Media & Information Literacy For Teachers

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  • Home
  • Introduction
  • Modules
    • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
      • Unit 1: Understanding Media and Information Literacy – An Orientation
      • Unit 2: MIL and Civic Participation
      • Unit 3: Interactive with Media and Other Information Providers such as Libraries, Archives and the Internet
      • Unit 4: MIL, Teaching and Learning
    • Module 2: Understanding the News, Media, and Information Ethics
      • Unit 1: Journalism and Society
      • Unit 2: Freedom, Ethics and Accountability
      • Unit 3: What Makes News – Exploring the Criteria
      • Unit 4: The News Development Process – Going Beyond the 5Ws and 1H
    • Module 3: Representation in Media and Information
      • Unit 1: News Reporting and the Power of the Image
      • Unit 2: Industry Codes on Diversity and Representation
      • Unit 3: Television, Films, Book Publishing
      • Unit 4: Representation and Music Videos
      • Unit 5: Digital Editing and Computer Retouching
    • Module 4: Languages in Media and Information
      • Unit 1: Reading Media and Information Texts
      • Unit 2: The Medium and the Message – Print and Broadcast News
      • Unit 3: Film Genres and Storytelling
      • Unit 4: Camera Shots and Angles – Conveying Meaning
    • Module 5: Advertising
      • Unit 1: Advertising, Revenue and Regulations
      • Unit 2: Public Service Announcements
      • Unit 3: Advertising – the Creative Process
      • Unit 4: Advertising and the Political Arena
      • Unit 5: Transnational Advertising and ‘Superbrands’
    • Module 6: New and Traditional Media
      • Unit 1: From Traditional Media to New Media Technologies
      • Unit 2: Uses of New Media Technologies in Society – Mass and Digital Communications
      • Unit 3: Use of Interactive Multimedia Tools, Including Digital Games in Classrooms
    • Module 7: Internet Opportunities and Challenges
      • Unit 1: Young People in the Virtual World
      • Unit 2: Challenges and Risks in the Virtual World
    • Module 8: Information Literacy and Library Skills
      • Unit 1: Concepts and Applications of Information Literacy
      • Unit 2: Learning Environments and Information Literacy
      • Unit 3: Digital Information Literacy
    • Module 9: Communication, MIL and Learning – a Capstone Module
      • Unit 1: Communication, Teaching and Learning
      • Unit 2: Learning Theories and MIL
      • Unit 3: Managing Change to Foster an Enabling Environment for MIL in Schools
    • Module 10: Audience
    • Module 11: Media, Technology and the Global Village
      • Unit 1: Media Ownership in Today’s Global Village
      • Unit 2: Socio-Cultural and Political Dimensions of Globalized Media
      • Unit 3: Commoditization of Information
      • Unit 4: The Rise of Alternative Media
    • Module 12: Freedom of Expression Toolkit
  • Resources
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Home / Modules / Module 3: Representation in Media and Information / Unit 4: Representation and Music Videos

Module 3: Representation in Media and Information

Unit 4: Representation and Music Videos

DURATION: 2 hours

KEY TOPICS

  • Analyzing music videos
  • Representation
  • Music and social change
  • Using storyboards

LEARNING OBJECTIVES

After completing this unit, teachers will be able to:

  • Develop a storyboard and treatment for a music video
  • Analyze a music video, with emphasis being given to representations of gender, race and sexuality
  • Examine representation in ‘alternative’ music
  • Compare representations in alternative media to those in the mainstream

PEDAGOGICAL APPROACHES and ACTIVITIES

Music plays a vital role in all of human society. Music is generally seen as entertainment but it also plays a significant role in many religious and cultural practices, and is frequently used in political struggles. Understanding how music affects audiences is part of MIL.

ACTIVITIES

ACTIVITIES

  • Using the Internet, examine the videos of today’s top recording artists. Analyze the messages and values of a music video of choice (based on the availability of song lyrics as well as the video for the song). The analysis should include the following:

    • Examination of the content of the lyrics, including a description of the ways in which the images in the video relate to the lyrics and melody of the song, and to the teacher’s interpretation of the lyrics
    • Examination of the technical components of the video, considering the use of colour, lighting, editing (pace, juxtaposition, cutting on the beat), special effects, and the connection between audio and video components
    • Examination of the social issues dealt with in the video, with consideration given to how those messages might change if people of a different social class or race were included, or if the male and female characters switched roles

    Interpret the ideological and value messages being presented in a video using the following questions as a guide:

    • Does the video present the beliefs of one particular group?
    • Describe the representations of men and women in the video. Are any stereotypes used? If so, to what effect?
    • Who is in a position of power? Who is not? Who benefits as a result?
    • Does the video exclude any groups of people or their beliefs?
    • What definitions of happiness, success, or morality are implied?

    Determine the target audience. Assess to what extent the video would have any appeal beyond this target audience.

  • Assess the power of popular culture and music as tools for transformational change. To what extent do musicians and artists have a role in providing political and social commentary and in promoting social justice? Look at the work of the Denmark-based organization Freemuse, which supports musicians who have been involved in social and political causes. What issues and events have been represented in their music? To what effect?
  • Select song lyrics and prepare an original storyboard for a music video that will convey the message of the lyrics. Carefully consider the images that will represent the lyrics. Identify and select the technical elements that will enhance this representation.
    • If a video for this song already exists, compare the storyboard with the video that has been produced, noting differences and similarities in imagery and techniques.
  • Visit the Internet site of an organization such as MediaWatch, committed to challenging ‘racism, sexism and violence in the media through education and action’. Investigate the goals and campaigns of this and similar organizations.
ASSESSMENT RECOMMENDATIONS
ASSESSMENT RECOMMENDATIONS

  • Analysis and assessment of current examples of music videos based on representations, technical elements, ideology and value messages
  • Development of storyboard(s) for song lyrics of choice
  • Unit 1: News Reporting and the Power of the Image
  • Unit 2: Industry Codes on Diversity and Representation
  • Unit 3: Television, Films, Book Publishing
  • Unit 4: Representation and Music Videos
  • Unit 5: Digital Editing and Computer Retouching

Modules

  • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
  • Module 2: Understanding the News, Media, and Information Ethics
  • Module 3: Representation in Media and Information
  • Module 4: Languages in Media and Information
  • Module 5: Advertising
  • Module 6: New and Traditional Media
  • Module 7: Internet Opportunities and Challenges
  • Module 8: Information Literacy and Library Skills
  • Module 10: Audience
  • Module 11: Media, Technology and the Global Village
  • Module 12: Freedom of Expression Toolkit

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