Discover sociology. Read pages 293–303 of textbook and make notes. Establish key terms. Explore representations of different groups. Develop an understanding of the ways in which the media can shape our understanding about different groups. 1 hour activity introducing the key topic area. Discussion about representations and stereotyping. Outline key concept – media gaze, linking to the concept of male gaze. Examine what is meant by symbolic annihilation – discuss the work of Gerbner and Gross. Research task – students to work in six groups to examine how different groups tend to be presented in different ways – one group per category (age, social class, ethnicity, gender, sexuality and disability). Students to present their findings to the group and students to make notes on each other’s presentations. Week 7 Topic Learning objectives Time taken Learning activity Resources representations of age, social class, ethnicity, gender, sexuality and disability Review key concepts. Examine femininity, violence and the media. Develop an understanding of media representations of Islam post 9/11. 1 hour Concept definition exercise. Read through two Sociology review articles and create summary posters or information sheets representations of Islam post 9/11’ and ‘Femininity, violence and the media’. Students to create three questions per article and write them on post-it notes, they swap questions with their Sociology review articles: volume 21, Issue 3, February 2012, volume 22, Issue 3, February 2013
Summarise the key representations of each group. Develop an awareness of key theorists who discuss representations of class. Carousel activity – four tables to be positioned in the room, on each there will be information on one class (either upper, middle, working or underclass), students have 10 minutes at each table; they have to work in groups to summarise the information given. They move round the room so that they look at each group. Exit card – questions on representations of class. Review the representations of upper, middle, working and underclass. Compare and contrast the representations of the different groups. 1 hour Key questions on social class representations. planning – ‘Applying material from Item B and your knowledge, evaluate question on class representations’ (20 marks). essay – ‘Applying material from Item B and your knowledge, evaluate question on class representations’ (20 marks). Homework: and update the essay and read the article ‘Media depictions of the poor’. Scoopit quiz available on this Sociology review article, volume 22, Issue 3, February 2013 Week 8 Topic Learning objectives Time taken Learning activity Resources Media representations of age, social class, ethnicity, gender, Identify the main representations of gender. Examine the work of Connell and Wolf. 1 hour Cloze activity introducing representations of gender. Group work – students to look through a series of magazines aimed at women. Ask students to explore representations of women.
ridicule, object of violence, sinister and evil, incapable of participating in community life, as a burden. Identify examples within the media to consolidate these representations. Coloured circles – comprehension activity – students to pick a coloured circle, each circle has a question on which students have to answer. Work round the room until all coloured circles have been asked. Review key representations. Examine theoretical debates and key studies. Develop exam technique. 1 hour Questions based on disability re-cap. A3 split in to six sections – students to summarise each of the six topics in the relevant boxes. Students to plan the following essay from the specimen paper – Applying material from Item B and your knowledge, evaluate the view that the media portray women in a stereotypical way (20 marks) Homework: read chapters in textbook relating to representations. Re-do any essays that do not meet ATG (aspirational target grade). Scoopit quiz available on this topic. Extension – revision world. Discover sociology.
Distinguish the key features of the flow model. Examine the work of Katz and Lazarsfeld. Develop an understanding of the strengths and weaknesses of this model. 1 hour Paper based starter – summary grid review of the models looked at so far. Discuss the key features of this model and highlight how this model can be used to overcome the weaknesses of the hypodermic syringe model. Highlight how it sees the audience as both active and passive. Identify what is meant by an opinion leader. Ask students to draw a visual representation of the model. Research task – students to find three strengths of this model and three weaknesses. Revision schedule – start creating. Outline the key features of the encoding/decoding and reception analysis model. Develop an understanding of the selective filter model. Establish key criticisms of both models. 1 hour Paper based starter – review questions on models looked at so far. Examine the work of Hall and unpick the key concepts – encoding and decoding, dominant hegemonic viewpoint. Explore the work of Morley and look at how he applied the work of Hall. Discuss the way in which people may decode the media in one of three ways – preferred reading, negotiated reading and oppositional reading. Develop examples to support the different ways of decoding.
The new media and their significance for an understanding of the role of the media in contemporary society Identify what new media is. Explore the similarities and differences between new media and traditional media. Examine the key features of new media. 1 hour Kahoot quiz – new media. Students to identify key differences between new media and traditional media. Outline the work of Lister. Matched cards activity – students to match the 5 key features of new media (digitality, interactivity, hypertextuality, dispersal, virtuality) to the definition of it. Complete A3 sheet to show knowledge of what each feature means. Research task – students to research examples to illustrate each and add to the A3 sheet. Summarise the work of Lister on a post-it note. Identify who uses the new Examine the different types of stratification within the new media. Explore what is meant by the digital divide. 1 hour 30 minutes Questions on material covered in the last lesson. Identify who uses new media. Briefly refer to the work of Dutton and Blank. Create four work stations and assign students to work in one of the four stations, each station has information relating to stratification within the new media (social class inequalities, age differences, gender differences, location and the global digital divide). Students take it in turns to visit each station and make notes – they have 15 minutes at each station. Students to create a poster to represent the different inequalities in terms of accessing the new media.
Explore the work of Bivens. Examine the key effects of changes on traditional media. Identify the changing relationship with media ownership. 1 hour Concept grid summary of new media. Thought shower the effects of new media on traditional media. Comprehension activity outlining the work of Bivens and the significant changes in the traditional journalism of the ‘old’ media. Discuss the work of McNair. Define the term cultural chaos. Make links to agenda setting, churnalism, infotainment. Review the changing relationship with media ownership. check questions – students to answer 10 questions on the whiteboard. Identify the work of Curran and Seaton. Develop an understanding of the neophiliac view. Outline key concepts associated with this view 1 hour Cloze activity outlining the work of Curran and Seaton. Discussion of two viewpoints – optimists versus pessimists. Outline key components of the optimists/neophiliac view. Students to note down key views and develop and expand on the key arguments. Students to identify key concepts and complete concept grid independently. Homework: ‘outline and explain’ question linking to new media (10 marks).