How To Deconstruct A Media Message 6q704a
This document was ed by and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this report form. Report 3i3n4
Overview 26281t
& View How To Deconstruct A Media Message as PDF for free.
More details 6y5l6z
- Words: 4,229
- Pages: 10
MEDIA LITERACY TOOLBOX
Media Literacy Concepts & Skills
How to Deconstruct a Media Message All media messages – TV shows, newspapers, movies, ments, etc. – are made or constructed by people. One of the most important media literacy skills is deconstruction – closely examining and “taking apart” media messages to understand how they work. Deconstructing a media message can help us understand who created the message, and who is intended to receive it. It can reveal how the media maker put together the message using words, images, sounds, design, and other elements. It can expose the point of view of media makers, their values, and their biases. It can also uncover hidden meanings – intended or unintended. There is no one “correct” way to deconstruct a media message – each of us interprets media differently, based on our own knowledge, beliefs, experiences, and values. Just be prepared to explain your interpretation.
Key concepts for deconstructing media - Source. All media messages are created. The creator could be an individual writer, photographer or blogger. In the case of a Hollywood movie, the scriptwriter, director, producer, and movie studio all play a role in creating the message. Ads are usually put together by ad agencies, but the “creator” is really the client – the company or organization that’s paying for the ad. The key point is: Whose message is this? Who has control over the content? - Audience. Media messages are intended to reach audiences. Some – like primetime TV shows - are designed to reach millions of people. Others – like a letter or email – may be intended only for one person. Most media messages are designed to reach specific groups of people – defined by age, gender, class, interests, and other factors – called the “target audience.” - Text. We often use the word “text” to mean “written words.” But in media literacy, “text” has a very different meaning. The text of any piece of media is what you actually see and/or hear. It can include written or spoken words, pictures, graphics, moving images, sounds, and the arrangement or sequence of all of these elements. Sometimes the text is called the “story” or “manifest text.” For most of us, the text of a piece of media is always the same. - Subtext. The “subtext” is an individual interpretation of a media message. It is sometimes called the “latent text.” The subtext is not actually heard or seen; it is the meaning we create from the text in our own minds. While media makers often create texts that suggest certain subtexts, each person creates their own subtext (interpretation) based on their previous experiences, knowledge, opinions, attitudes, and values. Thus, two people interpreting the same text can produce two very different subtexts. - Persuasion techniques. Media messages use a number of techniques to try to persuade us to believe or do something. If we can spot the techniques being used, we’re less likely to be persuaded, and more likely to think for ourselves. See the Language of Persuasion handout for a list of persuasion techniques and definitions.
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 2
- Point of view. No one tells the whole story. Everyone tells part of the story from their point of view. Deconstructing a media message can expose the values and biases of the media maker, and uncover powerful ideological and value messages.
Deconstructing a Media Message You can use the following questions to quickly deconstruct any media message. Use the basic deconstruction questions with beginners or younger learners, or when you only have a short amount of time. Use the intermediate or advanced deconstruction questions with other groups or when you have more time. Basic deconstruction questions 1. Whose message is this? Who created or paid for it? Why? 2. Who is the “target audience”? What are the clues (words, images, sounds, etc.)? 3. What “tools of persuasion” are used? 4. What part of the story is not being told? Intermediate deconstruction questions 1. Whose message is this? Who created or paid for it? Why? 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this? 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.) 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?) 5. What “tools of persuasion” are used? 6. What positive messages are presented? What negative messages are presented? 7. What part of the story is not being told? Advanced deconstruction questions 1. Whose message is this? Who created or paid for it? Why? 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this? 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.) 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?) 5. What kind of lifestyle is presented? Is it glamorized? How? www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 3
6. What values are expressed? 7. What “tools of persuasion” are used? 8. What positive messages are presented? What negative messages are presented? 9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests? 10. What part of the story is not being told? How and where could you get more information about the untold stories?
Sample Deconstruction 1 Bacardi cubicles
image
Basic deconstruction 1. Whose message is this? Who created or paid for it? Why?
Bacardi paid for this magazine ad to promote its brand of rum (a type of liquor). 2. Who is the “target audience”? What are the clues (words, images, sounds, etc.)?
Probably young adults, since that’s who we see in the ad. Perhaps people who work in cubicles. (A cubicle is a small workspace in an office, usually a desk with partitions around it. Many young entry-level office workers work in cubicles.) We see a racially and ethnically diverse group of men and women, so the ad might be targeting people of various racial/ethnic identities. 3. What “tools of persuasion” are used?
