Media Arts - Foundation to Year 2 by Teacher Superstore

Ready-Ed Publications

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no FrontCover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”.

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iv. Front cover image:

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

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For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

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The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 192 561 102 1 2

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The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

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Contents Teachers' Notes Curriculum Links

4 5

33 34

Section 3: Photography r o e t s B r e oo Class Camera Rules - Teachers' Notes 36 p Class Camera Rules - Activity 37 u k S Photographer - Teachers' Notes 38 Photographer - Activity Photography - Teachers' Notes Photography - Activity Different Shots - Teachers' Notes Different Shots - Activity

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Section 1: Sound Creating Sound - Teachers' Notes 7 Creating Sound - Activity 8 Thinking Sound - Teachers' Notes 9 Thinking Sound - Activity 10 Radio Play - Teachers' Notes 11-12 Radio Play - Activity 13 Adding Sound - Teachers' Notes 14 Adding Sound - Activity 15 Girawu The Goanna - Teachers' Notes 16 Girawu The Goanna - Activity 17

Traditional Torres Strait Tale - Teachers' Notes Traditional Torres Strait Tale - Activity

39 40 41 42 43

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19 20 21 22 23 24 25 26 27 28 29 30 31 32

Class Rules 2 - Activity 48 Class Rules 3 - Activity 49 Class Rules 4 - Activity 50 Technology - Teachers' Notes 51 Technology - Activity 52 Class Bulletin - Teachers' Notes 53 Class Bulletin Planning Sheet - Activity 54-55 Media Artworks - Teachers' Notes 56 Media Artworks 1 - Activity 57 Media Artworks 2 - Activity 58

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Imagining Pictures - Teachers' Notes Imagining Pictures - Activity Thinking In Pictures - Teachers' Notes Thinking In Pictures - Activity Composition - Teachers' Notes Composition 1 - Activity Composition 2 - Activity Comic Book - Teachers' Notes Comic Book 1 - Activity Comic Book 2 - Activity Photo Story - Teachers' Notes Photo Story - Activity Photo Book - Teachers' Notes Photo Book - Activity

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Teachers’ Notes What is Media Arts? Media Arts is a new learning area in the Australian curriculum which asks students to create, view and respond to media artworks. What are media artworks? This book helps students to understand that media artworks can be created using a range of technologies to combine sound, image and text. Media artworks might tell digital stories using traditional story telling principles. Media artworks have intended purposes and audiences.

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or eBo st r e p ok u S What technologies might be used to create some media artworks?

A broad range of technologies could be used to create media artworks. This resource encourages students to use and investigate technologies such as: cameras, iPads, tablets or PCs to make their own media artworks. It leads them to examine a plethora of apps such as: MovieMaker, Prezi, online storyboard generators and more.

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Do I need access to technology to teach Media Arts? To teach Media Arts in the classroom you do not need access to technology, but to maximise your use of this BLM, it is recommended and beneficial that your students do have access to a range of technologies and have a secure connection to the internet.

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What else do I need to know about this book? This BLM includes a number of visuals. All visual images provided in this BLM can be viewed in greater detail at:

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www.readyed.net/media-arts-foundation-year-2/

Please Note: Type in the link into your browser exactly as shown above. If you have difficulty locating the web pages, email info@readyed.com.au and we will send you the link an an email.

Thank you for purchasing this resource, I hope that you have fun teaching Media Arts.

Curriculum Links •

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to create comic books that retell familiar and traditional stories to share with the class considering viewpoints – societies and cultures: For example – What images will I use to tell my traditional story? collecting and sharing, with permission of the people involved, class stories and presenting them in the form of a class news bulletin creating, rehearsing and recording a radio play and seeking permission to share it with another class producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using cameras in the room

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Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055) Elaborations • experimenting with and managing a digital camera to capture still or moving images, for example, reviewing captured images, zooming in and out and deleting unwanted images • experimenting with sound recording technology and found objects to create and record sound effects to support a story • considering viewpoints – elements, content: For example – What images will I keep or delete? Which image interests me and why? • practising using computer software to add captions to images to enhance meaning in a photo story • trialling the selection and arrangement of images, sounds and text to organise important features of an idea or story

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Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054) Elaborations • exploring sound to communicate ideas, for example, creating sound effects to enhance the mood or main idea of a story • experimenting with image, for example, retelling a story of the school day in a series of captioned images • considering viewpoints – forms and elements: For example – What images will represent my story or the ideas in the song? • experimenting with technologies to capture images, sounds and text • exploring composition by selecting and editing images and/or sounds to create the characters in well-known stories or songs

Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057) Elaborations • identifying where they might experience media artworks in their lives and communities, for example, considering how media artworks sustain and communicate cultural knowledge • considering viewpoints – societies and cultures: For example – What story is this media artwork telling? Who made this media artwork? Where is this media artwork from? • identifying interests and preferences in media artworks they make and view • identifying features in media artworks, such as shot types, for example, long shot, mid shot and close-up, and discussing what the shots tell the audience about the story • discussing the roles of media artists and what permission means, for example, deciding on a class set of rules for using and creating images, sounds and text in media artworks

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Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056) Elaborations • capturing and sequencing images and text

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SoundrstoreB

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Creating Sound Teachers' Notes

Go to www.readyed.net/media-arts-foundation-year-2/ to view the pictures online in colour and in more detail.

Recommended Resources: microphone; sound leveller; recording device; materials to create sound effects; We're Going on a Bear Hunt story book

Curriculum Focus

or eBo st r e p ok u Introducing TheS Worksheet Teac he r

Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054). Exploring sound to communicate ideas, for example, creating sound effects to enhance the mood or the main idea of a story.

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1. Read We’re Going on a Bear Hunt by Michael Rosen with the class. Ask the children to think about how they can create the sounds described in the text, e.g. swishy swashy, could be created by moving long strands of grass or straw. 2. Children to then look at and discuss the six pictures and text on the worksheet (P8). Ask them to draw or write a description of how they could create the sounds of each picture. The first one has been completed for them. 3. Students are to then create the sound effects they have drawn/ described and use technology to record them. Recordings can be played back when the story is retold in class. 4. Students to discuss how the sound effects impact the retelling of the story.

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Differentiation

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Younger children will need support to do this activity. I would recommend doing this exercise as a group or a class activity, with help from adults in the room. Year 1 children might manage to complete this activity independently or in small groups or pairs, but they will likely still need some support from the teacher. If examples are modelled first, students might be able to complete the next few by themselves. Year 2 children should cope on their own but I would still recommend that they complete the task in pairs. Model the task first so that they know exactly what is expected of them. Obviously these recommendations can be adjusted to suit the needs of your specific class. Depending on students' ability to write, they could either write a description of the sound, a word to describe it, or draw a picture to describe the sound they have thought of.

