The inter-related unit could comprise one long unit or several shorter units of varying lengths. The length of the unit will depend on the nature of the theme or idea selected, and how far the teacher and students want to take it.
There are many more activities suggested here than can be completed in the time allotted. The activities are suggestions only and are presented as ideas for teachers to draw from when planning. Each of the four strands must be included in this unit.
Teachers should integrate specific learning objectives from each strand where appropriate throughout the unit.
Suggested Activities |
Possible Resources |
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Creators and Producers Discuss with students the following question: "Who are the creators of the mass media?"
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Brainstorm a list of industries associated with the mass media,
such as the advertising, filmmaking, publishing, television, radio
and music industries. Have students list various occupations that may be found within each industry, such as photographer, graphic artists, musician, actor, choreographer, sound engineer, etc. Refer to articles, education catalogues or books on careers. Have students examine what types of education, training and experience might be required for some of the media-related occupations in their list. Determine which of these occupations would require an education in the arts.
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Mass Media and Popular Culture Reference material on careers in the arts such as Inside the Music Business; Careers in Art: An Illustrated Guide; Careers in Television; Cartooning: The Art and the Business; That's a Wrap: How Movies are Made; Special Effects in the Movies
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Ask students to think of various ways of categorizing the mass
media. In small groups have students list as many categories of
media as they can think of. Some possible categories are: action
films, situation comedies, rock videos, beauty product
advertisements, cartoons, teen magazines, etc. Select several of these categories and explore the role that dance, drama, music or visual art plays in each one. For example, have students examine the relationship between cartooning and each of the arts. Look at advances in technology and computer programming that affect dance notation, computer graphics, music composing and animation. Cartoons and the Arts
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In visual art, examine the various technologies that visual
artists have used to create cartoons in the past and present.
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Cartooning: The Art and the Business
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Examine cartoons to discover what makes them funny. Try to
discover where these artists get their ideas. Discover and examine
different types of cartoons, such as advertising cartoons,
animation, children's books, comic books, editorial cartoons,
greeting cards, humour books, humorous illustrations, magazine gag
cartoons, syndicated newspaper cartoons, television cartoons and
humorous illustrations. Look at examples of past and current political cartoons and discuss the effect they can have on political issues and politicians' images. Research the tools, materials and techniques that cartoonists use and explore the use of different materials and techniques. Examine the various styles used by different cartoonists. Create several types of cartoons.
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Any available video cartoons for which permission has been granted to view in classrooms Examples of cartoons from the newspaper, magazines and comic books Media Works Examples of political cartoons
Co Hoedeman, Animator (video)
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Have students write in their journals their answers to the
following questions: "In what ways are these works of art
(cartoons) a reflection of society? In what ways do these artists
influence society?" Reflect on how various art forms can work
together to contribute to the creation of another art form.
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Arts journals
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Examine the art of cartooning as a business. In music, have students view cartoons and discuss how music and sound is used to enhance cartoons. How are the elements of music used to indicate various actions or interpret character traits? Investigate the instruments and sounds used for different cartoons, both recent and old cartoons. How has instrument selection changed (for example, the use of electronic vs. orchestral)? What kinds of timbres are associated with different types of characters (light, high pitched for small characters or heroes, heavy and low sounds in a minor key for big villains, etc.)? Create soundscapes to interpret or describe different cartoon characters. For example, create short music compositions to represent two contrasting cartoon characters from different time periods, such as a cartoon classic from the past and a contemporary super hero. Discuss how and why the various elements of music and principles of composition were used or accentuated.
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Cartooning: The Art and the Business Any available video cartoons for which permission has been granted to view in classrooms Videos currently available for duplication through Media House, such as Concerto Grosso Modo, Bead Game, The Cat Came Back, The Boy and the Snow Goose, Future Block, Where The Wild Things Are, Doctor De Soto Voices and traditional, found and homemade instruments Meet the Media
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In drama, view cartoons to see if the elements of theatre
form are present, required or even possible in this medium. The
same could be done for the elements of dance.
Discuss the use of special effects in films and how these are used to enhance the characters, the action or the plot. Research the technology that allows animated characters to appear with real people in television and film.
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In dance, have students use a cartoon or cartoon characters
as inspiration for their dance-making. Encourage students to avoid
mimicking or acting out cartoons by interpreting the
characteristics of the cartoon through dance.
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Examples of various cartoon
characters
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Cartoonists often find humour in everyday situations. Create a
dance that would explore humour in everyday situations. Examine
how the use of movement creates humour in cartoons; for example,
falls, "stop-action" movement, sequential action, stretching
shapes, etc. Use the movement ideas to create a humorous cartoon
dance.
