Sunday, December 15, 2013

Mary Baradaran 20% Project Collaboration and Community

One 6th grade LA standard involves media literacy:   6.9.7.7 b. Evaluate mass media with regard to accuracy of information, bias, stereotype, purpose, message and target audience. (e.g. film, television, radio, video games, print and digital media, advertisements)  so I was excited to find this resource from InCtrl   http://goo.gl/BXaIoD  to help teach that standard.  As an added bonus, this lesson helps meet http://www.iste.org/standards  as well.
Reflection: I spent the majority of my time perusing resources and determining exactly what I wanted to teach that would be beneficial to students and meet a standard.  After spending hours on Twitter chasing links and searching for the “just right” idea.  I found what I needed with the Digital Resources link and the InCtrl site.  Initially, I found the open endedness to be disorienting, but eventually found it to be freeing as I could find what best fit my students’ needs within the Digital Citizenship framework.   I will complete this project with students in January after we return from break. As well as being engaging; it is meeting my media literacy standard which I didn't even get to last year!
Day 1  Students will talk for 5 minutes with their table group about how they spend their time with digital media.  Then using their writer's notebooks  students will reflect on the various ways they spend their time digitally.  Students will share their writing with their tablemates.  Next, as a group they will discuss these three questions: 1. List as many things as you can think of that fall into the media category. 2. What kinds of media do they use the most and why? 3. What media do they create?   Next, watch the short video  5 Facts about advertising http://goo.gl/y9IXcz  there are  links beneath the video that show examples of the techniques.  Students will have 5 minutes to use their devices to find one memorable piece of media to share with the class. Thinking about these questions as they search:  What grabbed my attention?  Who is this intended for and what is the message?  They will share with their tables.
Homework:  Students find 1-5 images that have an impact on them either positive or negative and relate to their lives in some way.  
Day 2:  Share the images they found discussing these questions: How did this impact you? What grabbed your attention? What do you like/dislike about it? How does it relate to your life?   Next,  watch the Photos or Faux -tos video on the same link above.  
 Then  using images from these sites I will choose 10 pictures 5 real and 5 fake  http://goo.gl/LllhyJ  http://goo.gl/xbUvOE   http://goo.gl/WjW2fq  Students will have to guess if the image is real or faux.  They will study the image for a few minutes, discuss their reasoning and present their evidence.  I plan to create a presentation with these images.  The above are just an example.  Do you know which one is real? ( I used the Snagit app for the first time to get those images!)
Day 3-4 Paired up students will choose  a media category to focus their next project on:   1. TV Commercial  2. News Report  3. Printed Advertisement  4. Video Game  5. Short Film/Music Video/Animation (10 minutes or less)   Students will interpret, deconstruct, evaluate and analyze the media example they chose using these key questions:
1. Who created this message? How do you know? Is he/she, are they credible? 2. What creative techniques are used to attract my attention? How did they use colors, images, motion, text, design, lighting, or sound to create a mood or feeling? 3. How might different people understand this message differently? Who is the target audience? How would someone else interpret it? (For example, a child versus an adult; a native versus an immigrant.) 4. What values, lifestyles and points of view are represented in, or left out from, this message? What kind of people and points of view are included or left out? Is this biased towards one side or another? 5. Why is this message being sent; what is its purpose? Was this created to inform, persuade, or entertain? How can you tell?
Students will process these questions through discussion and then reflection in their writing notebooks. Finally, students will reconstruct the media example and put their own spin on it. Using these guiding questions: was there a message you didn't agree with in the message? What is your new message and who is your target audience? Then choose any digital tool they have access to and create a new message. When presenting to the class, focus your observations on how the message was changed and what techniques were used to influence people.


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