{"id":167,"date":"2025-03-15T15:35:10","date_gmt":"2025-03-15T15:35:10","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/emotional-media\/"},"modified":"2025-05-21T21:13:14","modified_gmt":"2025-05-21T21:13:14","slug":"emotional-media","status":"publish","type":"chapter","link":"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/emotional-media\/","title":{"raw":"Emotional Media","rendered":"Emotional Media"},"content":{"raw":"Have students access the student chapter Emotional Media<\/a>. <\/em>Highlight to students the three emotional persuasion tools you\u2019ve already looked at (words, images, story) and the additional one (music).\r\n\r\nHave students watch the video Autumn Peltier\u2019s Watermark <\/em>(or project it for the whole class) and have students complete the first Structure Strip activity.\r\n\r\nNext, have students watch the video Misunderstood <\/em>and complete the second Structure Strip.\r\n\r\nTake up the questions with the class:\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
<\/td>\r\n \r\n\r\nAutumn Peltier\u2019s Watermark<\/strong>\r\n\r\n <\/td>\r\n \r\n\r\nMisunderstood<\/strong><\/td>\r\n<\/tr>\r\n
What information, facts or arguments are presented?<\/td>\r\nAutumn is an advocate for access to clean water because her community had a boil water advisory. This is an issue that affects many people and will affect many more.<\/td>\r\nYou can film and edit videos on an iPhone and play them on a TV (if they both have AirPlay)<\/td>\r\n<\/tr>\r\n
How does it use words to provoke an emotional reaction?<\/td>\r\nAutumn uses emotionally charged words like \u201cceremony\u201d and \u201ccontaminated\u201d that communicate the importance of her story and the issue.<\/td>\r\nAlmost no words are used except for \u201cA Harris Family Holiday\u201d on the TV screen halfway through.\r\n\r\nThe words \u201cfamily\u201d and \u201choliday\u201d provoke feelings relating to families and nostalgia.<\/td>\r\n<\/tr>\r\n
How does it use images to provoke an emotional reaction?\r\n\r\n <\/td>\r\nWe see images of Autumn, a 13-year-old Anishinaabe teen from Wikwemikong First Nation, along with images of water and nature. In particular, we see a composite image of her and rushing water at the 8 second mark.\r\n\r\n \r\n\r\nAutumn\u2019s appearance, facial expressions and mannerisms make her seem very likeable and endearing.\r\n\r\n \r\n\r\nThe emotional effect is to make us like her and listen to what she says.<\/td>\r\nThe first half of the video is somewhat dark, grey and colourless. We see repeated images of a boy who is always looking at his phone. The rest of the family is doing winter activities such as making a snowman, but we don\u2019t see them having much fun.\r\n\r\n \r\n\r\nThe second half is much brighter and more colourful. We see people having fun (throwing snowballs, making snow angels, etc.) and see lots of close-ups and shots where many family members are together. We see people kissing and crying from happiness.<\/td>\r\n<\/tr>\r\n
How does it use music to provoke an emotional reaction?\r\n\r\n <\/td>\r\nMusic is relaxed, rhythmic acoustic guitar. It helps to make the overall feeling of the video inspiring instead of sad.<\/td>\r\nThe music is slow and a bit sad in the first part of the video, with no lyrics. The music in the first section ends with discordant note, like someone hitting the wrong key on a piano, and then is silent until the video on the TV starts playing.\r\n\r\n \r\n\r\nWhen the song starts again it has lyrics and a happier, nostalgic sound.\r\n\r\n \r\n\r\nThe effect is to make you sad in the first half and then relieved and emotional in the second half.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nMake sure to highlight the similarities and differences between the two videos, in particular:\r\n\r\n \r\n