Media Literacy Through Media Production Creating Media Works in the Junior Grades Melissa Jensen Teacher-Librarian Trillium Woods ES Barrie, ON

Outline: Introduce myself and my ideas Introduce myself and my ideas Find out where you are from Find out where you are from List expectations achieved List expectations achieved Present Stop Film Animation Present Stop Film Animation Present READ poster Present READ poster Open for questions Open for questions

Media Literacy Five Media Questions Five Media Questions Five Media Questions Five 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 Understanding Media Texts Purpose and Audience 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. 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. 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

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 Use of digital camera and a tripod per group Windows Movie Maker Windows Movie Maker time with classroom teacher to plan time with classroom teacher to plan

Stop Film Animation Student samples: Click on classes and staff-Peters or Gibbs-White classes

Stop Film Animation Good Old Hockey Game Roy MacGregors

Stop 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 day lot of preparation of props and backgrounds purpose was a PSA needed many cameras shot a few movies at a time, so takes longer to produce used existing props purpose to create a movie

Assessment of Stop Film Ongoing- observation while in production Peer evaluation Self evaluation- sample questions Generic animation rubric

Questions about Stop Film?

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 use of digital camera Macromedia Fireworks Macromedia Fireworks (photo editing software) (photo editing software) Samples of wallpaper/backgrounds…(student collected) Samples of wallpaper/backgrounds…(student collected) time with classroom teacher to plan time with classroom teacher to plan

READ POSTERS

READ POSTERS

READ POSTERS

READ POSTERS

READ POSTERS

Demonstration

Assessment of READ Poster Ongoing- observation while in production Peer evaluation Self evaluation- sample questions READ poster rubric

Stop Film Animation Stop Film Animation Stop Film Animation Stop Film Animation Movie Maker Instructions Movie Maker Instructions Movie Maker Instructions Movie Maker Instructions Making Read Posters using Fireworks Making Read Posters using Fireworks Making Read Posters using Fireworks Making Read Posters using FireworksInstructions

Questions about READ poster?

Before you begin: recruit help and technological assistance recruit 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 editing plan enough time for shooting AND editing During production: recruit extra helpers for day of filming recruit extra helpers for day of filming assessment ongoing- observation, self/peer-evaluations assessment ongoing- observation, self/peer-evaluations After projects are completed: Display work- open house DVD, assembly, webpage (permissions) Display work- open house DVD, assembly, webpage (permissions) Trillies- film festival Trillies- film festival READ posters around the school and on school computers READ posters around the school and on school computers Suggestions: