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Media Literacy II

Chukyo University

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Student Name: ____________________________________

Unlessspecifiedotherwise,allteachingmaterialsinthisbookletbelongtoSophieMullerbutcanbefreelyusedbyothersifownershipisacknowledged.

MediaLiteracyII ClassContent&Homework

Copyright©2018S.Muller,AllRightsReserved.

Week Content

1

1.Classintroduction:introductionofwebsite&blog;presentationofsemesterconceptmap&workonyourpreconceptionswithFishisFish2.Watchthevideo“Howtohaveagoodgroupdiscussion,part1&2”;worksheetpage3&4inbookletHomework(HW):Reflectonyourlisteningandspeakingskillsonclassblog.Deadline:nextThursday,midnight

21.Testonweek1content(page1)2.ImagesarebeingmisusedwhichrequiresustoshowCriticalThinkingtowardsTVnews:examplewiththeLosAngelesRiots(1992)

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1.Testonweek2content(page6) 2.McGurkEffectvideo:whatweseeinfluencewhatwehear;CriticalThinkingtowardspropaganda:caricaturesofactors(fun),ofJews(Nazipropaganda),seenthroughthecurrentstereotypingofAfricanAmericans(FreedomWriters)In-classactivity(graded):imagesofJapaneseorAmericanpropagandaduringWorldWarIIHW:Onthewebsite,watchthevideocalled“CriticalThinkingTowardsReligion&Stereotyping”,anddothe“Reflect”activityonclassblog.Deadline:nextThursday,midnight

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1.Sharingimagesfromthe“Reflect”activity2.Practicinganotherformofcriticalthinkingwithnews(paper)analysis:watchvideoonwebsiteHW:Findanarticlewithyourgroupmembers

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NewsProject(graded):90minutestoworkinclass;duedateisweek5HW:Onthewebsite,watchthevideocalled“FightingStereotypesforPeople’sWellbeing”andanswerthequestionsintheclassblog.Deadline:nextThursday,midnight

61.Homeworkdiscussion2.Testoncontentofthevideo“FightingStereotypesforPeople’sWellbeing” 3.“HeforSheCampaign”explanation

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1.GroupworkonUNWomenAdCampaign2013&SexualizationofToys2.Genderbiasintoysadvertisement3.IntroductionofpastprojectsHW:Onthewebsite,watchthevideocalled“WhatAreStereotypesandHowToBreakThem?(part1)”.Testonthecontentofthevideoweek8.

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1.Testoncontentofthevideo“WhatAreStereotypesandHowToBreakThem?(part1)”2.Howtobreakastereotype(part2),withoutcreatinganotherone3.Introductionofpastprojects4.Signupsheetforstereotypeandmedium

9 Workonproject

10WorkonprojectHW:SendarticlebyemailbynextThursdaymidnight

11

BreakingStereotypesProject:inclasspresentationwithvoteforbestHW:Readthearticleinthebookletpage22-23andwriteyourideasontheclassblogbynextThursday,midnight

MediaLiteracyII ClassContent&Homework

Copyright©2018S.Muller,AllRightsReserved.

12

1.Homeworkdiscussion2.Journalistresponsibility:faminespictures-3problems&whatjournalistsshoulddoHW:(1)Testonthecontentofpage24;(2)Readthestoryinthebookletpage25-26andshareyourideasontheclassblogbynextThursday,midnight

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1.Testonpage24content2.Journalistresponsibility:Howaboutthephotographer?Ex:K.CarterHW:Readthearticleinthebookletpage29-30andanswerthequestions

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1.Homeworkdiscussion2.Journalistresponsibilities,solutions:1.TheCriticalPath(learnfromhistory&readtounderstandthepoliticalcontext);2.UpClose&Personal:whatmakesagoodjournalist;3.Returntoimmersivejournalism

15 Lastproject:pictureanalysis

MediaLiteracyII ClassIntroduction

Copyright©2018S.Muller,AllRightsReserved. 1

Teacher:SophieMullerEmail:smuller_chukyo@me.comCLASSGOALSMedialiteracyaimsathelpingusunderstandthevariousformsofmedia,tomakebetteruseofthem,andbemoreskillfulatgatheringtrustworthyinformation.Themaingoalofthisclassistogiveyoutoolstothinkonyourown,combiningpiecesofinformationfoundindifferentmedia.Thesetoolsshouldhelpachievemediaempowermentwhichistotransformyourpassiveorsemi-passiverelationshiptomediaintoanactive,criticalone.Youwillexperiencedifferenttypesofmediathatwewillanalyzethroughinteractivegroupactivitiesandflippedactivities.Youwillthenmakeyourownmediaproduct(s).GRADINGSYSTEM�Continuousassessment,30%-Homeworksubmittedontheclassblogtogetyoureadyforyourprojects-Tests�Projectwork,70%Therearethreeprojectsforthissemester:-Newsproject:20%ofyourfinalgrade.-BreakingStereotypeproject:30%ofyourfinalgrade.-Pictureproject:20%ofyourfinalgrade.�Attendance&Finalgradepossibilities-Arrivingmorethan15minuteslateorleaving15minutesearly=1absence.-Arrivinglate3times=1absence.-S=nobeinglate;noabsence(exceptforexcusedones)-A=1absence-B=2absences-C=3absences-F=4absencesWEBSITE-Address:learningpotentials.weebly.com-Lookforthetab“MediaLiteracy”

MediaLiteracyII SemesterContent


CONCEPTMAP

WHATDOYOUKNOWABOUT…-Thetheme:“images”?What’sanimage?-Thetwotopics:misuseofimages&journalist’sresponsibilitytowardsimages?-Thespecificissuesof:criticalthinkingtowardsTVnews,propaganda,religion,andstereotyping?Howtotakeactiontobreakstereotypes?TheNepalEarthquakein2015?KevinCarter?IMPORTANCEOFPRECONCEPTIONSThinkingonyourownbeforegetting input frommeorotherstudentsgivesyouachancetoseewhatyoualreadyknowandthink.Thechildren’sbookbyLeoLionni,FishisFish1demonstrateswhyit’simportanttounderstandpreconceptions.Whenthefrogexplainstothefishwhatithasseenoutsidethepond,thefishunderstandseverythingaslookinglikeafishbecausethatisallthatitknows.Itlearnsnewthingsbasedonwhatitalreadyknows.

1https://vimeo.com/393740622Smith,Erna(1994).TransmittingRace:TheLosAngelesRiotinTelevisionNews.JoanShorensteinCenteronthePress,Politicsand

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MediaLiteracyII Week1


Video#1:GoodGroupDiscussion,part1“Beingagoodlistener”

1.Readtheguidingquestionsbelow.2.Takenotestoanswertheguidingquestionswhilewatchingthevideoonthewebsite.3.Answerthequestions,usingyourownwordsasmuchaspossible:justrepeatingwhatisinthevideowillmakeitharderforyoutodeeplyunderstandandremember.4.Summarizethevideousingtheconceptmap.Video#1,GoodGroupDiscussion,part1“Beingagoodlistener”Guiding questions 1. What are the 3 skills that can make you a good listener? ATTITUDE 2. What did Mathew do that made him a bad listener? 3. What did Mathew do that made him a good listener? 4. Fill in the blanks: ATTENTION 5. What did Mathew do that made him a bad listener? 6. What did Mathew do that made him a good listener? 7. Fill in the blanks: ADJUSTMENT 8. What’s the main advantage of discussions which are off topic? 9. If a discussion seems too off topic, what should you do?

YourAnswersAno___________m___________willhelpyoudiscovernewe___________i___________andm___________p_______________.Ifyoupayattentionandc_______________,youwillbeana___________listenerwhocanaddn___________informationtowhatyoua___________know.

YourNotes

Summary

Learn



Video#1,GoodGroupDiscussion,part2“Beingagoodspeaker”Guiding questions 1. What are the 3 skills of a good speaker? ACCURATE 2. What did Mathew do that made him a bad speaker? 3. What did Mathew do that made him a good speaker? 4. Fill in the blanks: INTERACTIVE 5. What did Mathew do that made him a bad speaker? 6. What did Mathew do that made him a good speaker? 7. How can you make your talking time interactive? Fill in the blanks: MEMORABLE 8. Fill in the blanks:

YourAnswersTomakeyourcommentsaccurate,youneedtos___________themwithe___________,n___________,and/ort________________.Youalsoneedtoclearlye___________yourcomments.-Keeptheotherparticipantse___________-S___________ontopic-Avoidbeingar___________s___________:saying“metoo”withnoothercommentsdon’tmovethediscussionforward.-Bec___________ands_____________________-Ber_________________Tomakeyourpointsandideasmemorable,youhavetomaketheme___________tofollow,c___________.Sharingf___________ideaswillalsomakeyourcommentsmemorable.It’ssometimeshardtobedifferentinadiscussion,butitcanalsoincreaseothers’interestandmakethemthinkharder.Bebrave,t___________o___________theb___________.

