Response to Briana

Briana, I like how you bring up the comparison between the Egypt Today and Newsweek articles that Hobbs mentioned in Digital and Media Literacy. I was also intrigued by this example and feel compelled to try it out in my own class. Just like you said, exploration, exaggeration, and exploitation of differences are abundant in the media, and this comparison between two articles covering the same event is a perfect example of it. While you're probably right that sometimes differences portrayed in media is unintentional, I think at other times it definitely is intended. You said that this activity shows students how media shapes public opinion based on the differences that were highlighted in each article, but I think if I were to use a similar activity in my own classroom, I would ask my students to consider intentional differences in the media. Like the example on the bottom of page 162 in Hobbs' text, I could have my students identify target audiences for various news articles and they could analyze why certain differences in media representation appeal to some audiences over others.

TIME covers, 05th December 2011

TIME covers, 03rd November 2008

TIME covers, 08th August 2011

Another teaching idea I got from the reading developed when I came across the example of Mr. Landis' lesson on TV news and radio broadcasting of local current events. In a theatre classroom, I feel it necessary to take his lesson plan one step further by asking students to dramatize--either live or on video-- their versions of news broadcasts in order to practice identifying sources, selecting quotes, and editing. This promoted two other lesson ideas I gathered from the text. First, I like the idea of students "learning 'incidental information' from entertainment" (148), such as the examples Hobbs gives of judicial and medical facts being shared with audiences of Law & Order or ER. I could ask them to keep track of the information they pick up from entertainment and ask them to choose one topic from their findings for class. Then, following the five news values on page 164 of Hobbs' text, I might have my students find 'newsworthy' articles about their chosen topics and bring them to class for their dramatized news reports. They could even swap articles with each other, consulting on the production of each other’s news reports. Based on the final performances, students could write a reflection on what they observed--if the news article translated the way they thought it would. They could take note of the differences in interpretation they saw between their classmates’ work and their own expectations. Or, I could even have groups present two news broadcasts each on their topics-- an example of a good, responsible news report and a purposefully bad example of media that exploits, slants, or leaves out information. By practicing these skills, students will develop critical thinking and begin to "promote civic engagement" like Hobbs mentions on page 148.

Whew! I know that's like a million teaching ideas, but I couldn't help it. As I was going through the reading, I just kept having a million ideas pop into my head. But that's because differences are so vital to our perceptions of media! A major responsibility we have as teachers is to help our students understand how media incorporates these differences to shape public opinion and reach target audiences.

While I agree with just about everything you closed with, Briana, regarding how we as educators must advocate and incorporate media literacy in our classrooms, there is something else from the reading that I really want to add. It came in around page 160 when Hobbs reviews the challenges of teaching about news and current events. She especially details the dangers of summarizing:

“Low expectations create problems when teachers don’t expect that young people will care about civic issues. When this occurs, some teachers may rely on lecturing, explanation and recitation, which one scholar has conceptualized as ‘defensive teaching strategies’. This happens when teachers control knowledge and classroom interaction, summarizing texts on behalf of students in order to guarantee a particular interpretation." Summarizing eliminates “the need for students to actually engage with and interpret the texts themselves” (160).

This stood out to me as perhaps the greatest responsibility we have as teacher advocates using media messages in our instruction. We have a responsibility to maintain high expectations and trust that our students will care about and engage with civic issues. When first testing out these new instructional strategies, we might have to mimic Mr. Landis’ example by displaying sensitivity and not rejecting any students’ ideas. We should have respect for their differences just as we’re teaching them to have respect for others. Let’s not fall back on those ‘defensive teaching strategies’ and instead maintain student ownership in our classrooms.

Response to Laura

I’m glad Laura chose to focus on the concept of differences in her post, because that is the part that most stuck out to me while I was doing these readings. I, too, was a bit confused at first when I read “The Story of My Body”, in trying to see how it connected with the Hobbs reading and the overall concept of media literacy and education. But it really is so clear. We are all so different, and not only that, but we even perceive ourselves and others in different ways that they perceive us (and others). No two eyes tend to see the same thing, even when looking through the same lens.

I think this difference of opinion is what drew me into our art form of theatre from the beginning. While I have a strong passion for English (as teaching it is my minor), I have always been frustrated by the fact that in most English classes that I have taken, typically after you finish reading a book, a teacher or professor asks questions in a class discussion…that always tend to point you in the direction of one or a set of specific set of answers about what exactly the motif, themes, and ideas were that were presented in the story itself. There always seems to be pre-set “correct” answers, and while other answers are certainly explored, it is the predetermined ones that they always focus back in on. However, I think this very concept is the reason theatre is so wonderful – it is so open to discussion, to review, to tearing it apart and breaking it down and getting out of it whatever it is you honestly got out of it. A production of “The Lion King” may be viewed by some as an emotional piece, driven by love for family members and a power struggle. Others may view it and juxtapose it as a modern-day version of “Hamlet”, and analyze it as such from a purely analytical standpoint. Still others may just go see the show as a fun family-friendly activity on a Saturday night, nothing more. Theatre is whatever you want to get out of it. There is no right/wrong answer.

