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Media Literacy Through Media Production

This workshop introduces the concept of media literacy and how it can be developed through media production in the junior grades. Activities include creating a stop film animation and designing a READ poster to promote literacy. Participants will also learn about Ontario curriculum expectations and assessment strategies.

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Media Literacy Through Media Production

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

  2. Outline: Introduce myself and my ideas Find out where you are from List expectations achieved Present “Stop Film Animation” Present “READ poster” Open for questions melissa.jensen@sympatico.ca 2008

  3. Ontario Curriculum Expectations: • The Media Literacy strand has four overall expectations, • Students will: • demonstrate an understanding of a variety of media texts; • identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; • create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; • reflect on and identify their strengths, areas for improvement, and the strategies they found most helpful in understanding and creating media texts. Media Literacy Five Media Questions melissa.jensen@sympatico.ca 2008

  4. Curriculum Expectations- Gr. 6 • 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 • 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) • 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

  5. 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 • Windows Movie Maker • time with classroom teacher to plan melissa.jensen@sympatico.ca 2008

  6. 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

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

  8. Stop Film Animation melissa.jensen@sympatico.ca 2008

  9. Assessment of Stop Film • Ongoing- 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 melissa.jensen@sympatico.ca 2008

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

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

  12. READ POSTERS melissa.jensen@sympatico.ca 2008

  13. READ POSTERS melissa.jensen@sympatico.ca 2008

  14. READ POSTERS melissa.jensen@sympatico.ca 2008

  15. READ POSTERS melissa.jensen@sympatico.ca 2008

  16. READ POSTERS melissa.jensen@sympatico.ca 2008

  17. Demonstration melissa.jensen@sympatico.ca 2008

  18. Assessment of READ Poster • Ongoing- observation while in production • Peer evaluation • Self evaluation- sample questions • READ poster rubric melissa.jensen@sympatico.ca 2008

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

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

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

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