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Why Comics? AS/A Level Media Studies Lesson Plan
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Why Comics? AS/A Level Media Studies Lesson Plan
Why Comics? AS/A Level (age 16-18) Media Studies Lesson Plan: Media Representation of Refugees
IntroductionLooking to engage your students in contemporary human rights and social issues? Based at SOAS University of London, Why Comics? Education Charity brings contemporary humanitarian and social issues into the classroom (such as racism, conflict, migration, trafficking and climate change) through interactive literary comic books based on real-life testimony.
Our free easy-to-use KS2-5 resources build empathy and enhance learning for 7-18-year-old students and teachers alike, alongside UK national-curriculum relevant lesson plans to support multiple subjects.
Each sample UK National Curriculum based Lesson Plan is provided as a Word.doc – so you can use it as a building block. Please feel free to adjust the content to suit your teaching style and students’ needs, all the content is only suggested.
Our innovative resources help enhance learning to support multiple subjects (such as English, ESOL, Personal, Social, Health and Economic [PSHE] education, Citizenship Studies, Art, Media Studies and Geography). Our support materials are intended to inspire teachers and enhance teaching practices and different ideas.
Why Comics? resources are embedded with a wealth of age-appropriate contextual multimedia (such as news articles, maps, videos, infographics and reports) to educate and inspire pupils across a wide demographic.
Our materials encourage learners to make connections between their own lives and the lives of others throughout the world, promoting critical and reflective thinking on vital global themes. In this way, Why Comics? can help combat racism and intolerance in schools.
Already, over 600 schools in 27 countries have provided detailed feedback on our free interactive educational resources to overwhelmingly positive feedback. From September 2017, our materials will be disseminated to over 25,000 schools worldwide.
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Suggested Why Comics? AS and A Level Media Studies Lesson Plan
Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.
Please email [email protected] for more information. Thank you.Why Comics? Charity number – 1172791
Table of Contents
Introduction.................................................................................................................................2
Table of Contents.........................................................................................................................3
UK National Curriculum Media Studies requirements..................................................................3
Media Representation of Refugees: Learning through Literary Comics.........................................4Aims.....................................................................................................................................................4Learning Objectives..............................................................................................................................5
Lesson plan 1...............................................................................................................................5
Follow-up Lesson Plan..................................................................................................................6Aims.....................................................................................................................................................6Learning objectives...............................................................................................................................6
Lesson Plan 2...............................................................................................................................7
Feedback.....................................................................................................................................7
Future Plans.................................................................................................................................7Who backs Why Comics? - About PositiveNegatives..............................................................................8
UK National Curriculum Media Studies requirements:[Source: UK Gov A Level Media Studies Subject content and assessment objectives]
Aims and objectives AS and A Level specifications in Media Studies must enable students to:
demonstrate skills of enquiry, critical thinking, decision-making and analysis demonstrate a critical approach to media issues demonstrate appreciation and critical understanding of the media and their role both historically
and currently in society, culture, politics and the economy develop an understanding of the dynamic and changing relationships between media forms,
products, media industries and audiences demonstrate knowledge and understanding of the global nature of the media apply theoretical knowledge and specialist subject specific terminology to analyse and compare
media products and the contexts in which they are produced and consumed in order to make informed arguments, reach substantiated judgements and draw conclusions about media issues
engage in critical debate about academic theories used in media studies appreciate how theoretical understanding supports practice and practice supports theoretical
understanding demonstrate sophisticated practical skills by providing opportunities for creative media production
Media representation 3
Suggested Why Comics? AS and A Level Media Studies Lesson Plan
the way events, issues, individuals (including self-representation) and social groups (including social identity) are represented through processes of selection and combination
the way the media through re-presentation construct versions of reality the processes which lead media producers to make choices about how to represent events, issues,
individuals and social groups the effect of social and cultural context on representations how and why stereotypes can be used positively and negatively how and why particular social groups, in a national and global context, may be under-represented
or misrepresented how media representations convey values, attitudes and beliefs about the world and how these
may be systematically reinforced across a wide range of media representations how audiences respond to and interpret media representations
In addition, A Level specifications must require students to demonstrate knowledge and understanding of:
the way in which representations make claims about realism the impact of industry contexts on the choices media producers make about how to represent
events, issues, individuals and social groups the effect of historical context on representations how representations may invoke discourses and ideologies and position audiences how audience responses to and interpretations of media representations reflect social, cultural and
historical circumstances
Please note teaching notes are in purple.
