MediaMedia studies are situated under the Media Arts curriculum in junior secondary (years

7 to 10). As students learn the foundations for Media Arts in years 7 to 10, they learn the

theory behind media and how to influence the audience by making new media in the

VCE years. The three main platforms of media are film, journalism and any other types

of media that exist. With the increased use of technology, new media constantly

emerges and students have a hand in partaking in this creation process. Media studies

include using available data to measure audience perception and then using these

statistics to create new meanings to transform them into tangible media such as

photographs, paintings, videos, articles, etc.

The code of media incorporates the technical, written and symbolic tools used to

construct or define meaning in media forms and products as well as the relationship

between the audience and the user- how both have equal power over the other and how

their actions can influence the other. It is how media gives meaning through the use of

tone, the systems used and the implementation of culture.

Cross curriculum interdisciplinary subjects include foundational knowledge of literacy

and numeracy to properly interpret the data learners are exposed to. It also equips the

students with the skills to manipulate this data to create emerging media, thus creating

new data. The study of relationships also means there is a connection to behavioural

psychology as well as expertise in ICT skills.

FROM CURRICULUM AND METHODS 1:

“This unit will allow students to start to develop an understanding of seeing the world

through a media lens through representation. They will explore the relationship

between media, technology and representations that occur in media form. This will link

to the studies of how media technologies tie in with the audience and society. In this

unit, students form practical and analytical skills by identifying the representation of

villains in the film ‘The Dark Knight’. They will develop an understanding that media is

constructed and the acting, mise en scene, lighting, editing and sound are all intentional

to influence the audience.”

ORIGINAL LESSON PLANS FROM CURRICULUM AND METHODS 1

Schedule Activity Resources

Week 1: Lesson A

PowerPoint: Introduce theory on representations in Media

Create a glossary with key terms Discussion: How do you identify a

villain in a film? Think/Pair/Share: Write down five

ideas, pair up with the person next to you to combine your ideas, share it to the class

PowerPoint- teacher self-made resource

Student workbooks to create their glossary

Lesson B

Recap of theory from last lesson Explain purpose of watching the

film ‘A Dark Knight’ Give out worksheet table- focus on

character ‘The Joker’ Watch movie ‘A Dark Knight’-

pause at significant scenes to identify and discuss key elements of sound, acting, mise en scene, lighting and editing

Worksheet table: http://www.adelaidefestivalcentre.com.au/media/3750/film-analysis-in-classroom.pdf

Will edit this resource to suite the learning for this task

Lesson inspired by LessonBucket (Lamb, 2016)

Week 2: Lesson A

Recap of worksheet instructions and remind students what information is required to be noted down

Continue to watch movie ‘A Dark Knight’- pause at significant scenes to identify and discuss key elements of sound, acting, mise en scene, lighting and editing

Worksheet table: http://www.adelaidefestivalcentre.com.au/media/3750/film-analysis-in-classroom.pdf

(ACMI, 2013)

Lesson B

Recap on glossary terms Class discussion on movie and

main characters Group work, one for each element

(sound, acting, mise en scene, lighting, editing)

One member from each group to present group findings

Assessment: Villain Movie Poster- Joker

o Use Photoshop o Mock up due end of week 3

Worksheet table: http://www.adelaidefestivalcentre.com.au/media/3750/film-analysis-in-classroom.pdf

Assessment rubric: teacher self- made resource

Student workbook for glossary and group work

Week 3: Lesson A

Tutorial: Photoshop elements o Each student to be on a

computer and follow a step by step guide on how to use Photoshop features (eg: brightness, cropping, adding text and images etc.)

Smartboard or projector Computers (one per student) Photoshop software A4 blank paper for mock ups Digital guide for students to look at:

http://lifehacker.com/5753459/learn-the-basics-of-photoshop-in-under-25-minutes

Work on mock up in class (Dachis, 2011)

Lesson B

Mock up due Work on assignment in class Have one on one consultations

with students, give feedback on their mock- up

Class discussion: what Photoshop features would they like to learn? Use it for a student’s choice tutorial next week.

