LESSON FIVE: Journey to Understanding the Elements of Media

 

LESSON DESCRIPTION

Students analyze, describe, and evaluate the elements of messages projected in film. Students review film segments to analyze effects of the media elements of lighting, music, setting, and costuming.

 

GRADE-LEVEL EXPECTATIONS

I2A     Analyze, describe, and evaluate the elements of messages projected in various media (e.g., videos, pictures,   

           websites, artwork, plays and/or news programs)

 

LESSON MATERIALS

 

§         Supplies

 

§         Handouts provided

o        Viewing Log

 

§         Words to know

o        analyze

o        compare

o        contrast

o        graphic organizer

 

FORMATIVE ASSESSMENT

 

                Assessment (Teacher)                        Assessment (Student)

 

LEARNING ACTIVITIES

 

  1. Assess prior knowledge of media literacy using the following questions.

 

Questions

for

Students

 

What is media literacy?

How might elements of media help promote media messages?

Who creates the media message?

What elements are used in media to attract viewer’s attention?

How could elements of a media convey the idea of a journey?

How might different people understand media message(s) differently?

Why is/are a media message(s) sent?

 

 

  1. Discuss the elements of film and their intended effects: music, lighting, costuming, and setting.  Show a portion of a news program or show a black and white photo to discuss the lighting, costuming, music/sound effects, and setting.  Discuss how these elements affected the message of a particular medium.

 

  1. Discuss the concept: “Nothing in a media presentation is accidental.”  Show an action clip from a movie (see bibliography for suggestions).  Students identify hooks that make them want to watch more. Students discuss.  What makes the scene successful?  Model viewing analysis with only one element. As a group analyze one element for practice. Students analyze one element individually. Students check and share responses.

 

Questions

for

Students

 

What are other elements of media in addition to costuming, setting, music, and lighting?

How are these elements important to media?

Do you always “hear” the musical score of a medium? Why do you think this is so?

Can you think of a commercial where lighting is the key element? (repeat for costuming, music, setting)

Why do you suppose media makers use these elements to promote a message?

 

  1. Students use the Viewing Log graphic organizer.  Students view film clips of a journey four different times.

§         First viewing:  students observe only music and/or sound effects. Students respond to only music/sound effects of the clip and how these help further the effect of the film’s message.

§         Second viewing: student pay attention to lighting. Students respond to only the lighting used in the film clip and how this affects the film’s message.

§         Third viewing: students look at costuming. Students respond in writing to the costuming affects of the film’s message.

§         Fourth viewing: students concentrate on setting. Students respond to how the setting affects the film’s message.

 

Questions

for

Students

 

Question students about their own responses and observations of the four focus elements.

What other forms of media exist?

Why does a filmmaker use lighting as a part of getting the media message across?

How/why does this element affect the message of the film’s other mediums? (Repeat for costuming, setting, music/sound effects or just choose one element for modeling focus.)

 

  1. Students use the Viewing Log graphic organizer when viewing other film segments. Teacher should also fill out a viewing log.

 

  1. After viewing, students compare/contrast their comments and observations.  Divide students into small groups.  Students analyze their findings reflecting the consensus of the group.  Each group presents their summary to the class.  Use the Viewing Log graphic organizer with a scene from a different film. Students turn in both sets of viewing logs.

 

Questions

for

Students

 

What types of graphic organizes might we use for this comparison?

What types of graphic organizes might we use for this contrast?

What types of graphic organizes might we use for this summary?

 

  1. Select and show various appropriate scenes/ads from video and/or television. Students watch selections and complete the Viewing Log graphic organizer.

 

Questions

for

Students

 

What connections did you make between the film and your life’s journey?

What feelings or memories of a journey surface as you viewed the movie?

How did music, setting, lighting, or costuming affect your feelings or memories of that journey?

What elements of the film seemed important (lighting, costume)?

How did these elements help make the message of the film clear?