VIDEO COMMENTS:
The video is a great example of how we as a society are
forcing people to fit into certain bubbles.
One of the first quotes the model said was that image is
superficial. Models are trying to fit
into a fake image in order to please the viewers of the program or the product
being displayed.
Another side of the movie I like is that the model addresses
the fact of people making judgments based upon first appearances. People can get away with things by the way
they look, while other individuals get blamed for situations they had no part
in. The first impressions made on an
individual can harm that person emotionally for years.
QUOTES:
“In the evolving
multimedia environment media literacy is arguably more important than ever.”
(Kellner & Share, 2005). People need to be medial literate so they can be
aware of the damage that can potentially occur.
The lady in the video is a prime example of how media has affected her
lifestyle and the way people look at her.
We should not be setting limits on what it takes to be certain role
models in society. One issue this can
create is a poor image. I have noticed
students who are doing all it takes to make themselves look like the models on
television.
“…Critical media literacy can promote multicultural
literacy…”. If people become media literate, then the doors to multicultural
literacy can be opened. The article goes
on to say that “…the need for media literacy that addresses the issue of
multicultural and social difference.” (Kellner & Share, 2005).
Teaching media literacy is important. Students should be aware of the impact media
can have on an individuals’ life. We as
a society are placing standards on media and expect them to meet our
needs. It should be a two way
street. We need to be careful of what we
expect because it can cause greater damage to the individual being portrayed,
or the person trying to meet the needs of the media.
Kellner, D., & Share, J. (2005). Toward critical media
literacy: Core. Discourse: studies in the cultural politics of education,
26(3), 369-386.
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