media genres unit

Media Genres Unit

Brian N. SaxtonTMA 687

Inst: Amy Jensen

04/11/2006

Table of Contents:

Unit Overview and Methods 2

Unit Outline 3

Disclaimer 5

Lesson One 6

Lesson Two 9

Lesson Three 14

Lesson Four 17

Lesson Five 20

Lesson Six 23

Lesson Seven 26

Annotated Bibliography 28

Further References 33

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Media Genres Unit

Author: Brian N. Saxton

Overview:

Several factors had to be taken into consideration when creating the following series of lesson plans. Perhaps the most important (as I understood these lesson plans were to be posted on the internet and distributed to other teachers) was to make sure the lesson plans were designed with as much flexibility as possible in the materials required. Use and distribution of media materials by teachers are two entirely different things; and, while it is generally accepted that materials can be used (under “fair use”) for educational purposes without ownership, it is very rare to find materials that can be freely distributed. Certainly, then, it seemed far safer to provide links and information on where to find materials than it did to include the actual materials themselves. As these lesson plans are intended to be adaptable to a variety of grade levels, the ability of each individual teacher to procure their own suitable materials must be further emphasized. To summarize, in these plans you will find suggested support materials and links to materials resources. Use of these resources in an ethical and legal way becomes the sole responsibility of the individual teacher. Most teachers should be familiar with the concepts and have their own materials in mind anyway.

Taking into consideration, as well, that these lessons were to be adaptable for a wide variety of ages and curriculums, I have kept the subject matter very basic. As you will see from the following outline of objectives, the lesson plans are meant to give a general overview of the different media genres rather than a detailed examination of each. Using these lessons as a starting point in your discussion of media literacy will enable your students to have a common starting base of knowledge to which more detail can be added during subsequent discussions. Reorganizing the lesson plans, if necessary, to fit the needs of your individual schedule is also advised. I, for example, teach on a block schedule of eighty minute class periods; so, I would combine most of these lesson plans and teach them over three or four class periods instead of seven.

Methods:

My teaching style is fairly Socratic; and, you will find, this leads me to rely a great deal on discussion, questioning, and student response. If you or your students are unused to working through questions together to discover what is already known and build on it, there may be some adjustment needed. This questioning method of teaching, I find, works very well for creating a sense of ownership in the learning. It also helps

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create connections between the students’ schema and the new information which aids in retention.

The disadvantage of this approach is that it requires a great deal of preparation on the part of the teacher. It also requires some patience and faith. The teacher must be willing to follow a discussion in unexpected directions and carefully guide the students to find their own way back. There will also be unexpected questions and comments which may require some quick thinking. The best way to make sure you can guide your students to the proper conclusions is to make sure you have thoroughly researched and studied each topic in detail before you start. Some of the sources I have given you in the references section will be a good starting place, but (if you’re not already very familiar with genre and the media) I’m sure you’ll want to take your own learning further.

There are a variety of other activities used in these lessons that are meant to appeal to different learning styles and help the students gain a more complete picture of each of the covered genres. There are viewing and listening activities, creative design activities, and several written analyses and written responses. I would encourage any teacher who intended to present these lessons to modify the strategies and activities to ensure the best possible fit with the needs of their own students. Again, I have no experience with students younger than 10th grade; and teachers with that experience will have many effective methods of their own to incorporate, I am sure.

Outline:

I have, hopefully, organized these lesson plans into as logical an order as possible. The idea was to give a general overview and explanation of the term “genre” as it applies to media, and then move through each genre in a more or less chronological order. That chronological structure also gives the advantage of moving from the least popular and least interactive media genre to the most. Consequently, then, moves from least to most newsworthy and controversial. The videogame industry and the internet are getting a lot of media attention of late, and these are good places to build your discussion toward. So, the following is a basic outline of the lessons in their intended order and the very similar objectives (DRSL stands for Desired Results for Student Learning).

I. What’s a Genre?

(DRSL): Students will be able to define and explain “genre” as it applies to media as well as discuss a variety of genres and their basic components.

This lesson provides a basic background for the rest of the lessons in the unit. It defines the terms “genre” and “sub-genre”. It also identifies the media genres to be covered.

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II. Print Media

(DRSL): Students will be able to give a basic description of the “ingredients” of print media, its sub-genres, and purposes. They will also explore its place in their lives and its popularity.

This lesson is an overview of print media as a genre. It provides opportunities for exploration and examination of three basic sub-genres (magazines, newspapers, and poster ads).

III. Audio Media

(DRSL): Students will be able to give a basic description of the “ingredients” of audio media, its sub-genres, its purposes, and its power. They will identify the advantages and disadvantages of audio as compared to print media and other media forms.

This lesson is intended to help the students understand the importance and power of audio media (with the emphasis on music) and how that genre shapes our perceptions.

IV. Film Genres

(DRSL): Students will be able to give a basic description of the “ingredients” of film media, its sub-genres, and sub-genre’s peculiar to film. They will be able to discuss how the film industry uses genre as an icon. Students will also explore their own tastes in film genres.

This lesson includes an examination of film as a genre and its sub-genres. It focuses a great deal on the way film genre is used in advertisement and the context clues that let an audience know what the genre of a given film is.

V. Television

(DRSL): Students will be able to discuss the differences between television and other media genres. Students will also examine the basic impact of television as a form of media on their lives and on society in general. In other words, what are the advantages of television and what are its possible detriments?

