Tuesday, November 13, 2007

Q&A Thread for Claire Carmichael, LIVEbrary #5


Today begins our fifth program, BE THE AD: The Future of Advertising is YOU! The Lesson Plan is now posted on the blog, with a reading, an assignment, a quiz, and discussion questions. You can also download a PDF version of the Lesson Plan here.

This Thursday, you'll have a chance to chat live with Claire Carmichael, author of the novel, Leaving Simplicity, a near-future look at a school where the advertising has gone berserk. In order to chat with Claire on Thursday, you need to install Skype software and send us your Skype username.

But you don't have to wait until Thursday to start asking questions. Go ahead, add your questions or ideas to this blog post using the "comments" button at the bottom of this post.

Thanks for Trying the LIVEbrary!
STEVE O'KEEFE
Producer, The Annick LIVEbrary

LIVEbrary Lesson Plan #5: Be The Ad

LIVEbrary Lesson Plan #5:
BE THE AD: The Future of Advertising is YOU!


(for a colorful, downloadable PDF version, click here)

Topic/Subject: Media Awareness
Age Range: 9-13
Grade Level: 4-8

Contents:
- Reading
- Assignment
- Quiz
- Discussion Questions
__________________________________________________

READING:

"Barrett's First Day of Class"
an excerpt from the novel
Leaving Simplicity
by Claire Carmichael
Published by Annick Press
Reprinted here with permission.

~ Introduction to the Reading ~

In Leaving Simplicity, teenager Barrett Trent is forced to leave the isolated farming community he grew up in and join his cousin, Taylor Trent, in the big city where she lives. Set in the not-so-distant future, Leaving Simplicity takes technology and advertising one step beyond anything you've seen. After his cousin Taylor gets suspended, Barrett faces his first day of class alone. He's assigned to Acantha Brown, an unpopular girl whose job it is to show Barrett around.

~ Barrett's First Day of Class ~

When a siren sounded, everyone was galvanized into action. Obviously the siren was an indication that lessons were about to begin, so like everyone else, I picked up speed. Reaching Block Five, I joined a mass of students in the corridors. Room Eighteen was rapidly filling.

I hesitated at the doorway, looking for Acantha Brown. There she was, near the back. It was a help I'd caught a glimpse of her when registering yesterday, otherwise I would have had to ask someone to point her out to me.

"Acantha?" I said, looking over her. She was rather plump, and had frizzy hair, but I couldn't see why she thought she might need a total makeover to transform her into somebody else when she was a perfectly pleasant-looking person.

"You're Barrett Trent? I've saved a seat for you."

"Hello," I said. "I saw you yesterday, when I was with Mr. Platt."

I slid into the desk beside her. I had a glowing screen set into its surface. Along the top edge of the screen were the words, "Your desk is underwritten by Begone! Pain Relief."

I looked around. Almost every place was taken, and the room was filled with the buzz of conversation. I became aware that people were looking at me with open curiosity, which made me feel as if I were on display.

"You have to identify yourself." Acantha showed me how to wave my bracelet over the screen. It gave a soft burp, then "Welcome, Barrett Trent" appeared. Then the words, "Reminder: no student may use a personal electronic device in class."

"The teacher has a master screen," Acantha said. "Each desk shows details of the person sitting there. Results, reports -- everything can be called up."

"There won't be anything on me, yet," I said.

"Acantha was amused. "When you enrolled yesterday, you did a set of assessment tools. All those results, plus a full background search, will already be in the central data bank."

It was somehow appalling to realize that strangers had access to all this information about me. "I can understand why the test results are useful," I said, "but what's the background search for?"

Acantha seemed surprised I'd asked. "To tailor advertising to meet your personal needs."

I could see what personal needs I had that advertising could meet, but before I could comment on this, a hush fell as the teacher came into the room. He was a brawny man with very little neck, and as he walked to the front podium he was putting on a loose top over the shirt he was already wearing. It proclaimed: "This science period is brought to you by Blissjoy Mood Lighteners -- Make Life Shine Again!"

When a siren signaled the end of the period, which had been fairly basic physics, the teacher actually said, "And remember, students, this science period has been brought to you by Blissjoy Mood Lighteners. Don't be blue, don't be sad. Blissjoy Mood Lighteners will make your life shine again."

