Media Studies - A Review of the New Mexico General Electives Degree

Transcription

1 APS DISTRICT HIGH SCHOOL GENERAL ELECTIVES CURRICULUM FRAMEWORK Course Title: Media Studies Course Number: Department: General Electives ADS Number: Prerequisites: None Length of Course: One Semester Credit/PRI Area:.50 per Sem/Elective/Practical Art Grade Level(s): Important Notes: The instructor must follow the procedural directive for Controversial Issues when covering such topics in order to present all sides of an issue in an objective and fair manner. COURSE DESCRIPTION: Media Studies focuses on the social, political, and economic role of the media. The student acquires the proper tools to engage in critical inquiry, decoding, meaningful research, and discussion of popular media. He/She examines censorship, bias in news coverage, and trends in popular culture. The student has the opportunity to produce his/her own media. Topics may include, but not be limited to, Pop Culture (e.g., fads, celebrities, rock stars, cult films), World of Images (e.g., media images of men and women, adolescent magazine, analyzing ads), The Information Society (e.g., impact of electronic media (e.g., nature of TV news and how events become newsworthy, student creation of news programs), the computer revolution, the role of new and emergent technology, the study of a specific genre within a medium (e.g., horror films, sitcoms, radio suspense drama) and video production (e.g., script writing and story boards, use of portable video cameras, creation of mini-documentary and commercials). Literacy strategies are integrated throughout the curriculum. References in parentheses following each performance standard refer to and are aligned with the New Mexico Language Arts Standards (NM), the Albuquerque Public Schools Language Arts Standards (APS LA), the New Mexico Media Literacy project (NM LP), the National Educational Technology Standards for Students (NETS), the New Mexico Career Readiness Standards (CR), and the New Mexico Social Studies Standards (NM SS). MEDIA STUDIES Albuquerque Public Schools 12/05

2 STRATEGIES: The Illustrations column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by the gifted and Media Studies teachers in the Albuquerque Public Schools (APS). ASSESSMENTS: Assessments may include: authentic and performance-based assessment, cooperative learning, teacher observations, checklists, tests and exams, formal and informal writing, small group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios. Assessments are based on appropriate rubrics. SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS: New Mexico Content Standards, Benchmarks, and Performance Standards Reference Guide 2005 New Mexico Media Literacy Project 2001 Amusing Ourselves to Death: Public Discourse in the Age of Show Business Neil Postman New York Penguin Books 1985 The Age of Missing Information - Bill McKibben New York Plume 1992 Screen Smarts: A Family Guide to Media Literacy Gloria DeGaetano and Kathleen Bander New York Houghton Mifflin 1996 The Ad and the Ego (Film) Newsreel 1996 Advertising and the End of the World (Film) 48 minutes Sut Jhally 1998 The Persuaders (Film) - 82 minutes - Frontline SUGGESTED TITLES/AUTHORS WEB SITES: Approved by HSCA: December 8, 2005 MEDIA STUDIES Albuquerque Public Schools 12/05

3 STRAND I: MEDIA ANALYSIS CONTENT STANDARD: The student recognizes that media messages are constructed using specific techniques which manipulate sound, image, text, and movement to convey meaning. BENCHMARKS: A. The student evaluates and compares how media forms, content, and products are constructed for specific audiences. B. The student evaluates the origin, authority, accuracy, bias, and distortion of information and ideas in media. GRADE 1. Realizes that media messages are created with a specific goal or purpose in mind [APS LA I.5 (9), I.10 (11), II.13 (9), II.8 (12)]. 2. Recognizes that print media and electronic media convey meaning through different techniques determined largely by the nature of the medium (NM LP Section 2; NM SS IIID.4). 3. Acquires specific tools of analysis for deconstructing media messages (NM LP Section 2). NOTE: Illustrations include suggested activities for attaining each performance standard. A check for ( ) refers to a key feature to look for while assessing student performance. 1, 3 5. The student deconstructs ads with the purpose of determining the various strategies employed. He/She examines techniques of persuasion (e.g., symbols, images), the pseudo logic of the message to make it explicit, and techno events. The student in whole or small groups discusses the intended effects of each ad (e.g., target audience, unintended effects) and the strategy of the ad (e.g., Why is it running?, What are the emotions aroused by the music?, Are there subliminal messages?). analysis individual participation in discussions support for argument accuracy in interpretations 2, 6. The student compares and contrasts the same news story in both print (e.g., newspapers) and electronic format (e.g., TV, computer) and presents to the class his/her analysis to include which presentation contains the most information, ways in which TV conveys nonverbal messages, and, if the subjects are treated differently, an explanation of the differences. analysis inclusion of all required components comparisons and contrasts relevant examples quality presentation MEDIA STUDIES Albuquerque Public Schools 12/05

