Главная страница «Первого сентября»Главная страница журнала «Английский язык»Содержание №31/2002

METHODS OF TEACHING

Introduction to Media Studies

Students Will Learn

  • to understand that the media present a version of reality that is constructed

  • the information we receive is only a representation of the actual event

  • to understand that the media can influence our perceptions of gender, race, family, violence, and society itself

  • to recognize the consumerism behind products and identify implications (analyze advertising)

  • to examine the techniques used to organize and construct the images (production)

What You Need to Know

Information in our society is gained from many communications media, ranging from the obvious, such as television, radio or newspapers, to the less obvious, such as clothing. Much of this information is transmitted repeatedly, which can result in our absorbing these messages implicitly, This is how media can easily shape values and behaviours.
It is essential that students be encouraged to explore the messages in media texts by developing a basic understanding of how media work, and what their limitations, possibilities and power are.

Why Study Media?

We live in a world rich in information. Most of this information and much of what we know comes to us through the media – television, radio, newspapers, billboards, magazines, films, and increasingly, the Internet.
The ability of the media to communicate information to us is important and valuable, but there is also a business side to media. As businesses, media organizations need the support of a large audience and sponsors. For instance, when we buy a magazine, some money goes to the publisher. Companies also pay the publisher to print the advertisements that we see in the magazine. Similarly, companies pay networks to play the commercials that we see on television.
To reach as many people as possible, magazines and television programs (and all forms of media) are carefully planned to be captivating and entertaining. As a result, our attitudes and ideas about events and products can be affected by the way the “pictures” are put together.
For good and bad, media is a part of our everyday lives, but most of us do not know the “rules of the game”. If we learn the strategies, skills, and the techniques used in this game, we can better understand it. You may be surprised by what you find.

What is Media Literacy?

  • knowing some of the techniques used to make media messages

  • learning what is behind the media messages

  • recognizing that the media want to attract and influence us, the audience, with their messages

The Media Triangle

Media is made, or produced, in specific ways and for certain people. The triangle below will help you to understand how this is done. Using a television advertisement as an example:

The Story (text)

1. What story is being told?
2. What are the people in this ad like?
3. What is their age, gender or race? Do they appear wealthy?
4. Do I believe this story?

Production

1. Who created this ad? Who profits from this ad?
2. What medium (for example, print or TV) is this ad?
3. How long is the ad?
4. Are there music or special effects in the ad? How do they make you feel?
5. How much do you think this ad would cost to make?
6. Where do you think the money comes from to pay for this ad?

Who Watches? (the audience)

1. What do I like about this ad?
2. Who do you think ad was made for?
3. What parts of the ad (people, music, images) appeal to the people this ad was made for?
4. How do the people who watch this ad pay for it?

ACTIVITY 1

Select one television or print advertisement.

Suggested Intro: Explain to students that what we see on television or in the movies has been recorded from the camera onto film or videotape. Show students the actual tape in the cassette. Use an old filmstrip to show that images that we see are made up of a series of the previous one. When the film passes quickly through a projector the still pictures create moving images.
Have students analyse:

The Story (Text)

1. What story is being told?
2. What are the people in this ad like?
3. What is their age, gender or race? Do they appear wealthy?
4. Do I believe this story?

Production

1. Who created this ad? Who profits from this ad?
2. What medium (for example, print or TV) is this ad?
3. How long is the ad?
4. Are there music or special effects in the ad? How do they make you feel?
5. How much do you think this ad would cost to make?
6. Where do you think the money comes from to pay for this ad?

Who Watches (the audience)

1. What do I like about this ad?
2. Who do you think this ad was made for?
3. What parts of the ad (people, music, images) appeal to the people this ad was made for?
4. How do the people who watch this ad pay for it?

Through the Eyes of the Camera

Media accounts of sports events are carefully put together to create suspense, drama and excitement to keep the viewer’s attention. One production technique used to create these effects is camera angles. Through various camera angles, the audience receives different impressions about the events.

The purpose of these activities is to explore how media (primarily television) images are constructed, and how choices are made about the content of these images.

Materials

a) Viewfinder frames: using small sheets of Bristol or cardboard, cut out a rectangular hole (4 cm x 3 cm) in the middle of each sheet.
b) Collect old filmstrips and video cassette tapes for students to handle.

There are three basic camera angles that camera operators use:

a) long shot:

complete picture of person or object
show subjects, others around them and background information

b) mid shot:

picture that extends to just below the waist
allows enough room to include one other person

c) close-up:

picture of the subject from shoulders to top of head
gives a personal view of the subject

ACTIVITY 2

Using the viewfinder frames your teacher gives you, imitate these camera angles. Close one eye, and hold the viewfinder close to the other eye. Choose something to look at. Now slowly move the viewfinder away from your eye while continuing to look at the subject. When the viewfinder is close, you can see a long shot image of the subject. When the viewfinder is farthest away from your eye, you see a close-up shot.

With a partner, choose a subject to draw. Draw all three camera angles with as much detail as you can. Once you finish, arrange the shots in different orders. How does the “story” change? Do the arrangements make sense?

 Olympic and World Cup Coverage

Advertisers and sponsors want as many people to see their products as possible. They Olympics attract a lot of attention and draw a large audience. This is why broadcasting the Olympics and World Cup can make a lot of money for television networks, sponsors and advertisers. In order to keep the viewers interested, much planning is done to make the Games exciting, suspenseful and dramatic. This may include production techniques such as replays and slow motion to highlight actions, close ups and music to build drama and tension, stories about athletes, and colourful commentary and statistics.

Some decisions that producers or networks make are:

  • what events to broadcast

  • whether to broadcast live or from tape

  • what times to broadcast the selected events

  • what commercials to insert

Organize in pairs, and have one partner watch coverage of the Olympics or other major sports events during the same time slot (30 minutes). Make note of the following items. Afterward, discuss your findings with your partner.

Compiled by Erin Bouma