- Beautiful people. There are many good-looking people in this ad. - Bandwagon. Everyone in the photo is holding some sort of drink, presumably a drink with rum in it. This suggests that we should drink Bacardi rum, too. - Intensity. The ad calls Bacardi “the world’s great rum.” - Repetition. The people are all wearing black, white, red or pale green clothing. These just happen to be the same colors as the Bacardi label. 4. What part of the story is not being told?
- People don’t always have fun when they drink alcohol. Drinking alcohol can lead to getting sick, hangovers, unsafe sex, fights, car accidents, sexual assault, and many other unpleasant and dangerous situations. - Many people don’t drink alcohol, even though this ad suggests that everyone does. Intermediate deconstruction 1. Whose message is this? Who created or paid for it? Why?
Bacardi Limited, the maker of Bacardi rum, paid for this magazine ad to promote its brand.
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 4
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Probably young adults, since that’s who we see in the ad. Perhaps entry-level office workers, who often work in cubicles. We see a racially and ethnically diverse group of men and women, so the ad might be targeting people of various racial/ethnic identities. No one appears to be wearing a wedding ring, so the ad might be targeting singles. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
- A photograph of several people holding glasses containing colorful drinks. The people are all smiling and looking at the camera. - The words “CUBICLES BY DAY / BACARDI BY NIGHT” on a graphic that includes the Bacardi bat logo. - A small photograph of a Bacardi rum bottle. - The words “BACARDI: THE WORLD’S GREATEST RUM SINCE 1862” and some smaller text we can’t read. 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Some possibilities: - It’s fun to drink alcohol. - If you drink, you’ll have lots of friends. - Beautiful people drink Bacardi. - If you drink Bacardi, you’ll be beautiful, too. - Everyone drinks. - Alcohol helps people of different races to get along. - If you work in a cubicle, you should drink Bacardi. 5. What “tools of persuasion” are used?
- Beautiful people. There are many good-looking people in this ad. - Bandwagon. Everyone in the photo is holding some sort of drink, presumably a drink with rum in it. This suggests that we should drink Bacardi rum, too. - Intensity. The ad calls Bacardi “the world’s great rum.” - Repetition. The people are all wearing black, white, red or pale green clothing. These just happen to be the same colors as the Bacardi label. - Symbols. The Bacardi logo is a bat. The bat is a symbol of the night. - Nostalgia. The ad points out that Bacardi rum has been around since 1862, suggesting that a product that’s been around that long must be good. - Simple solution. Many people find working in a cubicle to be boring or frustrating. The ad suggests that drinking alcohol at night can compensate for the disappointments and frustrations of your day job. 6. What positive messages are presented? What negative messages are presented?
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 5
Positive: The ad suggests that men and women of various racial and ethnic identities can get along well together. In addition, everyone looks very healthy. Negative: People who drink alcohol at night to compensate for the disappointments and frustrations of a day job may be at risk for alcoholism. People who work in cubicles probably work there five days a week. The ad seems to suggest they should then drink five nights a week. (And then there’s the weekend…) 7. What part of the story is not being told?
- People don’t always have fun when they drink alcohol. Drinking alcohol can lead to getting sick, hangovers, unsafe sex, fights, car accidents, sexual assault, and many other unpleasant and dangerous situations. - Many people drink alone. (This can be an indicator of alcoholism.) - Many people don’t drink alcohol, even though this ad suggests that everyone does. Advanced deconstruction 1. Whose message is this? Who created or paid for it? Why?
Bacardi Limited, the maker of Bacardi rum, paid for this magazine ad to promote its brand to the target audience. 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Probably young adults, since that’s who we see in the ad. Perhaps entry-level office workers, who often work in cubicles. We see a racially and ethnically diverse group of men and women, so the ad might be targeting people of various racial/ethnic identities. No one appears to be wearing a wedding ring, so the ad might be targeting singles. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
- A photograph of several people holding glasses containing colorful drinks. The people are all smiling and looking at the camera. - The words “CUBICLES BY DAY / BACARDI BY NIGHT” on a graphic that includes the Bacardi bat logo. - A small photograph of a Bacardi rum bottle. - The words “BACARDI: THE WORLD’S GREATEST RUM SINCE 1862” and some smaller text we can’t read. 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Some possibilities: - It’s fun to drink alcohol. - If you drink, you’ll have lots of friends. - Beautiful people drink Bacardi. - If you drink Bacardi, you’ll be beautiful, too.
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 6
- Everyone drinks. - Alcohol helps people of different races to get along. - If you work in a cubicle, you should drink Bacardi. 5. What kind of lifestyle is presented? Is it glamorized? How?
