DRAFT Recommended Grade Level Framework for Media Literacy

DRAFT Recommended Grade Level Framework for Media Literacy Montana Standards for Media Literacy: 1. Students recognize that media messages are constructed using specific techniques which manipulate sound, image, text and movement to convey meaning. 2. Students distinguish among and use appropriate types of media for a variety of purposes. 3. Students apply knowledge, skills and strategies to design and create media messages. 4. Students identify, analyze and evaluate the impacts of media on individuals and societies. Every grade level should include the following activities to directly address the state standards: 1. Raising the awareness of media s prevalence and constructedness. 2. Deconstruction of various media formats. 3. Student design and construction of personal media messages. 4. Evaluation of self-produced media and impacts of media in general. The following guidelines describe the possible scope and sequence to meet those standards in an organized, age appropriate and efficient manner. The following describe what the four standards and basic activities should look like at each grade level: 1

Working Draft Media Literacy Elementary K-5 Kindergarten- Students will: Grade 1- Students will: Grade 2- Students will: Individually and cooperatively, students Students select and combine images, combine the elements of media sounds and words to create media Students identify their personal and conventions to create multi-media products for familiar audiences (ex: familiar media. projects that communicate about their peers) with assistance. world. Students make links to everyday experiences represented in the media. Students are becoming aware of media and its constructedness. Students share their personal responses to media with others, including their preferences. Students describe the differences between their own experiences and media representations of similar experiences, recognizing that media texts are constructions. Students are becoming aware of the way the media represents people, places and experiences in particular ways (stereotypes). Students select a media example they have created and share it with a familiar audience. Students recognize and react to media experiences. Students explore ways to create and present words, sounds and still and moving images. Students identify reasons behind creative choices in personal products. Students describe when and where media are displayed in their everyday lives. Students describe reasons behind creative choices in personal products. 2 Students are becoming aware of the conventions used in the media that appeal to them as audiences. Students present reasons behind creative choices in their personal products.

Working Draft Media Literacy Elementary K-5 Grade 3- Students will: Grade 4- Students will: Grade 5- Students will: Students identify the way media represents people, places and experiences in particular ways (stereotypes). Students recognize that media messages are constructed for specific purposes (e.g., entertain, persuade, inform). End of Grade 4 Proficient Level Students combine and manipulate media conventions to create their own products. Students identify and describe conventions used in the media that appeal to them as modern audiences and how media has changed over time. Students describe ways in which digital media can be interactive. Students select the audience (beyond peers) and display methods for personal media products. Students identify the constructedness of media in relation to fact, fiction and opinion. Students evaluate the strengths and weaknesses of their personal media constructions. Create appropriate media messages and complete evaluation of strengths and weaknesses. End of Grade 4 Proficient Level Consistently recognize and use media for a variety of purposes and identify the ways media have changed. End of Grade 4 Proficient Level Identify media s influence (upon individuals and society) and rules; distinguish among fact, fiction and opinion. End of Grade 4 Proficient Level Students recognize that rules and laws exist to govern the use of all media and respond appropriately. 3 Students present media examples using presentation techniques associated with particular media forms (i.e.: PowerPoint presentation, listening to a recording, presenting a poster viewing, etc.). Students examine and compare representations across media formats (compare and contrast stereotypes in different media). Students apply their understandings of representations to examine what relationships those have to reality. Evaluate the affects these representations have on different people.

Working Draft Media Literacy - Middle School Grades 6 7 8 Grade 6- Students will: Grade 7- Students will: Grade 8- Students will: Students research the making of a media example and the people involved in the process. Students use media from the past to trace the development of media conventions and technologies. Students analyze how media content is influenced by media form. End of Grade 8 Proficient Level Students select media forms and apply technologies to construct and present media examples to target an audience. Students make connections between their knowledge about the media and their own experiences as creators and audiences. Students evaluate how personal experiences can contribute to different interpretations of media. Students use research to compare and contrast reality to media representations. Students research and analyze various media representations within their cultural and historical contexts. Students apply industry strategies to promote a specific media example to various audiences. Students select and apply appropriate skills and strategies to effectively produce, analyze and evaluate media messages. End of Grade 8 Proficient Level 4 Students compare historical and cultural differences in media and select appropriate media for a task or topic. End of Grade 8 Proficient Level Display a complete understanding of the points of view, consequences and influences of media. End of Grade 8 Proficient Level Students examine the specific processes that media institutions use to distribute and present media to various audiences. Students understand the role the audience plays in media creation as they promote media products to various audiences and consider the many meanings a product can convey. Students evaluate social, political and economic influences operating on the production of public, commercial and independent media. Design or create media messages that integrate images, music, sound effects, graphics, etc. and evaluate the strengths and weakness of the product.

