Lesson 17 - Sensationalism AS Media


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AS Media, Representation, Developing nations

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Lesson 17 - Sensationalism AS Media

  1. 1. What is the key word? Definition: • The presentation of stories in a way that is intended to provoke public interest or excitement, at the expense of accuracy. M I E S N A I S S T O N L A
  2. 2. Sensationalism • We have just defined the above key term. • What do you know about this concept? • Look at the statements. Identify the ones that you think are sensationalised. How are the sensational statements different to the nonsensational statements? • They make you worried • They are more exciting • They present things as being more serious or important than they actually are.
  3. 3. Learning Objectives • To define and recognise sensationalism, and identify it in news coverage • To demonstrate how news coverage influences our perception by focusing on particular aspects of developing nations
  4. 4. Sensationalism Techniques • What do you notice? Do these link with our earlier statements?
  5. 5. Research and deconstruction • Look at one of the following three natural disaster events: – East Africa food crisis of 2006 – Mozambique floods of 2005-2006 – Pakistan earthquake 2005 • Research and record the key, unembellished and objective facts that answer the 5 Ws: who, what, where, when, and why. • Find 5 or 6 images that support the facts of the disaster. • Cite your sources for your information.
  6. 6. News coverage • Find four news sources for your event. Include text and images. For each news source it must meet the following criteria: – Dealing with destruction and devastation – Dealing with the needs of those suffering after the event. – Calling for help/aid/resources for the immediate and ling term recovery and rebuilding process – Dealing with the successful recovery and rebuilding after the event
  7. 7. • Use online news resources such as Google News. • Make sure you select All dates from the archives
  8. 8. News Deconstruction • For each source complete the News Deconstruction Chart to determine: • Which ones are more sensational and why they were • What was deemed “newsworthy” and why • Why this event was newsworthy • What elements in the stories about the events were considered important enough for several news sources to report • Whether there was any news about recovery and rebuilding following the event, and how difficult it was to find this information
  9. 9. Share your findings! • What were or might have been left out of the media coverage? • Try to identify 3 missing elements.