Friday, November 30, 2012

Who Owns The Media?

 
WHO OWNS THE MEDIA? A handful of large companies control what you see, hear, and read every day. Who owns what’s on TV? Why does it matter that a few corporations own most of the media we see?

Below see the 3 largest companies and what media they own, as depicted by their logos:


General Electric (GE) is a true behemoth: the conglomerate is the world’s third largest company with market capitalization of nearly $370 billion and annual revenue of $173 billion (2007). The company produces practically everything – from aircraft engine to locomotives to medical devices.
GE’s media holding includes TV networks NBC and Telemundo, 27 TV stations in the US and many cable TV networks, including the History Channel, A&E, and Sci Fi Channel. It also owns the popular web-based TV website Hulu.
 
Time Warner is the world’s largest media and entertainment company – it owns major operations in film, TV, print, Internet, and telecommunications. Time Warner has an annual revenue of $50.5 billion (2008) – the equivalent of the entire GDP of Luxembourg.
Time Warner’s got Cartoon Network and Adult Swim, Turner Classic Movies, CNN, Headline News and more;

  
The Walt Disney Corporation has grown to be one of the world’s largest media and entertainment corporation since its founding as an animation studio by brothers Walt and Roy Disney in 1923.
Disney owns ABC TV network, with 200 affiliated stations reaching nearly 100% of all U.S. TV markets, as well as dozens of niche cable networks. True to its cartoon animation origin, Disney captures its viewers early – it counts millions of young children as its audience with kids channels like the Disney Channel, not to mention targeted marketing to kids and teens.

Media Critique Question Sheet for Media Analysis


 Media Critique Question Sheet for Media Analysis

Key Questions for Analyzing Media Messages
Mainstream News
Democracy Now! Clip
1. Who are the people shown? (note race, gender, age, ethnicity, class, occupation, etc.)

2. Who is left out?

3. Whose voice drives the story?






4. What kinds of visuals accompany the stories and the portrayals of individuals and events?

5. How much time is given to speaker/story and how was time used?







6. Who might benefit from the clip?

7. Who might be harmed? 

8. Whose interests are being served?


9. What is my interpretation of this, and what do I learn about myself from my reaction or interpretation? Does it reflect my experience?

10. What impact does the clip have on me as a viewer?






 

PD Resource List

Resources for Session 1: 

 

Media clips for Stop and Frisk NYC & Ramarley Graham 


DN! June 19, 2012 "Ramarley Graham, Unarmed Black Teen Slain by NYPD, Remembered at Weekly Vigils Outside Bronx Home" (7min)

DN! June 19, 2012 "Ramarley Graham's Mother Speaks Out..."  

ABC 7 Eyewitness News June 14, 2012 "Officer Indicted in Ramarley Graham Shooting" (3:24m)

WPIX11 February 4, 2012 "New Video Released in Deadly Ramarley Graham Shooting", "Indicted NYPD Officer Richard Haste Surrenders"

ABC 7 Eyewitness News February 5, 2012 Ramarley Graham Shooting

DN! June 19, 2012 "Stop 'Stop-and-Frisk'": Bronx Great-Grandmother Joyce Williams, Organizer Thenjiwe McHarris Speak Out"

CNN October 24, 2011 "NYC's Stop & Frisk Policy Protested" 

MSNBC June 19, 2012 "NYPD's Stop and Frisk Policy Institutionalized Police Racism" 

Stopped-and-Frisked: "For Being a F**king Mutt" [VIDEO]  


Resources for Session 2: 


The Local Television News Media's Picture of Children:
www.childrennow.org/uploads/documents/local_television_2001.pdf

Complete Unit: A Role Play on the Keystone XL Pipeline and Canada's Tar Sands by Abby MacPhail (for complete list of XL Pipeline links, see XL Pipeline post)

 

 

Resources for Session 3: 

Media clips for youth in media

The Progressive Report

DN! story in which youth feature prominently

Additional useful resources: 

The Merchants of Cool by Frontline 2001/No Logo by Naomi Klein (on marketing to youth culture)

NY1 "15-Year-Old Arraigned In Connection With Brownsville Shooting" 8/18/12

ABC News: "Alleged High School Drug Kingpin Busted" 7/16/12

CNN: "Teen turns bottle into biofuel"

DN! en Espanol

Thursday, November 29, 2012

Henya's Final Lesson

Aim: What impact do Quakers have during the times of war?
"The Quaker"—Mascot for the University of Pennsylvania

Do Now: 

After watching the video clip answer the following question: Why was Pennsylvania considered the most important colony at the time? 


Quakers Then 

Laws of Pennsylvania of 1683

Article 35: That all persons living in this province, who confess and acknowledge the one almighty and eternal God, to be the Creator, upholder and ruler of the world, and that hold themselves obliged in conscience to live peaceably and justly in civil society, shall in no way be molested or prejudice for their religious persuasion or practice in matters of faith and worship, nor shall they be compelled at any time to require or maintain any religious worship, place or ministry whatever.

Level 1-5 W's
Level II-answer the following questions
  1. Summarize the tenets of Quakers
  2. Find the text that supports non-violence
Level III- guide to analyzing primary source document

The Quakers

  • The Quakers were Protestant reformers

  • They believed that all people were equal.

