IU42 ■ The Media
Upper Primary
Blake’s Topic Bank
The Media
by Merryn Whitfield
Each integrated unit contains:
■
6 pages of teaching notes in an integrated
teaching sequence
■ 10 practical blackline masters
■ National Profile outcomes
■ A useful resource list
For all your teaching needs visit www.blake.com.au
The Media
by Merryn Whitfield
UPPER PRIMARY
Learning Area Focus Studies of Society and Environment
Topic This unit encourages students to examine a variety of information sources, and to explore the
development of different communication methods and why they are necessary in our global community. Students
are also encouraged to consider technological changes in the media over time and to evaluate the positive and
negative aspects of these changes. The culminating activity involves a group presentation of a media product,
through which students can demonstrate their understanding of the media, and how it can be used to entertain,
inform and influence the general population.
■ Arts 4.13 Draw upon a range of skills to present
media productions for a variety of purposes.
National Profile Outcomes
Students will:
■ SOSE 4.3 Portray an event or occasion from a
particular perspective.
■ Arts 4.15 Identify features of media texts.
Resources
Fiction Books
■ SOSE 4.12 Show how information is used as a
resource to make and record decisions.
Gary Crew and Craig Smith, Troy Thompson’s Radical
Prose Portfolio, Lothian Books
■ SOSE 4.16 Identify the types of data and sources
required by a task and decide how they will be
used to gain information.
Factual books
■ English 4.1 Interact confidently with others in a
variety of situations.
John D Fitzgerald, Shaping the News, Spectrum
Elizabeth Halley, TV News: An Interview with Geraldine
Doogue, Spectrum
Elizabeth Halley, Radio Current Affairs: An Interview
with Paul Murphy, Spectrum
B Mann, Media Watch, Wayland Publications
■ English 4.12a When prompted, use a range of
strategies for planning, reviewing and proofreading
their own work.
■ Technology 4.5a Identify the form, structure,
style and presentation used in particular media
products and processes.
Web Sites
■ Technology 4.5b Describe how processing and
transmitting information have evolved and are
continuing to change.
Australian Film, Television and Radio School:
http://www.aftrs.edu.au/school
The Australian: http://www.theaustralian.com.au
About Australia – News:
■ Technology 4.6 Select and use recognised
procedures, conventions and language to process
information and create media products.
http://www.about-australia.com/news.htm
Radio Online (USA): http://www.radio-online.com
ABC Radio Networks (USA): http://www.abcradio.com
ABC News (USA): http://www.abcnews.com
MSNBC (USA): http://www.msnbc.com/news
■ Arts 4.11 Make media productions that
experiment with ideas.
■ Arts 4.12 Select, combine and manipulate media
elements using a range of skills.
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The Media
Teaching
Notes
The influence of the
mass media
With students, discuss the impact that the mass
media (in all its different forms) has on their lives –
what they watch, what they buy, where they go,
what they like etc. Ask students whether the media
has always been as important as it is today. Record
students’ comments and reasons for later
comparison with other group research activities in
the unit.
Provide students with research resources (books,
Internet sites and computer software) on the history
of the media. Divide the class into interest-based
groups to research the development of one area of
the mass media, for example, radio, television,
newspapers, or the World Wide Web.
Each group’s research report should contain:
■ a time line of significant events in the history of
the area of the mass media they have
researched;
■ short biographies of significant people or groups;
■ an explanation of the consequences of the
development of the chosen form of media on
society and individuals within society; and
■ an explanation of the impact of technology on
the chosen form of media.
Have each group prepare and give a brief
presentation of their findings to the rest of the class.
Display the groups’ materials around the classroom.
Once all the groups have finished their
presentations, come together as a class and make
some generalisations about the development of the
media and how it influences our lives. Speculate on
how this continued development will affect the
future, focusing in particular on the increasing
popularity of the Internet and the World Wide Web.
Did you know...
1609 The earliest known newspaper published
in Germany (Early newspapers were just
one page with no headlines or
advertising.)
1702 The first daily newspaper published in
England
1844 The American telegraph line established,
enabling the quick transmission of news
across large distances, using morse code
1879 The first demonstration of the
transmission of radio signals
1895 The first official radio with antenna
1899 Commercial radio communication
between England and France
1905 Ship to shore radio used
1965 The first direct satellite communications
between USA and Soviet Union
1927 The first public television broadcasts in
England; regular service from 1936
1930 Television broadcasting begins in USA;
regular public broadcasts begin in 1939
1956 The first Australian television broadcast
What is the media?
With students, discuss what they believe the media
is, who creates it, why people and communities use
it, what its purpose is and what different forms it
can take. Record the information on a class chart
for future reference.
