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Virtual E-Race-ing through Digital Discoveries: Power of Media for Liberating Educators

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Title: Virtual E-Race-ing through Digital Discoveries: Power of Media for Liberating Educators


1
Virtual E-Race-ing through Digital Discoveries
Power of Media for Liberating Educators Women
in the Media Supplemental Resources
Melda N. Yildiz- yildizm_at_wpunj.edu Ella Rue
erue_at_NJCU.edu
2
Media Literacy Women in the Media Supplemental
Resources Ella Rue erue_at_NJCU.edu
NJEdge Best Practices
New Jersey City University
3
  • This presentation is meant to promote discussion
    and critical thought among students probe for
    students views on the presence of certain images
    in the media that they immerse themselves in.
  • The following questions are to encourage students
    to think critically about the media. The
    responses to the questions are solely to prompt
    additional discussion.

4
The Black Eyed Peas My Humps
  • Check it out
  • I drive these brothers crazy,
  • I do it on the daily,
  • They treat me really nicely,
  • They buy me all these iceies.
  • Dolce Gabbana,
  • Fendi and then Donna
  • Karan, got me sharin
  • All their money got me wearin' fly, whether I
    aint askin,
  • They say they love my ass in
  • Seven Jeans, True Religion,
  • I say no, but they keep givin
  • So I keep on takin
  • And no I aint takin
  • We can keep on datin
  • Now keep on demonstrating.

5
Dig Deeper
  • What kinds of images do you see over and over
    again in music videos?
  • Girls in tight clothing, a lot of bling, fancy
    cars.
  • What is the relationship between men and women in
    these videos?
  • Women are possessions, objects, shallow and
    materialistic.

6
  • Why do artists and record companies use these
    images in music videos?
  • These images sell albums.

7
Call to Action
  • If you are upset about the images in music videos
    what can you do?
  • Don't purchase the albums, write letters to the
    record label, and TV stations that air the
    videos, call radio stations and complain.

8
ACTIVITY
  • Take a look at music videos of all genres and
    compare the images i.e. how do heavy metal
    videos differ from country music videos, etc. How
    are women portrayed in hip-hop videos as opposed
    to other genres?

9
Nike and Dove Advertisements
Copy My shoulders aren't dainty or proportional
to my hips. Some say they are like a man's. I
say, leave men out of it. They are mine. I made
them in a swimming pool then I went to yoga and
made my arms.
10
  • Copy My knees are tomboys. They get bruised and
    cut every time I play soccer. I'm proud of them
    and wear my dresses short. My mother worries I
    will never marry with knees like these. But I
    know there's someone out there who will say to
    me I love you and I love your knees. I want the
    four of us to grow old together.

11
  • Copy My butt is big and round like the letter C
    and then thousand lunges have made it rounder but
    not smaller. And that's just fine. It's a space
    heater for my side of the bed. It's my
    ambassador. To those who walk behind me, it's a
    border collie that herds skinny women away from
    the best deals at clothing sales. My butt is big
    and that's just fine. And those who might scorn
    it are invited to kiss it.

12
Low Self-Esteem
  • 92 of girls want to change at least one aspect
    of their appearance.Dove believes all girls
    deserve to see how beautiful they really are and
    is committed to raising self-esteem in girls
    everywhere. That's why we created the Dove
    Self-Esteem Fund.
  • (www.campaignforrealbeauty.com)

13
Campaign for Real Beauty?
  • For too long, beauty has been defined by narrow,
    stifling stereotypes. Dove believes real beauty
    comes in many shapes, sizes and ages. That is why
    they are launching the Campaign for Real Beauty.
    (www.campaignforrealbeauty.com) 

14
How is real beauty defined?
  • How does Nike differ from Dove in delivering its
    message?
  • What can we do if we, as a society do not like
    the message that the media delivers?

