Introduction to Media Arts/Media Literacy Standards
by Frank W. Baker (consultant, member of
SCDE VPA curriculum writing team)
(Note: THIS PAGE REPRESENTS SEVERAL UPDATES AND REVISIONS SINCE ORIGINALLY
PUBLISHED AND DISTRIBUTED BY THE SC STATE DEPT OF EDUCATION.
Link to Frank Baker's presentation
materials at the 2010 SC Alliance for Arts Ed conference)
Today’s students are the visual generation: they’re learning more through
the visual medium than from print, so it is important for educators to know
how to teach both with and about the media.
Even though our young people are media savvy, they are not necessarily
media-literate: they tend to believe everything they see, read and hear. We
know that many of them do not have the critical thinking (and viewing)
skills they need to be competent communicators in the 21st
century. Our students know how to upload and download photos, music, video
and movies seamlessly using mobile devices which have not yet been allowed
into the classroom, but that is slowly starting to change.
The new 21st century skills movement (www.21stcenturyskills.org)
specifically references media literacy as one of the skills all students
need to be attractive to employers in this new century. Several of its
recommended activities are included in this document. Media literacy is
defined simply as the ability to both analyze and create media messages.
Visual literacy has been defined as
"the
ability to construct meaning from visual images."
(Source:
The Visual Literacy White Paper)
So, in this document you will find activities which are designed to engage
students in analyzing and deconstructing media messages, as well as creating
and producing them.
Media arts/media literacy are not confined to the “arts” classrooms: every
discipline uses photographs, videos, films, and music in some manner. But
using them is not the same as understanding how they were
made. Our students know (and believe) what they see and hear on the screens
(e.g. television, computer, videogame, mobile phone) yet they rarely think
about, or have opportunities to learn, how a production gets onto the
screen.
This support document is divided into three parts:
1. Visual Literacy (Images and Pictures)
2. Advertising & Commercials
3. Moving Images- Motion Pictures: Understanding The Language of Film
Each section addresses analyzing and creating media---through
processes and techniques which will help students appreciate the production
process. You, and your students, will be introduced to a series of media
literacy concepts and corresponding questions, all designed as the starting
framework for beginning to understand media literacy.
General Resource recommendations:
2010 SC Visual/Performing Arts Standards See also:
Support Document
for ELA Nonprint (sources) texts
Media Literacy Clearinghouse,
a website with thousands of resources, readings, links to books, streaming
videos and more.
Digital Media Arts (Introduction to Visual
Arts & Digital Design) Curriculum
Media Arts- Minnesota: another document with excellent ideas for schools
Special note about videos: In addition
to the resources available via
ETV's Streamline, many excerpts from videos
are now available via YouTube. We suggest you search this video streaming
service for any of the titles listed in
the resources sections.
Note about copyright: In order to effectively teach media literacy, teachers
need real world texts (television, movies, commercials, etc.)
to use in instruction. Despite the confusion about what is permissible,
teachers now have more rights. I recommend you download and
read
The Code of Best Practices In Fair Use for Media Literacy.
Visual Literacy
(Images and Photographs)
Every
day, we see and are exposed to hundreds, perhaps thousands, of images that
pass through our radar screens.
Unfortunately, not many of us know how to
"read images.’
One of the ways to teach critical thinking
and "media literacy"
is to start with the still image. In many arts
classrooms, we begin to introduce the methods and techniques artists use to
create meaning: that knowledge can now be applied to photographs as well.
Resource recommendation: this visual
literacy wiki has many valuable resources and ideas.
The
following questions may be used as students consider various ways media
messages are communicated.
Media Literacy Critical Thinking and Viewing Considerations:
Websites & handouts in
support of teaching visual literacy:
Introducing
Photography Techniques: Some Basic Vocabulary for Teaching Kids
Focus on
Photography: A Curriculum Guide
Strategies for Analyzing Visual Images
Questioning
Photos
Reading Photos
Photo Analysis Worksheet
Analyzing Photos Worksheet
Reading A Photograph or a Picture
Kindergarten- Second
Grade
Essential questions to guide instruction:
-what is media?
