Media Analysis and Evaluation Project
The following lesson is entitled The Green Light of Gatsby and was created by Emma
Gross for her CI 2300 Teaching and Learning in the Digital Age course Media Analysis and
Evaluation Project.
This lesson is designed for an English classroom and is applicable for grades 11 and 12.
These students will be expected to engage in classroom discussion identifying themes, motifs
and symbolism from the reading, The Great Gatsby, in conjunction with viewing the 2012 trailer
for the, The Great Gatsby, using media literacy skills. Ultimately these discussions should enable
the students a greater understanding of the text and lead to a greater understanding of media
literacy. This lesson is designed to fit at the end of a larger unit focused on completing the novel.
Developmentally, these students are already required to integrate media into their projects
and demonstrate the capability to analyze and understand media in a classroom environment in
presentations and paper citations. Out of the the classroom they are likely to be highly connected
to many forms of media through television, the internet, smartphones, and gaming systems (KFF,
51). Most late teens are highly interested in the media around them and are often targeted by
advertisers due to their disposable income. Most popular music and movies will be important to
these students. Students on average spend 38 minutes daily reading, but 2 hours and 39 minutes
watching television (KFF, 64-66). Because these students have a greater access to many types of
media due to age, and greater mobility it is especially important that they are able to discern what
a piece of media intends to convey to them.
This assignment connects to the students curriculum by helping them to analyze and
understand the assigned text while strengthening awareness of media literacy concepts. With
the large amount of symbolism used in the text it is helpful for the students to have a visible
connection through media as an aid. Many students struggle with visualizing certain elements
such as the Dr. T.J. Eckelberg billboard or understanding/connecting to a 1920s setting.
Identifying these symbols within the trailer and relating them to the story as well as Media
literacy concepts aids in understanding of the book as well as a deeper understanding of film
interpretations of novels. As The Great Gatsby is going to come out in theaters soon (at the
current time) with a greater focus on visual effects, most students in grades 11 and 12 will be
looking forward to viewing it in theaters, providing some personal interest (KFF, 69). The new
version will be released with actors more relevant to the students currently such as Leonardo
diCaprio instead of past Gatsby, Robert Redford. Viewing the trailer, after reading the book will
touch upon multiple intelligences, with classroom discussion facilitating spatial, linguistic and
interpersonal intelligences.
Common Core Standards pertaining to this specific lesson are as follows:
.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
.
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
. CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
. CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
. CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to
questions that probe reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
These standards will be met as the students must come to class having completed their
assigned reading section, and ready to engage in class discussion based on that reading. This
draws from CCSS.ELA-Literacy.SL.11-12.1a. They will then view the trailer the 2013 movie
version of The Great Gatsby and break into peer groups to discuss differences and make
comparisons to personal imagery and the trailers while analyzing key story elements in both
trailer and book (as well as other media literacy points) relating to standard CCSS.ELALiteracy.SL.11-12.1b and CCSS.ELA-Literacy.SL.11-12.2. The class should rejoin and share
points identified in their small groups with the class and discuss fufilling CCSS.ELALiteracy.SL.11-12.1d. CCSS.ELA-Literacy.SL.11-12.1c should be exercised throughout this
lesson, prompted by the teacher if not organically created in discussion.
This lesson is also designed to assist student completion of an essay displaying elements
of CCSS.ELA-Literacy.SL.11-12.4 pertaining to; comparison of film and book, symbolism,
character delivery, setting or a number of other possible prompts. Full hopes are that this lesson
may fit into a larger The Great Gatsby unit.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal
tasks.
Media Literacy is defined by the Center for Media Literacy as follows.
“Media Literacy is a 21st century approach to education. It provides a framework to access,
analyze, evaluate, create and participate with messages in a variety of forms — from print to
video to the Internet. Media literacy builds an understanding of the role of media in society as
well as essential skills of inquiry and self-expression necessary for citizens of a democracy.”
Essentially the goals of teaching media literacy are to ensure students the ability
to “access, analyze, evaluate, create and participate with” various forms of media (CML). In a
world growing more dependant on technology in its use and delivery of news, communication
and entertainment; the average american citizen interacts with media everyday and the student
just as much with the rapid inclusion of technology in course work. A respected study by the
Kaiser Family Foundation breaks down the media usage of 8-12 grade students and show that
most are engaged with some sort of media for 4 to 6 hours of their day (KFF). The amount of
media that students are already interacting with cannot be ignored by educators who have a duty
to ready children to become functioning adults within society. This rapid development of new
media and its inclusion in everyday life demands some sort of education so that students can
recognize the difference (for example) in an advertisement and a factual documentary. It is
educations responsibility to arm students with the skill the need to become productive adults, and
21st century skills are closely, almost solely, related to media literacy and usage. Media literacy
must be taught so that students graduate with the ability to use the latest forms of
communication, whether it be email or video chat. This gives our society a foot up if through our
education system, we produce adults able to interact, understand and produce new forms of
media in the workplace and at home.
