Media Literacy Through Media Production Creating Media Works

Media Literacy Through Media Production Creating Media Works in the Junior Grades Melissa Jensen Teacher-Librarian Trillium Woods ES Barrie, ON melissa. jensen@sympatico. ca 2008

Outline: üIntroduce myself and my ideas üFind out where you are from üList expectations achieved üPresent “Stop Film Animation” üPresent “READ poster” üOpen for questions melissa. jensen@sympatico. ca 2008

Media Literacy 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. üFive Media Questions melissa. jensen@sympatico. ca 2008

Curriculum Expectations- Gr. 6 Ø 1. Understanding Media Texts Purpose and Audience 1. 1 explain how a variety of media texts address their intended purpose and audience Making Inferences/Interpreting Messages 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? " Audience Responses 1. 4 explain why different audiences (e. g. , boys, girls, adults, seniors, various cultural groups) might have different responses to media texts Ø 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 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? " Conventions and Techniques 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: "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 forms, conventions, and techniques (e. g. a movie poster to advertise a movie based on a narrative they have studied) Ø 4. 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 these and other strategies can help them improve as media viewers/listeners/producers Interconnected Skills 4. 2 explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts melissa. jensen@sympatico. ca 2008

Stop Film Animation Inspiration: AQ Computers in the Classroom activity Task: plan, shoot and edit a short movie Requires : Use of digital camera and a tripod per group ü Windows Movie Maker ü ü time with classroom teacher to plan melissa. jensen@sympatico. ca 2008

Stop Film Animation Student samples: http: //trw. scdsb. on. ca/ Click on classes and staff-Peters or Gibbs-White classes melissa. jensen@sympatico. ca 2008

Stop Film Animation Good Old Hockey Game Roy Mac. Gregor’s email melissa. jensen@sympatico. ca 2008

Stop Film Animation Sample 1: Grade 6 health, visual arts and language Sample 2: Grade 5/6 Language-part of media unit Øall Øshot in one day Ølot of preparation of props and backgrounds Øpurpose was a PSA Øneeded many cameras a few movies at a time, so takes longer to produce Øused existing props Øpurpose to create a movie melissa. jensen@sympatico. ca 2008

Assessment of Stop Film üOngoing- observation while in production üPeer evaluation üSelf evaluation- sample questions üGeneric animation rubric http: //ali. apple. com/ali_media/Users/1000313/files/others/Animation. Rubric. pdf melissa. jensen@sympatico. ca 2008

Questions about Stop Film? melissa. jensen@sympatico. ca 2008

READ POSTER Inspiration: ALA Read Posters Task: Create a READ Poster to encourage literacy and develop photo editing skills using Fireworks program Requires : ü ü use of digital camera Macromedia Fireworks (photo editing software) ü ü Samples of wallpaper/backgrounds…(student collected) time with classroom teacher to plan melissa. jensen@sympatico. ca 2008

READ POSTERS melissa. jensen@sympatico. ca 2008

READ POSTERS melissa. jensen@sympatico. ca 2008

READ POSTERS melissa. jensen@sympatico. ca 2008

READ POSTERS melissa. jensen@sympatico. ca 2008

READ POSTERS melissa. jensen@sympatico. ca 2008

Demonstration melissa. jensen@sympatico. ca 2008

Assessment of READ Poster üOngoing- observation while in production üPeer evaluation üSelf evaluation- sample questions üREAD poster rubric melissa. jensen@sympatico. ca 2008

Instructions Ø Stop Film Animation Ø Movie Maker Instructions Ø Making Read Posters using Fireworks melissa. jensen@sympatico. ca 2008

Questions about READ poster? melissa. jensen@sympatico. ca 2008

Suggestions: Before you begin: Ø recruit help and technological assistance (e. g. scanner, batteries, cameras, tripods, adults, Coop students) Ø plan enough time for shooting AND editing During production: Ø recruit extra helpers for day of filming Ø assessment ongoing- observation, self/peer-evaluations After projects are completed: Ø Display work- open house DVD, assembly, webpage (permissions) Ø “Trillies”- film festival Ø READ posters around the school and on school computers melissa. jensen@sympatico. ca 2008