"We have Corporations & Culture next," said Acantha, standing up. She was taller than I realized.

# # #

Copyright 2007 by Claire Carmichael. Excerpted from the book, Leaving Simplicity. Published by Annick Press. ISBN 9781554510900 (library binding), ISBN 9781554510894 (paperback). Reprinted with permission. For more information, please visit http://www.annickpress.com. Thank you.
__________________________________________________

ASSIGNMENT

Ad Bingo!

Everyone in your class makes an Ad List of every place they see an ad on school property in one day. Starting now, write down all the ads you see, and where you see them, up until class tomorrow. Try to find at least 5 ads. A logo by itself doesn't count. It has to be an ad. Here's an example of an Ad List:

AD LIST
1. Ad for gardening web site on the calendar in Ms. Jones' room.
2. Ad for newspaper subscription on Ms. Jones' coffee cup.
3. Ad for dry cleaner on pencil I found in the hall.
4. Ad for diet program on the granola bar I had at lunch.
5. Ad for Homecoming Dance over the door to the cafeteria.

The next day, your teacher asks each student to tell about one ad they found. The teacher writes the ad on the board. If you have that ad on your list, put a star next to it. When the next person tells about an ad, if you have it on your list, put a star next to it.

Each student takes a turn describing an ad they saw that is different from any listed on the board so far. If a student doesn't have any original ads on their list, he or she "passes" to the next person.

Keep going like this, writing ads on the board, while each student checks them against their own list. The first person to get 5 matches with the list written on the board shouts, "BINGO!" Check the winning student's list against the list on the board to make sure all five are matches. You can continue the game if you want until there are more winners or you run out of original ads.

Variation: If you enjoyed Ad Bingo at school, try it at home. Ask each student to write down the ad messages they are exposed to at home in one night. Then bring the list to school the next day and play another round of Ad Bingo!
__________________________________________________

QUIZ:

NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will be revealed during the live Skype Chats and made a part of the Skype Chat Transcripts.

1) Multiple Choice. How many TV advertisements is the typical teenager exposed to each day?
A. 100
B. 300
C. 500
D. 700

2) Multiple Choice. In 1983, how much did businesses spend on television advertising to kids?
A. $1 million
B. $5 million
C. $50 million
D. $100 million

3) Multiple Choice. In 2008, how much will businesses spend marketing to kids in all mediums: TV, radio, newspapers, print, online?
A. $1 billion
B. $5 billion
C. $10 billion
D. $15 billion

4) Multiple Choice. What percentage of U.S. schools have contracts with soft drink companies involving "pouring rights," whereby a company gets exclusive rights to sell soft drinks in a school?
A. 25 percent
B. 45 percent
C. 65 percent
D. 95 percent

5) Multiple Choice. What percentage of United States "tweens" (8-12 years old) have their own TV set?
A. 15 percent
B. 25 percent
C. 45 percent
D. 65 percent
__________________________________________________

DISCUSSION QUESTIONS:
  • Do you think advertising belongs in school? Is it okay to have ads on school book covers? What about advertising for school events? How about political advertising for school elections? What about the lunch menu -- is it an ad?

  • Do you think advertising in schools is okay if the money it generates leads to better equipment and supplies for the school? Is it okay to wear a company's logo on your team uniforms if that company pays for the uniforms and/or other sporting equipment?

  • Would you be upset if you found out that your best friend was getting "rewards" for mentioning certain products in his or her emails or text messages to you? If you could get free stuff by mentioning products or web sites to your friends, would you do it?

  • Think up some questions for guest author Claire Carmichael. You might ask her what "OmniDrives" are, or "physiopara" scans, or "nons." Post your questions on the LIVEbrary Blog at <http://annickpress.blogspot.com> or send them by email to LIVEbrary@annickpress.com or ask them yourself during the Live Skype Chat with Claire Carmichael on Thursday, November 15, at 2:00-3:00 p.m. Eastern Time. (Was that an ad for the chat?)
__________________________________________________

Copyright ©2007 by Annick Press. All rights reserved. Printed here with permission of the publisher. Please request permission from LIVEbrary@annickpress.com before posting this lesson plan in any public place. Thank you.

Friday, November 9, 2007

Week 4 Transcript Online

The transcript from this week's live Skype chat with Made You Look author Shari Graydon is now online. You can view it at:

http://www.authorviews.com/authors/annick/transcript_week4.html

Caution: Answers to the accompanying quiz are included in the transcript!

