Eight media literacy activities for any classroom

As an extension or review for the prior activity, share this crossword puzzle with students.  Crossword puzzles like this can be easily created using Crossword Forge (http://www.solrobots.com/crosswordforge/) or similar.There are many different advertising techniques companies use to persuade us to purchase their products or services. A list of the most common techniques can be found on the first page of the handout (right side of image).Individually, or in small groups, invite students to select a full-page magazine advertisement, and answer the four questions on the right side of second page (right side).  Have them share their results with the class:- To whom (which target audience) is the advertisement trying to reach? Describe the target audience (age, gender, culture, lifestyle).- What is this ad really saying (or not saying) about the product or service. Do you detect any exaggeration or suspicious promises? If so, describe the “hidden message.”- Are there any signs or symbols in the ad? If so, what are they trying to tell you?- What advertising techniques are being used to sell the product? Explain how each technique is being used.Create a PowerPoint slideshow consisting of several empty slides. For each slide, insert two product or company logos. You can search online for images, or use plain text. The first image should consist of the product logo or slogan without the brand or product name within. This image should appear immediately (allowing students to guess first). The second image on said slide should contain the complete logo or slogan, identifying the brand or product name. This image should be set within PowerPoint’s “Custom Animation Settings” to appear “On Click.” With that option set, the teacher must click the mouse, press the spacebar, or tap their SMARTBoard to reveal the true identity of the product. Repeat the above instructions for each product slide you’d like to have in your opening activity.View the list »
Like it or not, this is what our students are seeing outside of school on a daily basis.

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Companies are spending billions of dollars on TV, print, and digital advertising to swing us towards their products and services. From watching the Superbowl to checking Facebook on mobile phones, we’re flooded with images and slogans of how we should live, how we should look, and how we should act.

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Consider this: We are one of the only countries that allow pharmaceutical companies to advertise directly to consumers. In 2006, global spending on prescription drugs topped $643 billion. Even though we're only a fraction of the world's population, the U.S. accounts for almost half of the global pharmaceutical market, with $289 billion in annual sales. Coincidence?

While schools and districts are right in filtering their internet connections to maintain state and federal compliancy, we need to better prepare students for “what’s out there” when they go home each day, or for when they finally graduate. Here are eight media literacy activities that’ll help your students sift through the sensational product messages, and be smart, informed consumers. If you’d like a set of PDF handouts for each activity, reach out to me on Twitter (@Ryan_Fisk), and I’d be happy to send them over.

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  • Create a PowerPoint slideshow consisting of several empty slides. For each slide, insert two product or company logos. You can search online for images, or use plain text. The first image should consist of the product logo or slogan without the brand or product name within. This image should appear immediately (allowing students to guess first). The second image on said slide should contain the complete logo or slogan, identifying the brand or product name. This image should be set within PowerPoint’s “Custom Animation Settings” to appear “On Click.” With that option set, the teacher must click the mouse, press the spacebar, or tap their SMARTBoard to reveal the true identity of the product. Repeat the above instructions for each product slide you’d like to have in your opening activity.
  • There are many different advertising techniques companies use to persuade us to purchase their products or services. A list of the most common techniques can be found on the first page of the handout (right side of image).Individually, or in small groups, invite students to select a full-page magazine advertisement, and answer the four questions on the right side of second page (right side).  Have them share their results with the class:- To whom (which target audience) is the advertisement trying to reach? Describe the target audience (age, gender, culture, lifestyle).- What is this ad really saying (or not saying) about the product or service. Do you detect any exaggeration or suspicious promises? If so, describe the “hidden message.”- Are there any signs or symbols in the ad? If so, what are they trying to tell you?- What advertising techniques are being used to sell the product? Explain how each technique is being used.
  • As an extension or review for the prior activity, share this crossword puzzle with students.  Crossword puzzles like this can be easily created using Crossword Forge (http://www.solrobots.com/crosswordforge/) or similar.
  • In small groups of two or three people, students will have the opportunity to create a public service announcement video commercial. Unlike the skewed messages often seen on TV, theirs will convey a truthful (and educational) message that accurately depicts negative consequences of drinking alcohol or using tobacco or other drugs.A grading rubric can be found on the first page, with more detailed instructions and tips on the second.
  • Nick Naylor, chief spokesman for Big Tobacco, makes his living defending the rights of smokers and cigarette makers in today’s neo-puritanical culture.  Confronted by health zealots and an opportunistic senator, Nick goes on a PR offensive, spinning away the dangers of cigarettes, but he begins to think about how his work makes him look in the eyes of his young son Joey.After viewing the movie, students will have the opportunity to craft a five-paragraph reaction paper answering the questions below in order (at least one detailed paragraph for each question).Educator/parental note:  This movie is rated R for some in-context language and a sexually suggestive scene approximately 30 minutes into the film (which can be skipped or edited out)Questions adapted from: http://www.umc.org/site/c.gjJTJbMUIuE/b.1535775/k.636E/Thank_You_for_Smoking.htm
  • Students will be able to recognize how both the Elements of Art (i.e. Line, Shape, Space, Color, Texture and Pattern) and Principles of Design (i.e. Balance, Unity, Rhythm, Proportion, Color Interaction, and Relationships) play a significant role in successful Product and Branding Design. Students will also learn how these Art and Design fundamentals aid Product and Branding Designers; and in turn, themselves, in creating effective product and branding designs for Advertising and Marketing purposes.
  • The media (especially TV, radio, and printed ads) have skewed our image of an “ideal” person to the point that we feel we have to change ourselves to “conform” with the standards they set. Many people don’t know the amount of work that goes into making cover models and other high-profile individuals look the way they do in magazines and on television. You can see an interactive video of the methods used to transform a normal photograph to one that is “magazine ready” by visiting http://demo.fb.se/e/girlpower/retouch/ and clicking the image at the top of the page.
  • After arranging students into small groups, assign each with a discussion question. Instruct each group to use the handout space provided below to answer their question, and be prepared to share their responses with the class:1 - Eating disorders are diseases still found predominantly among young women, yet studies show more and more young men are exhibiting symptoms. What are some possible reasons for this trend?2 - Closely examine your daily life and those factors that influence your eating habits. Which factors encourage positive eating habits and which contribute to less healthy eating habits? Explain your answers.3 - Researchers cite environment, biochemistry, and genetics among possible causes of eating disorders. Analyze what this means in terms of treatment of the disease.4 - There is evidence that eating disorders existed in ancient Greek, Roman, and medieval societies. Does this surprise you? Why or why not?5 - Imagine you have noticed that a good friend is showing signs of a possible eating disorder. Describe some of the indicators you might witness. How would you seek help for him or her? What do you think would be the most difficult obstacles in trying to help? Questions adapted from: http://www.nytimes.com/learning/teachers/lessons/20001121tuesday_print.html     
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, NY Technology in Education Examiner

With several combined years of teaching, department chairperson, higher education, and leadership experience, Ryan currently works as a director of Instructional Technology on Long Island, New York, and an adjunct professor at Manhattanville College. Ryan continues to investigate and implement...

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