Students need to be aware of the effects print and nonprint media can have in influencing
their decisions as citizens and consumers. Messages are slowly beginning to surround us whether
on a morning commute via the radio or on the sidebar of a news website accessible only on
mobile device. It is becoming more and more important to have the ability to identify who is
sending that message and why. Messages are targeted to inform but in popular media are more
focused on sales and entertainment. On what level is this form of media attempting to manipulate
the individual's feelings through sound or imagery? How much of this information is credible?
These questions need to occur to people, and through media literacy education it is hoped that
students will be able to answer them.
Media literacy is designed to promote awareness but also to educate in the usage of
much media from writing emails to creating a video podcast. It is already woven into certain
requirements within education's Common Core Standards. 7 through 12 graders are expected
understand media text in order to compare and contrast, eventually evaluating and integrating,
specifically under the english and language arts concentrations (CCS,38-40). In writing
standards, it is already stipulated that a student must use sources spanning multiple forms of
media in their papers, and that the students “using search terms effectively; assess the credibility
and accuracy of each source” (CSS, 44). In order for students to complete this they must be
taught media literacy to find a aducate digital source, decipher the credibility of it and properly
insert it into a document. It is clear that media literacy is not just a side goal for educators, but a
well integrated requirement for students to learn along with other studies.
The type of media that will be the primary focus of this lesson is a film trailer for the
upcoming 2013 adaptation of The Great Gatsby. This not-yet released, new film is directed by
Baz Luhrmann has a new screenplay created by the director and Craig Pearce but still directly
based on The Great Gatsby by F. Scott Fitzgerald. This movie is represented by Warner Bros.
Company in the USA. This information has all been gathered from the Internet Movie Database
or IMDb (IMDb).
Below is link for this clip The Great Gatsby Trailer #1 via YouTube and the promotional
website link that also directly displays the trailer (Luhrmann).
http://www.youtube.com/watch?v=4w8lohkQtbY&feature=player_embedded
http://thegreatgatsby.warnerbros.com/
The lesson will require a smart board, projector or other screen with working speakers,
that may be hooked up to a computer (also required) in order to show the link to the class. The
teacher should prepare and print handouts such as the one suggested in this document though
the questions may be altered depending on needs of the individual educator. For production
assignment after the clip and discussion a laptop or iPad chart is an encouraged resource to have
on hand, as well.
Start the lesson by informing the students of the popular 1974 version of The Great
Gatsby then introduce the 2013 movie trailer. Before starting the trailer, pass out handout, give
this to students and inform them they may use it during or after the film. This handout will be
a guideline for them to facilitate discussion after the clip. The questions for the handout, group
discussion and class discussion are all in a suggested order. The teacher is free to alter or move
questions depending on how they wish to direct the flow of conversation or what they wish the
students to specifically focus on.
Below are listed the preferred viewing questions in blue font. The possible student responses are
in green font. Teacher notes in black font.
What is the message of this clip?
To make you see the movie.
It’s an advertisement.
It is simply a showing you a new retelling of The Great Gatsby.
Who do you think this film’s target audience is?
Young people because of the young music and visual effects, and party feel of the trailer.
Young Adults who like glamorous movies with lots of special effects, violence and sex.
People who are fans of the book.
People who don’t want to actually read the book for their English classes and would rather just
watch the movie.
Who are the producers of this film?
Warner Bros. Village Roadshow
I don’t know.
After these have been noted and the clip has ended the students should break into small groups to
share and discuss the handout questions. As a group they should work together and answer these
questions that can be written on the board or shown or shown on a slide.
Based on your knowledge of the book, list your overall impression of the trailer?
It seems like a really flashy way to update the book.
It seems to look like a good relevant new retelling.
It seems to be trying to sell itself too hard by making it overly scandalous and exciting.
What symbols do you see in the trailer that were also present in the book?
T.J. Eckelburg. The valley of ashes. The weather.
The teacher should then open up to a larger class discussion introducing the following questions
while encouraging students to expand on one another's answers.