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Extension Children could act out the story adding sound effects as an adult reads the story. This could be filmed and shown to another class. It could also be turned into a radio play by recording an audio version.

Creating Sound

Activity

 Look at the pictures. How would each picture sound? Draw or write how you could create these sounds. The first one has been done for you!

A deep, cold river.

Thick, oozy mud.

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Sounds like:

ribbons waving through the air

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Long, wavy grass.

Sounds like:

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Sounds like:

A swirling, whirling snowstorm.

A narrow, gloomy cave.

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A big, dark forest.

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 Collect objects to create the sounds of the pictures. How will you record these sounds? 8

Thinking Sound Teachers' Notes

Recommended Resources: Diary of a Wombat by Jackie French; suitable items in classroom to make sound effects; microphone or other recording device; apps/technology for creating a flipchart or slideshow (e.g. The Apple app Shadow Puppet Edu; Microsoft Powerpoint ActivInspire/ Promethian flipcharts which is interactive whiteboard software)

Curriculum Focus

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Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055). Experimenting with sound recording technology and found objects to create and record sound effects to support a story.

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1. Read the story Diary of a Wombat to the class or show them a YouTube version without sound effects. Try: https://www.youtube.com/ watch?v=0esdaXtf0Yo 2. After the children have listened to/viewed the story, tell them you are going to read/play the story a second time but this time, you want them to think when in the story they could add more sounds and what they might be. 3. Play/read it one more time - pause every time there could be a sound added to enhance meaning and ask the children to come up with suitable ideas. They could use their voices or items they find around the class to make the sounds. Allow them time/freedom to move around the classroom whilst doing this to experiment with items found that could help them make suitable noises. 4. Handout the worksheet (P10) and ask the children to draw or write to show how they could create the sounds for each part of the story. 5. Record the most popular sound (children to choose which sound they like best for each) and play them in the appropriate places the next time they listen to this story. Children to note how the same sound can be used over and over in various places. Let the children have access to the microphone (if you have one) to experiment with how recording works. Let them record the sounds for the story if at all possible.

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Differentiation

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Some children might be required to create/record only a few sounds or work in pairs/groups/ with adults for support and more ideas.

Extension Children could add more sounds (if they can think of more, e.g. sizzling BBQ, etc.) to a digital flipchart or slideshow of the story.

Thinking Sound Activity  Draw or write to show sound effects for each part of the story.

eating

sleeping

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or eBo st r e p ok u scratching herselfS rolling around

scratching on© door ReadyEdchewing Publ i cat i ons

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bashing up garbage bin

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raining

digging hole

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•f orr evi ew pur posesonl y•

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Radio Play

Teachers' Notes

Recommended Resources: microphone or other recording device; sound leveller; YouTube version of Tiddalick the Frog

Curriculum Focus Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056). Creating, rehearsing and recording a radio play and seeking permission to share it with another class.

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1. Read the traditional story Tiddalick the Frog (P12) to the class or watch a YouTube version. Try: https://www.youtube.com/watch?v=0y3Ta5xcKV4 2. Tell the children that they are going to re-enact the story themselves using only audio (words and sounds) to bring this traditional indigenous story to life. 3. Divide the class into groups of 4 or 5. Explain that the children are going to take several steps to create their audio play, which they will finally record (using a microphone or other recording device) so that another class or group of children can listen to it. Discuss each step with the children and make sure that they understand what it is they are going to be doing.

© ReadyEdPubl i cat i ons 4. Hand out ther worksheet (P13). might be to enlarge thel sheet to A3. •f or evi e w Itp ur pbetter ose son y• Ask the children to look at each slide and think about each part of the story.

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5. They can write down words (under voice over) to retell each part of the story in their own way.

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6. They must think about sound effects that go with each slide and how they are going to create them. 7. Children collect and gather objects/materials needed to create sound effects and take turns creating the sounds.

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8. Children practise retelling the story (they should divide the work up equally so each student contributes). 9. Once all members of the group are confident, they can begin recording their radio story. Some students might experiment with sound levellers. 10. Students listen back to the play to make sure they are happy with it. 11. Check with each member of the group that they are happy to share their work with another class. 12. Ask the teacher of another class if they would like to listen to their radio play.

Differentiation More support will be needed during the various steps for younger children.

Radio Play

Teachers' Notes

Tiddalick The Greedy Frog (retold by Lindsay Marsh)

A long time ago, before people lived on Earth, there was a greedy water-holding frog called Tiddalick. He lived in the hot Australian outback. One year, it had not rained in the outback for many days and all the animals were very thirsty.

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or eBo t s r e During this drought, Tiddalick did a very selfish thing, he went to p okHe the only waterhole inu the outback and drank up all of the water! Sthat he blew up like a big green balloon. The drank so much water “Tiddalick drank all the water!” cried Kangaroo. The animals had a meeting and hatched a plan to make Tiddalick laugh so much that the water would come back out of his mouth.

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other animals were very cross that Tiddalick had been so mean and unkind. The animals, plants, trees and flowers were left dehydrated.

Frill-Necked Lizard turned around and around until she got so dizzy that she fell over. Tiddalick did not even smile.

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Wombat twitched his nose and wriggled his ears. Tiddalick remained tight-lipped.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Emu wobbled his big bottom at the frog. Tiddalick did not laugh. Kangaroo hopped on one leg, then she hopped on the other. Tiddalick did not laugh.

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Eel tickled Tiddalick under his arms and chin and on his tummy. Suddenly Tiddalick started to laugh! He laughed and laughed and laughed. He laughed so hard that his belly began to wobble and out gushed all the water that he had drank!

Finally, there was water for the flowers, plants, trees and animals again. Kangaroo, Emu, Frill-Necked Lizard, Wombat and Eel laughed too and they danced together under the desert sun. All the animals were happy again.

Did you know that for thousands of years, water-holding frogs have been used as a source of water for Aborigines in the desert during times of drought and thirst?

Radio Play

Activity

 Retell the story Tiddalick The Greedy Frog using words and sounds.

Voice over:

Sound effects: r o t s eBo r e p ok u S

Voice over:

Sound effects:

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Sound effects:

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Sound effects:

Voice over:

Sound effects:

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Voice over:

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Voice over:

Sound effects:

Adding Sound

Teachers' Notes

Go to www.readyed.net/media-arts-foundation-year-2/ to view the pictures online in more detail.

