Zoom Into Zines

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Ann Marie Bilodeau Ann Marie Bilodeau Sapphire Gimenez Sapphire Gimenez © 2007 © 2007 Zoom into Zoom into Zines Zines

Transcript of Zoom Into Zines

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Ann Marie BilodeauAnn Marie BilodeauSapphire GimenezSapphire Gimenez

© 2007© 2007

Zoom into Zoom into ZinesZines

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Rationale/Rationale/PurposePurposeMedia literacy is the ability to access, analyze, critically Media literacy is the ability to access, analyze, critically evaluate, and produce communication in a variety of forms.evaluate, and produce communication in a variety of forms.However, in a culture that is inundated with media, sometimes However, in a culture that is inundated with media, sometimes

it is it is difficult to separate the media elements around us and engage difficult to separate the media elements around us and engage

in in critical analysis. Therefore, it is important that students learn critical analysis. Therefore, it is important that students learn

to to identify media in order to “further develop the understanding identify media in order to “further develop the understanding

that that media is a powerful source of social learning that shapes media is a powerful source of social learning that shapes

attitudes, attitudes, social and consumer behaviors, and people’s worldviews.” social and consumer behaviors, and people’s worldviews.” (Luke, 1999, p. 622 )(Luke, 1999, p. 622 )[1][1]

[[1] http://www.readingonline.org/newliteracies/wattspailliotet1/contemporary.html1] http://www.readingonline.org/newliteracies/wattspailliotet1/contemporary.htmlLuke, C. (1999). Media and cultural studies in Australia. Luke, C. (1999). Media and cultural studies in Australia. Journal of Adolescent & Journal of Adolescent &

Adult Literacy, 42Adult Literacy, 42(8), 622-626.(8), 622-626.

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Rationale/Purpose Rationale/Purpose cont’d.cont’d. The first activity in this unit requires students to identify The first activity in this unit requires students to identify

different types of media found in their homes and school different types of media found in their homes and school (particularly media that is connected to their everyday (particularly media that is connected to their everyday experiences). Examples include books, newspapers, television, experiences). Examples include books, newspapers, television, recorded music, and video games.recorded music, and video games.

After empowering students with language that they can use After empowering students with language that they can use during a critical discussion of media, we turn to activities that during a critical discussion of media, we turn to activities that will broaden their understanding of media and its implications. will broaden their understanding of media and its implications. Two main topics are addressed and developed: (1) the media’s Two main topics are addressed and developed: (1) the media’s impact on popular culture and (2) available techniques for impact on popular culture and (2) available techniques for constructing meaning when exposed to media.constructing meaning when exposed to media.

A final project concludes the unit. Students produce a A final project concludes the unit. Students produce a particular type of media (zines). This activity encourages particular type of media (zines). This activity encourages students to compare corporate forms of media to the more DIY students to compare corporate forms of media to the more DIY (Do-It-Yourself) “underground” media. It fosters students’ (Do-It-Yourself) “underground” media. It fosters students’ desires to create original work and it allows them to gain a desires to create original work and it allows them to gain a better understanding of a particular type of media (zines) by better understanding of a particular type of media (zines) by recognizing their personal interests and experiences.recognizing their personal interests and experiences.

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Unit Unit ObjectivesObjectives Help students to acknowledge the media Help students to acknowledge the media

that surrounds themthat surrounds them Introduce vocabulary words and language Introduce vocabulary words and language

related to mediarelated to media Review the media’s effect on popular cultureReview the media’s effect on popular culture Teach analytical skills for constructing Teach analytical skills for constructing

meanings when exposed to mediameanings when exposed to media Foster students’ desires to create original Foster students’ desires to create original

workwork

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Unit Plan Aligns with the Unit Plan Aligns with the Following NYS Learning Following NYS Learning Standards:Standards:The ArtsThe Arts

Standard 1 – Creating, Performing, and Participating in the ArtsStandard 1 – Creating, Performing, and Participating in the ArtsStudents will actively engage in the processes that constitute Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.visual arts) and participate in various roles in the arts.

Standard 2 – Knowing and Using Arts Materials and ResourcesStandard 2 – Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.and resources available for participation in the arts in various roles.

Standard 4 – Understanding the Cultural Contributions of the Standard 4 – Understanding the Cultural Contributions of the ArtsArtsStudents will develop an understanding of the personal and cultural Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.shape the diverse cultures of past and present society.

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English Language ArtsEnglish Language Arts

Standard 1 - Students will read, write, listen, and speak for information and Standard 1 - Students will read, write, listen, and speak for information and understandingunderstanding

As listeners and readers, students will collect data, facts, and ideas; discover As listeners and readers, students will collect data, facts, and ideas; discover relationships, relationships, concepts, and generalizations; and use knowledge generated from concepts, and generalizations; and use knowledge generated from oral, written, and electronically oral, written, and electronically produced texts. As speakers and writers, they will produced texts. As speakers and writers, they will use oral and written language to acquire, use oral and written language to acquire,

interpret, apply, and transmit information.interpret, apply, and transmit information.

