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Transcript of [email protected] 2008 Media Literacy Through Media Production Creating Media Works in the...
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Media Literacy Through Media Media Literacy Through Media ProductionProduction
Creating Media Works in the Junior GradesCreating Media Works in the Junior Grades
Melissa Jensen Melissa Jensen Teacher-LibrarianTeacher-LibrarianTrillium Woods ESTrillium Woods ES
Barrie, ONBarrie, ON
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Outline:Outline:Introduce myself and my ideasIntroduce myself and my ideasFind out where you are fromFind out where you are fromList expectations achievedList expectations achievedPresent “Stop Film Animation”Present “Stop Film Animation”Present “READ poster”Present “READ poster”Open for questionsOpen for questions
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Media LiteracyMedia Literacy
Five Media QuestionsFive Media Questions
Ontario Curriculum Expectations:The Media Literacy strand has four overall expectations, Students will:1. demonstrate an understanding of a variety of media texts;2. identify some media forms and explain how the conventions and
techniques associated with them are used to create meaning;3. create a variety of media texts for different purposes and
audiences, using appropriate forms, conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
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Curriculum Expectations- Gr. 6Curriculum Expectations- Gr. 6 1. Understanding Media Texts Purpose and Audience1. Understanding Media Texts Purpose and Audience 1.1 explain how a variety of media texts address their intended purpose and audience 1.1 explain how a variety of media texts address their intended purpose and audience Making Inferences/Interpreting Messages Making Inferences/Interpreting Messages 1.2 interpret media texts, using overt and implied messages as evidence for their interpretations Teacher prompt: "Is 1.2 interpret media texts, using overt and implied messages as evidence for their interpretations Teacher prompt: "Is
there a connection between the articles and the advertisements used in a magazine?" there a connection between the articles and the advertisements used in a magazine?" Audience ResponsesAudience Responses1.4 explain why different audiences (e.g., boys, girls, adults, seniors, various cultural groups) might have different 1.4 explain why different audiences (e.g., boys, girls, adults, seniors, various cultural groups) might have different
responses to media texts responses to media texts 3. Creating Media Texts Purpose and Audience 3. Creating Media Texts Purpose and Audience 3.1 describe in specific detail the topic, purpose, and audience for media texts they plan to create, and identify 3.1 describe in specific detail the topic, purpose, and audience for media texts they plan to create, and identify
challenges they may face in achieving their purpose Teacher prompt: ''Why do you think it is important for people challenges they may face in achieving their purpose Teacher prompt: ''Why do you think it is important for people to know about this topic? Why might you need to be especially persuasive to interest them in the topic?" to know about this topic? Why might you need to be especially persuasive to interest them in the topic?"
Conventions and Techniques Conventions and Techniques 3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and 3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and
explain how they will use the conventions and techniques to help communicate their message Teacher prompt: explain how they will use the conventions and techniques to help communicate their message Teacher prompt: "How do the conventions and techniques of this form make it easier or harder to communicate certain ideas?" "How do the conventions and techniques of this form make it easier or harder to communicate certain ideas?"
Producing Media Texts 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate Producing Media Texts 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques (e.g. a movie poster to advertise a movie based on a narrative they have forms, conventions, and techniques (e.g. a movie poster to advertise a movie based on a narrative they have studied) studied)
4. Reflecting on Media Literacy Skills and Strategies Metacognition4. Reflecting on Media Literacy Skills and Strategies Metacognition 4.1 identify what strategies they found most helpful in making sense of and creating media texts, and explain how 4.1 identify what strategies they found most helpful in making sense of and creating media texts, and explain how
these and other strategies can help them improve as media viewers/listeners/producers these and other strategies can help them improve as media viewers/listeners/producers Interconnected SkillsInterconnected Skills4.2 explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media 4.2 explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media
texts texts
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Stop Film AnimationStop Film Animation
Inspiration: Inspiration: AQ Computers in the Classroom activityAQ Computers in the Classroom activity
Task:Task: plan, shoot and edit a short movie plan, shoot and edit a short movie
Requires : Requires : Use of digital camera and a tripod per groupUse of digital camera and a tripod per group Windows Movie Maker Windows Movie Maker
time with classroom teacher to plantime with classroom teacher to plan
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Stop Film AnimationStop Film Animation
Student samples: http://trw.scdsb.on.ca/
Click on classes and staff-Peters or Gibbs-White classes
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Stop Film AnimationStop Film Animation
Good Old Hockey Game
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Stop Film AnimationStop Film Animation
Sample 1:
Grade 6
health, visual arts and language
Sample 2:
Grade 5/6
Language-part of media unit
all shot in one daylot of preparation of props and backgroundspurpose was a PSAneeded many cameras
shot a few movies at a time, so takes longer to produceused existing propspurpose to create a movie
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Assessment of Stop FilmAssessment of Stop FilmOngoing- observation while in production
Peer evaluation
Self evaluation- sample questions
Generic animation rubric
http://ali.apple.com/ali_media/Users/1000313/files/others/AnimationRubric.pdf
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Questions about Stop Film?Questions about Stop Film?
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READ POSTERREAD POSTER
Inspiration: Inspiration: ALA Read PostersALA Read Posters
Task: Task: Create a READ Poster to encourage literacy Create a READ Poster to encourage literacy and develop photo editing skills using Fireworks programand develop photo editing skills using Fireworks program
Requires : Requires : use of digital camerause of digital camera Macromedia FireworksMacromedia Fireworks (photo editing software)(photo editing software)
Samples of wallpaper/backgrounds…(student collected)Samples of wallpaper/backgrounds…(student collected) time with classroom teacher to plantime with classroom teacher to plan
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READ POSTERSREAD POSTERS
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READ POSTERSREAD POSTERS
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READ POSTERSREAD POSTERS
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READ POSTERSREAD POSTERS
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READ POSTERSREAD POSTERS
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DemonstrationDemonstration
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Assessment of READ PosterAssessment of READ PosterOngoing- observation while in production
Peer evaluation
Self evaluation- sample questions
READ poster rubric
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Stop Film AnimationStop Film Animation Movie Maker InstructionsMovie Maker Instructions Making Read Posters using FireworksMaking Read Posters using Fireworks
InstructionsInstructions
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Questions about READ poster?Questions about READ poster?
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Before you begin:Before you begin: recruit help and technological assistancerecruit help and technological assistance (e.g. scanner, batteries, cameras, tripods, adults, Coop students)(e.g. scanner, batteries, cameras, tripods, adults, Coop students) plan enough time for shooting AND editingplan enough time for shooting AND editing
During production:During production:
rrecruit extra helpers for day of filmingecruit extra helpers for day of filming
assessment ongoing- observation, self/peer-evaluationsassessment ongoing- observation, self/peer-evaluations
After projects are completed:After projects are completed: Display work- open house DVD, assembly, webpage (permissions)Display work- open house DVD, assembly, webpage (permissions) ““Trillies”- film festivalTrillies”- film festival READ posters around the school and on school computersREAD posters around the school and on school computers Evaluation rubric Evaluation rubric
Suggestions:Suggestions:
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Other ideasOther ideasUsing the same software….Using the same software…. Alphabet Book (Gr. 4 Class) inspired by Alphabet Book (Gr. 4 Class) inspired by
Stephen Johnson’s Stephen Johnson’s
Next project? Next project? inspired by Ben Hillman’sinspired by Ben Hillman’s