Recommended Resources: microphone or other recording device; sound leveller; collected materials to create sounds; scissors and glue; computer/tablet with suitable software/apps for creating flipcharts or slideshows (e.g. Apple app Shadow Puppet Edu or Microsoft Powerpoint ActivInspire/Promethian flipcharts which is interactive whiteboard software)

Curriculum Focus

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Introducing The Worksheet

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Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055). Trialling the selection and arrangement of images, sounds and text to organise important features of an idea or story.

1. Discuss with the class what you do every morning before you step in the classroom, e.g. wake up, get dressed, have breakfast, brush teeth, walk to school. 2. Get them to tell you/talk to their partners about what they do in the morning before stepping in the classroom.

© ReadyEdPubl i cat i ons • f o r e vi e wpictures pur ses(P15) on l y• 4. Ask them tor have a look at the onp theo worksheet and 3. After these discussions talk about whether we all do the same things, in the same order.

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decide which ones show best what they do every morning. They can then cut out these selected pictures and decide which order to put them in.

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5. They can paste them into their books with the heading ‘Every Morning.’ Once they have stuck the pictures in their books, they can write below the pictures what it means to them (e.g. I brush my teeth/ I brush my teeth with an electric toothbrush/my mum brushes my teeth for me).

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6. Now they can think about what the pictures would sound like and work out how to create these sounds.

7. Students can use recording devices to record these sound effects to tell their morning stories.

Differentiation Some children’s morning routines will be shown in more depth.

Extension Students can turn their morning stories into flipcharts or slideshows by recreating their ideas on their computers/tablets.

Adding Sound

Activity

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 Cut out, select and shuffle to show your morning routine. What do the pictures sound like? Create the sounds.

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Girawu The Goanna

Teachers' Notes

Recommended Resources: version of the Dreamtime story Girawu The Goanna; device on which to view the story

Curriculum Focus

or eBo st r e p ok u S Introducing The Worksheet

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Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057). Considering viewpoints-societies and cultures: for exampleWhat story is this media artwork telling? Who made this media artwork? Where is this media artwork from?

1. Watch a digital version of the Dreamtime story Girawu The Goanna with the children. Find your own version or try: https://www.youtube.com/watch?v=tWvoTZxvEs8

2. Discuss with the children what they could see and hear as they were viewing the story. What did they notice about the story that is different to stories they watch at home?

3. Who do they think created the story? Why do they think the story was created? 4. What is the story about? Can they hear a voice telling the story? What can they tell us about the voice?

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5. Can they hear music in the background? What kind of music is it?

6. Now turn off the sound and let the children watch the story. Discuss how important the sound is to the meaning. Do we need sound to tell a story?

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7. Hand out the worksheet (P17) for the children to fill in based on the discussion that they have just had.

Extension

Children could watch a few examples of Aboriginal Dreamtime stories and compare them. Background information for students: Aboriginal Dreamtime stories are important in indigenous culture. This is because they are passed down from one generation to the next and often pass on cultural beliefs, laws and rules. Traditionally these stories have been passed on orally but as time has progressed they can now be passed on digitally too. Students may want to think about stories from their own culture to compare.

Girawu The Goanna

Activity

 Watch Girawu The Goanna and then answer the questions.

1. What is this story about? _ __________________________________________________

or eBo st r e pmade this story? 2. Who do you think ok u S _ __________________________________________________ 3. Why do you think they made it?

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_ __________________________________________________

_ __________________________________________________ _ __________________________________________________

R ea dydP ubl i c at i o s 4. Do you © think this story isE from England, Japan orn Australia?

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5. How do you know?

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_ __________________________________________________ _ __________________________________________________

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o c . che e _ ___________________________ r o t r s s r u e p 7. Why do you think this? 6. Do you think the story needs sound to make sense?

_ ___________________________ _ ___________________________ _ ___________________________ _ ___________________________ 17

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Images or eB st r

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Imagining Pictures

Teachers' Notes

Recommended Resources: computer/tablet with suitable apps/software (e.g. Apple app Shadow Puppet Edu or Microsoft Powerpoint ActivInspire/Promethian flipcharts which is interactive whiteboard software); the Humpty Dumpty rhyme below:

Humpty Dumpty sat on a wall;

or eBo st r e p put Humpty together again.ok Couldn’t u S Humpty Dumpty had a great fall;

Curriculum Focus

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All the King’s horses and all the King’s men

Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054). Considering viewpoints - forms and elements - for example -what images will represent my story or the ideas in the song?

Introducing The Worksheet

1. Read the nursery rhyme Humpty Dumpty to the class. Don’t show them any pictures, just let them listen to the words and imagine the scene for themselves.

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2. Discuss with the children what they are thinking about when each line of the rhyme is read out. Ask them what images they picture in their heads. Maybe try to represent them on the whiteboard.

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3. Maybe some confident/willing children could act out what they are imagining for the rest of the class.

4. Ask the children to fill in the worksheet (P20), drawing one picture to represent each line of the rhyme.

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5. Talk about and compare the different pictures. Discuss how the different pictures show that we all ‘imagine’, ‘see’, and ‘think in pictures’ differently and this means that we have different points of view/ viewpoints!

Extension Children who are able, should use an app or computer programme to turn their pictures into a slideshow.

Imagining Pictures

Activity

 Draw pictures to show what you are thinking of.

Humpty Dumpty sat on a wall

2. Humpty Dumpty had a great fall

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together again.

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and all the King’s men

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Share & Compare! Share your pictures with a friend. Are they the same or different? Why do you think this is? 20

Thinking In Pictures

Teachers' Notes

Go to www.readyed.net/media-arts-foundationyear-2/ to view the pictures online and in more detail.

Recommended Resources: highlighter; computer/tablet with internet access; a saved digital story without images; lyrics (like below) to the song Incy Wincy Spider:

Incy Wincy Spider climbed up the water spout, Down came the rain and washed the spider out,

or e t s B again. r e Incy Wincy Spider climbed up the spouto p ok u S

Curriculum Focus

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Out came the sunshine and dried up all the rain so…

Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054). Considering viewpoints-elements, content: for example-what images will I keep or delete? Which image interests me and why?

Introducing The Worksheet

© ReadyEdPubl i cat i ons orther e vi e w uimagine r poits sIso l y• 2. • Talkf about spider and howp they toe look. hen a cartoon 1. Read the nursery rhyme Incy Wincy Spider to the children. Don’t show them any pictures but you could sing the words or do the actions.