-what is a still camera?
-what is a video camera?
-what do cameras do?
-who uses cameras?
-why do people use cameras?
-what are some special ways people can use cameras?
-what are signs?
-where do you find signs?
-what is the purpose
of sign?;
-notice that billboards are also signs that advertise things
At this age, students could be asked to draw pictures of various signs
and teachers can discuss who makes signs, how signs
are used and what
purposes they serve.
Students at this grade level can be taught that where a photographer
positions themselves (and their camera) has meaning.
For example, using
this image of the giant, from the Jack & The Beanstalk
story,
we can ask students: if you were holding the camera, photographing the
giant, where might you be standing?
(The answer: you’d be low- shooting up, tilting your head and your camera
up)
When we shoot up at someone, we make them taller (and more important).
This is one of the rules in the “language of photography.”
We can also shoot down on Jack (as if the giant was holding the camera) and
when we shoot down on people, we make them smaller
(and not as important).
Holding a Camera: at this grade level students could also learn how
to hold a camera. They could be taught how to hold it level
and straight as
they look through the viewfinder. If a digital camera is used, they might
even depress the shutter release and look
at the resulting photos to judge
their composition.
3rd- 5th Grades
Students can learn how to use their hands
to make a simple viewfinder.
This is an important step to teaching "framing" and what is outside the
frame (not seen).
Activity: Students can also
make a viewfinder.
Students can learn how to incorporate, or embed, an image into a
Powerpoint, a Word document or
other similar presentation.
Activity:
Make a simple camera. Follow the instructions
on this page to have student
create a simple camera:
Another example of how to make
a camera can be found
on this page.
Introduce students to how
digital cameras work
here.
Analyzing photos: After students construct a simple camera, they're ready to
begin looking at and studying
photographs. They'll need some guidance. You can begin to introduce simple
terms and their meanings.
For example:
composition, focus, frame, horizon line, lens, light, out-of-focus (blurriness),
rule-of-thirds, shadows
Here is
a good site
which explains many photographic terms.
6th- 8th Grades
Students could learn
who owns images and how they should be credited when used in
student produced productions: this relates to ethical uses such as copyright and plagiarism.
Ready made lesson plan: Students
will be
introduced to the "manipulation of images," helping them to
understand the importance of questioning what you see and not to believe everything, even in a
photograph.
The lesson plan "Is Seeing Believing?", previously written for the State
Department of Education,
can be used here.
This lesson involves viewing a seven minute video as background. In
addition, it includes
a famous image
taken during
the Civil War and asks students to brainstorm questions about the image.
The
lesson plan
includes reading a background article about the photo in question.
See also:
Introduction to Digital Photography.
9th-12th Grades
Students explore the process of how an image goes from acquisition to
publication.
They research and investigate how a photographer gets hired; how they do
their job;
what digital tools and techniques are used to produce an image; how it is
delivered;
who sees it; and what
the audience thinks of the image. Another key question here
might be: who benefits from the image?
