create and edit media message

Hi there,I want you to make a media message video that include pics with background music regarding driving safety. I will post another question later on Friday to make the presentation. ill attach the rubric and the sources for free pics and musicthe media message video should have 7 persuasion techniques, 7 media literacy concepts, sources pics: https://mashable.com/2017/05/23/where-to-find-roya…music https://www.bensound.com/royalty-free-music/2persuasion techniques and media literacy concepts, are in the attachment
a_unit3_reading_medialiteracyproject.pdf

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Media Literacy Project
medialiteracyproject.org
Introduction to Media Literacy
Media literacy is a set of skills that anyone can learn. Just as literacy is the ability to read and write,
media literacy refers to the ability to access, analyze, evaluate and create media messages of all
kinds.
These are essential skills in today’s world. Today, many people get most of their information through
complex combinations of text, images and sounds. We need to be able to navigate this complex
media environment, to make sense of the media messages that bombard us every day, and to
express ourselves using a variety of media tools and technologies.
Media literate youth and adults are better able to decipher the complex messages we receive from
television, radio, newspapers, magazines, books, billboards, signs, packaging, marketing materials,
video games, recorded music, the Internet and other forms of media. They can understand how these
media messages are constructed, and discover how they create meaning – usually in ways hidden
beneath the surface. People who are media literate can also create their own media, becoming active
participants in our media culture.
Media literacy skills can help children, youth and adults:
• Understand how media messages create meaning
• Identify who created a particular media message
• Recognize what the media maker wants us to believe or do
• Name the “tools of persuasion” used
• Recognize bias, spin, misinformation and lies
• Discover the part of the story that’s not being told
• Evaluate media messages based on our own experiences, beliefs and values
• Create and distribute our own media messages
• Become advocates for change in our media system
Media literacy education helps to develop critical thinking and active participation in our media
culture. The goal is to give youth and adults greater freedom by empowering them to access,
analyze, evaluate, and create media.
In schools: Educational standards in many states — in language arts, social studies, health and other
subjects — include the skills of accessing, analyzing and evaluating information found in media. These
are media literacy skills, though the standards may not use that term. Teachers know that students
like to examine and talk about their own media, and they’ve found that media literacy is an engaging
way to explore a wide array of topics and issues.
In the community: Researchers and practitioners recognize that media literacy education is an
important tool in addressing alcohol, tobacco and other drug use; obesity and eating disorders;
bullying and violence; gender identity and sexuality; racism and other forms of discrimination and
oppression; and life skills. Media literacy skills can empower people and communities usually shut out
of the media system to tell their own stories, share their perspectives, and work for justice.
Created by the Media Literacy Project. Shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
License. Details at http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Introduction to Media Literacy – p. 2
Media Literacy Project
medialiteracyproject.org
In public life: Media literacy helps us understand how media create cultures, and how the “media
monopoly” – the handful of giant corporations that control most of our media – affects our politics and
our society. Media literacy encourages and empowers youth and adults to change our media system,
and to create new, more just and more accessible media networks.
Media Literacy Concepts
The study and practice of media literacy is based on a number of fundamental concepts about media
messages, our media system, and the role of media literacy in bringing about change. Understanding
these concepts is an essential first step in media literacy education.
We’ve organized Media Literacy Concepts into three levels: Basic, Intermediate and Advanced. Basic
concepts focus on how media affect us. Intermediate concepts examine more closely how we create
meaning from media messages. Advanced concepts examine the interaction of media and society,
and the role of media literacy in bringing about change.
Basic concepts
1. Media construct our culture. Our society and culture – even our perception of reality – is shaped
by the information and images we receive via the media. A few generations ago, our culture’s
storytellers were people – family, friends, and others in our community. For many people today, the
most powerful storytellers are television, movies, music, video games, and the Internet.
2. Media messages affect our thoughts, attitudes and actions. We don’t like to admit it, but all of
us are affected by advertising, news, movies, pop music, video games, and other forms of media.