15
ACTIVITIES Ways Students Can Amplify Their Voice
Through Free Press and Promote Positive
Stories 1. Write and send a letter to the editor
of a newspaper outlining your thoughts and
suggest solutions. 2. Submit an article to the
editor of a local or national magazine that
accepts freelance work. If possible, send your
own photos to illustrate it. 3. Write a press
release and send it to the news assignment desks
of local and national television, newspaper and
radio outlets. 4. Organize a community forum on
an issue you care about. Put yourself on the
panel of speakers personally invite members of
the local press.
16
Its NOT only in America
Singapore Cancer Society
17
Television teacher, mother, secret
lover Homer Simpson
Parting Thought
18
  • Melda N. Yildiz
  • yildizm_at_wpunj.edu
  • William Paterson University
  • March 9, 2006

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The welcome video for your tegrity video
http//tegrity.wpunj.edu/Racism20and20Sexism20
by20Melda/Racism20Sexism20in20the20US/class/d
efault.htm
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How to Teach Media Literacy
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  • Muslims who believe that any image of Mohammed is
    blasphemous and non-Muslims who believe in
    freedom of expression.
  • http//www.boston.com/news/globe/editorial_opinion
    /oped/articles/2006/02/12/questionable_cartoons/

31
  • Muslims believe it is sacrilege to present any
    image, even those that may seem benign, of the
    Prophet Muhammad. That's in contrast to adherents
    of many other religions, who view the display of
    figures such as Buddha or Jesus Christ to be a
    sign of devoutness.
  • http//www.indystar.com/apps/pbcs.dll/article?AID
    /20060212/COLUMNISTS07/602120391/1040

32
Project Implicit
  • Dig Deeper http//www.tolerance.org/hidden_bias/

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http//www.pbs.org/race/000_General/000_00-Home.ht
m
36
http//www.thriveoncreative.com/clients/seejane.or
g/pdfs/where.the.girls.arent.pdfsearch'findings
20of20the20study2C20Where20the20Girls20Aren
27t
  • The study examined 101 animated and live-action
    films made from 1990 to 2004. It found only 28
    per cent of speaking characters were female and,
    in crowd scenes, only 17 per cent were female.
  • Among the films studied were Finding Nemo, The
    Lion King, Monsters, Inc., Chicken Run, The
    Princess Diaries, Babe, The Santa Clause 2 and
    Toy Story.

37
Findings of the study, Where the Girls Aren't
  • Children's films devalue women by making most
    characters male, says Geena Davis
  • http//enjoyment.independent.co.uk/film/news/artic
    le345283.ece

38
  •  Half the Population, a Fifth of the News     By
    Sanjay Suri     Inter Press Service
  •     Wednesday 15 February 2006
  •     London - More and more women are now
    reporting the news, but still only about a fifth
    of the subjects are women, a new survey shows.
  •     "What we see in news subjects is that whilst
    women make up 52 percent of the world's
    population, they make up only 21 percent of news
    subjects," Anna Turley from the World Association
    for Christian Communication (WACC) told IPS. WACC
    is a non-governmental organisation that promotes
    communication for social change.
  • http//www.truthout.org/issues_06/021506WA.shtml

39
http//e-race-ing.blogspot.com/
40
How to Teach Media Literacy
41
As we enter the twenty first century, it is
essential that the schools be places that help
students better understand the complex,
symbol-rich culture in which they live in. A new
vision of literacy is essential if educators are
serious about the broad goals of education
preparing students to function as informed and
effective citizens in a democratic society
preparing students to realize personal
fulfillment and preparing students to function
effectively in a rapidly changing world that
demands new, multiple literacies. Renee
Hobbs, 1997
42
  • It is no longer enough to simply read and write.
    Students must also become literate in the
    understanding of visual images. Our children must
    learn how to spot a stereotype, isolate a social
    cliché and distinguish facts from propaganda,
    analysis from banter, important news from
    coverage.
  • Ernest Boyer

43
  • Media Education is both essential to the
    exercising of our democratic rights and a
    necessary safeguard against the worst excesses of
    media manipulation for political purposes.
  • Len Masterman

44
Reasons using new media
  • Provides
  • Access-- Liberate teachers and students from
    textbook format. Provide alternative resources-
    Teachers and students will be able to research
    through online resources.
  • Global Point of View-- Students and teachers will
    participate online discussion groups, weblogs,
    wikis, and listservs.
  • New tools for classrooms Students and teachers
    will be able to produce media presentations,
    learning objects, interactive teaching material.