The ad portrays a lifestyle of partying, in which alcohol plays a central role. The image is highly glamorized – everyone in the picture is young, attractive and physically-fit, they’re in close physical , and they all appear to be having a great time. 6. What values are expressed?
- Having fun with your friends is important; work isn’t. - Diversity is good. (Different kinds of people, different kinds of rum drinks.) 7. What “tools of persuasion” are used?
- Beautiful people. There are many good-looking people in this ad. - Bandwagon. Everyone in the photo is holding some sort of drink, presumably a drink with rum in it. This suggests that we should drink Bacardi rum, too. - Intensity. The ad calls Bacardi “the world’s great rum.” - Repetition. The people are all wearing black, white, red or pale green clothing. These just happen to be the same colors as the Bacardi label. - Symbols. The Bacardi logo is a bat. The bat is a symbol of the night. - Nostalgia. The ad points out that Bacardi rum has been around since 1862, suggesting that a product that’s been around that long must be good. - Simple solution. Many people find working in a cubicle to be boring or frustrating. The ad suggests that drinking alcohol at night can compensate for the disappointments and frustrations of your day job. 8. What positive messages are presented? What negative messages are presented?
Positive: The ad suggests that men and women of various racial and ethnic identities can get along well together. In addition, everyone looks very healthy. Negative: People who drink alcohol at night to compensate for the disappointments and frustrations of a day job may be at risk for alcoholism. People who work in cubicles probably work there five days a week. The ad seems to suggest they should then drink five nights a week. (And then there’s the weekend…) 9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
By promoting the consumption of Bacardi rum, this media message empowers people who own stock in Bacardi, Ltd., as well as the owners of companies that distribute and sell Bacardi products (bars, liquor stores, etc.) It disempowers people who work in cubicles because it suggests that their work is unsatisfying. To the extent that the ad promotes excessive alcohol consumption, it disempowers alcoholics, former alcoholics, and people at risk for alcoholism, as well as their families and friends. 10. What part of the story is not being told? How and where could you get more information about the untold stories?
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 7
- People don’t always have fun when they drink alcohol. Drinking alcohol can lead to getting sick, hangovers, unsafe sex, fights, car accidents, sexual assault, and many other unpleasant and dangerous situations. - Many people drink alone. (This can be an indicator of alcoholism.) - Many people don’t drink alcohol, even though this ad suggests that everyone does. One could obtain more information about these untold stories from organizations that address alcohol use and its effects, such as Alcoholics Anonymous, Mothers Against Drunk Driving, a local drug and alcohol treatment center, or a local health clinic.
Sample Deconstruction 2 Disney Affordable
video
Basic deconstruction 1. Whose message is this? Who created or paid for it? Why?
Disney paid for this to get families to visit Walt Disney World. 2. Who is the “target audience”? What are the clues (words, images, sounds, etc.)?
Families. We see a family and the travel package deal is for families. 3. What “tools of persuasion” are used?
-Explicit claims: They give the price of the vacation, which is $1,600. -Association: The ad connects happiness and magic to Disney. -Plain folks: This commercial shows an “ordinary” family, rather than a celebrity family. -Warm & fuzzy: This commercial is meant to make you feel good and uses magic (animation), animals (horses), happy children, music and more to make us feel this way. 4. What part of the story is not being told?
The carriage won’t really pick families up to go on vacation. Other costs for the vacation – such as plane tickets, food, taxes, etc. - are not included in the price. Intermediate deconstruction 1. Whose message is this? Who created or paid for it? Why?
Disney paid for this to get families to visit Walt Disney World. 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Kids and adults, white, middle to upper-class families and heterosexual couples that can afford big homes and family vacations, families who use the Internet, etc. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 8
There is a shooting star, we see a mom and dad looking at a computer, a boy and girl are looking out the window, it is night, horses and a carriage are racing towards the house, the Disney castle, Disney logo, fireworks, price stipulation at bottom of screen, etc. We hear music and a parents’ conversation. Mom: “Honey, look at this.” Dad: “Is it for all of us?” Mom: “Yeah”. Voiceover: “The magic begins when you realize you can afford a Disney vacation. Other affordable packages available all year long. Visit DisneyWorld.com/affordable.” 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Disney is affordable, magical, instantly gratifying and fun for the whole family. $1,600 is an affordable price for anyone. 5. What “tools of persuasion” are used?
