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Dines, Gender, Race, and Class in Media, 5e
SAGE Publications, 2018
Course Projects
Part V: Representing Sexualities
1. Deconstructing a Video Advertisement: In this article, students are to select and
analyze a video advertisement of their selection. The instructor can specify if the
analysis should be focused on gender, race, class, sexuality, ability, and so on. Remind
students that even if they are focusing on one category, such as race, that identities are
2. Creating Prezi/PowerPoint Presentations: Students create research-based
presentations using either Prezi or PowerPoint around the following topics. The
associated readings from the text are designed to get students started on the topic.
From there, they will need to gather more scholarly and popular press research to build
the content of their presentations. The topics are fairly broad, so students can narrow
down the focus as they deem relevant and interesting. Place students in five groups and
assign topics/readings. Presentations should be between 10 and 20 min and the
instructor should specify required number of references, images, and examples to be
included. If this assignment was used prior, the instructor should increase requirements
regarding time limit, references, images, and examples to make it more challenging for
the students and to scaffold on their skills.
Topic Reading
3. Creative Writing: This assignment asks students to illustrate 12–15 claims/facts from
class materials through a short story, poem(s), play, or song(s) of their own creation. It
builds on the Identifying Claims/Facts assignment from Part I.
4. Teaching Unit: This assignment asks students to prepare a teaching unit on dating
violence portrayed in film that includes 12–15 claims/facts from class material.
Dines, Gender, Race, and Class in Media, 5e
SAGE Publications, 2018
Instruct students to create a teaching unit on dating violence portrayed in film to junior
high or high school students. The teaching unit should provide illustrations/examples for
each of the claims/facts and may contradict or support them. They may be examples
from one’s own experience, observation, from the arts, the media, or one’s imagination.
Make clear to students the importance of defining terms, concepts, and theories at an
age-appropriate level.