YourNotes

Summary

MediaLiteracyII Homeworkforweek2


PostyouranswerontheclassblogbynextThursday,midnight.Consideringtheskillsofagoodlistenerandspeakerwhichone(s)areyougoodat?Why?Whichone(s)doyouneedtoimprove?How?Skill(s)Iamgoodat… Because… Skill(s)Ineedto

improve How?

REFLECT



CRITICALTHINKINGTOWARDSTVNEWS:RodneyKing&theLAriots,19922�Background-Fornolegal(orhumane)reason,RodneyKingwasseverelybeatenbyseveralpoliceofficerswhilestoppedonthehighway.FootageofhisbeatingcouldbeseenonYouTube,buttherewasacopyrightclaimwhichremovedthevideo.Itishoweverontheclasswebsite.-Afterthepoliceofficerswhobeathimup,wereacquitted(judgednotguilty),riotsstartedinLosAngeles.�Howdidthenewsreporttheriots?Belowyouwillfindtheprofileofthepeoplearrestedduringtheriots,andtheprofileofthepeopleshown

(depicted)inthenews.WhereasLatinosweretheethnicitymostarrested(51%),AfricanAmericansweremostseenonTVasviolentrioters,assaultingorburningproperty,aswellaslooting(48%).TheTVnewsframedtheLAriotsasBlackriots.Framing-Synonyms:storyangle,newspeg,hook.-Framesshapethewayjournalistsorganizethefactstogivemeaning.Theyarechosenaccordingtothefactsconsideredmostimportant,notnecessarilythetruth.-Framesareconveyed(showntothepublic)through:*Script:whatjournalistssay;*Storylead-insandclosings:howthenewsstartsandfinishes;*Peopleinterviewed;*Soundbites:whatyouhearbesidespeopletalking;

*Visuals:whatyousee.SowehavetopaycloseattentiontotheseelementswhilewewatchTVnewsandaskourselves:whatframe/angleisshownhere?Isittheonlyone?AsE.Smithwrote:“Thepoweroftelevisionliesinitsabilitytoliterallybringthenewstolife”(E.Smith).Inotherwords,it’snotbecauseitlooksrealonTV,thatitisreal!Thereisagreatmoviewhichshowshowagovernmentinventsawartotakethepublic’sattentionawayfromacaseofsexualharassment:“WagtheDog”.It’sjustamovie,butIconsiderthatitshowswhatcanactuallybedoneonTVtomakeusbelievewhatisnottrue.AsE.Smithwrote:“OnTV,seeingshouldnotalwaysbebelieving”.Sensationalistnewscovering-Definition:sensationalismdescribestheuseofexcitingorshockingstoriesorlanguageattheexpenseofthetruthinordertogetthepublicinterest.-TwoeventsduringtheLAriotscanbeconsideredassensationalistnewscovering.FirstthereisRodneyKing’strial.Thepoliceofficerswereacquittedatabout1:00pm.Buttheprosecutorsrequesteda2-hourdelaysoTVnewscrewscouldpreparetobroadcasttheverdictliveinLA.At1:00pm,onlyafewpeoplewouldhavebeenwatchingTV,whereasat3:00pmitwasmorelikelythanmanywouldbewatching.ProsecutorsandTVnewscrewswantedtheverdicttohaveabiggerimpactsotheywaited.ThenbecauseoftheextensivemediacoverageoftheLAriots,smallerbutsimilarriotsandotheranti-policeactionstookplaceinothercitiesintheUS.Becauseofthe(excessive?)mediacoverage,theproblemspread.-SomehavepointedoutthatCNN’scatchphraseis:“We’rereportingthenewsasithappens”,butitshouldbechangedto:“We’rereportingthenewsBEFOREithappens.”

2Smith,Erna(1994).TransmittingRace:TheLosAngelesRiotinTelevisionNews.JoanShorensteinCenteronthePress,PoliticsandPublicPolicy.http://www.hks.harvard.edu/presspol/publications/papers/research_papers/r11_smith.pdf

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CRITICALTHINKINGTOWARDSPROPAGANDA-OFFICIAL&STEREOTYPICAL�TheMcGurkEffectTosupportwhatE.SmithsaidaboutnotalwaysbelievingwhatweseeonTV3,theMcGurkeffectclearlyshowshowwhatweseeinfluenceswhatwehear.Inthisvideo4,whenweseetheman’smouth,wehear“ga”.Butwhenwedon’tseehismouth,wehear“ba”,whichiswhatheactuallysays!�NazipropagandaduringWorldWarIIAswesawwithTVnews,tobecriticalviewersneedtobepayattentiontothe:• Script:whatjournalistssay• Storylead-insandclosings:howthenewsstartandfinish• Peopleinterviewed• Soundbites:whatyouhearbesidespeopletalking• Visuals:whatyouseeThisisespeciallytruewhenyoulookatcaricatures.Theycanbefun,buttheycanalsobehurtfulifnotdangerouswhentheyareusedforthewrongreason:theyframepeopleaccordingtosomephysicalcharacteristics.TheNazipropagandausedcaricaturestorepresentJewsduringWorldWarII.NotonlydidtheNaziblametheJewsforjustabouteverything(controllingthecountriesthatwereagainstHitler’sexpansionistpolicy,makingthemresponsibleforthewar,spreadingdiseases,…),buttheyreducedtheJewstotheirnose…Belowisaninfamouscollectionofcaricatureswiththeircaptions:

Oneeatstheother(USeatsUK– BehindtheenemypowersistheJew. Heisguiltyofthewar.RussiaeatsUS).TheJeweatsthemall.

TheeternalJew

3Smith,Erna(1994).TransmittingRace:TheLosAngelesRiotinTelevisionNews.JoanShorensteinCenteronthePress,PoliticsandPublicPolicy.http://www.hks.harvard.edu/presspol/publications/papers/research_papers/r11_smith.pdf4http://www.youtube.com/watch?v=Fke7GWcT5ko



�Moderncaricature:racialtensionsintheUSNowadays,wearestillfacedwiththeproblemofcaricaturingothersaccordingtophysicaltraits,asthetruestorydepictedinFreedomWritersshows.Ms.Gruwell,theteacher,hasbeentryingtoteachherstudentsforseveralweeks,whenadrawingispassedaround.Shecannottakeitanymore,andconfrontsthem.

AfterexplainingtothemwhathappenedtotheJewsandhowtheNazipartyusedimagessimilartotheonetheypassedaround,onestudentasksher:“What’stheHolocaust?”Dazzledbythequestion,sherealizesthattheydon’tknowwhattheHolocaustis.ShethusdecidestotakethemtotheMuseumofToleranceinLosAngeles.TheMuseumofTolerancehadaspecialexhibit,called“TheChildrenoftheHolocaust”.Inthisexhibit,imagesareframedtohelppeopleunderstandnotjusthowmanypeoplediedduringtheHolocaust,butwhotheywere.Forme,it’salessonincriticalthinkingtoo:tothinkmoredeeplyaboutanevent,let’sbehuman,let’sgetpersonal.AnotherpersonconnectedtoFreedomWriters,ZlataFilipovic,alsobelieveinthepowerofpersonalstories,ofgivingastoryaface.Z.Filipovicbecamefamousattheageof11thankstothediaryshewroteduringthewarinBosnia.Sheisalsoknownasthemodern(andmuchluckier)AnneFrank.Inherdiary,shewrote5:

“Ihavealsounderstoodthepoweroftheindividualexperienceinwar,orinanykindoflarge-scale tragedy. When we hear of wars, we hear the number of dead and wounded, of dates ofbattles,attacks,namesofplacesthatnolongerexist.Webecomenumbedbytheonslaughtofcoldfacts,andweforgetthateveryeventtouchedindividuals,ordinarypeople,children,youngpeople,grownups,grandparents,onebyone.Ifwelistentoeachandeverystory,orifweevenhearoneandimaginealltheothers,wecangetsomesenseofwhattheextentofthewarreallyis.”

�ConclusionNotlettingourselvesgetnumbedbypictures,stayinghuman,andlookingforthepersonalstoriesareotherwaystobecriticalwhenlookingatpictures.AsZ.Filipovichintedat,bignumbersaremeaninglesstounderstandhumansuffering:“Thedeathofonemanisatragedy;thedeathofamillionisastatistic”(wronglyattributedtoStalin;seemedtohavebeensaidbyaFrenchdiplomatduringwartalksinbetween1939-1945).In-ClassActivity

1.FindapictureofJapaneseorAmericanpropagandaduringWorldWarII2.Write:a)Whatdoyouthinkaboutthispicture:whatdoyousee?Howdoesitmakeyoufeel?b)Dosomeresearchaboutthispicture:wherewasitpublished,whopublishedit,whatdopeoplesayaboutit?3.Printthepictureinclass;answerpoints2aand2bontheback;writeyourstudentnumber&name

5ZlataFilipovic(1994).Zlata’sDiary.AChild’sLifeinWartimeSarajevo,p.xix

MediaLiteracyII HomeworkforWeek4


MISUSEOFIMAGES:CRITICALTHINKINGTOWARDSRELIGIONS&STEREOTYPING�Benetton“Unhate”campaign6

TheBenettoncampaign“Unhate”doctored(changed)picturestocallfortolerance.HerethePopeBenedictiskissingSheikhAhmedMohamedEl-Tayeb,arenownedimaminCairo,Egypt.

�ReligiousframingofpicturesConsideringhowreligiousstandardscanchangetheimageswesee,IwaspleasedwiththeBenetton“Unhate”campaign.Forinstance,Iraniantelevisionhastofollowverystrictreligiousstandardsregardingtheappearanceofwomen.OnFebruary25,2013,MichelleObama’sdresswaschangedfromalow-cutsleevelessdresstoaneckline,shortsleeveone7.Ithadhappenedbefore,onJanuary22,2011.TheEuropeanUnionforeignpolicychiefCatherineAshtonhadhernecklineraisedtocomplywithreligiousstandards8.OnJuly3rd,2013,Iraniantelevisiondidn’tdoitforShakiracheeringatasoccergame.Theygotintotroubleandwereattackedforbeing“unislamic”,notreligious9.�RacialframingofpicturesFromadistance,whatishappeninginIranisalmostfunny,butlet’skeepinmindthatIranianwomenhavetolivewiththesestandardseverydayoftheirlives.Thatisaclearexampleofdiscriminationagainstwomensincemendon’thavetofollowthesamerules.Discriminationwas,andsadlyisstillvisibleinthewaypicturesarecaptioned-acaptionisthetitlegiventoapicture.IntheaftermathofHurricaneKatrina,twopicturesscandalizedmany10.

OnSeptember4,2005,thewhitecouplewasdescribedashavingFOUND“breadandsodafromalocalgrocerystore”.WhileonSeptember5,2005,theAfricanAmericanchildwasdescribedashavingLOOTED(stolen)agrocerystore.

ConclusionIt’snoteasytofindthetruth,especiallyonthespurofthemoment,whenthingsarehappening.Solet’strytokeepcoolwhenwatchingthenewsandbecriticalwhensomethingseemsbiasedoralittletooperfect.

6http://www.youtube.com/watch?v=RV5XC9LWaE87http://www.guardian.co.uk/world/2013/feb/25/michelle-obama-oscars-dress-iran8http://www.ynetnews.com/articles/0,7340,L-4019611,00.html9http://www.guardian.co.uk/world/2013/jul/03/iran-hardliners-shakira-confederations-cup10http://www.nytimes.com/2005/09/05/business/05caption.html?_r=0



1.Findatleastone(1)otherimagethateither:-promotestolerance;-framesaccordingtoreligiousstandards;or-framesaccordingtoracialprejudice.MAKESURETOPRINTTHEIMAGE!Colororblack&whiteisfine.Bringthepicturetoclass.2.Ontheclassblog(deadline:nextThursday,midnight),providethefollowinginformationabouttheimage(s):-Whereandwhenitwaspublished;-Thecaption/title;-Aclearexplanationofthecontextoftheimage.3.Bepreparedtointroduceyourimageandexplainwhyyouchoseitinclass.Someofyouwillpresenttheirimageinfrontoftheclass.

REFLECT

MediaLiteracyII Week4&5


Assignment#1:NewsAnalysis:CriticalThinking,aWaytoBuildOne'sTruthEXPLANATION

Practicing critical thinking teaches you "that it is usually impossible to be perfectly certain about newsevents" (A.Husson Isozaki).But it'spossible tobewell informedbycarefullyanalyzingwhatyou readorwatch.Iconsiderbeingwell informedanecessaryskill forthe21stcenturybecause,asBornsteinandDavis11saidabout the main role of a free press, it helps us "lead good lives" and improve society, two goals that Iconsiderimportantinone’slife.q Task1(chooseyourarticleBEFOREournextclass)a)ChooseapieceofnewsinEnglishthatyoufindinteresting.Youcanchoose:-Newspaperarticleonpaper(theLSWinghasmanynewspapers!)oronline;OR-Videonews.ËFornon-nativeEnglishspeakers,youcanfindnewsineasierEnglishat:VoiceofAmerica,LearningEnglish-http://learningenglish.voanews.comTheNewYorkTimes,TheLearningNetwork-http://learning.blogs.nytimes.comCNNStudentNews-http://edition.cnn.comb)Printtwo(2)copies:youwilluseoneandyouwillattachonetoyourassignment.c)Requirements:-Foranarticle:500wordsminimum;foravideo:3minutesminimum-Newspaper’sornewssource’sname-Dateofpublication-Byline:thisisthelineinanarticlethatgivesyouthenameofthewriter.Thewritercanbe:anonymous(noinformation),ajournalist,anewsagency(AP,AssociatedPress;ReutersNews;AFP,AgenceFrance-Press;JijiPress;KyodoNews;…)q Task2:AnalyzeyourArticleINCLASSInordertohelpyouanalyzeyourarticle,youwilluseatablesimilartotheonebelow:

�Paragraph# �InformationProvided �Objective?

Subjective?Why? FYourAnalysis

…

Pleasecarefullyreadtheexplanationonhowtousethetableandanalyzeyourarticle.Thesymbol“F”showsyouaquestionyoushouldanswerin“F YourAnalysis”.�Irecommendyoutonumbereachparagraphsothatyoucanrefertoeachoneeasily.�InformationProvidedHereisthelistofinformationthatyoucanfindinanarticle.Noteveryparagraphhasallthepiecesofinformation.a)Information:who,what,where,how,why,when,…Thesepiecesofinformationhelpyouunderstandthecontextanddevelopmentofthenews.FArethecontextandthedevelopmentofthenewsitemclearlyexplained?

11Bornstein,D.&Davis,S.(2010).Socialentrepreneurship:Whateveryoneneedstoknow.NewYork,NY:OxfordUniversityPress.



FIfany,whatotherinformationdoyouneedtoclearlyunderstandthecontextanddevelopmentofthenewsitem?b)Newsitem'sbackground:regardingthenewsyouareinterestedin,whatdoyoulearnaboutwhathappenedbeforethedateofthearticle?FIfthearticlegivesyouinformationaboutthebackgroundofthenewsitem,isithelpfulforyoutounderstanditclearly?Why?FIfthearticledoesn’tgiveyouinformationaboutthebackgroundofthenewsitem,whatinformationdoyouneedtoclearlyunderstandthenewsitem,ifany?c)Opinion(s)onthenewsitems:who(name&occupation)sayswhat(summarizetheidea/opinion)?FHowmanypeoplearequotedinthearticle?Doyouhaveenoughopinionstohaveawideperspectiveonthenewsitem?Ifnot,whoseopinionwouldyouliketoread?FIfpeoplearequotedinthearticle,aretheyfromdifferentworlds(politics,business,education,finance,...)oraretheyallfromthesamefield?Howdoesitinfluenceyourownpointofview?d)HistoricalperspectivesPast:areyoutoldofasimilarsituationthathappenedinthepast?MThisisnotthenewsitem’sbackground(pointb),butinformationaboutanotherpieceofnews,inthepast,whichissimilartotheoneyouareinterestedin.FIfso,whatcanwelearnfromthepasttotakecareofthepresent?Future:areyoutoldhowthecurrentsituationmightimpactthefuture?FIfso,whatshouldbedoneinthefutureconsideringwhat'shappeningnow?e)Contextualization(local&international):-Ifthenewsisinternationalandyou'rereadingorwatchingapieceofnewsfromJapan:• WhatareyoutoldabouttheimportanceofthenewsforJapan(example:TPPagreement)?• HowwouldthenewstranslateintheJapanesecontext(example:systemtopasslawsvariesdepending

onthecountry)?FIfthearticledoesn’tprovidelocalcontextualizationanditisneeded,whatwouldyouwritetoexplainthesituationintheJapanesecontext?-IfthenewsisconnectedtoJapan,areyoutoldanythingaboutasimilarsituationoutsideofJapan?�Objectiveorsubjective?Why?:howarethepiecesofinformationpresented?Inanobjectiveorsubjectiveway?Explainyourposition.Objective:- Somethingreal,thatactuallyhappenedintheworld,orcanbeenshown/seen.- Notinfluencedbythejournalist'semotions,positiveornegativeopinions,self-interest.Synonyms:fair,just,equitable,impartial,unbiased.Subjective:- Somethingthejournalistthinks,somethingthatisn'ttakingplaceintheworldorthateveryonecansee.- Somethingthejournalistwritesbasedonhis/herpersonalexperience,understandingandfeelings.Synonyms:personal,individual

Definitionsof“objective”&“subjective”



Assignment#1:NewsAnalysis:CriticalThinking,aWaytoBuildOne'sTruthEXAMPLE

Separateeachparagraphbyaline.Ifyouneedmorethanonepaper,addyourown.

