By using qualitative descriptions of the work you want to see. Each of the approaches has its own strengths and weaknesses: How are these portrayals influenced by the values or assumptions of the media creators, by commercial considerations, or by the influence of different genres cop shows, action games, etc.
How are families depicted in different media? Make sure that your evaluations are as well thought-out and objective as they are for all your other assignments, and keep them consistent: Does the student show an understanding of this key concept? Teach kids that critiquing is not necessarily the same thing as criticizing and that we can identify and talk about problematic issues in the media we love without losing our enjoyment of them.
This includes the technical, commercial and storytelling demands of each medium: For example, what kinds of characters are present and which kinds are absent? Make media education about asking questions, not learning answers Even though you may feel strongly about an issue or a media product, give your students room to come to their own conclusions.
Questions of ownership and control are central — a relatively small number of individuals control what we watch, read and hear in the media. Who and what is shown in a positive light?
Does the student show a knowledge and understanding of how this medium communicates ideas and values? In History classes, students can look at how their views of history and historical events have been shaped by media.
There are two important steps to creating objective, comprehensive and meaningful assessment and evaluation tools for media literacy work.
You can see our Curriculum Charts to get specific information on how each of our lessons and resources meets the curriculum of different courses in your province or territory. What technical differences change how the story is told? In media literacy, what or who is absent may be more important than what or who is included.
How are elements such as music, costuming, and shot composition used to influence our opinion of a character in a movie? Studying films, newspapers and even their own textbooks can help students see how the nature of each medium shapes how history is told.
What are the expectations of the genre for example: Does the student show an understanding of how the media product was created?
In addition, media industries belong to a powerful network of corporations that exert influence on content and distribution.
How does it affect our decisions about smoking, drinking, and drug use? How do media products popular with youth portray crime and the criminal justice system? Does the student show an understanding of this concept, and of what elements in a medium or a particular product would be relevant to it?
How are things like gender, class, relationships, or alcohol and drug use depicted in music and music videosand how do youth interpret these messages? By using exact, quantitative expectations.
For example, if you want a Level Three student to successfully identify four ways in which the product communicates messages about gender, then a Level Two might successfully identify three ways, a Level One two ways, an Insufficient one or zero ways and a Level Four five or more ways.
However, teachers sometimes find it more difficult to create assessment and evaluation tools for media education than for other subjects. How do artists use, appropriate and deconstruct media products to create new art? Each medium has a unique aesthetic form:Hi Stu.
Actually it probably isn’t because it’s a custom object class – I’ve done custom objects without any trouble. You need double’check that all the atrributes are spelled correctly in your CSV, that you have MPRs giving you permission to create them, all required attributes set – that sort of thing.
Media are powerful forces in the lives of youth. Music, TV, video games, magazines and other media all have a strong influence on how we see the world, an influence that often begins in infancy.
To be engaged and critical media consumers, kids need to develop skills and habits of media literacy.Download