What impression do you think the filmmakers wanted to give you of the movie?
Big flashy.
Updated.
Money.
New.
Exciting.
Sexy.
Why? (encourage expansion)
These qualities sell. The producers, they want to excite people to get them to see the movie.
The want to film an old story overdone story and make it seem new.
Who is the director of the film and why do you think he was chosen?
If none of the students are familiar with the director you may prompt them with his other, wellknown movie, Romeo and Juliet (also with Leonardo DiCaprio). Or inform them of the directors
general stye if they are still unfamiliar.
Baz Luhrmann is known for updating movies or tales, such as Romeo and Juliet. This director is
also known to make visual spectacles, greatly excite and “wow” audiences. If anyone was going
to re-do this movie it would have to be highly attractive, very new interpretation and Luhrmann
has done it before.
Why do you think they choose to remake this particular film?
They wanted to make more money.
They don’t have any new movie ideas.
The 1974 movie did well so a remake seems safe.
They have new technology and want to use it in order to make a new better version of The Great
Gatsby.
How do you think the actors are good choices for characters?
I think from the trailer the actors match well, the Daisy actress seems soft spoken and adorable,
like from the book and Leonardo DiCaprio often portrays a suave gentleman in control similar to
Gatsby’s character.
I think they got big stars in order to sell the movie; it is a big flash bang attempt to get money.
I don’t know if they will be good or not, I need to see more.
What values are conveyed in the clip?
The imagery flashes the values of money, alcohol, and sex wrapped up in 1920s, splendor.
No values. Live for today, while you’re young. You only live once. Living large and opulent.
Instant gratification. Loose morals. The narrative bit Gatsby speaks over the trailer discusses a
sort of abandonment of values and embrace of instant gratification.
Which of these match the book?
Living for the present. Loose morals. These are values embodied in the book with extramarital
affairs and larger than life parties, reckless driving and murder all occurring in the story are
hinted at in the trailer.
What departures do you see from the novel?
The trailer seems less focused on the disillusion of the American Dream, which is a large theme
in the book. The modern day American dream matches up with much of the imagery in the trailer
and perhaps that is why the connection to the novel is harder to uncover.
The trailer did not focus on the hollow happiness of the upper class a prominent theme of the
book, but this could just be an effect of it being an advertisement. The trailer only seems to focus
on the madcap revelry of the parties not the emptiness of the characters attending and throwing
them.
Why do you think these departures occurred?
To update the film, cut things in order to make it more exciting. They don’t want to focus on the
book they want to make a different movie. They don’t want to spend a lot of time on symbols
and themes but images instead that will sell. They are probably more focused on creating visual
candy than accurate story telling.
Why do you think the music is modern and not from the 1920s?
The music was updated to make the trailer relevant. This is the modern popular music, so
listeners of modern popular music want to see it. The music also lended to the dramatic and
exciting feel of the trailer
What do you think is the goal of this film?
This films goal is retell The Great Gatsby in a new format to a new age.
It is a play to make more money off of an already used concept.
This film is purely designed for entertainment, to be flashy and exciting with no substance.
How do you think the book and this trailer portray the American Dream differently and why?
In the book the American dream is about wealth and power, in the trailer it is demonstrated to
be about sex and parties it seems to be more pandering to the audience by leaving out a more indepth philosophy,
This movie/book difference is to portray or relate the story to a new American dream one more
about glamor then prosperity.
After the in class discussion of the clip the students would be given an assignment to
assess what they learned from the lesson and demonstrate “writing media” after “reading media.”
The will include their knowledge of the book and their knowledge of the way Luhrman’s Trailer
tried to sell the new Great Gatsby movie. The students will apply their skills in envisioning and
creating a media based assignment. For this assignment students can choose to work with their
discussion groups or alone using a google document and write out a storyboard for their own
updated, The Great Gatsby trailer. The story board should consist of the scene clips they would
use, from poignant parts of the book or drawing from the books top scenes while describing how
they would update or attempt to make the characters look and sound more relevant. Students
should include modern actors names they would use if they were the director and the music that
would play in the trailer. Pictures of the actors and links to music should be included in the
document, source links should also be included. After collecting this information in their
documents they will be encouraged to make quick class presentations describing their trailers
what scenes they used and why they “updated” their elements the way they did.
A sample is provided below.
My “New” Great Gatsby Trailer
Emma Gross
The Actors:
Robert Pattinson as Gatsby
Reason- He can do a slight british accent, apear suave debonair and attractive like Gatsby’s
character. He is also a very popular current actor and will draw in Twilight fans.