4 GRADE 4. Recognizes that media industries necessarily contain structural imperatives/biases that influence the form and content of new products [APS LA II.13 (9); NM SS ID.5, IIID.4]. 5. Explores how different groups are targeted and treated by corporate media in an attempt to maximize profits (NM LP Section 2). 6. Examines how the content of the news is impacted by the need for media corporations to protect themselves and their sponsors (NM LP Section 2). 7. Examines how politics in America has been greatly influenced by techniques of persuasion borrowed from commercial media (NM SS ID; IIE.6, IIE.7; IIID.4). 4. The student examines news broadcasts, both local and national, for biases and secondary agendas. ability to identify specific examples of bias or secondary agenda through word choice, camera angles, images, etc. 5. The student, working alone or with a partner, researches a money-making industry (e.g., tobacco, alcohol, pharmaceuticals) to determine how these same\ media giants who glorify addictions, poor nutrition, guns, etc. are now producing media literacy curricula. The student or team presents findings to the class and includes visuals. thorough research relevant information teamwork/collaboration analysis effective presentation visuals 7. The student examines a spectrum of political ads, addresses the following items, and presents results orally or in writing. How is the candidate packaged? Is the appeal more visual or rational? Are complex issues boiled down into simple slogans? Explain or give examples. What imagery techniques are used? What impressions was the ad trying to give? What kind of symbolism is used? ad analysis all required components understanding of concept MEDIA STUDIES Albuquerque Public Schools 12/05

5 STRAND II: MEDIA IMPACT CONTENT STANDARD: The student identifies, analyzes, and evaluates the impacts of media on individuals, groups, and societies. BENCHMARKS: A. The student assumes personal accountability for responsible media use (e.g., adherence to copyright laws, proper attention to citations). B. The student analyzes media s influence on governmental, social, and cultural norms and their impact on democratic processes. GRADE 1. Examines personal media consumption habits (CR 2A). 2. Experiments with alternate media consumption habits. 3. Explores ethical issues relating to media use with a view of adherence to guidelines (CR 4C; NETS - 2). 4. Determines influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback) (NM SS IC.9, ID.1, ID.5, ID.8, IIID.4, IIID.5). 5. Considers whether what is valued in the media is what an individual and society values (e.g., family, community, religious groups) (NM SS IC.12, ID.6, IIE.5, IIE.7, IIID.4; NM LP Section 2). 1 3, 7, 8. The student maintains a three-week log of his/her media habits (e.g., viewing TV, listening to music, playing video games) or lack thereof. During the first week, the student records how and the amount of time spent on the media of choice. During the second week, the student abstains from any media use and then in the third week changes his/her media habits (e.g., views different programs, listens to different radio stations, plays different video games). After the three-week experimentation period, the student writes a reflection on his/her experiences and weighs the opportunities cost of media habits and shares them with the class. The idea is that you get something and you give up something. What is the difference between needs vs. wants. He /She also analyzes programs for stereotyping and addresses guidelines (e.g., parental, copyright) he/she adhered to. Did he/she download or watch anything that he/she shouldn t have? What are the rules/laws regarding copying of music videos, video games, and movies? maintenance of log thoroughness personal reflection insights/perceptiveness adherence to ethical guidelines use of a variety of media Option: The student fills out a survey of his/her consumption habits, charts the results individually or as a group, and analyzes the results Working in small groups, the student brainstorms society values vs. individual and family values and records ideas in a T-chart. After completion of this activity, the whole class comes together and compare ideas. Through discussion, the student presents his/her views and/or ideas on ways media reflects those values. If the perception is that they differ, he/she explains what the determining influences are and why media reflects those values. The student then researches to determine what makes media project to the world the way they do and writes a summary of his/her findings. MEDIA STUDIES Albuquerque Public Schools 12/05