Thanks to Meg, Azi, and Resa for joining us again and being great participants!

Monday, November 5, 2007

Q&A Thread for Shari Graydon, LIVEbrary #4


Today begins our fourth program, Made You Look. The Lesson Plan is now posted on the blog, with a reading, an assignment, a quiz, and discussion questions. You can also download a PDF version of the Lesson Plan here.

This Thursday, you'll have another chance to chat live with Shari Graydon, author of Made You Look: How Advertising Works and Why You Should Know from Annick Press, when she returns as a guest to the LIVEbrary program. In order to chat with Shari on Thursday, you need to install Skype software and send us your Skype username.

But you don't have to wait until Thursday to start asking questions. Go ahead, add your questions or ideas to this blog post using the "comments" button at the bottom of this post.

Thanks for Trying the LIVEbrary!
RACHELLE MATHERNE

LIVEbrary Lesson Plan #4: Made You Look

LIVEbrary Lesson Plan #4:
MADE YOU LOOK: Tricks and Tactics of the Ad Trade

(for a colorful, downloadable PDF version, click here)

Topic/Subject: Media Awareness
Age Range: 9-13
Grade Level: 4-8

Contents:
- Reading
- Assignment
- Quiz
- Discussion Questions
__________________________________________________

READING:

"You're the Target"
an excerpt from the book
MADE YOU LOOK:
How Advertising Works and Why You Should Know

by Shari Graydon
Published by Annick Press
Reprinted here with permission.

~ You're the Bull's-eye ~

Once upon a time, advertisers didn't pay much attention to kids. They aimed their sales pitches at adults.

But things have certainly changed. Starting in the 1950s, advertisers began to realize that kids not only had money of their own to spend, but they also influenced a lot of their parents' shopping decisions.

Imagine a dartboard with a picture of you and your friends in the center of the board. You're now an important "target," and many advertisers think about *your* interests when designing their products and ads. In fact, advertisers in North America spend more than $12 billion a year trying to convince you to spend your money -- or your parents' money! -- on the stuff they're selling.

How can they afford to do this? Because the dollars they invest in advertising amount to a drop in the ocean compared to the dollars they get back when you respond to their sales pitches. In fact, some marketers estimate that kids in North America spend more than $100 billion every year on clothes, candy, games, videos, music, movies, and food.

~ Harnessing "Pester Power"~

Then there's what the advertisers call the "nag factor" or "pester power": they deliberately try to dream up ads that will help you to convince your parents to buy one kind of pizza instead of another, or rent this movie over that one. They conduct research to find out what kinds of commercials are most effective -- for example, which jingle or special meal deal is most likely to help you drag your mom or dad to the fast-food restaurant.

They also know that kids influence adults' decisions about much more expensive items, like computer equipment and family vacations. Car manufacturers have a name for this: they refer to 8- to 14-year-olds as "back-seat customers," recognizing that kids may even cast the deciding vote about which car their parents should buy. In fact, one kid's magazine -- meant to be read by people too young to have a driver's licence -- carried ads for minivans!

Some marketers estimate that kids have a say in close to $300 billion worth of their parents' spending. So some advertisers target *you* in order to get to adults.

~ Cradle to Grave Customers ~

Research also tells advertisers that if they hook you when you're young, chances are better that you'll keep buying their products as you get older. This is called "brand loyalty."

Shopping experts have figured out that a customer who regularly buys from the same store, from childhood until he or she dies, is worth as much as $100,000 to the store. So advertisers try to come up with what they call "cradle to grave" marketing strategies that will help them turn you into lifetime customers.

~ New & Unusual Places to See Ads ~

Advertising is inescapable. Here are some of the new (but not necessarily improved!) locations where advertising has cropped up just in the past few years:

  • Big stickers on supermarket floors promoting grocery items.


  • City buses painted from top to bottom and front to back with advertisers' sales pitches.


  • Ads inside bathroom stalls or above urinals in washrooms in schools, movie theaters and other public and private places.


  • Elevators with small TV monitors that play nothing but commercials.


  • Perfume samples attached to the back of Ticketmaster concert ticket envelopes.


  • Stickers promoting a TV program placed on fruit in grocery stores.


  • Cows or other livestock painted with an advertiser's logo or brand name.


