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TEACHING STUDENTS TO BE CRITICAL OF MEDIA TEXTS

TEACHING STUDENTS TO BE CRITICAL OF MEDIA TEXTS. Definition As Stated in the Curriculum.

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TEACHING STUDENTS TO BE CRITICAL OF MEDIA TEXTS

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  1. TEACHING STUDENTS TO BE CRITICAL OF MEDIA TEXTS

  2. Definition As Stated in the Curriculum Students demonstrate an informed and critical understanding of the nature of the media, the techniques used by them, and the impact of these techniques. They also demonstrate the ability to understand and use mass media in an active, critical way. (The Ontario Curriculum Grades 1-8, Language, page 156)

  3. Five Key Concepts of Media Literacy • All media are constructions. • The media contain beliefs and value messages. • Each person interprets messages differently. • The media have special interests (commercial, ideological, political). • Each medium has its own language, style, form, techniques, conventions and aesthetics. (The Ontario Curriculum Grades 1-8, Language, page 154)

  4. Continuum of Overall Expectations By the end of Grade 1-Grade 5, students will: 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 as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media text

  5. Reading protocol: Reading With Examples • Choose a partner. (A and B) • Read individually to these stopping points. • We Have Vegetarians At Our School. • Problematizing Social Text • Extending Our Literacies • Further Extension • Take turns summarizing what was read. • At each stop and summary point, partners co-develop examples • that illustrate the point in this part of the text. • Continue until you have read the chapter. • Whole group conversation.

  6. CML’s Five Key Questions Deconstruction 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 view are represented in, or omitted from, this message? 5. Why is this message being sent?

  7. MEDIA TRIANGLEA Framework for Creating Media What information will I include and exclude? What will my message say and how will I say it? What can I include to make this message appealing to my audience?

  8. MEDIA TRIANGLEA Framework for Creating Media What information will I include and exclude? What will my message say and how will I say it? What can I include to make this message appealing to my audience? What is the purpose of my message? What point of view will I take? Who is my audience? What do I know about my audience? What does my audience like?

  9. MEDIA TRIANGLEA Framework for Creating Media What information will I include and exclude? What will my message say and how will I say it? What can I include to make this message appealing to my audience? What form should the work take to suit the purpose and audience? What techniques and symbolic elements will I use? What techniques are used in this medium? How will I distribute the message? What is the purpose of my message? What point of view will I take? Who is my audience? What do I know about my audience? What does my audience like?

  10. Vegetarian commercial What values and points of view are represented in and left out of these 2 commercials? Explain using evidence from the media text. Meat Commercial

  11. Reflection: • Do you know how many students in your classroom are vegetarians? • How many others have dietary restrictions or religious rules around specific foods eaten? • What can you as a class, grade team and school to find out? • What are we doing now at Clark to meet the needs of vegetarians? • If there is a need, how can we include our students in doing something about this issue or another issue this year?

  12. Resources and Websites • Concerned Children's Advertisers www.cca-kids.ca • Center for Media Literacy • www.medialit.org • http://old.edselect.com/media.htm - Lots of links to other useful sites and resources • www.medialiteracyweek.ca - Suggestions for activities and how to involve parents

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