Paragraph# InformationProvided Objective?


1

WHAT:GoatsareplayingabigroleincontrollingweedsNonews’background

Subjective:nostatisticsareprovidedonthenumberofgoatsbeingusedforweedcontrolinJapan

Butthereissupportandabitofhistoricalbackgroundinotherplaces.AnonlineJapanTimesarticlebyAmyChavez(September24,2014)statesthatJRRailwayandAmazonJapanusegoatsforweedcontrol.ThesearetwobigJapanesecompanieswhichcouldjustify

Newspaper’sornewssource’sname:JapanNewsArticle’stitle:“Goatsofferbestweedcontrolforvacantlots”Dateofpublication:May27th,2015Byline:KuniakiUematsu



Paragraph# InformationProvided Objective?


23456

WHY:theyarenotasnoisyanddonotrequiremuchattentionWHAT&WHERE:TheUrbanRenaissanceAgencyinYokohamahasbeenusinggoatsinthreeTokyolocations.Thelots(oneseenbyreporter)becamespectacularlycleanOpinionfromthereporteronlyWHAT&WHEN:Sixgoatswillbeusedtocontrolweedinanareaofabout7,000squaremeters,andwillnotbeneededthereinautumnasalltheweedstherewillbegone.PAST(historicalperspective):Goatshavetraditionallyplayedakeyroleonslopesandembankmentsofroadsandrivers…HOW:Mowersarenoisyandcreatewaste,butgoatseattheweeds,digestthemandexcretewhatthey’vedigested.Itdoesn’temitastrongsmell.HOW:Thevacantlotsareenclosedbyfencesandpartitionedbyelectricfences.Ahut,watertroughsandasupplyofsaltareonsite.Theyrequireonlysimplemaintenance.

Objective:itstatesfactsObjectiveSubjective:theuseoftheword“traditionally”makesmewonderObjectiveObjective

saying“bigrole”Iresearchedabitmoreabout“notrequiremuchattention”becauseIhadheardthatgoatshadbeenkilledtobeeaten.InTheAsahiShimbun(February27,2015),itissaidthattwoimpoverishedVietnamesereceivedsuspendedsentencesforstealingandeatinggoatskepttostudythebenefitsofweedingusingtheanimalsinGifu.Ilookedintootherarticlesaboutusinggoatstoresearch“spectacularlyclean”.LaniLamminghasaM.S.inweedsciencefromColoradoStateUniversity.Sheexplainsthatgoatsnotonlyeateverythingbutalsoconvertitintofertilizer(pooh)whichtheytrample(stepon)intothesoil,leavingnothingbehind.Unlessthepartpredictingtheabsenceofweedsinautumncanbechallenged,it’sprettystraightforward.Ifoundthatgoatswereintroducedforthefirsttimein2010,inKanazawa.5yearsisnotlongenoughtocallthisatradition.Iftheexcrementdoesn’tsmellbad,weknowthatthemalegoatdoesasexplainedinAsahiShimbun,July2,2013.Inthearticlethecaféownerdidn’tgetmalepetgoatsforhisplacebecauseoftheirstrongsmell.Itseemsprettyfactual,butI’mnotsureaboutthecostsofusinganelectricfencesystem,orofputtingupandtakingdownsuchasystem.

Therearenohistoricalperspectives,eitherfromthepast(aboutotherwaystocontrolweedsinaneco-friendlyway)orforthefuture(doesthatmeanthatJapanisgoingtohavegoatseverywhere?).SincethestorytakesplaceinJapan,thelocalcontextualizationisclear,butitwouldhavebeennicetolearnifothercountrieshavetriedtousegoatstocontrolweeds.

MediaLiteracyII


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Stereotypesarecommonandtoxic:HeforSheCampaign,EmmaWatson’sSpeech 1.Readtheguidingquestionsbelow.2.Takenotestoanswertheguidingquestionswhilelisteningtothelecture.3.Answerthequestions,usingyourownwordsasmuchaspossible:justrepeatingwhatwassaidinclasswillmakeitharderforyoutodeeplyunderstandandremember.4.Summarizethevideoinoneortwosentences.Video#2:FightingStereotypesforPeople’sWellbeing,EmmaWatson’sSpeechGuiding questions 1. How important is the role of a father compared to that of a mother? 2.Why don’t young men suffering from mental illness ask for help? 3. What has made some men fragile (not strong) and insecure (not confident)? 4. According to E. Watson, if men are free from gender stereotypes, women will also be free. Fill out the missing words. 5. Instead of perceiving gender as two sets of opposing ideals (man vs. woman), what does E. Watson recommend? 6. According to E. Watson, how should we define ourselves? 7. What are the two ways to fight against gender bias according to Sophie?

YourAnswers“Bothmenandwomenshouldfeelfreetobe_____________________.Bothmenandwomenshouldfeelfreetobe_____________________.”

YourNotes

Summary



StereotypesAreCommon&Toxic2013UNAdCampaign;SexualizationofToys;GenderBiasinToysAdvertisement

1.UNWomen2013AdCampaignresults:GROUPAa.Watchthevideoonthewebsite(makesureyouunderstandwellsothatyoucanexplainittoyourpartner)andfollowtheinstructionsinthevideo(30minutes)b.FindsomeonefromGroupBc.ShowthemthepictureyoutookoftheJapaneseGooglesearchd.ExplainwhattheEnglish,FrenchandItalianGooglesearchesshowede.Explainwhyitisimportanttoalsofightformen’srights2.Sexualizationoftoys:GROUPBa.Watchthevideoonthewebsite.Youcanalsowatchthe“TreeChangeDolls”videoformoreinformation.WritewhatyouthinkabouttheBratzdollsandhowtheyarechanged.Findanexampleofsexualizedtoysinyourcountry.(30minutes)b.FindsomeonefromGroupAc.ExplainwhathappenstotheBratzdollsandshareyouropinionaboutthechangesd.Showtheexampleofsexualizedtoysinyourcountry3.GenderBiasinToysAdvertisementsInCrystalSmith’sprojectontoysadvertisedduringprimecartoonblocksonTV,thefocuswasonboysaged6 to 8. Some of the brandsmost advertisedwere: HotWheels,Matchbox, Kung Zhu, Nerf, Transformers,Beyblades,Bakugan.Theresultsofthewordanalysisdisplayedinawordcloudshowthatthemostcommonwordusedinthecommercials is“battle”, followedby“power”.Othercommonwordsare:“beat”,“heroes”,“stealth”,“hit”,etc.,wordsmainlyconnectedtofightingoraction.

C.Smithdidasimilarstudyforgirls,andtheresultsareasfollow.Themostcommonwordis“love”,followedby“fun”,“magic”,“girl”,“hair”,“friendship”,“babies”and“party”.Thesewordsaretypicallyassociatedwithgirlsandwomen.12

12WordcloudsfortoyscommercialsbyCrystalSmithatwww.achilleseffect.com/2011/03/word-cloud-how-toy-ad-vocabulary-reinforces-gender-stereotypes/

IMAGES

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Critical Thinking Action

TV news Propaganda Religion Stereotyping Importance of breaking stereotypes

Wellbeing of people

Stereotypes are common & toxic

Living as Yourself Beauty Standards Gender Standards

He for She Campaign

Gender Stereotyping in

Toys Advertisement

Sexualization of Toys

PROJECT

Example of stereotypes

Bend It Like Beckham

Uldus Bakhtiozina

Avoiding the pitfall of creating another

stereotypes

Io Tillett Wright

Examples of finished projects

Shiori's Video

UN Women 2013 Ad Campaign



Thisprojectshowsthestronggenderstereotypingintoys’advertisement.Boysaretoughandfight.Girlsaresweetandloving.Bothoftheseimagesaretrue,butthereverseisalsotrue:someboysaresweetandloving,andsomegirlsaretoughandfight.Advertisingtoysthewayitisusuallydoneisthuslimitingforchildren.

Thestereotypeaboutwomencooking for thehusband isanoldone.Butwhat if amanoraboywants tocook, aswas the case forMcKenna’s brotherwho liked toplay and cook13.Because theHasbroovenwaspink, it didn’t seem a boy could play with it. So McKenna went public and created a petition onwww.change.org to askHasbro tomake their toys gender neutral.Her petitionwas extremely successful,andHasbrochangedtheoven’scoloraswellasshowedaboyandagirlinthead.

InSweden,TopToywhichownsToysRUschangeditsadstoobecauseaSwedishregulator(probablythegovernment)toldthecompany“tostopadvertisingusingstereotypes”.Thesalesdirector,JanNyberg,said:“Childrenarenotcodedtoblueforboysandpinkforgirls-theyshouldbefreetochoosewhattheywanttoplaywith.”14AndalittlegirlcalledRileystronglyagrees!Shesays:“Companiestrickthegirlsintobuyingthepinkstuffinsteadofstuffboyswanttobuy”.15

However, we can still see a lot of gender biases in toys advertisements, such as in Top Toy stores inDenmark.

