Polson School District #23. Instructional Services Grade 10 Media Literacy Curriculum Framework. Polson School District #23

Transcription

1 Polson School District #23 Instructional Services Media Literacy Curriculum Framework Polson School District # th Avenue East Polson, MT (406)

2 Standard 1 Students recognize that media messages are constructed using specific techniques which manipulate sound, image, text, and movement to convey meaning. 1. Evaluate and compare how media forms, content, and products are constructed for specific audiences. 1 a. Analyze, evaluate, and interpret messages and values conveyed by visual images and be able to identify and construct propaganda techniques. (Ad Targeting Presentation 10-11) 1 b. Identify in media messages various (obvious and subtle) purposes and explain how gender roles and other societal mores are influenced. Think critically as a receiver of media messages. (Media Stereotype Presentation 10-12, Ad Targeting Unit, Advertising Unit, Psychological Gimmick Unit.) 1 c. Evaluate and compare how media content are constructed for specific audiences. (Psychological Gimmicks Unit)

3 Standard 2 Students distinguish among and use appropriate types of media for a variety of purposes. 1. Analyze the appropriateness of various media to specific purposes and audiences and predict outcome. 1 a. Analyze and interpret messages and values conveyed by visual images and be able to identify propaganda techniques. (Ad Targeting Presentation 10-11) 1 b. Identify sexism in media messages and explain how gender roles are influenced by sexism. Think critically as a receiver of media messages. (Media Stereotype Presentation 10-12) 1 c. Select appropriate media mode for specific purpose and audience, and state the intended outcome. (Book Report Projects) 2. Analyze and evaluate the ways in which one form of media influences other forms and responds to the social and political climate of the times. 2 a, Identify meanings in media messages and explain how viewers are influenced by them. Think critically as a receiver of media messages. (Media Stereotype Presentation 10-12) 2 b. Analyze and interpret messages and values conveyed by visual images and be able to identify propoganda techniques. (Ad Targeting Presentation 10-11) 2 c. Analyze forms of media and how they respond to the social and political climate of the times. (Advertising unit, Stereotyping Unit) 2 d. Be able to identify, interpret and create propaganda techniques. (Ad Targeting Presentation 10-11, Advertising Unit - Curriculum, Stereotyping Unit.)

4 Standard 3 Students apply knowledge, skills, and strategies to design and create media messages. 1. Design, create, and display media messages in a variety of forms,. targeting different audiences and purposes. 1 a. Design, create, analyze, display and interpret messages and values conveyed by visual images and messages and be able to identify propaganda techniques and target various audiences for a variety of purposes. (Ad Targeting Presentation 10-11) 1 b. Identify purposes of messages (sexism) in various media messages and explain how gender roles are influenced by sexism. Think critically as a receiver of media messages. (Media Stereotype Presentation 10-12) 1 c. Design, create, and display media messages in a variety of forms, for a variety of purposes targeting audiences. ( Book Projects) 2. Evaluate the technical and aesthetic appeal of personal media messages, modifying appropriately. 2 a. Produce and evaluate media messages, modifying appropriately for technical and aesthetic appeal. (Ad Targeting Presentation 10-11) (Book Projects)

5 Standard 4 Students identify, analyze and evaluate the impacts of media on individuals and societies. 1. Assume personal accountability for responsible media use (e.g., adherence to copyright laws, proper attention to citations). 1 a. Research, cite references, adhere to copyright laws, follow school guidelines in preparing and giving media speech (Informative Speech, 10-14) 2. Evaluate the origin, authority, accuracy, bias and distortion of information, and ideas in media. 2 a.think critically as a receiver of media messages. Evaluate the origin, authority, accuracy, bias and distortion of information, and ideas in media. Advertising Unit; Media Stereotype Presentation 10-12) 3. Analyze media s influence on governmental, social, and cultural norms and their impact on democratic processes. 3 a. Identify sexism in media messages and analyze its influence on social and cultural norms (how gender roles are influenced by sexism). Think critically as a receiver of media messages. (Advertising Unit; Media Stereotype Presentation 10-12)