[email protected] 2008 Media Literacy Through Media Production Creating Media Works in the Junior Grades Melissa Jensen Teacher-Librarian Trillium

[email protected] [email protected] 20088

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


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


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.


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


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



Student samples: http://trw.scdsb.on.ca/

Click on classes and staff-Peters or Gibbs-White classes



Good Old Hockey Game

Roy MacGregor’s email



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


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


Questions about Stop Film?Questions about Stop Film?


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


READ POSTERSREAD POSTERS










DemonstrationDemonstration


Assessment of READ PosterAssessment of READ PosterOngoing- observation while in production

Peer evaluation

Self evaluation- sample questions

READ poster rubric


Stop Film AnimationStop Film Animation Movie Maker InstructionsMovie Maker Instructions Making Read Posters using FireworksMaking Read Posters using Fireworks

InstructionsInstructions


Questions about READ poster?Questions about READ poster?


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

Suggestions:Suggestions:

Documents

[email protected] 2008 Media Literacy Through Media Production Creating Media Works in the Junior Grades Melissa Jensen Teacher-Librarian Trillium