This assignment provides an opportunity to connect insights gained in the first part of the class regarding influences on media content, with insights gained from second part of the class regarding influences of media content.  In addition, it provides an opportunity for every student to further develop their ability to critically analyze patterns of media content.

Specifically, each student will identify an observable pattern of media content and collect multiple examples of actual content that illustrate that pattern. Each student will then develop a theory regarding why this pattern exists and a theory regarding what sort of social or environmental influence(s) it might exert.  Each student will then present their analysis to the entire class.  Each presentation will be approximately 8-10 minutes long. 

Presentations can focus on any medium or combination of media (e.g., television, film, radio, music, newspapers, newsmagazines, books, internet, video games, etc.).  Presentations can also focus on any "genre" or combination of genres (e.g., advertising, commercial news, alternative press, fashion magazines, sit-coms, talk shows, soap operas, late night television, hollywood blockbusters, independent films, foreign films, documentaries, popular music, alternative music, talk radio, novels, travel guides, textbooks, comic books, etc.).

Presenters can work in pairs if they wish.  Presenters who work in pairs will receive the same grade for their combined presentation.  In addition, paired presentations should be roughly twice as long as, and go into substantially more depth than, individual presentations.

In order to minimize duplication and overlap between presentations, students will identify their patterns and schedule their presentations on a first-come-first-served basis.  Once a pattern of media content has been scheduled by one student, other students may not duplicate the same pattern.  In addition, several patterns of media content that have already been covered elsewhere within the course may not be duplicated.  These include the sexual objectification of women in the media, media constructions of masculinity, and violence in the media.

Finally, presentations should be creative and engaging. Students are encouraged to take full advantage of the audio-visual aids we have in the classroom.  The room is fully "wired" and the instructor can provide training as needed for use of the AV equipment.  We have the capability to project print images, to play audio recordings from CD, to play VHS and DVD video recordings, and to project internet content.  We also have the capability to use PowerPoint.  If you want to scan print images for use in PowerPoint, the general computing labs on campus have scanners available for your use.

• To connect insights gained in the first part of the class regarding influences on media content, with insights gained from second part of the class regarding influences of media content.
• To develop the ability to convey these insights to others.
• To contribute to the critical media literacy of the entire class.

Evaluation Criteria:

• Presentations must clearly identify a readily observable pattern of media content.
• Presentations must use multiple examples of actual media content to illustrate that pattern.
• Presentations must demonstrate a grasp of the relevant influences on media content covered in the first part of the course.
• Presentations must demonstrate a grasp of the relevant influences of media content covered in the second part of the course.
• Presentations should be clear, concise, well rehearsed, and engaging.
• Each presenter must keep the entire presentation within an 8-10 minute time frame. (Paired presentations must be within a 16-20 minute time frame).
• Students should minimize directly reading from notes during their presentations (you are welcome to use notes to keep you on track, simply do not read excessively from them).


Note: If you do a careful job with your journal, you will be able to draw on your journal in preparing this presentation.