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spider? Is he scary looking? Is he a real spider? Why might they think Incy Wincy Spider isn’t real? Why do they picture a cartoon spider in their heads? (Because it’s a well-known nursery rhyme, children are quite likely to picture a cartoon style scene in their heads when they hear/sing it. They have probably seen pictures like this when reading this rhyme before.)

3. Hand out the worksheet (P22) and ask the children to highlight their favourite image for each line and explain why they like this image the best.

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4. The purpose of the lesson is to really think about the images that suit a particular story and to get them to think about why those images interest them in regards to this particular story, over others. 5. Older children might like a darker, scarier version of the spider because they find it funny to have a harmless nursery rhyme linked with a picture of a real tarantula. There is no wrong answer but they should consider why certain images appeal to them.

Extension Google (with support from an adult) images to go with the story. They should save three pictures for each part of the story. Now discuss with their group/class/teacher which image is the most suitable and delete the other two before saving the favourite to a folder. 21

Thinking In Pictures

Activity

 Use a highlighter to show your favourite image for each line of the song, and tell your class, group or friend about your preferences.

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1. Incy Wincy Spider climbed up the water spout

2. Down came the rain and washed the spider out

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3. Out came the sunshine and dried up all the rain so…

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4. Incy Wincy Spider climbed up the spout again.

a. 22

Composition Title

Teachers' Notes

Recommended Resources: the story book Little Red Riding Hood; computer or tablet with suitable software/app such as Tuxpaint (free downloadable software) or Microsoft paint

Curriculum Focus

or eBo st r e p ok u Introducing The Worksheet S Teac he r

Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054). Exploring composition by selecting and editing images and/or sounds to create the characters in well-known stories or songs.

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1. Read Little Red Riding Hood to the class without showing them any pictures.

2. Ask the children to close their eyes and picture the character Little Red Riding Hood in their heads. 3. Hand out the worksheets (P24 & P25). Ask the children to choose pictures to cut out and stick onto the template to create what they think Little Red Riding Hood looks like.

4. Once they have done this, they can compare their finished pieces and discuss why they chose the pictures they did to stick onto the template.

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Extension

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5. Re-read any parts of the story that describe Little Red Riding Hood specifically.

Ask the children to ‘draw’ their own pictures of the wolf when he was dressed as ‘grandma’ on a simple painting programme or app. They can experiment with the editing tools on their chosen software.

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Composition 1

Activity

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 Cut carefully around the outline of Little Red Riding Hood.

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Composition 2

Activity

 Cut out the pictures below and stick them on the template to create your

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own Little Red Riding Hood. Think carefully about the description of her that you just listened to in the story and what you imagine her to look like.

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Comic Title Book

Teachers' Notes

Go to www.readyed.net/media-arts-foundation-year-2/ to view the pictures online in more detail.

Recommended Resources: scissors; glue; appropriate technology to show the story to the class (e.g. class computer or interactive whiteboard); appropriate technology for the children to create digital comic books (e.g. the app Chatterpix Kids available on Apple and Android); large A3 sheet of paper

or eBo st r e p ok u S Introducing The Worksheet Curriculum Focus

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Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056). Capturing and sequencing images and text to create comic books that retell familiar and traditional stories to share with the class.

1. Watch the story The Three Little Pigs with the children on the smartboard or using other appropriate technology. You can select an appropriate version of this popular story to suit your class or try: https://www.youtube.com/watch?v=HtHjB6rRmQc

2. Handout the worksheets (P27 & P28). Ask the children to work in groups to retell the story, using the pictures from the first worksheet and the words from the second worksheet.

3. They should cut out the pictures and stick them in the correct order on a large A3 sheet of paper.

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4. The students should then cut out the words on the second worksheet and turn them into speech bubbles. They should stick them onto each picture in the appropriate places. This activity should create lively group discussion.

5. If appropriate, some children could create their own words to retell the story.

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6. Ask a representative from each group to present their comic book to the class. Alternatively the whole group might wish to get involved in doing this.

Differentiation

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Younger children can use the words provided. Year 1/Year 2 children could use their own words to retell the story. Give support with reading the words where needed.

Extension More able students should create/recreate a digital comic book of this story using appropriate technology. The children could add more speech bubbles and pictures to ‘fill out’ their comic books and make them more exciting. They could add their own verbal/recorded sound effects when retelling it to the class. The children could split into groups and act out their comic books for the class. This could be filmed and shown to another class or performed at assembly. 26

Comic Book 1

Activity

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 Cut out the pictures from the story The Three Little Pigs and put them in the correct order on a blank A3 sheet of paper. Add speech bubbles to create a mini comic book!

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Comic Book 2

Activity

 Cut out the words that retell the story. Turn them into speech bubbles. Glue them onto the pictures to create a Three Little Pigs comic book. Use your own words to tell the story in the blanks.

Little Pig, Little Pig, let me come in.

No, I will not let you in big bad wolf.

time is up! Let me come in.

come down the chimney little piggies. Yum yum.

or eBo st r e p ok u S Little piggies, your I am going to

This is easy to blow down.

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Aaahhhhhhh hot water!

Brother, let us in. I will huff and I will Do not panic. The big bad wolf adyEdPubl i ca t i o ns puff and I will blow My house© willRe has blown our your house down. never• fall. f orr evi e w pdown. ur poses on l y• houses

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How strange. I can’t blow this house down. It is built too well.

We’re not afraid of the big bad wolf – tra la la la lah…

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Brother, let me in. The big bad wolf has blown down my house.

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Photo Story

Teachers' Notes

Recommended Resources: computer or tablet and suitable app or software (e.g. Inkscape or Pencil are free to download and can be used on Windows, Mac and Linex; Read Write Think Comic Creator software needs Flash; printer or interactive whiteboard)

Curriculum Focus

or eBo st r e p ok u Introducing TheS Worksheet

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Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054). Experimenting with an image, for example, retelling a story of the school day in a series of captioned images.

1. Teacher to tell the children about his/her typical school day routine. Focus on the headings on the worksheet on P30.

2. Students to discuss their own daily school routines. Ask them to think about and/or talk to a partner about what they do before, during and after school most days and what they enjoy the most about school every day.

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3. Discuss as a class if images alone can tell a story or whether words are needed. Ask them to think about children’s television programs such as The Pink Panther and Mr. Bean (cartoon) which use no or very few words. Can the children think of other examples? Discuss picture books which rely only on images. Ask the children whether they are as effective as books which have both words and pictures. Discuss why/ why not.

