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.
Students respond and reflect on media construction in the movie ‘Antz’ and ‘Bugs life’.
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)
Teaching and Learning Activities
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/
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.
4 roles of a literacy learning poster (attached at the end of unit)
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.
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.
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.
Students reflect on their assessment piece after teacher feedback. They write/draw what they’ve learnt throughout the unit of work.
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’
YEAR LEVEL: 4
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.