Media Arts - Years 3-4 by Teacher Superstore

Title: Media Arts: Years 3-4

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:

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that:

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

Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

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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: 978 192 561 103 8 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

7 eBo t s r8 or e p 9 ok u 10 S 11

Section 2: Codes and Conventions Framing 1 13 Framing 2 14 Experimenting With Framing 15 Angles 1 16 Angles 2 17 Experimenting With Angles 18 Time - Motion Blur 19 Time - High Shutter Speed 20 Shot Types 21 Experimenting With Shot Types 22 Lighting 1 23 Lighting 2 24 Experimenting With Lighting 25 Adding Text To Stills 26 Experimenting With Sound 27 Audio 1 28 Audio 2 29

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Section 1: Representation Representation 1 Representation 2 Representing Me Selfie Story 1 Selfie Story 2

Creative Media Production 2 34 Book Trailers 1 35 Book Trailers 2 36 Digital and Traditional Storytelling 37 Wayambeh The Turtle 38-39 Dreaming Stories Go Digital 40 Mini Digital Story 41 My Mini Digital Story 42 Digital Comic Strips 43 My Digital Comic Strip 44 Time Lapse Story 45 Storyboard Generator 46 Section 4: Layout Newspapers 1 Newspapers 2 Newspapers 3 Newspapers 4 Desktop Publishing

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48 49 50 51 52

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Section 5: Responsible Media Practice Seeking Permission 1 54 Seeking Permission 2 55 Seeking Permission 3 56

o c . che e r Answers and Additional o r stNotes supe r Teaching

57-60

Section 3: Audience and Purpose Slide Show 1 31 Slide Show 2 32 Creative Media Production 1 33

Teachers’ Notes What is Media Arts? Media Arts is a new learning area in the Australian curriculum which asks students to make, view and respond to media artworks.

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What are media artworks? This book helps students to understand that media artworks come in many different forms. Media artworks might combine sound, image and text and might be created using a range of digital technologies. Media artworks might tell digital stories using traditional story telling principles. Media artworks have intended purposes and audiences. What technologies might be used to create media artworks? A broad range of technologies might be used to create media artworks. This book 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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BLM, it is recommended that your students do have access to a range of technologies, such as a class camera, and have a secure connection to the internet. However, students can still use the book without this. What else do I need to know about this book? This BLM includes a number of visuals (predominantly photographs) which students are asked to annotate, analyse or use as inspiration to create their own work. All visual images provided in this BLM can be viewed in colour and in greater detail at:

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o c . che e r o r st super www.readyed.net/media-arts-year-3-4/

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 Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060) Elaborations • storyboarding and filming a short sequence showing a conflict, selecting camera angles, lighting and costume to convey meaning without dialogue • planning and scripting a radio advertisement for a school event with respect for the rules and image the school seeks to promote • considering viewpoints – societies and cultures: For example – What school event could I make an advertisement for? • seeking permission to take photos of class members, to document a school excursion, for publication on the school intranet

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Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058) Elaborations • creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event • taking a series of photographs that show themselves and their friends as comic superheroes and villains through setting, costume and body language • constructing realistic representations of the classroom or other community locations and then constructing fictional versions of the same space • experimenting with tension to create meaning and sustain representations • considering viewpoints – forms and elements: For example – What images will I use and in what order?

Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061) Elaborations • identifying meaning and describing representations in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories are retold using media technologies • comparing media artworks made for different purposes using appropriate language, and identifying possible differences in audiences’ interpretations • considering viewpoints – evaluations: For example – What is similar or different to my school/home in a television representation of school/home? • examining media artworks in their community and comparing these to other media artworks commemorating different people, times and cultures • writing about and discussing with others the meaning of their own media artworks using appropriate language

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and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaborations • experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space • experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork • practising recording sound on a variety of devices to explore volume, layering and the use of voice to create a sense of environment • experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story

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Section 1: e p Su

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Representation or eB st r

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Representation 1

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

1. In your own words say what you think a ‘selfie’ is.

_ _____________________________________________________________

2. Brainstorm what technologies could be used to take selfies.

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or eBo st r e p ok u S Brainstorm

3. People took selfies in the past too! Look at the two pictures.

Picture is aP selfie taken in t 2016. Picture © Read yE1d ub l i ca i on s 2 is a selfie taken in the 1900s! •f orr evBoth i ew pur posesonl y• females are using cameras to represent

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themselves. We can use cameras to represent our: emotions, where we live, when we lived, and give clues about our likes and dislikes. a. Complete the T-chart to show what you think the selfies tell us about the females.