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4. Children to fill in the worksheet by drawing or pasting a picture that captures how they would interpret each heading.

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Differentiation

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Year 2 children should be able to complete this task individually but younger children might prefer to work in pairs or groups. Older children might like to caption their images. Discuss how the captions add meaning and whether captions are needed.

Extension

Children who are able should make a graphic cartoon using digital technology to represent their school day routine. They could then show the cartoons to the class or print them and display them in the classroom.

Photo Story

Activity

1. Draw or paste a picture in each box to show what a normal weekday looks like for you.

In the morning at school …

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During lunch time at school I like to …

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Before school I usually …

In the afternoon at school I…

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After school I usually …

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Before I go to bed I usually ...

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2. Cover up the headings. Do your images still tell a story without the headings? 3. Cut out your images separately and shuffle them. Can your friend organise them to tell a story? 30

Photo Book

Teachers' Notes

Recommended Resources: digital camera; computer/tablet with suitable software/app (e.g. Windows MovieMaker, You Doodle and Font Candy are free Apple apps that allow you to add captions to pictures/write on photos; Phonto is an Apple and Android app that does the same)

Curriculum Focus Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055). Practising using computer software to add captions to images to enhance meaning in a photo story.

or eBo t s r e Introducing The Worksheet p ok u S Teac he r

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1. Discuss with the class what a typical day in class looks like, e.g. mat time, outdoor play/Phys. Ed, recess, Art, lunch, group work, afternoon recess, story-time, activity, home time. Does every day look the same? How are Mondays different from Tuesdays, etc.? Would it be helpful to some/all children to have a photo story that they could ‘read’ to know what was going to happen each day? Why? 2. Hand out the worksheet (P32). Ask the students to plan a photo story for one school day. Spread the days of the week out more or less evenly, so Tuesday, Wednesday, Thursday and Friday are also covered.

3. Students should draw pictures of what they do on their chosen/allocated day, in chronological order.

© ReadyEdPubl i cat i ons 4. Then they should write what they would like to say about each activity •f o r‘Maths’ r ev i e wwe p u r pos on l y• underneath (e.g. or ‘First have assembly in e thes school hall’).

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Differentiation

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5. Tell the students that their photo stories will be collaborated to create a class photo book. This lesson could be particularly useful for support staff to do with SEN children, particularly those on the Autism spectrum. The captions could be as straightforward as naming the lesson (Art) or reminding the child where to go and what to take with them (Art in Miss M’s room. Don’t forget to take your Art folder!). In Foundation years, this could be a class project. In Years 1 and 2, the teacher could divide the class into 5 groups and each group could be responsible for planning a photo story for a particular day of the week. Each ‘lesson’ part of the story could be more specific to the timetable, e.g. Art, Phys. Ed, Maths. In this case, particular care should be taken (especially if the story is to be used with SEN children) to ensure that all ‘Maths’ photos are the same and all ‘lunch’ photos are the same, etc. to avoid confusion. This lesson can be as simple or as complicated as you would like it to be, from a simple daily photo story (comic strip style or a slideshow), to a photo book that can be printed for children to actually read/handle themselves.

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Extension Transform the photo stories into digital stories using an app or computer software. Experiment with various ways of adding captions to the photos to see which version suits students’ needs for this particular piece of work. 31

Photo Book

Activity

 Select and write down one day of the week in the box below.

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 Plan a photo story for the day that you have chosen.

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Traditional Torres Strait Tale Teachers' Notes

Recommended Resources: video of the story Wameyal; computers or smartboard for viewing

Curriculum Focus Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057). Considering viewpoints-societies and culture: for examplewhat images will I use to tell my traditional story?

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or eBo st r e p ok u Introducing The Worksheet S

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1. Children view the video of Eric Babia telling the story of Wameyal, a traditional story from the Torres Strait Islands. This can be found at: https://vimeo.com/13810430

2. Ask the children to think about the images they see during the video. Do they notice that the children are on the beach? Why do they think this is? (They live on a small island surrounded by beaches/water.) What culture do they think the children belong to? What tells them this?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 4. Ask the children to source or create pictures from each part of the story 3. Hand out the worksheet (P34). Have the children think about what pictures they will create/source for each part of the story, keeping in mind the setting and people they have just viewed.

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using appropriate technology (e.g. free software Pencil or TuxPaint can be used to draw images or students could look on Google images, with teacher supervision, for suitable ones).

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5. Ask students what the moral of the story is. Tell them that this story would have once been passed on orally to younger children to teach them how to behave. Discuss how traditional stories could be passed on digitally. View some with your class online.

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6. Discuss the features of a traditional story (often contain a message to encourage certain behaviours from the children who listen to them).

Extension

More able children could create their own short, traditional story, thinking carefully about what suitable images they could add. Their images should be created/sourced using digital technology.

Traditional Torres Strait Tale

Activity

 Use technology to search for a picture for each part of the story. Think about what you saw when you watched the story. Make sure your pictures are of traditional Torres Strait Islander people. 1. A long time ago there was an island named Pulu. On the northern side of this island was a tiny village.

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this village. They always played a string game called Wameyal. In fact, they played the string game every day. They really didn’t want to stop playing this string game.

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or eBo st r e p ok u S 2. Little boys and little girls lived in

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4. The children did not take any notice of their parents, and they continued to play the string game. One day, a big boulder fell from the sky and landed on the children.

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5. The big rock can still be seen today in the tiny village north of Pulu.

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3. Their parents grew more and more concerned with each day that passed. The mothers and fathers told their children that they must stop playing the string game.

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Photography or eB st r

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Class Camera Rules

Teachers' Notes

You will need: computer or tablet with suitable software/app; digital camera

Curriculum Focus Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056). Producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using cameras in the room.

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or eBo st r e p o u k Introducing The Worksheet S

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1. Discuss as a class what appropriate and inappropriate behaviours would be when using class cameras.

2. Work through the questions on the worksheet (P37) as well as any others that may come up. As you work through them, help the students fill in the worksheet.

3. For questions 4 and 5, ask the students how they would feel about being filmed or being captured on camera unaware. Discuss permission as it pertains to taking a picture of/filming someone and sharing the image.

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5. Ask the children to choose one rule from their worksheet.

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object/subject and the camera – talk about how this affects focus and the quality of the picture.