Together, use the class chart to construct a form to
survey the types of media students use and the
programs they choose, and why. (Students can use
the form they construct, or the form on BLM 1.)
Ask each student to complete the survey form over
the next two to three days. Have students share
their results, to compare and contrast personal
tastes and influences.
Who listens to the radio?
With students, discuss their patterns of listening to
the radio. Ask questions like:
■ What do you listen to?
■ Where do you listen?
■ When do you listen?
■ Why do you choose a particular station?
Have students, in small groups or as a class,
develop a questionnaire to interview radio listeners
(or use BLM 2).
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Calling all announcers!
Then ask students, in pairs, to interview people of
different ages and backgrounds to find out how
their listening habits differ.
Divide the class into groups of about six students
and ask them to combine their interview results on
a chart. Then ask each group to make some
generalisations about how age, culture and social
factors influence people’s use of the media. Have
each group present their findings to the class.
Collate and display everyone’s interview results on a
large chart.
Record a few radio announcers. Listen to them with
the class and then together construct a mind map of
the way the announcers speak, for example, the use
of very short pauses; use of a team of announcers to
allow for social interplay; and particular
pronunciation, emphasis and intonation.
Divide the class into pairs of students. Give one
student in each pair the role of radio announcer
and the other the role of a famous person. Have
students choose the famous person they want to be.
Give students time to prepare some relevant
questions and issues to discuss during the interview,
and to practise their interview. Have students
present their interview in front of the class, or,
alternatively, to make it more realistic, record their
interview on tape and play it back to the class. Have
students swap roles and repeat the activity. After all
students have had a turn, discuss and compare the
interviews.
Radio slogans
Have students collect a variety of verbal and written
slogans from local radio stations. Ask students to
write these slogans on a large classroom chart and
indicate whether the slogans are from commercial
or non-commercial, AM or FM stations.
In small groups, have students compare some of the
slogans to decide what, in their opinion, makes a
good slogan. They can discuss questions such as:
■ What sort of language is used in the slogans to
make people listen?
■ What sort of people are the slogans targeting?
How does this relate to the student gathered
interview data (see BLM 2)?
■ How do features such as choice of words, length,
rhythm and added music affect a slogan’s
effectiveness?
■ Come together as a class to share and discuss
each group’s findings.
Have students imagine that they are starting a
school-based radio station. Divide the class into
small groups (perhaps the same groups as earlier)
and ask each group to develop a slogan for their
new radio station. They will need first to
decide on a target audience, a
name for the station, and
whether the station should
be AM or FM. Ask each
group to present their
slogan to the class. Then, as
a class, discuss the specific
features of each slogan
and how effective the
slogan might be with the
target audience.
What’s on the box?
Have students develop and complete a television
viewing sheet to record their daily television habits.
Share and discuss these with the whole class.
Ask students to bring in a weekly television guide
from a magazine or newspaper. Use this guide to
categorise different types of shows using categories
such as news, sport, entertainment, infotainment,
cartoons, serials, drama, comedy. Discuss why there
is such a wide variety of television viewing
available. Discuss the role of foreign television
productions and the development of the Australian
television industry. Together place significant events,
with a brief explanation, on a media time line that
can be added to over the course of the unit.
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In small groups, have students examine the use of
codes to classify viewing suitability of different
types of programs eg G, PG, M. Ask students to
discuss questions such as:
■ Why are codes necessary?
■ When were they introduced?
■ How are they determined?
■ Who makes the decisions?
Invite someone from the Advertising Standards
Council or a local television station to talk to the
class about the requirements when programming
television shows and how a program’s classification
is determined. Then have each group construct a
matrix chart to show the correspondence between
viewing time and viewing rating.
Provide students with the profile of a fictional
person, including factors such as his or her
interests, age, and perhaps job and other
commitments. Ask them to prepare a good day’s
television viewing for this person using BLM 3.
Share and discuss students’ choices with the whole
class.
Together:
■ examine and speculate on why these differences
might occur and what impact, if any, they have
on the viewers;
■ make a list of the top five news headlines from
each channel;
■ discuss the content of the stories and whether or
not the headlines were appropriate, accurate or
even misleading;
■ examine the language used in these headlines
and discuss whether it sensationalises, distorts,
informs or influences;
■ talk about the impact of the visual images; and
■ look at gender stereotyping and racial or other
bias.
Then have students, individually or in pairs,
examine one of the top five news items using
BLM 5.
Follow-up
Ask students to watch the news again on the same
channel as they did the night before. Ask them to
see whether there is a follow-up story to one of the
stories from the night before, or one with a similar
story-line. If possible, record an example of a
follow-up story to use in an initial class discussion
to compare techniques used by news presenters.