45
Course has three main parts
  • De-construct (Read Media) Media Literacy
    Activities (deconstructing webpages, news,
    advertisement, and newspapers POV (point of
    view) exercise, etc.)
  • Research (Use Media) Information Literacy
    (Library Skills, researching internet resources,
    etc.)
  • Construct (Write Media) Media Production (Create
    an oral history project, video documentary,
    website, webquest, weblog, and multimedia
    presentation)

46
  • The aim is to develop an awareness about print
    and the newer technologies of communications so
    that we can orchestrate them, . And get the best
    out of each in the educational process.
  • Without understanding of media languages and
    grammars, we cannot hope to achieve a
    contemporary awareness of the world in which we
    live.
  • Marshall McLuhan

47
Yeh- Shen A Cinderella Story From China
48
Construction of Meaning
Sign
Context/ place
Time/ era
Meaning Construction
Experience
49
Statistics
  • In political Washington, Statistics are weapons
    of war. Thats why they get manipulated,
    massaged, and twisted until any connection to
    reality is strictly coincidental.
  • Peter Carlson

50
  • CNN.com posted misleading graph showing poll
    results on Schiavo case
  • http//mediamatters.org/items/200503220005

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The Truth but not the Whole Truth
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The V Sign
56
V for Victory
Winston Churchill gives the victory sign at a
political rally, Liverpool, 1951
57
The "V" for victory that Winston Churchill used
(with the palm facing outward, same as the
American sign for "peace"), when the palm is
reversed, it means something else... If a person
used two fingers to order two beers in a British
pub.. it has insulting connotations
58
2
the two fingers in a 1st grade math class may
refer to the number "two"
59
OK (okay) vs. 0K (zero kilobyte)
60
This sign might mean
  • "OK" in the United States
  • "money" in Japan
  • "sex" in Mexico
  • "homosexual" in Ethiopia
  • an obscenity in Brazil
  • Zero in Southern France

61
James Mangan, 1981 Learning through pictures
Yogi Bear
Tsimshian Bear
62
Marguerite de Valois Queen Margot 1553-1615
63
Advantages of semiotics
  • Allows us to break down a message into its
    component parts and examine them separately and
    in relationship to one another.
  • Allows us to look for patterns across different
    forms of communication.
  • Helps us understand how our cultural and social
    conventions relate to the communication we create
    and consume.
  • Helps us get beyond the obvious, which may not
    be all that obvious after all.

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L.A. Times Photographer Fired Over Altered Image
  • http//www.poynter.org/resource/28082/asdf.swf
  • http//www.poynter.org/content/content_view.asp?id
    28082sid29

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  • A democratic civilization will save itself only
    if it makes the language of the image into a
    stimulus for critical reflection, not an
    invitation to hypnosis.
  • Umberto Eco (l979)

70
Teachers Role
  • Education must begin with the solution of the
    teacher-student contradiction, by reconciling the
    poles of the contradiction so that both are
    simultaneously teachers and students.
  • Paulo Freire

71
Resources/ Presentation Slides
  • Media Literacy Resources
  • http//medialiteracyproject.blogspot.com/
  • E-Race-ing
  • http//e-race-ing.blogspot.com/
  • Ella Rue erue_at_NJCU.edu
  • Melda N. Yildiz- yildizm_at_wpunj.edu
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