Now, how does all of this connect to media literacy, especially in the classroom? Oh, if only I could count the ways! Just like Laura mentioned, everyone sees and interprets things differently. This is especially evident in the media, as the majority of media is where we glean our information from about the world around us. Just like it was mentioned in the Hobbs book, I do tend to get my information on what is happening in current events from my peers (friends and family), and occasionally from the blogs I peruse online. And this is exactly the kind of media that students can so easily be involved in – even becoming part of the media itself! In a generation that is ever-increasing in mass media production and where new forms of media (iPhones, iPads, Google+, YouTube, etc.) are flourishing left and right, it is becoming easier and easier to publish your own opinions and information on the web, and share it.

We as teachers need to do exactly what Hobbs suggests – take the current events that are happening around us and apply those immediately and directly into our classrooms. If we notice our students are talking at lunch about a recent event (i.e. the Flash Mob example), then it is not only a good idea but largely important to take that concept and apply it into our teaching. This will help our students not only learn more about the situation, but it will also help them to learn how they can be a part of it – whether advocating an issue, spreading awareness about it, or even learning more about how media construes our views on what is happening in the world around us (such as with the Newsweek vs. Egypt Today). Our students have the right and we have the responsibility to teach how media shapes our lives, through these different lenses that they each have as knowledgeable human beings on the earth today.

Differences

I love how Kristin mentioned Judith Ortiz’s story right off the bat. I agree with her- the story explicitly deals with the differences in her life. I also think the story is great because while Judith goes through all of those categories for herself, the audience is able to go through all of them for themselves. I know I was thinking about mine. At first this prompt seemed really confusing to me, with really nothing to do with the importance of teaching media/current events. But then I hit myself over the head and thought, oh! There are a million differences between every single human on this earth. Each of our stories and experiences are different, and I really feel like that’s what media strives to show. It shows the different stories that each of us has. I think that’s the most beautiful part about media. We don’t try to make the same movies about the same story over and over again, and we don’t take the same photograph over and over (unless it’s like the invisible cities website, which takes the same picture at different times, and which shows the evolution of an area). We try to show how things change, and we do different things with our art. I’ve heard of directors directing the same show twice, but hardly ever more than that. I’ve never heard of a film director directing the same piece twice. I wouldn’t have students read the same book twice in my class. Are lives are enriched through the differences; that’s where they gain meaning. Differences bring nuances and shades of experience.

I believe to better explore difference we do different projects, utilizing different medias, and discussing different stories. We study people different from ourselves. I liked how in the Hobbs reading she mentioned students studying a foreign newspaper, and comparing that to Newsweek. The students studied how they were similar and different. What did each say about its culture and the people that read it? What did it say about morality and ethics, or believe on population intelligence. Students discussed all these questions and more. I think the media sometimes exploits difference to get a good story. I’m reminded of the Omayra story where the photographer mentioned he got flack for taking the picture while there were news reporters that actually did seem to be exploiting her. The students who made the flash mob video games seemed to be a little exploited by the media since they inaccurately portrayed the situation. It just depends. When it’s political (and Hobbs mentions that politics now sort of feels like a dirty word) I feel like media often exploits things. But when we see things on networks that are neutral or notoriously academic I really feel like the purpose is to explore.

I definitely feel like we have a responsibility to actually educate our students and talk about current events, or things that affect them. Like the book says, and like we have mentioned in class there are some times when you’re talking about specific issues that you might need parent approval. But also like the book says, we can’t just assume that these kids can’t/don’t want to talk about these issues. We can’t assume that they have nothing to say and then rob them of valuable experiences. My favorite quote from this reading was on p 168 where Hobbs says, “When teachers use mass media, digital media, and popular culture to address social, political, and cultural issues, students develop the capacity to make sense of and critically analyze the world around them.” I think this is so true. If we don’t talk about current issues, or connect plays we direct with their current lives/current issues then we are doing our students a disservice. 

Blog Response 8

The media exploits and explores difference constantly and most of the time, it isn't intentional. The example Hobbs gave of the educator in Seattle who used Egypt Today and Newsweek to look at the two articles on the Israeli-Lebanese is a perfect illustration of the media portraying difference without meaning to. These two different news sources covered the exact same event and portrayed them very differently. The students were able to see how the media shapes public opinion by observing which information was chosen to be highlighted. 