6 GRADE 6. Identifies and evaluates how a media product expresses the values of the culture that produced it (NM LP Section 2). 7. Analyzes media for stereotyping (e.g., gender, ethnicity) (CR 5E). 8. Examines advantages and disadvantages of widespread use and reliance on media technology in the workplace and in society as a whole (NETS 2). individual participation in all activities multiple viewpoints response to questions analysis thorough research relevant information support for argument MEDIA STUDIES Albuquerque Public Schools 12/05

7 STRAND III: SELECTING AND APPLYING MEDIA CONTENT STANDARD: The student distinguishes among and uses appropriate types of media for a variety of purposes. BENCHMARK: The student analyzes the appropriateness of various media to specific purposes and audiences and predicts outcomes. GRADE 1. Identifies and selects media forms appropriate for a variety of purposes [APS LA II.3 (9), II.5 (10)]. 2. Accesses information effectively from all media (e.g., library, newspapers, TV) (NM LP Section 2). 1 3, 5. The student engages in a Participating in Democracy project where he/she creates a mock organization committed to a cause of his/her choice. He/She researches the topic using a variety of sources and determines the most favorable types of media to use in promotion of the cause. The student also determines/creates the content of the selected media which may include: organization name, acronym, and logo position statement (goals) publicity devices (e.g., newsletter, flier, PSA) press releases creativity feasibility individual participation all required components thorough research relevant information multiple resources analysis support for argument 1, 4. See Strand I, 2 nd illustration. 2. The student prepares and presents a multi-media project that employs different elements. creativity quality product effective presentation multiple elements 2 5. The student, working in groups, compares television and newspaper coverage of various news stories (e.g., national, international, local, human MEDIA STUDIES Albuquerque Public Schools 12/05

8 GRADE 3. Recognizes the value of accessing and exploring multiple sources for information (NM LP Section 2). 4. Compares and contrasts how the various forms of media cover the same topic [APS LA II.10 (10)]. 5. Analyzes and compares the pros and cons of visual and verbal advertising (NM LP Section 2). 6. Compares and contrasts media sources (e.g., film, book) of a story. 7. Develops criteria to judge the effectiveness of visual and verbal presentations (NM LP Section 2). interest). Each student selects a different type of story (e.g., crime, politics, education, sports, weather) to cover and compares coverage based on detail, impact, depth of coverage, and prominence of placement in the newspaper or newscast. He/She charts results using a spreadsheet or report format and presents findings to the class as a whole or to the individual group. comparisons and contrasts of stories accurate coverage of story analysis all required components visuals teamwork/collaboration 3. The student, working with a partner, prepares to debate a topic. One student is given one article on the topic and the other student is given 4-5 articles with contrasting points of view. Using just these materials for preparation, the student debates with his/her partner. preparation/organization analysis effective presentation support for audience audience response varying viewpoints 5. The student compares a print ad (e.g., newspaper, magazine) with a visual ad (e.g., TV, computer) for a similar product. Either in writing or group discussion, he/she explains why one was more effective/ineffective than the other. He/She explains the print information about the product and the lifestyle the visual is trying to convey. He/She compares the product in terms of effective use of persuasive techniques and overall impact. support for argument relevant information insights/perspective identification of techniques 6, 7. The student selects a novel or play that has been adapted to screen and compares/contrasts the two. He/She explains which was better, which worked better in its own medium, and why the book was good, but the movie was not or vice versa. He/She includes in his/her analysis plot, characters, setting, message or theme, and the overall quality of the media and their impact. The MEDIA STUDIES Albuquerque Public Schools 12/05