Make a class chart of such techniques.
Have students, individually or in small groups,
choose an area of the news that they are interested
in, for example sport, the arts, finance. Have them
write a short script for a news item on a current
issue or event in this area, and develop props or
visual aids to accompany their story. Give students
time to rehearse their presentation, and then have
them present their news item.
News news news
Have all students watch the news on a particular
night of the week. (It is important that it is the
same night for all students so that comparisons can
be made later.) Ask students to use BLM 4 to
record the story headlines in the order in which
they appear, and to categorise each story according
to whether it is international, national, human
interest, sport, weather, political, environmental etc.
The following day, group students according to
which channel they watched. Ask students within
each group to compare
how they categorised
the news items and to
discuss any
differences of
opinion.
Bring the class back
together to compare
and contrast how
different channels
organise their news.
What do we get from
newspapers?
Ask students to bring in a newspaper from home
and bring some extra newspapers in yourself, to
ensure a variety. Hold a class discussion about
newspapers, asking questions such as: Who reads
newspapers? Which papers do students read? Why?
How often?
Organise an excursion to a local newspaper plant to
find out how a newspaper is developed and printed.
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Analysing print media
So far students have examined newspapers and
magazines, the two most popular forms of print
media. With the assistance of the class, gather a
variety of other examples of print media, such as
brochures, pamphlets, leaflets, catalogues and even
business cards. Have small groups of students
compare and contrast these with both newspapers
and magazines. Ask students to record what they
observe.
Using BLM 6, have groups of students examine
various types of print media and discuss the
features that are the most effective in grabbing the
reader’s attention, and why; and the features that
are not effective, and why. Ask each group to share
their findings with the whole class.
Then focus on the types of articles found in
newspapers. Ask small groups of students to cut out
examples of different types of articles. Have
students highlight examples of specific vocabulary
that identify the type of article. Share and discuss
the different types of articles and the specific
vocabularies with the class.
What is advertising?
With the whole class, brainstorm what advertising
is, who creates it, why, what its purpose is and what
types of media it involves. Record comments and
issues on a large chart. Discuss popular products
and services and how people find out about them
and choose to buy or use them. List sources of
information about these products and services and
add them to the brainstorming chart.
Ask students to select a product. Have them, in
small groups or as a whole class, record information
they can recall about that product based on
advertising they have seen, heard or read. What
makes the product appealing? What draws
attention to it? What encourages people to choose it
over its competitors?
School news
Divide the class into small groups. Have each group
create the front page of a newspaper, using real-life
examples as models. Students could use the format
of a local newspaper, a daily paper, or a Sunday
paper. Perhaps they could set up their own school
newsletter (which could be continued after this unit
has been completed). Encourage students to include
visual aids, headings and borders. This is also an
excellent opportunity for students to develop their
computer design and word-processing skills.
What’s special about
magazines?
Print advertising
Bring in a selection of magazines. (If you ask
students to bring some in, make sure that you view
the contents beforehand.) With students, discuss
which magazine they would buy for information on
a specific topic, for example to find out about
popular music, or how to keep a healthier lifestyle,
or for information on television programs. Talk
about the similarities and differences between
magazines. Discuss why magazines are more
visually attractive than newspapers, and how this
relates to their purpose and readership, and affects
their cost. As a class, make generalisations about
the effectiveness of magazines as a form of media.
Gather a variety of newspapers and magazines. Ask
small groups of students to cut out advertisements
for particular products, such as fruit juice, breakfast
cereals and toothpaste. Group the ads in categories,
and display them on large class charts.
Examine the use of language, colour, layout and
design in the advertisements and have students
complete BLM 7. Hold a class vote to decide which
ad in each category (for example fruit juices,
breakfast cereals) they believe is the most effective
in influencing people to buy it.
As a class, construct a questionnaire to survey
parents, friends and teachers about their knowledge
of these product groups, including the particular
products voted for by the class as having the most
effective advertising.
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The World Wide Web
Discuss the results of these surveys and determine if
students’ generalisations about the effective features
of print advertising are correct or if they need to be
amended (see BLM 7).
Many students will be familiar with accessing the
Internet and will have been using it in this unit to
research other areas of the media. Ask students to
monitor each other and members of their family
over a week to record their Internet usage: who uses
it, when, for how long, what sites or types of sites
were visited. As a class, collate the results. Compare
the results of this survey with the results of other
media surveys, such as the television viewing survey.
