Write three or more paragraphs for a news item you have recently consumed.you must analyze a NEWS item – using AGENDA SETTING and one other class vocabulary term1. 1 st Paragraph: Tell us about the item you’re discussing. Describe it. (ie: name, title, what it is, etc.)a. If it’s an image or a video, embed the item into your description.Working Link to artifact (or related) includedb. Describe the circumstances under which you consumed the media artifact. In a movie theater with friends? Alone at home on television?While driving, or reading your class homework? Etc.2. 2 nd, 3rd and more Paragraphs: Write at least two paragraphs (beyond the description) discussing your media item.a. Use at least two of the terms, ideas, and concepts we are exploring inclass (one term per paragraph) – and underline them when you mention them. see the concepts from the vocabulary full list below.i. Underline one class vocab term per paragraph and discuss it fully.ii. The underlined terms must be within your analysis/reflection paragraphs, not within your description paragraph.iii. You must discuss each term you underline. So you may NOT simply say something like: “This is clearly an example of racism and objectification,” and then leave it at that. You have to say why you feel that way. What about that piece of media specifically makes you draw those conclusions?b. Critically analyze how your term applies, and comment upon what is being communicated about race, gender, sexuality, social class, etc. Your analysis must relate to the class themes of race, gender, sex, class, etc.c. Let me know why you chose this particular item to write about, how it relates to our class discussion or readings, and what you personally think/feel about it. d. I will be looking for personal experiences, insights, and critical thinking asyou share your experiences.e. If you’re analyzing an advertisement ,be sure to use the 4 step MEF method learned in class (and described below) for analyzing an ad.HIGHLY RECOMMENDED:Consult the Media Education Foundation’s guides for analyzing ads:1. Deconstructing a Print Advertisement:http://www.mediaed.org/Handouts/DeconstructinganAd…2. Deconstructing a Video Advertisement:http://www.mediaed.org/Handouts/DeconstructVideoAd…
MEDIA CONSUMPTION REFLECTIONS ASSIGNMENT
MCR 3– a NEWS item – using AGENDA SETTING and one other class
vocabulary term,
Choose a item other than print and video advertising you have recently
consumed.your chosen mediacould be anything with relevance to this class: a
television show, a news broadcast, a song, an article, a book, an advertisement,
etc
1. 1 st Paragraph: Tell us about the item you’re discussing. Describe it. (ie: name,
title, what it is, etc.)
a. If it’s an image or a video, embed the item into your description. If it’s an
article you can link to it. The link could be to the item itself, its website,
or an article about it. For example, if your media item is a movie, you
could link to the movie website or embed a trailer for the movie into
your discussion post.
b. Describe the circumstances under which you consumed the media
artifact. In a movie theater with friends? Alone at home on television?
While driving, or reading your class homework? Etc.
2. 2 nd, 3rd and more Paragraphs: Write at least two paragraphs (beyond the
description) discussing your media item.
a. Use at least two of the terms, ideas, and concepts we are exploring in
class (one term per paragraph) – and underline them when you mention
them.
i. Underline one class vocab term per paragraph and discuss it fully.
ii. The underlined terms must be within your analysis/reflection
paragraphs, not within your description paragraph.
iii. You must discuss each term you underline. So you may NOT
simply say something like: “This is clearly an example of racism
and objectification,” and then leave it at that. You have to say why
you feel that way. What about that piece of media specifically
makes you draw those conclusions?
b. Critically analyze how your term applies, and comment upon what is
being communicated about race, gender, sexuality, social class, etc. Your
analysis must relate to the class themes of race, gender, sex, class, etc.
c. Let me know why you chose this particular item to write about, how it
relates to our class discussion or readings, and what you personally
think/feel about it. d. I will be looking for personal experiences, insights, and
critical thinking as
you share your experiences.
e. If you’re analyzing an advertisement ,be sure to use the 4 step MEF method
learned in class (and described below) for analyzing an ad.
HIGHLY RECOMMENDED:
Consult the Media Education Foundation’s guides for analyzing ads:
1. Deconstructing a Print Advertisement:
http://www.mediaed.org/Handouts/DeconstructinganAd.pdf
2. Deconstructing a Video Advertisement:
http://www.mediaed.org/Handouts/DeconstructVideoAd.pdf
SUMMARY: ANALYZING A MEDIA ARTIFACT:
Be sure to include these steps in your three+ paragraphs:
1. DESCRIPTION: Denotatively read (describe, depict) the ad you have consumed.
(Your first paragraph.)
2. ANALYSIS: Discover and focus on significant patterns and messages that
emerge from your denotative read of the ads. What messages/meanings do you
think are generated from your ad in relationship to race, gender, class, and/or
sexuality?
3. INTERPRETATION: Connotatively read your ad by asking and answering the
“What does that mean?” and “So what?” questions about your media artifact.