Resources for locating/using images/photos online:
|
Caroliniana Collections (Knowitall.org) |
|
Editor & Publisher: Photos of the Year |
|
EduPic: free graphics/photos |
| History of South Carolina Slide Collection (Knowitall.org) |
| Image After |
| Jamie McKenzie's recommendations |
| LENS, NYT photojournalism blog |
| Library of Congress: Photographic Images from US History |
| LIFE magazine archives |
| March Of Time newsreel archives |
| National Archives |
| National Geographic |
| The New Eyes Project (K-12 resources) |
| Pictures of the Year International |
|
Picturing the Past (1840-1900) |
|
Sources for Current News Images (Yahoo) |
Middle School
Resources
|
South Carolina Textbook Correlation |
Teacher Texts |
Student Texts
|
Websites /Videos |
|
Exploring Art (Glencoe, 2007) Chapter 10 Photography pgs. 182-197 http://art.glencoe.com Art 6th Grade Scott Foresman (2005) Lesson 9 Still Photography pg. 144 Art 7th Grade Scott Foresman (2005) Unit 6 Lesson 4 Photographer pg 260 Art 8th Grade Scott Foresman (2005) Lesson 9 Photography & Videography pg. 140-142 ArtTalk (Glencoe, 2005) Photography: pg 57-58; pg. 394-395 The Visual Experience Davis Publ (2005) Dorothea Lange pg 154 Photography & Film (pg 230-233) Art and the Human Experience A Community Connection, Davis Pub (2001) Photography pg 236-237 |
Award Winning Digital Photography Projects (teacher's edition) Mediapedia (KnackBooks, 2009) How To Read A Photograph (Abrams, 2008)
Visual Arts Units for All Levels
|
Click: The Ultimate Photography Guide for Generation Now (Random House, 2009) Photography (Media Sources) (2009) Digital Photography for Teens (2006) Picturing Lincoln: Famous Photographs that Popularized the President (Clarion Books, 2000) Portraits of War--Civil War Photographers and Their Work (Twenty First Century Books, 1998)
|
Focus On
Photography: A Curriculum Guide
|
High School Resources
|
South Carolina Textbook Correlation |
Websites
|
Teacher Texts
|
Student Texts |
Videos |
|
|
Focus On
Photography: A Curriculum Guide
|
Award
Winning Digital Photography Projects (teacher's edition)
|
SnAPPshots: How to Take Great Pictures with Smartphones and Apps (2012) Photography for Teens (Capstone Press, 2011)
Click:
The Ultimate
Photography Guide for Generation Now
(Amphoto/ |
ETV Streamline:
|
Advertising/Commercials
Studying
advertising (in print) is a natural next step after students have studied
photographs, because print ads incorporate images along with words.
Commercials are part of the moving images and students will need to
understand the codes and conventions, also known as the "language of the moving image." (listed below) before
starting to analyze and deconstruct these unique messages. Moving images,
such as televised/web streamed commercials, offer rich material for young
people to study. They contain “techniques of persuasion/propaganda” which
are also found in everyday life, not just advertising. Every day, we are
exposed to literally thousands of messages, many of which are advertising
and marketing. From toy ads to political candidate messages, to car and food
ads: all are easily accessible via television and the web. These ads can be
analyzed (read) and created (produced) by students. Like print
advertisements, commercials offer teachers a chance to help young people
better understand “visual literacy," and "media literacy” as well as the “techniques of
persuasion/propaganda.” If your school
has the equipment and your students have been trained, they can also be
encouraged to create actual commercials and Public Service Announcements (PSAs). If you don’t have the equipment,
students can still create their own scripts and storyboards.
Teachers should introduce the codes and conventions (aka “language of moving images.”) (below) These
languages involve tools and techniques that help create meaning. The people who
make media have specific expertise and equipment which they use to tell a
story. Each tool and technique is something for students to understand and
analyze.
THE LANGUAGE OF MOVING IMAGES (video, television and film)
CAMERAS:
a. camera position: far away; close up; up high; eye level; down low
b. camera movement: pan; tilt; truck
c. camera lens: wide angle; normal; telephoto
Good explanations of above can be found
here
LIGHTS
Good explanations can be found
here
SOUND (including music)
Good explanations can be found
here
Another good explanation
here
EDITING (and other post-production techniques)
editing glossary
here
SET DESIGN
full explanation found
here
ACTORS:
a. wardrobe- the clothes they wear (Costume
Designer)
b. expressions- what their facial expressions say
c. body language- how they hold themselves, sit or stand
d. makeup
For more on the “languages of moving images” download the documents found
here.
Another excellent document can be found
here
Grade K-2
Have students ask their parents to help them select ads from magazines that target young people.
Teachers can help students of this age understand that in order to sell
something, people have to get
the attention of those most likely to buy, and one way to get their
attention is to advertise.
Teachers can begin by focusing on the words, images and colors used and the fact that oftentimes,
ads
features kids, because they want to sell to kids.