6. They are going to design a poster on paper or using an app/software programme, e.g. Microsoft Word/Publisher/Pic Monkey, that promotes appropriate behaviour when using cameras in the classroom.

. t Differentiation e

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Posters can be in different forms. Children could draw pictures, write catchy phrases or record a promotional video. Final pieces would be dependent on their ages as well as their access to and ability to use various types of technology. Younger children could discuss the questions on the worksheet in groups and not necessarily write down their answers. The main point is to get them thinking about how using cameras might make others feel and what is appropriate behaviour when using them.

Class Camera Rules

Activity

 Answer the questions about using cameras responsibly.

1. Is there anyone you should ask before using the class camera? Who? _ __________________________________________________

or eBo st r e p o u k _ __________________________________________________ S 3. Where does the camera go once you have finished with it and nobody else needs it?

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2. For how long should you be allowed to use the class camera, before you give it to the next person?

_ __________________________________________________ 4. Should you ask people for permission before taking a picture or video of them? Why or why not?

5. Is it ok photograph orw film and then share that •tof o rr evi e psomeone ur pos es on l y• photograph or film without the person knowing about it? Why/ why not? 6. What makes a good photograph?

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_ __________________________________________________

. te o _ __________________________________________________ c . che e r o 7. Some people like to get ready or even t r s s r u e p pose when they are photographed or _ __________________________________________________

filmed. How can we make sure someone is camera ready? _ __________________________________ _ __________________________________ _ __________________________________ 37

Photographer

Teachers' Notes

Recommended Resources: video camera or suitable editing software (e.g. Paint.net is free image and photo editing software for PCs that run Windows. Aviary Photo Editor comes as a free, downloadable software or app for Apple and Android). Alternatively all editing can be done on the class device itself.

Curriculum Focus

or eBo st r e p ok u Introducing The Worksheet S Teac he r

Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055). Experimenting with and managing a digital camera to capture still or moving images, for example, reviewing capturing images, zooming in and out and deleting unwanted images.

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1. Before this lesson, take a number of pictures of things/people familiar to the children. The pictures should vary in quality. Take some pictures that need cropping, some that are out of focus, zoomed in too much or not enough. Print plenty of pictures (wallet size) before the lesson for the children to cut and paste onto their worksheets. This could be done by an adult or as part of the introduction to the lesson by allowing the children to take lots of pictures themselves and then printing them before continuing with the lesson. 2. This activity would be better done in small groups so that the children can get hands on with the digital camera. Show the children the digital camera(s) that they will use when creating media artworks. Show them all of the buttons but focus on those used to take a picture, take a video, view a picture or video that they have taken and delete an image/ video. 3. Show them the screen and how to hold the camera safely without dropping it. Let each child have a turn at exploring the camera and taking a picture. 4. Let them show the picture to the rest of the group and decide whether they would like to keep it or try again. If they would like to try again, allow them to delete their old picture before taking a new one. 5. Discuss with the children why they want to keep some pictures and delete others. What makes some pictures ‘good’ while others could be improved. 6. Talk about focus and zooming in and out. Show them how to zoom. 7. Explain what ‘editing’ is. Why would we want to edit pictures? 8. Define all technical terms as they come up in conversation, e.g. zoom, delete, focus, blurry, crop, edit, etc. 9. Hand out the worksheet (P39) and a number of printed pictures (or let the children choose pictures online) and let the children choose appropriate pictures to stick into each section of the worksheet. 10. The ‘edited’ picture can be a picture they like but wasn’t quite right. They could cut part of it off (crop it), colour it in or change it in some other way before sticking it in (or edit it digitally before printing it).

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Differentiation Younger children would need far more support from adults than older children.

Extension Some children could experiment with editing their images. Let them explore how to edit their pictures using the camera (if it has this feature) or once the pictures have been uploaded onto the computer. 38

Photographer

Activity

 Paste photographs under the headings. Your last picture should be one that you have edited to improve its quality.

a bad picture

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zoomed in too much

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a good picture

not zoomed in enough

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o c . blurry edited picture che e r o r st super

Photography

Teachers' Notes

Recommended Resources: small pieces of paper with different emotions written on each one (e.g. happy, sad, angry, scared); digital camera; printer; scissors; glue; computer or tablet with suitable software/ app (e.g Tellagami lets children create a character, choose a background and record/write a caption/sound)

Curriculum Focus

or eBo st r e p o u k Introducing The Worksheet S Teac he r

Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054). Experimenting with technology to capture images, sounds and text.

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1. Play a game with the children - ask them to show facial expressions and/or body language to depict their emotions, e.g. happy, sad, angry, worried, etc. 2. Play charades! Call various children up to the front of the classroom to depict emotions using facial expressions and/or body language (give them the emotion written on a piece of paper or whisper it to them or get them to choose one of their own and not tell you). Ask the rest of the class to guess how they are feeling. 3. Talk about what sounds they might associate with each emotion they have seen. 4. Divide the class into small groups and ask every member of each group to choose one emotion to portray. Give them the opportunity to take pictures of each other, using a digital camera, showing their chosen emotion. This is a good opportunity to talk about/reiterate how to take a quality picture that is in focus; avoid blurred images; centralise the subject of the photo, etc. They will need lots of opportunities and time to capture an acceptable image. 5. Print the best quality pictures and let the children cut out their own picture and stick it into the appropriate box on the worksheet (P41). 6. Ask another child in the group to write what they think their friend was feeling in the box below the picture. 7. Ask a different child to draw a picture to represent the sound they associate with that specific feeling. 8. Maybe talk about the quality of the image and what is needed to take a good picture.

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Differentiation Support for using the digital camera for those who need it. Adult support for those groups who might need it.

Extension Children who are able, should be encouraged to use simple animation software/app to recreate the facial expression and sound effect of the emotion the child has chosen.

Photography

Activity

1. Paste three photographs of yourself below. 2. Ask a friend to guess how you were feeling judging by your facial expression/body language. 3. What would that ‘feeling’ sound like?

Photograph 1

or eBo st r e _______________________________ p o Paste picture here u k S Sounds like: _______________________________

Photograph 2

_______________________________ Sounds like:

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Photograph 3 Feeling:

Paste picture here

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Feeling:

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Feeling:

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_______________________________

Paste picture here

Sounds like: _______________________________

Different Shots Teachers' Notes

Go to www.readyed.net/media-arts-foundation-year-2/ to view the pictures online in colour and in more detail.

Recommended Resources: computer or smartboard to view advert; to create a slideshow, the Apple app Shadow Puppet Edu; Slideshow Maker and MovieMaker are suitable.