-Explicit claims: They give the price of the vacation, which is $1,600. -Association: The ad connects happiness and magic to Disney. -Plain folks: This commercial shows an “ordinary” family, rather than a celebrity family. -Warm & fuzzy: This commercial is meant to make you feel good and uses magic (animation), animals (horses), happy children, music, and more to make us feel this way. - Symbols: The shooting star is a wish symbol and the twinkling light that moves, the carriage, and castle are symbols of Disney. -Nostalgia: The music in this commercial could invoke a nostalgic feeling and for many people, the Disney brand conjures up nostalgic feelings of seeing their animated films when they were young or possibly visiting one of their resorts. 6. What positive messages are presented? What negative messages are presented?
Positive message: A family having fun. Negative messages: vacation can be expensive; the boy is out of bed when he should be sleeping. 7. What part of the story is not being told?
The vacation is not $1,600, but will likely include other costs such as airfare, food, ground transportation, taxes and other fees, etc. Advanced deconstruction 1. Whose message is this? Who created or paid for it? Why?
Disney paid for this to get families to visit Walt Disney World and continue brand awareness. 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Kids and adults, white, able-bodied, middle- to upper-class families and heterosexual couples that can afford big homes and family vacations, families who use the Internet, etc. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 9
There is a shooting star, we see a mom and dad looking at a computer, a boy and girl are looking out the window, it is night, horses and a carriage are racing towards the house, the Disney castle, Disney logo, fireworks, price stipulation at bottom of screen, etc. We hear music and a parents’ conversation. Mom: “Honey, look at this.” Dad: “Is it for all of us?” Mom: “Yeah”. Voiceover: “The magic begins when you realize you can afford a Disney vacation. Other affordable packages available all year long. Visit DisneyWorld.com/affordable.” Text at the bottom of the screen reads: Price based on 2 adults, 1 junior and 1 child in a standard room most nights during value and regular season 2008. Excludes peak, summer and holiday seasons. Number of rooms allocated for this package maybe limited. Walt Disney Travel Co. CST 10222229-50. 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Disney is affordable, magical, instantly gratifying and fun for the whole family. $1,600 is an affordable price for anyone. Disney is a “family values” brand, something very American, a part of all of our lives, a dream vacation, a symbol of the “American dream”, etc. 5. What kind of lifestyle is presented? Is it glamorized? How?
A middle-class, average, American, happy, wholesome, and modern family lifestyle. It is glamorized with the magical symbols that come to them and become synonymous with their represented lifestyle. 6. What values are expressed?
Family values and American values due to their planned and branded vacation within the U.S. and the family we see on screen – a husband, wife, son and daughter living in a big house. 7. What “tools of persuasion” are used?
-Explicit claims: They give the price of the vacation, which is $1,600. -Association: The ad connects happiness and magic to Disney. -Plain folks: This commercial shows an “ordinary” family, rather than a celebrity family. -Warm & fuzzy: This commercial is meant to make you feel good and uses magic (animation), animals (horses), happy children, music and more to make us feel this way. - Symbols: The shooting star is a wish symbol and the twinkling light that moves, the carriage, and castle are symbols of Disney. -Nostalgia: The music in this commercial could invoke a nostalgic feeling and more many people the Disney brand conjures up nostalgic feelings of seeing their animated films when they were young or possibly visiting one of their resorts. -Card stacking: This vacation is presented as magical, fun and for only $1,600. The stress of traveling and other fees such as taxes, food and transportation is not mentioned. -Timing: This ad aired in the fall when the summer traveling season slows down. It attempts to get people to visit Disney World during a slower time of year. 8. What positive messages are presented? What negative messages are presented?
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 10
Positive message: A family having fun. Negative messages: vacations can be expensive, the boy is out of bed when he should be sleeping, the family’s vacation is entirely branded, etc. 9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
This message empowers families similar to the one we see on screen – white middle-class, able-bodied families and heterosexual couples who can afford a big house, a laptop, Internet, family vacations, etc. It disempowers all those who do not identify with this description, specifically those that can’t afford to take this type of vacation and want to. This message serves Disney’s interests because they are targeting those that can afford this vacation, which means more profits for the Walt Disney Company. 10. What part of the story is not being told? How and where could you get more information about the untold stories?
Disney is not just one vacation resort, but several resorts located around the world and one of the largest media conglomerates in the world, making billions in revenue annually. The Walt Disney Company owns the ABC Television Network, multiple cable networks, radio stations, magazines, record companies, publishing companies, film production companies, consumer products, and more. For more information see the media ownership chart located on this disc.
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
Media Literacy Concepts & Skills
How to Deconstruct a Media Message All media messages – TV shows, newspapers, movies, ments, etc. – are made or constructed by people. One of the most important media literacy skills is deconstruction – closely examining and “taking apart” media messages to understand how they work. Deconstructing a media message can help us understand who created the message, and who is intended to receive it. It can reveal how the media maker put together the message using words, images, sounds, design, and other elements. It can expose the point of view of media makers, their values, and their biases. It can also uncover hidden meanings – intended or unintended. There is no one “correct” way to deconstruct a media message – each of us interprets media differently, based on our own knowledge, beliefs, experiences, and values. Just be prepared to explain your interpretation.
