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Identity & Advertising

Identity & Advertising. How does advertising shape, create and manipulate our identities?. What is the point?. The objectives of the unit are to assist students in critically evaluating their identities and world-views and to understand the impact advertising has on them.

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Identity & Advertising

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  1. Identity & Advertising How does advertising shape, create and manipulate our identities?

  2. What is the point? • The objectives of the unit are to assist students in critically evaluating their identities and world-views and to understand the impact advertising has on them. • In this globalised, media driven world, advertising has unprecedented importance in young people’s lives. At a time when young people are questioning their own identity and place within the world, we need to engage them in a unit of study which scaffolds that self-evaluation and contextualises it in a broader scope.  In this culture of digital natives, advertising in all its forms affects the way young people interact with their peers, families, educational institutions and the wider community. • The influence of culture on students’ lives is an undeniably powerful one.  The English discipline is a fertile ground for capitalising on students’ pre-existing cultural capital to personalise learning, and build a more positive student-teacher relationship. Appropriating texts from students’ outside worlds into the curriculum creates meaning and relevancy for learners, and reduces disengagement (Mayes, E. 2010, p. 53).

  3. Stop, collaborate & Listen! • Group members: Lev, Tiffany, David, Sam, Kate • Year Level: 9 (Australian Curriculum • How we approached the assignment: We created an entire unit of work. • Collaboration: We used GoogleDocsto edit our unit plan and rationale • We started a facebook group so that we could share ideas, thoughts, progress and problems.

  4. Australian Curriculum... • Students are expected to engage with “multimodal texts, recognising how events, situations and people can be represented from different perspectives, and identifying stated and implied meaning in texts.”  (ACARA, 2010) • “collaborate and negotiate with others to solve problems, and to deliver planned, multimodal presentations.” (ACARA, 2010)   • “use a variety of text structures and language features for particular purposes and effects. They select relevant subject matter to advance arguments logically and to persuade others.” (ACARA, 2010)

  5. A framework for resources... • We housed the unit in an online format accessible by teachers and students: • Contains elements which can be accessed wholly online or offline. • Can be easily edited and altered to suit changing needs • Students can upload assignments, catch up on missed work, and share ideas in the online forum. The Wiki

  6. Pedro the Pilot... Meta-skills for the win!

  7. Scaffolding.. • Students can not just be left to contend with the wealth of information available on the internet or in a library. So we scaffolded their research, analysis and production of the final assessment with webquests, worksheets, analysis templates and hints and tips sheets.

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