The focus of this lesson is on the relationship people have with the television genre and how that relationship may be changing. The students will also examine their own television viewing habits and the impact of technology on TV viewing.

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VI. Videogames

(DRSL): Students will be able to discuss the difference between being a “spectator” and a “player”. They will be able to identify some of the principal differences between videogames and other media genres. They will also examine their own (and the public’s) perceptions and views about the videogame media genre.

An examination of public and student perceptions is a primary focus of this lesson. Students will be asked to evaluate how videogames turn spectators into players and the effect of the genre on the players themselves.

VII. Digital Media and the Internet

(DRSL): Students will be able to explain the benefits and dangers of the internet as a media genre and discuss, in a general sense, how to determine reliable information from unreliable information on the web. Students will also explore the prevalence and popularity of other forms of digital media as well as some ideas for responsible use.

This lesson should cap the discussion of media genre by focusing on the latest genres and their influence on the students’ lives. It should also focus on the idea of responsible use of media. This lesson can also be used as a jumping-off point into a unit on media responsibility and manipulation or the future of media.

Conclusion and Disclaimer:

Because I have not, as yet, actually taught any of the following lessons in my class, I thought it might be a good idea to add a short disclaimer. Usually, when I teach media literacy, I do in fact use many of the ideas and concepts that are contained in this unit. Leaning, as I do, toward a more flexible and Socratic approach means, though, that I rarely operate from any sort of written and structured lesson plan. Lesson plans, for me at least, are things that only exist inside my mind.

So, what have I gained (and what have I contributed) by writing and posting these lessons? Hopefully, at the very least, I have shared some valid and concise ideas on how to introduce the topic of genre to a group of students. I hope, too, that the ideas presented in these lesson plans will inspire new and better ideas, and that any teacher who uses these plans modifies them with their own unique classroom and students in mind. Teaching, in fact, is often learning; and, perhaps, by writing these plans (or reading and modifying them, in your case) we can all learn something.

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Lesson Plan One


Lesson Title: What’s a Genre?

Subject: Media Literacy

Age Group: High School (10th Grade)

Objective (DRSL): Students will be able to define and explain “genre” as it applies to media as well as discuss a variety of genres and their basic components.

Lesson Overview: This lesson is intended to be an introduction into media genres. It is designed to take one 45-50 minute class period. It includes a basic definition of the concept as well as some object examples, but it relies heavily on the teacher’s ability to coordinate and control a classroom discussion. The students should supply most of the information (as they are already pretty media savvy and just need to be reminded of what they already know and fed the right vocabulary and structure). The lesson is also intended to bring up the concept of “sub-genres” to set up prior knowledge for future lessons.

Materials Needed: A Dictionary, a brand-name and a generic product (food or OTC medication works well – I use a box of Claritin and a box of Smith’s Brand Loratadine in the lesson plan, but anything would work), four poster-size pieces of butcher paper, and markers.

Preliminary Activity:

Write the words “generic” and “genre” on the board. Ask the students to define the words for you orally.

As the students start to agree on a definition, write their definitions on the board (paraphrasing if necessary).

Pull out the dictionary and ask a student to look up the word “genre”. They should come up with something like: “A particular type or category, esp. of a literary work.” Discuss how close the students’ definition is to the dictionary. Then have a student (possibly the same one) look up “generic”. For that word, the relevant definition should be something like: “Of, relating to, or indicating and entire class or group.” Again discuss that definition and the students’ definition.

Show the students the box of Claritin (or whatever brand-name product your using). Explain what it’s intended use is. Then, show the students the box of Smith’s Brand Loratadine (or your generic product) and explain that is a generic equivalent to

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Claritin. Read the ingredients of both. Ask the students how the definitions of “genre” and “generic” apply to the products.

Explain to the students that media and literary genres work in much the same way. They are a way of classifying or categorizing texts based on similar purposes and ingredients. Understanding these classifications helps us to more easily study and understand the effects of media on society and in our own lives. Examining these genres can also help us to understand ourselves, our tastes, and our relationships with the media we choose to experience.

Main Activities:

Take out the four poster papers and the markers. Ask the students to list some of their favorite types (genres) of movies or books. Select four and write one on the top of each poster (for example: Comedy, Science Fiction, Fantasy, and Horror). Divide your class into four groups and give one poster to each. Distribute some markers to each group. Ask the students to list on the posters as many of the “ingredients” of their genre as they can (in other words, what a book or a movie should contain in order to fit into the category – for example: mythical creatures, good vs. evil, a quest, a long-ago-far-away setting, and a hero for the fantasy genre).

Give the students some time, and walk around to each group giving them hints and help as necessary.

When the groups are finished, have a spokesperson from each group share their lists with the rest of the class (adding any ideas from the other groups). Then have the groups switch posters and ask the students to list as many examples (titles of books or movies) as they can that contain the ingredients listed on the poster for each genre. The students may notice that certain titles they think of contain most, but not all, of the listed ingredients. They may notice that there is some cross-over between the genres (like a fantasy-comedy or a sci-fi-horror).

Collect the posters and place them in the front of the room. Explain to the students that categorizing a text into a genre is not an exact science like categorizing a plant or an animal into a genus. There is a lot of cross-over. There are also many sub-genres inside each genre. Genres are also sometimes very broad and sometimes very narrow.

Give the students a few titles of your own and ask them to discuss which genre they belong to.