  • Pepsi and Coke soft-drink ads painted on the Himalayan Mountains in India. (But the companies got in trouble and had to take them down!)


# # #

Copyright ©2007 by Shari Graydon. Excerpted from the book, MADE YOU LOOK: How Advertising Works and Why You Should Know. Published by Annick Press. ISBN 9781550378153 (library binding), ISBN 9781550378146 (paperback). Reprinted with permission. For more information, please visit http://www.annickpress.com. Thank you.
__________________________________________________

ASSIGNMENT

Freeze Frame Five

Freeze Frame 1: Your Computer Screen

Have the students gather around the teacher's computer or view a computer projected on a screen. Now open an application, such as Microsoft Word. How many logos or brand names are visible on the screen? On my screen right now, I can see an Apple Computer logo, a Microsoft Word logo, a Google search logo, and the logos for about 20 software programs available in my dock. What can you see? Let the students identify all the logos or brand names on the teacher's screen or on a projected screen until no one can find anymore logos. How many did you find?

Freeze Frame 2: The Internet

Gather the students around the teacher's computer or a computer projected on a screen for the whole class to see. Now go to a popular commercial web page such as Discovery Kids, Scholastic Kids, MySpace, MSNBC, and freeze the frame. It's hard to freeze the frame when the ads keep moving, isn't it? Sometimes the STOP button on your web browser will freeze the frame. Count how many logos, brand names, and ads you see until no one can find any more. How many did you get? Now try a noncommercial site such as NASA.gov or PBS.org. Do you see commercials, logos, or brands? How many?

Freeze Frame 3: Your Cell Phone

Divide the classroom into teams, each team gathering around one student's cell phone. Turn the phone all the way off (it should be off in class, right?). Now with everyone watching, turn the phone on and count how many ads, brands, or logos you see while the phone is powering up. How many did you get? Are there other ways advertisers can get ads into your phone? Talk about some of them.

Freeze Frame 4: Your Television

If you have a way to record and playback TV in your classroom, you can record a few minutes of a daytime sporting event. You might be able to record this at home at night and bring the tape to class the next day, or let the kids do this project at home if they have a way to "freeze frame" a TV program. Playback and freeze frame the tape and have the kids identify all the logos or brands they see on the screen at once. Does the station project a logo? Does the show have a logo? Do the teams have logos? Are there ads on the walls of the stadium? Are people wearing hats or clothes with visible logos? Is there a logo on the scoreboard? Is there a logo in the scores crawling across the bottom of the screen? How many ads, logos, and brand names did you find?

Freeze Frame 5: Your Classroom

Places everyone! Let's find out how many logos, brand names, or ads are visible in the classroom right now. Students, raise your hand when you see one. Teacher, get ready to write them all down on the board or a piece of paper. The rules: 1. the logo, brand, or ad has to be visible, not inside of a closed book or closed closet and, 2. don't include brands or logos on people's clothing -- you would be counting all day long!

Variations:

Freeze Frame Fridge: Open the refrigerator, look for 10 seconds, close the refrigerator. Write down all the brands, logos, or ads you saw. Freeze Frame Family Room: Sit down in your favorite spot in the family room, take a deep breath, look around and count all the logos, brands, and ads you see (even without the TV on). Freeze Frame Friends: Get together with some friends and count how many logos, brands, and ads are visible on the clothing in your group.
__________________________________________________

QUIZ:

NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will be revealed during the live Skype Chats and made a part of the Skype Chat Transcripts.

1) Matching. Many people say advertising doesn't affect them. Which slogan goes with which company? Match the letter of the slogan to the number of the company.

A. Live in Your World. Play in Ours.
B. Mm, mm good. Mm, mm good.
C. Maybe she's born with it, maybe it's...
D. Just do it.
E. They're GRRRRRRRRREAT!

1. Kellogg's Frosted Flakes cereal.
2. Sony Playstation
3. Nike shoes
4. Maybelline cosmetics
5. Campbell's Soup


2) Multiple choice. What does the word "logo" mean? Pick the best definition from the list below.
A. Crazy or insane.
B. Another name for the dance called "The Limbo."
C. A holy book, such as a Bible, Torah or Koran.
D. A symbol or design representing a company's brand.


3) Multiple choice. Which of the following is NOT an example of "cradle to grave marketing"?
A. Birthday clubs with free birthday rewards in exchange for registering your name, age, and contact information with a business or organization.
B. Warranty cards that make it sound like your rights are not activated unless you send in your registration (even though your rights are often protected by law whether you register or not).
C. A company that manufactures cribs and coffins.
D. Using a modern cartoon character to pitch breakfast cereal to kids on morning television programs and a "retro" cartoon character to pitch the same cereal to adults on evening programs.


4) Matching. How many ads can you legally cram into a 60-minute broadcast television program intended for children under the age of 12? Match the letter of the location to the limit on TV advertising. Note: The same ad limit may apply to more than one country.

A. United States
B. Canada
C. Belgium
D. Greece
E. Province of Quebec

1. Zero -- no advertising allowed.
2. Limited to 5 minutes.
3. Limited to 8 minutes.
4. Limited to 12 minutes.
5. No limit -- 60 minutes possible.


5. Multiple Choice. What is the definition of the term "nag factor" in advertising? Select the best answer from the list below.
A. Likelihood that a horse race will be won by a long shot.
B. Attempt by an advertiser to get you to bug your parents to buy something.
C. The average number of times you must be asked before cleaning your room.
D. A new kind of perfume that's supposed to repel parents and teachers.

__________________________________________________

DISCUSSION QUESTIONS:

  • What is the most unusual place you have seen an advertisement? Advertisers are very good at hiding their ads; how good are you at finding them? Talk about the strange places you've seen ads. Do you think people should be allowed to put ads there?


  • If your favorite magazine did not have any ads in it at all, do you think you would like it more or less? Why?


  • Do the media reflect your community? Chances are, when you look around your classroom, neighborhood, city, or country, you see some mixture of white, black, Hispanic, Asian and/or Native people. Next time you're watching TV or flipping through a magazine, compare the people you know to the ones you see in the media. Does one "community" bear any resemblance to the other? If not, who's missing from the ads? Why do you think that is?


  • Do you have questions for media literacy activist and author, Shari Graydon, like maybe what's the strangest place she has ever seen an ad? Post your questions on the LIVEbrary Blog at <http://annickpress.blogspot.com> or send them by email to LIVEbrary@annickpress.com or ask them in the Live Skype Chat with Shari Graydon on Thursday, November 8, from 2-3 p.m. Eastern Time.

__________________________________________________

Copyright ©2007 by Annick Press. All rights reserved. Printed here with permission of the publisher. Please request permission from LIVEbrary@annickpress.com before posting this lesson plan in any public place. Thank you.

Monday, October 29, 2007

Week 2 Transcript Online

The transcript from last week's live Skype chat with In Your Face author Shari Graydon is now online. You can view it at:

http://www.authorviews.com/authors/annick/transcript_week2.html

Caution: Answers to the accompanying quiz are included in the transcript!

Thanks again to homeschoolers Meg and Azi, along with their mom, Resa, for joining us!

report on Canzine and more from Hal

Hi everyone out there, Hal Niedzviecki here. This week we're going to talk about how pop culture works and why you should make your own movies, tv shows, songs, magazines and more.

Yesterday my magazine broken pencil put on our annual festival Canzine, the festival of underground culture, and it was a really great reminder of how much amazing creativity is out there. Hundreds of zines (independent mini-magazines), all day independent short film, comics, buttons, homemade clothing and more.

Next year, I want to see your work at Canzine too! So, if you have any questions about the ideas in my book The Big Book of Pop Culture: A How To Guide for Young Artists, feel free to ask. I'm here to talk to you about how pop culture works in our society and how to approach the not-as-big-as-you-think task of making your own stuff!

LIVEbrary Lesson Plan #3: D.I.Y. Zines

LIVEbrary Lesson Plan #3
DIY ZINES: Your Own Pop Culture Machine


(for a colorful, downloadable PDF version, click here)


Topic/Subject:
Media Awareness
Age Range: 9-13
Grade Level: 4-8

Contents:
- Reading
- Assignment
- Quiz
- Discussion Questions
__________________________________________________

READING:

"Pop Culture and Zines"
an excerpt from the book
The Big Book of Pop Culture:
A How-To Guide for Young Artists

by Hal Niedzviecki,
editor of Broken Pencil magazine.
Published by Annick Press.
Reprinted here with permission.

