Media Deconstruction #4

#1) Who Paid for the Ad? 

             Arab Panda Cheese

      

#2) Why does the company need to do this ad? 

            They want consumers to buy more of their cheese.

#3) What group is targeted by this ad? 

            Consumers of Cheese.

           

#4) What about this ad lead one to that conclusion? 

            They show a box of their cheese, and with the catch line after the commercial, "No one say's no to Panda."

#5) What is the ad’s text and subtext?

           The Ad's text is that the mascot Panda will be angry for people not buying its cheese, and that people should eat its cheese no matter if they're hungry or not. The subtext of the ad is that people should buy the cheese, so the Panda is not angry. In this case, he will break your television and pull the tube from your Intravenous Drip. 

#6) What kind of culture does the example create?

    

           Failing to consume the advertised product has consequences, particularly if someone does not buy Panda Cheese.

#13) How does the example try to move emotions? Is it simple/complex? Is it logical?

          It plays on Fear, Humor, and Irony. It is complex and illogical, as no on actually fears an advertisement for not buying the Panda mascot's Cheese, but the look of confusion on the participants, and the humorous actions of a hostile panda, cute and yet militant

#14) Is it closer to fantasy or reality? 

        Fantasy, for real Panda bears do not care if I eat cheese.

#8) What tools of persuasions are used? 

        Humor and Fear suggestion through Explicit claims of divergence by a Panda. Cause verses Correlation, as people refusing Panda Cheese, face a rude and indigent Panda, who also happens to be warm and fuzzy until he does something angry.  

 This shows the variety of reactions Children can have to media. 

 

Media Deconstruction #3

1.     Who paid for the Ad?

Apple.

2.     Why the company need to do the ad?

             To sell their next generation of iPhone

3.     What group is targeted by the ad?

             Christmas shoppers seeking a new cellular phone, as well as iPhone fans.

5.     What is the ad’s “text” and “subtext”?

The text is that Santa Claus uses an iPhone, with the subtext being that it can help someone multi-task and accomplish a multitude of tasks as demonstrated by the number of appointments Santa Claus has.

7. What value(s) are reinforced?

            Consumerism. That you must buy the newest gadget for the holiday season.

9. Does it use sterotypes?

Yes, it plays on the assumption that all possible consumers are of a Christian back ground, celebrating Christmas.

8. What techniques of persuasion are used?

Celebrity is definitely used, as Santa is shown using the iPhone 4S, is it bring up Association, holiday spirit of Santa Claus, through the Warm & Fuzzy family feeling.

Humor through the teasing of Mrs. Claus through the Siri digital secretary voice of the iPhone 4S.

That it has Timing for the holiday season and is a New phone with New features stands out as well.

PBS Teachers

Quiz Yourself: 

Getting 8 out of 12 answers correct on the first quiz, I was surprised where I’d gotten answers wrong. I was surprised by how long youths interact with printed media, using 38 minutes, as I would have expected it to be much lower, as well as radio usage. I am also surprised by the demographics of most and least exposed to media in a typical day, thinking Whites would encounter the most, not Hispanics, as population and wealth distribution would have a greater influence.

I have encountered 6 of the tools/examples in a classroom, after taking Skip Via’s Teaching with Technology class, qualifying as a Digital Tool Expert Educator, however that seems over simplifying. I understand the purpose of using media, and some of what media is available, but fully integration is something that is growing as I make plans, like using iPads for math lessons.

The Digital Media Landscape: 

In the “What is it?” Section, I explored the Center for Media Literacy ( http://www.medialit.org/ ). Their goal of educating the young by developing critical thinking through their Five Key Questions of Media Deconstruction, and their Five Core Concepts, found in their kits, was part of their basic framework, which permeates their many resources to educators.

Exploring the “How to use it?” Section, I looked at “Poducate Me” (
http://www.poducateme.com/guide/ ). The website explains to podcast users how to subscribe to them, create them, and share them within classrooms,

Exploring “Digital Directions Online” ( http://www.edweek.org/dd/ ) in the “Learn More Section,” I found a website that keeps educators up to date on newly emerging educational technology and their usage.

Exploring “TeacherTube” ( http://www.teachertube.com/ ) in the “Examples” section was a valuable resource of instructional videos accumulated by teachers and others, for education. A particularly interesting one was of Benjamin Franklin, with a man dressed as the United States Founder.

PBS Resources: 

Reviewing “NewsHour EXTRA: Media,” ( http://www.pbs.org/newshour/extra/students/media/ ) I found the program of Student Reporting Labs, to be a worthy option to offer High school students as they can learn media locally through their own nearby PBS station. The hands on experience in media creation informing themselves and others in the process, is an investment in learning by teaching. Learning media creation that is valuable to people to learning, as writing is to a person learning to read, and will help them be more selective consumers of media themselves.

Integrating Digital Content and Tools:

Having used Skype as part of my Cross-Cultural Communications class to interact with students from New Zealand, I think the suggestion of using it to have guest speakers is a great idea. A hindrance to having guest speakers has at times, been travel costs weighed against speaking for a short period, and this solves this well by being a free video service. Crossing greater distances with less costs opens an increasingly expansive level diversity of guest speakers with different perspectives to enrich student thinking. I would like to try this is my own classroom, perhaps with a sister-city classroom from another country.

In my Volcanoes, Glaciers and Earthquakes class, my classmates and I used remote devices to participate in poll assessments within the PowerPoint lecture. This was not only helpful to the teacher, but also fun for us as students. That through Poll Everywhere, I could use my cell phone for a remote polling device, would be a wonderful option, as technology is becoming ever more pervasive within classrooms. I can remember when not everyone had a cellular phone, and now elementary students as young as first grade do.

