Ads that Talk Back

This reflective practice case study completed for my master''s degree involved creating and delivering a unit for inner-city high school students integrating drama and media literacy/production with a focus on advertising. It used socially critical or issues- based drama to examine the relationship between youth and media advertising, to draw out and question their meanings/understandings, towards finding appropriate ways of teaching media studies. Analysis of students’ responses to the work and the media messages they created saw these young people as sophisticated readers of advertisements who made meanings that spoke to their needs, desires and life experiences. The study forced a re-evaluation of the critical perspective brought to the teaching, which led to a more pluralistic stance that allowed the intersection of public and private realms of knowing and the acknowledgement of students’ desiring identities. In representing the research data the study took an alternative arts-based approach by depicting significant teaching/learning moments through scripted scenes.