Extension Activity:

Ask the students how “literature” or “movies” could be considered a genre. Explain that all media can be divided into very broad genres like that. As you list them on the board, have the students come up with the different types or genres and some sub-genres of media that they can think of. You should end up with a list like the following:

Print Media (magazines, newspapers, print ads)

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Audio Media (music and radio)

Film and Video

Television

Videogames

Digital Media (internet, cell phones, PDAs, podcasts, etc.)

Assignment:

The students should look up “genre” in the library or the internet, find something they find interesting or insightful on the concept, and type a summary (at least ½ page) that includes what they found, why it’s interesting, and where they found it.

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Lesson Plan Two


Lesson Title: Print Media Genre Overview



Objective (DRSL): Students will be able to give a basic description of the “ingredients” of print media, its sub-genres, and purposes. They will also explore its place in their lives and its popularity.

Lesson Overview: This lesson is intended to be an introduction to print media as a media genre. It is designed to take one 45-50 minute class period. It contains only the most basic information and, again, is meant to help the students draw on what they already know to build a greater understanding of the media genre. It also draws on previous discussion and understanding from lesson one.

Materials Needed: Several copies of a newspaper (school or local tend to work best because of student interest), several different magazines (preferably teen-interest, but the titles don’t matter), and a few movie posters or other poster ads. Make sure you check each item you use for appropriateness. Also, you’ll need the three-page print-media handout for each student (see last three pages of lesson plan).


Write the following questions on the board and have the students write their answers individually for the first seven to ten (or so) minutes of class:

What was the last newspaper or magazine you read? How often do you look at a newspaper, magazine? How often do you think you see a print ad like a billboard or movie poster? Do you think that these forms of media affect your life? If so, in what ways?

When the students are finished, ask for some volunteers to read their responses to the class. Discuss the responses with the class. How big a role do print media seem to play in their lives? Why do these media forms exist? Do you think the companies that produce them make a lot of money? What kinds of people are the biggest consumers of each form?

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Main Activities:

Explain to the student that they are going to look at the “ingredients” and purpose of three print media sub-genres by comparing and contrasting them with each other. They should also, as they read the different examples, look for how that media form appeals to them personally. Which of the subgenres to they like the most?

Put all of your newspapers, magazines, and poster ads in “stations” in three areas of you room. The best way to do this is probably to hang the posters or print ads in one area (on a bulletin board or such), lay the magazines out on a table in another area, and lay the newspapers out on a table in a third area.

Distribute the handout to the students and have them write their name on it. Explain to the students that they will be given some time to explore the different print media sub-genres and fill out their handouts. They should be thoughtful and insightful in their answers to the questions. They may work together with a partner, if they want. Not everyone should go to the same station at the same time. Spread out and take your time.

Allow the students to go to each of the three stations and complete their handouts. This will very likely fill the remainder of the class time. If not, use the extension activity below.

Extension Activity:

When (if) the student finish with their handout, bring them back to their desks and ask for volunteers to share what discoveries they made or what they found interesting with the class. Have them turn their handouts in.

Assignment:

Using what they learned in class, have the students create a sample page from a newspaper or magazine, or a sample movie poster or print ad to be turned in next class period. They should include an explanation of why they think their samples fit the genre / sub-genre.

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Print Media Sub-Genre Handout

Name: ____________________________ Period: ____ Date: _______

Instructions: Visit each of the three stations, examine the media carefully, and answer the questions below. You will have three different answers for each question. Make sure you label your answers

“Paper” for newspaper, “Mag” for magazine, and “Ad” for posters and print ads.

1. This media appeals to me (or doesn’t appeal to me) right away because . . .

2. What draws my eye or attention and why?

3. The things I notice about the way this media is structured or organized are . . .

4. What is the principle content of this media?

5. How colorful is this media and what colors are used more often?

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6. What is the relationship between text and image in this media?

7. What kind of audience is this media intended for?

8. What is the main function or purpose of this media?

9. One thing I particularly like (or dislike) about this media is . . .

10. What do I notice about myself as I read this media?

11. What (could be multiple things) is this media trying to sell me?

12. When would I be most likely to look to this kind of media for information?

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13. Does this media remind me of any other media forms or genres? Which ones?

Instructions: Draw a Venn diagram of these three print media forms. Fill in the diagram with the similarities and differences you noticed. Use the example below as a guide:

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Lesson Plan Three


Lesson Title: Audio/Radio/Music Genre Overview



Objective (DRSL): Students will be able to give a basic description of the “ingredients” of audio media, its sub-genres, its purposes, and its power. They will identify the advantages and disadvantages of audio as compared to print media and other media forms.

Lesson Overview: This lesson is intended to be an introduction to audio media as a media genre. It is designed to take one 45-50 minute class period (though it may take longer than one class period depending on your students and which examples you intend to use). It contains only the most basic information and, again, is meant to help the students draw on what they already know to build a greater understanding of the media genre. It also draws on previous discussion and understanding from lessons one and two.

Materials Needed: A radio, a CD or Mp3 player with speakers, several song examples from multiple music sub-genres, and some photographs of different kinds of people in different clothing styles (like cowboy, skater, jock, senior citizen, different races or ethnicities, etc. – photos can be found on the internet in various places, but make sure you’re following copyright regulations). Optional: a recording of Orson Welles’ famous broadcast of “The War of the Worlds”


Turn on the radio (any talk/news station will do as long as the music/content is appropriate – you may wish to preview the station for a while). As the students listen to the radio, have them write down everything they notice or can think of as a distinctly radio “ingredient”. What is the purpose of this media? How is the material on the radio presented? How is it organized? How is it different from the print media in lesson two?