Difference can also be seen in the quality or tone (as opposed to content) of the information that the media presents. What is the news like in France or Germany as compared to The United States? What is the difference in films? YouTube videos? Newspapers? Popular songs? Books? etc. etc. Difference is a theme that can be taught and talked about with any form of media, merely because the nature of media emphasizes difference. If you are creating media, you certainly don't want to copy exactly what someone else has done, therefore, difference is already being created from the get-go.

Our personal responsibility as teacher advocates when it comes to media and media messages is to be "a passionate teacher, armed with a good idea" because we can be "tremendously inspiring to other colleagues." , in short. I believe what Hobbs has been saying throughout the whole book, and more specifically in chapter 9, is that we need to infuse as much media literacy into our schools, units, and lessons as possible. Hobbs talks about the two ways of integrating media literacy: one, to integrate it into existing curriculum, and two, to create a separate course for media literacy.She argues the strengths and weaknesses of both, but regardless of which way it is done, it needs to be done. I've said it before in my blog posts, and I'll say it again, we truly do need to educate our students in how to interact with the media around them. The world is becoming too digitized to allow our students to leave our classrooms without these skills and this knowledge.

Blog Response 8 - Responsibility to Media

            Skin, Color, Size, Looks – each of these subjects is addressed by Judith Ortiz Cofer in her article “The Story of my Body”(found in Seeing & Writing pgs. 332-341).  Difference is all around us, every day.  Regardless of skin, color, size or looks each human being is entirely different from those around them.  Unfortunately, skin, color, size and looks are a factor for social stereotypes and discrimination.  No one is safe from discrimination, because it follows difference.  It is our role as the teacher to teach our students to accept and value difference, not discriminate against it.
Media is a powerful tool that teach students to “connect . . . emotionally to others and to express complex and multifaceted points of view” (157).  Although media provides a valuable tool and outlet for students to be able to value about difference, it is also a powerful supporter of the discrimination for difference.  Media is the “equalizer”, a vast storage of images that display cookie cutter human beings who define beauty after they have been nipped and tucked and photo edited.  Social Media often promotes that if you don’t meet their standards you aren't beautiful or worthwhile.  Just as Judith Ortiz Cofer experienced growing up, often students are treated with disrespect by students and teachers if they are different from the “status quo”.
It is our responsibility to use Media as a force for good and not evil.  Media provides students with tools to be able to express their differences and stand up for what they believe in.  As the educator it is our obligation to not discriminate against students and give them equal chances for success.  This notion requires that we are fair, not equal.  Students should be treated fairly and as individuals not as the exact same cookie cutter students.  They are each unique and have various learning styles and abilities, but they all have potential.  Through Media we can provide students with the opportunity “to use the power of media and technology to make a real difference in their communities” (156).  Learning is not a punishment it is a privilege.  We should utilize media to reach out to students interests and incorporate those interests into assignments.  Providing students with the power of choice will help to increase their desire to do an assignment.  Hobbs states “that when young people recognize their power and their social responsibilities as communicators, they can experience significant personal growth” (158).
Students can be given the opportunity to learn about accepting differences through Media by creating projects that focus on issues in their community.  For instance, you could assign students to interview various members of their community and create an audio documentary where they incorporate music, interviews and narration of their experience in the community.  You can also have students work together to focus on their own differences and what makes them unique and compile their differences together into a devised piece that is recorded and shown to the school.  Students could also interview one another and create a monologue based on each other’s interviews.  Also films can be shown that focus on differences and students could be required to write a reflection on the film.  Or even take the film they watch and create a movement piece based on how that film applies in their own community.
         The possibilities with how media can be incorporated into the classroom are endless. But it is our responsibility as the educator to advocate for the use of media in our classroom.  Hobbs states, “Increasing mistrust in the media means young people may not believe much of what they hear, see, or read on the news” (149).  Not only may our students mistrust media but our administration may be against it.  As a result it becomes our responsibility to advocate for media in the classroom.  Media is a valuable tool.  As Hobbs states, “when high school students get sustained opportunities to make sense of and respond to news and current events in ways that are meaningful to them, learning comes alive” (159).  Also, “When teachers use mass media, digital media, and popular culture to address social, political, and culture issues, students develop the capacity to make sense of and critically analyze the world around them” (168).  Students need to come to understand the world around them, the world that they are a part of and are going to/are influencing every day.  Media connects students with the world and can help them address difficult conversations and situations.  As educators we need to open our classroom to media and use media to reach our students, peak their interest and help them explore learning in a whole new way!