Lesson Plan: The Media Representation of Refugees
Here is a suggested introductory lesson plan about refugees, migration and issues of Media representation told through Abike, Almaz, Antoni, Dana, Hasko, Khalid, Mohammed, Sagal, Zein or Nadia’s eyes. It is 50 mins long consisting of a reading in class, followed by group discussion and an assigned homework. We have also included ideas for a follow-up lesson. The class can either read the comic collectively via projector, or at home via the web (www.whycomics.org/comics).
This lesson will provide students with an understanding of the Media representation of refugees, using an individual refugee’s story to contrast the misrepresentation of refugees currently present in the media. Students will explore how and why specific Media representations are created. Students will critically evaluate the reasons refugees may be misrepresented in the Media and will explore the role of stereotyping in the Media.
Media Representation of Refugees: Learning through Literary Comics
Aims:
This lesson will explore the misrepresentation of refugees currently present in the Media.
Students will examine what Media representation is;
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Suggested Why Comics? AS and A Level Media Studies Lesson Plan
Students will examine the key terms of Media representation and how representation is formed;
Students will examine the current refugee stereotypes and misrepresentation present in the Media;
Students will explore the outcomes of misrepresentation.
Learning Objectives:
By the end of the session, students will be able to:
Define stereotyping and Media representation; Understand the key terms of Media representation and understand how representation is
formed; Identify misrepresentation of refugees in the Media; Understand some of the outcomes of the misrepresentation of refugees (e.g. lack of
acceptance or public anger)
Lesson plan 1:
1. Read through Abike, Almaz, Antoni, Daria, Hasko, Khalid, Mohammed, Sagal, Zein or Nadia’s story as a group - Project the story in class and go through the comic panel by panel. Explore the additional resources in the interactive boxes dispersed throughout the comic. (20 mins)
Teacher note: As a bridge to the lesson’s main activity, highlight the way the media representation of refugees may make the public less enthusiastic about helping refugees like Merha, Abike, Almaz, Antoni, Daria, Hasko, Khalid, Mohammad, or Nadia.
2. Class Discussion – What is media representation? Show a short video describing media representation. Then go through each of the key terms below to explain how a representation in the media is created. (25 mins)
Teacher's note: Key terms in Representation[Source: BBC Education Guide]
Construction. This is the way a media text is put together. In a film or television programme this includes the editing and choice of camera angles, in a magazine or newspaper it includes the layout and writing as well as the choice of images.
Mediation. This is the process everything goes through before it reaches an audience. This can be how a film script is written and re-written before it makes it to production, how newspaper or magazine photographs are cropped and captioned, or how real life events - like a protest or a speech by a politician - are portrayed in a news report.
Selection. This refers to what has been selected to include in a media text. This can be particularly important in newspaper articles, where selecting certain facts over others can change the angle of a story; what is omitted is sometimes as important as what is included.
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Suggested Why Comics? AS and A Level Media Studies Lesson Plan
Anchorage. These are the words that go along with images to give those pictures a certain meaning in a specific context. This includes captions and headlines in newspapers and taglines in adverts or on film posters.
Stereotypes. These are a simplified representation of a person, groups of people or a place, through basic or obvious characteristics - which are often exaggerated. For example, Vicky Pollard from Little Britain is a stereotypical example of a working class teenage girl. They can be used to describe characters quickly, relying on existing audience recognition. Stereotypes are dangerous as they can lead audiences to generalisation about people or places.
Ideology. These are ideas and beliefs, held by media producers, which are often represented in their media texts. In a newspaper, the ideology of the owner or senior editors could influence the way certain stories are represented, such as lending support to a particular political party. In a documentary about asylum seekers, the representation of their story could be influenced by the ideology of the filmmaker or producer.
3. Homework – Ask the students to look for one article, which negatively reflects refugees. Ask the students to write a critical and descriptive evaluation of the representation of refugees in the article using each of the ‘key terms’ above. (5 mins)
Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.
Please email [email protected] for more information. Thank you.
Follow-up Lesson Plan Stereotyping
Aims: This session will explore stereotyping in more depth, including both the functions and the dangers of stereotyping.