As a class, or in smaller groups, construct a list of
positive and negative aspects of using the Internet to
gather news, sporting results, financial information,
weather details, and for locating and/or purchasing
goods and services. If this is done in groups, have
the groups compare their lists.
With the class, speculate on the future impact of the
Internet on our increasingly global society, and its
effect on people’s use of other forms of media.
Creating an ad
With students, examine the different roles and
responsibilities within an advertising company –
drafting and developing ideas, editing, layout,
graphic design and printing. Ask students to form
small groups of four to six people to create their
own advertising company.
In these groups, have students conduct some
consumer research using BLM 8 to identify the
appropriate target audience for various new
products. Encourage students to add their own
products to the existing list, and to be inventive
with the products they suggest. Talk to students
about how they might make sure their advertising
gets to a particular target audience. For example, if
the product is a new computer game, and their
research shows that the people most likely to try it
are 10-14 year old boys, a good strategy might be
to run an ad campaign on television during
programs this group is likely to watch, or to
advertise on an Internet site.
After each group has completed their survey,
collated the results, and decided on a product, have
them develop packaging and a slogan. Ask each
group member to draw up a rough design for
packaging on BLM 9, and pitch it to the group,
saying why they think it will be effective. (As a
rough, it need not be perfect artwork, but should
convey the general idea.) The groups may decide to
use elements of several of the proposals in their
final design.
Once the groups have decided on packaging and
slogan, have them develop a print ad for the
product, using many of the language and layout
features examined in the earlier magazine and
newspaper examples. If appropriate, encourage
students to make use of computer technology when
considering the ad’s layout and graphic design. Ask
students to label the special features of their ad and
say why they chose them, and how they hope the
ad will influence the consumer. Display the ads in
the classroom.
Evaluating the role of
the media
Before the final activity, review the content and
learning processes students have been developing
since the beginning of the unit. Revise the class
charts and use these to list focus areas of media
involvement: news, human interest, finance,
advertising, entertainment etc. Using this list as a
beginning point, brainstorm with the class a variety
of media products students could develop as their
final task, such as:
■ performing a segment in a television current
affairs show
■ presenting a segment of a radio show or music
countdown
■ role playing a newsworthy event and writing the
corresponding newspaper article about it
■ developing an advertisement on a particular
product for television or radio
■ creating a pamphlet to advertise a current
community or school fundraising event.
Ask students to choose one of these tasks or any
other task the class has listed. Also have them
choose their groupings – individual, pair or small
group. Different activities will require different
grouping strategies. Give students BLM 10 to help
them plan their media product.
Have students present their media product to the
class.
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BLM 1
Name: ................................................................................................................Date: ............................................................
Personal media profile
Day: .........................................................................................................................................................................................................................................
Print media
Television
Radio
Item read
Why?
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Program watched
Why?
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Program listened to
Why?
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Share your results with the class. What can you say about the class’ media use?
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BLM 2
Name: ................................................................................................................Date: ............................................................
Radio listener interview
Listener’s name:
Age:
...........................................................................................................................................................................................................
....................................................................................................................................................
Sex: Female
Male
Country of birth: ...........................................................................................................................................................................................................
Languages spoken at home: .........................................................................................................................................................................
How many radios do you have at home?
Does your car have a radio?
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Where do you listen to the radio?
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When do you listen to the radio? ...............................................................................................................................................................
Why do you listen at those times?
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What radio station do you usually listen to?
Why do you listen to that station?
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What’s your favourite radio program? Why?
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Who’s your favourite radio personality?
What do you like about radio?
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What don’t you like about radio?
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BLM 3
Name: ................................................................................................................Date: ............................................................
A good day’s viewing
Summarise the profile of the person your teacher has given you.
Age:
Name: .....................................................................................................
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Sex:
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Cultural background: .............................................................................................................................................................................................
Special interests:
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Other important factors:
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Using this week’s television guide, develop a viewing
plan for a particular day to suit this person.
Complete the plan below. Decide which programs
the person should watch and which ones he or she
should videotape.
Channel
Program
Time it starts
Time it finishes
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To watch or
to videotape?
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BLM 4
Name: ................................................................................................................Date: ............................................................
News news news!
Watch the news on television tonight – all the way through.
If you are going out, videotape it and watch it when you get home.
Write down all the headlines in the order in which they appear on
the news. Then categorise each news item according to its topic.
Some items will cover more than one category, for example, the
story may be an international and a political one. Possible
categories are: international, national, local, human interest,
sport, weather, political, environmental, finance, social. Then
give a short description of what the news item was about.
Item headline:
...........................................................................................................
Summary of content:
Item headline:
Item headline:
Item headline:
Item headline:
Item headline:
Category: .............................................................
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Summary of content:
Category: .............................................................
