Lisa BroadheadMEDT 7490

April 2014

Presenter – Lisa Broadhead, student in MEDT 7490 and Professional School Counselor in Douglas County, Georgia

Client – Radiance Lewis, 5th grade ELA teacher in Douglas County, Georgia

Target Audience - 5th grade general education English Language Arts class comprised of 16 boys and 10 girls. The target audience is a mixed group of gifted students, special education students and general education students

Presenter – Lisa Broadhead 1st semester EdS Student and Professional School Counselor

Client – Radiance Lewis5th Grade ELA Teacher

Douglas County, GA

Visual and Media Literacy 101: Do You See What I See?

I worked with the client to create a lesson geared towards helping students become visually literate, expose them to a few of the principles and elements of design and layout guidelines as well as demonstrated how to use PowerPoint or digital stories to present information in class.

At the conclusion of the lesson students will be able to: Demonstrate a basic understanding of common

design elements and principles (focal point, color, balance, contrast, etc.)

Describe factors that make a good quality layout / design

Incorporate media elements into presentations Analyze and discuss how visual and media elements

can be used to add meaning to a text Create a poster, PowerPoint or digital story using

newly acquired knowledge and skills

ELACC5RL7 – Analyze how visual and media elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).

ELACC5SL2 – Summarize a written text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.

ELACC5SL5 – Include multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main idea or themes.

ELACC5W2 – Write informative / explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide general observation and focus, and group

related information logically, including formatting (e.g. headings), illustrations

and multimedia. ELACC5W6 – With some guidance and support from adults, use

technology, including the Internet to produce and publish writing as well as to interact and collaborate with others.

Lesson Outline EQ: How can we use visual and media literacy to

communicate ideas? Pretest Students viewed toy commercial ads and a animal

shelter infomercial (digital story) We discussed how the advertisers used color, music

and various other tactics to evoke emotion in an attempt to get us to buy into their products.

Define visual and media literacy Introduction to design elements and principles (color,

focal point, movement, balance, contrast, unity)

Layout guidelines

Critique samples of display boards, PowerPoint, digital stories

Quick tutorial on PowerPoint and digital stories

Decision making – which format should I use?

Introduce class project

Classroom teacher / Client took over to discuss project requirements in detail

Posttest

The goal of the pretest was to determine students knowledge base regarding visual and media literacy and their familiarity with PowerPoint and digital stories.

The goal of the posttest was to determine if after students received instruction the knowledge base regarding visual and media literacy, PowerPoint and digital stories increased.

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5

10

15

20

25

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I consider myself visually literate

I know what the terms

balance and focal point

means

I know how to make a

powerpoint

I can embed pictures and

videos in powerpoint

A digital story is when

someone reads a story

online

Pretest

Posttest

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5

10

15

20

25

I have made a digital

story in the past

I enjoy presenting in front of my

peers

I have used powerpoint /

digital stories to present

information in class

Usually I can look at a

picture and determine

it's meaning

Media literacy is

something we learn in the media

center

Pretest

Posttest

Based on the results of the tests I believe students have a better understanding of visual and media literacy which includes principles and elements of design and layout guidelines as well as how to use PowerPoint and digital stories to present information. Example – Prior to the lesson the majority of the students

stated they have made a digital story in the past. After the lesson the students indicated they had never made a digital story. During the pretest they realized they did not know the definition of a digital story. Many of them believed it referred to someone reading a story online also indicated in the survey.

Other examples:▪ Media literacy taught in the media center▪ Embedding videos▪ Balance / focal point

In order to complete the virtual classroom presentation I asked my client the following questions:

Do you feel the planning for our project was effective? Sufficient?

How do you feel the lesson went? Based on the student projects do you think they

grasped the concepts of visual and media literacy? (to be answer on Friday when they return projects)

Here’s what Ms. Lewis had to say…

“Planning for this assignment went very well. Through our meetings I was able to clearly see how Mrs. Broadhead's assignment would align with the standards that I teach. I was also able to clearly see how thoroughly she research the standards to find which ones would best suit her assignment requirements.”

“I feel that the lesson went very well. It was easy to understand and helped the students have a better understanding of how they can improve their presentation tactics using visual media.”

“As with any assignment or lesson you will have some students that really grasp the concepts covered and others who would benefit from reteachingmaterial. Given that this was their first official lesson I think many of them did great – yes there was room for improvement but compared to what they’ve submitted in the past I can see a definite growth.”

Student applied balance and color and even used symbols to visually represent her understanding of what Dr. King stood for.

Students presenting – they embedded pictures and videos to enhance comprehension. In the past they only used clipart and did not know how to add videos.

Two projects on JFK, one has a clear focal point and balance and the other does not.

Balance

More Projects – focal point, color, balance

Overall a very rewarding experience Great communication with my client was essential A class observation was extremely helpful in establishing a learner

baseline More time was needed to demonstrate applications with students

and have them practice Students could have benefitted from analyzing more samples of

what to do or what not to do I really didn’t know how effective it was until projects are

submitted other than client feedback Based on conversations and observations students really grasped

an understanding of visual and media literacy but some lacked being able to apply it visually

There is a strong need for this to be taught as a separate content area or interrelated with a core subject area (ELA or social studies)