Technology and Lost Identity :( (<--ha, you do this on a phone/computer...get it?)

The article titled "Impressionable Minds, Indelible Images" present multiple ways of delivering information to a class that I agree with. First, I like how Kramer had her students focus on a relevant topic (she discusses how current brands are noticeable within her class). When presenting the essential question of "How are you influenced by advertising?" I would do something similar: Have my students begin with independently contemplating this question (Kramer had her students give themselves a numerical value). I believe that self-assessment is a great way to engage students. Then, perhaps I would have my students elaborate on their answers to the question (she had her students elaborate their numerical value in writing). Finally, the students could then get into some sort of small groups (based upon their answers) or discuss their answers as a whole class (Kramer had her students get up and all the ones went to one side of the room and the tens went to the other). 

Kramer's idea of student's knowledge of pop culture and the knowledge one gains from class should merge is interesting. I agree that students should be encouraged to apply their experiences to the texts that they read. The author stresses the importance of having your students questioning the world and questioning their own personal beliefs. This is one of my goals as a teacher. I want my students to ask these questions. Kramer stated that even though her students may only tell her that they are aware of the media and branding, this is a positive step towards having her students ask the larger questions (about their own identity, the world, etc). 

This picture is huge, BUT it shows how thorough the thought process is behind some of these logos (the Nike Swoosh is simple, stands on it's own, and is recognizable, etc) and how they compare to one another. 

1984 includes the idea of finding one's identity, or the lack of it, as well. What a scary world this book describes! There are Thought Police (where "Any sound Winston made, above the level of a very low whisper, would be picked up" (3)), people fearing to write and not even being familiar with doing this activity (if Winston's diary was detected "it was reasonably certain that it would be punished by death" (6)), "WAR IS PEACE FREEDOM IS SLAVERY IGNORANCE IS STRENGTH" ahhhh!, and the protagonist did not even know for certain what year or how old he really was (he only had a hunch). 

This novel is rather depressing, seeing as Winston never defeats Big Brother. The entire book describes how the human race has lost the power of expressing one's self and the fear that people live in. If one were to express one's self, they would be paranoid and fear that they would be "wiped out." This concept of expressing your ideas parallels that of Feed. I think that this novel would be interesting to use, even though Winston ultimately caves into society. It would allow my students to be exposed to how media is so influential, and the possible drastic outcomes that could potentially arise from the media. I am definitely open to some suggestions on possible activities that I could use in the classroom, with comparing both Feed and 1984...

 

The two novels, Feed and 1984, both detail how identity is lost, and unity is taken overboard, which is shown in this picture. The only smiling guy is the one who's different!