9 GRADE student presents the criteria he/she used to make his/her judgments. adherence to criteria comparative analysis all required components support for argument Option: The student analyzes through writing the impact of a medium, an oral reading of a novel, or the film version of a novel or play. He/She examines and reviews computer software or Internet presentation of literature/information, explaining how the literature is modified through the change from print to another medium. supportive examples logic of presentation and ideas Option: The student creates other products that express his/her views (e.g., song, poem, cartoon, skit, film). MEDIA STUDIES Albuquerque Public Schools 12/05

10 STRAND IV: MEDIA PRODUCTION CONTENT STANDARD: The student applies knowledge, skills, and strategies to design and create media messages. BENCHMARKS: A. The student designs, creates, and displays media messages in a variety of forms, targeting different audiences and purposes. B. The student evaluates the technical and aesthetic appeal of personal media messages, modifying appropriately. GRADE 1. Creates media presentations and written reports using multimedia resources (e.g., overhead, computer, tape recorder, cameras) to communicate information (NETS 1 6). 2. Recognizes the components of interactive multimedia (NETS 1, 7). 3. Designs, develops, publishes, and presents an interactive multimedia project (NETS 5, 6). 1. The student creates film for a variety of purposes. In the process he/she learns to develop character and scene descriptions, write scripts, illustrate story boards, create costumes, and decide on persuasive techniques (e.g., sound, camera angles, and distances) after researching the language of film, props, and backgrounds. thorough research relevant information compelling production dramatic effect multiple resources audience response 2. Working in small groups, the student creates a short news program after viewing and deconstructing local and national news programs. The program includes one international, one national, one local story and one on location report. He/She strives for relevance in his/her storytelling. Each program is presented to the class and the other students critique each other s products/performances based on a predetermined rubric. Note: The student should have access to a portable video camera and tripod. teamwork/collaboration use of interactive media all required components quality presentation relevance/connections adherence to rubric constructive criticism 3, 4. The student views award-winning documentaries. After viewing, the student, working in small groups and using his/her knowledge of film technique, creates a mini-documentary. The student brainstorms topics, assigns roles, films, edits, and screens his/her film for an audience, who MEDIA STUDIES Albuquerque Public Schools 12/05

11 GRADE 4. Collaborates with others to produce a finished multimedia project (NETS 7, 10). could be asked to review the film. observation skills teamwork/collaboration application of knowledge creativity completion of assigned tasks active participation in activities and discussions quality product audience response Note: This assignment could be linked to the Participating in Democracy project outlined in the 1 st illustration in Strand III. OR Using tools of analysis, the student creates his/her own print and/or film ad. The ad may be serious, light-hearted spoof ads, or more satiric anti-ads. He/She prepares by watching and deconstructing actual ads (e.g., Saturday Night Live ad parodies, Ad-Busters magazines). The student presents ad to the class and is critiqued by the other students. teamwork/collaboration observation skills application of knowledge creativity completion of assigned tasks active participation in activities and discussions quality product audience response OR The student studies advertisements for cruises and compares prices. Working in a group, he/she uses Web sites to create a virtual cruise. The student is given a $2000 expense account to plan the best vacation to a given spot. He/She downloads images and puts together a multimedia presentation of the tour. teamwork/collaboration quality product effective presentation adherence to budget MEDIA STUDIES Albuquerque Public Schools 12/05

