Academic Standard

Media
Initiative: 
Tennessee Diploma Project
Set: 
English Language Arts
Type: 
Standard
Code: 
7
Grade range: 
9 to 12
According the National Association for Media Literacy Education: The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in todays world. Media (or Cine) literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms. Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages.Conceptual StrandAll students must understand, analyze and use multi-media technology in all facets of life to keep pace with society and ensure lifelong learning. Guiding QuestionHow can students understand, analyze and use multi-media technology to keep pace with society and ensure lifelong learning?
 
Elements within this Standard
 
Course Level Expectation
Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade,
Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal.
Recognize how visual and sound techniques or design (e.g., special effects, camera angles, music) carry or influence messages in various media.
Apply and adapt the principles of written composition to create coherent media productions.
Check For Understanding
Recognize the effects of sound, visual images, and language on audience.
Analyze the ways in which visual and verbal presentations of the same subject matter agree or conflict in matters of culture, audience, and medium.
Analyze the effects of visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television and film; layout,
Present clearly identifiable messages using an appropriate medium and increasingly complex visual, audio, and graphic effects and interactive features.
Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas.
Demonstrate awareness of the transactional nature of media by considering audience in preparing productions.
Use visual images, text, graphics, music, and/or sound effects that relate to and support clear, explicit messages.
State Performance Indicator
Draw an inference from a non-print medium.
Select the type of conflict represented in a non-print medium.
Choose a visual image that best reinforces a viewpoint.
Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message.
Match a focused message to an appropriate medium.
Infer the mood represented in a non-print medium.
Consider the treatment of a particular subject or event in two or more media (e.g., newspaper and visual art, narrative and poem, diary and magazine article).