4.BreakingStereotypesProject

Component1:Image:picture,painting,drawing,collage,6-wordmemoir,video(withyourownsong!)…Thisisastand-aloneproject:youshowyourmediumandpeoplecanunderstandyourmessagewithoutyourexplanation. COLLAGE 6-WORDMEMOIR

Organizingyourwork:1ststep:chooseyourstereotype.2ndstep:doresearchtofindatleast3piecesofinformationtoshowwhyit’simportanttobreakthestereotype.Ifyoucannotfind3piecesofinformation,maybeyouneedtolookforanotherstereotype.13Iwanttocook!www.youtube.com/watch?v=zHESKyxrxJM#t=1214McKenna&TopToy:www.brandchannel.com/home/post/2012/12/18/Easy-Bake-Oven-Hasbro-Victory-McKenna-121812.aspx+www.theguardian.com/world/2013/dec/23/toys-r-us-stockholm-gender-neutral15Rileyagainstmarketingatwww.youtube.com/watch?v=-CU040Hqbas&app=desktop



WhatareStereotypesandHowtoBreakThem(part1)

“Whatarestereotypesandhowtobreakthem(part1)”Guiding questions 1. Stereotypes can be about many things. In Bend It Like Beckham, what are the stereotypes about sports, what a girl should look like, and Indian culture? 2. To break stereotypes, you can use irony and humor, like Uldus Bakhtiozina does in her TED Talk. Describe 2 examples of irony and/or humor from the TED Talk. 3. Why is irony a useful tool to break stereotypes?

YourAnswers-Girlscannot________________________________________-Girlshave__________________________________________-Indiancultureis___________________________________1.2.

YourNotes

IMAGES

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Need forNeed fo

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Misuse

Critical Thinking Action

TV news Propaganda Religion Stereotyping Importance of breaking stereotypes

Wellbeing of people

Stereotypes are common & toxic

Living as Yourself Beauty Standards Gender Standards

He for She Campaign

Gender Stereotyping in

Toys Advertisement

Sexualization of Toys

PROJECT

Example of stereotypes

Bend It Like Beckham

Uldus Bakhtiozina

Avoiding the pitfall of creating another

stereotypes

Io Tillett Wright

Examples of finished projects

Shiori's Video

UN Women 2013 Ad Campaign



HowtoBreakStereotypes,part2Howtobreakastereotypewithoutcreatinganotherone

1.Thinkaboutallsides,allaspectsofthestereotypeGoing back to theHe for She Campaign, if you decide that you want to break the stereotype of “womenshouldstayathomeandtakecareofthefamily”,youneedtothinkaboutthemen’ssidetoo,otherwiseyoumightcreatethestereotype:“menshouldstayathomeandtakecareofthefamily”.Inconclusion,whenyouwanttobreakastereotype,youneedtothinkaboutallsidesinvolvedinthestereotype.Forexample,in2014,astudentmadeapowerfulvideoaboutbeauty,shecalledit:“PerfectionistheDiseaseofaNation”.Thestudenthadastrongpersonalconnectionwiththetopic,asyoucanreadinherarticlebelow,butwhenshewasfinished,sherealizedthatshehascreatedastereotypeforwomenwholiketowearmake-up.Accordingtohervideo,womenwhowearmakeupdoitjusttobeperfect,notbecausetheylikeit.Toavoidthissituation,takeallaspectsofyourstereotypeintoconsideration.Shiori***2014MediaLiteracyII

PerfectionIstheDiseaseofaNation[verbatim] Ioftenheargirlssaying“Ihavegainedweightlately”eventhoughtheyarenotevenchubbyatall,“I

needtoloseweight”eventhoughtheyarestillskinnyand“Ireallylikehim,butIdon’tthinkhewouldlike

me back if I’m fat like this” again, they are not fat at all. However, Iwas one of themuntil I realize how

amazingbeingmyself iswhenIwas freshmanatuniversity.EventhoughIonlyweighedaverageor less, I

avoidedeatinganddidextremeexercisessothatIcouldloseweightbecauseIdidn’tlikehowIlookedwhen

Iwasinhighschool.Everyothergirllookedskinnierthanme,girlstweeted“I’mondietnow”,everymodel

on magazines looked “beautiful” in tight skirt, and TV channels often showed me how “beautiful” being

skinny is.My fatherwas theone thatstoppedme fromdisorderedeatinghabit.Hegotmadatmewhen I

refused toeatdinnerwithmyparentsand forcedme toeat. It took time forme tobeback to thenormal

eatinghabitbecauseIcouldn’tgetridoftheidea“Iwouldn’tbeabletoloseweightifIeatthis”forawhile.

IfeelsoashamedwhenIlookbackmyself5yearsagobecauseIwasreallyobsessedwiththeideaof

beautywhichwascreatedbythissociety.ThereasonwhyIrealizedthatIwasobsessedwiththatwasthe

song“PrettyHurts”fromBeyoncé.Shesings“perfectionisadiseaseofanation”and“Wetrytofixsomething

butyoucan'tfixwhatyoucan'tsee/it’sthesoulthatneedsthesurgery”inthesong.Thesocietypushesus

theideaofwhat’sbeautifulandwhat’snot,whichmeansthesocietycreatestheideaofbeauty.Also,many

peoplebelievetheycanfixpartsoftheirbodythattheydon’tlikewithplasticsurgery,buttheactualreason

whytheydon’tliketheirbodypartsorwhytheyarenothappyabouttheirbodyisbecausetheirheartand

soularetheonesthatneedtobefixed.EvensupermodelsusePhotoshoptomaketheirfaceandbodylook

better.Afterall,nobodycanbeasflawlessasthesocietypushesustobe.

Now I’mhappy aboutmybodybecause I’mhealthy andbeautiful. I don’t knowwhat others think

aboutmybody,andIdon’tevencarewhattheythinkbecauseit’smybody.Beinghealthyandconfidentwith

ourbodyisimportantbecausenobodyhasthesamebody.Everybodyshapehastoberespectedandloved,

andmostimportantly,wehavetorespectandloveourselvesthemost.



2.PerceiveyourstereotypeonaspectrumEmmaWatsonintheHeforSheCampaignvideosays:“perceivegenderonaspectruminsteadoftwosetsofopposingideals”.Consideringanytopicsusingaspectrummakesyourperceptionoftheworldlessblackorwhite:youseetheworldaccordingtoanunlimitednumberofshadesthatexistbetweenwhiteandblack;youavoidextremeideas.IoTillettWright, inherTEDTalk50ShadesofGay,explainsthatherprojectofphotographingpeoplewhocannotsaytheyare100%straightturnedouttobeflawed.Theflawwasthatshewasputtingthousandsofshades of gayness in the single box of “gay”. So in her release form, she asked people to also identifythemselvesasgayonascalefrom1to100%tobetterunderstandthedifferentshadesofgayness.Besidespeoplewhochose0%or100%gay,therearetwoothermaincategories:3to20%gay,and70to95%gay.Thisallowedhertounderstandandshowthat it is impossibletoonlysayyouaregay,oryouarenotgay.There is a real spectrum of gaynessmaking it clear that it is absurd to judge people according to theirsexuality.Humanbeingsaremorethanwhotheylove,theyaremultifaceted,theyarecomplex.BreakingStereotypesProject–ArticleFinalcontentofyourarticle(seeanotherexamplebelow):1.Introduce/explainthestereotypeyouhavechosen.2.Explainwhythisstereotypeismeaningfultoyou.Foranexample,refertoShiori’sexplanationonpage20.3.Explainwhyallofusshouldcareaboutthisstereotype.Sharethethreeimportantpiecesofinformationthatyoufoundduringyourresearch.Remembertociteyoursources(whosayswhat,where).4.a)Howdoyouplanonbreakingthestereotypewithoutcreatinganotherone?b)Howcouldyouuseirony?Duedate:Thursdaybeforeweek11class.BUTrememberthatwhenyoupresentyourproject,youcannotreadwhatyouwroteforustounderstandit.Theimageyoushowusneedstoexplaineverything.Araceli&EloisaMediaLiteracyII(2014)ForthisMediaLiteracyIIProject,wewereaskedtobreakastereotype.Inthebeginning,itwasverydifficultforusbecausewerealizedthatseveralofthestereotypeswewerethinkingabout,hadmanydifferentaspectsthatwewouldhavetomentiontoavoidcreatingnewstereotypesorignoringothers.Intheend,wechoseastereotypebasedonwhathashappenedthroughouthistory.Timeandagain,therehavebeengroupsofpeoplewhowereconsideredinferiortotherestofthepopulationjustbecauseofwheretheycamefrom,howtheylookedlike,whattheycouldandcouldn’tdo,andthelistgoesonandon.Withthisinmind,wedecidedtoshowinourprojectthatwearealljusthumans.Wealldeservetobetreatedwell,thatnooneismoreimportantthantherest.Ourbeliefs,ourphysicalappearances,ourlanguagemayvary,andthatisagoodthing.Imaginehoeboringitwouldbeifwewereallthesame.Weareallunique,butwearealsoallhumans.Aquotethatsummarizeseverythingthatwethinkis:“OneisAll,AllisOne”(FullmetalAlchemist,ArakawaHiromu).Weunderstandthisquoteasmeaningthateveryoneisanindividualinthisworld,buteveryindividualmustgathertogethertomakeupthewholeworld.Itisimportanttobringinourdifferencesandsimilaritiestocontinuestrivingforward,asthesamecreaturesofEarth.So,yes,wemayallbedifferent,whichhelpsmakelifemoreinteresting,butweareallthesameinthesimplesensethatweareallhumans.