Standard 2 - Students will read, write, listen, and speak for literary response Standard 2 - Students will read, write, listen, and speak for literary response and expressionand expression

Students will read and listen to oral, written and electronically produced Students will read and listen to oral, written and electronically produced texts and performances, texts and performances, relate texts and performances to their own lives, and relate texts and performances to their own lives, and develop an understanding of the diverse develop an understanding of the diverse social, historical, and cultural dimensions social, historical, and cultural dimensions the texts and performances represent. As speakers and the texts and performances represent. As speakers and writers, students will writers, students will use oral and written language for self-expression and artistic creation.use oral and written language for self-expression and artistic creation.

Standard 3 - Students will read, write, listen, and speak for critical analysis Standard 3 - Students will read, write, listen, and speak for critical analysis and evaluationand evaluation

As listeners and readers, students will analyze experiences, ideas, As listeners and readers, students will analyze experiences, ideas, information, and issues presented information, and issues presented by others using a variety of established criteria. As by others using a variety of established criteria. As speakers and writers, they will present, in oral speakers and writers, they will present, in oral and written language and from a and written language and from a variety of perspectives, their opinions and judgments on variety of perspectives, their opinions and judgments on experiences, ideas, experiences, ideas, information and issues.information and issues.

Standard 4 - Students will read, write, listen, and speak for social interactionStandard 4 - Students will read, write, listen, and speak for social interactionStudents will use oral and written language for effective social Students will use oral and written language for effective social

communication with a wide variety communication with a wide variety of people. As readers and listeners, they of people. As readers and listeners, they will use the social communications of others to enrich will use the social communications of others to enrich their understanding of their understanding of people and their views.people and their views.

(Retrieved from: http://eservices.nysed.gov/vls/standardsList.do)

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Materials and Materials and ResourcesResources Presentation laptop with Internet access and video clips Presentation laptop with Internet access and video clips

of TV commercialsof TV commercials Access to school media centerAccess to school media center Magazines for teensMagazines for teens Enough “grab bag” baskets per groups that will contain Enough “grab bag” baskets per groups that will contain

small pieces of paper with written media terms. (See small pieces of paper with written media terms. (See ‘Lesson One’)‘Lesson One’)

http://www.media-awareness.ca/english/resources/educational/chttp://www.media-awareness.ca/english/resources/educational/classroom_exercises/body_image/seventeen_undermines.cfmlassroom_exercises/body_image/seventeen_undermines.cfm (resource for teen magazine) (resource for teen magazine)

http://www.readwritethink.org/lesson_images/lesson96/http://www.readwritethink.org/lesson_images/lesson96/media_ob.pdf (PDF file of media observation sheet)media_ob.pdf (PDF file of media observation sheet)

Various examples of zinesVarious examples of zines Multiple copies of Francesca Lia Block and Hillary Multiple copies of Francesca Lia Block and Hillary

Carlip’s Carlip’s Zine Scene: The Do It Yourself Guide to ZinesZine Scene: The Do It Yourself Guide to Zines and and Mark Todd and Esther Pearl Watson’s Mark Todd and Esther Pearl Watson’s Watcha Mean, Watcha Mean, What’s a Zine?What’s a Zine?

Art supplies for creating zinesArt supplies for creating zines

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Target Audience and Target Audience and PrerequisitesPrerequisites

Eighth-grade Language Arts Eighth-grade Language Arts classclass

Prerequisites:Prerequisites: Elementary reading Elementary reading

skillsskills Some knowledge of Some knowledge of

corporate mediacorporate media

(Teacher will take on the role of lecturer

and discussion facilitator.)

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Timing of Unit Timing of Unit PlanPlan

4 days of forty-minute class periods4 days of forty-minute class periods of of instruction, discussions, “hands on” instruction, discussions, “hands on” activities, and exposure to interactive activities, and exposure to interactive mediamedia

1 week1 week for independent work (creation of for independent work (creation of zines) outside of class (Depending on zines) outside of class (Depending on student performance and complexity of student performance and complexity of the zines, more time may be needed.) the zines, more time may be needed.)

2 to 3 forty-minute class periods2 to 3 forty-minute class periods for for students to view their classmates’ students to view their classmates’ completed zines and discuss the design completed zines and discuss the design process.process.

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Narrative of Procedures

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First LessonFirst LessonObjectivesObjectives Each student identifies different types of media with which he/she has had Each student identifies different types of media with which he/she has had

experience.experience. Students are introduced to terminologies relevant to the media world.Students are introduced to terminologies relevant to the media world. Students are empowered with common vocabulary and terminology used in different Students are empowered with common vocabulary and terminology used in different

aspects of media.aspects of media.