~ Who Cares? ~

Ever feel like you just don't care? I mean, you're watching
TV or flipping through a magazine and you realize that you
really don't care: about what celebrities are wearing, or
how many cylinders this year's sports car has, or what
grisly crime is going to be solved by a bunch of hunky
detectives in designer outfits.

Sometimes it seems as if there's this whole world of pop
culture that tells you what to care about but has nothing
whatsoever to do with your life.

At the same time, we are constantly told that we should be
original and creative and fantastic. But how did being
original and fantastic come to mean talking about stuff
that we don't care about and pretending to solve outlandish
crimes while keeping our hair perfectly gelled? What's so
great about that?

Pop culture bombards us with stories, songs, shows, movies,
and products that tell us to be ourselves and tap into our
creativity and talent. But when we are creative and
original, we find out that no one is interested unless
we're doing the same stuff as everyone else.

Unless you're trying out for the latest reality TV singing
show, no one wants you on TV. Unless you're some wild and
wacky character with an amazing gimmick, you don't get any
attention. But what if you don't want to be totally brand
new and ultracool and original? What if you just want to be
you?

Creativity is often confused with originality. But when you
create, the challenge isn't to think of something no one
has ever done before; it's to figure out what you want to
say and why you want to say it. Creativity is about
discovering who you are, including how much like other
people you are.

This is a book about creating a space where you get to say
what you care about. This is a book about using pop culture
to communicate how you see the world and how you want the
world to see you. You'll learn how to use pop culture to
create your own TV shows, magazines, websites, songs --
whatever you want.

A lot of people seem to think that just being who they are
isn't interesting enough. But you have the right to be
normal, you have the right to make mistakes, and you have
the right to not want to be a superstar. And most important
of all, you have the right to create your own pop culture
your way, for yourself.

Even if no one ever hears our songs, reads our zines, or
watches our movies, expressing ourselves just because we
feel like it is something we all have the right to do.

So what are you going to do?

~ Broken Pencil ~

I started my own magazine in 1995. I called it "Broken
Pencil" and it's still publishing today. The magazine is
all about how much I love independent pop culture -- zines,
blogs, movies, music, websites, and more.

When I started the magazine, I had only the slightest idea
about how many people were doing creative things and wanted
to share them. Now, people I've worked on the magazine with
are some of my best friends. And I've met creators from all
over the world who produce amazing comics, video games,
music and zines -- stuff I'd never have known about if I
hadn't decided to just go ahead and do something.

What I did wasn't all that amazing, or even original. But
it was what I wanted to do. Because it meant a lot to me, I
worked hard at it and kept it going, and eventually it
started to mean something to other people too. Not because
I'm such an original genius, but because we need, in our
world, more places where people can be creative -- where we
can express ourselves -- without feeling all kinds of
pressure.

So this book is part of what I started years ago, when I
wasn't that much older than you are now. And even after all
those years, I still need to be reminded that pop culture
isn't just a way to talk about the rich and famous. There's
another kind of pop culture out there -- the kind I started
my magazine to celebrate. It's a pop culture that lets you
share your stories and ideas with people all over the
world.

Not that anyone cares.

But then again, you never know.

~ What's a Zine? ~

A "zine" (pronounced "zeen") is an easy format to self-
publish in. It is basically a mini-magazine. Drop the
"maga" from magazine and you've got zine.

Zines are usually published cheaply in photocopied editions
of a couple of hundred, and they are generally the personal
project of one or two people. Zines aren't made for profit,
but as a way to get ideas and stories out into the world.

Zines developed in the 1930s as a way for science fiction
fans to share their enthusiasm about sci-fi books.
Originally, these mini-magazines were called "fanzines,"
because they were self-produced by fans of sci-fi.

Since then, zines have shrugged off the "fan" label and
developed a reputation as a no-holds-barred format for
publishing. These days, some people publish zines online in
website or "webzine" format. Today, the world of zines
includes webzines, blogs, e-diaries, and other forms of
online publishing.

~ Why Start a Zine? ~

Practically ever since the written word was invented,
people have been using it to get out their feelings, ideas,
and points of view. From the 16th Century on, politicians,
economists, poets, comic artists, journalists, activists,
and philosophers have self-published everything from big
statements on the rights of humanity to fad diets
guaranteed to promote eternal life to guidebooks on the
best way to use your car's engine for cooking your dinner.