OnMountEverest,SurvivinganEarthquakeandanAvalancheAdaptedfromLensBlogs,NewYorkTimes,05.05.201516

Tasks:1.Readtheinterviewbelow.Thereisnovideotowatch.2.Accordingtowhatyoujustreadandwhatyouthink,whatistheresponsibilityofajournalistwhenthereisatragedy?a)Takepicturesand/orwrite?Why?ORb)Helpothers?Why?3.PostyouranswerontheclassblogbynextThursday,midnight.Inclass,youwillshareyouropinionwithsomestudents,sobepreparedtoexplainyourpointofview.Yournotes/ideas Article RobertoSchmidtisthemainphotographerforSouthAsiaforAgenceFrance-Presse.

HewasattheMountEverestbasecampinNepalwhenanavalanchestartedbecauseofabigearthquake.Mr.Schmidt,49,explainshisexperienceinaphoneconversationwithJamesEstrin.J.E.:Whathappenedatbasecamponthedayoftheearthquake?R.S.:Ihadjustarrived,andIwasrelaxinginadiningtent,whenmycolleagueAmmucamein,andthenthegroundstartedshaking.Wewalkedoutofthetenttoseewhatwashappening.Thenweheardthisveryloud,deeprumblingnoise.Thenoisegotdeeperandstronger.Ammuranintothetenttogethercamera.Iturnedtomyleft,lookedup,andsuddenlycamethisbigexplodingavalancheofsnowthatlookedlikeacloud.Ijusthadtimetoraisemycameraandshootthreepictures.AsIlookedthroughtheviewfinder,Ithought,“Man,myangleisnotgood.”IthenranintothetentandshoutedtoAmmu,“Getdown,getdown,getdown!”Irolledaroundandthenstoppedonmyback.AllIcouldhearwas,“pat,pat,pat,”thesnowgettingthickerontopofme.Iwasinapanicandthinking:“Idon’twanttodie.I’mgoingtobeburiedalive.Idon’twanttodielikethis.”Andthensuddenlytherewascompletesilence—theavalanchewasover.Ammucalled,“Roberto,Roberto,”andIaskedifshewasO.K.Shesaidshewas,butshewasinpain.Atthatpoint,twoarmsreachedin,pulledmyarmandtookmeoutofthesnow.TheSherpahadtakenrefugeunderalogandwastryingtopickusupoutofthesnow.OnceIwasstanding,IcouldseeIwasallrightandcouldmovemyarmsandmylegs.

16http://lens.blogs.nytimes.com/2015/05/05/photos-an-earthquake-and-an-avalanche-on-mount-everest/?_r=0



J.E.:That’samazingluck.R.S.:Yes!ThenIrealizedthatIhaveonabigstory,IsurvivedandIneededtogettowork.IaskedPasangSherpa,pleasehelpmelookformycamera,andhedid.Hefounditandhandedmethecamera.And,ohmyGod,itwasworking!SoIcleaneditupwhilehewaslookingforsurvivorsinothertents.J.E.:Soyou’realiveandyourcameraisworking.Whatdoyoudo?R.S.:Oneofourportershadhurthisleg,itwasprobablybroken.Sowetookoutasleepingbagandmadeastretcher.AswecarriedhimawayIstartedtakingpictures.AtonepointarescueguytoldmeIshouldstoptakingpicturesandhelpout.Isaid,“Tellmewhattodo.”IhelpedalittlewiththeverylimitedknowledgethatIhave.Itookamanwhowascompletelyshockeddowntoamedicaltent.Hislegwasn’tworkingandhekeptsayingthathedidn’twanttodieandthathewantedtoseehisson.ItoldhimIhavea3-month-oldboyandwetalkedaboutthemaswewalked.Ilefthimatthetentandthenwentbackandstartedtakingmorepictures.J.E.:Howdidyougetdown?R.S.:AssoonasIknewIhadalotofpicturesoftheevacuations,Ididn’tthinkthatstayingtogetmoreimageswasworththerisk.SoIsentthepicturesasquicklyasIcould.Iclosedeverythingdownandwestartedwalkingdown.Westoppedatthefirsttown,hadsomethingtoeat,thenkeptonwalkingtothenexttown.Itwasaboutafour-hourwalk.OnTuesday,wegotahelicopterridetoLuklaandarrivedinKathmanduonWednesday.J.E.:Whatdidyoulearnfromthisexperience?R.S.:Ialreadyknewthatnatureisvery,verypowerfulandyouarenothing.Wethinkwecontrolthingsbutwereallydon’t.Andonceagain,asajournalistIwitnessedhowhumanscanworktogetherwhenthereisatragedy.Everybodyreallyworkedtogether.Ialwayswonder:shouldIbehelpingoutortakingpictures?It’saconstantconflict.Whatdoyoudoatthatmoment?IthinkI’mbetterattakingpicturesthaninhelpingpeoplebecausethat’swhatIknowhowtodo.It’smyjob.Butifpeopleneedhelp,youhelpasbestasyoucan.I’mnotadoctor,butevenakindwordtosomeoneorhelpingouthereortherecanbeimportant.Ithinkit’spossibletodoboth.



Images&JournalistResponsibilityImagesofstarvingchildrenareoftenarealproblemtounderstandandreactto.Answertheguidingquestionstounderstandwhy.Guiding Questions Notes/Answers1. What is the first problem connected to famine pictures? 2. If the public has a better understanding of the whole problem, what will be better? 3. What is the second problem connected to famine pictures? 4. What should journalists do instead of talking to experts, governments, and officials? 5. What is the third problem connected to famine pictures? 6. Oxfam article17: fill in the blanks. 7. What should journalists do to improve the 3rd problem?

“WhenaskedtoselectwhattheythoughtwerethethreemostpressingproblemsfacingAfricain2013,almosthalf(________%)ofmorethan2,000peoplesurveyedbyYouGovidentifiedhunger.Nearly____in____(74%)ofrespondentsthoughtitwasultimatelypossibletobringanendtohungeracrossthecontinent,butonly____in____believedtheycouldplayanactiveroleinsolvingtheprobleminAfricaandelsewhere.Thesurveysuggestsover-__________________________tonegativemediaandadvertisingportrayalsofAfricaanddevelopingcountriesinotherpartsoftheworldmaybecontributingtothissenseof______________________________.Respondentsdescribedthisportrayalas'depressing,manipulativeandhopeless',with43%ofrespondentssayingitmadethemfeelthatconditionsforpeoplelivinginthedevelopingworldwouldneverimprove.____outof____ofthosepolledsaidtheywereorhadbecomedesensitizedtoimagesdepictingissuessuchashunger,droughtanddiseaseandalmost____in____(23%)admittedtheyturnedawaywhenconfrontedbysuchimages.”

17ShowAfrica’spotentialnotjustitsproblems,saysOxfam,28thDecember2012;http://www.oxfam.org.uk/media-centre/press-releases/2012/12/show-africas-potential-not-just-its-problems-says-oxfam



“ThePhotograph”,CriesfromtheHeart,JenniferBassett,OxfordBookworms,Level2Tasks:1.Readthestorybelow.Thereisnovideotowatch.2.Wewillusethisstorytotalkabouttheresponsibilitiesofaphotojournalist.Whileyouread,highlightinformationthatisconnectedto:a)Hisresponsibilities;b)Howhefeelsorwhathethinksaboutthesituation.3.AnswerthefollowingquestionsontheclassblogbynextThursday,midnight.a)Whatwouldyouhavedoneifyouwerethephotojournalistregardingtheproteinbar?Why?b)Wouldyouhavetoldtheeditorthatthepictureis“justoneface,inonevillage,inacountryfullofhungryfaces”orwouldyouhavesaidnothingbecausethepictureisgoodforyourcareer?Why?Inclass,youwillshareyouropinionwithsomestudents,sobepreparedtoexplainyourpointofview.Yournotes/ideas Story In today’sworld there are photographs everywhere -web pages

on the internet, magazines full of fashion and film stars,newspapers full of photos of war and sport, places and peoplefromotherlands.They say a picture isworth a thousandwords, andmaybe it is,butwhatisthepicturetellingus?Sometimesweonlyseewhatwewanttosee…