Emma Stone as Daisy
Reason- She can play a more innocent character as seen in her role in The Help. But she can
also give Daisy a more modern edge by seeming a little less innocent and more knowing of her
faults.
Mila Kunis as Jordan
Reason- She is modern popular sexy and can pull off Jordans intelligence and light cynicism.
Shia LaBeouf as Nick
Reason- He is a popular, attractive, modern actor who looks good in a suit and has been in
movies such as eagle eye where he plays a character slowly uncovering new information on a
situation so he would probably do fine with Nick’s Character.
Tom Cruise as Tom Buchanan
Reason- Modern and popular, Tom Cruise could easily pull of the slightly off putting Tom
Buchanan character who grows violent through the course of the book. He has played many
serious roles before and his real personal life almost echos the relationship Tom and Kate had
with Tom and Daisy’s relationship in the book. He is also older than Emma Stone making it
easier for the audience dislike their relationship.
How our group/I would update the film:
We/I would set this film in a modern day New York, keeping with the themes and close to the
book but have the actors and settling be modern.
The Trailer Scenes:
The moment Daisy and Gatsby are reunited with the rain pouring outside, but in a pool house
on Long Island.
Fade to black Gatsby’s (Pattinson) voice quotes “Can’t Repeat the Past... Why of course you
can!”
Song: Rihanna's Diamonds (hopefully a upbeat remix)
http://www.youtube.com/watch?v=lgkAU5tUAnI
Sudden flash of New York city, fast yellow lamborghini driving past a LED big screen T.J.
Eckelburg billboard.
Cut to big New York apartment top parties.
Helicopter pan out of expensive Hampton House.
Nick dancing with Jordan crushed together by the large party in a modern architectural style
hampton house.
Gatsby overseeing the dance floor.
Start Instrumental dramatic music:
http://www.youtube.com/watch?v=5OyIShfT7kc
Cut to (Mexican?) Gang presence with Gatsby, gatsby shaking hands with someone who looks
like a gang leader. Close up on teeth cufflinks.
Quick clip of Tom yelling at nick.
Image of Harlem and flash of the yellow lamborgini. Or valley of ashes/New Jersey comparison
shot.
Engine reving, A scream then silence.
Jordan asking Nick, “Is this the dream life?”
Soft fade to a black screen with a distant green light and then the title and release date will flash
on screen.
End.
Source Links:
http://images.askmen.com/galleries/emma-stone/picture-1-135161035908.jpg
http://www3.pictures.stylebistro.com/gi/
83rd+Annual+Academy+Awards+Arrivals+W3Mi30aZ6Jil.jpg
http://2.bp.blogspot.com/-LSzqxZ1NVN0/UC58gXq8vZI/AAAAAAAAMXw/USiDoMjr3u8/s1600/
PLRPCOSMO3.jpg
http://l.yimg.com/bt/api/res/1.2/4KqmeTFDYwbPmFSK_WcqGw--/
YXBwaWQ9eW5ld3M7Zmk9ZmlsbDtoPTMxMDtxPTg1O3NtPTE7dz0zMTA-/http://
media.zenfs.com/289/2011/08/02/ShiaLaBeouf_071540.jpg
https://encrypted-tbn1.gstatic.com/images?
q=tbn:ANd9GcQu2KEMc8n9CerhleFokgkXFoaPKCFzpFYnAhUuOEBxaUoFg68MEw
Media Analysis and Evaluation Project References
Fitzgerald, F. S. (1996). The great Gatsby. New York, NY: Scribner.
Lurhman, B. (Director). (2013). The Great Gatsby [Motion picture]. USA: Warner Bros
Media Literacy: A Definition and More. (n.d.). Center for Media Literacy. Retrieved December
5,
2012, from http:/http://www.medialit.org/media-literacy-definition-and-more
Report: Generation M2: Media in the Lives of 8- to 18-Year-Olds. (2010, January 20). Kaiser
Family Foundation. Retrieved December 5, 2012, from
http:/http://www.kff.org/entmedia/upload/8010_AppendixC_Toplines.pdf
Speaking & Listening » Grade 11-12. (n.d.). Common Core Standards. Retrieved December 5,
2012, from http:/http://www.corestandards.org/ELA-Literacy/SL/11-12
The Great Gatsby (2013) - IMDb. (n.d.).IMDb - Movies, TV and Celebrities. Retrieved
December
5, 2012, from http://www.imdb.com/title/tt1343092/