So, for the two websites I compared, I took a look at one of my favorite websites--Television Without Pity-- and the website for Apple. Granted each website has a different purpose, but I thin they are still worth comparing for their design aesthetic.
Television Without Pity is a website devoted to following TV shows--it is a place where avid TV fans can read recaps of their favorite shows, view photos and video clips, and interact with other viewers in the forums, among other things. I discovered TWoP when I was following the series Veronica Mars. Now, I read their very snarky recaps of Glee, which continually point out the fact that Will Schuester doesn't even come close to resembling any kind of teacher on the planet, but that's a totally different blog post--one you can access here! When I first began reading TWoP five years ago, the site was still young and not quite as full of content as it is now. The burgeoning amount of information available on the site has transformed a once simply-designed-but-easily-navigated site into a bit of a mess. They have so much going on that it is hard to sift through everything or know where to look. The menu bar at the top of the screen, while easily found, is a pain when running the mouse over the page because all of the menus are drop-downs and they get in the way. There are also now tons of ads--particularly pop-up video ads--that come attached to every page and spring up on top of whatever someone is trying to read. The designers tried to make things easier to understand by using diffferent boxes to separate different content on the main page, but all of the boxes are the same size, making it hard to distinguish which are the important boxes. Lastly, the website started with recaps of shows--that's their bread and butter. The most recent reacps are hidden toward the bottom of the main page, not up at the top where most would expect to find them. I didn't even realize they were still publishing those on the main page because I usually don't get farther than the un-subordinated boxes at the top. Ultimately, the site is not bad--there are DEFINITELY worse sites out there--but it does leave something to be desired.
Apple. Ah, Apple. It makes sense that their website would be so beautifully and simply designed; their product looks the same. It's streamlined, organized, sophisticated, and clutter-free. The menu bar is simple and to the point, featuring seven clearly labeled buttons that do not drop down and obscure the rest of the screen should your cursor stray over them. The most important information sits at the top of the page, accompanied by a large image to grab a viewer's attention. Each following box is subordinated by size, cuing the viewer in on the importance of each item in a subtle manner. With the understandable exception of the store page, each other page is laid out in a similar fashion so viewers know where to look for the same kinds of information. Apple is just so classy-looking, you feel like you ought to be sipping a well-mixed martini or a glass of a classic Old Vine Zinfandel while browsing their site. Unfortunately, the only thing TWoP's design reminds me of is the massive, groggy headaches after too many tequila shots and Long Islands at the bar during my undergrad years.
In terms of how this connects to my work in the classroom...
I think it would be really easy to do a comparison with my students on the design aspects of websites or presentations. They are pretty savvy with websites, and they've seen enough Power Point presentations from teachers and each other that hey could pretty easily identify a good website/presentation versus a poor one. I like the idea of having them do an activity like this in the lead-up to the persuasive speech in the spring. They are required to use visual aids and many of them automatically use Power Point to share facts, graphs, charts, or images. I think they would really get into options like creating their own webpages, Glogs, or Prezis. I could see starting by examining websites for good and poor design. The kids could brainstorm the categories that the design elements would fit into, and then I could fill in the categories or items they missed. They could do a group comparison of a pair of websites. Then, we could shift to paired work looking at presentation samples. We could talk about whether or not the same design principles used for websites apply to presentations as well. As a culminating piece, they could create the part of the assessment that looks at their creation and presentation of their visual aids.
Lots of opportunities to explore here, but I'm a bit too burned out right now to explore all of them in depth. Desperately in need of the 5-day Thanksgiving break. Will post more later! Happy Thanksgiving!
Showing posts with label lesson plan. Show all posts
Showing posts with label lesson plan. Show all posts
Tuesday, November 23, 2010
Wednesday, June 16, 2010
Censorship: A Mini-Unit
Lesson 1: As an anticipatory set, I would create and administer a survey to students, asking them about their tastes in music, TV, film, and books. As a class, we would then create a graphic representation of the information gathered and refer back to it as we worked through the mini-unit. Then, the students would be asked to reflect in writing in discuss as a class the following questions:
This reflection and discussion would lead into a discussion of what censorship is and it’s history. I would probably find an article on censorship from our school’s media center databases, and ask the students to read it for the following day’s activities.