That’s why media are such a powerful cultural force, and why the media industry is such big
business.
3. Media use “the language of persuasion.” All media messages try to persuade us to believe or
do something. News, documentary films, and nonfiction books all claim to be telling the truth.
Advertising tries to get us to buy products. Novels and TV dramas go to great lengths to appear
realistic. To do this, they use specific techniques (like flattery, repetition, fear, and humor) we call “the
language of persuasion.”
4. Media construct fantasy worlds. While fantasy can be pleasurable and entertaining, it can also
be harmful. Movies, TV shows, and music videos sometimes inspire people to do things that are
unwise, anti-social, or even dangerous. At other times, media can inspire our imagination. Advertising
constructs a fantasy world where all problems can be solved with a purchase. Media literacy helps
people to recognize fantasy and constructively integrate it with reality.
5. No one tells the whole story. Every media maker has a point of view. Every good story highlights
some information and leaves out the rest. Often, the effect of a media message comes not only from
what is said, but from what part of the story is not told.
6. Media messages contain “texts” and “subtexts.” The text is the actual words, pictures and/or
sounds in a media message. The subtext is the hidden and underlying meaning of the message.
7. Media messages reflect the values and viewpoints of media makers. Everyone has a point of
view. Our values and viewpoints influence our choice of words, sounds and images we use to
Created by the Media Literacy Project. Shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
License. Details at http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Introduction to Media Literacy – p. 3
Media Literacy Project
medialiteracyproject.org
communicate through media. This is true for all media makers, from a preschooler’s crayon drawing
to a media conglomerate’s TV news broadcast.
8. Individuals construct their own meanings from media. Although media makers attempt to
convey specific messages, people receive and interpret them differently, based on their own prior
knowledge and experience, their values, and their beliefs. This means that people can create different
subtexts from the same piece of media. All meanings and interpretations are valid and should be
respected.
9. Media messages can be decoded. By “deconstructing” media, we can figure out who created the
message, and why. We can identify the techniques of persuasion being used and recognize how
media makers are trying to influence us. We notice what parts of the story are not being told, and how
we can become better informed.
10. Media literate youth and adults are active consumers of media. Many forms of media – like
television – seek to create passive, impulsive consumers. Media literacy helps people consume
media with a critical eye, evaluating sources, intended purposes, persuasion techniques, and deeper
meanings.
Intermediate concepts
11. The human brain processes images differently than words. Images are processed in the
“reptilian” part of the brain, where strong emotions and instincts are also located. Written and spoken
language is processed in another part of the brain, the neocortex, where reason lies. This is why TV
commercials are often more powerful than print ads.
12. We process time-based media differently than static media. The information and images in
TV shows, movies, video games, and music often bypass the analytic brain and trigger emotions and
memory in the unconscious and reactive parts of the brain. Only a small proportion surfaces in
consciousness. When we read a newspaper, magazine, book or website, we have the opportunity to
stop and think, re-read something, and integrate the information rationally.
13. Media are most powerful when they operate on an emotional level. Most fiction engages our
hearts as well as our minds. Advertisements take this further, and seek to transfer feelings from an
emotionally-charged symbol (family, sex, the flag) to a product.
14. Media messages can be manipulated to enhance emotional impact. Movies and TV shows
use a variety of filmic techniques (like camera angles, framing, reaction shots, quick cuts, special
effects, lighting tricks, music, and sound effects) to reinforce the messages in the script. Dramatic
graphic design can do the same for magazine ads or websites.
15. Media effects are subtle. Few people believe everything they see and hear in the media. Few
people rush out to the store immediately after seeing an ad. Playing a violent video game won’t
automatically turn you into a murderer. The effects of media are more subtle than this, but because
we are so immersed in the media environment, the effects are still significant.
16. Media effects are complex. Media messages directly influence us as individuals, but they also
affect our families and friends, our communities, and our society. So some media effects are indirect.