As an example of media, a short video clip from an advertisement is played and As an example of media, a short video clip from an advertisement is played and discussed.discussed.

Resource: Resource: http://www.advertisementave.com/tv/ad.asp?u_player=mediaplayer&adid=5http://www.advertisementave.com/tv/ad.asp?u_player=mediaplayer&adid=51010

Class Activity (that is continued at home and concluded the next lesson Class Activity (that is continued at home and concluded the next lesson day):day):

The class is divided into small, heterogeneous groups.The class is divided into small, heterogeneous groups. One basket, per group, is filled with mystery words written on a piece of paper (media One basket, per group, is filled with mystery words written on a piece of paper (media

terminology words). The basket is passed around the group and the students will terminology words). The basket is passed around the group and the students will select one term, research its relevance to media, and become an expert on that area.select one term, research its relevance to media, and become an expert on that area.

Each student selects and browses through a teen magazine.Each student selects and browses through a teen magazine. Each student is required to read at least one article or advertisement in the magazine Each student is required to read at least one article or advertisement in the magazine

and then fill out an analytical observation sheet and then fill out an analytical observation sheet (PDF file available at (PDF file available at

http://www.readwritethink.org/lesson_images/lesson96/media_ob.pdfhttp://www.readwritethink.org/lesson_images/lesson96/media_ob.pdf ) )

Assignment: Assignment: Read magazinesRead magazines Fill out Media Observation SheetsFill out Media Observation Sheets

Assessment:Assessment: Completion of Media Observation SheetsCompletion of Media Observation Sheets

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Second Second LessonLessonObjectives:Objectives: Discuss and define “popular culture.”Discuss and define “popular culture.” Elaborate on the effects of media on popular culture.Elaborate on the effects of media on popular culture. Teach analytical skills for constructing meanings when exposed to mediaTeach analytical skills for constructing meanings when exposed to media..

The second lesson is a move from the abstract terminologies to the more concrete The second lesson is a move from the abstract terminologies to the more concrete aspectsaspects

of the media world. The intent is to create relevance between the subject matter of the media world. The intent is to create relevance between the subject matter and the material and the material

being spoken of, and to discuss what effects the media has on popular culture.being spoken of, and to discuss what effects the media has on popular culture.

Class Activity (that is continued at home and concluded the next Class Activity (that is continued at home and concluded the next lesson day):lesson day):

Workshop at the school media center where different types of media are explained and Workshop at the school media center where different types of media are explained and demonstrated.demonstrated.

The class is divided into the same small, heterogeneous groups.The class is divided into the same small, heterogeneous groups. Within each small group, each student researches his/her media term by using various Within each small group, each student researches his/her media term by using various

resources (Internet, teacher handout, books, etc.). On the following day, each student is resources (Internet, teacher handout, books, etc.). On the following day, each student is given the opportunity to:given the opportunity to:

Explain his/her media term/vocabulary wordExplain his/her media term/vocabulary word Elaborate on how that aspect of media corresponds to the findings in the magazine and Elaborate on how that aspect of media corresponds to the findings in the magazine and

in the media sheet handout.in the media sheet handout. Answer any questions that classmates or the teacher may have about the oral Answer any questions that classmates or the teacher may have about the oral

presentation.presentation. Teacher guides, assesses students’ definitions, and offers suggestions and implications of Teacher guides, assesses students’ definitions, and offers suggestions and implications of

their findings while rotating among the groups.their findings while rotating among the groups.

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Assignment:Assignment: Read teacher handout on analytical skills for constructing meanings when Read teacher handout on analytical skills for constructing meanings when

exposed to media.exposed to media. Write a small composition on researched media term.Write a small composition on researched media term.

Assessment:Assessment: Presentation of media term to peers, along with group idea interchange.Presentation of media term to peers, along with group idea interchange.

Second Lesson Second Lesson cont’d.cont’d.

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Third Third LessonLessonObjectives:Objectives:Students will be able to:Students will be able to: Compare different types of media Compare different types of media

(with a particular focus on (with a particular focus on purpose, authorship, funding, and purpose, authorship, funding, and intended audience)intended audience)

Create original work (both Create original work (both images and text/prose)images and text/prose)

Understand differences between Understand differences between corporate media and grassroots corporate media and grassroots “underground” media“underground” media

Combine recently acquired Combine recently acquired information with their personal information with their personal interests and experiences to interests and experiences to create a particular type of media create a particular type of media (zines)(zines) (Front cover of Watcha Mean,

What’s aZine? by Mark Todd and Esther

Pearl WatsonBoston: Graphia, 2006)