Tune to a different radio station with different content (a music station). Have the students go through the same process as above. Ask them which types of radio or music they listen to the most. Have them explain why they prefer what they do. Does their music influence how they dress, who their friends are, or the types of activities they participate in? Have them list as many different music sub-genres as they can.

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Main Activities:

A) Explain to the students that radio and music have a vast influence on how people perceive themselves and each other. Music can also have a huge impact on the tone of other media. Therefore, music gets incorporated into many other media genres.

Arrange your photos of people where the students can see them all clearly (hang them on your whiteboard with magnets, or something similar). Tell the students that they are going to play a matching game and they will need some paper to write on.

Using your CD or Mp3 player, play several samples of different music styles. For each sample, ask the students to pick the photo of the person they think would be most likely to listen to that kind of music. Have them write the type (or sub-genre) of music on their paper along with a description of the photo they chose. Then have them write an explanation of why they think the two match. Have them, also, match the music to themselves. Share your favorite music style with them, and ask if you “fit” with your music. Ask them to write a self analysis of whether or not they look like the music that they listen to and why they like it. Do they listen to different kinds of music based on what mood they’re in? Have they always been attracted to the same kinds of music? Do they think their music tastes will change in the future? What music do they picture themselves listening to when they’re 50 or 60?

B) Next, have them write any similarities and differences they noticed between the different songs. What are some of the things that all songs have in common? What changes to make one sub-genre of music different from another? Discuss the answers with your students. There are really no wrong answers here – getting the students to think analytically about the genre is enough.

C) Finally, play a piece of music that is instrumental and fairly dramatic (movie soundtracks are a good place to look – some suggestions are “Nightmare in the Trophy Room” by Carter Burwell from the Miller’s Crossing motion picture soundtrack or “O’ Fortune! Empress of the World” from Orff’s Carmina Burana). Have the students write a visual description of a scene from a film that would go with that music. Have a couple of the students share their descriptions. Then, ask the students to picture that same scene and keep it playing in their head as you play some different music (for this piece, pick something very light or peppy like “Maple-Leaf Rag” by Scott Joplin). After a minute, ask the students if the music won or the visual. In almost every case it is very difficult to keep the visual the same with different music. The students should have different pictures in their heads. Ask a few students to describe the effect of the new music on their scene.

Discuss the power and influence that music has over tone and visuals with your students. Spend time on how they know to associate different musical styles with different people or visuals. Ask them if the association between the music or audio genre and the people they associate with each type is stronger than the connection between print media types and their associated people.

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Extension Activity: (Optional)

Discuss the reach and influence of radio with your students. Is radio as influential now as it was in the past? Why or why not? When and why do people listen to the radio? Does radio have the power to influence people?

Read your students an account of the original Oct. 30th, 1938 broadcast of War of the Worlds adapted by Orson Welles. A good summary can be found at Transparency Now (http://www.transparencynow.com/welles.htm) or many other places on the web.

You may choose to play a segment of the original recording (if you don’t have access to a copy, the recording is available online from a few websites, including EarthStation1.com (http://www.earthstation1.com/wotw.html).

Ask your students to evaluate what would happen if a radio station started broadcasting news of a fictional enemy invasion or a natural disaster in the style of a news broadcast today.

Assignment:

Have the students interview someone older (like a parent, grandparent, or another teacher) about the music they’ve liked throughout their lives and the effect that it has had on who they are. Have the students ask that person what memories they have associated with music or a certain song. They should turn in a brief write-up of the questions they asked and their interviewee’s responses. An audio or video recording of the interview would also work.

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http://www.earthstation1.com/wotw.html

http://www.transparencynow.com/welles.htm

Lesson Plan Four


Lesson Title: Film Genre Overview



Objective (DRSL): Students will be able to give a basic description of the “ingredients” of film media, its sub-genres, and sub-genre’s peculiar to film. They will be able to discuss how the film industry uses genre as an icon. Students will also explore their own tastes in film genres.

Lesson Overview: This lesson is intended to be an introduction to film as a media genre. It is designed to take one 45-50 minute class period. It contains only the most basic information and, again, is meant to help the students draw on what they already know to build a greater understanding of the media genre. It also draws on previous discussion and understanding from previous lessons.

Materials Needed: Access to the internet (and a multimedia projector connected to the computer), Gladiator Special Edition DVD Bonus Features Disc (for younger grades, or if this DVD is unavailable, use any DVD that shows several of the TV advertising spots for the film – the “Tone Poems” from the new Star Wars DVDs would work well).


Ask the students to think back on their activity from lesson one where they listed the ingredients for certain kinds of genres. Using suggestions from the class, list on the board as many ingredients of “film” as you can. What makes it different than any other media genre we’ve covered so far? Answers should include: it’s visual (the story is told mainly with pictures), it usually incorporates music (or audio media), it’s usually longer, it’s more expensive to produce, it’s less portable, etc.

Ask the students to help you think of as many genres of film as they can. Ask them to notice how many are also literary genres and how many seem unique to film. They should be able to come up with some of the following literary cross-overs: romance, comedy, epic, western, crime, horror, biography, etc. They may need some help to come up with a few film-unique genres: noir, animation, documentary, art film, mockumentary, etc.

Once you have several genres listed on the board, explain to the students that the genre of film is divided into genres and sub-genres based on story content (like war

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films), on literature (like comedy or adventure), on other media content (like musicals), on setting (like westerns), or even on performers (like John Wayne, Doris Day, or Danny Kaye films). Again, there is a lot of cross-over, and it is very difficult to definitively place a film in one particular genre.