4. EVALUATION: From your description, analysis, and interpretation of the ad
thus far, arrive at a judgment, make an assessment of what you read both
denotatively and connotatively. (2-4 should appear in your second and third
paragraphs. Your evaluation may appear in a fourth paragraph, if you like.)
How to Get Full Credit (30 points) On Every MCR in Six Simple
Steps:
Step 1: One paragraph description of chosen media = 5 points
• Follow the directions for describing a piece of media, provided in the
Deconstructing an Advertisement handout and In-Class Powerpoint.
• Embedding your chosen image or video into your discussion (or linking to an
article)
• Do NOT underline any vocabulary terms in your description. Keep it neutral.
Step 2: Two paragraphs of reflection and/or analysis = 10 points
• Choose one class vocabulary term to focus upon per paragraph and discuss
how it applies to your chosen piece of media.
• DO NOT simply make a claim (ex: “This ad is racist.”) and then stop. You must
discuss the term further.
• DO say WHY you believe the term applies, what it means in this context, your
feelings/thoughts about it, and/or what effect you believe this example will
have on consumers who experience it.
• DO NOT write two or three sentences and call it a paragraph. Write full
paragraphs, each with a main point and multiple supporting sentences.
(Imagine what your English prof. would call a “substantial paragraph.” Do that.)
• DO format your entry properly, with full paragraphs and visible paragraph
breaks between them at appropriate and logical places. (If you are cutting and
pasting from a word processor, you may have to reformat the paragraph
breaks manually.)
• DO use the appropriate level of formality for a college level assignment –
including capital letters and proper punctuation where appropriate.
Step 3: Underline (or bold, or highlight) two class terms/concepts – one
*within each of your analysis paragraphs.* = 5 points
• DO NOT underline both terms in the same paragraph .
• DO underline one term PER ANALYSIS PARAGRAPH (not within your
description) and discuss it fully.
• DO make sure you are using the assigned term for the week, if applicable.
• DO make sure the additional term you are using is in the class vocabulary list –
or has otherwise been used in a meaningful way in class.
• DO make sure you are using the term correctly (ie: persuasion and propaganda
are not the same thing).
Step 4: Include a working Link to your media artifact (or related) = 2
points
Step 5: Comment *thoughtfully and substantially* (at least three
sentences
*that move the discussion forward*) on at least two of your
classmates’
posts. = 8 points
Strong Sample MCR (Hegemony):
For this MCR I choose the song Bare Necessities from the 1967 Disney animated
movie The Jungle Book: https://www.youtube.com/watch?v=9ogQ0uge06o. In
the song, Mowgli, a child who has been raised by wolves in the jungle has recently
met a bear named Baloo. Baloo is showing Mowgli how he gets food from the jungle
and teaching him a song about the Bare Necessities of life. They dance and sing and
stroll through the jungle. Mowgli attempts to copy Baloo’s eating habits with minimal
success as Bagheera, a friend of Mowgli’s who is a panther, looks on with disgust.
The song itself feels very happy with an upbeat fast tempo and lyrics which are
repetitive and easy to sing along with. While Bagheera seems like an over
protective parent who is not pleased, Mowgli and Baloo are having a great time.
While this song may not seem particularly significant, movies can shape children’s
perceptions, and even affect them subconsciously later on in their lives. Though the
song is seemingly innocent, there are many things to consider and messages that may
emerge. I think this song is an example of Hegemony because it sends a subtle
message to kids to be happy with what they have and not work for more than what is
necessary to make them happy. With lines like, “Don’t pick the prickly pear by the
paw, When you pick a pear, Try to use the claw, But you don’t need to use the claw
When you pick a pear of the big pawpaw.” Saying this seems to be encouraging kids
to do things the easy way with little thought. Granted I like this song, and I think that
it can be a good thing to live simply and that it perhaps can encourage happiness. But
at the same time it does not encourage being informed, or helping others, or any
form of hard work even if one possibly enjoys it. It’s a subtle way of saying, stay in
the middle-class lifestyle, don’t think about it too much, if you’re not working too
hard life is good. The song also sends the message that happiness is directly related to
not working. When Baloo tells Mowgli, “If you act like that bee acts, uh uh. You’re
working too hard.” When in reality I think that hard work can be very rewarding and
perhaps should not be something that is showcased to children as a negative thing.
Another vocabulary word this song brought to mind for me was Class. I think this
song sends very different messages to different classes. If someone is upper class
maybe this song would simply remind them to appreciate what they have. Really it
can remind everyone to appreciate what they have, which is nice, but I still think
different classes would receive different messages. For instance, someone who is
middle class might hear that enjoying the bare necessities is good but having to work
is not and so might not feel as good about doing their job. To someone in the lower
class, I think it would be easy to view Mowgli and Baloo as metaphors for the lower
and upper class respectively. Getting food in the jungle is easy for Baloo because he
was born well equipped with claws and strength and height. But for Mowgli getting
the same food it is not nearly as easy as Baloo makes it look. Baloo assumes should
be easy for Mowgli because it is easy for him. Similarly, if someone is born into a
lower class family, attaining certain things is probably going to be harder for them
than someone who was born into an upper-class family, who might assume life was
easy and that things were going to, well, “come to you”.
