Media Analysis and Evaluation Project
A. Amanda Mills and Cassidy Milosh
B. Connection to Curriculum
- Special Education K-12
- Essential Standards: Guidance
RED.SE.3.2
“Use non-verbal communication skills to share information with others.”
We will explore the ways in which stories, feelings, and messages are communicated to others through facial expressions and body language. Using two pieces of media, our students will analyze how non-verbal communication has told them something without words. We will look at the difference between real-life skills and media strategies regarding these non-verbal communication elements.
- K.TT.1.3
Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
During the lesson itself, students will utilize several forms of technology in learning and becoming familiar with non-verbal communication as it relates to media literacy. Two video clips are to be viewed and assessed in order to facilitate thinking about concepts as they relate to real-life situations. Apart from the multimedia used in teaching, the students will use technology tools to demonstrate a deep understanding and facility with the concepts taught. IPads are the specific tool that will be worked with in creating a small project following the lesson.
•“Teachers adapt their teaching for the benefit of students with special needs.”
We will accomplish this by asking questions to the class at large and working with various students’ abilities, allowing every student to participate. Special needs will be kept in mind as we make sure the entire class receives the same lesson in a personalized way.
C. Title of Media You Will Analyze: I Love Lucy- “Marilyn Monroe Type.” / Proactiv Testimonials
D. Type of Media:YouTube clip from an episode of I Love Lucy/ Proactiv Testimonials commercial
E. Media Materials themselves
F. Your analysis:
I Love Lucy
1.) As we watch this clip with no sound, try to piece together (out loud) what is happening. What are the characters doing; what are they feeling? What do their reactions to each other tell us?
The two women, Lucy and Ethel, are in the kitchen having a fine time when they both realize something. They run to look more closely at whatever it is they have realized. Lucy and Ethel inspect the paper, both thinking along the same lines. Suddenly, Ethel makes a comment that Lucy doesn't approve of. Lucy is unhappy with her friend and gives her a frustrated look. The two women seem to argue about something, each wanting a different outcome. As they continue to disagree, a man walks through the door and they turn to him with their pleas. He tries to make sense of the argument.
2.) All media are constructions
How is the basic storyline of this clip made easy to follow even without sound?
You can tell what is going on by their faces and their posture. When they're talking with one another, their expressions are very exaggerated so the audience has no trouble reading them. The makers of this piece of media made decisions that lead the audience to draw conclusions quickly and easily.
In what way are these emotions really made communicative? If you were the director, what are some pointers you would have been giving to the actors and actresses to get this outcome?
They are over the top, with the characters dramatically emphasizing the change from one emotion to another. As the atmosphere changes, the faces and tones of the actors change in a way that is purposefully dragged out. As the director, I would have emphasized things like big eyes for astonishment and deeply furrowed eyebrows for anger. To communicate the story in the most effective way, I would ensure that the characters played their roles not only in words but with their bodies.
3.) Media communicate values and ideology
Assess the way in which this media portrays social values. What social values can you pull from this short clip?
Friendship is a value that is the focus of the media clip. Social values about competition are also included; the girls bicker over who deserves to have a lead role. Third party mediation is more of an abstract social norm that seems to be portrayed by the man who walks in and is asked to sort out the women's issue.
How do you know that Lucy and Ethel are friends? Summarize how they help communicate values about friendship.
Their body language communicates familiarity. The women stand and sit close to one another. They are doing daily activities in each other's company. They are very interested in the same topic. They feel comfortable countering each other. The media clip shows that friends may disagree at times. They may become annoyed with each other, but that doesn't mean that they're going to storm off and never be friends again. Communication is illustrated by the women when they at least attempt to sort out the initial argument.
4.) Decipher the clip in terms of relationships..specifically, what is communicated to you about male/female roles?
When the only male character enters the scene, he is referred to for advice/decision-making immediately. The clip may communicate that females will argue among themselves until a male steps in to referee or make an executive decision.
Analyze how the nonverbal communication backs up these social roles.
The male stands in power stance as the females remain seated, looking up to him. The man's hands are on his hips and he has a gruff, powerful expression. The females look more pleading and indecisive. The body language communicates to the audience that females can trust males to solve their problems and give them orders/advice.
5.)Media forms are related to content
Consider this video and how it makes the story more or less understandable than another form of media might.
Would a still picture make the characters' emotions just as obvious and telling? If this were a written story, what kinds of words would you have to use to portray the same emotions?
Video allows for visuals to do the story-telling. The audience is able to watch the characters change from one extreme emotion to another and gather what has just occurred. A still might paint a good picture, but it wouldn't tell the story the same. It would have to be a snapshot of the events, not a sequence. If this were made into a written story, it would probably say the characters were 'outraged', 'astonished', 'fuming with jealousy' and the like.
6.) Audiences are involved in the process of creating meaning
When (roughly) was this piece of media created? How is the audience from that time period different from the audience today? How will these two groups view the media differently?
The clip from I Love Lucy was made in the 50's and targeted the viewing public in the 50's. This might mean that the characters were more relevant to the audience, making the entire situation more realistic. Therefore, the clip wouldn't seem as outrageous and fictitious as it does to us in this time period. However, the nonverbal communication serves to make the story accessible to all.
7.) All media are constructions
Would you conclude that this piece of media was constructed intentionally? (Yes) Why can you infer this?
The people in the film clip are quite obviously actors. Their words seem scripted and the gestures they make would be out of place in real life.