Discuss with the students which film genres appeal to them the most and why.

Main Activities:

A) Explain to the students that some people feel that filmmakers use genre as a formula for writing films. The genres give the writers and directors a pattern to follow which makes creating a film as easy as painting by numbers. Some people say that film genres are mainly for the audience’s benefit. People know what to expect from a film if they know its genre. However, we’re going to focus on how Hollywood’s uses genre as an “icon” to advertise (or get a larger audience to see the film).

Explain to the students that their preference for certain film genres is not something filmmakers are unaware of. They know that certain people prefer certain kinds of films. In other words, a genre (just like a movie star or a famous director) becomes an icon that people “worship”. They will go to see a film just because that film is a certain genre. So, it makes sense that if they want to target a particular audience for a film, the genre has to be easily identifiable from the trailer.

B) Log on to http://www.apple.com/trailers and show the students several trailers (prescreen all the trailers you plan to show to make sure they are appropriate for your students). As you show each trailer, ask the students to identify the genre of each film based on the trailer you show. Following each trailer, discuss with the students what specifically about the trailer gave them clues as to the film’s genre. Ask the students who they think the target audience of each trailer is.

C) Explain to the students that if a filmmaker wants the largest audience possible for a film, they should make the film appear to fit into as many genres as they can. Put in the Gladiator Bonus Features Disk and navigate to the TV Spots menu item. Ask the students to watch the commercials very closely to pick up specifically how the advertisers are showing the film’s genre.

Watch the first two TV spots, and then pause the DVD. Discuss with the students the apparent genre (action, epic) of the film. If the students don’t notice, point out the pace of the cuts, the predominant colors, the amount of action in the arena, the music, etc. that all indicate an action film. You may want to rewind and replay the spots to point out specific moments to your students.

Watch the next spot. Discuss how the film appears to be a different genre (drama). Again, note with your students the change in pace, color, music, and such.

Watch the last spot. Notice how the film appears to be a romance. Have the students point out specific clues in the spot that suggest a love story.

Ask the students which portrayal of the film they believe to be most accurate (if you have any students who have actually seen the film, they may notice that the film is actually more of a drama or a quest than a romance or action film). Ask the students why the filmmakers would advertise the film this way (using genre as an icon). Discuss with the students when would have been the best time to show each of these TV spots on

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http://www.apple.com/trailers

television. At what times of day? During what kinds of shows? Who are the target audiences for each spot?

Extension Activity:

Have the students think of a recent movie they’ve seen and liked. Have them, on a piece of paper, write a description of what genre the film was. Have them write down any scenes or segments of the film that actually could be from another genre of film. Then, have them design (either by drawing a storyboard or by writing a visual description) a TV commercial that would make the film appeal to people who like a different genre than the film actually is.

Assignment:

Use the above activity as homework if there isn’t time for the students to finish in class (most likely, there won’t be).

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Lesson Plan Five


Lesson Title: Television Genre Overview



Objective (DRSL): Students will be able to discuss the differences between television and other media genres. Students will also examine the basic impact of television as a form of media on their lives and on society in general. In other words, what are the advantages of television and what are its possible detriments?

Lesson Overview: This lesson is intended to be an introduction to television as a media genre. It is designed to take one 45-50 minute class period. Since most students are abundantly familiar with television, it is meant to help the students draw on what they already know to build a greater understanding of the media genre and how it is changing. The activities in this lesson are designed to help the students educate themselves about their own television viewing. It also draws on previous discussion and understanding from previous lessons.

Materials Needed: Recordings of a portion (5 minutes or so) of a television sit-com, a “reality show”, and a television news broadcast. (Be sure to check copyright and fair-use rules.)


Show the students a clip from a typical television sit-com (preferably one with a laugh track). Ask the students to identify the “ingredients” of this television genre that make it different from film (they should draw on their previous experiences with TV as well as the clip). They should identify things like commercial breaks, shorter length, laugh track, smaller screen, etc. (if your students are pretty sophisticated, they may identify the lower overall production values and difference in locations and camera work).

Show the students the “reality show” and the TV news broadcast. Discuss with them the similarities among all three clips that you’ve shown. Try to guide them beyond the superficial similarities to the fact that all three examples in some way address the audience directly. The sit-com’s laugh track, the commercials that speak directly to the audience, the self-aware (aware of the audience and camera) reality show, and the direct

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address of the news all speak in a very personal way to their audience. It is a far more “interactive” medium than the vast majority of films.

Explain to the students that these are just three of the sub-genres in television. Have the students list as many of the other TV genres as they can. How many are shared with other media genres and how many are unique to television?

Main Activities:

A) Explain to the students that we watch television in very different ways than we experience film. For one thing, when most people watch a movie, they sit down and watch the entire thing without much interruption or distraction. The film becomes the main focus – almost an event. When people watch TV, they are often also engaged in other activities: eating, talking on the phone, doing homework, channel surfing, and even sleeping. It isn’t as important to most people to watch a TV show in its entirety. Bathroom visits don’t require pausing (or rushing so that a minimum of the program is missed). Television has become a very background medium. Also, people have traditionally held the opinion that television isn’t very good for you (especially in excess).

However, television viewing is changing. With the popularity of TiVo (and other DVRs) and On-Demand programming, people’s relationship with TV is becoming something even more interactive. Are people’s perceptions of the effects of television changing, too?

