WEEK

People Media 11
Content Standards
The learners demonstrate an understanding of people media and gain the comprehensive knowledge to
effectively evaluate them.

Performance Standards
The learners shall understand the similarities and differences of people as a medium of information.

Learning Competencies
• Cite studies to support theories on the positive and negative effects of media and information on the
individual and society. MIL11/12PM-IVa-I
• Describe the different dimensions of people media. MIL11/12PM-IVa-I
• Categorize different examples of people and state reasons for such categorizations. MIL11/12PM-IVa-2

Specific Learning Objectives

At the end of the lesson, the learners must be able to:
• Explain from the studies how media affects the individual and the society.
• Identify and explain the different roles of people in media and information.
• Describe how people can be a medium of communication to other people.
• Write an article on how social media affects each learner’s own family, community, and self

1. Explain briefly how Philippine media has grown throughout history and how new professions for
people in media have evolved.
2. Discuss how traditional media has affected Filipinos in the past, throughout the different eras.
a. Pre-Spanish Era – knowledge was passed on through folk media and indigenous forms of media.
Careers: Town crier, messenger, community scribe.
b. Spanish Era – while education was limited to the elite, publication of books (i.e., Noli Me Tangere
and El Filibusterismo) and newspapers (La Solidaridad) advanced the Propaganda movement which
led to the people’s revolution against Spanish rule. Filipinos at that time did not have a common
language. Only the elite spoke and understood Spanish. Thus, communication was limited. Pen
names were used to avoid political oppression.
Careers: book writers, newspaper writer, editor, publisher, copyreader, artist.
c. American and Japanese Era - During this era, major newspaper (i.e. Manila Times and Manila
Bulletin), radio broadcasting and movies became available. Media was used for propaganda by
government and other groups.
Careers: book writers, newspaper writer, editor, publisher, copyreader, artist, cartoonist, reporter,
producer, broadcaster.
d. Post-war Era – the golden age of Philippine Journalism. Advertising, Communication Education,
and press freedom flourished in this era.
Careers: book writers, newspaper writer, editor, publisher, copyreader, artist, cartoonist, reporter,
producer, media technicians, advertisers.
e. Martial Law Era - Highlights of this era include the government takeover of media and the press
and the image engineering of the Marcoses in the name of nationalism.
f. Post-EDSA Era - People Power brought greater freedom for Philippine media. During this era, the
new Constitution recognized the vital role of communication and information in nation building.
Press freedom influenced the growth in media careers.
g. Modern Era – Careers: web designer, online instructors, digital producers, bloggers, animators,
programmer, archivist, metadata analyst, data miner, user experience designer, call center agents,
virtual assistants.
1. Discuss with the learners people in social media. Explain that social media has enabled people to
be channels of information, thereby becoming a medium of communication.
2. Discuss with the learners the following:
a. People as media - Individuals serve as channels of information. Traditionally, this is limited to
folk media, writing, or creating a media artefact. With the advent of social media, individuals have
been empowered to not just create media artefacts but to give feedback, edit and add on to the
media artefact.
b. Characteristics of social media:
• Individualized, builds profiles (includes personal details, pictures, likes)
• Connects with friends and people (includes referrals by other friends or by the site itself)
• Uploads content in real time
• Enables conversations (both private and public)
• Provides tracking (history and threads)
c. Formats and examples of social media
• Relationship or Social networks - Facebook
• Micro-blogging - Twitter, Instagram
• Special interest networks -Linkedin, Pinterest
• Media Sharing - YouTube, Flickr
• Collaborative news -Reddit, Waze,
• Discussion Forums - Google Groups
• Group buying/merchant sites - OLX, Groupon, Dealgrocer
• Virtual worlds - Farmville, World of Warcraft, Secondlife, Minecraft

ACTIVITY 1: Analyzing Media Jobs

1. Form the learners into groups. Using the materials from the introduction, have the learners evaluate the
advertisements.
2. Have the learners suggest groups in which they will categorize the jobs from the advertisements.
Write their answers on the board.
3. Ask each group to classify the jobs based on at least 2 categories written below. Assign the categorization
scheme to the groups. Inform them that they must use the qualifications and job descriptions/functions when
classifying the jobs.
Suggested Categories:
• print, broadcast and new media
• education, entertainment, news, archiving
• formal or informal
 • communications, mass communications, ICT, management
4. Have each group briefly share the basis of their categorization to the rest of the learners.
5. End the activity by discussing how the standards of the media and information industries may be gleaned
from the functions of each job and the qualifications required by the industry for that job.

ACTIVITY 2: Wave studies

Use the resource cited above for this activity. The wave studies may be downloaded in advance if
Internet connection is slow or unavailable. The wave studies are part of the research conducted annually by
Universal McCann to study trends in social media and analyze usage, motivations and content. The research
draws insights primarily for market analysis but also provides insights on how societies around the world are
affected by what is currently available on the Internet.
1. Group learners into 8 groups and assign a wave study to each group.
2. Instruct the learners to study the growth of social media and how it has changed people.
3. Have them compare Philippine data to global data, if available. If this is not available have them compare
data from Asia with other continents.
4. Have each group discuss among themselves how to look for their assigned study on the Internet and/or the
downloaded materials. Have them divide the reading among themselves.
5. Have the groups create a 3-minute slide presentation to summarize what they have learned.

Guide Questions:
a. What are the drivers of change?
b. What changes in our culture and way of life were directly affected by these drivers?
c. Are these changes beneficial? Why or why not?
d. How does the Philippines compare with its neighbors?
e. What have you learned about human nature?

Presentations
1. Have each group report what they have learned to the class.
2. Highlight the key ideas from each group.
3. Allow each group to answer 1 to 2 questions from the class
 WEEK

Text Media and Information 12

Content Standards
The learners demonstrate an understanding of text media and information, and gain comprehensive
knowledge on how to effectively evaluate them.