Working Draft Media Literacy High School Content Standard 1: Students recognize that media messages are constructed using specific techniques which manipulate sound, image, text and movement to convey meaning. State established Benchmarks: District established Learner Outcomes: Assessable Lessons for 9-12: Students will: Evaluate and compare how media forms, content, and products are constructed for specific audiences High School Students will: Deconstruct various media (i.e. ads, movies, bumper stickers, logos, etc.) with 5 key Questions. Who created the message? Who is the author? Who paid for this? What techniques are used to attract my attention? How might different people understand this message differently than I? What lifestyles, values and points of view are represented and/or left out of this message? Why is this message being sent? Assess personal consumption of media, i.e. take a media inventory to determine what kind of media is used in one day. Compare ads selling a similar product targeted at different audiences. 5 Look at various forms of ads including tv, print, radio and apply the 5 key questions to these ads. Grade 9: Alcohol, tobacco, gender issues Grade 10: Green Ads Grade 11: History, Music Grade 12: Current events and political ads, school shootings, Grades 9: Survey how much tv student watches, how many hours are they on the I Pod, screen time, blogs, etc. to understand the amount of time student is spending with media on a daily/weekly basis. Compare to the national averages. Grade 10-11: Survey or discuss as a class how much tv students watch, etc. Grade 12: Keep a media log for one week and compare to national averages for media consumption. Grades 9-12: Have students track how much they spend in one week to illustrate how they are consumers and are consuming specific products (teens as the target audience) Examine an ad (NIKE, tobacco, alcohol, etc.) in a variety of magazines (women s magazine vs. a sport s magazine, hunting, auto, Cosmo, Seventeen, YM, etc)

Grade 9: Alcohol and Tobacco Grade 10 Green Ads: How does the media feed fear of people through their scientific terminology (Darby example) Grade 11 History, Music, Racial Issues Grade 12 Current events Understand the difference between marketing, social marketing, social norms marketing and apply the appropriate techniques to the production. Working Draft Media Literacy - High School Content Standard 2: Students distinguish among and use appropriate types of media for a variety of purposes. 3. Grade 9 Teach the concepts 4. Grades 10-12 Review the concepts Use Meth Campaign to illustrate social marketing State established Benchmarks: District established Learner Outcomes: Assessable Lessons 9-12: Students will: 1. Analyze the appropriateness of various media to specific purposes and audiences and predict outcomes. High School Students will: 1. Identify different media forms (i.e. text messages, social networking sites, radio, TV, newspapers, web sites) that target specific audiences (i.e. teens, children, elderly, etc.) 1. Grade 9-12:: i.e. text messages for teens, cartoons for little children, RAFT assignment role, audience, format, topic. Have another student evaluate the effectiveness of the RAFT 2. Discuss what would happen using the wrong format for the audience 6 Grade 9-12: text messages wouldn t work for Senior Citizens AARP, long newspaper ads don t work for those who can t read, web page pop up ads won t work for those who don t have internet access. Look at factual, interpretive, and evaluative levels of interpretation. Grade 9: Grade 10: Grade 11: Grade 12