Media Deconstruction #2

All Spic. The Man Your Man Could Smell Like.

http://www.youtube.com/watch?v=owGykVbfgUE&feature=youtube_gdata_player

1. Who paid for the ad?

All Spice BodyWash.

3. What group is targeted by the ad?

Males, who want females. And females who want a male as pictured within the commercial.

4. What about the ad leads one to that conclusion?

That the ad say’s “Look at your man. Back to me. Back to your man. Now Back to me. Sadly, he isn’t me. He could smell like me if he used AllApice, and didn’t smell like a lady……Anything is possible is he used AllSpice and didn’t smell like a Lady.”

6. What kind of culture(s) does the example create?

                                    An idealization of the male form, for which women to drool over, and men to envy and spend their money on emulating.

14. Is it closer to fantasy or reality?

            Fantasy. As diamonds don’t come from no where, nor teleportation to being on a boat from a bathroom.

15. Does it use a stereotype?

Yes. It shows a young healthy African Male, not an out of shape Caucasian.  

8. What techniques of persuasions are used?

Stereotyping youth and health with the product, Humor, as the color is light and comical, Repetition, of phrases like “Look at me, now your boyfriend, now back at me,” Explicit Claims, “Anything is possible with All Spice and not smelling like a Lady.” Simple Solutions, Association, and Cause vs. Correlation, smelling like Allspice will lead to being an image of Success.

Media Deconstruction #1

Look at http://medialiteracyproject.org/deconstructions/mastercard-tailgate

         I like this ad because I have seen it as a stereotype of brotherhood.

 

1. Who paid for this ad? 

            Mastercard

2. Why does the company need to do this ad? 

To have more consumers use their credit cards., so they can make more money in fees, penalties,  and interest.

3. What group is targeted by this ad?

 In this particular case, it is football fans. But more generally consumers who use credit cards, so almost everyone.

4. What about this ad leads one to that conclusion?

   The text and images suggest this, by portraying the large linebacker looking guys eating bratwursts and drinking beer from generic red plastic cups outside of a stadium.

5. What is the ad’s text and subtext?   

           

That the men portrayed in this photograph enjoyed going to the game, because they used their credit cards to buy the food.

                        Use Master Card, and you will have moments of fun. Does not state interest rates on fun.

6.  What kind of culture does the example create?

                        Sports fan, glamorized by image of people socializing, through eating and drinking.

                        Consumerism is happiness.

8. What tools of persuasion are used?

                     Association, Bandwagon, Plain Folks,  and Simple Solution

My Reflection On My Media Usage.

 

Waking up Sunday at 11:30am, I checked my iPhone to see if I had texts, and then e-mail. After which I checked Facebook on my iPhone as I continued to wake up.

Turning on my TV by 11:40am, I found something for audio stimulus, and awakened, went to take a shower, leaving my TV for noise.

Got back to my dorm room from the showers by 12:22pm, and texted on my iPhone, hoping to have company at the Tilly. Reciecing confirmation that everyone I knew had unfortunately eaten, I went to the Lola Tilly Commons, and ate breakfast alone, until joined by an acquaintance. Before being joined, I had been reading the magazine the Economist on my iPhone.

Leaving the Commons at 1:25pm, I went directly to the Library, and waited for my classmate Megan. Waiting, I listened to articles in audio, of the Economist, on my iPhone, and then sat in the 24 Study Area till 2:22pm, till joined.

Using our computers we worked on our Math 206 on-line homework and Student Internship Year Applications, till 8pm. At 8pm, I closed my laptop computer, and used an Reserved Textbook to do my required English course reading, and then headed back to my dormitory at 9pm.

In my room, I opened my laptop computer, turned on my TV, my friend Roman’s PS3 which he let me borrow in lieu of mine being stolen, and watched Glee on Netflix while doing more student internship homework and on-line readings till 4:30am.

Monday morning, I woke up to my iPhones alarm at 7:50am, packed up my laptop, and drove to class. In class, I opened my laptop at 8:21am, amazingly early considering the sleep deprivation, and waited for instructions as to what we’d be using Blackboard for.

Leaving class at 9:40am, let out early, I checked my cellular phone on my way to my car, and drove back to campus. On Campus at 9:57am, I found a parking spot and rushed to the Wood Center for Breakfast, and then to math class in Gruening by 10:30am. Using a T-86 Texas instrument calculator, in my math class, I switched between my iPhone and the calculator to do my Math Lab. Done at 11:30am, I walked down the hall and stairwell, to my English class, and played around on my iPhone, checking for new e-mail, and texts. At 11:45am, class began, and I didn’t use my iPhone till 1:15pm. Going back to my room, I fell asleep till 5:00pm, and went to U-Park again, for my last class of the day.

With my laptop open, I took notes on the power point in my 5:30pm class, and then left for campus again, checking for texts on my iPhone. In my room at 8:30pm, I went to bed.






I use my iPhone for not only socializing, but entertainment, homework, and business. It's convenience means I check the internet on it far more than I do on my laptop, because of its portability.

My TV acts more like a television than a display since my stuff was stolen. 

I am constantly tuned in or seeking out, media, trying to stay above digital water, and not fall behind.

And looking at screens for too long is killing me.

Used less than I would have for media with my house sitting 10 miles outside of town and being on transition going between my girlfriend's and I's living spaces.  Wi-fi is now more of a must than a luxury. Living on Prince of Wales island, the local hotspot is just short of dial-up internet.