This week in G4 we finished up our final presentations for Past Civilizations and on Wednesday we started our new unit – Media Manipulation. This unit will encompass the following:
|Theme: How We Express Ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, and culture.|
|Lines of inquiry and Teacher Questions||Key Concepts||Related Concepts Subject Specific Concepts|
|1. How media can be used to influence
In what ways can media influence thinking or behaviour?
How can the elements of the arts be harnessed to shape a message in media?
Why might people want to influence others?
Influence, Persuasion, manipulation, Diversity, Identity, Culture, Interpretation, Meaning, Message, Techniques, Values.
|2. Interpreting, evaluating and responding to messages in media
How do I respond to print and visual media?
What kind of messages are hidden in print and visual media?
How can I interpret the messages in print and visual media?
What different points of view might there be on interpretation?
How can I research the effects media has in others?
|3. The design-create process
How can I use a process to create my own messages in visual and print media?
What components do I need to consider?
|Learner profile attributes and why they were selected||Thinkers, Communicators, Open-Minded|
|Function: This concept was selected because the ability to analyse function, role, behaviour and the ways in which things work is fundamental to learning within and across all disciplines. We have chosen it to help students understand the creation of influence in multimedia messages.
Causation: This concept was selected because of the importance of prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences. The analysis of causal relationships is significant within and across all disciplines. Why are the messages created? What purpose do the creators intend to convey? Why?
Perspectives: This concept was selected because of the compelling need to develop in students the disposition towards rejecting simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations. Understanding the perspectives of people creating messages and the receivers of the messages.
|Communicators||We understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. We work effectively and willingly in collaboration with others.|
|We understand and appreciate our own cultures and personal histories, and are open to the perspective, values, and traditions of their individuals and communities. We are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.|
|Thinkers||We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.|
We looked at vocabulary, molding clay, an internet challenge, and poster inquiry to tune in and start the unit. We looked at examples in our everyday lives such as canvassing and election posters. We began to ask critical thinking questions and looked for the meaning in different types of media – posters, videos, and commercials. We are going to be really developing our thinking skills and communication skills in this unit.
In math we finished up angles and will be moving into fractions next week. In our language arts we presented our myths with our civilizations and in our reading workshops we continued to summarize and retell with supporting details and storyboards.
We had an assembly on Friday and Qing Qing, Miu Miu, Alicia, and Anya shared our G4 Residential trip details in a presentation. Great work, students!
Here are some of the pictures of the week – enjoy!