We must consider both direct and indirect effects to understand media’s true influence.
Created by the Media Literacy Project. Shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
License. Details at http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Introduction to Media Literacy – p. 4
Media Literacy Project
medialiteracyproject.org
17. Media convey ideological and value messages. Ideology and values are usually conveyed in
the subtext. Two examples include news reports (besides covering an issue or event, news reports
often reinforce assumptions about power and authority) and advertisements (besides selling
particular products, advertisements almost always promote the values of a consumer society).
18. We all create media. Maybe you don’t have the skills and resources to make a blockbuster
movie or publish a daily newspaper. But just about anyone can snap a photo, write a letter or sing a
song. And new technology has allowed millions of people to make media–email, websites, videos,
newsletters, and more — easily and cheaply. Creating your own media messages is an important part
of media literacy.
Advanced concepts
19. Our media system reflects the power dynamics in our society. People and institutions with
money, privilege, influence, and power can more easily create media messages and distribute them
to large numbers of people. People without this access are often shut out of the media system.
20. Most media are controlled by commercial interests. In the United States, the marketplace
largely determines what we see on television, what we hear on the radio, what we read in
newspapers or magazines. As we use media, we should always be alert to the self-interest of
corporate media makers. Are they concerned about your health? Do they care if you’re smart or wellinformed? Are they interested in creating active participants in our society and culture, or merely
passive consumers of their products, services, and ideas?
21. Media monopolies reduce opportunities to participate in decision making. When a few huge
media corporations control access to information, they have the power to make some information
widely available and privilege those perspectives that serve their interests, while marginalizing or
even censoring other information and perspectives. This affects our ability to make good decisions
about our own lives, and reduces opportunities to participate in making decisions about our
government and society.
22. Changing the media system is a justice issue. Our media system produces lots of negative,
demeaning imagery, values and ideas. It renders many people invisible. It provides too little funding
and too few outlets for people without money, privilege, influence, and power to tell their stories.
23. We can change our media system. More and more people are realizing how important it is to
have a media system that is open to new people and new perspectives, that elevates human values
over commercial values, and that serves human needs in the 21st century. All over the world, people
are taking action to reform our media system and create new alternatives.
24. Media literate youth and adults are media activists. As we learn how to access, analyze and
interpret media messages, and as we create our own media, we recognize the limitations and
problems of our current media system. Media literacy is a great foundation for advocacy and activism
for a better media system.
Created by the Media Literacy Project. Shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
License. Details at http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Introduction to Media Literacy – p. 5
Media Literacy Project
medialiteracyproject.org
Text & Subtext
Text
We often use the word “text” to mean “written words.” But in media literacy, “text” has a very different
meaning. The text of any piece of media is what you actually see and/or hear. It can include written
or spoken words, pictures, graphics, moving images, sounds, and the arrangement or sequence of all
of these elements. Sometimes the text is called the “story” or “manifest text.” For most of us, the text
of a piece of media is always the same.
Subtext
The “subtext” is your interpretation of a piece of media. It is sometimes called the “latent text.” The
subtext is not actually heard or seen; it is the meaning we create from the text in our own minds.
While media makers (especially advertisers) often create texts that suggest certain subtexts, each
person creates their own subtext (interpretation) based on their previous experiences, knowledge,
opinions, attitudes and values. Thus,
s, the subtext of a piece of media will vary depending on the
individual seeing/hearing it
Example
Magazine ad: “got milk?”
The text of this media message includes:
An image of musician Sheryl Crow holding a guitar case and a
glass of milk in a room with a lamp, bed, open door, etc. behind
her.
The logo “got milk?” and the words “Rock hard.”
The short paragraph: “To keep the crowd on their feet, I keep
my body in tune. With milk. Studies suggest that the nutrients in
milk can play an important role
le in weight loss. So if you’re trying to
lose weight or maintain a healthy weight, try drinking 24 ounces of
lowfat or fat free milk every 24 hours as part of your reducedreduced
calorie diet. To learn more, visit 2424milk.com. It’s a change that’ll
do you good.”
Another logo that reads “milk. your diet. Lose weight! 24 oz. 24
hours”
A small image of Sheryl Crow’s album Wildflower.
Possible subtexts include:

Sheryl Crow drinks milk.
Sheryl Crow can only perform well by drinking milk.
Sheryl Crow wants to sell her
er album.
Milk renders great concerts.
If you drink milk you will lose weight.
Beautiful people drink milk.
If you drink milk, you’ll be beautiful and famous, too.
Sheryl Crow stays at cheap motels.
Rock stars like ripped jeans
Created by the Media Literacy Project. Shared under a Creative Commons Attribution
Attribution-NonCommercial
NonCommercial-ShareAlike 3.0
License. Details at http://creativecommons.o
s.org/licenses/by-nc-sa/3.0/us/
Introduction to Media Literacy – p. 6
Media Literacy Project
medialiteracyproject.org
The Language of Persuasion
The goal of most media messages is to persuade the audience to believe or do something.
Hollywood movies use expensive special effects to make us believe that what we’re seeing is real.
News stories use several techniques – such as direct quotation of identified sources – to make us
believe that the story is accurate.
The media messages most concerned with persuading us are found in advertising, public relations
and advocacy. Commercial advertising tries to persuade us to buy a product or service. Public
relations (PR) “sells” us a positive image of a corporation, government or organization. Politicians and
advocacy groups (groups that support a particular belief, point of view, policy, or action) try to
persuade us to vote for or support them, using ads, speeches, newsletters, websites, and other
means.
These “persuaders” use a variety of techniques to grab our attention, to establish credibility and trust,
to stimulate desire for the product or policy, and to motivate us to act (buy, vote, give money, etc.)
We call these techniques the “language of persuasion.” They’re not new; Aristotle wrote about
persuasion techniques more than 2000 years ago, and they’ve been used by speakers, writers, and
media makers for even longer than that.
Learning the language of persuasion is an important media literacy skill. Once you know how media
messages try to persuade you to believe or do something, you’ll be better able to make your own
decisions.
Advertising is the easiest starting point: most ads are relatively simple in structure, easily available,
and in their original format. Media literacy beginners are encouraged to learn the language of
persuasion by examining ads. Keep in mind that many media messages, such as television
commercials, use several techniques simultaneously. Others selectively employ one or two.
Political rhetoric – whether used by politicians, government officials, lobbyists, or activists – is more
difficult to analyze, not only because it involves more emotional issues, but also because it is more
likely to be seen in bits and fragments, often filtered or edited by others. Identifying the persuasion
techniques in public discourse is important because the consequences of that discourse are so
significant – war and peace, justice and injustice, freedom and oppression, and the future of our
planet. Learning the language of persuasion can help us sort out complex emotional arguments,
define the key issues, and make up our own minds about the problems facing us.
NOTE: We’ve divided our list of persuasion techniques into three levels: Basic, Intermediate and
Advanced. Basic techniques are easily identified in many media examples, and they are a good
starting point for all learners. Identifying many intermediate techniques may require more critical
distance, and they should usually be investigated after learners have mastered the basics. More
abstraction and judgment may be required to identify the advanced techniques, and some learners
may find them difficult to understand. However, even media literacy beginners may be able to spot
some of the intermediate or advanced techniques, so feel free to examine any of the persuasion
techniques with your group.
Created by the Media Literacy Project. Shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
License. Details at http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Introduction to Media Literacy – p. 7
Media Literacy Project
medialiteracyproject.org
Basic persuasion techniques
1. Association. This persuasion technique tries to link a product, service, or idea with something
already liked or desired by the target audience, such as fun, pleasure, beauty, security, intimacy,
success, wealth, etc. The media message doesn’ …
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