Key concepts for deconstructing media - Source. All media messages are created. The creator could be an individual writer, photographer or blogger. In the case of a Hollywood movie, the scriptwriter, director, producer, and movie studio all play a role in creating the message. Ads are usually put together by ad agencies, but the “creator” is really the client – the company or organization that’s paying for the ad. The key point is: Whose message is this? Who has control over the content? - Audience. Media messages are intended to reach audiences. Some – like primetime TV shows - are designed to reach millions of people. Others – like a letter or email – may be intended only for one person. Most media messages are designed to reach specific groups of people – defined by age, gender, class, interests, and other factors – called the “target audience.” - Text. We often use the word “text” to mean “written words.” But in media literacy, “text” has a very different meaning. The text of any piece of media is what you actually see and/or hear. It can include written or spoken words, pictures, graphics, moving images, sounds, and the arrangement or sequence of all of these elements. Sometimes the text is called the “story” or “manifest text.” For most of us, the text of a piece of media is always the same. - Subtext. The “subtext” is an individual interpretation of a media message. It is sometimes called the “latent text.” The subtext is not actually heard or seen; it is the meaning we create from the text in our own minds. While media makers often create texts that suggest certain subtexts, each person creates their own subtext (interpretation) based on their previous experiences, knowledge, opinions, attitudes, and values. Thus, two people interpreting the same text can produce two very different subtexts. - Persuasion techniques. Media messages use a number of techniques to try to persuade us to believe or do something. If we can spot the techniques being used, we’re less likely to be persuaded, and more likely to think for ourselves. See the Language of Persuasion handout for a list of persuasion techniques and definitions.
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 2
- Point of view. No one tells the whole story. Everyone tells part of the story from their point of view. Deconstructing a media message can expose the values and biases of the media maker, and uncover powerful ideological and value messages.
Deconstructing a Media Message You can use the following questions to quickly deconstruct any media message. Use the basic deconstruction questions with beginners or younger learners, or when you only have a short amount of time. Use the intermediate or advanced deconstruction questions with other groups or when you have more time. Basic deconstruction questions 1. Whose message is this? Who created or paid for it? Why? 2. Who is the “target audience”? What are the clues (words, images, sounds, etc.)? 3. What “tools of persuasion” are used? 4. What part of the story is not being told? Intermediate deconstruction questions 1. Whose message is this? Who created or paid for it? Why? 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this? 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.) 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?) 5. What “tools of persuasion” are used? 6. What positive messages are presented? What negative messages are presented? 7. What part of the story is not being told? Advanced deconstruction questions 1. Whose message is this? Who created or paid for it? Why? 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this? 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.) 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?) 5. What kind of lifestyle is presented? Is it glamorized? How? www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 3
6. What values are expressed? 7. What “tools of persuasion” are used? 8. What positive messages are presented? What negative messages are presented? 9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests? 10. What part of the story is not being told? How and where could you get more information about the untold stories?
Sample Deconstruction 1 Bacardi cubicles
image
Basic deconstruction 1. Whose message is this? Who created or paid for it? Why?
Bacardi paid for this magazine ad to promote its brand of rum (a type of liquor). 2. Who is the “target audience”? What are the clues (words, images, sounds, etc.)?
Probably young adults, since that’s who we see in the ad. Perhaps people who work in cubicles. (A cubicle is a small workspace in an office, usually a desk with partitions around it. Many young entry-level office workers work in cubicles.) We see a racially and ethnically diverse group of men and women, so the ad might be targeting people of various racial/ethnic identities. 3. What “tools of persuasion” are used?
- Beautiful people. There are many good-looking people in this ad. - Bandwagon. Everyone in the photo is holding some sort of drink, presumably a drink with rum in it. This suggests that we should drink Bacardi rum, too. - Intensity. The ad calls Bacardi “the world’s great rum.” - Repetition. The people are all wearing black, white, red or pale green clothing. These just happen to be the same colors as the Bacardi label. 4. What part of the story is not being told?
- People don’t always have fun when they drink alcohol. Drinking alcohol can lead to getting sick, hangovers, unsafe sex, fights, car accidents, sexual assault, and many other unpleasant and dangerous situations. - Many people don’t drink alcohol, even though this ad suggests that everyone does. Intermediate deconstruction 1. Whose message is this? Who created or paid for it? Why?
