Page 154 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

2. Deconstructing Media Texts
By the end of this course, students will:
Codes and Conventions
2.1 identify the codes and conventions used in media texts and explain how they help to cre- ate meaning (e.g., explain why the symbol of a rose appears in the logo of a company that sells skin products; explain why a close-up of a clenched fist is used to convey anger; identify how the colours of characters’ clothing are used to indicate heroic or villainous intent; explain why soft lighting is used in a scene of two people kissing; explain how background music is used to indicate danger in a movie; identify and explain the formulaic resolution of a typical family sitcom; chart the types of camera shots used in a television commercial)
Teacher prompts: “What do the types of cam- era shots in this soap opera suggest?” “What conventions of television journalism do entertainment news programs and sports broadcasts share?” “How do filmmakers use music in movies to influence the emotional reaction of the viewer?” “How does the opening title sequence in a television sitcom [situation comedy] draw the viewer in and foreshadow the content?”
Language and Point of View
2.2 analyse how the language, tone, and point of view used in media texts work to influence the interpretation of messages (e.g., analyse the language used in a sports broadcast and explain its purpose and effect; identify the use of euphemisms to promote a particular point of view in a press conference; analyse the language used in a politician’s campaign material and explain its effect; explain why comedians use exaggeration in their routines; describe how lan- guage and tone are used in warnings about copyright infringement on DVDs to convey the message effectively)
Teacher prompts: “Why is the term ‘collateral damage’ used instead of ‘civilian deaths’ in political press conferences?” “How and why does a television news anchor change his or her tone of voice and vocabulary depending on the news story being reported?”
Genre and Form
2.3 describe the characteristics of particular media genres and forms, and explain how they help to convey meaning and influence the audience (e.g., explain how the elements of a movie trailer for an action/adventure film create audience expectations; compare the design of tabloid and broadsheet newspapers and explain their appeal to specific audiences; describe the key features of a web page, such as hypertext and navigation toolbars, and identify their purpose; explain how and why a narrative has to be changed when it is translated from novel to film; explain the use of thought bubbles in a comic strip; explain how sampling from pop songs is used by a rap artist to create meaning; identify the key ingredients that are part of every reality television show, such as the underdog character, the“challenge”, the reward)
Teacher prompts: “Why do audiences enjoy the formulaic plots used in soap operas? Where else do you see this type of plot being used?” “Why do fashion magazines use a combination of photographs, graphics, and text? Why do these magazines include arti- cles about trends, clothing advertisements, and perfume samples?”
UNDERSTANDING AND INTERPRETING MEDIA TEXTS
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Media Studies
EMS3O