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(excerpt from Whatcha Mean, What’s a Zine? by Mark Todd and Esther Pearl Watson

Boston: Graphia, 2006)

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Day 1 and Day 2 of Third Day 1 and Day 2 of Third LessonLessonDay OneDay One Introduce students to the concept of zines. Divide students into small groups Introduce students to the concept of zines. Divide students into small groups

and allow them to view different types of print zines.and allow them to view different types of print zines. Ask students if they have read zines and/or created them. (Encourage the Ask students if they have read zines and/or created them. (Encourage the

students to share their experiences.)students to share their experiences.) Mini-lecture and class discussion about zines. (Use Mark Todd and Esther Pearl Mini-lecture and class discussion about zines. (Use Mark Todd and Esther Pearl

Watson’s Watson’s Whatcha Mean, What’s a Zine?Whatcha Mean, What’s a Zine? as a guide, particularly the sections as a guide, particularly the sections labeled “What’s a Zine”, “Why? Why?” and “A Personal History of Zines.”) labeled “What’s a Zine”, “Why? Why?” and “A Personal History of Zines.”) Explain how zines developed (including their connection to popular culture) and Explain how zines developed (including their connection to popular culture) and note their various forms.note their various forms.

Facilitate a second discussion about the differences (and similarities) between Facilitate a second discussion about the differences (and similarities) between zines and corporate forms of media.zines and corporate forms of media.

Introduce assignment: Create a Zine!Introduce assignment: Create a Zine! End class with a brainstorming session and freewriting – “What kind of zine do End class with a brainstorming session and freewriting – “What kind of zine do

you want to create?” (Also, make a few copies of you want to create?” (Also, make a few copies of Watcha Mean, What’s a Zine?Watcha Mean, What’s a Zine? and and Zine ScenceZine Scence available for students to browse.) available for students to browse.)

Day TwoDay Two Outline guidelines for zines project (including no foul language or attacks on Outline guidelines for zines project (including no foul language or attacks on

classmates, teachers, school officials, etc.)classmates, teachers, school officials, etc.) Present a mini-lecture about copyright and then stress the importance of Present a mini-lecture about copyright and then stress the importance of

originality for the zines project.originality for the zines project. Provide students with materials for creating their own zines. (Students may Provide students with materials for creating their own zines. (Students may

wish to use their own materials, too.) State that the projects will be due in one wish to use their own materials, too.) State that the projects will be due in one week.week.

Note: Zine Scene includes a condensed version of ways to “copy right” (p. 92)

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Due Date for Zines (and Following Due Date for Zines (and Following Class Period)Class Period)

Each student brings his/her completed zine to class.Each student brings his/her completed zine to class. Display zines around the classroom and allow students to view their Display zines around the classroom and allow students to view their

classmates’ work.classmates’ work. Ask each student to complete an evaluation form, which will include the Ask each student to complete an evaluation form, which will include the

following questions:following questions:Why did you choose this particular topic or area of interest?

What was your reaction to the creative process? What challenges did you face?

What are the advantages and disadvantages of using thistype of media to express your opinions, interests, etc.?

What would you have included/excluded (or done differently) if this was a personal project,

rather than a school assignment?

Finally, facilitate an informal discussion about the process of creating the zines.

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Rubric for Completed Zines

CATEGORY 3 2 1 0

Quality of Construction

Student's creative effort and use of different art supplies is quite evident. Zine is well-constructed and writing is legible.

Student's creative effort and use of different art supplies is evident. Zine is fairly well-constructed and the majority of the writingis legible.

Student's creative effort is only somewhat evident. Zine is poorly constructed, but the majority of the writing is legible.

Student's creative effort is not evident. Zine is poorly constructed and writing is illegible.

Potential Offensiveness

Student avoids the inclusion of inappropriatelanguage, personal attacks, and offensive images

Student avoids the inclusion of personal attacks and offensive images, but includes

some inappropriate language

  In addition to inappropriate

language, student includes offensive images and/or personal attacks.

Attention to Theme All of the elements of the zine connect to a central theme or multiple themes.

The majority of the elements of the zine connect to a central theme or multiple themes.

Zine is disorganized and does not follow a central theme or multiple themes

Student does not complete the zine.

Copyright Student avoids violating copyright laws and correctly gives credit for legally borrowed images and/or information.

In the majority of the zine, the student avoids violating copyright laws and correctly gives credit for legally borrowed images and/or

information.

Student exhibits someregard to copyright laws and correct citations.

Student ignores rules of copyright and illegally borrows images and information.

Evaluation Form Student completes evaluation form and includes thoughtful, well-written responses.

Student completes evaluation form and most of the responses are thoughtful and well-written

Student completes evaluation form but responses are vague and poorly written.

Student does not complete evaluation form.

Total Points: _____/15