Computers Photoshop software A4 blank paper for mock ups Digital guide for students to look at:

http://lifehacker.com/5753459/learn-the-basics-of-photoshop-in-under-25-minutes

Week 4: Lesson A

Tutorial: Student’s choice Show example of professional

poster that highlight a ‘villain’ (Appendix 1)

Class activity- annotate the poster to seek representations

Work on assignment in class

Smartboard or projector Computers (one per student) Photoshop software Digital guide for students to look at:

http://lifehacker.com/5753459/learn-the-basics-of-photoshop-in-under-25-minutes

Lesson B

Work on assignment Observation and formative

feedback by walking around the class

Assignment due

Computers Photoshop software Digital guide for students to look at:

http://lifehacker.com/5753459/learn-the-basics-of-photoshop-in-under-25-minutes

CRITICAL EVALUATION OF ORIGINAL LESSON PLANS

The original lesson plans were too focused on how to teacher rather than how the

student will learn. It was not explicit enough in its instructions and should a teacher use

it, there would be many blanks to fill. There is a heavy emphasis on technology with the

assumption that students will heed to the teacher’s instructions. Technology is only

successfully implemented in authentic teaching and learning (Grose, 2014). The lesson

plan was created to teach a unit over four weeks, which is fine, however it does not

consider the sequential learning associated with the semantic wave. Such detail will

affect how students will learn and how the lesson can proceed. Proposed changes

include:

Having a sequential unit plan that takes the semantic wave of learning into

account over a period of six (6) lessons, with two (2) being double lessons

Being explicit with instructions for the teacher reading the lesson plans as well

as the students in the class

Provide further information on how each class will be proceed, including

consideration of the time limits

Application of Howard Gardner’s five minds (2008) to convert the focus on

student learning

Clarifying the beginning, middle and end of the lesson to map out the learning

journey

Proceeding with inclusive activities to meet the diverse needs of students

(Ewing, 2013)

Updated curriculum frameworks to reflect the new 2017 study design

Leaving room in the unit plan for external factors such as student absenteeism or

school assembly.

CURRICULUM FRAMEWORKS- KEY KNOWLEDGE AND KEY SKILLS

Key knowledge• the nature of media representations within and across media products and forms, and

from different periods of time, locations and contexts

• media codes and conventions that are used to construct media products and meanings

in different media forms

• the construction of representations within and across products and forms from

different periods of time, locations and contexts

• audience engagement with, and consumption and readings of media representations

in different media products and forms from different periods of time, locations and

contexts

• the construction of self, identity and others in media products and forms from

different periods of time, locations and contexts

• the social and institutional relationships between audiences and the media that is

created, produced, distributed, consumed and read

• media language.

Key skills• describe the nature and form of representations within media products and forms

from different periods of time, locations and contexts

• analyse the media codes and conventions used to construct media products and

meanings in different media forms from different periods of time, locations and contexts

• compare the construction of representations within and across media products and

forms from different periods of time, locations and contexts

• discuss how audiences engage with, and consume and read representations in media

products and forms

• analyse the construction of the representations of self and identity in media products

and forms from different periods of time, locations and contexts

• discuss the social and institutional factors influencing the distribution of and

relationships between audiences and media representations

• use media language

(VCAA, 2017)

AMENDED LESSON PLANS (CURRICULUM AND METHODS 2)

Lesson 1Subject

AreaMedia studies

Learning experience

PowerPoint: Introduce theory on representations in Media

Create a glossary with key terms

Discussion: How do you identify a villain in a film?

Think/Pair/Share: Write down five ideas, pair up with the person next to you to combine your ideas, share it to the class

Year level 11

Timing 45 minutes

Application of

Gardner’s five minds

The disciplined mind- mastering the concepts of Media representation of a villain. Students are introduced to new knowledge that can be paired with prior knowledge. By sharing their prior knowledge and combining it with learned knowledge, students understand that this combination correlated with Media studies.

Resources PowerPoint- teacher self-made resource

Student workbooks to create their glossary

Beginning Learning intention- today we will learn about how the media represents a typical villian

Introduction/hook- How do you identify a villain in a film? Keep question open ended for students to raise their hand and call out whatever

first comes in mind- guide students to use media language including comments about lighting, costume, characteristics etc.

