Day+1


 * Day 1**

** Overview **

 * Participants will **
 * 1) ** Review the main concepts of media literacy. **
 * 2) ** Discuss reasons why media literacy is important. **
 * 3) ** Learn the different media formats. **
 * 4) ** Learn the basic shots that make up media messages. **
 * 5) ** Navigate the Newseum Front Page site to pick and discuss impactful images. **
 * 6) ** Create a cartoon using three shots. **

Review of the course structure and prerequisites. Questions?
 * 8:00- 8:30** Introductions ( I will reveal your Google form answers)

The Virginia Department of Education’s English Language Arts Standards indicate that students will analyze, develop, and produce creative and informational media messages. Media literacy is an ever-changing challenge, one with wide scope and consequence. Students are continually bombarded by ideas, images, sounds, and pressures, descending rapidly from a variety of sources. In fact, what students consider to be media may not be qualified as media to their teachers. Students rarely read newspapers, listen to news radio, and most do not even watch TV. Tumblr, Reddit, and dozens of other websites that most adults have never heard of occupy their time. Nevertheless, the skills of media literacy—and of the analysis of media messages—are applicable to all sources. Teachers can teach analytical skills in one domain and coach students to apply them to other formats and forums. Let's examine the main SOL Media Literacy Strands:
 * 8:30- 9:30** Media Literacy Overview:
 * Read the following Review:**

For **sixth** grade, the standards require that students
 * Differentiate audio/video (print/broadcast/web, reading/listening/viewing, prerecorded/live).
 * Understand authorship, format, audience, content, purpose (as well as production -- layout, text features, shots and angles, lighting, editing, and sound)
 * Recognize and evaluate PSAs and create media messages

For ** seventh ** grade, the standards require that students build on sixth grade understandings and also--
 * Identify and distinguish fact and opinion
 * Identify persuasion and persuasive techniques. (name calling, glittering generalities, bandwagon, testimonials, appeal to emotions)
 * Analyze media for opinions and for facts and for techniques used
 * Create and publish media messages (PSAs)

For ** eighth ** grade, the standards require that students build on sixth and seventh grade understandings and also--
 * Analyze the motives of media messages

Why Media Literacy? Reading and Discussion 1) Read my essay entitled "Why Media Literacy?" 2) Read the Center for Media Literacy's webpage "20 Important Reasons to Study the Media" In the discussion area below, tell us what are the three most important reasons we need to integrate media literacy into our curriculum. include component="comments" page="page:Day 1" limit="10" Looking at Media Formats 9:30-10:30 Audio or Video or Both? From the Standards of Learning: To understand these concepts, students must first recognize that all communications—and especially media messages—have the following five components: authorship, format, audience, content, purpose. **Not only must students recognize these components, they must also be able analyze them.** The Audio/Video standard focuses on Format Format This is not just the medium being used but also **how** the creators used specific elements for effect, i.e., color, sound, emphasis on certain words, amateur video, kids’ voices.
 * All children should be able to “differentiate audio/video (print/broadcast/web, reading/listening/viewing, prerecorded/live).” **
 * Authorship - Who said it?
 * Format- How was it said?
 * Audience- To whom was it said?
 * Content- What was said?
 * Purpose- Why was it said?

There are three types: auditory, visual, and written.
 * Auditory media can be heard (e.g., music, radio shows, podcasts).
 * Visual media can be viewed (e.g., television, video, Web-based materials, print ads).
 * Written media includes text (e.g., newspapers, magazines, books, blogs).

When analyzing format, special attention should be given to the means used to deliver the message, whether it be broadcast or print or web. As well, the decision to deliver message live or to pre-record them will have an impact on the format. In all, students must question and consider how the format of the message affects the meaning, effectiveness, and impact of the message.

Here are a few examples of media messages that vary in their use of print, audio, and video. All of them are McDonald’s advertisements. Click on the links below. What are the characteristics of each Format?
 * Activity:**

How are the characteristics of each format used to convey the message?

Written

Auditory

Visual

Shots =10:30-12:00= Visual Literacy: Shots Media creators use different camera shots to help tell their story. Camera shots can be used to embed values and points of view. Camera shots and composition techniques are manipulated by media creators to help persuade the viewer.

Camera shots The basic shots in media are: Wide/Long shot: Setting/capturing the environment/ establishing shot(s)

Medium/Mid Shot : Middle of the body and up/introduction of characters and dialog



Medium Close-up and extreme Close-up : Show detail/emotion/ focus on face/into the mind of the character. Medium Close-up (left image) Extreme Close-up (Right Image)

**For more details, check out this great article from Vimeo.**

 * Activity:**

Activity 1: Newspaper Activity: Newspaper photos can be dynamic and compelling visual storytellers. A lot of information can be transmitted and communicated through effective photojournalism. Find a photo from the front pages section of the Newseum website. You can choose any newspaper available. There are so many to choose from! Identify the shot. Write a few sentences on how the camera shot and/or composition help communicate the message of the story. Can you see the author’s point of view and/or values from this photo?

Activity 2: It is fun to create cartoons. Now with the power of web 2.0 technology it is easy to create cartoons even with no real artistic talent. (Possible topics: Your summer break, teaching, your students, pop culture)
 * 1)  Go to: [|__http://www.toondoo.com__] (Create a login)
 * 2) Create a 3 or 4 panel cartoon working with our three basic shots.
 * 1) Begin with a wide or establishing shot
 * 2) Next create a medium shot
 * 3) End with some form of a close-up or extreme close-up to conclude.
 * 4) When you are finished we will showcase and discuss!

Watch this tutorial and see an example below!

media type="custom" key="23579926"

Here is my example: media type="custom" key="23579964"

Great Job on Day 1. See you tomorrow!