Quebec Competencies Chart - Advertising and Male Violence
Author: Media Smarts
Level: Secondary, Cycle Two
Subject Area: English Language Arts
Lesson Link: Advertising and Male Violence
Description: This lesson makes students aware of the ways in which male violence is used and promoted in advertising.
Cross-curricular Competencies |
Broad Areas of Learning |
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This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:
COMPETENCY 1 uses language/talk to communicate and to learn
- Compares the affordances of written, media and multimodal languages in achieving a specific purpose
- Constructs criteria for choosing the mode of spoken language in a specific context, by considering audience needs and demands of the context
COMPETENCY 2 Reads and listens to written, spoken and media texts
Constructing a Reading of a Text
- Focuses on a topic and/or issue that is of interest to her/him to construct an efferent reading, (e.g. makes sense of the text by coming to terms with the ways in which a topic has been developed by a writer/producer)
- Focuses on the relationship between self as reader and the text to construct an interpretive reading
- Activates relevant prior textual knowledge before, during and after reading text(s) to monitor the meaning(s) s/he is making, (e.g. uses what is known about a writer/producer and her/his style to make predictions, draws on knowledge of structures and features of a specific genre, applies knowledge of codes and conventions particular to specific texts)
- Activates relevant prior personal knowledge and experience to make sense of a text which is frequently expressed in text-to-self connections, text-to-world connections, text-to-text connections
- Asks questions of self, writers(s) and text(s) as s/he reads to clarify and focus reading
- Determines the most important ideas/messages/themes in a text
- Draws inferences from a text
Reader, Text, Context
Draws inferences about the view of the world presented in a text
- Identifies dominant elements and interprets their use, e.g. point of view, specific literary conventions, structure and sequence of argument, patterns of cause and effect
- Identifies the characteristics of the writer/producer and evaluates how these influence meaning, i.e. how stance, socio-cultural context, values and/or beliefs shape the world of the text
- Explores how power relationships are constructed in the text
- Examines how language (word, sound and image) is shaped to present ideas and information
- Makes connections between the depiction of different groups in texts and the context or setting of a text
Distinguishes between “open” and “closed” texts:
- analyzes the degree to which the text may be considered “open” to multiple perspectives/ interpretations (i.e. is complex enough to allow different perspectives to emerge) and interprets how these influence the view of the world presented.
- analyzes the degree to which the text may be considered “closed” to multiple perspectives (i.e. runs along formulaic lines that indicate its lack of complexity and make only a limited number of perspectives possible) and interprets how this influences the view of the world, e.g. in a pulp romance novel or a comic book, recognizes some elements of plot structure that are formulaic and repetitive
Justifies her/his interpretation(s) of texts on the basis of own fluency as a reader
- Evaluates the way specific codes and conventions of a spoken/written/media text are employed to have an impact upon the assumptions, actions, values and beliefs of readers:
- codes and conventions of a specific genre that are employed to have an impact on readers in general or on a target audience in particular
- mode(s) of representation (sound, word and image) that influence the message(s)/meaning(s) of a text and how these reveal the intention(s) of the writer/producer(s)
- linguistic and textual features that situate or position the reader, e.g. connotations and denotations, stereotypes and bias, aspects of characterization and setting that evoke a specific emotion or response, appeals to mainstream values and beliefs
- issues and topics that present alternative values, beliefs, lifestyles in order to evaluate meanings for self as part of a process of interpreting a text
- features and conventions of favourite genres and how these are used to special effect, e.g. in a mystery or a romance novel, in a magazine article
- Interrelates characteristics of the writer/producer(s) of a text and self as a reader:
- identifies characteristics of the writer/producer(s) of a text and applies this knowledge to determine how the text is designed to appeal to self as a reader, e.g. writer’s style, producer’s values or intent
- evaluates a perspective or point of view and its impact on self as reader
- recognizes the use of rhetorical strategies, e.g. use of first person to convey attitudes and feelings about an issue/topic, appeals to common beliefs or values in a culture, appeals designed to evoke a certain age group
- analyzes the representation of different groups, including interest groups, in the press in relation to controlling ideas, opinions, main ideas
