Dance drama



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Subject


DANCE

DRAMA

MEDIA

MUSIC

VISUAL ARTS










Unit Title:

Miniature Worlds-How do I read film text







Achievement Standard

By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks. Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.



Learning Intention


Students respond and reflect on media construction in the movie ‘Antz’ and ‘Bugs life’.




Learning Framework

Community Contributor

Leader and Collaborator



Active Investigator

Effective Communicator



Designer and Creator

Quality Producer






Cross Curricular Priorities

Catholic Ethos

Aboriginal and Torres Strait Islander

Histories and Cultures


Social Emotional Learning

Asia and Australia’s Engagement with Asia



Inclusive Education

Sustainability Education







General Capabilities

Literacy

Critical and Creative Thinking



Numeracy

Ethical Behaviour



Information and Communication Technology

Personal and Social Competence





Content Descriptors

Elaborations




4.1 Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)



4.4 Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)







Session

Teaching and Learning Activities

Resources

Assessment

1

Orientate students to Luke and Freebody’s 4 roles of the literacy learner (four resources model) (see the below website for further information about this model. )http://www.newliteracies.com.au/what-are-new-literacies?/116/

http://www.angelamaiers.com/2008/07/the-four-resour.html

View ‘Bugs Life’ with children taking notes under the headings of 4 roles of a literacy learner whilst viewing. Pause movie at relevant moments to allow children to take notes under the 4 headings. See attached for samples of children’s notes.


Bugs life film


4 roles of a literacy learning poster (attached at the end of unit)

2

Model what a Venn diagram looks like and tune children into the use of this in future lessons. View “Antz”, verbally prompting for when children could take notes under the four resources model headings.

Antz




3

Students draw a cartoon strip/story board of both films to recount the movie

Students create a Venn diagram to compare the two movies






Children’s notes on films.

4-5

Students review their notes on the 2 films, putting information into full sentences and presenting it either as a written report, a poster, a power point presentation or an oral presentation presented on the iPads.

iPads, computers, poster paper.

Children’s notes on films.

6

Students reflect on their assessment piece after teacher feedback. They write/draw what they’ve learnt throughout the unit of work.

Marked work samples





Year 4 Media Task

Task: Miniature Worlds

Students Name:


Type of Task:

☐Oral

 Written



Task Conditions



☐Pair

☐ Group

 In Class

☐ Homework

☐ Other

Task Description:

Create a Presentation Comparing Two Movies


Procedure: Your task is to respond to, and reflect on, the media construction in the films ‘A bugs life’ and ‘Antz’ using the headings

CODE BREAKER, TEXT PARTICIPANT, TEXT USER AND TEXT ANALYST.



When you have viewed each film and taken notes under each heading you will put all of this information into full sentences and present it either as a written report, a poster, a power point presentation or an oral presentation presented on the iPads.



Media Criteria Sheet for ‘Miniature Worlds’

NAME:

YEAR LEVEL: 4

TERM:

Criteria

High

Sound

Developing

The learner’s work demonstrates evidence of:

4.1 Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text 


Learners understand that media texts can carry multiple meanings, and they understand the symbolism used to enhance meaning in media texts.

Learners recognise and respond to basic media structures e.g. narrative forms, shot selection, genres and styles

Learners are aware of symbolism such as colour/sound and how it conveys simple meanings e.g. scary music, flashing danger sign.

4.4 Identify intended purposes and meanings of media artworks, using media arts key concepts... 


Learners understand that multimedia texts have an intended purpose but have multiple layers of meaning according to audience and context.

Learners understand that the maker has manipulated the text for a purpose and identify features that reveal its likely audience.

Learners understand that multimedia texts are produced for a purpose and intended audience.

Planning for Differently Abled Students





Student/s

Different Ability

Australian Curriculum being addressed

Learning and Teaching Strategies

Assessment Strategies






























































































Reflection on Unit

Identify what worked and how it worked during the unit




  • Learning activities that worked well and why

  • Learning activities that could be improved and how

  • For, Of and As assessment that was effective and why

  • For, Of and As assessment that could be improved and how

  • Common student misconceptions that need, or needed, to be clarified.





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