Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Dines, Gender, Race, and Class in Media, 5e
SAGE Publications, 2018
Course Projects
Part VI: Growing Up With Contemporary Media
1. Creating Prezi/PowerPoint Presentations: Students create research-based
presentations using either Prezi or PowerPoint around the suggested topics below. 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
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 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.
Topics Readings
2. Nielson Ratings: Have students conduct a mini-survey of their friends, family, and/or
peers to see how their own community’s TV viewing compares to the national averages.
Refer to the report at
3. Deconstructing an Alcohol Advertisement: In this article, students are to select
and analyze a print or video advertisement for alcohol 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
4. Teaching Unit: This assignment asks students to prepare a teaching unit on the
sexualization of females in pop culture that includes 12–15 claims/facts from class
material.
Instruct students to create a teaching unit on the sexualization of females in pop culture
to freshman college student. The teaching unit should provide illustrations/examples for
each of the claims/facts and may contradict or support them. They may be examples
Dines, Gender, Race, and Class in Media, 5e
SAGE Publications, 2018
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.