Lesson 2: After reading the assigned article, students would hopefully have a better idea of what censorship is, where it comes from, and what people do to stop it. We would put our ideas into practice by examining a specific example. I might use the “Cop Killer” song that we used in class, or I might find another, more recent song by someone like Eminem. As a class, we would listen to the song and analyze the lyrics. After we analyzed the song, the students would break into groups and each group would be assigned an identity: concerned parent, music industry executive, minority or group “attacked” in the song (women, homosexuals, African Americans, etc), teenager, school principal, etc. Each group would be asked to identify the stake their particular identity had in the song and its distribution, and also come up with a statement summarizing why this identified person would or would not support the censorship of this song. This would serve as preparation for the culminating activity.
Lesson 3: The Great Censorship Debate! This lesson might take several days to complete, due to the amount of prep work required.
1. Of the music, films, TV shows, and books that you enjoy, are there any that your parents don’t like or don’t want you to watch? What are those songs/shows/books?
2. Why do you think your parents don’t want you to listen to/watch/read those things?
3. Why do you like those songs/shows/books?
This reflection and discussion would lead into a discussion of what censorship is and it’s history. I would probably find an article on censorship from our school’s media center databases, and ask the students to read it for the following day’s activities.
Lesson 2: After reading the assigned article, students would hopefully have a better idea of what censorship is, where it comes from, and what people do to stop it. We would put our ideas into practice by examining a specific example. I might use the “Cop Killer” song that we used in class, or I might find another, more recent song by someone like Eminem. As a class, we would listen to the song and analyze the lyrics. After we analyzed the song, the students would break into groups and each group would be assigned an identity: concerned parent, music industry executive, minority or group “attacked” in the song (women, homosexuals, African Americans, etc), teenager, school principal, etc. Each group would be asked to identify the stake their particular identity had in the song and its distribution, and also come up with a statement summarizing why this identified person would or would not support the censorship of this song. This would serve as preparation for the culminating activity.
Lesson 3: The Great Censorship Debate! This lesson might take several days to complete, due to the amount of prep work required.
The Situation: An English teacher at the local high school wants to use the Harry Potter books as required curriculum in his or her 9th grade English class. Certain groups are furious and do not want the books used at all, while other groups are supportive and would like to see the books used. To figure out what to do, tProxy-Connection: keep-alive
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school board will be holding an open meeting to hear from both sides of the argument, as well as allow attendees to ask questions, before they make a decision.
The Set-up: Students will be assigned to one of three groups: Those in favor, those opposed, and the audience. All students will be given a day or two in the media center to research ALL sides of the issue. Then, each group will meet together to compare notes and come up with a strategy. For the actual arguers, they will prepare a statement expressing their view and a refutation and rebuttal of the opposing side. The audience will prepare insightful questions to ask both sides during the Q&A section of the debate. For greater challenge, students could be given different identities within their larger groups as well.
The Debate: Students will have a day in class (preferably a block day) to have their debate. If they desired, students could invite the building administrators or actual school board members to hear their debate and offer some insight and feedback.
Reflection: Following the debate, students would reflectively discuss what they discovered and offer evaluative suggestions on what they think should be done. They could also discuss censorship and its ramifications as a larger social issue as well.
Tuesday, June 15, 2010
News Analysis: Teaching Ideas