Media 10 Full List of Terms and Concepts
Class Lexicon
1. Media Literacy – The ability to analyze, evaluate, and create messages across a
wide variety of media modes, genres, and formats.
2. Digital Divide – The phenomenon wherein some groups of people are excluded from
access to the internet by virtue of their socio-economic standing
3. Dehumanization – The psychological process of demonizing the enemy, making them
seem less than human and hence not worthy of humane treatment. This can lead to
increased violence, human rights violations, war crimes, and genocide.
4. Symbolic Annihilation – 1. The absence of representation, or underrepresentation, of
some groups of people in the media (often based on their race, sex, sexual orientation,
socio-economic status, etc.) and/or 2. Representation in the mass media to announce to
audience members that a particular kind of social characteristic is condemned and
trivialized.
5. Scapegoating – is the practice of singling-out any party for unmerited negative
treatment or blame
6. Framing – suggests that the way something is presented to the audience (called
“the frame”) influences the choices people make about how to process that
information.
7. Priming – The theory that states that media images (and/or frames) stimulate related
thoughts in the minds of audience members.
8. Schema – (plural schemata or schemas) describes an organized pattern of thought or
behavior that organizes categories of information and the relationships among them.
9. Selective Attention – the act of focusing on a particular event, object or topic for a
period of time, while simultaneously ignoring contrary information that is also
occurring.
10. Selective Retention –the process wherein people more accurately remember messages
that are closer to their interests, values and beliefs, than those that are in contrast with
their values and beliefs, selecting what to keep in the memory, and narrowing the
information flow.
11. Agenda-Setting – The ability [of the news media] to influence the salience of topics on
the public agenda. That is, if a news item is covered frequently and prominently the
audience will regard the issue as more important.
12. Cultivation Theory – a social theory which examines the long-term effects of television.
The primary proposition states that the more time people spend ‘living’ in the television
world, the more likely they are to believe in the social reality portrayed on television.
This theory introduces the “mean world syndrome” wherein people who watch a lot of
television news, think of the world as a much more dangerous and scary place, than
people who do not watch much television news.
13. Intersectionality – The study of intersections between forms or systems of oppression,
domination or discrimination.
14. In-Group – an exclusive, typically (but not always) small, group of people with a shared
interest or identity. Out-Group – those people who do not belong to a specific in-group.
15. Ultimate Attribution Error – when outgroup members behave negatively or undesirably,
ingroup members attribute their behavior to dispositional causes, such as genetics, poor
character, or poor upbringing, whereas when outgroup members behavior positively,
ingroup members attribute that behavior to luck, a special privilege, extreme effort, or
some other exception to the rule.
16. Race – a social concept wherein people are grouped together because they share similar
and distinct physical characteristics.
17. Ethnicity – A socially-defined category of people who identify with each other based on
common ancestral, social, cultural or national experience.
18. Stereotype – a widely held but fixed and oversimplified image or idea of a particular
type of person or thing.
19. Propaganda – information, especially of a biased or misleading nature, used to promote
or publicize a particular political cause or point of view. (Most advertising is NOT
Propaganda)
20. Persuasion – to cause somebody to adopt a certain position, belief or course of action.
21. Gender – Refers to the socially constructed roles, behaviors, activities, and attributes
that a given society considers appropriate for men (masculine) and women (feminine).
22. Sex – Refers to the biological and physiological characteristics that define male and
female.
23. Sexual Orientation – Referring to romantic or sexual attractions toward the opposite
sex, the same sex, both sexes, or having no attractions.
24. Identity – How one thinks of oneself in terms of gender, ethnicity, race and sexual
orientation.
25. Locus of Control – refers to the extent to which individuals believe they can control
events affecting them. If they feel they can control or affect their outcomes, they have a
more internal locus of control. If they feel as if they are a victim of their circumstances,
with little or no control over their lives, they exhibit a more external locus of control.
26. Class – a set of concepts in the social sciences and political theory centered on models
of social stratification in which people are grouped into a set of hierarchical social
categories, the most common being the upper, middle, and lower classes.
27. Prejudice – a hostile or negative attitude toward people in a distinct group based largely
on their membership within that group.
28. Objectify (or Objectification) – to treat or portray someone as an object, rather than a
person.
29. Gatekeeping – the process through which information is filtered for dissemination,
whether for publication, broadcasting, the Internet, or some other mode of
communication.
30. Gatekeeper – a journalist or editor who is tasked with the responsibility of filtering
information before it is published, broadcast or posted on the Web.

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