B) Ask the students if they think that television is beneficial or detrimental to society. Let them explain their reasons and discuss with each other. On the board, make two columns: “pros” and “cons”. With the students’ help, list several of the benefits and detriments of television as it applies to society and the students’ lives. Some of the pros may include: free (basically) entertainment, quick source of news and information, has a unifying effect on our culture, educational programming, etc. Some of the cons may include: promotes racial and gender stereotypes, often oversimplifies or over dramatizes information, biased or slanted programming, often has conflicting or confusing value statements, wastes time, easy access to violent or sexual subject matter, etc.

Ask the students how they think their own lives would be different without television. Discuss some of the possibilities of how the country would be different without television media. Have the students rate the effect of television on their lives on a scale of one to ten (ten being nothing but good and one being nothing but bad).

Extension Activity:

Have the students describe at least two television shows that they feel are focused mainly on the teenage audience. What sorts of values do these shows promote? What sorts of teenage characters are on the shows? How do the dress? What kind of music do they like? What sorts of activities do they engage in? How realistic is the show? Are there words, phrases, or attitudes present in the show that are also part of your life? Rate the show for quality in your opinion.

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Assignment:

Have the students keep a log of their television viewing for several days. The log should include the times of day and for how long the students watched, what programs were watched, what the notable commercials were, and the students’ reactions to each program. The log should also list any patterns, trends, or habits that emerge in the students’ television viewing.

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Lesson Plan Six


Lesson Title: Videogame Genre Overview



Objective (DRSL): Students will be able to discuss the difference between being a “spectator” and a “player”. They will be able to identify some of the principal differences between videogames and other media genres. They will also examine their own perceptions and views about the videogame media genre.

Lesson Overview: This lesson is intended to be an introduction to videogames as a media genre. It is designed to take one 45-50 minute class period. The lesson will focus mainly on the difference between being a media “spectator” and being a media “participator” or “player”. The lesson will look at the differences between videogames and other media genres. There will also be some discussion of the controversial nature of videogames and the public’s perceptions of the medium. The lesson will also make note of the “machinema” genre of which videogames are a very large part. It also draws on previous discussion and understanding from previous lessons.

Materials Needed: Access to the internet and a multimedia projector connected to the computer, some common non-narrative video game (like Minesweeper, Tetris, or the like), and an appropriate portion or screenshots of a more advanced, 3D computer game or simulator (like Microsoft’s Flight Simulator 2004, Half-Life 2, Halo 2 or the like. (Trailers, screenshots, and game-play footage can be found on many websites including http://www.ign.com, but preview any footage you plan to use.)


Divide the class down the middle. Assign one side of the class to be proponents of the videogame industry trying to convince the public that videogames are as harmless and benign as any other leisure activity or media. Assign the other side of the class to be opponents of the videogame industry trying to convince the public that videogames are insidious time wasters that, at best, turn people into fat, lazy, brain-dead zombies and, at worst, turn people into violent killers.

Give each group some time to come up with their five best arguments in support of their cause, then let a spokesperson from each group share their arguments. In response, let each group rebut the other’s points.

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http://www.ign.com/

Ask the students why they think videogames are so controversial. Who is likely to think that videogames are good or bad for you? Why do they get so much attention compared to other media forms?

When the students have had their say, ask each student to write down their own personal opinion about the videogame genre.

Main Activities:

A) Discuss with the students the difference between watching a movie and playing a game. They should be able to list several things: you can start a game over again and again and it will be different, you can’t “fail” or “lose” a movie, you make far more choices when playing a game, many games ask you to play a role, games are often much longer than movies, games are interactive and have a system of rewards and punishments, etc.

Explain to the students that there are two different types of audiences for these two media genres. Film audiences are “spectators”. In other words, they simply watch what is presented to them on the screen and react emotionally or mentally. Game audiences are “players” who interact with the game. They react emotionally, mentally, and physically to what is presented on the screen, and the game reacts to the player’s input. Therefore, it would seem that the player has a much more profound relationship with the media than a spectator. However, videogames are a little more difficult to make statements about because they cover such a wide variety of sub-genres.

B) Show the students a common, non-narrative game like Tetris. Ask them to describe the relationship between the player and the game. In their opinions, what kind of person plays a game like this one? What effect will the game have on the player?

Show the students a portion of the more “realistic” 3D game. Ask them the same questions. Discuss with the students a few of the videogame sub-genres (fighting, first-person shooters, role-playing games, racing and sports simulators, tycoon and god games, side-scrolling games, etc.). What are the different effects of the different styles of games? Which are their favorites and why? How are these games considered media?

Discuss with the students what they imagine videogames will be like in the future.

Extension Activity:

Explain to the students that videogames have spawned a new media form called “machinema”. That term is used to describe cinema or movies made by machine. Specifically, it refers to the use of videogame graphics and rendering engines to create short movies. There are several people creating machinema and posting them on the internet for others to view and critique. As videogame engines improve, more possibilities are opened up for fairly decent films to be created. Log on to http://www.archive.org/search.php?query=collection%3A%22machinima%22 and show the students an example of machinema (be sure to preview it first). A good example may be “A Few Good G-Men” by Randall Glass or “June” by Brian Berndt. It may be

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http://www.archive.org/search.php?query=collection%3A%22machinima%22

difficult to find appropriate machinema for younger students, so you may choose to forego the example (though “Stomp” by Mike Berry may work).

Assignment:

The students should find two articles that oppose videogames (from newspapers, magazines, or the web) and two articles that support the games. Have them summarize the main points of both sides in a one-page typed analysis.

