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Keep the Tribe Alive

Program Length: 1 hour
Produced: 2000

This program cautions all people, but especially women between 15 and 30, about how to avoid AIDS/HIV infection. Performances by Canadian musicians are interspersed with endorsements, interviews and Public Service Announcements.
Discussion leaders may use all of the following discussion activities, or select those that best suit the group and the time frame. Another strategy is to use all the activities at once, assigning one activity to each of four groups, then asking each group to present its evidence and conclusions.

1. Musician and Musical Endorsements
Do any of the songs performed in Keep the Tribe Alive promote sexual activity? Do any of them promote safe sex? Some people believe that many songs and music videos promote promiscuity and unsafe sex. Do you agree? Why? Can you name any other songs that either promote safe or promiscuity and unsafe sex? Each group is represented by a spokesperson who endorses safe sex. Which endorsement do you find to be the most effective? Why? Why is it more significant for musical celebrities to endorse safe sex than doctors, government officials, teachers or clergymen? 

2. Production Values
Each group plays one or two songs. The production crews modify the lighting, editing and camera movement for each band's performances. Some bands are lit by mostly blue light, some by mostly moving lights. Some bands are photographed in medium close, steady cameras, some in very close, tilted, moving cameras. Which performance do you think is best presented by camera/editing/lighting? Why? Use specific examples to support your decision.

3. PSAs
We see a large variety of Public Service Announcements (PSA) about AIDS/HIV. Even though they all address the same general issues, the style, content and focus are different for each one. List and describe each PSA, both in style and content. Which ones do you find most effective? Why? PSAs include: "Porn-star how-to," "Doggy Dum Dum," "Skate Boarder," "Sharing needles," "Answering machine," "Disclosure." Do they address all of the significant issues or are some missing? (Significant issues might include sexual intimacy, drugs, same-sex sex, opposite-sex sex, modes of protection, public disclosure, etc.) Using a storyboard and/or video camera and editing, create a PSA of your own. Explain how your PSA either fills a gap left by the other PSAs or how it is more effective than the others.

4. Advice List
At the beginning, Juliette explains that many methods of protection will be addressed over the course of the show. Note each of the protection methods and how well they are explained. Do you think that the average 15 to 30 year-old person would understand the explanations well enough to successfully protect themselves? Why or why not? Which protection methods might need further explaination? Which were well-explained? Which were left out?

For more information on AIDS/HIV in Canada, visit:
http://www.aidsfoundation.ca/
http://www.hc-sc.gc.ca/hpb/lcdc/publicat/aids
http://www.hc-sc.gc.ca/main/lcdc/web/publicat/aids/aic12-96/aid95e_a.html
http://gbgm-umc.org/programs/hiv/aidslinks.html
http://www.cpha.ca/cpha.docs/ch/aids.html
http://www.avert.org/worldaid.htm

Written by: Neil Andersen
Neil Andersen is an award-winning Curriculum Consultant with the Toronto District School Board. He is also a speaker and consultant in media and communications technology. His most recent work includes the Between the Lines CDs, the teachers' study guide for the award-winning Scanning Television, and study guides for Space, Bravo! and MuchMusic's Cable in the Classroom broadcasts of original media literacy programming.

For more information about MuchMusic's educational programming -- or to give us your feedback -- please contact: 

Kim Rapagna
Manager, Public Affairs
CTVglobemedia Inc.
krapagna@ctvglobemedia.com




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