2. Mission: to provide standards- based materials, training, and support for the effective integration of media literacy and critical thinking into classroom curricula at all educational levels E-mail: looksharp@ithaca.edulooksharp@ithaca.edu Website: http://www.projectlooksharp.orghttp://www.projectlooksharp.org Project Look Sharp 1119 Williams Hall Ithaca College Ithaca, NY 14850 Phone: (607) 274-3471 Fax: (607) 274-1925

3. Goals for the Week to introduce participants to the theory and practice of media literacy education to introduce participants to the use and application of media technologies (including digital video, PPT, blogging and wikis) to help each participant develop a media literacy Application Project Plan (APP) for his/her own educational context

4. Syllabus and other key documents on the wiki

5. Schedule Mon - Thur: 7:30-8:15 breakfast: AM: curriculum integration 8:30 start 11:45 Lunch PM: Media Production 12:45 start 4:00 end additional lab hours 4-6pm Wed. and Thur. Friday Presentations 8:30 start 2:00 end After-Hours Options: Mon. 5:00-7:15: Gorge Hike 7:30: dinner - Viva Tue. 5:00-6:30: dinner - Thai 6:30-8:00: video Students Wed. 4:00-6:00: lab open 5:00-7:15: tour of Ithaca 7:30: dinner - Moosewood Thur. 4:00-6:00: lab open

7. See Handouts

8. KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

9. www.campaignforrealbeauty.com online film evolution

10. Dove.com evolution

11. KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

12. We should critically decode the media messages we celebrate as well as the media messages we are critical of.

13. Hate.Com Extremists on the Internet produced by HBO and The Southern Poverty Law Center

14. 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. Hate.Com Extremists on the Internet produced by HBO and The Southern Poverty Law Center

15. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. Hate.Com Extremists on the Internet produced by HBO and The Southern Poverty Law Center

16. KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

17. Disney’s Aladdin

18. What are ideas are communicated to you about… the Arab world

19. Newsweek, Dec. 24, 2001

20. KEY CONCEPTS OF MEDIA ANALYSIS 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages are produced for particular purposes. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.

21. For what purpose was each produced? Entertainment Education Persuasion Artistic Expression Profit Newsweek photo & caption Dove.com video martinlutherking.org Stormfront web page Obama web site United States money Hate.com - HBO video

22. For what purpose was each produced? Entertainment Education Persuasion Artistic Expression Profit Newsweek photo & caption Obama web site United States money Ithaca Times cover Disney film

23. The “Big Six” media companies www.mediachannel.org/ownership

25. find the right documents documents that target your goals and audience get support in finding and accessing documents. (what already exists?, activate your velcro buds, get support) address copyright issues decode different media forms prepare probe questions and info. assess and adapt your lessons Decoding Media Documents:

26. Project Look Sharp 2008 Summer Institute wiki

27. A pplication P roject P lans

28. Do we have the right to critically analyze these copyrighted documents in our classrooms without permission?

29. We have the responsibility to critically analyze these documents in our classrooms without copyright permission?

30. 6 principles 5 questiosn real bugas community slides + video africa slides Iroquois Iroquois collage peru 2 slides war looksharp

31. In order to teach students to be critical thinkers and literate democratic citizens in our media age teachers must train students to critique and analyze many different contemporary and historic media texts in multiple subject areas. Project Look Sharp invokes the fair-use provision of copyright law to provide teachers with media documents for the purpose of critical decoding in an educational context. Fair-Use Statement

32. Fair Use transforming the use of copyrighted material for the purpose of critique or analysis in an educational context NOT Fair Use copying and/or showing clips (without copyright clearance) for the same purpose as they were intended (e.g. instruction), without transforming the materials, in a way that undermines the market for the product