Bacardi Limited, the maker of Bacardi rum, paid for this magazine ad to promote its brand.
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 4
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Probably young adults, since that’s who we see in the ad. Perhaps entry-level office workers, who often work in cubicles. We see a racially and ethnically diverse group of men and women, so the ad might be targeting people of various racial/ethnic identities. No one appears to be wearing a wedding ring, so the ad might be targeting singles. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
- A photograph of several people holding glasses containing colorful drinks. The people are all smiling and looking at the camera. - The words “CUBICLES BY DAY / BACARDI BY NIGHT” on a graphic that includes the Bacardi bat logo. - A small photograph of a Bacardi rum bottle. - The words “BACARDI: THE WORLD’S GREATEST RUM SINCE 1862” and some smaller text we can’t read. 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Some possibilities: - It’s fun to drink alcohol. - If you drink, you’ll have lots of friends. - Beautiful people drink Bacardi. - If you drink Bacardi, you’ll be beautiful, too. - Everyone drinks. - Alcohol helps people of different races to get along. - If you work in a cubicle, you should drink Bacardi. 5. What “tools of persuasion” are used?
- Beautiful people. There are many good-looking people in this ad. - Bandwagon. Everyone in the photo is holding some sort of drink, presumably a drink with rum in it. This suggests that we should drink Bacardi rum, too. - Intensity. The ad calls Bacardi “the world’s great rum.” - Repetition. The people are all wearing black, white, red or pale green clothing. These just happen to be the same colors as the Bacardi label. - Symbols. The Bacardi logo is a bat. The bat is a symbol of the night. - Nostalgia. The ad points out that Bacardi rum has been around since 1862, suggesting that a product that’s been around that long must be good. - Simple solution. Many people find working in a cubicle to be boring or frustrating. The ad suggests that drinking alcohol at night can compensate for the disappointments and frustrations of your day job. 6. What positive messages are presented? What negative messages are presented?
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 5
Positive: The ad suggests that men and women of various racial and ethnic identities can get along well together. In addition, everyone looks very healthy. Negative: People who drink alcohol at night to compensate for the disappointments and frustrations of a day job may be at risk for alcoholism. People who work in cubicles probably work there five days a week. The ad seems to suggest they should then drink five nights a week. (And then there’s the weekend…) 7. What part of the story is not being told?
- People don’t always have fun when they drink alcohol. Drinking alcohol can lead to getting sick, hangovers, unsafe sex, fights, car accidents, sexual assault, and many other unpleasant and dangerous situations. - Many people drink alone. (This can be an indicator of alcoholism.) - Many people don’t drink alcohol, even though this ad suggests that everyone does. Advanced deconstruction 1. Whose message is this? Who created or paid for it? Why?
Bacardi Limited, the maker of Bacardi rum, paid for this magazine ad to promote its brand to the target audience. 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Probably young adults, since that’s who we see in the ad. Perhaps entry-level office workers, who often work in cubicles. We see a racially and ethnically diverse group of men and women, so the ad might be targeting people of various racial/ethnic identities. No one appears to be wearing a wedding ring, so the ad might be targeting singles. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
- A photograph of several people holding glasses containing colorful drinks. The people are all smiling and looking at the camera. - The words “CUBICLES BY DAY / BACARDI BY NIGHT” on a graphic that includes the Bacardi bat logo. - A small photograph of a Bacardi rum bottle. - The words “BACARDI: THE WORLD’S GREATEST RUM SINCE 1862” and some smaller text we can’t read. 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Some possibilities: - It’s fun to drink alcohol. - If you drink, you’ll have lots of friends. - Beautiful people drink Bacardi. - If you drink Bacardi, you’ll be beautiful, too.
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 6
- Everyone drinks. - Alcohol helps people of different races to get along. - If you work in a cubicle, you should drink Bacardi. 5. What kind of lifestyle is presented? Is it glamorized? How?
The ad portrays a lifestyle of partying, in which alcohol plays a central role. The image is highly glamorized – everyone in the picture is young, attractive and physically-fit, they’re in close physical , and they all appear to be having a great time. 6. What values are expressed?
- Having fun with your friends is important; work isn’t. - Diversity is good. (Different kinds of people, different kinds of rum drinks.) 7. What “tools of persuasion” are used?