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Summary of content:
Category: .............................................................
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Summary of content:
Category: .............................................................
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Summary of content:
Category: .............................................................
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Summary of content:
Item headline:
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Summary of content:
Category: .............................................................
Category: .............................................................
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BLM 5
Name: ................................................................................................................Date: ............................................................
News: fact or fiction?
With your class, you have been looking at five of the top news stories from yesterday.
Choose one of those stories to analyse in more detail, and complete the form.
News item headline: ...........................................................................................................................................................................................
Position in news (1st, 2nd etc):
Approximate length: ..........................................................
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Summary of content: .........................................................................................................................................................................................
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Was the headline appropriate for the item? Why do you think this?
Was the language used to:
inform,
sensationalise, or
......................................................
influence?
Give some examples:.........................................................................................................................................................................................
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Comment on the visual images used in the item: ..........................................................................................................
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Was there any evidence of gender stereotyping? If so, what? .....................................................................
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Was there any evidence of racial bias?
If so, what?
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BLM 6
Name: ................................................................................................................Date: ............................................................
Analysing print media
In each box in the chart below, list one significant feature of the relevant print medium.
Make sure you examine several examples of each kind first. (For example, look at
several different brochures before you record the significant features of brochures.)
Are there any significant features you found to be common to all or most types of
print media?
Media
Features
newspapers
magazines
brochures
pamphlets
catalogues
business cards
other
Features found in all or most print media:
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BLM 7
Name: ................................................................................................................Date: ............................................................
Advertising review
Choose an advertisement that you find interesting and
complete the review below. Then compare your review
with a friend’s review of a different advertisement. What
were the similarities and differences?
Product advertised:
..........................................................................................................................................................................................
Advertising media (eg print, TV, radio):
...................................................................................................................................
Size of print ad/Length of TV or radio ad:
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Target audience: ..................................................................................................................................................................................................
Effective layout and design features: ........................................................................................................................................
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Informative language used:
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Persuasive language used: .....................................................................................................................................................................
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Use of modality:
Low
Most effective features:
Medium
High
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Least effective features: ..............................................................................................................................................................................
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Comparison with a friend’s review – similarities and differences: ..........................................................
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BLM 8
Name: ................................................................................................................Date: ............................................................
Who’ll buy what you sell?
Carry out some consumer research using the tally chart below. Ask a variety of
people whether they would buy a new product of each kind. Put a tick for yes or a
cross for no in the relevant box. You can add some products of your own to those
already listed. Each group member could survey people of one particular age group,
or group members could survey randomly and combine their results at the end.
Interview tally
5–9
Age
F
Sex
M
10–14
15–19
20–29
30–39
F
F
F
F
M
M
M
Would you buy . . . ?
a new chocolate bar?
a new kind of toothpaste?
a new computer game?
a book that reads to you?
a robot that does homework?
......................................................................................................
......................................................................................................
......................................................................................................
On the basis of your results, decide as a group which kind of
product you are going to develop, who you are going to pitch it to,
and how.
Record on the back of this sheet your new product, and some
ideas you have for advertising it.
© Blake Education – Media Integrated Unit
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For all your teaching needs visit www.blake.com.au
BLM 9
Name: ................................................................................................................Date: ............................................................
Buy me!
In the box below, sketch in your rough design for the packaging of your group’s
product. Below it, write the reasons you think this design will be effective with your
target audience.
Target audience: ..................................................................................................................................................................................................
Why this design will be effective: .....................................................................................................................................................
.......................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................
© Blake Education – Media Integrated Unit
This page may be reproduced by the original purchaser for non-commercial classroom use.
15
For all your teaching needs visit www.blake.com.au
BLM 10
Name: ................................................................................................................Date: ............................................................
Planning your media product
Use the headings below to help you plan your media product. Remember to
make use of the class charts and work you have already completed.
Names of students in group:
.................................................................................................................................................................
.......................................................................................................................................................................................................................................................
Type of product (eg brochure, radio advertisement, TV news segment): ................................
.......................................................................................................................................................................................................................................................
Target audience: ..................................................................................................................................................................................................
Topic: ....................................................................................................................................................................................................................................
Key information to be included:
......................................................................................................................................................
Features to be included (eg for a radio ad, you could include spoken information,
background music, and a slogan or jingle):
....................................................................................................................
.......................................................................................................................................................................................................................................................
Tasks involved in preparing presentation: .............................................................................................................................
.......................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................
Group/individual responsibilities:
......................................................................................................................................................
.......................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................
© Blake Education – Media Integrated Unit
This page may be reproduced by the original purchaser for non-commercial classroom use.
16