2. Analyze and evaluate the ways in which one form of media influence other forms and responds to the social and political climate of the times 3. Students identify a specific political/social issue and compare and contrast how the issue is portrayed in different media forms. (i.e. violence portrayed on the news, video games, online and in community meetings.) Grade 9: Drink Responsibly as a marketing strategy by the alcohol companies, Phillip Morris has cessation programs which actually increase tobacco use by youth Cyberbullying: how does social networking sites, cell phones, text influence the cyberbullying issue in our school and community? Working Draft Media Literacy - High School Content Standard 3: Students apply knowledge, skill and strategies to design and create media messages. Grade 10: biology? Understanding the Green concept Grade 11: How does music reflect history and the political times? Examine WWII propaganda, look at the front page of Time Magazine and how they portray the Vietnam War Grade 12: Political campaigns: How does Fox News vs. MSN, NBC, differ? analyze Newseum.org, search YouTube for debates, How has language changed in primetime television? Language: How has text messaging affected our ability to communicate? Use the Overspent American to discuss the state of American Credit cards/employment. State established Benchmarks: District established Learner Outcomes: Assessable Lessons 9-12: Students will: 1. Design, create, and display media messages in a variety of forms, targeting different audiences and purposes 1. Evaluate the technical and aesthetic appeal of personal media messages, High School Students will: 1. Identify a social or political issue and create a social marketing message or campaign designed to persuade a target audience. (i.e. create a counter tobacco/alcohol/dating violence/eating disorder campaign.) Message= One media form (bumper sticker, radio/tv psa, poster, website, my space, flyer or video on it s own) Campaign= Multiple forms of media on one issue, i.e. billboards, radio PSA s, t-shirts, posters, flyers, video, text messages. 2. Compare and contrast effective techniques for communication of messages and campaigns. 7 Empower students to take action requiring them to: write a letter to the editor, write a letter to a company, write a letter to a decision maker, become an advocate with a local agency, design a print message, tv or radio message, become involved with a local club (Green Group), create media for M Gen Fest. Grade 9: Body Image, Tobacco, Alcohol, anti-violence, etc. (Partner with agencies such as MTUPP, DUI Task Force, Family violence council for the potential of having campaigns displayed within the community: print, video, audio, etc.) Grade 10: Green Ads Grade 11:History or Music Grade 12: Political cartoon or brochure Content of the ads conform to goals of the campaign ( don t show kids drinking in an anti-alcohol ad, don t show

modifying appropriately. (i.e. effective format and content.) kids being violent in an anti-violence ad) Scare tactics aren t part of social marketing and we don t want to show the behavior we are trying to prevent) Public presentation of the product (quality of final project) Rubric included in the teacher materials 9-12 th grade: Students write a narrative to reflect on what worked, what didn t work, what they would do differently, etc. Working Draft Media Literacy - High School Content Standard 4: Students identify, analyze and evaluate the impacts of media on individuals and societies. State established Benchmarks: District established Learner Outcomes: Assessable Lessons 9-12: Students will: 1. Assume personal accountability for responsible media use (e.g., adherence to copyright laws, proper attention to citations). 2. Evaluate the origin, authority, accuracy, bias, and distortion of information, and High School Students will: 1. Correctly site sources for specific media format and follow industry guidelines. 1. Select an existing media piece and use deconstruction to identify origin, authority, 8 Look at examples of when these laws have not been adhered to. Grade 9: Cigarette Kills, Calvin Klein Spoof ads to make counter ads Channel No. 5 Grade 10: Human Genome, Designer Genes Grade 11:Nabster, Montana s Last Best Place, paparazzi Grade 12: Political Campaigns and who they are sponsored by, Look at how campaign s have been altered or what is being left out. Satire Saturday Night Live, when can public photos be used in the news? Examine Product Placement:

ideas in media. accuracy, bias, and distortion of information. Assignment: Have students go home and watch ½ hour TV and identify all of the product placement. 3. Analyze media s influence on governmental, social, and cultural norms and their impact on democratic processes. 1. Identify a governmental, social and/or cultural norm, analyze portrayed representations compared to reality and how media affects them as a consumer of information, material, goods and laws. (i.e. Body image represented in movies, TV, magazines compared to average bodies and how it affects individuals and groups purchasing habits and self esteem.) Ideas to talk about in class: Grade 9: Tobacco in the movies, PG 13 movies and number of people who smoke (Rambo smoking, Men in Black) Grade 10: HGTV partnering to make green homes, what products do they promote on their channel? Extreme Home Makeover Grade 11: Celebrity endorsement (Kermit the Frog selling Toyota Hybrid) Grade 12: media portrayal of Political figures (Truman Show) Grade 9: Look at how tobacco, alcohol, clothing, body images portrayed in the media impacts social norms around these issues in our community, (Mickey Mouse Monopoly, Reality Shows) Examine School Dress Codes and how this policy affects t- shirts, inappropriate dress, etc. Civil Rights wore appropriate dress vs. WTO march today, NBA and dress code vs. NFL Grade 10: Look at how the movement to go green has influenced the changes in media. Grade 11: Research the reality of a historic event compared to a popular movie ie., Titanic, Flags of our Fathers, or Disney movie such as Pocahontas etc. Look at the accuracy of the floats in the Vigilante Day Parade Grade 12: Research the reality of a political event compared to a popular movie (Wag the Dog, Primary Colors,) Politics and political cartoons 9