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View dances which incorporate humour such as various ballets and
musical theatre. Discuss and examine dance and drama productions that use humour as a vehicle for more serious content. Constructing Images -- Heroes and Role Models
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Dancemakers video series or other available dance videos
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Ask students who some of their heroes and role models are. Allow
the students to determine for themselves what the criteria for a
hero or role model might be. Have students create a display or
collage of contemporary role models and heroes. Discuss with
students what characteristics or factors about these individuals
cause them to be considered role models. Ask them to consider what
role the mass media has played in bringing these role models to
their attention. Have students recall and review ways that the media are able to construct reality. Ask students to discover various ways that the media creates images for role models and heroes. In dance, create two dances that would "construct" two opposing images of the dancers. For example, create a dance with characters that are bold, powerful or aggressive and contrast it with a dance in which the characters are romantic, refined or subdued. Have students analyse and discuss how the elements of dance and principles of composition were used to "construct" these opposing images. Determine music that would suit the opposing images. Ask students to reflect on gender representations and stereotyping in their work. Have students create a dance that would be appropriate for a particular television show or movie. For example, a dance which captures the qualities of a current popular movie. Have students analyse and discuss how the elements of dance and principles of composition reflect the characteristics of the film or show. Videotape the dances for a mass media display. In drama, create a drama in context about heroes or role models. A marketing group could be called upon to create an image for an unknown rock star or politician. |
Mass Media and Popular Culture Media Images and Issues
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In music, research musicians or composers who have been role models or heroes in their generation. Ask students to analyse why these groups or individuals were considered role models in their time. Discuss the influence of their music on future generations. Ask students to respond to the following questions through writing, visual art or other means: "What kinds of pop personas are appealing to teenagers? Is the commercial focus on teenagers and music new this century? What role does the disposable income of teens play in this focus? Is the idea of rebelling against tradition/parents/authority new to this generation?"
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Pop Music from the Let's Discuss series Mass Media and Popular Culture
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Have students prepare a survey regarding heroes and role models to
discuss with parents or other older people. Discuss musicians that
are considered "rebellious" and whether they can continue to be
this way for long periods of time. Consider groups such as the
Rolling Stones and determine what factors contributed to their
longevity in the popular music market.
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Media Works
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Have groups of students develop marketing plans and create a public
image for a famous composer from the past, such as Beethoven or
Mozart. Research the types of people they were and decide which
characteristics could be marketable through the mass media.
Prepare a media publicity package complete with biographical
information, album or concert reviews, etc.
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Reference material on renowned composers from the past
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In visual art, examine how the fashion industry is promoted
through the mass media. How are role models created by the fashion
industry, television and the rest of the mass media? Explore
issues such as fashion fads and body image promoted through the
media (traditional vs. trendy, for example). Examine such
resulting problems as eating disorders or unrealistic desires to
purchase the latest fashion craze no matter how expensive.
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Mass Media and Popular Culture
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Ask students to prepare a project that examines various fashions
from the following perspectives: media, function, design and
elements, product, subject matter and theme. Have students create
fashions based on various themes such as the future, ecology,
technology, etc.
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In music, have students discuss why musicians are often
chosen by students as role models. Have students select several
examples of popular musicians and have them present a synopsis of
the individual's media image. Include whether and how their images
have changed over their careers. Examine the marketing of music
and musicians' images, including promotion, publicity and other
forms of advertising. Ask students to evaluate why some performers
might receive a lot of publicity for what sometimes is a mediocre
product, while other very talented performers might receive very
little publicity. Have students evaluate the impact of television, radio, digital recordings and other mass media technologies on music.
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Pop Music from the Let's Discuss series
Mass Media and Popular Culture
Inside the Music Business
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Examine music formatting on radio. How do radio stations determine
what will be played? Have students write music reviews and discuss how mass media reviews of records and concerts have an impact on record and ticket sales. Examine what effects critical reviews in the mass media have on Broadway musicals and other musical productions. Ask students to evaluate the impact of the mass media on dance.
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Meet the Media
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Examine the power of the reviewer in the mass media. Ask students
to consider whether negative reviews might actually help some types
of groups or musicians, dancers or other performers. For example,
if there are some musical groups or recordings that are considered
unacceptable by some people, does airing this issue actually help
promote the music in some way? In drama, have students observe and discuss role models and heroes in the mass media.
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Mass Media and Popular Culture
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Observe and discuss stereotyping and generalizations of teenagers
and others in television and other forms of mass media. Ask
students to reflect on recent roles that they have assumed in their
drama work and to ask themselves if they have ever stereotyped
anyone in their work. Examine stereotypical images of dancers in the mass media. What is the stereotypical image for each gender? What can students to do help eliminate this type of stereotyping?
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Mass Media and Popular Culture Media Images and Issues Stories and Stereotypes
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Advertisers are involved in creating images. Some ads are highly
creative and exciting to watch, while others have little impact or
have a negative effect. Examine various advertisements to discover
what artistic factors make an effective advertisement.
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Meet the Media
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In all strands, have students create a video advertisement
to promote a new invention, an ancient artifact, or the student's
upcoming presentation of their collective creation. In music, create an advertising jingle in the style of a composer or musician from the past. Have the product relate in some way to the composer or musician, for example, Beethoven promoting hair spray. The Creators, The Audience and Censorship |
Media Works
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| In music, dance, drama and visual art discuss and debate the banning of certain material in the mass media and the implications for the artists and the public. |
Recent newspaper and magazine articles on censorship
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Teacher Note It is important to be aware of current copyright regulations regarding the use of audio visual and/or print materials in the classroom. Many resources that are currently available for private viewing cannot legally be shown/used for educational purposes without the permission of the copyright holder. Note that this unit is the basis of the model unit provided in the introductory section of this curriculum guide.
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