Explain the elements that stand out the most in a piece of media that give it away as a construction.
Facial expressions are probably dramatized; characters' movements are held for a long period of time. Time may be left for the audience to process small scenes. Make-up and lighting, if utilized, will make the set and people look a certain way.
Are fictitious video clips like this the only kinds of media that are constructed?
No. Even non-fiction media is a construction, like commercials..lead to commercial clip
Proactiv Commercial
8.) All media are constructions
Compare this media clip to the last in terms of construction give-aways..are some elements of construction obviously the same? Are there new ones? What is added to make this girl's before and after testimonial more powerful?
Just as in a clip from a show like I Love Lucy, a commercial like this uses extreme emotions. Sadness is very apparent and insecurity is emphasized; their body language is also a construction strategy that tells the audience about the person's current state. The people in the commercial are telling a story just like the characters of Lucy. Some new elements of construction include background scenery, lighting, make-up, and music. These additional elements of construction make the media even more effective.
9.) The media have social and political implications
Does this piece of media communicate values like the I Love Lucy clip, point some out...are these values sold to us?
The values in this commercial include society's focus on outward appearance and beauty. This media clip tells us that clear skin is a precursor to confidence. The value of friendship and intimacy may even rest on your looks because people are attracted to beauty. Inner beauty is consequently de-valued.
Connect these values to your own life..have you been sold these values before? How do the people in the commercial sell these values?
These are common values that companies really use to make us buy their products. The values about outward appearance and perfection are sold by before and afters and by testimony from people who have had a change of mood. For instance, sad to happy facial expressions and slumped to standing body language are used to convince us that this product will change our lives.
10.) Evaluate the effectiveness of the makers' selling tactics. Would you buy in? Explain how the makers' message might affect the audience's thinking. Will this, in turn, make them want to buy the product?
The makers use typical emotions associated with insecurity and confidence to tell us we can go from sad to happy if we use their product. It is effective to use our weaknesses against us, as horrible as that sounds. The characters are relatable even if dramatic because they feel what we may sometimes feel. Viewing this message will cause the audience to buy in to the idea that there is a fix out there for a problem they have with their appearance.
11.) The media are commercial entities
Evaluate the decisions and goals of the makers of this commercial. Who is the target audience, if this piece of media is an intentional construction? Have you seen these types of commercials before? Where? Does that mean they are targeting you?
The makers most likely wanted to target young people, teenagers, women, and possibly insecure individuals. These types of commercials are so common; they appear on many networks, at least three or four that I view more frequently than others. I've seen them on vh1 and mtv as well as on reality show networks like Lifetime and ABC. They effectively reach their audience by buying airtime from networks that will be viewed by the target groups.
12.) Media forms are related to content
Remember the I Love Lucy clip that we decided was decipherable and effective even without sound? Relate that idea to this commercial; how would the absence of sound affect the message, or would it?
If this commercial were to be played without sound, the message would probably still be sent effectively. Before the use of the product, it is plain to see that the people are unhappy and frustrated. After the product, they are glowing and happy. Their change in appearance has made a difference in their lives as a whole. The media piece without sound might lose the extra edge it had by using music. It may also lose the people's direct testimony dialogue and whatever that contributed.
13.) If you were the producer, how would you sell the product in a silent remake? Would you change the settings? Why? How will you make up for the loss of music? How would you have the people tell their story without words?
In the producing role, I would take out the verbal script and add in more emphasis on body language and facial expression. I might have the characters stand alone and look at a group of people having fun for the before, and then have them join in a social setting after using Proactiv. To tell the different stories about confidence issues, I would have the people demonstrate a situation where they would have done something different if they felt more secure; one of the girls could visibly shy away from introducing herself to someone because of low self-esteem and then play a similar scene out after Proactiv where she does introduce herself to the cute guy.
14.) Does nonverbal communication play as big of a role in the story here as it did in the show? Justify that. Would it be accurate to say that the people in this clip are telling you something with their bodies and faces? What do you see them saying without having said it?
Without sound, the people's faces and manner would tell the audience the before and after story. The message is strong without verbal testimony; extreme nonverbal communication shows the transformation maybe even more effectively than the dialogue. The people seem like they could be saying that before Proactiv, life sucked, but now it doesn't because they are beautiful.
15.) The media have aesthetic qualities
What else about the commercial helps to sell you the product effectively? What elements do the makers utilize in making the scene look a certain way? Do those elements change from the before to the after? In the before, name some of the aesthetic qualities that made you feel sad. In the after, what contributed to the complete transformation?
The commercial used setting, lighting, sound, and wardrobe to affect the audience. The before interviews were enhanced by casting bright, unflattering light on the people and having their faces very close to the camera. They had no makeup and their wardrobe was casual or drab. The music was equally sad and added to the tone of the scenes. This changes radically in the second set of interviews, after the use of Proactiv. The people are dressed up and wearing makeup and jewelry. They stand outside in front of beautiful scenery or are interviewed in a setting with warm light that compliments their skin.
G. Possible Production Connection with EXAMPLE:
The students will be asked to demonstrate the knowledge they have gained about how nonverbal communication can be used to effectively tell stories and even sell products. We will instruct the students to sell an item of their choice. Working in pairs, their job will be to sell the product by taking two pictures for each product that use nonverbal communication skills to show how the particular product can evoke two contrasting emotions (power vs. weakness, happy vs. sad, calm vs. anxious.)