{"id":9605,"date":"2014-06-08T07:01:35","date_gmt":"2014-06-08T11:01:35","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/standards\/"},"modified":"2023-12-07T10:08:53","modified_gmt":"2023-12-07T15:08:53","slug":"mockingbird-standards","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/mockingbird-standards\/","title":{"rendered":"To Kill A Mockingbird: Standards Correlation"},"content":{"rendered":"

TO KILL A MOCKINGBIRD:\u00a0SEEING THE FILM THROUGH THE\u00a0LENS OF MEDIA LITERACY<\/h3>\n

\u00a9 2006 Frank Baker<\/em><\/p>\n

download this page<\/a> as an Adobe (pdf) document
\n<\/strong><\/p>\n

FILM in the new Common Core ELA Standards
\nReading\/Literature<\/strong><\/p>\n

7th Grade<\/sup> 7. Compare and contrast a written story, drama, or poem to its audio,filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).<\/p>\n

8th Grade <\/sup>\u00a07. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.<\/p>\n

Where does FILM fit in National Teaching Standards?
\n<\/strong>\u00a0The National Council for Teachers of English\/International Reading Assn. Standards for the English Language Arts<\/em> assert that “nonprint texts are an essential part of students’ reading experience. . . . Opportunities to study and create visual texts\u2014 including narrative and documentary films, television, advertisements, maps, illustrations, multimedia\/CD resources, and other graphic displays are also crucial.”<\/p>\n

National Film Study Standards for Middle School
\n<\/strong>The Film Foundation’s project– The Story of Movies– which also features
\n<\/strong>“To Kill A Mockingbird” –includes film study standards.<\/a><\/p>\n

<\/strong><\/p>\n\n\n\n
National Standards for the English Language Arts<\/strong>
\nsponsored by NCTE & IRA
\n6.<\/strong> Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
\nSource: http:\/\/www.ncte.org\/standards\/standards.shtml<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Mid-Continent Research For Education & Learning (McREL)
\nNational Standards
\n<\/strong>Source: <\/strong>http:\/\/www.mcrel.org\/standards-benchmarks\/<\/strong><\/a><\/p>\n

Language Arts<\/strong> Reading<\/strong> Standard 6
\nUses reading skills and strategies to understand and interpret a variety of literary texts<\/strong>
\nLevel IV Grade : 9-12
\n<\/strong>5. Knows archetypes and symbols (e.g., supernatural helpers, banishment from an ideal world, the hero, beneficence of nature, dawn) present in a variety of literary texts (e.g., American literature, world literature, literature based on oral tradition, mythology, film, political speeches)<\/p>\n

Viewing<\/strong>\u00a0 Standard 9
\nUses viewing skills and strategies to understand and interpret visual media<\/strong>\u00a0\u00a0
\nLevel III Grades 6-8
\n<\/strong>6. Understands how symbols, images, sound, and other conventions are used in visual media (e.g., time lapse in films; set elements that identify a particular time period or culture; short cuts used to construct meaning, such as the scream of brakes and a thud to imply a car crash; sound and image used together; the use of close-ups to convey drama or intimacy; the use of long camera shots to establish setting; sequences or groups of images that emphasize
\nspecific meaning)
\nMedia\u00a0 Standard 10
\n<\/strong>Understands the characteristics and components of the media
\n<\/strong>Level \u00a0\u00a0III\u00a0\u00a0 Grade : \u00a0\u00a06-8\u00a0\u00a0<\/strong>5.Understands aspects of media production and distribution (e.g., different steps and choices involved in\u00a0planning and producing various media; various professionals who produce media, such as news writers,\u00a0photographers, camera operators, film directors, graphic artists, political cartoonists)
\nLevel \u00a0\u00a0IV\u00a0\u00a0 Grade : \u00a0\u00a09-12\u00a0\u00a0<\/strong>6.Understands the influence of different factors (e.g., media owners, sponsors of specific programs,\u00a0codes governing advertising aimed at children, copyright laws) on media production, distribution, and\u00a0advertising (e.g., whether a program is scheduled late at night or at peak times, whether a film is released in theaters or only on video)9.Understands the relationship between media and the production and marketing of related products
\n(e.g., how and why books are reissued in conjunction with film releases; how the target audience for a\u00a0film determines the range of products marketed and this marketing in turn helps shape the film)<\/p>\n

Theatre<\/strong> Standard 5
\nUnderstands how informal and formal theatre, film, television, and electronic media
\nproductions create and communicate meaning<\/strong>
\nLevel IV Grade : 9-12<\/strong>
\n3. Understands how the context in which a dramatic performance is set can enhance or hinder its effectiveness
\nThe film can also be used in Social Studies\/History courses in student study of both The Depression (1930s) and the Civil Rights period (1960s).<\/p>\n

Other educators have used this film as part of Character Education as well as debate.<\/strong><\/p>\n\n\n\n
On Composing with Nonprint Media <\/strong>
\n2003
\nNCTE Annual Business Meeting in San Francisco, California<\/strong>
\nBackground<\/strong><\/p>\n

Today our students are living in a world that is increasingly non-printcentric. New media such as the Internet, MP3 files, and video are transforming the communication experiences of young people outside of school. Young people are composing in nonprint media that can include any combination of visual art, motion (video and film), graphics, text, and sound — all of which are frequently written and read in nonlinear fashion. We affirm, in our theory and practice of teaching English language arts, that reading and writing are ultimately different but inherently related aspects of the same process of meaning making. Why, then, would we treat the reading and writing of new media texts in any different manner? With multiple opportunities for student expression in the English language arts classroom, these nonprint media offer new realms for teachers of composition.<\/p>\n

The now-standard computer applications for desktop video editing, for example, incorporate visuals, text, motion, graphics, and sound. Computer-based nonlinear video production alone provides a grand new palette for students and teachers. Teachers need both the theoretical and pedagogical base to guide their students in the best educational uses of multimedia composition. Because NCTE has always led the promotion of new literacies, be it therefore<\/p>\n

Resolution<\/strong><\/p>\n

Resolved, that the National Council of Teachers of English<\/p>\n