Performance Standards
The learners shall be able to produce a text-based presentation anchored on design principles and elements.

Learning Competencies
• Describe the different dimensions of text information and media.
MIL11/12TIM-IVb-3
• Comprehend how text information and media is/are formally and informally produced, organized, and
disseminated. MIL11/12TIM-IVb-4
• Evaluate the reliability and validity of text information and media and its/ their sources using selection criteria.
MIL11/12TIM-IVb-5

Specific Learning Objectives

At the end of the lesson, the learners must be able to:
• Identify the basic elements in creating a text-based presentation
• Evaluate the text-based presentation through the design principles and elements

Discussion: definition, characteristics, format and types, and selection criteria.

Text – a simple and flexible format of presenting information or conveying ideas whether hand-
written, printed or displayed on-screen.

a. Text is very powerful as well in disseminating information, providing direction and giving
suggestions.
b. Text is available in different sources whether it is formal (news articles, published books,
newspapers, magazines, advertisements, research works, etc.) or informal (blogs, personal e-mails,
SMS or text messages, online messengers, social media platforms, etc).
• Formal text-based materials are created and distributed by established institutions (such as
publishing companies, news agencies, etc.) and go through a rigorous process of editing or
evaluation and are usually governed by censorship of the state.
• Informal text-based materials, on the other hand, come from personal opinions or views on
different issues, processes, etc.
c. Text can be as short such as a single sentence or phrase, or they can be as lengthy as news
articles or investigative reporting. No matter how brief or lengthy, however, a text is always carefully
written with the intent of sending a very specific message to the target audience.
d. In our exposure to text media and information, we can either be a consumer or a producer of
content. As a consumer, these are the questions that you need to ask with regards to the content of
text media and information:
• Who or what institution is sending this message?
• What techniques are used to attract and hold attention?
• What is the language used by the writer?
• What views are represented? Are they balanced?
• How might the message be interpreted in different ways?
• What is omitted, slurred or added in the message?
e. As a producer of text media and information, we need to review the media and information design
framework: target audience, author or sender, key content, purpose, form/style and format.
Text as visual
a. Typeface (also called font, font type, or type) refers to the representation or style of a text in the
digital format.
b. A typeface is usually comprised of alphabets, numbers, punctuation marks, symbols and other
special characters. When fonts are installed in the computer, they usually come in file formats such
as True Type Font (.ttf), Open Type Font (.otf), etc.
c. In the absence of images or drawings, text is the easiest way of communicating to your audience.
The use of various font types can express different emotions or meaning
Design principles and elements – the principles in designing text elements are Emphasis, Appropriateness,
Proximity, Alignment, Organization, Repetition and Contrast
1. Emphasis - refers to the importance or value given to a part of the text-based content. When
trying to make a point or highlighting a message, you can make the text bold, italicized, have a
heavier weight, darkened or lightened (depending on your background color) or enlarged.
2. Appropriateness - refers to how fitting or suitable the text is used for a specific audience, purpose
or event. In the creation of text-based content, make sure that the selection criteria (tone, style,
purpose, clarity) is followed. As for the choice of typefaces to be used, refer to the discussion of the
characteristics of the fonts. When it comes to large body text, the font should be clear enough to
read.
3. Proximity - refers to how near or how far are the text elements from each other. When two things
are closely related, we bring them close together. Otherwise, we put text elements far from each
other. For example, the main title and subtitle are usually placed close to each other.
4. Alignment - refers to how the text is positioned in the page. This can be left, right, center or
justified.
5. Organization - refers to a conscious effort to organize the different text elements in a page.
Organization ensures that while some text elements are separated from each other (based on the
principle of proximity), they are still somehow connected with the rest of the elements in the page.
When there are many elements needed to fit in a page, start by creating a framework or a
compartment for the elements. Divide the space by creating lines across the page, making it look
like a cabinet with various space sizes. Once you are done compartmentalizing, you can place the
different text elements on the boxes.
6. Repetition- concerns consistency of elements and the unity of the entire design.
Repetition encourages the use of repeating some typefaces within the page.
When several typefaces are used on a page, it might distract the audience and fail to communicate
what you want them to get from the content. To strike a balance, do not also use just a single
typeface for a visual design product.
7. Contrast- creates visual interest to text elements. Contrast is achieved when two elements are
different from each other. When you place a white text on a very light yellow background, contrast
is not achieved and the text will be difficult to read, but when you put a white text on a dark brown
background, contrast is created. Contrast can be achieved in various ways, by joining the following
elements: large font with a small font, serif and sans serif, thin elements with thin elements, cool
color and warm color.

ACTIVITY 1:

ACTIVITY 2: Making Typography Posters

1. Have the learners form groups of 3 members each. Tell the learners to identify an advocacy or issue that
they would like to campaign about through a typography poster design. The campaign poster will have a
statement consisting of 10-20 words.
a. Poster statement example: “Let our children learn and play. Keep them in schools. Stop child labor.”
2. Remind the learners of the principles of design. Bearing in mind the principle of contrast, have them make
some text elements large or bold while other text elements are thin or small to create visual interest. The
learners may also use basic shapes, lines, and some symbols in this design activity.
3. Give the MIL Design Framework to give focus and guidance in the planning phase
4. In the bottom part of a poster, include an explanation (150-200 words) about the campaign.
5. Have the learners perform the activity using a desktop publishing software. Give the rubrics to the learners
at the start of the activity.
May use of the following online applications or tools:
• Piktochart (www.piktochart.com)
• Canva (www.canva.com)
• Picasa (www.picasa.google.com)
• Smore (www.smore.com)