10 minutes

Middle PowerPoint- Theory: Media representations (the villain) Glossary terms: representation, character, villain, audience, user, mise en scene

25 minutes

End Think/Pair/Share: Write down five ideas, pair up with the person next to you to combine your ideas, share it to the class

10 minutes

Lesson 2Subject

AreaMedia studies

Learning experience

Explain purpose of watching the film ‘The Dark Knight’ Give out worksheet table- focus on character ‘The Joker’

Watch movie ‘The Dark Knight’- pause at significant scenes to identify key elements of sound, acting, mise en scene, lighting and editing

Recap of worksheet instructions and remind students what information is required to be noted down

Year level 11

Timing 90 minutes

Application of

Gardner’s five minds

The synthesising mind- begin with the film, then encourage students to deconstruct the film and analyse the character of the Joker. What was the behavioural psychology behind his actions? (interdisciplinary) How did the media highlight these psychological traits?

Resources Movie: The Dark Knight directed by Christopher Nolan (2012) Worksheet table: http://www.adelaidefestivalcentre.com.au/media/3750/film-

analysis-in-classroom.pdf (ACMI, 2013)Edit this resource to suite the learning for this task Lesson inspired by LessonBucket (Lamb, 2016)

Beginning Inform the class about the purpose behind watching ‘The Dark Knight’. Let them know that there is a worksheet that they will use to analyse the character of the villain and to take notes on key elements such as the use of sound, acting, mise en scene, lighting and editing.

Middle Watch the movie ‘A Dark Knight’

Highlight parts of the movie for students to fill out in their worksheets

End Homework- Students to fill out the remaining of the table if they have not done so in class

Lesson 3Subject

AreaMedia studies

Learning experience

Class discussion on movie and main characters, focus on villain Group work, one for each element (sound, acting, mise en scene, lighting, editing) One member from each group to present group findings Assessment: Villain Movie Poster- Joker

o Use Photoshop

Mock up due before lesson 5

Year level 11

Timing 45 minutes

Application of

Gardner’s five minds

The synthesising mind- Students use their own findings and combine it with their classmate’s findings to deconstruct the analysis of the character and then reconstruct it into their own learning (8ways, deconstruct/reconstruct (DEC, 2014))

The respectful mind allows students to be kind and respecting boundaries The ethical mind is a form of higher order thinking, where the student recognises

their role and the appropriate behaviour of that role. I am a student; how should I behave? I am their friend. How should I behave?

Resources Worksheet table: http://www.adelaidefestivalcentre.com.au/media/3750/film-analysis-in-classroom.pdf

Assessment rubric: teacher self- made resource Student workbook for group work and referral to glossary terms

Beginning Learning intention- today we will critically analyse the character of the villain in ‘The Dark Knight’ and discuss how he was portrayed by the director in the film

Open discussion- The Joker is said to be a psychotic villain. Justify why this may be the case. (This is a chance for teachers to set up a Padlet or use Socrative as an alternative for students to submit their answers rather than just writing them on the board) (implementation of ICT)

15 mins

Middle Group work: Split students into five groups. Give each group a film element (sound, acting, mise en scene, lighting, editing). Get students to combine their findings and to elect one student from each group to share their summary.

20 mins

End Plenary: Get students to show their understanding and learning by doing a quick formative assessment (0-5, demonstration of understanding- each number is called out and students raise their hand depending on which one they relate to)

0. I do not understand1. I only understand a little bit2. I’m starting to understand it more3. I can understand it with help/ I understand it for now4. I know it, I can do this again5. I could teach this to someone else

Assessment: Give out the rubrics and explain the assessment for the unit.

Students are to use the program Photoshop create a movie poster with focus on the villain in ‘The Dark Knight’. Mock up (draft) due before Lesson 5.

10 mins

Lesson 4Subject

AreaMedia studies

Learning experience

Tutorial: Photoshop elements o Each student to be on a computer and follow a step by step guide on how to

use Photoshop features (eg: brightness, cropping, adding text and images etc.)

o Work on mock up in class

Year level 11

Timing 45 minutes

Application of

Gardner’s five minds

The synthesising mind- Students use data, images, videos, blogs and any other approved material to deconstruct and then reconstruct into their own learning (8ways, deconstruct/reconstruct (DEC, 2014))

The creative mind- To properly master the knowledge, students will put theory into practice and are encouraged to implement their own interpretations towards the assessment

Resources Smartboard or projector Computers (one per student) Photoshop software A4 blank paper for mock ups Digital guide for students to look at: http://lifehacker.com/5753459/learn-the-basics-

of-photoshop-in-under-25-minutes (Dachis, 2011)

Beginning Show students how to edit an image on Photoshop using basic functions. (implementation of ICT, 8ways ‘watch first, then do’(DEC, 2014)) Explain where they should get up to in regards to progress so they do not fall behind.

