Both of my senior electives classes focused on composition
and writing. In this class in particular, students created their own class
blogs at the beginning of the semester where they could post different
assignments given to them. For each unit, they were given a different blog
assignment that correlated.
In this unit that I taught, we looked at George Gerbner’s “Cultivation
Theory” which basically states that what society sees in the media shapes how
we act, react, and think about things in the real world. We are shaped or “cultivated”
by any stereotypes that are shown consistently in the media. In order to
introduce this to the students, we began by reading an interview that Gerbner
did in the late 80’s where he explains his entire theory and the different
facets that make up “Cultivation Theory.” While the interview is a little
dated, the theory is still relevant today and still applies to today’s
television and movies. Students gave two sentence summaries after each page of
the interview and then as a class we would discuss what was being read and make
moder-day connections.
First we did a simulation activity. Students were each given
a card with a different actor or actress on the front. The actors and actresses
varied in age and race. Students were given a scenario and had to divide
themselves based on the Cultivation Theory into where their actor or actress
would fit.
For example: If your actor/actress COULD be a lead role in a
romantic comedy then go to the left. If your actor/actress COULD NOT be a lead
role in a romantic comedy then stand to the right.
Romantic Leads:
Not Romantic Leads:
Romantic Leads:
Not Romantic Leads:
The students would then divide themselves in the room and
explain why they went where they went. This allowed me to address any questions
students had about the theories, to find some of the gray areas in the theory,
and to be able to look at the information in a new light. For the parts of the
theory that students were not understanding, it allowed me to reteach that
concept right away with the students right there using actaul examples.
The second thing we did was to look at the current prime
time line ups for NBC and ABC television stations. We examined who the main
characters were, what the general plot
of the shows were, and whether violence was involved and what purpose the violence
served.
After we had done a general overview of the prime time shows
for these channels, I had students create Blog Post #5 in which they had to
pick their own favorite T.V. show and examine it through the Gerbner lens. They
had to look at the main characters, violence content, and roles that different
characters played based on Gerbner’s theory. Then they had to analyze whether
they’re T.V. show followed this theory or not. Since we had done some practice
as a whole class, I was able to answer any questions they had and then let them
go off on their own to create their own blog.
Blog Post #5 Examples:
Student 1:
Student 2:
Student 3:
After this blog activity, students were then asked to find
their own stereotyped groups in the media. Using Gerbner’s ideas and their own
T.V. viewing experiences, there were supposed to find a typical stereotype that
is often shown on T.V. , in movies, and throughout other branches of the media.
They then had to create some sort of presentation to place on their blogs in
order to show the class. Students were given conference time in the labs while
they were working to ask any questions they had. After they posted their blogs,
they were also expected to go and look at their classmates’ blogs and comment
on the different stereotypes that were represented. This was the summative
assessment for the unit.
Time: 5 days
2 days - Reading and Discussing the Interview
1 day - Simulation activities and blog post #5
2 days - Summative Assessment
Time: 5 days
2 days - Reading and Discussing the Interview
1 day - Simulation activities and blog post #5
2 days - Summative Assessment
Resources:
Student Examples of Summative Assessment:
Student #1:
Student #2:
Student #3:
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