Curriculum Focus Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057). Identifying features in the media artworks, such as shot types, for example, long shot, mid shot and close-up, and discussing what the shot tells the audience about the story.

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1. Show the children the advert for Tourism Australia. Go to: https://www.youtube.com/watch?v=vUF7ja9ehIs

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or eBo st r e p ok u S Introducing The Worksheet

2. Discuss the main three shot types in the ad: long shot, mid shot and close up. Ask the children how these shots make them feel. Is anything else making them feel this way (e.g. music)? 3. Pause the video on a few different examples of each shot type (long, mid and close up) and get the children to discuss what they think this shot is trying to tell or show them.

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Extension

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5. Ask the children if they can take these shots (close up, mid and long shot) of the same object/scene using the digital camera, print them off and paste them on to the worksheet.

As an extension activity some children could make their own ‘advert’ for Australia. This could be anything from a slideshow of a few pictures of Australia, to a radio advert or a T.V ad. This activity could also be done as a project over a period of time.

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Different Shots

Activity

 Tick to identify the shots. Picture 1

Picture 2

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Picture 4

Picture 5

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q close up q mid shot q long shot

Picture 3

Picture 6

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q close up q mid shot q long shot

 Below, paste your own examples of shots taken with the class camera.

close up

o c . long shot che e r o t r s super mid shot

Section 4: S

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Responsible r o e t s Bo r e Practice ok up

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ClassTitle Rules

Teachers' Notes

Recommended Resources: activity sheets on pages 47 - 50.

Curriculum Focus Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057). Discussing the role of media artists and what permission means, for example, deciding on a class set of rules for using and creating images, sounds and texts in media artworks.

or eBo st r e p ok Introducing The Worksheet u S Teac he r

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1. Make sure the children understand the terms ‘permission’, ‘media’, ‘media artists’, ‘images’, ‘sounds’, and ‘texts’ by having a discussion with the whole class. 2. Focus on the word permission. Ask the children if they know what the word permission means. Do they need mum’s permission to eat lollies? Are they allowed to just take them or do they need to ask? Can they think of another time they need to ask someone for permission? 3. Media can have a few meanings. It can mean the technology they are using to create something, e.g. laptops, tablets, computer programs, apps, digital cameras, smartphones, microphones, etc. The term ‘media artist’ refers to the person using different media to create an artwork. 4. Images are anything that can be seen, e.g. photographs, animations, what you see when you watch a YouTube clip. 5. Sounds are what you hear when you view a movie or listen to a radio play, etc. 6. Texts can refer to written script, words, etc. 7. Once you are confident that the children understand all the terminology, ask them to fill in the worksheets (P47, P48, P49). 8. Divide the class into three groups and give each group a copy of the final worksheet (P50). Explain that once they have filled in the worksheet they will help the class to decide on a set of class rules for using and creating images, sounds and text in media artworks. The worksheet is there to help them think about what permission is involved in using and creating media and media artworks. 9. The groups can now share their answers and ideas with the rest of the class and the class can decide on a main point or two from each that they would like to include on the ‘class rules’ poster.

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Differentiation By outcome. Younger children could be given suggestions for the worksheets such as what technology they could use for each.

Extension Follow the class rules when creating and using images, sounds and texts in the future.

Class Rules

Teachers' Notes

Information For Teachers Copyright law is the law that ensures that people who create artworks (be they art, film, music, etc.) are protected from having their work used without their permission. The Australian Copyright Act 1968 makes this law legally enforceable throughout Australia. Once someone has created something then it is automatically copyrighted as soon as it is made into something tangible. If you want to use someone else’s materials/work, you usually need to get their permission first but this will depend on what you want to use it for.

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Materials in the Public Domain are ones whose copyright has expired (approximately 70 years after creation or from when the author has died, depending on the material, etc.) or that the author has specifically made free for the public to use. Just because something is available on the internet does not mean that it is necessarily in the Public Domain and ok to use.

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Referencing/crediting work is important and it is always safer to get permission to use something, rather than rely on ‘fair use’. The other option is to only use photos/videos, etc. that have been specifically shared for Public Domain consumption/use.

Below is some basic information for children on Copyright and Public Domain. You will have to tweak the language according to the age of the children you teach. Prep/Kinder children will probably not be familiar with words like illegal, permission and image, etc. (unless they have covered these definitions in lessons), let alone Copyright and Public Domain, but it is important that they hear them so that they become familiar terms. By Year 2 you could start explaining them in more detail and perhaps expanding on them a little if the children are receptive to this.

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Children need to know that they need to ask permission to use someone else’s work. They need to know that it is not ok to use it without asking and getting permission and that if they do they could get in serious trouble. Let them know that it is illegal to use a picture that someone took or a film that someone made, without their permission. This often means that they have to pay for it but at school you can usually just ask and your friends will either say yes or no.

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If you take a photo, make an image, record or film something, then that creation belongs to you. It is automatically copyrighted, which means that no one else is allowed to use it without your permission. You can ask people to pay to use your work and if they don’t then that is stealing. It is against the law. If you are looking for photos/images/sounds online to use in your work, a few things will affect whether or not you can use them. If they are free to use (in the Public Domain) then it is ok. If you are asked to pay for them, and you do, then it is ok. If you want to use somebody’s work and don’t pay for it (but were supposed to) then it is illegal. If you ask someone if you can use their work and they say no, then you mustn’t use it. If you do get permission to use someone’s work then you need to make sure that you say thank you to them by putting their name on the work that you used it in. Eg: If you used someone’s photo in a poster that you made, you must say somewhere on the poster who took the photo. It is also important to get someone’s permission before using a photograph of them, even if you took it. 46

Class Rules 1

Activity

 In groups complete the tasks below.

Creating images in media artworks 1. Think of two things you can use to create an image and write them below.

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or eBo t s r e p ok u 2. Where could Syou get equipment from to create the image?

_ __________________________________________________ 3. Do you need permission to use equipment? If so, whose permission do you need?

_ __________________________________________________

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1. Whose permission do you think you will need to use an image in your media artwork?

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Using images in media artworks

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_ _________________________ _ _________________________ _ _________________________ 47

Class Rules 2

Activity

 In groups complete the tasks below.

Creating sounds in media artworks 1. Think of two things you can use to create a sound and write them below.

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or eBo t s r e p ok u S get equipment from to create the sound? 2. Where could you

_ __________________________________________________ 3. Do you need permission to use equipment? If so, whose permission do you need?

