Tuesday, April 26, 2011

Media literacy - fit for a princess?

I heard an author interviewed the other day.

Cinderella Ate My Daughter': Are Princesses Bad for Girls' Self ...

26 Jan 2011 ... Can pink frilly dresses and magic wands really harm young girls? The author of a new book thinks so.

'An intelligent, candid, and often personal work, Cinderella Ate My Daughter offers an important exploration of the burgeoning girlie-girl culture and what it could mean for our daughters’ identities and their futures.'

I think this family needs to read books like:
The Paper Bag Princess 

Paper Bag Princess, by Robert Munsch ... “Some of the best children's books ever written have been about girls—like THE PAPER BAG PRINCESS.”

For my daughter, M.Sc. and a hydrogeologist, mother of two adorable girls on maternity leave, we talked about media messages.

She scored in the top 13 in her region in the high school Euclid in uWaterloo math contest. She came home from middle school one year with a flyer for a science conference to encourage girls to go into science, and she explained that she already liked science and really didn't need to attend!
Isabelle (a year old) plays with the front loader, but she also plays with a pretend cell phone!
We play in the grass and on the ground!

When raising my daughter, in the days of the naming of the glass ceiling, when women had access to birth control, jobs outside the home, and an education, I knew that she had the world in front of her.

We dress up:
sometimes a princess,
sometimes a knight!
Ontario curriculum includes media studies. I used to integrate media studies, and educate the kids in being wise consumers. We'd watch some TV ads, in class or at home, and discuss target audiencetalent, language, slogans, being wise consumers, being wise internet users.

Media literacy explores the impact and influence of mass media and popular culture by examining texts such as films, songs, video games, action figures, advertisements, CD covers, clothing, billboards, television shows, magazines, newspapers, photographs, and websites.


The Ontario Curriculum, Grade 1– 8: Language, in the elementary grades, they do more than master the basic skills. ... variety of media, will help students to thrive in the world beyond school. ...... Their studies in the different subject areas help students develop their

Caitlin reads to Jofee
Media Advertising and Media Literacy task

Compare 3 magazine or TV ads:

Service/Product being sold:
Target audience:
Language/Slogan: casual, slang?
Visual Images: sexist, ageist, ethnic or racial bias?
People/talent/Animals: Who is featured?
Rating: 1 - 10 
Conclusion: (So What?) 
Would you buy this product? 
Does it tell anything about the product or service?
Is it free from  bias?
Does it stereotype a group?

The Media Literacy strand has four overall expectations, as follows;
Students will:
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated
with them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate
forms, conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement, and the strategies they
found most helpful in understanding and creating media texts.
This strand focuses on helping students develop the skills required to understand, create,
and critically interpret media texts. It examines how images (both moving and still), sound,
and words are used, independently and in combination, to create meaning. It explores the
use and significance of particular conventions and techniques in the media and considers
the roles of the viewer and the producer in constructing meaning in media texts. Students
apply the knowledge and skills gained through analysis of media texts as they create
their own texts.

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