1 English SOL Institute Elementary Media Literacy Grades 4 & 5 Strand English SOL Institute Elementary Media Literacy Grades 4 & 5 Strand Paula White

2 Media Literacy (Grades 4 & 5) Strand is integrated into content area lessons Strand is integrated into content area lessons Critical thinking/viewing of media is emphasized Critical thinking/viewing of media is emphasized Several attributes examined: authorship, format, audience, content, and purpose (audience and purpose only at grade 4)Several attributes examined: authorship, format, audience, content, and purpose (audience and purpose only at grade 4) Key Points in Media Literacy

3 Media Literacy (Grades 4 & 5) Deconstruction is emphasized beginning in grade 5 Deconstruction is emphasized beginning in grade 5 Students not just consumers but producers of media (beginning at grade 5) Students not just consumers but producers of media (beginning at grade 5) Key Points in Media Literacy

4 Center For Media Literacy

5 Smokey The Bear (over time)

6 Over time-( All-( Smokey The Bear Resources

7 Key Question #1: Who created this message? Core Concept #1: All media messages are constructed. Key Question #3: How might different people experience this message differently from me? Core Concept #3: Different people experience the same media message differently. Key Question #5: Why is this message being sent? Core Concept #5: Most media are organized to gain profit and/or power. AH-HA!:Looking at PSAs over time helps give a historical context and helps us understand how different words and images can convey the same big ideas. Why Study Public Service Messages?

8 Let’s Play A Game

9 Hidden Meanings Hidden Meanings ( popular-logos/#photo-1( popular-logos/#photo-1) 25 Famous Logos with Hidden Images 25 Famous Logos with Hidden Images ( ( Hidden Secrets of Corporate LogosHidden Secrets of Corporate Logos ( logo) The Power of Logos

10 Key Question #1: Who created this message? Core Concept #1: All media messages are constructed. Key Question #2: What creative techniques are being used? Core Concept #2: Media messages are constructed with a creative language using its own rules. Key Question #4: What lifestyles, values and points of view are represented in, or omitted from, this message? Core Concept #4: Media have embedded values and points of view. AH-HA!: Looking closely at details and knowing about the company helps me understand their hidden messages! Why Study Logos?

11 AuthorshipAuthorship Purpose (grade 4)Purpose (grade 4) signature style of landscape photography Ansel Adams

12 In 1943, Ansel Adams ( ), America's best-known photographer, documented the Manzanar War Relocation Center in California and the Japanese Americans interned there during World War II. Born Free And Equal

13 Born Free and EqualBorn Free and Equal "The purpose of my work was to show how these people, suffering under a great injustice, and loss of property, businesses and professions, had overcome the sense of defeat and dispair [sic] by building for themselves a vital community in an arid (but magnificent) environment.” “Through the pictures the reader will be introduced to perhaps twenty individuals…loyal American citizens who are anxious to get back into the stream of life and contribute to our victory.” Ansel Adams’ Stated Purpose

14 Key Question #3: How might different people understand this message differently? Core Concept #3: Different people experience the same media message differently. Key Question #5: Why is this message being sent? Core Concept #5: Media messages are organized to gain profit and/or power. AH-HA!: Learning about the history of this picture changes the way I look at it! Born Free and Equal

15 5th grade research/writing project John Smith-Historian or Liar?

16 The average person is surrounded by 3,000 commercial messages a day. We are bombarded with advertising messages in print, on radio and TV, through the mail and over the Internet. We don't pay any attention to 99% of them. Thus, the first job of any ad is to get the target buyers to pay attention to it. Does it immediately stimulate one or more "hot button" motivations (a need, want, fear, or desire) of the consumer? Video

17 Another one for kids: elatedhttp:// elated Video

18 Looking at Media

19 How to Analyze a Television CommercialHow to Analyze a Television Commercial ( to-analyze-a-television-commercial) ( to-analyze-a-television-commercial PBS Kids--Don’t Buy It (Advertising Tricks)PBS Kids--Don’t Buy It (Advertising Tricks) ( ( You Are Here-where kids learn to be smarter consumersYou Are Here-where kids learn to be smarter consumers ( ) ( Other Resources

20 Critical Media Literacy: Commercial Advertising ( resources/lesson-plans/critical-media-literacy- commercial-97.html( resources/lesson-plans/critical-media-literacy- commercial-97.html) Critical Media Literacy: TV ProgramsCritical Media Literacy: TV Programs ( resources/lesson-plans/critical-media-literacy-programs- 96.html) ReadWriteThink Resources

21  Smokey The Bear  Smokey The Bear ( Smokey The Bear Smokey The Bearhttp://  The Ad Council ( The Ad Councilhttp://adcouncil.org/  Visual Learning Boom! ( teachers/curriculum/visual-learning-boom) Visual Learning Boom! ( teachers/curriculum/visual-learning-boom  PSA Central ( PSA Central ( Links

22 1. Who created this message? 2. What creative techniques are used to attract my attention? 3. How might different people understand this message differently? 4. What values, lifestyles and points of views are represented in, or omitted from, this message? 5. Why is this message being sent? Deconstruction (at grade 5)

23 1.All media messages are constructed. 2.Media messages are constructed using a creative language with its own rules. 3.Different people experience the same media message differently. 4.Media have embedded values and points of view. 5.Most media messages are organized to gain profit and/or power. Center for Media Literacy 5 Core Concepts

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