Most internet users are familiar with internet phenomena such as Grumpy cat, rage comics, LOLcats or Doge. But not only are they an entertaining way to pass the time, they can also be a useful language teaching (or learning) tool. An excerpt from Language Learning with Digital Video, the following exercise allows you to harness the power of memes to use in the classroom.
Outline
Learners pitch ideas for creating a new video meme (see Step 2 for a definition of this term).
After a vote, the best idea is created and uploaded to YouTube.
Primary focus
Speaking skills: pitching ideas; describing a process
Secondary focus
Developing media literacy through the dissection, analysis and creation of virally transmitted ‘packages of culture’ (memes)
Time
2 × 60 minutes
Level
Intermediate and above
Preparation
You will need a data projector, laptop, mobile phone or other device capable of recording video.
Procedure
1. Ask learners what the items in the list below have in common (they are all viral video memes) and what they know about them. The list can be updated with any recent popular memes if necessary:
The Harlem Shake
Rick Rolling
Gangnam Style
Goat Edition
Old Spice Guy
2. Write the words ‘meme’ and ‘viral’ on the board and elicit definitions of both terms. If none of the learners are familiar with these words, then explain and provide examples. A ‘meme’ is a cultural phenomenon or behaviour that is passed from one individual to another, often by imitation. Commonly, it is an image or video that is passed around digitally on the Internet. ‘Viral’ is the manner in which the memes spread organically and from person to person, in a similar way to a virus.
3. Ask the learners to describe any of the memes they recognize from the list or any meme that might be popular at the time. Encourage them to try to discover the ‘DNA’ or formula of the meme by breaking it down into its component parts. A good example is the Harlem Shake, which can be summarized as follows:
a) approx 30 seconds long
b) always features the same part of the 2012 ‘ Harlem Shake ’ song by American electronic musician Baauer
c) begins with one person, usually wearing a helmet, dancing alone but surrounded by people who are not paying any attention
d) video cuts to everyone doing the dance (often wearing strange costumes) for the rest of the video
e) video ends in slow motion with the sound of a lion roaring
4. Discuss or brainstorm ideas for what makes a meme spread and become popular. For more ideas on this, Kevin Allocca highlights three possible explanations in his TED Talk, Why videos go viral.
5. Learners invent and plan a new meme in groups and then pitch their ideas to the rest of the class. Each meme idea must have a set of easy-to-follow steps.
6. Learners vote on the most popular and practical idea and every group creates a video of the new meme. This can be filmed outside of class if necessary or more convenient.
7. Learners upload their meme videos to YouTube and use social media to try to spread the new meme through their networks.
8. After two to four weeks, learners report back on the success or failure of the new meme based on the number of views and any new uploads of the meme by others.