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7Bmso-style-name%3A%22Table+Normal%22%3B+%09mso-tstyle-rowband-size%3A0%3B+%09mso-tstyle-colband-size%3A0%3B+%09mso-style-noshow%3Ayes%3B+%09mso-style-parent%3A%22%22%3B+%09mso-padding-alt%3A0in+5.4pt+0in+5.4pt%3B+%09mso-para-margin%3A0in%3B+%09mso-para-margin-bottom%3A.0001pt%3B+%09mso-pagination%3Awidow-orphan%3B+%09font-size%3A10.0pt%3B+%09font-family%3A%22Times+New+Roman%22%3B+%09mso-fareast-font-family%3A%22Times+New+Roman%22%3B%7D+%3C%2Fstyle%3E+%3C%21%5Bendif%5D--%3E%3Co%3Ap%3E%3C%2Fo%3Ap%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EAnalysis+of+Sports+Coverage%3C%2Fspan%3E%3C%2Fspan%3E++%3Cp+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3EI+would+start+off+with+a+Think-Pair-Share+that+asks+students+to+talk+about+who+their+favorite+%3Cst1%3Astate%3E%3Cst1%3Aplace%3EMinnesota%3C%2Fst1%3Aplace%3E%3C%2Fst1%3Astate%3E+sports+heroes+are+and+why.+After+students+have+a+chance+to+share+their+thoughts%2C+I+would+ask+them+for+their+opinions+on+media+coverage+of+MN+sports+teams+and+athletes%3A+Are+their+certain+players+that+are+covered+more+often+and%2For+more+in+depth+than+others%3F+Why+do+you+think+that+is%3F+Is+the+attention+deserved%3F+What+makes+an+athlete+%E2%80%9Cmedia-friendly%E2%80%9D%3F%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3EI+would+then+present+their+task+to+them.+Students+will+break+up+into+4+teams.+Each+team+will+be+assigned+one+of+the+four+major+broadcast+stations+to+cover%3A+ABC%2C+NBC%2C+CBS%2C+and+Fox.+Team+members+will+then+be+required+to+watch+the+same+local+newscast+on+their+assigned+station+each+night+for+one+week.+They+will+focus+specifically+on+the+Sports+section+of+the+newscast%2C+and+even+more+specifically+on+the+coverage+of+MN+athletes.+As+they+watch%2C+students+will+write+what+they+observe%2C+using+a+system+developed+in+class+to+code+the+content.+Each+day+in+class%2C+students+will+have+time+in+their+groups+to+check+in+and+discuss+their+findings+from+the+night+before+and+compare+logs.+Once+the+week+is+over%2C+students+will+collect+and+examine+all+of+their+logs+to+identify+recurring+patterns+or+themes+related+to+the+local+coverage+of+MN+athletes.+Once+patterns+or+themes+have+been+identified%2C+students+would+participate+in+a+round-table+discussion+in+class+of+what+these+patterns+and+themes+mean+and+how+they+affect+Minnesotans.+Students+could+then+undertake+different+types+of+culminating+projects%3A+they+could+write+a+letter+to+the+station+they+covered+that+lays+out+the+findings+of+their+study%2C+the+ramifications+of+their+findings%2C+and+suggestions+for+the+station%3B+they+could+create+a+satirical+newscast+that+questions+and+challenges+the+patterns%2C+themes%2C+or+stereotypes+they+found+in+their+analysis%3B+or+they+could+create+a+genuine+newscast+that+rectifies+the+problems+or+issues+they+discovered+in+their+analysis.+%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp++style%3D%22font-weight%3A+bold%3Bfont-family%3Ageorgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fspan%3E%3C%2Fp%3E++%3Cp++style%3D%22font-weight%3A+bold%3Bfont-family%3Ageorgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3EAnalysis+of+Race+and+Gender%3C%2Fspan%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3EThis+would+be+very+similar+to+the+previous+activity+I+described%2C+but+more+generally-focused%2C+like+our+news+analysis+we+did+in+class.+Students+would+be+asked+to+watch+the+same+news+broadcast+every+night+for+a+week.%3Cspan+style%3D%22%22%3E++%3C%2Fspan%3EBefore+that+week%2C+students+would+create+a+system+to+codify+what+they+see.+They+would+specifically+be+looking+for+race+or+gender+in+the+newscast%3A+Who+are+the+newscasters%3F+Do+certain+races+or+genders+get+assigned+certain+types+of+stories+more+often%3F+Is+screen+time+even+between+races+and%2For+genders%3F+What+about+the+film+techniques%E2%80%94are+certain+types+of+shots%2C+etc+used+more+frequently+with+anchors+or+reporters+or+interviewees+of+particular+races+or+genders%3F+Again%2C+any+number+of+authentic+assessments+are+available%3A+students+could+write+a+letter%2C+create+a+newscast.+They+could+write+an+article+about+their+findings+and+publish+it+to+a+wiki+or+blog%2C+or+they+could+send+it+to+a+local+newspaper+for+publishing.+They+could+invite+local+news+personalities+or+station+managers+into+the+classroom+for+a+panel+or+round-table+discussion.%3C%2Fp%3E++