12 GRADE 5. Uses technology tools and resources to create content, manage, or communicate ideas or concepts (NETS 2, 5, 8, 9). 6. Demonstrates effective communication in real-world situations using electronic media (NM SS IIID.4) In collaborative groups, the student selects a thematic passage from literature and creates a film script (e.g., the visual and auditory images of what people would see and hear in a movie). Using electronic display tools, the student shares how sight and sound are combined to create an effect on an audience. He/She discusses how different directors might use different techniques to represent the text in film. Extension: The student views a film related to the thematic unit chosen above. He/She analyzes how setting, dialogue, camera angle, music, lighting, and other film elements create mood and convey the theme. The student compares the film to his/her own film script and other print and nonprint texts. The student edits the final product as equipment allows. individual participation all required components use of technology comparisons and contrasts insights collaboration/cooperation quality product revisions and modifications MEDIA STUDIES Albuquerque Public Schools 12/05

13 STRAND V: LITERACY CONTENT STANDARD: The student communicates knowledge and skills through the use of literacy strategies (e.g., reading writing, speaking). BENCHMARK: The student enhances proficiency in reading comprehension, specialized vocabulary, writing techniques and research strategies while acquiring knowledge and skills in the field of media studies. GRADE The following performance standards are aligned with the 10 th grade APS Language Arts Standards unless otherwise indicated. 1. Asks critical questions prompted by texts and researches answers for a broader understanding (APS LA I.1; NM - I). 2. Makes generalizations about text that are supported by specific references in the text (APS LA II.2; NM - I). 3. Reads critically and independently to draw conclusions from research (APS LA I.3; NM - 1). 4. Develops increased competence in using the writing process to create a final product (APS LA III.1; NM - II). 5. Develops increased competence and fluency in using elements of effective writing (APS LA III.1; NM - II). 6. Develops increased competence in using a variety of technology to present information appropriate for the intended purpose and audience (APS LA III.3: NM - II) The following examples are evidence where the student meets literacy standards; however, he/she has multiple opportunities to meet them in every strand during the term of the course See Strand I, the 3 rd illustration and the illustration for performance standard #7; Strand II, the 2 nd illustration; Strand III, the illustration for performance standard #5; and Strand IV, the illustration for performance standards #3, #4. 4, 5, 7. See Strand I, the illustration for performance standard #7; Strand II, the 1 st illustration; Strand III, the illustrations for performance standards #5 and #6, #7; and Strand IV, the 1 st illustration. 6, 15. See Strand II, the 2 nd illustration; Strand III, the 1 st illustration and the illustration for performance standards #6, #7; and Strand IV, every illustration. 7. Develops increased competence in using writing conventions (APS LA III.4; NM - II). 8. Clearly articulates a position and develops arguments using a variety of methods (APS LA IV.4; NM - II). 8. See Strand I, the 1 st and 2 nd illustrations and the illustration for performance standard #5; Strand II, the 2 nd illustration; Strand III, the illustrations for performance standards #2, #2 #5, #3, and #6, #7; and Strand IV, the 2 nd illustration. MEDIA STUDIES Albuquerque Public Schools 12/05

14 GRADE 9. Analyzes an instance of public speaking or media presentation (APS LA V.1; NM - II). 10. Responds reflectively through dialogue and discussion to written and visual texts (APS LA V.2; NM - II). 11. Uses systematic strategies to organize and record information (APS LA VI.1). 12. Uses a variety of information resources to critically interpret and evaluate experiences and ideas (APS LA VI.2). 13. Applies strategies and skills to comprehend information that is read, heard, and viewed (NM 1). 14. Analyzes actions that reflect motivations based on culture, personal history, environment, and society (NM IIIA). 15. Uses content-specific tools to support learning and research (NETS 3, 5). 16. Researches and evaluates the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems (NETS 2, 5, 6). 9, 10. See Strand I, the 2 nd and 3 rd illustrations; Strand II, the 1 st illustration; Strand III, the illustration for performance standards #2 #5; and Strand IV, the illustrations for performance standards #3, #4 and #1 # , 16. See Strand I, the illustration for performance standard #5; Strand II, the 2 nd illustration; Strand III, the 1 st illustration; and Strand IV, the 1 st illustration and the illustration for performance standards #3, #4. MEDIA STUDIES Albuquerque Public Schools 12/05