Media Analysis and Evaluation Project
A. Amanda Mills and Cassidy Milosh
B. Connection to Curriculum
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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 nonverbal communication elements.
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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.
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“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
http://www.youtube.com/watch?v=BsVVs64ZtGo
http://www.youtube.com/watch?v=lbq27ZgRsl8
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.)