Frisby, Cynthia M., and Jennifer Stevens Aubrey. It is also essential to research the video’s production background and popular reception. How beauty norms are reflected in music videos; how this impacts body image, self-esteem, or eating disorders outside music videos. Answers are possible with only a pencil and paper, but Web-based research will probably strengthen responses. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. Time Inc., 30 Apr. Other possibilities include a student presentation (individuals or groups pick a modern video, argue for its significance, analyze its content using the music video-specific follow-ups, and consider the implications); a reflection paper (students address the extent to which media literacy about music videos will impact how they think about such entertainment); or a self-produced video essay (students use the media literacy questions and music video-specific follow-ups as prompts for a prepared, recorded oral critique of a popular music video; bonus points to those who share their video essay on YouTube). Web. This exercise is intended to occur in class and requires the instructor’s use of an Internet-connected device that can play music videos viewable by the whole class at once (e.g., via projector or on a large monitor). “Katy Perry’s ‘Roar’ Music Video: Watch the Singer’s Jungle Adventure.” Billboard.com. For emerging readers, visual aids WITHOUT words reinforce the information being taught, and those images become symbols that bring meaning to the words they represent. Their media literacy skills improve—instantly and long-term—through the type of practice and collaborative critique that this exercise facilitates. Billboard, 12 Aug. 2013. In this lesson, students examine the importance of videos to the music industry and the role that music plays in popular culture. Finally, a particular music video is considered to illustrate possible results of this activity and the broader issues that may arise from class discussion. Print. Thaller, Jonel, and Jill Theresa Messing. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, https://drexel.academia.edu/JordanMcClain, https://www.linkedin.com/in/jordan-m-mcclain-72304163, http://journaldialogue.org/issues/a-framework-for-using-popular-music-videos-to-teach-media-literacy/, (Re)learning about Learning: Using Cases from Popular Media to Extend and Complicate our Understandings of What It Means to Learn and Teach, Lady Gaga Meets Ritzer: Using Music to Teach Sociological Theory, A Framework for Using Popular Music Videos to Teach Media Literacy, Applications in the Classroom: The Potential of Scholarly Studies in Harry Potter in Higher Education, Applications in the Classroom: Pop Culture and Ed Psychology: What I Learned from Larry David, Rick Grimes, and Hank Hi, Connecting the Disconnected: Pedagogy Goes Digital Native, Film Review: Joss Whedon’s Much Ado About Nothing: Whedon, Branagh, and the Anxiety of Influence, Volume 7, Issue 2 — Engaged Popular Culture and Pedagogy: Awareness, Understanding and Social Justice, Volume 7, Issue 1 — Bodies in Motion: Challenging Imagery, Tradition, and Teaching, Volume 6, Issue 2 — Criminals as Heroes: Problems and Pedagogy in Popular Culture, Volume 6, Issue 1 — Reinterpretation: Situating Culture from Pedagogy to Politics, Volume 5, Issue 3 — Behind the Scenes: Uncovering Violence, Gender, and Powerful Pedagogy, Volume 5, Issue 2 — Reading into Creativity: New Approaches in Concept and Practice, Volume 5, Issue 1 — Visualizing Popular Culture: From Theater to the Graphic Novel, Volume 4, Issue 1 — Intersections: Belief, Pedagogy, and Politics, Volume 3, Issue 2 — Adapting Our Approaches: (In)Formal Learning, Stereotypes, and Traumas, Volume 3, Issue 1 — Popular Culture Pedagogy: Theory and Application in Academia, Volume 2, Issue 1 — Traversing Realities: Genres, Histories, and Politics in Popular Culture, Volume 1, Issue 1 — Classics in Contemporary Culture, http://creativecommons.org/licenses/by-nc-sa/3.0/us/.