Section 2 Media analysis and evaluation

INTRODUCTION

The music video for Everlong by Foo Fighters is a surreal and visually interesting piece of media that blends surrealism, horror, and comedy in one 4-minute and 52-second package. Directed by French filmmaker Michel Gondry, the video offers a unique storytelling experience that explores themes of love through a dreamlike narrative, all while keeping in line with Gondry’s “low budget” directing approach.

Through media literacy and critical analysis, Everlong offers a compelling case in using inventive and unconventional filmmaking style, one that’s made Michel Gondry famous. In this video, Gondry uses various visual metaphors, film techniques, and contextual references to deliver a striking piece of media complete with action, symbology, and emotion. Gondry’s distinctive cinematography and storytelling give us deeper insights on how media affects our waking and dreaming lives, how those influences affect our emotional states and perceptions, and how they engage the audience beyond just a song or music video itself.

This analysis will explore how the components of Everlong offer an interplay between both the musical and visual images while also reflecting on the influences on both Foo Fighters and Gondry. It will also investigate how the video does all this while keeping the audience intrigued and engaged.

This course requires students to analyze and evaluate the role of new media, technologies, and literacies for individuals, societies, and cultures. Emphasis is placed on understanding the form and language of a variety of texts, including print and non-print. Students develop perspectives regarding the socio-cultural contexts of media production, dissemination, consumption, interpretation, and effects, including an examination of media representations in both local and global contexts. Students will synthesize theoretical knowledge of literacies by using and creating with new media and technologies for multiple audiences and perspectives.

Apply frameworks for critically analyzing and evaluating media and technologies as socio-cultural forms.
Develop perspectives regarding the socio-cultural contexts of media production, dissemination, consumption, interpretation, and effects.
Synthesize theoretical knowledge of emerging literacies by using and creating with new media and technologies.
Identify the need for augmented literacy practices in the twenty-first century that respond to the changing roles and impacts of new media, technologies, and literacies in both local and global contexts.
Locate, identify, and utilize research and evidence about media and technologies as socio-cultural forms.

The purpose of this project is to demonstrate media literacy knowledge and expertise by creating a sequence of interconnected elements designed to deepen your understanding of media literacy concepts while also curating practical opportunities to apply them. Along with a home page featuring your professional bio and a References Section, your final project will consist of four main sections, each addressing a critical aspect of media literacy: (1) Persuasive Rationale for Media Literacy Education, (2) Media Analysis and Evaluation, (3) Decoding Sequence, and (4) Critical Creativity. Across these four sections, you will develop and practice the theoretical knowledge, inquiry skills, and critical creativity emblematic of media literacy.

Throughout this course, it is always encouraged that you choose topics and issues relevant to your professional goals. If you are or plan to be in education, you are strongly encouraged to work on a topic that might apply to your students and/or content area. If you work or plan to work in another area, consider issues and ideas relevant to your work. The project is written with built-in flexibility for modification to various professional contexts and goals.

Section 3: Decoding Sequence

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