Evaluation of Unit:



Year level: 6Unit:Media Arts – Past Action: Future Consequence News BroadcastDuration: 10 weeks (1 lesson per week)Unit Outline: Explore ways in which media affects its intended audience in relation to sustainability issues; plan and create a ‘news broadcast’ about sustainability for an intended audience; Aim: Learn how different media platforms are intended to appeal to a range of audiences.Outcome: Students will understand how different media representations influence others through their chosen style of presentation; Students will be able to identify different media styles and why they were chosen for a specific audience; Students will record themselves performing a ‘news broadcast’ targeted towards a specific audience and reflect on an audience would react to this. Students’ will begin to research terminology that is associated with various media arts pieces.Resources: computer, recording device (camera/ iPad, etc.), props/ costumes for recording (microphone, business shirts etc.), pens, paper, notebooks, computer, editing softwareACARA StrandFocusTeaching and learningExploring ideas and improvising with ways to represent ideasStudents will analyse how sustainability issues can be presented in a variety of media styles (SUST).They will investigate the ways in which media can be adapted to suit a targeted audience.After researching the impact an audience has on how media is displayed the students’ will create and edit a ‘news broadcast’ in the style of a chosen audience (ICT).Visit Adelaide Zoo to watch ‘Past Action: Future Consequence’* performance – participate in an arts workshop.In Science begin to look at sustainability/ deforestation/ breeding program issues that the students’ are able to focus their ‘news broadcast’ on (this can be local or international issues) (SUST & possibly AAEA)Brainstorming lesson –what different kinds of media representations do the students encounter; what do they think the intended audiences of these media representations are?; how do these media representations affect how an audience views issues such as sustainability?; how has media arts changed over time? Lead the discussion towards television media (news programs in particular) and what different forms of these they are aware of (CCT).Break into predetermined groups (of about 3 students in each); have them choose an audience to present a news idea to (news for adults, teens, children, etc.) *this may need to be decided by getting a bowl and writing different audiences on pieces of paper so that a variety of audiences are shown in the final display; get the students’ to begin researching their groups chosen audience (CCT).Continue researching their chosen audience as a part of homework/ free time;In English class writing script for ‘news broadcast’ (LIT);Begin practicing ‘news broadcast’ in drama class / spare timeRefine the structure of ‘news broadcast‘ – verify with teacher that it matches chosen audience level. 1st recording of ‘news broadcast’ and personal critique of performance/ media style.Final / rerecording of ‘news broadcast’.Lesson on basic video editing (ICT).Final video editing lesson (ICT).Videos can be further edited in students’ free time at school or at home.In class display and peer assessment of ‘news broadcast’Opportunity to display their ‘news broadcast’ to family and friends (after school exhibition)Reflection on unit and self-assessment on the group ‘news broadcast’ exercise (and possible exhibition); also able to see if they think that their groups target audience has been reached.Assessment: Students will demonstrate that they understand that media can be targeted at a variety of audiences. This will be evident in class discussions, the students’ final edited ‘news broadcast’, and also the reflections that will be done in the final lesson.Ability to describe and discuss their final media arts piece using appropriate media arts terminology. Be able to talk about ways they have tried to influence an audience’s perception of an issue using various media arts strategies.Extension activitiesMake intro music / poster to be displayed in a short chip at start of ‘news broadcast’;Interview members of the Indigenous community (that suits the groups intended audience) that can be used in the final ‘news broadcast’ regarding sustainability issues (ATSIHC, ICU & SUST)Present a piece of print media that relates to the same audience as their ‘news broadcast’ (newspaper, comic etc.)Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)Developing understanding of practicesDevelop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)Sharing artworks through performance, presentation or displayPlan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)Responding to and interpreting artworksExplain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)Evaluation of Unit:Quality of final pieces will determine if: enough time given to students’ to complete task well; Did students’ fully understand task that was presented to them or was the concept too advanced?; Did they use the recording equipment and editing programs in a responsible manner?Whole class and one-on-one discussions will determine if: important concepts / terminology in relation to this form of media arts are understood and can be displayed.Year 6 Achievement StandardBy the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.Students’ work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.General CapabilitiesCross curriculum prioritiesLiteracy (LIT)Numeracy (NUM)Information and communication technology (ICT) capabilityCritical and creative thinking (CCT)Personal and social capability (PSC)Ethical understanding (EU)Intercultural understanding (ICU)Aboriginal and Torres Strait Islander histories and cultures (ATSIHC) Yes - Where PossibleAsia and Australia’s engagement with Asia (AAEA) Yes - Where PossibleSustainability (SUST) YesLinks to other learning areasEnglishWorking on the ‘script’ that will be read in the ‘news broadcast’.Health and Physical EducationHumanities and Social SciencesThe freedom of speech in the media arts that some cultures have (as opposed to other cultures).Civics and CitizenshipEconomics and businessLooking at how different media businesses are run. Possible guest speaker from newspaper/ television studio?GeographyAreas of the world that are affected by these issues; How media is represented in different countries.HistoryHow media has changed throughout the years? What direction do the students’ think media will go in (CCT)?LanguagesGroups may choose to present their ‘news broadcast’ in another language (i.e. the language primarily learnt at that school – French/ Japanese etc.) MathematicsScienceResearching a sustainability/ deforestation/ captive breeding issue to be presented in the ‘news broadcast’.TechnologiesLearning how to use the editing software and recording devices.Examples of knowledge and skills appropriate for students in Media Arts in Year 6In this band students develop their knowledge of how ideas and intentions are communicated in and through media arts. They build on and refine their knowledge, understanding and skills through media arts practices focusing on:Representation and story principlesStructureorganising ideas, and using story structures and tension to engage an audienceIntentcommunicating ideas and stories with a purposeCharacterthe characteristics of fictional and non-fictional roles portrayed through physicality, voice, costumes and propsSettingsthe real or imagined environments and situations for characters and ideasPoints of viewthe perspective of who tells the stories or constructs the ideasGenre conventionsthe established and accepted rules for constructing stories and ideas in a particular styleLanguages: elements of media arts (technical and symbolic)Compositionthe arrangement and sequence of images and text to support the purpose of communicating ideas or stories from different points of view using framing, editing and layoutTimethe order, duration and depiction of ideas and eventsSpacethe distance and relationship between objects, sounds or text or the depiction of placeSoundloudness, softnessambient noisemusic for effectMovementthe way the eye discovers images or text; the suggestion of movement through soundLightinglight, shade and colour for effectTechnologiesedit and produce images, sounds and text or a combination of these with selected media technologiesAudienceidentifying the variety of audiences and purposes for which media artworks are madeInstitutions: individuals, communities and organisationsIdentifying purpose and processes for producing media artworks and considering individual ethical behaviour and the role of communities and organisations in regulating access to media artworks21082060325Suggested artists and resourcesDifferent Media Audiences Makes a Good Journalist? Broadcast Examples Examples up your ‘News Broadcast’ artists and resourcesDifferent Media Audiences Makes a Good Journalist? Broadcast Examples Examples up your ‘News Broadcast’*Please Note – Unit & Lesson plan theme shared with Nancijean Morrison – 2085197Final done individually due to partner’s illness so plans will be similar but not identical. ................
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