  • Quakers refused to serve in the army and opposed all warfare.

The Liberty Bell was cast in 1751-1753, by order of the Pennsylvania Assembly, to celebrate the 50th anniversary of William Penn's Charter of Privileges 
Quakers during WWII, what did they do?
  • They refused to take part in "Killing" 
  • Some served as stretcher bearers in the army and were in constant danger
  • Others worked in important war industries such as farming
  • Some were sent to prison and even sentenced to death.
Quaker working in a mental hospital during WWII.
During WWII, individuals who Refused to fight in the war became Known as Conscientious Objectors. Below, Quakers fighting fires on the homefront and the grave of a Quaker WWII veteran.


-What do you think the appropriate penalty for avoiding the draft should be? 
-Were conscientious objectors "unpatriotic"? 
Are there Quakers around today???


Exit Slip




5 questions when analyzing a cartoon

Perspective- whose voice drives the cartoon ?
Ownership-
Who Benefits: Whose interests are being served by the story?
Effects- What impact does this story have on me? 
Representation- Who is shown?

Homework- How can we promote Quaker values in our school????
What actions can we take???
 

In 1965, eighth-grade Quaker Mary Beth Tinker, her fifteen-year-old brother John, and his friend Christopher Eckhardt wore a black arm band to mourn the dead of the Vietnam War and to support a truce.

They were all suspended by the Des Moines School District for violating school policy. They claimed that their First Amendment right to free speech and expression was violated. 

In the landmark case Tinker v. Des Moines (1969), the Supreme Court ruled in favor of the students, claiming "It can hardly be argued that students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate."

Tuesday, November 27, 2012

TITUS OROURKE - Literature Unit: Maus by Art SpiegelMan





Class: ELA - Literacy (SPED) 
Graphic Novel: Maus by Art Spiegelman

This is a 23 day Literature Unit Plan. The power point listed below is the first lesson/s of this unit. 

Clip 1: The students will build background knowledge  watching , "Children of the Holocaust." Additionally, the will be introduced to Literary device, SETTING whilst building/reviewing their background knowledge.

Clip 2, 3, 4 and 5: Used to build upon theme, characterization, conflict, imagery, irony, narration and symbolism.

Clip 6: Used to develop students literary analysis and support the writing of a Critical Lens Essay which is Regents focused. 
  

Media Literacy Resource List:

1. Children of the Holocaust 







3Commander of Camp Plazlow (Clip 1 of 3)

4. Returning to the Villa ( Clip 2 of 3) 

5. Death of Ruth (Clip 3 of 3) 
6. 97-Year-Old Hungarian National Accused of Nazi-Era War Crimes

Monday, November 26, 2012

Stacy's Powerpoint


Should art ever be censored?

(Note from Amal: This was supposed to be up before the holiday, but my computer broke and I wasn't able to post it. Sorry to all for the belatedness! Enjoy!) 

Do Now: 

  • Read the poem that I handed out to you as you walked into class.  
  • Make notes on any words or phrases you either don't understand or find interesting.  
Punk Prayer, English version by Carol Rumens

(Chorus)
Virgin Mary, Mother of God, banish Putin, banish Putin,
Virgin Mary, Mother of God, banish him, we pray thee!
Congregations genuflect,
Black robes brag gilt epaulettes,
Freedom's phantom's gone to heaven,
Gay Pride's chained and in detention.
KGB's chief saint descends
To guide the punks to prison vans.
Don't upset His Saintship, ladies,
Stick to making love and babies.
Crap, crap, this godliness crap!
Crap, crap, this holiness crap!

(Chorus)
Virgin Mary, Mother of God.
Be a feminist, we pray thee,
Be a feminist, we pray thee.
Bless our festering bastard-boss.
Let black cars parade the Cross.
The Missionary's in class for cash.
Meet him there, and pay his stash.
Patriarch Gundy believes in Putin.
Better believe in God, you vermin!
Fight for rights, forget the rite –
Join our protest, Holy Virgin.
(Chorus)
Virgin Mary, Mother of God, banish Putin, banish Putin,
Virgin Mary, Mother of God, we pray thee, banish him!


Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Cildo Meireles (Brazil)



Cildo Meireles (Brazil)
 Democracy Now clip  
Take 10 minutes to read the Atlantic article on Pussy Riot

Class Discussion

  •  What is the difference between governments who censor and those who don't?
  • What rights might people living under those different governments have and not have?
  • How do artists respond to conditions when they have limited freedom of speech?
  •  What do artists living under a strict government have to do differently than those with more freedom? 
  • Have you ever seen art that needed to be censored? 
  • How do you think the media is covering the Pussy Riot story in Russia?      

      

    Take 25 minutes to...

Write a one page persuasive essay answering the following question...
Do you agree or disagree with Putin's decision to jail Pussy Riot for 2 years?
Be sure to correct spelling and grammar.   

For the rest of the class....

With your table, using the materials in the supply area, make a piece of art that expresses how you feel about the Pussy Riot incident. 
We will share out our work at the end of the period.