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7Bmso-style-name%3A%22Table+Normal%22%3B+%09mso-tstyle-rowband-size%3A0%3B+%09mso-tstyle-colband-size%3A0%3B+%09mso-style-noshow%3Ayes%3B+%09mso-style-parent%3A%22%22%3B+%09mso-padding-alt%3A0in+5.4pt+0in+5.4pt%3B+%09mso-para-margin%3A0in%3B+%09mso-para-margin-bottom%3A.0001pt%3B+%09mso-pagination%3Awidow-orphan%3B+%09font-size%3A10.0pt%3B+%09font-family%3A%22Times+New+Roman%22%3B+%09mso-fareast-font-family%3A%22Times+New+Roman%22%3B%7D+%3C%2Fstyle%3E+%3C%21%5Bendif%5D--%3E%3Co%3Ap%3E%3C%2Fo%3Ap%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EAnalysis+of+Sports+Coverage%3C%2Fspan%3E%3C%2Fspan%3E++%3Cp+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3EI+would+start+off+with+a+Think-Pair-Share+that+asks+students+to+talk+about+who+their+favorite+%3Cst1%3Astate%3E%3Cst1%3Aplace%3EMinnesota%3C%2Fst1%3Aplace%3E%3C%2Fst1%3Astate%3E+sports+heroes+are+and+why.+After+students+have+a+chance+to+share+their+thoughts%2C+I+would+ask+them+for+their+opinions+on+media+coverage+of+MN+sports+teams+and+athletes%3A+Are+their+certain+players+that+are+covered+more+often+and%2For+more+in+depth+than+others%3F+Why+do+you+think+that+is%3F+Is+the+attention+deserved%3F+What+makes+an+athlete+%E2%80%9Cmedia-friendly%E2%80%9D%3F%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3EI+would+then+present+their+task+to+them.+Students+will+break+up+into+4+teams.+Each+team+will+be+assigned+one+of+the+four+major+broadcast+stations+to+cover%3A+ABC%2C+NBC%2C+CBS%2C+and+Fox.+Team+members+will+then+be+required+to+watch+the+same+local+newscast+on+their+assigned+station+each+night+for+one+week.+They+will+focus+specifically+on+the+Sports+section+of+the+newscast%2C+and+even+more+specifically+on+the+coverage+of+MN+athletes.+As+they+watch%2C+students+will+write+what+they+observe%2C+using+a+system+developed+in+class+to+code+the+content.+Each+day+in+class%2C+students+will+have+time+in+their+groups+to+check+in+and+discuss+their+findings+from+the+night+before+and+compare+logs.+Once+the+week+is+over%2C+students+will+collect+and+examine+all+of+their+logs+to+identify+recurring+patterns+or+themes+related+to+the+local+coverage+of+MN+athletes.+Once+patterns+or+themes+have+been+identified%2C+students+would+participate+in+a+round-table+discussion+in+class+of+what+these+patterns+and+themes+mean+and+how+they+affect+Minnesotans.+Students+could+then+undertake+different+types+of+culminating+projects%3A+they+could+write+a+letter+to+the+station+they+covered+that+lays+out+the+findings+of+their+study%2C+the+ramifications+of+their+findings%2C+and+suggestions+for+the+station%3B+they+could+create+a+satirical+newscast+that+questions+and+challenges+the+patterns%2C+themes%2C+or+stereotypes+they+found+in+their+analysis%3B+or+they+could+create+a+genuine+newscast+that+rectifies+the+problems+or+issues+they+discovered+in+their+analysis.+%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp++style%3D%22font-weight%3A+bold%3Bfont-family%3Ageorgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fspan%3E%3C%2Fp%3E++%3Cp++style%3D%22font-weight%3A+bold%3Bfont-family%3Ageorgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3EAnalysis+of+Race+and+Gender%3C%2Fspan%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3EThis+would+be+very+similar+to+the+previous+activity+I+described%2C+but+more+generally-focused%2C+like+our+news+analysis+we+did+in+class.+Students+would+be+asked+to+watch+the+same+news+broadcast+every+night+for+a+week.%3Cspan+style%3D%22%22%3E++%3C%2Fspan%3EBefore+that+week%2C+students+would+create+a+system+to+codify+what+they+see.+They+would+specifically+be+looking+for+race+or+gender+in+the+newscast%3A+Who+are+the+newscasters%3F+Do+certain+races+or+genders+get+assigned+certain+types+of+stories+more+often%3F+Is+screen+time+even+between+races+and%2For+genders%3F+What+about+the+film+techniques%E2%80%94are+certain+types+of+shots%2C+etc+used+more+frequently+with+anchors+or+reporters+or+interviewees+of+particular+races+or+genders%3F+Again%2C+any+number+of+authentic+assessments+are+available%3A+students+could+write+a+letter%2C+create+a+newscast.+They+could+write+an+article+about+their+findings+and+publish+it+to+a+wiki+or+blog%2C+or+they+could+send+it+to+a+local+newspaper+for+publishing.+They+could+invite+local+news+personalities+or+station+managers+into+the+classroom+for+a+panel+or+round-table+discussion.%3C%2Fp%3E++
Friday, June 11, 2010
Media Representations Activity
