Week 4 media 2 - 2018
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This document provides an overview of topics and assignments related to critical media literacy. It includes: - A quote about how those who control the media control culture. - Details about upcoming assignments like submitting a blog post on critical media literacy and identifying the type of questions posed in an interview. - Information on key concepts in media literacy like how media are constructions, audiences negotiate meaning, and each medium has its own form. - Links to resources on fact-checking, analyzing advertising language, and an online game about evaluating news sources. The document outlines topics, assignments, and media literacy concepts to help students develop skills in critically analyzing various media formats and messages.
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This document provides guidance for students on completing an evaluation for their Advanced Portfolio in Media course. It outlines four questions to be answered in the evaluation and notes that the evaluation is worth 20% of the unit grade. Students are advised to give each question sufficient time and detail. The assessment criteria are also provided, including understanding of forms and conventions, audience feedback, and use of new media technologies. For question 1, students are instructed to compare shots from their media products to professional works, discussing cinematography, editing, mise-en-scene and sound using media terminology. Examples of student responses are provided, and students are given one week to complete their response to question 1.
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Evaluation activities ppt[1]
This document provides guidance and requirements for evaluation activities related to a media production project. It lists 7 evaluation questions to be answered and submitted by March 24th. For each question, it provides details on what to include in the response and links to examples and resources. It also provides a schedule for what elements of the evaluation are due by February 23rd as rough drafts. This includes completing questions 1, 2 and 3 and beginning work on questions 4, 6 and 7. It concludes by providing links to example blog posts and animatics related to the project.
Audience for section 1b
This response applies theories of audience to a coursework production, discussing the targeted audience, how the product was received, and reflections on targeting audiences in new media.
Paragraph 1:
Introduce the media product and discuss who was targeted as the audience. Explain how demographic or psychographic factors were considered to appeal to this audience.
Paragraph 2:
Discuss how the product was actually received or might be received by audiences. Consider both intended and alternative readings using concepts like negotiated or oppositional readings. Reference examples from the product.
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Introduce the media product and discuss who was targeted as the audience. Explain how demographic or psychographic factors were considered to appeal to this audience.
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The document provides questions for students to answer in evaluating their media products for an assignment. It includes prompts for students to discuss how their products used or challenged real media conventions, represented social groups, would be distributed, attracted their intended audience, and what technologies and skills they learned in creating their preliminary and final projects. Students are encouraged to be creative in how they structure their evaluations rather than a traditional written report. Examples of particularly creative student evaluations are provided.
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- 1. Critical Media Literacy Whoever controls the media – the images - controls the culture. Allen Ginsberg, poet/author 8P24: Week 4 2018
- 3. Feedback on Modules • Please take notes on the questions posed by Jennifer Thiessen from the Brock Library
- 4. Blog Assignment and Criteria • Read the Blog Assessment criteria • Submit your blog post in Word format by class time next week. Upload it to Dropbox and provide a hard copy to your instructor. • Also post your blog on your Brock Blogger site. • NB: Include a link to your blog on your Word version of the post
- 6. Questions • Brainstorm questions you would ask these young men if they came to our class or we conducted a Skype interview.
- 8. Q- Chart is are was did do does can could would should will might Who What Where When How Why Factual Analytical Predictiv e Application Synthesis
- 10. Now… • Examine the questions you have posed and identify where they fall on the Q matrix • Now try to pose some questions that are in the bottom right area of the chart
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