ALEX Learning Activity

Identifying and Choosing a Message in Media Arts

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Cherise Albright
System:Huntsville City
School:Huntsville City Board Of Education
  General Activity Information  
Activity ID: 1683
Title:
Identifying and Choosing a Message in Media Arts
Digital Tool/Resource:
Commercial for 2017 Porsche 911 (as an example for reference)
Web Address – URL:
Overview:

Students will use critical and creative thinking to generate many, varied, and unusual ideas for a media arts product through synthesis, using personal experience and/or the work of others.

This is the second activity in a series of four to meet Media Arts Standard 5.1:

Using Productive Thinking in Media Arts

Identifying and Choosing a Message in Media Arts

Cracking the Secret Code in Media Arts

Storyboarding in Media Arts

This activity was created as a result of the Arts COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 5
7 ) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [RL.5.7]

English Language Arts
ELA2015 (2015)
Grade: 5
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]

Arts Education
ARTS (2017)
Grade: 5
Media Arts
1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.

Learning Objectives:

Learning Targets:

I can identify the message that is being communicated in an existing commercial.

I can engage appropriately in a range of discussions, building on others' ideas.

I can identify the ideals of a company based on the message in a commercial.

I can use productive thinking to generate many, varied, and unusual ideas for a new message that fit within the ideals of the original message. 

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

The students will watch a commercial for a high-interest product and respond to teacher probing questions to discover the message(s) of the commercial. See the digital tool for an example commercial. 

Examples of questions:
--How did the commercial make you feel? What did it make you call to mind? What did the camera focus your attention on? What did you hear? How were the people in the commercial feeling? How do you know? What does the commercial make people want?

The students will use think, pair, share to identify the ideals of the company based on the message(s) in the commercial. Students will share ideas with the class and repeat think, pair, share to refine their answers.

The students will use productive thinking to generate many, varied, and unusual new messages for a commercial for this product: 
"many" = number of ideas; good or bad; generating ideas
"varied" = number of ideas from different categories. For example, many ideas that send a message of gratitude vs. many ideas that send a message of power vs. many ideas that send a message of future dreams
"unusual" = unique ideas; divergent ideas; ideas that no one else thought of

Students will choose a message from their lists that fits within the ideals of the company.

Students will use this idea in the following activity to create a media arts product.

Assessment Strategies:

Formative Assessment: Teacher observations of class discussion from probing questions and student responses during think, pair, share.

Summative Assessment: Productive Thinking Rubric


Advanced Preparation:

Prepare students to use productive thinking. The learning activity Using Productive Thinking in Media Arts should be used to prepare students to use productive thinking.

In determining "categories" for varied ideas: As long as the student can justify his or her choices, then the category is valid. 

For example, if a student lists: "grass, house plants, leaves, weeds, our couch, cooked spinach..." then there could be a category of "things inside the house" with "couch, cooked spinach, and house plants" and a category of "outside the house" with "grass, weeds, and leaves." That would be two categories. However, more productive thinking would be that there are four categories: 
Living Things: grass, weeds, house plants, leaves
Non-Living Things: couch, cooked spinach
Inside Things: couch, cooked spinach, house plants
Outside Things: grass, weeds, leaves

Find and save a commercial of a high-interest product in a format that can be shared with the class, such as an MP4, online video link, etc.

 

Variation Tips (optional):

Students may research and find their own commercials, identify the message, and share with the class. 

Students may research to find two commercials for the same product or from the same company that show similar messages or different messages.

Notes or Recommendations (optional):

This is one activity in a series of activities to address Standard Cr.5.1.1 in Media Arts.

Associated activities are as follows:
Using Productive Thinking in Media Arts
Cracking the Secret Code in Media Arts
Storyboarding in Media Arts

  Keywords and Search Tags  
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