Blog Response 7

Okay...I think I might have the groups mixed up...I thought I was responding this week...? I might have it wrong...just wanted to preface with that! :)

With the reading and with the images, icons, and essays in Seeing & Writing 4, the most compelling aspects to me were Hobbs' ideas on digital citizenship and the journalism essay. In reference to the journalism essay specifically, I really liked what Laura said in her post, "Don't misrepresent yourself. Don't misrepresent the facts. Like the OJ Simpson photo, people will find out. You will lose your credibility. You can never get that back". This principle is so true. In our 377D class, I recently wrote a reading response on how to integrate big ideas into your lesson plans and into your classroom. I came to the conclusion that you need to embed them so deeply into your lesson plans that the students learn them without realizing it. Misrepresentation and digital citizenship (thinking through how your actions online will affect you and others) are big ideas. If we design lesson plans that teach these concepts and continue to enforce these ideals throughout the school year, I believe that we can inadvertently teach our students how to critically think and engage with media.

I also really liked the idea of teaching our students this concept through our integration of media and theatre. Kristen had great ideas on how to integrate media to teach this very concept, and I really loved her expansion upon that 6th grade lesson of comparing and contrasting celebrities. Having students explore this concept in-role uses theatrical disciplinary tools to teach the big idea of contradictory messages in the media. Theatre itself is also extremely reflective in nature anyway, we can easily teach our students the simple skill of reflection. We then can certainly teach them to apply it to other areas of their life.

In teaching our students about digital citizenship, representation, and contradictory messages (just to name a few of the concepts presented in Hobbs) in media, we can easily look at the work found in S&W4 with more scrutiny. We can look at the messages and the representation in photos, essays, and articles. Was this said or done to manipulate the audience/reader/viewer? Was the author trying to be as honest as possible? Was the author trying to prove a point? And so on and so forth. However, this application does not need to stop with the creations e in S&W4, it can be applied to museums, videos on the internet, movies, books, newspapers, etc. If we arm our students with these tools, they will be able to more fully understand the increasingly digital world around them.

Blog Comment 7

                Hobbs stated “Art has the power to shape our sense of reality” (135).  This one simple sentence summarizes thousands of ideas about the importance of art and theatre.  Art provides a lens through which we can better analyze the world in new and creative ways.  It allows for students and teachers to explore difficult ideas and innovative ways of thinking.  But in teaching the arts it is important to remember that “It’s not about getting kids to think like the teacher” (119).  Often times I think about lesson planning in a way that is geared towards teaching students what I think and how I think about situations and subjects.  Students need to learn to think for themselves and to think critically about information they are presented with each and every day of their lives.

                In teaching students media through theatre and vice versa it is important to remember that the best way to access difficult material is through critical autonomy.  According to Hobbs, in reference to Lens Masterman, Critical Autonomy is “develop[ing] pupils enough self-confidence and critical maturity to be able to apply critical judgments to media texts which they will encounter in the future” (119).  Media is a controversial issue in today’ society.  Media provides efficient means and innovative ways to access new material and relate to students interests, but it also provides students with easy access to controversial issues.  Pornography, violence and inappropriate material is readily accessible on the same valuable resources of Facebook, YouTube and Google, etc.  Hobbs counsels for the instructor to never share a video that has not been previously viewed before.  Students’ sensitivity to material will depend entirely on their upbringing and values and as the teacher it is your responsibility to screen material before showing it in class.  YouTube can provide valuable examples of scenes for a show you maybe performing or various forms of theatre.  But it must be censored first to ensure that the video clip upholds and maintains the values you have set for your classroom.

                Although I want a high moral environment for my classroom that doesn't mean that I want to shun media.  Media is a great source for students to be able to learn and grow and experiment in new forms of learning.  I love the examples that Hobbs provides of discussing difficult topics through media, such as in the 6^th grade classroom and the students’ discussion of popular celebrities.  Hobbs suggests “For genuine reflection to occur, every idea and argument must be placed under the microscope for critical scrutiny” (119).  I plan to have students’ complete assignments using media. It would even be interesting to take the ideas from the 6^th grade classroom and have students devise a piece based on how they feel that media is influencing them.  They would be required to use various forms to media to express their opinions and relate that to current examples from pop culture.  As students discuss it is best for them to use critical scrutiny in order to really analyze the issues they face every day and then present those issues to others students their age.  They could be divided into groups and each pick a topic that they feel is of great influence in their lives right now, whether that is advertising, movies, television shows, the internet, etc.  The Students’ would be required to pick a subject that is specific and expound upon their opinion of how that form of media is present in their lives and then perform a devised piece base on their discussions.   

                With this idea in mind I feel that it is important to bring in aspects of the Seeing & Writing book when discussing project ideas with students.  Specifically I feel it is important that they have an understanding of how photographs and media in general can be manipulated to portray a specific meaning and then have the students relate how that meaning translates into their lives.  Media is every present and is a form of manipulation.  It is a powerful force that can be used to teach valuable lessons but it can also destroy.  It is important we teach our students to think for themselves and determine how they will let media influence them.