1. The document outlines the storyboard for a PSA intended for teachers about media literacy. 2. The storyboard uses shocking imagery and statistics to illustrate the negative impacts that media can have on teens, including issues with body image, violence, and drug use. 3. The PSA concludes by suggesting that teaching critical media literacy in schools can help prevent these outcomes and allow teens to make better decisions by not being so influenced by media messages.

1. My StoryBoard
Name: Adam Hamrick
Title of PSA: It’s Everywhere
Intended Audience: Teachers
Describe your Hook:Provacative movements and symbols flash,
statistics flooding the screen, but only partially completed, i.e. “99% of
teenageers…,” “68% of young men do it…,” “87% of teenage girls do it
too…,” etc.

2. Image: Teenages are in front of a TV
watching a semi-blurred video of
something the audience knows they
probably shouldn’t be watching, a stat
about time teens watch TV flashes
across the screen
Digital communication is everywhere and it
is impossible to stop it.
Cite sources: Body Image information page
from depts.washington.edu
There is rap music in the background that is
censored
I am using the persuasive technique of
intrigue in that the audience doesn’t know
what the teens are watching

3. Image: Girls watching the VMA or a
similar awards show and then the
image transitions to girls looking in a
mirror to an anorexic girl looking into a
mirror.
I am telling the audience that there is a
dramatic effect media takes on our teenage
girls in America.
Cite sources: Body Image information page
from depts.washington.edu, YouTube for a
music award video/audio clip
Identify music or sounds here. What is your
audience listening too? My audience is
listening to popular music that teens like to
listen to and vomiting sounds
What persuasive techniques are being
used? Shock.

4. Image: Boys listening to a rap concert,
transitioning to walking down the
street in “street clothes,” and then the
boys with drugs and gun, insuating
violence and illegal activity.
What are you telling the audience? I am
telling the audience that music can have
great effects on the male teenage
population also, which is more violent.
Cite sources: Where did you get your facts,
ideas or information for this scene?
Dosomething.org, audio from YouTube
Identify music or sounds here. What is your
audience listening too? A rap song about
drugs and “the streets,” violence
What persuasive techniques are being
used? Shock and association.

5. Image: Teens crowded around a
grave of a classmate, weeping and
depreased teens, stat on screen
about teen suicide
What are you telling the audience? I am
telling the audience that if we as teachers
do not teach critical media literacy, then the
result may be a generation that “goes with
the media flow” and makes bad, deadly
decisions.
Cite sources: Where did you get your facts,
ideas or information for this scene?
Aacap.org
Identify music or sounds here. What is your
audience listening too? Silence,
accentuated by the burial scene.
What persuasive techniques are being
used? Fear

6. Image: Teenagers in a classroom
using technology to collaborate and
develop media literacy. All of the
students and the teacher are smiling.
What are you telling the audience?
Teaching critical media literacy is easy, fun,
and can prevent teen drug use, violence,
and suicide.
Cite sources: Where did you get your facts,
ideas or information for this scene?
Mediabistro.com school social media stats
page
Identify music or sounds here. What is your
audience listening too? A happy song with
an upbeat rhythm.
What persuasive techniques are being
used? Humor, claims of being the best
method to help teens succeed, beautiful
people