Grades 3-5
This activity is perfect for the holiday time of year, but it can be used
anytime. It explores the
techniques of persuasion AND the techniques of production used to influence
young audiences.
The lesson plan includes a YouTube video of a popular toy that promises more
than it delivers.
While students will think the toy is appealing, the video reveals that the
toy fails in a test by
some young people. The lesson plan should be used to create some "healthy
skepticism" on
the part of young viewers. Buy Me That: How Toy
Commercials Influence Kids (lesson plan)
Activity:
Make a record of commercials aired during
Saturday morning cartoon programming. Categorize
and tally such details as the kinds of products advertised, the method(s)
the ad uses to attract younger
viewers, the gender the ad seems to address, and estimated ages of children
appearing in the ads. Select
several of the ads and survey schoolmates about which ads are
favorites. Analyze the survey for
patterns of popular appeal. What are “patterns of popular appeal?
(Source: pg 1, ICT
English Map)
See also this website: Buy Me
That: How Toy Ads Influence Kids.
Grades 6-8
Students at this age can be introduced to the popular Flip Cam and be
engaged in any number of
activities. They can create their own commercials or PSAs. See:
Many Ways to Use FlipCams in the Classroom
Lesson Plan:
Deconstructing a TV Commercial: uses a cell phone commercial to help
students
appreciate how commercials are constructed. In this one, fear is used to
market cell phones.
Special attention is
called to scriptwriting, as well as
the various visual or aural techniques used
by the producers of the
commercial. Another resource is the website
Scriptwriting In The Classroom.
Activity:
Students conduct a content analysis of their favorite TV programs, making note
of all of the products advertised.
Some students should be assigned to watch programs that their parents,
and/or older and
younger siblings watch. Building a wiki, Excel, or similar database, they
input information about their programs'
demographics (who watches) as well as a list of all of the products
advertised. The ads can further be
divided into types. Students analyze the data, doing compare-and-contrast
activities.
Activity: Using print ads found in magazines, groups of students create the
30-second commercial script
based on information found in the print ad. See an example of a
two-column script
here. If possible,
they use iMovie, PhotoStory, Windows Media Maker or Final Cut Pro to create the video
commercial.
iMovie Tutorial,
Photostory 3 Tutorial,
Windows Media Maker Tutorial,
Final Cut Pro Tutorials
(NOTE: Some DELL computers come pre-loaded with
Roxio Movie Creator
software)
Activity:
Students review
a variety of political or commercial video messages to consider how
particular types
of music are used to elicit or manipulate emotional response. They are then
presented with a new silent video
clip, collaborate to identify alternative meanings, and work together to
select one that they underscore by
creating a soundtrack that reinforces that meaning.
(Source: pg 9, P21 ICT Curriculum SKills Map,
ARTS )
Activity:
After a teacher-led discussion of target markets and consumerism, students
collect examples of print,
TV, or internet advertising targeting teens that promote excessive and
irresponsible consumption. Students discuss
the hidden messages of these advertisements and vote on the one with the
most negative message. Students then
write letters or emails to the company explaining the students’ findings and
asking for change in future advertisements.
(Source: Media Literacy, page 10, ICT Curriculum Skips Map,
ENGLISH)
Grades 9-12
Idea/Suggestion:
Students explore the concepts of
"product placement" in TV shows and movies,
and reasons why products
have
migrated inside the plots of programs and movies, instead of as traditional
commercials. Who benefits
when products are placed inside a movie or television show?
Activity: Students use
current technologies to produce an advertisement or Web page that
demonstrates their
understanding of media’s ability to influence the viewer’s perception of a
social issue of their choice, such as
environmental awareness, mass transit, or the economy.
(Source: pg 9, P21
ARTS ICT Curriculum Skills Map)
Activity: Students survey people in their community, interviewing
residents about the presence of tobacco marketing.
Using digital cameras they document which ads are located at which stores,
locations, and communities.
After downloading their images, they create an online map of where "tobacco
advertising" can be found.