12-13 mins

Middle Rotate around the class to ensure students are productive and understand they have access to guidance should they require it (scaffolding, other-regulated to self-regulated)

30 mins

End Remind students on how far they should be on their progress.

Homework- complete mock up before the next class.

2-3 minutes

Lesson 5Subject

AreaMedia studies

Learning experience

Mock up due

Class discussion: what Photoshop features would they like to learn? Use it for a student’s choice tutorial

Tutorial: Student’s choice Show example of professional poster that highlight a ‘villain’ Class activity- annotate the poster to seek representations Work on assignment in class Have one on one consultations with students, give feedback on their mock- up

Year level 11

Timing 90 minutes

Application of

Gardner’s five minds

The synthesising mind- Students use their draft and improve it with the feedback from the teacher to reach an illuminated understanding of the task (dialogic method, formative assessment)

The creative mind- To properly master the knowledge, students will put theory into practice and are encouraged to implement their own interpretations towards the assessment

Resources Computers Photoshop software Digital guide for students to look at: http://lifehacker.com/5753459/learn-the-basics-

of-photoshop-in-under-25-minutes Smartboard or projector Professional poster:

https://s-media-cache-ak0.pinimg.com/originals/d7/e6/d1/d7e6d1128af050e5e722591ab39b7867.jpg

Beginning Class discussion: What Photoshop features would you like to improve on? (e.g. shadow, cropping, etc.) Students can call out and the teacher will take a final vote. Work on three or four of the highest voted features. (improves class community and class culture)

Tutorial: Student’s choice. Use the professional poster resource and show students how to use voted features in Photoshop.

15-20 mins

Middle Class Activity- Annotate the professional poster to identify the representations taught in lessons 2 and 3. (sequencing of lessons)

Allow students remainder of class to work on assignment

Rotate around the class to ensure students are productive and understand they have access to guidance should they require it (scaffolding, other-regulated to self-regulated)

65 mins approx

End Recap what students have achieved in the lesson (tutorial, class annotation activity, individual work). Remind students on how far they should be on their progress and that the assessment is due at the end of Lesson 6.

5 minutes

Lesson 6Subject

AreaMedia studies

Learning experience

Work on assignment Observation and formative feedback by walking around the class

Assignment due

Year level 11

Timing 45 minutes

Application of

Gardner’s five minds

The synthesising mind- Students put the finishing touches on their assessment and discover ways to improve their work independently (further self-regulation)

The creative mind- students put theory learnt in the last lessons into practice before submitting the assessment

The disciplined mind has been achieved in this unit as students master the concepts that fall into representations of villains in this discipline.

Resources Computers Photoshop software Digital guide for students to look at: http://lifehacker.com/5753459/learn-the-basics-

of-photoshop-in-under-25-minutes

Beginning Rotate around the class to ensure students are productive and understand they have access to guidance should they require it (scaffolding, other-regulated to self-regulated)

35 minsMiddle

End Ask students to sit in a circle (Indigenous implementation- yarn, dialogic method, class community)

Plenary: What did you find difficult about this assignment? Go around the class and get students to share a thought or idea.

10 mins

ReferencesACMI. (2013). Guide to Film Analysis in the Classroom

Dachis, A. (2011). Learn the Basics of Photoshop in under 25 minutes. Retrieved from

http://lifehacker.com/5753459/learn-the-basics-of-photoshop-in-under-25-

minutes

DEC, N. S. W. (2014). Key concepts : what is 8 ways 8 ways : Aboriginal pedagogy from

Western NSW (pp. 4-22). Dubbo, NSW RAET, Dept. of Education and

Communitites.

Ewing, R. A. (2013). Curriculum and assessment: A narrative approach.

Gardner, H. (2008). The five minds for the future. Schools, 5(1/2), 17-24.

Grose, K. (2014). From 21 st Century Learning to Learning in the 21 st Century: Influences

on Transforming Teacher Knowledge of Constructivist Practices in Technology-

Rich Learning Environments Doctor of Philosophy, 2014. University of Toronto.

Lamb, B. (2016). Representations of Villians Retrieved from

http://lessonbucket.com/vce-media/unit-1/representation/representations-of-

villains/

VCAA. (2017). Media Study Design VCE 2018.