Makeapictureinyourmind:agirlwiththincheeksandtiredeyes.Herarmsandlegsareasthinassticks;sheisonlyskinandbone.Cloudsofdustcircleaboveherheadas the foodtrucksdriveaway.Theirwheels leavemarksonthedryground,andsoononlythemarksshowthatthefoodtruckscametovillageandleft.The sun is at its hottest; theAfrican sky is unending and cruel. Even thewhitemenwith cameras,busily takingphotographsof theusual fightingover the food,arenowgettingreadytoleave.Theypackawaytheircameras,jumpintotheircars,and drive quickly away to cool, modern hotels in a city miles away. They arephotojournalists.Oneofthem,sun-burnedandhot,dressedinashirtandjeans,kneelsdownonthedustygroundtotakesomephotographsofthegirlbeforeheleaves.Inthepocketofhisshirtisaproteinbar,softfromthesun,uneaten,untouched,forgotten.Hedoesn’tstoptothinkabouttheuneatenbarinhispocketandthestarvinggirl.He is only one man. What can one man do in a world where life is cruel, andgovernments cannot andwill not help their people? Andwhowants to stay in aplacelikethis,withitsdirtanditsterriblesmells,iftheycandriveawayfromit?Thegirlcaughtthephotographer’seye.Shewasinthemiddleofagroupofboys,fighting just as stronglyas theywere,when the food trucksarrived.But shewaspusheddownandfellundertheboys’feet.Theboyssteppedalloverher,andwhenshe couldmove again, thebagsof ricewere all gone. She stayed there, red-eyed,movingherfingersslowlyoverthedustyground.The journalist takeshis lastphoto, returns toAmericawithhisbag fullof films.Oneofhisphotographsofthegirlsellsandisplacedonthefrontcoverofanewsmagazine.‘You’vecaughtthefaceofhungerinAfrica,’thenewseditortellshim.Hewantstotelltheeditorthatthisphotographisjustoneface,inonevillage,inacountryfullofhungryfaces.Buthedoesnotsayit.Thephotographisgoodforhim.Morepeopleadmirehisworkandwanttobuyhisphotographsfortheirmagazinesandnewspapers.The photograph is inmost news stores by the end of themonth, even in thosebookstoreswherepeoplegoonlytoreadthemagazinesandnottobuy.Theylook



at the face of the African girl, and quickly turn away to enjoy the rest of theirshoppingtrip.Butthegirl’spicturestaysintheirminds.AteenagerhasjustfinishedlookingattheclothesinVogue,anexpensivefashionmagazine.SheseesthephotographundertheheadingSTARVINGAFRICA.HerparentsarefromAfrica.SheherselfwasbornandschooledinAmerica,watchingAmericanTV,American films,andhasnever travelledoutofAmerica.She isuncomfortablewith photographs like these. She remembers her classmates in school, who jokeabout starving Africans. She isn’t African in that kind of way, but she isn’t trulyAmericaneither.When she was younger, Cinderella, Snow White, and all the other girls andprincessesintheDisneyfilmsdidn’tlooklikeher.Whenshewasolderandbecameinterestedinfashion,themodelsonthemagazinecoversdidn’tlooklikehereither.ThenthemagazinesfoundoutthatAfricahadbeautifulwomen.ANigerianmodelisinthelatestcopyofVogue,dressedinblue,andthin,sothin.Theteenagerfeelsthefatatthetopofherlegs.Shewantstobethinlikethemodel.Shewants towear jeans that are like a second skin. Shewants a photograph ofherselfwithcool,unsmilingeyesliketheNigerianmodel.Sheiscarefulaboutwhatshe eats, and if she eats toomuch, she puts her finger down her throat tomakeherselfsick.Whydoes ourworld have peoplewho starve, and peoplewhodecide to starvethemselves?Itdoesn’tmatterwhy.Thehungerinsidethisteenagerisreal.Soshestaresatthegirlinthephotograph,doesnotthinkaboutthedrydustyhungrylandbehindher,andadmireshercheekbones.



FaminePictures�Theproteinbarandthestarvinggirl:isthephotographertoocaughtuptakingpicturessothathecan’tconnectthegirlandtheproteinbar?PossibleanswerfromtheBangBangClub(movie),throughGregMarinovich’sexperience:

Robin:Maybeyouhavetobelikethattodowhatyoudo.Greg:Belikewhat?R:Ithinkyouhavetoforgetthatthosearerealpeople.G:TherewasnothingIcoulddoforthesepeople,anyofthem,excepttakeaphotograph.Nothing…

AccordingtoG.Marinovich,picturesarethebest_________________totakecareofproblemsbecausetheyshowthe___________________whatis__________________________.�ContextbehindKevinCarter’spicture,Child&Vulture,1993TherearealotofdifferentperspectivesontheChildandVulturepicture.Bylookingatallofthem,wemightbeabletoformourownopinion.K.Carter’spicturehasreinforcedmybeliefthattruthissomethingwebuildfromdifferentperspectives.1.StevenMiller,directoroftheBangBangClubmovie.a.b.2.AkioFujiwara,Theboywhobecameapostcard(EhagakiniSaretaShōnen),2005.InterviewwithJoãoSilva.“Wehadonly30minutes.Sowewererunningaround.[…]Itwasthefirsttimeforhimtocoverhunger,soitwasshockingforhim.[…]Parents?Parentsweredesperatelyreceivingfoods.Theirhandswerefull.Theyputchildrenontheground.ThesamehappenedtothechildKevintookapictureof.Hermotherwasclosebyandsheputthechildontheground.“Then,bychance,GodsmiledatKevin.Whenhewastakingphotos,avulturelandedbehindher.Atthattimethecamerawasaborrowedone,soheonlyhada180mmlens.So,hemovedquietlytofocusonbothofthem,tryingnottomakethevultureflyaway.Hewalkedabout10metersfurther.Itseemshetookphotosinthatdistance.Aftertakingsomephotos,thevulturedisappeared.”3.KevinCarterinTheDeathofKevinCarterbyDanKrauss.a.b.c.d.



�Photographer’sguiltvs.hissuccessK.Carter’spicturewaspublishedintheNewYorkTimesonMarch26th1993,andhereceivedthePulitzerPrizeforFeaturephotography.AsK.CartersaidduringhisNHKinterview,thesituationrepresenteda“powerfulsetofsymbols”,inotherwordsaniconicphotograph,aphotographthatrepresentsallsuffering.ButthreemonthsafterreceivingthePulitzer,K.Carterkilledhimself.Intheletterheleft,hewrote:“I’mhauntedbythevividmemoryofkillingsandcorpsesandangerandpain,ofkillerexecutioners,oftrigger-happymadmen,oftenpolice.”Inaddition,successbecamecontroversy.TheNewYorkTimeshadtopublishaneditorialtoexplainwhathappenedtothegirl:theybasicallydon’tknowifshereachedthefeedingcenter.K.Carterhimselfwasaskedaboutthegirl,andexplainedthathechasedthevultureawaybutdidn’tpickherup.Theotherjournalistscriticizedhimforthat,andhesaid:“I’mnotexemptfromhelpingpeople.Ithinkmypicturedidmorethanthat.”Itistrue,faminepicturesusedtohelpraisealotofmoney.OnJuly13,1985,atWembleyStadiuminLondon,PrinceCharlesandPrincessDianaofficiallyopenLiveAid18,aworldwiderockconcertorganizedtoraisemoneyforthereliefoffamine-stricken“Africans”.ItcontinuedatJFKStadiuminPhiladelphiaandatotherarenasaroundtheworld.The16-hour"superconcert"wasgloballylinkedbysatellitetomorethanabillionviewersin110nations.Theeventraisedmorethan$125millioninfaminerelief-thatis$276.6millionin2014dollars,¥32,862,354,000!ConclusionK.Carter’spictureisaclearexampleofdifficultiesconnectedtotakingfaminepictures.Theymightbeusefultoraiseawareness,butthere’sahumansidethatneedstobetakenintoconsideration.Whatimpactdoesithaveonthepeopleseeingit?Onthephotographertakingit?Andontheperson/peoplebeingphotographed?

18http://www.history.com/this-day-in-history/live-aid-concert



DefiningJournalists’ResponsibilitiesTasks:1.Readtheguidingquestions.2.ReadthescenefromthemovieUpCloseandPersonal.Thereisnovideotowatch.3.Answertheguidingquestionsusingyourownwordsorfocusonthesummaryonly.Guiding Questions Scriptofthescene Why is it important to contact people like the harbormaster? On what should Tally focus when she reports the news?

Tally Harvey’struckisdown.Warren Iknowit’sdown.I’mcoveringuntilitgetshere.Ned,...Tally Butifhedoesn’tgethereyou’regonnaneedacamerareporter.Warren What?You’veneverdonealivefeed,youdon’tevenknowwhat

thestoryis!Tally tothecameramanNedGettheboat,getthecables,getthe

balconies,hum...Getthespokesman. toWarrenTellmewhatthestoryis.Warren Okay,showmewhatyou’vegot.Tally,WarrenandNedwalktowardstheotherjournaliststalkingtotheSheriff.Warren Getinthere,jamthedamnmicinhisface.Getin!WarrenpushesTallyinthecrowdofjournalists.Sheriff answeringquestionsfromjournalistsTheyappeartobeillegal.