After analyzing their interviews, images and their online map, they draw
conclusions about how the tobacco industry
targets its customers. See also
this website on Tobacco ads
& Media Literacy
Elementary Resources
|
Teacher Text/Reading |
Student Texts |
Websites |
Videos |
|
|
|
Buy Me That: How TV Toy Commercials Hook Kids (SCDE Lesson Plan) Food Ad Deconstruction (Learn how to read, analyze, and deconstruct print ads from magazines) Lesson Plan: Food Ad Tricks (How food stylists make food look good for TV) |
ETV Streamline: |
Middle School Resources
|
Student Texts |
Websites |
Videos |
|
Spaceheadz by Jon Scieszka (2010) Advertising (BrightPoint Literacy) Made You Look: How Advertising Works And Why You Should Know (Annick Press) Advertising: Technology, People, Process(Media Wise), Smart Apple Media, 2003 |
Don’t Buy It
Get Media Smart (PBS Kids) |
ETV Streamline Advertising (4:23) segment from Discovering Language Arts: Viewing This segment presents a student-made cereal commercial and analyzes the commercial's advertising techniques. A follow-up activity asks students to create a commercial about a food or clothing item they enjoy. (Teacher Guide Available) Cracking the Advertising Code Advertising: The Hidden Language See more advertising videos listed here |
High School
Resources
|
Teacher/Student Texts |
Websites |
Videos |
|
Advertising Opposing Viewpoints (2010) Greenhaven Press Advertising: Media Wise (Smart Apple Media) |
Lesson Plan Deconstructing a TV Commercial: this lesson plan uses an ad for cell phones to teach students about scriptwriting (audio/video) as well as the production techniques. Seven Visual Elements of Art Used In Ads
Digital Storytelling with Photostory |
ETV Steamline: The Role of Media In Elections: A Media Literacy Workshop Art & Copy: Inside Advertising's Creative Revolution Captive Audience: Advertising Invades the Classroom Merchants of Cool (PBS/Frontline) The Persuaders (PBS/Frontline) See more advertising videos listed here |
Motion Pictures: Understanding The Language of Film
Students
love the movies and for the most part can talk intelligently about them. But
many students don’t fully understand that films are
also texts,
which need
to be read too. Films are rich texts with many layers to study and
appreciate. Even elementary students should be
asked:
do you know
how films made.
Filmmakers have at their disposal a number of technical/production tools
that comprise the language
of film:
cameras, lights, sound/music, editing,
set design, to name a few. These are part of the codes and conventions
described in the
standards. Students should be encouraged not only to analyze
(deconstruct) films, but also to create and produce
digital stories as well
as their own PSAs, videos,
or films (provided your school has video production and editing capability.)
Photo Story 3 (Windows)
is free,
user-friendly software that allows students
to create their own productions by adding narration or sound to their
images—thus making a
“movie.”
iMac computers come fully loaded with iMovie, easy-to-use movie creating software. If you don’t have access to
software,
students can still create
scripts, screenplays and storyboards for
visual productions.
NOTE: Here is a list of
DVD movie titles that include "extras" which could be used to help
students understand "the language of the movie image."
Grades 3-5
Using the book “Coming Distractions: Questioning Movies” (2007, Capstone Press) the teacher
introduces students to the five media literacy
“critical thinking/viewing” questions.
The questions are:
1. who made the message and why? (author and purpose)
2. who is the message for? (audience)
3. how might others view the message differently? (audiences negotiate
meaning; point-of-view)
4. what is left out of the message? (omissions)
5. how does the message get and keep my attention? (techniques)
NOTE:
The author, Frank Baker, is from Columbia, and he can be invited into
classrooms to help your students understand how movies are made.
(Email:
fbaker1346@aol.com)
At the early grade levels, students can be engaged in creating animation “flip
books,” which helps them to understand
the process of animation, persistence-of-vision and more. See these
websites:
http://www.readwritethink.org/files/resources/interactives/flipbook/
http://www.shmonster.com/creative_corner/Site/Flip_Book.html
http://howto.wired.com/wiki/Make_a_Flip_Book_Animation
Students at this stage can also read a short story and draw pictures on a
storyboard template as if they
were going to make the movie. Using
storyboards helps them to understand shots that used by people who make
movies.