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Lesson Plan Seven


Lesson Title: Internet and Digital Media Genre Overview



Objective (DRSL): Students will be able to explain the benefits and dangers of the internet as a media genre and discuss, in a general sense, how to determine reliable information from unreliable information on the web. Students will also explore the prevalence and popularity of other forms of digital media as well as some ideas for responsible use.

Lesson Overview: This lesson is intended to be an introduction to the internet and digital media as a genre. It is designed to take one 45-50 minute class period. The focus of the lesson is mainly on the internet and its benefits and dangers. The students will have an opportunity to share some of their web experiences and some ideas on responsible and irresponsible use of the internet and other digital media.

Materials Needed: Access to the internet and a multimedia projector connected to the computer. Four or five posterboards, and assorted markers in different colors.


Ask the students how their TV, film, or videogame viewing habits would be different if the TV, film, or videogame could watch them back. What if there was some stranger that could see them through the television and gather information about their daily routine, what kinds of shows they watched, and when they were home and away? Ask the students if there is any media form they can think of where this is actually possible. The answer, of course, is the internet and digital media. Explain to the students that the internet, cell phones, blackberries, and other connected digital media devices are the only media genre that watches you back.

Main Activities:

A) Explain to the students that not everything about the internet is rosy, of course; but having access to the web has some definite advantages. Ask the students to explain some of the good things about internet access. Their answers will probably include

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instant access to information, world-wide communication, entertainment, access to shopping, opportunities for self-expression and creativity. Discuss with the students (and have them share) experiences in which they have been aided by access to the web. What are some of their favorite websites? What do they spend the most time doing online?

B) Ask the students to list some of the dangers or detriments of web access. Their answers should include unreliability of information (anyone can post anything), viruses and spyware, hackers and predators, salacious material (pornography), and financial scams. Discuss with the students what can be done to avoid these cyber-pitfalls. Explain that software can keep you safe from viruses and spyware. Discuss methods of keeping safe from hackers, predators, and financial scams (including withholding personal information (don’t post anything you wouldn’t want posted in the prisons), not following unsolicited links, and thoroughly researching any financial dealings. Explain that salacious material can usually be avoided simply by taking care what links are followed and what websites are visited. Discuss methods of determining the reliability of information found on the internet. This includes looking at and understanding what is meant by the URL extensions (like .com, .org, .gov, .edu, etc.) and making sure to look for corroboration from other sources before determining the validity of any information from a website.

C) Log on to the internet and share some of your favorite educational or entertaining websites with your students (again, always preview the sites for appropriateness). If your school has a website, you may want to share it with your students as well. Ask your students for some of their favorite sites and (if you feel comfortable and you’re sure the sites are okay) share them with the class. Be aware that some districts and schools have very strict policies about internet access at school. Be sure you are well versed in your school’s rules and policies before accessing any website with your students.

Extension Activity:

Discuss the other forms of digital media that the students use (cell phones, camera-phones, PDAs, iPods/Podcasts, etc.). Ask the students to think about responsible vs. irresponsible use of these media devices. Divide the class into four or five groups and give each group a posterboard and a set of markers. Tell the students to discuss the responsible and irresponsible uses of some digital media device (you may want to assign a device to each group). Then the group should create a public service poster advocating responsible use or warning against irresponsible use. When the students are finished, have each group share their poster with the class. Hang the posters in your room.

Assignment:

Have the students bring a written evaluation and description of their favorite website or digital media item. What do they like most about it? How and how often do they use it? How did they find it or learn how to use it? What are its dangers and benefits? How is the internet a “conglomerate” of all other media genres?

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Annotated Bibliography

Apple – Movie Trailers. Apple Computers, Inc. 06 April 2006.

<http://www.apple.com/trailers>. This is an excellent site for movie trailers.

Newest upcoming movies are listed by newest, high-definition availability, and

site-exclusives. Current and other upcoming movies are listed by studio. Most

trailers require the latest version of Quicktime to view. Some of the trailers may

be inappropriate for the classroom, so it is always best to preview the trailers

before sharing them with students. The content of the site changes on about a bi-

weekly basis (meaning that new trailers are added and some older ones are

removed).

Berndt, Brian. “June.” Internet Archive. 08 April 2006.

<http://www.archive.org/search.php?query=collection%3A%22machinima%22>.

This is a fairly well done machinema short film. It was created using the Half-

Life 2 Source game engine. It may be a little violent for younger students. There

is no dialogue. The story consists of a medic who witnesses his girlfriend/wife

(who is also a medic) killed in a battle of some futuristic war. The majority of the

film takes place in flashback sequences of their lives together.

Berry, Mike. “Stomp.” Internet Archive. 08 April 2006.


This rather short little machinema short film was made with the Quake 3 engine.

It is probably appropriate for younger students (who will probably find it funny).

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It has little story and consists mainly of a strange mono-pedal dinosaur creature

who stomps around a landscape for a moment before being stomped on by a

larger mono-pedal creature.

Burwell, Carter. “Nightmare in the Trophy Room.” Miller’s Crossing Original Motion

Picture Soundtrack. 20th Century Fox. 1990. This disturbing little instrumental

piece has definite visual reference. It sounds suspenseful and quite menacing,

starting off very quiet and building to an unnerving discordant strings fugue. At

just over a minute long, it makes a good classroom example of the power of

music.