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span+style%3D%22font-weight%3A+bold%3B%22%3EIntroduction%3C%2Fspan%3E%3A+In+class%2C+I+would+show+a+selection+of+clips+from+popular+TV+shows+that+feature+teenagers+in+leading+and%2For+supporting+roles.+After+watching+the+clips%2C+we+would+brainstorm+a+list+of+similarities+and+differences+between+the+clips%3A+character+types%2C+settings%2C+topics%2C+plot+devices%2C+themes%2C+etc.+Once+the+list+was+created%2C+we+would+examine+it+for+any+patterns.+Then%2C+we+would+discuss+why+the+same+things+and+patterns+keep+showing+up+over+and+over+again.+At+this+point%2C+I+would+present+a+short%2C+introductory+lesson+on+media+representations.+++%3Cp+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp++class%3D%22MsoNormal%22+style%3D%22font-family%3Ageorgia%3B%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+to+Self%3C%2Fspan%3E%3A+As+a+class%2C+students+would+create+a+list+of+common+representations+or+stereotypes+of+teenagers+that+they+see+in+the+media.+Then%2C+individual+students+would+write+about+which+stereotypes+they+identify+with+the+most+and+the+least.%3C%2Fp%3E++%3Cp++class%3D%22MsoNormal%22+style%3D%22font-family%3Ageorgia%3B%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+between+self+and+text%3C%2Fspan%3E%3A+Each+student+would+receive+a+log+sheet.+Using+the+log+sheet%2C+students+will+be+asked+to+watch+a+certain+number+of+hours+of+television+or+film+in+a+given+time+period+and+make+note+of+the+representations+of+teenagers+that+they+encounter.+On+the+log+sheet%2C+they+might+record+things+like+what+show+they+were+watching%2C+which+network+is+was+on%2C+basic+demographic+information+about+the+characters%2C+types+of+characters+portrayed+or+any+number+of+other+things.+Students+would+bring+the+log+sheets+back+to+class+and+form+small+discussion+groups+to+share+and+analyze+their+findings.+There+could+be+a+group+sharing+in+the+form+of+a+poster%2C+power+point%2C+or+Glogster.+%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+between+self%2C+text%2C+and+world%3C%2Fspan%3E%3A+Students+would+choose+one+specific+show+from+their+log+to+focus+on.+Students+would+be+asked+to+research+the+network+that+produces+the+show+and+investigate+the+connections+and+relationships+the+network+has+with+other+companies.+The+students+would+then+be+asked+to+present+%28in+their+choice+of+form%29+a+critical+analysis+that+synthesizes+the+information+from+their+log+sheet+and+their+research+to+come+to+a+conclusion+as+to+why+teenagers+are+portrayed+in+a+particular+way+on+that+show+on+that+network.%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EExtension+option%3C%2Fspan%3E%3A+Students+could+then+form+groups+and+create+their+own+TV+programs+or+movies+that+accurately+portray+the+realities+of+teenagers%E2%80%99+diverse+backgrounds+and+personalities.+Or+this+could+lead+into+a+unit+on+satire+and+farce+and+students+could+create+programs+that+challenge+the+stereotypes+through+satire+and+farce.+%3C%2Fp%3E++
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span+style%3D%22font-weight%3A+bold%3B%22%3EIntroduction%3C%2Fspan%3E%3A+In+class%2C+I+would+show+a+selection+of+clips+from+popular+TV+shows+that+feature+teenagers+in+leading+and%2For+supporting+roles.+After+watching+the+clips%2C+we+would+brainstorm+a+list+of+similarities+and+differences+between+the+clips%3A+character+types%2C+settings%2C+topics%2C+plot+devices%2C+themes%2C+etc.+Once+the+list+was+created%2C+we+would+examine+it+for+any+patterns.+Then%2C+we+would+discuss+why+the+same+things+and+patterns+keep+showing+up+over+and+over+again.+At+this+point%2C+I+would+present+a+short%2C+introductory+lesson+on+media+representations.+++%3Cp+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp++class%3D%22MsoNormal%22+style%3D%22font-family%3Ageorgia%3B%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+to+Self%3C%2Fspan%3E%3A+As+a+class%2C+students+would+create+a+list+of+common+representations+or+stereotypes+of+teenagers+that+they+see+in+the+media.+Then%2C+individual+students+would+write+about+which+stereotypes+they+identify+with+the+most+and+the+least.%3C%2Fp%3E++%3Cp++class%3D%22MsoNormal%22+style%3D%22font-family%3Ageorgia%3B%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+between+self+and+text%3C%2Fspan%3E%3A+Each+student+would+receive+a+log+sheet.+Using+the+log+sheet%2C+students+will+be+asked+to+watch+a+certain+number+of+hours+of+television+or+film+in+a+given+time+period+and+make+note+of+the+representations+of+teenagers+that+they+encounter.+On+the+log+sheet%2C+they+might+record+things+like+what+show+they+were+watching%2C+which+network+is+was+on%2C+basic+demographic+information+about+the+characters%2C+types+of+characters+portrayed+or+any+number+of+other+things.+Students+would+bring+the+log+sheets+back+to+class+and+form+small+discussion+groups+to+share+and+analyze+their+findings.+There+could+be+a+group+sharing+in+the+form+of+a+poster%2C+power+point%2C+or+Glogster.+%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+between+self%2C+text%2C+and+world%3C%2Fspan%3E%3A+Students+would+choose+one+specific+show+from+their+log+to+focus+on.+Students+would+be+asked+to+research+the+network+that+produces+the+show+and+investigate+the+connections+and+relationships+the+network+has+with+other+companies.