A.3.1.1.4-5 Identify how sounds, images and words used
in television, radio, film and the Internet are used to inform, persuade and
entertain the audience about familiar objects or concepts. For example,
consider a simple radio message which promotes safety vs. an advertisement
for a safety device. (ADP
G1)
A.3.1.2.4-5 Identify traits of the visual arts (such as
media images, painting, film and graphic arts) and verbal arts (words and
text), and consider how visual and verbal elements work together to convey a
message in relatively uncomplicated media. (ADP
G2)
A.3.1.3.4-5.a Identify visual and sound techniques and
design elements (e.g., special effects, camera angles, lighting and music).
(ADP
G3)
A.3.1.3.4-5.b Identify ways in which visual and sound
techniques help to deliver an idea or message. (ADP
G3)
Grades 6-8
VIEWING (A.3)
(view entire Viewing strand
for grades 4 – 12)
As students progress across the grade
levels, they should view TV, film, the Internet, billboards, advertisements,
newspapers and magazines in increasingly critical ways. Students should
apply more attentive and analytical viewing skills to comprehend and
evaluate complex media communications. In addition to those skills
explicitly stated below, students may be expected to apply the benchmarks
for specific reading skills, from the
Reading strand, to
viewing situations.
The benchmarks for effective viewing progress across
grades 6 – 8 in the following area:
A.3.1 Viewing Skills
A.3.1.1 understanding and evaluating media
A.3.1.2 considering visual and verbal intersections
A.3.1.3 analyzing visuals, sound and design
These benchmarks are described in greater detail
below.
A.3.1 Viewing Skills
A.3.1.1.6-8 Interpret how the sounds, images and
words used in television, radio, film and the Internet are used to
support the purpose of the production, and evaluate the effectiveness of
the techniques. For example, consider a television program which
promotes a particular perspective on an issue. (ADP
G1)
A.3.1.2.6-8 Identify, analyze and discuss the
relationship between the visual (such as media images, painting, film
and graphic arts) and the verbal in more challenging media and explain
how the elements support or conflict each other. (ADP
G2)
A.3.1.3.6-8 Identify visual and sound techniques
and design elements (e.g., special effects, camera angles, lighting and
music in television or film or layout, pictures and typeface in
newspapers, magazines and print advertisements) in various media, and
explain how they carry or influence messages. (ADP
G3)
Grades 9-10
VIEWING (A.3)
(view entire Viewing
strand for grades 4 – 12)
As students progress across the grade
levels, they should view TV, film, the Internet, billboards,
advertisements, newspapers and magazines in increasingly critical ways.
Students should apply more attentive and analytical viewing skills to
comprehend and evaluate complex media communications. In
addition to those skills explicitly stated below, students may be
expected to apply the benchmarks for specific reading skills, from the
Reading strand, to
viewing situations.
The benchmarks for effective viewing progress
across grades 9 – 10 in the following area:
A.3.1 Viewing Skills
A.3.1.1 understanding and evaluating media
A.3.1.2 considering visual and verbal intersections
A.3.1.3 analyzing visuals, sound and design
These benchmarks are described in greater detail
below.
A.3.1 Viewing Skills
A.3.1.1.9-10 Recognize, analyze and evaluate
the effects of sound, visual images and language on audience, taking
context into consideration and differentiating among information,
persuasion and entertainment. For example, consider a series of
images on the Internet designed to explain the causes of World War
I. (ADP
G1)
A.3.1.2.9-10 Identify and analyze visual and
verbal elements as they intersect or conflict, emphasizing the
cultural context, audience and purpose of the media. (ADP
G2)
A.3.1.3.9-10 Analyze the effect of visual and
sound techniques and design elements (e.g., special effects, camera
angles, lighting and music in television or film; layout, pictures
and typeface in newspapers, magazines and print advertisements;
layout, navigation, and links and interactive features on Web
sites). (ADP
G3)
Grades 11-12
VIEWING (A.3)
As students progress across the grade
levels, they should view TV, film, the Internet, billboards,
advertisements, newspapers and magazines in increasingly critical ways.
Students should apply more attentive and analytical viewing skills to
comprehend and evaluate complex media communications. In
addition to those skills explicitly stated below, students may be
expected to apply the expectations for specific reading skills, from the
Reading strand, to
viewing situations.
The benchmarks for effective viewing progress
across grades 11 – 12 in the following area:
A.3.1 Viewing Skills
A.3.1.1 understanding and evaluating media
A.3.1.2 considering visual and verbal intersections
A.3.1.3 analyzing visuals, sound and design
These benchmarks are described in greater detail
below.
A.3.1 Viewing Skills
A.3.1.1.11-12 Analyze and evaluate the effects
on the audience of the sounds, visuals and language used in a wide
array of mediated messages (including interactive media, television,
radio, film and the Internet). For example, consider a
comparison of media attempts at propaganda in World War II as
presented in an interactive media situation online. (ADP
G1)
A.3.1.2.11-12 Identify, analyze and evaluate
the effectiveness of the relationship between visual elements (such
as media images, painting, film and graphic arts) and verbal
messages in virtually any media, emphasizing the cultural context,
audience and purpose. (ADP
G2)
A.3.1.3.11-12 Evaluate the effectiveness of
conventional and unconventional visual and sound techniques and
design elements (e.g., special effects, camera angles, lighting and
music in television or film; layout, pictures and typeface in
newspapers, magazines and print advertisements; layout, navigation,
and links and interactive features on Web sites) to achieve specific
purposes and deliver specific messages. (ADP
G3)