Throughout this module, you’ve approached the world of media literacy from a number of angles. All of these perspectives should show you how vast and limitless the media in your world is and how essential it is for you to be able to navigate it. One of the easiest ways to test your understanding of media literacy, however, is by creating persuasive media of your own. What message will you send . . . and how?
To demonstrate what you learned about persuasive media in this course, choose one of the projects below.
Create a campaign of 3-5 visual and/or written radio spot ads which make use of various techniques to send a single clear persuasive message. This message can be as simple as the selling of a product or as complex as the delivery of an important social message.
If you choose this option, be sure to include each feature of the form:
| propaganda techniques such as bandwagon, name-calling, and emotional transfer |
| advertising techniques such as the use of mind tricks, branding, and curiosity |
| a consistent and recognizable style that unites the different ads |
Create an editorial that uses loaded language to persuade readers of an opinion or belief. This option requires a strong, sensationalistic vocabulary. Though your editorial doesn’t need to be factually accurate, it can’t be so ridiculous that it feels like parody!
If you choose this option, be sure to include each feature of the form:
| expressing an opinion that attempts to recruit readers into their own belief |
| using strongly connotative, loaded language in a consistent way |
| using grammar, tone, and register that suggests sensationalism |
Construct a parody of something prominent in modern culture. This can be about a popular person or item, a genre or type of television program, or a commonly held idea. Your parody should also be satirical, pushing the audience to think critically about the elements you are mocking and exaggerating.
You can express your satirical parody using a variety of media, including cartoons, scripts, comics, or storyboards. If you choose this option, be sure to include each feature of the form:
| choosing something common, popular, or recognizable |
| making attempts at entertaining through humor |
| using exaggeration, ridicule, irony, absurdity, and/or mocking to criticize the subject or topic |
You’ll use your experience studying a film interpretation of “The Tell-Tale Heart” to storyboard a film scene that reinterprets a moment in a short story of your choosing. Your reinterpretation will demonstrate a theme or purpose that was not present in the original.
Click the Read Me button below to download a copy of a film storyboard with six storyboard panels. You’ll use the image panel to draw a rough sketch of the action. The lines beneath each image panel should describe what is happening cinematically, like music, lighting, or camerawork. If you choose this option, provide a link to the story the storyboard is based upon, noting which moment of the story you have reinterpreted.
You may need several copies of the storyboard worksheet to complete your reinterpretation. If you choose this option, be sure to include each feature of the form:
| the use of specific cinematics such as lighting, sound effects, and music |
| the use of meaningful camera movements, shots and/or angles |
| maintaining significant and recognizable connections to the original work |
When you feel that your final product includes all of the required elements for the project you chose, submit it to your teacher. Regardless of the project you choose, your final product will be assessed using the rubric below. Note that, due to the variety of project options, the rubric will require both you and your instructor to refer to the tabs above.
| Category | Points | Criteria |
|---|---|---|
| Clarity and Effectiveness of Purpose or Message | 5 | The purpose and/or message of the created media is clear throughout the project. |
| 5 | The project demonstrates persuasive power—it has the ability to influence its audience in an intended way. | |
| Aspects of Form | 4 | The project demonstrates a clear application of the FIRST feature of the form. |
| 4 | The project demonstrates a clear application of the SECOND feature of the form. | |
| 4 | The project demonstrates a clear application of the THIRD feature of the form. | |
| Mechanics/Appearance | 3 | Your project shows an attention to detail through the use of correct mechanics and careful artistry where applicable. |