Download a storyboard template
here.
Students can also be introduced to some of the “languages of moving
images.” Using the animated film “Over The Hedge”
teachers can begin to teach
point-of-view. In the "making of" short listed below, the film's animators discuss how they
had to get on the
ground to see what life looked like from the animals' POV, before they began their
work on this film.
Watch the trailer for the film
here; see also
Point of View:
Over The Hedge; see this
"making of" short
The book
“The Wimpy Kid Movie Diary” details everything that went into
making the recent motion picture.
The book is very kid-friendly. The book
can be used by the teacher and the students in an introduction to how a
movie is made.
See also: The
Wimpy Kid Movie Diary
Teacher Guide
Students can be
introduced to the “screenplay” format. See
“Scriptwriting In The Classroom”
Using several pages from a novel, or even a chapter, students can work in
groups to create the “screenplay” of a scene.
Students can also work in groups creating the “storyboard” from a scene.
A storyboard is a visual representation (drawing) of the action and dialogue
found in the screenplay/script.
A good storyboard explanation can be found
here.
Grades 6-8
Introduce students to codes and conventions (aka "the language of the moving image.") They should
understand that making a film is
a long process that
involves many people with specialized skills. The teacher should tell
students that before a film is "shot," a script is written,
called
the screenplay, and that "storyboards" (visual representation) are drawn
of every "shot" and "scene" so
that the director (and others)
get a clear understanding of how to
shoot the film.
Activity suggestion: Have students read the first two pages of the
novel "Because of Winn Dixie." In it, a little girl goes to the
grocery store to pick up food, and when she gets there, she discovers that
the store manager and all of the store employees
are trying to catch a dog that is running loose inside the store.
Dividing students into three equal groups, and working at tables,
students can work to create a storyboard. Each group is assigned a
different point-of-view: so one group storyboards the
scene from the POV of the store manager, another group from the POV of the
little girl, another group from the POV of the dog.
Blank storyboard forms can be downloaded
here. Read Frank Baker's interview
with the storyboard artist and see actual storyboards
from the film here.
Creation Tools: At this age, students can begin using tools, such as
PhotoStory, iMovie, Windows Media Maker, or Final Cut Pro
to create
and edit their productions.
iMovie Tutorial,
Photostory 3 Tutorial,
Windows Media Maker Tutorial,
Final Cut Pro Tutorials
(NOTE: Some DELL computers come pre-loaded with
Roxio Movie Creator software)
Activity:
Survey
and compare movie viewing habits and popular types of movies and titles with
a partner class in
another region or country. Include a well formatted bibliography of the most
popular movies. Analyze
the results for trends or conclusions. Compare the results with national
surveys. (Source)
Grades 9-12
Activity Suggestion:
In
addition to reviewing the Academy Award for best foreign film, students
research other international film awards. In small groups, they research,
select, and preview an award-winning international film. The groups connect
via email, a blog, social network, or videoconferencing with students from
the film’s home country to discuss reactions to the film. The students write
a critique of the film that includes a recommendation whether or not to view
the film as a whole class.
(Source: Media Literacy, page 10, ICT
Curriculum Skips Map,
ENGLISH)
Resource
The director of the first film in the Twilight series, has written a very good
book that helps teachers (and students)
understand not only
how movies are made,
but also has good explanations of the movie-making process. It covers set design,
costumes,
set locations,
scriptwriting, storyboards and more.
The book title is:
Twilight:
Director's Notebook: The Story of How We Made the Movie
Based on the Novel by Stephenie Meyer.
Activities at this age can involve:
- having students create script and storyboards from parts of a novel
(Resource:
Scriptwriting in The Classroom)
- having students use Photostory 3, iMovie, or Windows Media Maker to produce PSAs, book trailers
iMovie Tutorial,
Photostory 3 Tutorial,
Windows Media Maker Tutorial
(NOTE: Some DELL computers come pre-loaded with
Roxio Movie Creator software)
- have students use Glogster to create an interactive online film promotion
poster
- view segments from
documentaries to analyze for persuasion techniques,
point-of-view, etc.