Chandler, Daniel. “An Introduction to Genre Theory.” 07 May 2000. Aber Media. 04

April 2006. <http://www.aber.ac.uk/media/Documents/intgenre.html>. Just what

the title suggests, this article introduces genre theory as it applies to film. The

author quotes several other works and theorists (including Robert Stam and David

Buckingham). I used this article as a reference point in my discussion of film

genres in lesson four. I mostly drew on the ideas the article shares on what makes

a film genre a genre. This article is a good read for anyone interested in genre

study.

“Generic.” Webster’s II New Riverside Dictionary. 1984. This, of course, is where I

found my definition of the word “generic” that I used in the lesson plan. Though

this dictionary is getting a bit old and is somewhat abridged compared to

something like the OED, I still think that it’s a valuable asset in ascertaining a

simple definition of most words. Its small and portable size is also a definite

advantage.

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“Genre.” Webster’s II New Riverside Dictionary. 1984. This, of course, is where I found

my definition of the word “genre” that I used in the lesson plan. Though this

dictionary is getting a bit old and is somewhat abridged compared to something

like the OED, I still think that it’s a valuable asset in ascertaining a simple

definition of most words. Its small and portable size is also a definite advantage.

Odd, but somehow typing this annotation feels familiar.

Glass Randall. “A Few Good G-Men.” Internet Archive. 08 April 2006.


Though probably not appropriate for younger students (as it contains some minor

profanity), this is one of the best examples of the possibilities of machinema I

have seen. It is a complete reenactment (with stolen voiceovers) of the famous

you-can’t-handle-the-truth scene from A Few Good Men using the Half-Life 2

Source engine. The game-created characters actually seem to act; and,

impressively, their lips really do match their words.

IGN.com. 06 April 2006. <http://www.ign.com>. For all things gaming, this website is a

must. The site consists of information, screenshots, video clips, trailers, and

reviews on almost every videogame that you can buy for the PC or any of the

popular console systems. The site also contains interesting game-related articles

like “Controlling Videogame Sex and Violence.” It has information on the ESRB

rating system as well. The site also has an abundance of advertisement. Take

great care in choosing the materials you use from this site as many of them may

be inappropriate for your students.

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Joplin, Scott. “Maple Leaf Rag.” The Ragtime Dance: Rags and Waltzes of Scott Joplin.

Pavane Records. 1994. For those people unfamiliar with Ragtime music and Scott

Joplin, this familiar sounding tune may call to mind a tinny piano in a wild-west

saloon. For others it may bring images of old black-and-white or sepia-tone silent

comedies where the different framerates make all the action appear to be slightly

too fast. This piece, then, is an excellent visual stimulator.

Kaelin, J.C. Jr. “The 1938 ‘War of the Worlds’ Radio Broadcast Wavs.”

Earthstation1.com. 06 April 2006. <http://www.earthstation1.com/wotw.html>.

An excellent site dedicated to this famous broadcast. Links to downloadable

recordings of the amazingly potent radio theatre performance are easy to find. A

CD of the recording can also be purchased from a link at this site. A major

benefit of the site is that it has the broadcast broken up into shorter segments and

available for download (thus saving bandwidth for slower computers and giving

the teacher a pre-shortened clip to use).

Orff. “O Fortuna.” Carmina Burana. HNH International Ltd. 1991. Orff’s dramatic choral

score will be familiar to many students. This is a much mediated piece. It has

appeared in several films (including Jackass: the Movie) and many television

shows and commercials (including MTV Sports and Late Night with Conan

O’Brien). It will certainly, though, inspire some interesting visuals in the minds

of your students.

“TV Spots.” Gladiator Special Edition. Disc 2. DVD. Dreamworks Video. 2000. The four

available TV commercials on this disk are excellent for showing how a film can

advertise itself as belonging to many different genres. The first two spots make

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the film appear to be an action or war film. The third spot seems to be closer to

the historical fiction genre. The last spot definitely feels like a romance. As an

added viewing treat, there is an “Easter egg” (hidden feature) on the TV spots

menu: you can access a Gladiator-style trailer for the movie Chicken Run.

“War of the Worlds, Orson Welles, and the Invasion from Mars.” Transparency.

Transparency Now. 08 April 2006.

<http://www.transparencynow.com/welles.htm>. This brief, but relatively

complete, discussion of the effects of Orson Welles’ 1938 broadcast is a very

useful tool in helping students understand the impact and the power of radio. The

author (who is apparently anonymous) does an excellent job of summarizing

events and discussing their importance. The site seems to be somewhat media-

literacy related, as well.

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Some Further References of Interest(. . . if you would like to learn more about the study of genre.)

Abercrombie, Nicholas. Television and Society. Cambridge: Polity Press, 1996.

Adena, Rosmarin. The Power of Genre. Minneapolis: University of Minnesota Press,

1985.

Fiske, John. Television Culture. New York: Methuen, 1987.

Grant, B. Film Genre Reader II. Austin, Univeristy of Texas Press. 1995.

Kaminsky, Stuart and Jeffery Mahan. American Television Genres. Chicago: Nelson-

Hall, 1985.

Langholz Leymore, Varda. Hidden Myth: Structure and Symbolism in

Advertising. New York: Basic Books, 1975.

Neale, S. “Genre and Cinema.” Popular Television and Film. T. Bennet, S. Boyd-

Bowman, C. Mercer, et al. Eds. London: The British Film Institute, 1981.

Sobchack, Thomas & Vivian C Sobchack. An Introduction to Film. Boston:

Little, Brown & Co., 1980.

Stam, Robert. Film Theory. Oxford: Blackwell, 2000.

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