- Beautiful people. There are many good-looking people in this ad. - Bandwagon. Everyone in the photo is holding some sort of drink, presumably a drink with rum in it. This suggests that we should drink Bacardi rum, too. - Intensity. The ad calls Bacardi “the world’s great rum.” - Repetition. The people are all wearing black, white, red or pale green clothing. These just happen to be the same colors as the Bacardi label. - Symbols. The Bacardi logo is a bat. The bat is a symbol of the night. - Nostalgia. The ad points out that Bacardi rum has been around since 1862, suggesting that a product that’s been around that long must be good. - Simple solution. Many people find working in a cubicle to be boring or frustrating. The ad suggests that drinking alcohol at night can compensate for the disappointments and frustrations of your day job. 8. What positive messages are presented? What negative messages are presented?
Positive: The ad suggests that men and women of various racial and ethnic identities can get along well together. In addition, everyone looks very healthy. Negative: People who drink alcohol at night to compensate for the disappointments and frustrations of a day job may be at risk for alcoholism. People who work in cubicles probably work there five days a week. The ad seems to suggest they should then drink five nights a week. (And then there’s the weekend…) 9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
By promoting the consumption of Bacardi rum, this media message empowers people who own stock in Bacardi, Ltd., as well as the owners of companies that distribute and sell Bacardi products (bars, liquor stores, etc.) It disempowers people who work in cubicles because it suggests that their work is unsatisfying. To the extent that the ad promotes excessive alcohol consumption, it disempowers alcoholics, former alcoholics, and people at risk for alcoholism, as well as their families and friends. 10. What part of the story is not being told? How and where could you get more information about the untold stories?
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 7
- People don’t always have fun when they drink alcohol. Drinking alcohol can lead to getting sick, hangovers, unsafe sex, fights, car accidents, sexual assault, and many other unpleasant and dangerous situations. - Many people drink alone. (This can be an indicator of alcoholism.) - Many people don’t drink alcohol, even though this ad suggests that everyone does. One could obtain more information about these untold stories from organizations that address alcohol use and its effects, such as Alcoholics Anonymous, Mothers Against Drunk Driving, a local drug and alcohol treatment center, or a local health clinic.
Sample Deconstruction 2 Disney Affordable
video
Basic deconstruction 1. Whose message is this? Who created or paid for it? Why?
Disney paid for this to get families to visit Walt Disney World. 2. Who is the “target audience”? What are the clues (words, images, sounds, etc.)?
Families. We see a family and the travel package deal is for families. 3. What “tools of persuasion” are used?
-Explicit claims: They give the price of the vacation, which is $1,600. -Association: The ad connects happiness and magic to Disney. -Plain folks: This commercial shows an “ordinary” family, rather than a celebrity family. -Warm & fuzzy: This commercial is meant to make you feel good and uses magic (animation), animals (horses), happy children, music and more to make us feel this way. 4. What part of the story is not being told?
The carriage won’t really pick families up to go on vacation. Other costs for the vacation – such as plane tickets, food, taxes, etc. - are not included in the price. Intermediate deconstruction 1. Whose message is this? Who created or paid for it? Why?
Disney paid for this to get families to visit Walt Disney World. 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Kids and adults, white, middle to upper-class families and heterosexual couples that can afford big homes and family vacations, families who use the Internet, etc. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 8
There is a shooting star, we see a mom and dad looking at a computer, a boy and girl are looking out the window, it is night, horses and a carriage are racing towards the house, the Disney castle, Disney logo, fireworks, price stipulation at bottom of screen, etc. We hear music and a parents’ conversation. Mom: “Honey, look at this.” Dad: “Is it for all of us?” Mom: “Yeah”. Voiceover: “The magic begins when you realize you can afford a Disney vacation. Other affordable packages available all year long. Visit DisneyWorld.com/affordable.” 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Disney is affordable, magical, instantly gratifying and fun for the whole family. $1,600 is an affordable price for anyone. 5. What “tools of persuasion” are used?
-Explicit claims: They give the price of the vacation, which is $1,600. -Association: The ad connects happiness and magic to Disney. -Plain folks: This commercial shows an “ordinary” family, rather than a celebrity family. -Warm & fuzzy: This commercial is meant to make you feel good and uses magic (animation), animals (horses), happy children, music, and more to make us feel this way. - Symbols: The shooting star is a wish symbol and the twinkling light that moves, the carriage, and castle are symbols of Disney. -Nostalgia: The music in this commercial could invoke a nostalgic feeling and for many people, the Disney brand conjures up nostalgic feelings of seeing their animated films when they were young or possibly visiting one of their resorts. 6. What positive messages are presented? What negative messages are presented?
Positive message: A family having fun. Negative messages: vacation can be expensive; the boy is out of bed when he should be sleeping. 7. What part of the story is not being told?