+The+students+would+then+be+asked+to+present+%28in+their+choice+of+form%29+a+critical+analysis+that+synthesizes+the+information+from+their+log+sheet+and+their+research+to+come+to+a+conclusion+as+to+why+teenagers+are+portrayed+in+a+particular+way+on+that+show+on+that+network.%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EExtension+option%3C%2Fspan%3E%3A+Students+could+then+form+groups+and+create+their+own+TV+programs+or+movies+that+accurately+portray+the+realities+of+teenagers%E2%80%99+diverse+backgrounds+and+personalities.+Or+this+could+lead+into+a+unit+on+satire+and+farce+and+students+could+create+programs+that+challenge+the+stereotypes+through+satire+and+farce.+%3C%2Fp%3E++
Tuesday, June 8, 2010
Teaching Film/Editing Techniques in the Classroom
Introduction: I would introduce the idea of techniques used in film and editing by putting together a collection of scenes from films and TV shows students are familiar with that make strong, purposeful use of the different types of techniques and share that with them in class. I could use a basic KWL chart or I could create a set of questions to be used as discussion prompts in class; Either option would get students to start thinking about the topic.
Terms: I would then go over the terms in class with the students. I would most likely create a power point that had the written definitions as well as links to videos that contained examples of the terms. I could then have students do a Think-Pair-Share, where they thought about films or shows they know that use the different techniques, pair with a partner to discuss their ideas, and then share their ideas with the class in a quick report out.
Guided practice: Once we established the vocabulary, I would lead the students through several examples analyses of different scenes. Once I felt they grasped the concepts, I would assign a group or individual project similar to what we had to do: an analysis of a scene from a TV show or movie. If they were in groups, I would have them present their analysis orally to the class. If they were working on their own, I would ask them to write up their analysis either in Word or in a blog if we were using blogs.
Independent practice: This would be similar to our shot-by-shot analysis of a commercial assignment.
Assessment: I’m borrowing this idea from Beach because I really liked it. I would have students create their own film adaptations, using short stories or narrative poems as their source material. Students would be required to script their production, as well as create a detailed storyboard that identified all the techniques they used. Additionally, I would require them to submit a written reflection where they reflected on their purposes for the choices they made. I might then publish their videos on a secure district server and invite other teachers, administrators, and parents to view them.
Terms: I would then go over the terms in class with the students. I would most likely create a power point that had the written definitions as well as links to videos that contained examples of the terms. I could then have students do a Think-Pair-Share, where they thought about films or shows they know that use the different techniques, pair with a partner to discuss their ideas, and then share their ideas with the class in a quick report out.
Guided practice: Once we established the vocabulary, I would lead the students through several examples analyses of different scenes. Once I felt they grasped the concepts, I would assign a group or individual project similar to what we had to do: an analysis of a scene from a TV show or movie. If they were in groups, I would have them present their analysis orally to the class. If they were working on their own, I would ask them to write up their analysis either in Word or in a blog if we were using blogs.
Independent practice: This would be similar to our shot-by-shot analysis of a commercial assignment.
Assessment: I’m borrowing this idea from Beach because I really liked it. I would have students create their own film adaptations, using short stories or narrative poems as their source material. Students would be required to script their production, as well as create a detailed storyboard that identified all the techniques they used. Additionally, I would require them to submit a written reflection where they reflected on their purposes for the choices they made. I might then publish their videos on a secure district server and invite other teachers, administrators, and parents to view them.
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