Project Title: Multimedia and NGOs/NPOs

Standards Met:
ISTE Net: 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a) Create original works as a means of personal or group expression. 6. Students demonstrate a sound understanding of technology concepts, systems, and operations. a) Select and use application effectively and appropriately PEI Outcomes: English Language Arts: GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. Communication and Information Technology: A (8.2) G: Students will be expected to use multimedia creation and editing tools. IB Attitudes/Learner Profile Risk-Take, Creativity, Communicator, IB PYP Art Scope and Sequence Creating continuum - For more information see the IB PYP Art Scope and Sequence Document. IB PYP Language Scope and Sequence: Learning continuum for visual literacy-viewing and presenting - For more information see the IB PYP Language Scope and Sequence IB Transdiciplinary Skills Social Skill: Cooperating Communication Skills: Viewing Self-Management Skills: Organization, Time Management Research Skills: Presentation

Enduring Understanding:
Powerful artistic expression can provoke people to action.

Essential Questions:
What tools are available to create a multimedia campaign? How can we effectively spread our message?

How can we assess the tools we used and the effectiveness of our campaign?

GRASPS Task: Goal: Students will aim to create a piece of multimedia that convinces people to get involved in an issue.

Six Facets of Understanding: Explain: Student is able to explain why various multimedia campaigns are or are not successful for an NGO/NPO.

Role: The class has been approached by a representative from an NGO or NPO (UNICEF, OXFAM, etc.) to create a multimedia campaign Interpret: Student demonstrates that highlights a cause and encourages people an ability to analyze to get involved. messages given in various multimedia campaigns for NGOs/NPOs. Audience: Students will present their work to parents, friends, fellow students, and the wider world. Situation: The NGO or NPO that has approached each group explains that they are trying to raise awareness for their organization. Each NGO or NPO mentions that they are trying to raise awareness of their cause through a new media campaign. Product: Students will be asked to create a multimedia campaign for their NGO/NPO. The campaign should include effective use of technology and be able to reach as wide an audience as they can. This could include utilizing social media tools like Facebook and Twitter to spread the awareness. Apply: Students create their own multimedia campaign for a selected NGO/NPO. Have perspective: Students will reflect on their campaign and determine if it was successful or not based upon criteria discussed and created in class. Empathize: Students practice providing feedback to others that is both respectful and provides suggested areas for improvement. Have self-knowledge: The

student creates their multimedia campaign based on what influences them.

SAMPLE FRAMEWORK: As with any inquiry the activities and lessons should be modified based upon students’ interests. The following ideas are meant to be suggestions only: 1. Have a lesson exploring the effectiveness of various media campaign. For example students could look at and analyze campaigns by Invisible Children, UNICEF, and Terry Fox Foundation. 2. Students could explore where money goes when it is contributed to their NGO/NPO. 3. Guest speakers could be brought in to give presentations on various NGO’s/NPO’s in a variety of styles. For example OXFAM host something called the Hunger Banquet that contains minimal technology but gets the message across. 4. Students should be given the opportunity to explore and experiment with a variety of artistic tools. As they experiment the students should be given the opportunity to reflect on their experience using each tool and add it to an artistic expression toolbox. As students begin to prepare for their final projects students should choose groups based upon interests in the artistic style. Once students have chosen their group and their NGO they will receive a letter explaining the task found in GRASPS task box above. ASSESSMENT: Before students start their research and discussion a conversation should be held with the class to determine how they would like to marked and what the teacher should look for in their final product. However, students should be encouraged to keep a journal or blog and teachers should take anecdotal notes and conduct interviews to record student progress throughout the project. One additional way to assess the effectiveness of their projects would be to release them on various platforms and see how many views or likes they receive by a certain time. Below is a sample rubric to evaluate the progress of the students. Master Organization Group activities are extremely organized. With plans that explain clearly tasks to be done and by whom. Time Groups uses Management time wisely and does not need reminders to stay Strong Group organizes their activities and creates plans that explain clearly tasks to be done. Group uses most of their time wisely and only occasionally Developing Group attempts to organize activities by creating a tick list of tasks to be accomplished. Group attempts to use their time wisely but needs semi-frequent Beginner Group does not use organize their activities wisely.

Group does not use time wisely and needs consistent

on task. Viewing Group analyzes visuals and multimedia. They are able to make connections with other research conducted. Group works well together. Each student knows their tasks and teacher support is not needed to ensure that the group is working well together.

needs reminders to stay focused on their work. Group successfully analyzes visuals and multimedia.

reminders to stay on task. Group attempts to make interpret and analyze visuals and multimedia. However, some interpretations may be incorrect. Group works okay with each other. Occasional teacher support needed to ensure that students understand tasks and are working well tighter.

reminders to stay on task. Group has difficulty interpreting and analyzing visuals and multimedia. Teacher support is needed. Group does not work well together. Continual teacher support is needed to ensure that group members understand tasks and are working well together.

Cooperating

Group works well together. Each member to the group understands their tasks and only minimal support is needed to ensure students are working well together.

Below is a sample rubric to evaluate the final product.

Multimedia Master Effectiveness of message The message clear and the order of information helps the viewer. The group uses a variety of media to create their campaign. The media chosen supports and enhances their message. The campaign would be able to

Multimedia Superstar The message is clear but the order makes it hard to follow.

Multimedia The message is partially clear, but leaves the audience confused at times. The group uses two forms of media to create their campaign. The media slightly supports their message. The campaign would be able to

Multimedia Beginner The message is not clear and does..

Presentation

The group uses three forms of media to create their campaign. The media chosen supports their message. The campaign would be able to

The group uses only one medium for their campaign. The medium chosen does not help to support their message The campaign would only be

Spreading the Message

reach a massive audience (class, school, parent, community, global).

reach a large audience (class, school, parents, community).

reach a small audience (class, school, parents).

able to reach a small audience (class)

TOOLS: There are various tools that are available to students and teachers to help them create a multimedia campaign. The following is just a short list: GIMP, Garage Band, iWork, Microsoft Office, iLife, iMovie, Windows Movie Maker, Skitch, Photoshop, Comic Life, Glogster, Inkscape, Scribus Special Thanks to Travis and Sun Moon for working with me during the initial projects