Students will examine what stereotyping is and its role in the Media; Students will examine the functions and the dangers of stereotyping; Students will explore some of the reasons for negative stereotyping of refugees; Students will compare and contrast the representation of refugees in the media with
Merha, Almaz, Antoni, Daria, Hasko, Khalid, Mohammad, Nadia or Abike’s Story.
Learning objectives: By the end of the session, students will be able to:
Define the term 'stereotype' and understand its role in the Media; Identify some of the functions and dangers of stereotyping; Understand some of the reasons for negative stereotyping of refugees in the Media;
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Suggested Why Comics? AS and A Level Media Studies Lesson Plan
Identify Media stereotypes of refugees and recognise the ways in which they may differ from individual stories such as Merha, Almaz, Antoni, Daria, Hasko, Khalid, Mohammad, Nadia or Abike’s Story.
Lesson Plan 2:
1. Summarise the previous lesson: recap on the comic and what the class discussed. (5 mins)
2. Explain the role of stereotyping in the media: What is a stereotype and where does it come from? Explain both the functions and the dangers of stereotyping. (15 mins)
Teacher's note: StereotypingContinue to use the BBC Bitesize guide for more information on stereotyping of age,
gender and ethnic, national and regional identity.3. Group Discussion: Ask the class to split into groups to discuss some of the reasons why
refugees may be stereotyped in a negative way. (This may include the political, social and cultural context as well as the purposes of the producers). (25 mins)
4. Homework: Ask the class to write an analytical piece comparing and contrasting the negative representation of refugees found in last week’s homework with Merha, Almaz, Antoni, Daria, Hasko, Khalid, Mohammad, Nadia or Abike’s Story. (5 mins)
FeedbackPlease help us by filling out a short anonymous SurveyMonkey questionnaire for our funders. This will help keep our great resources free. We will be happy to hear about how it works in the classroom, and are keen to receive any comments or feedback.
We are particularly interested if you would like to receive more resources like this. If so please include on the SurveyMonkey questionnaire which topics you would like us to cover (e.g. Divorce, Migration, Racism/Prejudice, Cyber/Bullying, Identity, Memory, Racism, Conflict, Natural Disasters, Human Trafficking/Slavery, Asylum/Refugees, Homelessness, Climate Change, Remittances & Migrant Workers, and Drug Trafficking & Addiction).
We are also interested to have feedback from pupils so if it is possible, please pass on the SurveyMonkey questionnaire link to them as well. Many thanks again, your help is most appreciated.
Future Plans
Over the coming year, we’re intending to expand our bank of database for KS2 (age 7-11) and KS3 (age 11-14) and KS4-5 (age 14-18) and their teachers, and produce national curriculum based accompanying lesson plans for multiple subjects. You can view all our resources on our Teachers Resources page.
We will continue to design and test our resources to ensure that they are made by teachers for teachers.
If you would like any more information or would like to be involved further, please contact [email protected]. Thank you.
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Suggested Why Comics? AS and A Level Media Studies Lesson Plan
With very best wishes,
Dr Benjamin Dix
Director: Why Comics? Education CharitySenior Fellow: SOAS University of London
Web: http://www.whycomics.org/Email: [email protected] Twitter and Instagram: @WhyComicsOrg Facebook: Why Comics? Education Charity
Why Comics? Education Charity is based at the Faber Building, SOAS University of London.Why Comics? Charity number - 1172791
Who backs Why Comics? - About PositiveNegatives
The award-winning non-profit PositiveNegatives produce literary comics, animations and podcasts about contemporary social and human rights issues. We combine ethnographic research with illustration and photography, adapting personal testimonies into art, education and advocacy materials. Since 2012, PositiveNegatives has worked extensively for over four years for an array of international organisations such as United Nations (UN), Overseas Development Institute (ODI), Open Society Foundations (OSF), The Nobel Peace Centre, The Guardian, BBC, and with leading academic institutions such as; Harvard South Asia Centre, SOAS University of London and University of Sussex.
Our work endeavours to combine literature, journalism and education. Visual story-telling engages audiences of all ages, backgrounds and levels of literacy. Approaching subjects like conflict and forced migration through the prism of personal narratives emotionally engages general readers and students alike. We have developed comics from research, policy papers and first hand testimonies for organisations such as these and many more. Each comic has reached millions of viewers, and many have been translated into multiple languages reaching diverse international stakeholders.
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