- Makes inter-textual connections between texts read in and out of class:
- compares and contrasts alternative and mainstream values, mores, lifestyles within a range of literary and popular narratives
- compares and contrasts the socio-cultural, literary or historical contexts and conventions in texts
COMPETENCY 3 Produces texts for personal and social purposes
Researching as a Writer/Producer
- Develops topics that are personally and socially relevant:
- looks at multiple perspectives on the topic, e.g. pros and cons of an argument, how different people perceive the issue
- Researches aspects of the media and publishing industries to best produce, market and distribute their products:
- analyzes the impact of media ownership and convergence
Assuming Roles as a Writer/Producer
- Adopts a stance to a topic and audience appropriate to the genre
- Considers who s/he represents, e.g. the beliefs and values of a company and/or an organization
- Adopts different points of view, e.g. first person, third person omniscient, second person and third person observer
- Explores different dimensions of a character, issue
- Applies language conventions to establish relationships, e.g. using gestures to elicit sympathy; using statements, conditions and commands to imply control and power; tilting the camera up to show authority
- Experiments with register:
- adjusts register to the formality/informality of the context, e.g. uses academic language in an essay, jargon or slang in an advertisement
- establishes the tone, e.g. uses dispassionate tone of anchor on news report, intimate tone when writing in a journal
- Exploits generic conventions
- Plays against audience expectations for specific effect
Characterizing an Audience
Investigates how different target audiences use and respond to particular texts:
- identifies factors that constitute a target audience and evaluates how media texts are shaped to suit them
- compares and contrasts own responses, reactions and use of texts with those of peers, family, other households and more distant audiences
Analyzes characteristics of audience for own productions:
- draws on previous experience with audience
- generalizes factors such as age, gender, cultural background, race, location, level of education
- identifies potential barriers to communication, e.g. audiences’ level of knowledge of topic
- considers the relative status of producer and audience, e.g. same, higher, or lower
- analyzes the expectations of audience, e.g. the uses the audience will make of the text (for entertainment, for information, for escape), generic conventions
Draws on audience reactions to shape own texts:
- explains possible reasons for the audience’s varying interpretations of a text
Public and Private Space
Conducts a genre analysis:
- compares and contrasts texts within a social function, i.e. Why do people produce them? Who has access to these texts? Do they serve the same purpose? How do they communicate the values of a community?
- evaluates the structures, features, codes and conventions used
- examines how language (sound, word and image) is shaped:
- to represent and/or exclude people, events, ideas and informationo to organize and develop ideas
Applying Codes and Conventions
- Applies conventions of the genre:
- chooses textual structures and features
- chooses linguistic codes and conventions
- Combines and/or manipulates codes and conventions of specific genres for special effects (multi-genre texts)
- Combines and/or manipulates codes and conventions of different modes (multimodal texts), e.g. the PSA draws on conventions of sound, word and image. It uses music to appeal to the emotions, includes a voiceover of a well-known person to draw attention to the cause and uses images to shock or jar the audience
- Transforms one genre to another, e.g. uses newspaper articles to create a radio newscast or uses main conflict from a novel to create a talk show
- Explores the representation of gender, race, appearance, culture, social class
- Adopts ethical standards in own productions
Production Process
Media Practices
- Manages resources, e.g. financial constraints, available technologies
- Manages production constraints, e.g. time line, deadline, group roles and responsibilities
- Respects genre constraints, e.g. format, layout, target audience’s expectations, industry standards such as time allotment
Planning and Drafting
- Brainstorms ideas, clarifies and extends thinking by talking with peers and teacher
- Uses strategies to work out ideas, plan and draft, e.g. concept map, free writing, storyboard
- Develops expertise in manipulating resources
- Makes preparations prior to production
Reflection
- Evaluates production process and texts produced, with group and individually
- Reflects on the differences between working collaboratively and alone:
- examines the impact on creativityo considers issues of ownershipo discusses issues of freedom
Going Public
- Chooses most suitable ICT to present production, e.g. PPT® presentation, CD-ROM, etc.
- Makes final adjustments before presentation
- Presents text to intended audience