These days, with all those TV shows and movies and video
games out there, printing your own self-published zines and
even books might not seem like the coolest method of
starting your D.I.Y. Pop Culture career. But rest assured,
you are taking your place in a time-honored tradition of
freethinkers, rabble-rousers, and dreamers.

There are all kinds of ways to self-publish. Zines -- which
are generally photocopied -- are the easiest to start with.
But you can also self-publish newspapers, comics, webzines,
even books. It depends on what you want to achieve and what
your budget is, of course.

One day you might graduate to starting your own full-color,
glossy magazine. Or you might want to publish a monthly
community newspaper. You might even decide to collect all
the comic strips you've published in your various zines
over the years and publish them in a book.

All those things are possible, but they are hard work. So
why self-publish?

I've got one word for you: freedom. More than any other
independent pop culture medium, self-publishing lets you
create quickly, easily, and without a lot of complicated
technology. If you want to, you can make a zine entirely
from stuff you already have in your house. And to get
started you don't need computers or any kind of electronic
devices at all.

In short, putting out your own magazines, comics,
pamphlets, or wild and crazy thoughts on everything from
garden gnomes to girl-guy relations is relatively easy, a
lot of fun, and a great way to show off how fascinating you
are.

# # #

Copyright ©2007 by Hal Niedzviecki. Excerpted from the book,
"The Big Book of Pop Culture: A How-To Guide for Young
Artists," Published by Annick Press, ISBN 9781554510566
(library binding), ISBN 9781554510559 (paperback).
Reprinted with permission. For more information, please visit http://www.annickpress.com. Thank you.
__________________________________________________

ASSIGNMENT

Classroom F.P.O.

"F.P.O." stand for "Free Press Organization," a way of
making zines that became popular in the politically-charged
1960s. Here's how it works:
  • Your classroom is going to publish a group zine.

  • Everybody gets two standard-size pages they can use any way they want -- or two sides of one page.

  • You can tell a story, write a poem, draw a picture, make a collage, mash things together, make a puzzle, draw cool-looking fractals, anything.

  • You can cut up old magazines, or print stuff you find on the Internet, or use color and texture and debris. Just remember, your final pages will be photocopied, so much of the color and all of the texture will be lost -- unless you put the color or texture on *after* each copy gets printed.

  • On Friday (or whatever day your teacher specifies) everyone hands in their two pages. You might want to put your name on each page -- it gets a little crazy after this.

  • Next, one person or a team is designated to make enough copies of every page for every person. If you have 25 people in your classroom, you need to make 25 copies of each page. Now you know why so many zinesters get started using the copy machine where they work or where their parents work!

  • Next, a person or team needs to "collate" the photocopied pages. That is, you put the pages in order to make complete zines. Collating parties can be noisy, raucous affairs with everyone passing sheets of paper in a circle. Sometimes you don't want everything in perfect order, so you might turn a page upside down or "shuffle the deck" and assemble the pages out of order.

  • Next, a person or team needs to "bind" the pages into a zine. You can do this with a stapler, a paper clip, tape along the binding, comb-binding, 3-hole punch and put in a binder, tuck in the pocket of a portfolio folder, twine, sew the binding, use ribbon -- whatever seems right.

  • Next comes "distribution," the bane of so many small publishers, but in your case it's easy. One person or a team is selected to hand out one copy of the finished zine to every contributor. Your can make extra copies if you want -- for teachers, parents, the library, or for sale. But a true F.P.O. is sent only to those people who participate.

  • Now you can have a publication party. Everyone gets a chance to admire everyone else's work in the finished zine. You can pass around copies for each other to sign.
Many F.P.O.s are published this way every month. Everyone
who subscribes by sending in money for copying and mailing
costs gets 2 or more pages each month. You have to have
your pages in by, say, the 20th, and then copies are made,
collated, bound, and mailed by the end of the month.

Some F.P.O.s get a little out of control, with people
trading their unused pages to other subscribers. Sometimes
people amass a huge number of pages to publish a single,
long piece of work. Some people subscribe to get the zine,
but never contribute pages. When people stop sending stuff
in -- or the editor gets tired of all the copying and
mailing -- the zine is over. Some F.P.O.s have lasted for
decades as a way to share members' works with each other.
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QUIZ

NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will be revealed during the live Skype Chats and made a part of the Skype Chat Transcripts.

