Multimedia & Social Innovation
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Media Analysis

The Multimedia & Social Innovation module encourages students to explore the topic of social innovation using multimedia as a tool to influence change in their communities.

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Media Analysis involves looking at a media piece and discovering it’s story, audience, message and style. It encourages students to look at videos in a different way, not just for entertainment.
This week break the students up into Project Teams. These do not have to be their video groups, however it is good to get students working in small groups early in the module. Ensure they work in small groups of 3/4. 

Lesson Goals

  • Media Analysis – looking at a music video differently
  • Using the S.A.M.S tool
  • Stereotypes – how they appear in media (In TV Programmes and Advertising)


  • AV Faclilities / Sound
  • Laptop – teacher
  • Access to UniTY Site
  • Handouts
    • SAMS Handout

Lesson Plan


Students will firstly be introduced to S.A.M.S. Story Audience Message Style. It is a quick way for students to break down the different elements of a film. The PowerPoint will explain what each of these mean in the context of Media Analysis. This lesson will be of huge benefit when it comes to developing storyboards and starting their video.

Teenagers watch videos everyday, but most students would only do this for the entertainment aspect of the video they choose to watch. This lesson will aim to get them to think differently about the message and purpose of a video.

An example of how this works: Below is a video made starring Rihanna – Love in a hopeless place. Many of the students may have seen the video before, but they may not have looked for the story in the video, thought of who the video was aimed at, what the message in the video was and where the video was set. All of these factors contribute to the overall impact of any video and we are going to look at this today. I have outlined a few suggestions in this lesson, however if the students themselves have suggestions on videos they would like to apply SAMS to, feel free to use them also.

Introduce your selection of videos and then match up different groups with different videos.

Play all of your videos once. Ask the students to analyse their video using S.A.M.S. There is a handout attached. The students fill out the handout after they have watched the video and present their answers in their group to the rest of the class. Encourage them to present at the top of the class. Play video a second time if necessary. Does everyone agree with the group’s answers? What  message did the video deliver? Who was it aimed at? What is the story told? Where is the video set and how does this impact on the overall video?

Find the Stereotype

The second part of this lesson looks at a TV show. I have uploaded a clip below from the popular TV series The Big Bang Theory, but again feel free to use other options appropriate to your group.
Have students watch the short clip and list all the stereotypes they see. Then encourage a discussion among the different groups:
What is a stereotype?
How do we identify them? And what do they tell us?
Is it important to be aware of stereotypes in the media? Why or why not?

Video Brainstorming

In January 2012 the LEGO Group released their new “LEGO for girls” line called Friends. As part of a 40 million dollar advertising campaign they also began airing 3 TV ads to promote this new theme.

In contrast LEGO produces over a dozen LEGO lines marketed primarily to boys including Alien Conquest, Atlantis, City, Dino, Hero Factory, Kingdoms, Ninjago, Pharaoh’s Quest, Pirates of the Caribbean, Racers, Star Wars, Superheroes and World Racers themes.

What differences do you notice about how LEGO markets to boys versus how they market to girls? What stereotypes are being reinforced through these adverts?

In their groups, brainstorm a new video for a LEGO product that targets both Boys & Girls. What would the STORY be? Who is the AUDIENCE? What is the MESSAGE in this new video? What is the style of this video?