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.
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
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