We’llhavetogetapositiveIDfirst.Tally HowdoyoudothatSheriff?Sheriff Metro-dade19,missy?Tally Isaid:“HowdoyoumakeapositiveID?”Warren onthephoneIknowshe’sneverdonealivefeed,butIhave

donelivefeeds,soifshecan’tcutit,I’lldoitokay.Sheriff WecancallthisoneJuanDoe.Tally HisnameisJuanDoe?TheSheriffandtheotherjournalistslaughatherquestion.Tally OristhatyourwayofsuggestingthatthisparticularJohnDoe20

orunidentifiedpersonisorwasSpanishspeaking?Sheriff Cute,Missy.WarrenpullsTallyoutofthecrowdofjournalists.Warren Firstthing,standupwind.Tally Whichwayisupwind?Warren Awayfromthestink.Floatersstinkbecausetheirstomachis

fullofgas.Ned That’swhatbringsthemup,sometimestheypop.Wecanshoot

righthere.Tally But,butthey’reoverthere.Warren Okay,RaulSotaandDomingoKatz,Colombians,deckhandson

theSSBolivar,outofBaranquilla,theyjumpedship.Icalledtheharbormaster,callingtheharbormasteriswhatreportersdo,theydon’tjustshowuponthescene.

Tally RaulSotaandDomingoKatz.Ned We’restilltooclose.Tally ThestormthatslammedintoMiamiyesterday...Warren Forgetyesterday,yesterdayishistory,newshappenstoday.Tally Today,forgetyesterday.Today,okay. IthinkI’mgonnafaint.Whereisupwind?Warren Notwhereyou’reat.

OnthephoneVick,areyouwithme?Howmuchtimehavewegot?Okay.

19Miamicountrytransportationsystem.20IntheUS,“JohnDoe”or“JaneDoe”isthenameyougivetopeopleyoufindwithoutIDpapers.



Instead of her makeup, what should Tally worry about? According to Warren, are specific information important? According to Warren, how can a journalist tell a story best?

ToTallyAminuteandtwelveseconds.Comeupwithalead.Okay,whatareyoudoing,thisisn’taboutlipstick,thisisaboutthem,RaulSotaandDomingoKatz,twoguysjumpedshipfortheLandofPlentyandtheydrownedtwenty-fivefeetfromgettingit.PeoplelikeRaulSotaandDomingoKatzdon’tgettaughthowtoswim.That’swhatthestoryisabout,notmake-up.OnthephoneVick?Oneminute.

Tally InthebluewaterofMiamitoday...Warren MiamiBeachtoday!RaulSotaandDomingoKatz,whatdidthey

diefor?Whatdidtheywant?Tally InthebluewaterofMiamiBeachtoday,diversarestill...Warren Holdthedivers,holdthedivers,leadwithRaulSotaand

DomingoKatz,I’lltellyouwhattosay.Tally Iknowwhattosay.Warren Well,thensayit!Tally RaulSotaandDomingoKatz,RaulSotaandDomingoKatz...Warren Twenty-fivefeetfromthebigEnchilada,twenty-fivefeetfrom

thePromisedLand,twenty-fivefeetfromwalkingdownColliensAvenueandajob,bussingdishesattheBlue.Doyouhaveanyideawhatit’sliketowantsomethingthatbad?

Ned 10seconds,Warren.Warren Answerme:doyou?Tally Yes!Warren Thenshowme.Ned She’sonein7seconds.6,5,...Warren Tellmeastory!Ned 4,3,2,...Tally TwomendrownedtodayoffMiamiBeach,RaulSotaand

DomingoKatzdidnotbelongintheluxuriouscabanasthatlinethestretchofthebeach.Theyjumpedship,theywantedtocometoAmerica,andtheydiedtwenty-fivefeetfromwhattheymusthaveseenasthePromisedLand.

Newsman Werethesemenseekingasylum,Tally?Tally Allweknow,Rob,isthatthepilgrimagetoElNortethatbegan

inBaranquilla,ColumbiaspelleddeathtodayforRaulSotaandDomingoKatz.ThisisTallyAtwateronMiamiBeach.

Warren Yes!Ned Thegirl’sgotchops!

Summary

AccordingtoWarrenwhatdoesagoodjournalistdo?



Journalists’Responsibilities:Solutions

�FaminePictures:TheCriticalPathD.Campbelloffersasolutionthatwouldn’treinforcestereotypesordesensitizetheaudience,andstillmakesurethathelpisprovidedBEFOREitistoolateforthepeoplewhoaresuffering.Hesaysthatweneedto“findcompellingwaysofnarratingthestorysothatthepoliticalcontextoffaminecanbeportrayedinatimelymanner.”21Sadly,peoplearemovedandtakeactionwhentheyseetheeffectsoffoodcrisis(swollenbelly,prominentribs,emptyeyes,…):that’sthecompellingpart.Butbythetime,thisishappening,it’stoolateforprevention(themostdesirablecourseofaction),sowecouldshowwithpicturesfromthepastwhereacurrentsituationisgoing,inordertoprovidehelpinatimelymanner.ItrulybelieveinthepowerofhistoryasdescribedinPerlootheBoldwrittenbyAvi:“Perloogrinned.Ohthewondersofhistory!Ifyouknewthepastyoucouldpredictthefuture.Ifithadhappened,itcouldhappenagain!WhathadMogwatsaid?‘Thefuturebeginsinthepast.’”Asforthepoliticalcontextoffamine,wehavetodosomein-depthresearchtounderstanditourselvesandbeabletogivemorethanoneperspectiveonthematter.Inaddition,theinformationwillprobablybeabigwake-upcallthatwewillhavetobepreparedtodefendbecausethefirstreactiontosomethingnewisusuallyincredulity:peopledon’tbelieveit!Thesethreeprinciples:compellingnarration,timelymanner,(political)contextworkforotherissuesaswell.�"We'remissingthestory"byAmanSundaram,InternationalNewYorkTimes,July26-27,2014,page9YourNotes A. Sundaramworkedas a freelance journalistpaidby theword for theAssociated

PressintheDemocraticRepublicofCongoin2005-2006,atage22.A. Sundaram claims that journalists are no longer connected to the countries andpeople they write stories about. He says: "Where correspondents were onceassignedtoaplaceforyearsormonths,reportersnowhandle20countrieseach.[...]And journalists are often lodged in expensive bungalows or five-stars hotels",spendinginonenight($300)whatheusedtospendintwomonthswhilerentingaroom from a Congolese family. Yet "immersive reporting is essential if news is toserve itspurposeandhelpus constructany real senseof theworld".A. Sundarambelievesthatreporterswhocoverdozenofcountriesare"parachut[ed]inwithlittlecontext"andsincetheyleavesoonerthanlater,theyoftenmissthedevelopmentofaspecificstory(hementionsabattlethatbrokeoutinKinshasaafteranelection),andthey especially aren't held accountable forwhat theywrote, being estranged fromthepeopletheywriteabout.Conclusion(fromSophie)Istronglybelievethattofindthetruthyouhavetodomorethanreadonesourceofnews.Readingbooksisalsoagoodoptionbecausetheyaremorethorough.Lastbutnotleast,youshouldmeetpeoplewheneveryouhaveachance:SNSareamazingforthatpurpose!Truthisarealitythatyoubuildfromdifferentsourcesofinformation.

21Campbell,David(2012)“TheIconographyofFamine”,inBatchen,G.etal.,editors(2012).PicturingAtrocities.PhotographyinCrisis,London,p.91.

MediaLiteracyII ForWeek15


FinalAssignment1.Chooseyourgroupmembers.2.Chooseapictureyoufindespeciallypowerful.-Thepicturecanmakeyouhappy,sad,angry,wonder,...-Pleaseprintthepictureandattachittoyourfinalassignment.3.Usingthecontentoftheflippedactivitiesandclassesfromweek12,13and14:a)Explainwhatyoufindpowerful/compellinginthepictureyouchose.Wordcount:150wordsminimum.b)Writea500-wordarticleaboutthispicture:-First,researchthecontextofthepicture.Makesurethatyouhaveseveralperspectivesonit,aswhatwe'vedonewithKevinCarter'spicture.Youcandotheresearchinanylanguageyouwant,butyourfinalassignmenthastobeinEnglish.Inthearticlemakesuretowritedownyoursources/references.-Next,writethearticletotellthestoryofthepictureyouchose.Thegoalisforthereaderstoclearlyunderstanditscontext,thepeopleinvolved,and/orthesituationdescribed.Pleasetypethisfinalassignment.Makesuretoaddyourstudentnumberandnameofyourgroupmembers.

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MediaLiteracyII ForWeek15


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