Elementary Resources
| Textbook Correlation |
Websites |
Student Texts/Periodicals |
Video |
|
Art (Grade 4) Scott Foresman, 2005 Lesson 4 Moving Pictures, pg 134-137, includes building a zoetrope Teacher Text Recommendation Make Me A Story: Teaching Writing Through Digital Storytelling, K-5 (w/CD-ROM, Stenhouse, 2010) |
Teacher’s Guide to
Making Student Movies (Scholastic)
|
That's A Wrap
How Movies Are Made
(Simon & Schuster, 1991) |
Making Grimm
Movies (Companion to From The Brothers Grimm series by Davenport Films)
60 minute video divided into three parts; |
Middle School Resources
| Textbook Correlation |
Websites |
Teacher Texts |
Student texts |
Video |
|
The Visual Experience,3rd Ed (Davis Publ, 2005) Video and Computer Art, pg 234 Art and the Human Experience A Community Connection (Davis Publ 2001) Making A Videotape, pg 294 (includes storyboarding) Art and the Human Experience A Personal Journey (Davis Publ, 2002) pg 23 Photography, Film & Computer Art Art (Grade 8) Scott Foresman (2005) Lesson 9 Photography and Videography, pg 140-142 Unit 6 Lesson 2 Animator, pg 256-259, includes storyboards Lesson 3 Special Effects Artist, pg 260-261 Studio 3 Models and the Movies pg 262-263 Exploring Art (Glencoe, 2007) Chpt 15 Film, video, digital art pg 264-276 Making Music (Silver Burdett, 2005) Unit 9 Music in the Moves, pg 344 Music Its Role & Importance in our Lives (Glencoe, 2006) Chapter 16 Music in Film, pg 360-378 The Stage and the School (Glencoe, 2005) Ch 14 Theatre and Other Media, pg 537-561 Exploring Theatre (Glencoe, 2005) Ch 12, Lesson 3 Comparing Theatre With Other Media, pg 234-238 |
Lesson Plan: Lights, Camera, Action...Music: Critiquing Films Using Sight and Sound (Read, Write, Think) The Language of film Teach Animation Six Free Sites for Creating Online Animations Guerrilla Guide to Animation (book companion site) Shorts Film Resources Digital Video In The Classroom How to Create A Digital Story Many Ways to Use FlipCams in the Classroom Moving Images Archives This library contains thousands of digital movies uploaded by Archive users which range from classic full-length films, to daily alternative news broadcasts, to cartoons and concerts. Scriptwriting In The Classroom (Resource covers Scriptwriting and Storyboarding of PSAs, Commercials, News, Film) Teacher’s Guide: Academy Award Series Film Production: Be A Media Critic (Artopia: Knowitall.org) Cinema: How Hollywood Films Are Made (Annenberg) |
The Teachers' Animation Toolkit |
Movie Magic: A Behind-The-Scenes Look at Filmmaking (Sterling Publishing Co.) |
Lights, Camera, Education (AFI) (also available via ETV Streamline) |
High School Resources
|
Teacher Texts |
Student texts |
Websites |
Video Resources |
|
The Teachers' Animation Toolkit
(Continnum Books)
Reel
Conversations: Reading
American Cinematographer
|
Filmmaking for Teens: Pulling Off Your Shorts
Screenwriting for Teens |
Many Ways to Use FlipCams
Movie Trailers as
Persuasive Texts
|
ETV Streamline The
Power of Film; Visual Literacy (Two segments from the series Lights,
Camera, Education (Background on this series can be found at the
American Film Institute’s
website) See a list of more streaming videos listed here |
A note about hyperlinks: oftentimes, after a document is published, the URL
for a particular page will have changed.
If you come across a broken link, please do the following: copy and paste the
broken link into the toolbar located here.
It will
search, going back to the last time the page was available. You will be able to
click on that link and find the source.
