Audience read media texts according to their gender, culture, life experiences and knowledge.
Learning intentions Students are learning to…
- Understand that different audiences approach texts from different perspectives
- Identify those different perspectives
Success criteria (How do students know they have achieved success?)
I can…
- I can explain how Niki Caro’s Land Transport Ad might be interpreted from different perspectives
- I can identity what those perspectives are
Activities
Group Work
Teacher explains that different audiences respond to films from different perspectives using one of the films the students have already seen to site examples from. e.g. In Sinistre a feminist might be interested in the solo working mother’s plight, a sociologist might be concerned with the social conditions that lead her to amputate her own hand, a film historian might be interested in the allusion to film noir.
Students watch Niki Caro’s Land Transport Ad.
In groups students are given a large sheet of newsprint and crayons and asked to brainstorm the ways in which this ad might be read. For example a sociologist might be interested in the way NZ’s boy racing culture is depicted; a feminist might be interest in the mother’s role in caring for her disabled son; a psychologist might be interested in the boy’s reaction to the accident.
These sheets are blue-taked around the walls and students are given time to walk around the room copying other groups ideas into their own notes.
Teacher concludes lesson by listing the following categories on board: cultural, gendered, political, historical, commercial and aesthetic, explaining that they are a broad but by no means exhaustive starting point when considering the ways in which a text might be read.
Homework
Students draw up two columns and in the first list and explain what they think the above categories mean when analysing a media text. For example gendered might be how the text portrays the role of men or woman.