_ __________________________________________________

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1. Whose permission do you think you will need to use a sound in your media artwork?

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Can I use your sound?

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Using sounds in media artworks

o c . che e r o r st s per 2. Why do you think you need u their permission?

_ _________________________ _ _________________________ _ _________________________ 48

Class Rules 3

Activity

 In groups complete the tasks below.

Creating texts in media artworks 1. Think of two ways you can create text (using technology) and write them below.

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or eBo t s r e p ok u Syou get equipment from to create the text? 2. Where could

_ __________________________________________________ 3. Do you need permission to use equipment? If so, whose permission do you need?

_ __________________________________________________

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1. Whose permission do you think you will need to use specific text in your media artwork?

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Can I use your text?

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Using texts in media artworks

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_ _________________________ _ _________________________ _ _________________________ 49

Class Rules 4 When we use images we need to…

or eBo st r e p ok When we make text we u S need to…

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When we make images we need to…

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When we use sound we need to …

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Technology Title

Teachers' Notes

Go to www.readyed.net/media-arts-foundation-year-2/ to view the pictures online in colour and in more detail.

Recommended Resources: computer/tablet with internet access; Youtube videos of the ‘Retro’ tech (can be sourced or try links below)

Curriculum Focus Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054). Experimenting with technology to capture images, sounds and text.

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2. Bring the class together after this exercise and share ideas.

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1. Give the children the worksheet (P52) without any discussion first. Ask them to work in pairs to discuss the pictures and think about what each item would have been used for in the past.

3. Show them a variety of pictures of each type of item and/or show them videos of how each item was really used. You can use the ones provided: https://www.youtube.com/watch?v=vfxRfkZdiAQ (typewriter)

© ReadyEdPubl i cat i ons https://www.youtube.com/watch?v=XkuirEweZvM (rotary phone) •f orr evi ew pur posesonl y• https://www.youtube.com/watch?v=kesMOzzNBiQ (video recorder/player) https://www.youtube.com/watch?v=Uk_vV-JRZ6E (Walkman)

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4. Ask the class if they think the children would have had to give their permission to be filmed in these videos. Do they think the children had to sign anything? What? Do they think the videos have a large audience? (Children may be able to see how many 'views' the videos have received.) 5. Ask the students what we use today instead of the items on the worksheet. Discuss how the replacements compare.

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6. Children can then fill out the worksheets individually.

7. Under supervision and with support ask the children to find YouTube videos of today’s technology being used to show the class. Have them think about how they will show the class and if they are allowed to share the videos. 8. Use this lesson to extend the discussion of how media arts were created yesterday and are created today.

Technology

Activity

 What do you think each piece of ‘tech’ was once used for? What do we use today instead? Picture 1

Now:

Picture 3

Picture 4

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Then:

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Then:

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Picture 2

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Then:

Now:

Class Title Bulletin

Teachers' Notes

Recommended Resources: worksheet (P54); template (P55)

Curriculum Focus

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Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056). Collecting and sharing, with permission of the people involved, class stories and presenting them in the form of a class bulletin.

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1. Tell the students that they are going to help create a class bulletin. They will contribute by each sharing some class news. Some ideas for them:

What is special about our class? Something I remember about this year. Special people I have met in my class. My favourite day in class so far. The most interesting thing that I have learned/done this year.

© ReadyEdPubl i cat i ons 2. Students must speak to the people mentioned in their story (if anyone • f orr evi ew pur posesonl y• specific is named or referred to) they must get his/her permission to share their story.

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3. Students use the worksheet (P54) to plan their class bulletin news story.

4. Students will then layout their class bulletin story by using the template (P55). They should include visuals. Again, visuals should be responsibly sourced/credited.

Extension

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More able students should create a digital version of their class news story using an appropriate program or app (Microsoft Publisher/Word) that can then be shared to a larger audience such as another class, in assembly, or emailed home to their parents.

Class Bulletin Planning Sheet

Activity

 Use this worksheet to plan your news bulletin.

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Who is mentioned in my news story? (Do I chat to them first?)

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What will my main story be about?

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When did my story take place?

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o c . che e r o r st super What illustrations

(drawing pictures/ decorating) will I need to tell the news story? Permission/ credits needed?

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_ _______________________________________________

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_ _______________

_ _______________ _ _______________________________________________ _ _______________

_ _______________

_ _______________________________________________

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_ _______________________________________________

_ _______________ _ _______________________________________________ _ _______________

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Media Artworks Teachers' Notes

Go to www.readyed.net/media-arts-foundation-year-2/ to view the pictures online in colour and in more detail.

Recommended Resources: computer/tablet and suitable software/app for making a slideshow; any previously made media artworks; any media art in the classroom displayed

Curriculum Focus Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057). Identifying interests and preferences in media artworks they make and view.

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1. Ask the children to discuss in small groups what media artworks they have made at school so far. 2. Get them to share the works that they have made, to other group members. 3. Tell other group members what responsible media practices they adhered to in the creation process. 4. Discuss what they like about their works/their friends' works. 5. Discuss which artworks they would select as their top 3 and why. 6. Now ask them to tell their friends/partners which media artworks they have seen outside of the classroom that they like. Again ask them to share this with other group members. This should create some lively discussions about their preferences for media artworks and responsible practices. 7. Ask them to fill in the worksheets (P57 and P58).

Differentiation

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Extension

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The teacher could show pictures of some media artworks to give children a few examples to help them with step 6.

The children could make a slide show of their favourite few media artworks. Discuss copyright and that not paying to watch something that should be paid for is stealing, e.g. illegal streaming.

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Media Artworks 1

Activity

 Look at the examples of media artworks below and write underneath each what you think it is. Picture 1

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Picture 2

_ _________________________ _ _________________________ _ _________________________ _ _________________________ _ _________________________ _ _________________________

© ReadyEdPubl i cat i ons  Add two of your own examples by drawing/sticking a picture of them in •f orr ev i ew pu r p os es onl ywhich • one you the empty boxes and explaining what they are. Highlight

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like best.

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Media Artworks 2

Activity

 Think about all the media artworks that you have been involved in making, viewing, reading and listening to.

Question 1 What type of media artworks do you like to look at, watch or listen to the most?

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Why:_ ________________________________________________ _____________________________________________________

Question 2

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Fact one:______________________________________

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_____________________________________________ Fact two:_ _____________________________________

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_____________________________________________

Question 3

Which was your favourite media artwork to make?

_____________________________________________ Why:_ ________________________________________ _____________________________________________ 58

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