The vacation is not $1,600, but will likely include other costs such as airfare, food, ground transportation, taxes and other fees, etc. Advanced deconstruction 1. Whose message is this? Who created or paid for it? Why?
Disney paid for this to get families to visit Walt Disney World and continue brand awareness. 2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Kids and adults, white, able-bodied, middle- to upper-class families and heterosexual couples that can afford big homes and family vacations, families who use the Internet, etc. 3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 9
There is a shooting star, we see a mom and dad looking at a computer, a boy and girl are looking out the window, it is night, horses and a carriage are racing towards the house, the Disney castle, Disney logo, fireworks, price stipulation at bottom of screen, etc. We hear music and a parents’ conversation. Mom: “Honey, look at this.” Dad: “Is it for all of us?” Mom: “Yeah”. Voiceover: “The magic begins when you realize you can afford a Disney vacation. Other affordable packages available all year long. Visit DisneyWorld.com/affordable.” Text at the bottom of the screen reads: Price based on 2 adults, 1 junior and 1 child in a standard room most nights during value and regular season 2008. Excludes peak, summer and holiday seasons. Number of rooms allocated for this package maybe limited. Walt Disney Travel Co. CST 10222229-50. 4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Disney is affordable, magical, instantly gratifying and fun for the whole family. $1,600 is an affordable price for anyone. Disney is a “family values” brand, something very American, a part of all of our lives, a dream vacation, a symbol of the “American dream”, etc. 5. What kind of lifestyle is presented? Is it glamorized? How?
A middle-class, average, American, happy, wholesome, and modern family lifestyle. It is glamorized with the magical symbols that come to them and become synonymous with their represented lifestyle. 6. What values are expressed?
Family values and American values due to their planned and branded vacation within the U.S. and the family we see on screen – a husband, wife, son and daughter living in a big house. 7. What “tools of persuasion” are used?
-Explicit claims: They give the price of the vacation, which is $1,600. -Association: The ad connects happiness and magic to Disney. -Plain folks: This commercial shows an “ordinary” family, rather than a celebrity family. -Warm & fuzzy: This commercial is meant to make you feel good and uses magic (animation), animals (horses), happy children, music and more to make us feel this way. - Symbols: The shooting star is a wish symbol and the twinkling light that moves, the carriage, and castle are symbols of Disney. -Nostalgia: The music in this commercial could invoke a nostalgic feeling and more many people the Disney brand conjures up nostalgic feelings of seeing their animated films when they were young or possibly visiting one of their resorts. -Card stacking: This vacation is presented as magical, fun and for only $1,600. The stress of traveling and other fees such as taxes, food and transportation is not mentioned. -Timing: This ad aired in the fall when the summer traveling season slows down. It attempts to get people to visit Disney World during a slower time of year. 8. What positive messages are presented? What negative messages are presented?
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
MEDIA LITERACY TOOLBOX Media Literacy Concepts & Skills How to Deconstruct a Media Message – p. 10
Positive message: A family having fun. Negative messages: vacations can be expensive, the boy is out of bed when he should be sleeping, the family’s vacation is entirely branded, etc. 9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
This message empowers families similar to the one we see on screen – white middle-class, able-bodied families and heterosexual couples who can afford a big house, a laptop, Internet, family vacations, etc. It disempowers all those who do not identify with this description, specifically those that can’t afford to take this type of vacation and want to. This message serves Disney’s interests because they are targeting those that can afford this vacation, which means more profits for the Walt Disney Company. 10. What part of the story is not being told? How and where could you get more information about the untold stories?
Disney is not just one vacation resort, but several resorts located around the world and one of the largest media conglomerates in the world, making billions in revenue annually. The Walt Disney Company owns the ABC Television Network, multiple cable networks, radio stations, magazines, record companies, publishing companies, film production companies, consumer products, and more. For more information see the media ownership chart located on this disc.
www.nmmlp.org
© 2007 New Mexico Media Literacy Project
Related Documents 3h463d
How To Deconstruct A Media Message 6q704a
January 2022 0
Message To A Stranger g1427
September 2021 0
Message To A Stranger g1427
September 2021 0
Message To My Girl 6q605i
July 2022 0
A Message To You, Rudy - 3 Horns 522p1k
November 2021 0
A Message To You Rudy - Trombone Solo 6i24i
November 2019 339More Documents from "Farhan Zafar Shah" 651z9
How To Deconstruct A Media Message 6q704a
January 2022 0
Kks 3v3i48
December 2019 93
Iec 62271-200 Switchgear 1x6g5n
October 2022 0
Damping Resistor 1449
December 2019 45
011023-mi-comparison Iec 62271-100 And 60056 1m1s4u
April 2022 0