise: Violence, Media & the Crisis in Masculinity Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=3exzMPT4nGI

 

Killing Us Softly - Woman are used like pieces of meat Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=KVmcmePRqSk

EDUC 6810 Magazine Cover Deconstruction

Media Language
Reds, oranges, and yellows; manly colors to portray the gender of the magazine as male.  "Get Lean" and "20 Inch Arms" in bold, standout colors to appeal to men who want to look like that.  A well known celebrity on the cover to grab your attention.

Institution
Front cover of a magazine

Genre
Men's fitness magazine

Representation
Arnold is a well known celebrity, especially known for his physical fitness.  He plays in a lot of high action movies, which is associated with fitness.  It represents muscular, fit men in today's society. 

Audience
The audience for this magazine would be young men between the ages of 18-35; men who are interested in fitness and weight lifting.  Men who care a lot about what the look like and who are looking to increase their muscle mass and look like Arnold.

Ideologies and Values
The values of this magazine are that anyone can get lean and fit like Arnold, and that you don't even have to spend hours and hours in the gym to get like that.  They believe that being healthy and looking fit is very important.

Narrative
The front cover of this magazine can tell the story of a man who worked hard, and achieved his fitness goal, and so can other men who want the same.  What is not being told is how long it actually took for him to get that way and how difficult it is to keep that physique in the long run.  Does he have to work out every day?  Does he have to watch everything he eats?  If he spends so much time worrying about how he looks, is he actually happy?

The Text
The text says that you can get a lean body and 20 inch arms without spending all of your time in the gym.

The Subtext
Arnold is a celebrity, and a lot of people want to be like celebrities.  And if you work out and look like him, you will be happy and successful like him.  He is also on the cover to promote a new movie.

Tools of Persuasion
Beautiful People, Celebrities, Simple Solution, Association, Intensity