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    64 views21 pages

    Media Manipulation Unit

    Uploaded by

    api-161521399

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 21
    Year 10 English — Unit Overview Media Manipulation ‘School name: Unit tte Duration of unit Hartfield State High School | Media Manipulation ‘This section -3 weeks (atthe end of a week unt) Unit outline ‘Students analyse and evaluate representations of variety of peope/ssues/events in a range of media texts including feature fims, documentaries, podcasts internet and TV news, infotainment’, current affairs programs, newspaper articles and magazines. ‘Students develop an understanding of how: Different media texts frame ssues/events using speci language and imagery ‘Techniques used by mecia producers can influence an intended audience Media texts can maintain and reproduce discrimination in bothsubtle and overt ways, Individuals and groups in socaty are represented, Inquiry questions for the unit: ‘Whose values, attitudes and beliefs are reflected in media texts and why? Does the macia create or reflect socal perceptions? How can we detect bias/manipuation in media texts? In what ways can we use this knowiedge to become more informed media consumers? (Rationale ‘Tis unit is designed to enhance the erica Meracy skis the students have been bulking throughout Hartfield igh’s work program, and apply these skils to interpreting and analysing news media texts. Students wil develop an understanding of making meaning in tex, taking account of ‘how language and meaning are shaped by impict or expt values, attitudes and belies, register variables, judgement, attabution and modal clauses. Further, they wllbuld on ther existing knowledge of semiotics by examining'colour theory’ and its application to news media texts, {through an interactive online tutorial in which students willengage in visualjournalism (Stark Adamand Conneen, 2002) ‘Alvermann (2008) wrtes that teachers ofadolescent literacy should include a variety of online and digital media forms, performing work that encodes and decodes images, words, sounds and symbol. Due to this imperative, students will engage with voice thread, wiki spaces, screen casting software and word processing programs, a well as using the internet to access uit materials and conduct research. Ths also provides: ‘students with cigital tools which enable them to ‘show and tel using new media forms Alvermann, 2008), Contemporary social issues ae explored through media representationsin this unit, and tudents perform research and apply critical iteracy techniques to evaluate media texts both indlidualy and colaboratively. The parent txt, Ree! Bad Arabs (2002) inveduces the controversial topic ‘of media ciscrimination agains Isiamic people, and engages students in critical teracy by demonstrating analysis of popular Holywood fis, Further, it sets an example ofthe ‘expert role that students wll assume in their panel discussion summative assessment task, The secondary texts are multimodal, melding podeasts, video elps, and newspaper and magazin articles This elects the vara of modes that contemporary ‘news media infltrates, and provides opportunties for students fo critique and discuss a range of texts and ideologies (Luke, 207) In order to keep students engaged throughout, is unit begins and ends in controversy. Students will undertake aranking activity onthe nature of ‘media and journalism in lesson one, and participate ina human pendulum and class discussion on whether themedia creates or reflects social perceptions in the nal lesson, Content descriptions to be taught General capabilities and Language Literature Literacy rose-curculum priorities Language for interaction Examining iterature Texts in context © Literacy Understand how language | » Compare ané evaluate a range of | + Analse and evaluate how people, |. fet encifrent ways Use-can have nclsie and | "representations of civuals and | "cures, paces, events, objects." |” (extern ment wav fxctisive social fects, and | _groupsinaiferent hstorca, nd concepts ar repcesentes in | VSevangvage can empower or disempower | Socal and cutural contexts fexisniading medatexts, | people Responding to iterate trough ianguago, structural ICTeompetence + Understand that people's | Reflect on, extend, endorse or | andor visual choices + using the intemet to erauations of texts are fefute others interpretations of | Interacting with others reeearch newe media texts Intuenced by ther value | Sndvresponses to teratue | © kdentty and exloe the puposes | ¢

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