1) Multiple Choice: What does the term "collate" mean?
A. To put into order.
B. You and a friend came in late together.
C. To rub charcoal on a drawing.

2) Matching. Match the letter/term with the number of the best definition for that term.

A. magazine
B. fanzine
C. webzine
D. zine
E. blog

1. an early form of zine put together by sci-fi buffs
2. an online publishing platform often used as a diary
3. a self-published micro publication, often handmade
4. a glossy, full-color publication sold on newsstands
5. an online publication, sometimes called an "ezine"

3) Multiple Choice: Which of the following is NOT a popular method self-publishers use to distribute their zines?
A. Hand-delivered.
B. Delivered by mail.
C. Put on the counter or rack at a store.
D. FedEx next morning overnight delivery

4) True or False. You must have permission from the copyright holder to use artwork from magazines in your own zine?

5) Multiple Choice: What does F.P.O. stand for?
A. Freedom to Publish Often
B. First Push "On"
C. Free Press Organization
D. Freeland Polytechnic Oddatorium
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DISCUSSION QUESTIONS
  • Can you name some famous documents that were self-published? "The Communist Manifesto" was self-published and changed the world. Thomas Paine's "Common Sense" was self-published; many people credit it with sparking the American Revolution. Ask your librarian for help finding famous works that were self-published and learn enough about one of them to share with the class.

  • When is it okay to use artwork or text you find on the Internet in your own projects? When is it not okay?

  • Tell the class about a zine you found. That's right -- not a zine you made or bought but one you found. The library is probably the easiest place to find a zine. Grocery stores often have free literature racks near the entrance with health & fitness zines or used-car zines or buy-sell-trade zines. Bookstores have lots of zines -- but you can't buy your zine -- you have to find it. So look for the free "litmags" at the entrance to the bookstore. Another great way to find zines is to stroll the neighborhood on recycling day. Talk about the unusual places and strange zines people discover on their free zine hunt.

  • What is the difference between "creativity" and "originality"? Can you give examples of each? What's so great about being creative? What's so great about being original?

  • Do you think anyone will ever notice or care about what you write online or see the images you post on the Internet? Would you feel uncomfortable if you knew people were looking at your blog, but you didn't know who they were? Do you think it's okay for advertisers to watch what you post on the Internet and use that information to target you with ads?

  • Think up some questions for Post your questions on the LIVEbrary Blog at or send them by email to LIVEbrary@annickpress.com or ask them in the Live Skype Chat with Hal Niedzviecki on Thursday, November 1, from 2-3 p.m. Eastern Time.

  • Think up some questions guest author Hal Niedzviecki, such as what his first zine was called? Post your questions on the LIVEbrary Blog at <http://annickpress.blogspot.com> or send them by email to LIVEbrary@annickpress.com or ask them in the Live Skype Chat with Hal Niedzviecki on Thursday, November 1, from 2-3 p.m. Eastern Time.
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Copyright 2007 by Annick Press. All rights reserved. Printed here with permission of the publisher. Please request permission from LIVEbrary@annickpress.com before posting this lesson plan in any public place. Thank you.

Thursday, October 25, 2007

Chat with Shari Graydon Right Now!

If you have Skype, you may join our chat right now by clicking on the "Join Now" button in the graphic below. It will ask if you want to launch your Skype application. You must click "launch application" to join the chat. Thanks!

Tuesday, October 23, 2007

Q&A Thread for Shari Graydon, LIVEbrary #2


Today begins our second program, In Your Face: What Is Beautiful? The Lesson Plan has been posted here, with a reading, an assignment, a quiz, and discussion questions: it's available on the blog or as a PDF download.

On Thursday, you'll have a chance to chat LIVE with Shari Graydon, author of In Your Face: The Culture of Beauty and You, from Annick Press. In order to chat with Shari on Thursday, you need to install Skype software and send us your Skype Username.

But you don't have to wait until Thursday to start asking questions. Go ahead, add your questions to this "thread" using the "comment" button on this post. Talk about the ways different cultures see beauty. Do you think tattoos are beautiful? Have you watched the video with Shari Graydon? Does it make you want to ask her a question? Ask it here!

Thanks for Trying the LIVEbrary!
STEVE O'KEEFE
Producer