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Curriculum Link: Investigate and devise representations of people in their community, including themselves,

through setting, ideas and story structure in images, sounds and texts (ACAMAM058)

Representation 2

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

Activity



Cameras today are amazing things! We can take shots of ourselves that we wouldn't have been able to, with older cameras in the past. Today cameras can even be used underwater!

Look at the selfies below taken with amazing modern cameras. These selfies represent the subjects in the pictures as:

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part of a group

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important

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Picture 1

adventurous

 Use your favourite search engine to find some selfies.

Paste some of your favourites below and write down how you think each person is representing him/herself.

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Curriculum Link: Investigate and devise representations of people in their community, including themselves, through setting,

ideas and story structure in images, sounds and texts (ACAMAM058) middle and en of a story or event.

Maths ? Representing Me

Activity

 Have you ever taken a selfie?

Experiment taking selfies using a device of your choice. You could use:

face-paint? Take some selfies once you are in character and paste the best one right.

Why I like this selfie:

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or eBo st r e Can you represent p yourself as your ok u favourite superhero or villain using S costume and maybe even props and

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a smartphone; an iPad; a digital camera; a laptop; a tablet.

How I got into character:

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. t etop tips for taking a good quality selfie. co Write down three . c Tips e h r er Tip 1:_ _________________________________________ o st super for a ________________________________________________ Tip 2:_ _________________________________________ ________________________________________________

good selfie

Tip 3:_ _________________________________________ ________________________________________________ Curriculum Link: Investigate and devise representations of people in their community, including themselves, through setting,

ideas and story structure in images, sounds and texts (ACAMAM058) Elaboration: Taking a series of photographs that show themselves and their friends as comic superheroes and villains through setting, costume and body language.

Maths Selfie ? Story 1

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

Activity

 You can take selfies to create stories. Look at the example below. Picture 2

Picture 3

Picture 4

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 This selfie story represents the girl as:

 indecisive

 excited

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Picture 1

 What tells us that the girl is indecisive? Think about her: body language, facial expression, costume, props. Jot down notes below.

_ __________________________________________________________

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o c . che to the problem):____________________ e r Part 1 (beginning/introduction o r st super

 This story has a beginning, a middle and an end. Explain the three parts of the story below.

_ __________________________________________________________

Part 2 (middle/problem): _ _____________________________________

_ __________________________________________________________

Part 3 (end/resolution): _ ______________________________________

_ __________________________________________________________

Curriculum Link: Investigate and device representations of people in their community, including themselves, through setting, ideas and story structure in images, sounds and texts (ACAMAM058) Elaboration: creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event.

Maths Selfie ? Story 2

Activity

 In groups of four, spend some time selecting a fairy tale that you all know. Discuss the three main parts of the story (beginning; middle; end).

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 You are going to retell the fairy tale using 4-6 photographs. Don't use any text or sound. What you will do: »» Take and select the best photographs to tell the story using available digital cameras; »» Think about who will represent which character; »» Select costumes, props and think about setting; »» Set up your shots and rotate the photographer; »» Arrange the shots to tell the story below.

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Evaluate!  Give your picture story to another group. Can this group follow the story?  Add text to your story. Do you think the text enhances the story’s meaning? Curriculum Link: Investigate and device representations of people in their community, including themselves, through setting, ideas and story structure in images, sounds and

texts (ACAMAM058) Elaborations: Creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event. Considering viewpoints – forms and elements: For example – What images will I use and in what order?

Section 2: Su

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Codes and or eBo st Conventions r e p o

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Maths ? 1 Framing

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

 You can frame an image by taking a photo through a: window; archway; tunnel; doorway; or overhanging branch. You can even use people to frame something or someone!  Studying the example below. Annotate Pictures 1 and 2 in a similar way. Think about: • what is used as the frame;

or eBo t s r e • how the frame affects space or time (this is tricky!).o p k Su

The trees are the frame

The frame makes us look at the building. Frame centres the building.

Picture 1

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• where it makes us look;

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Example

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Frame makes building look further away than it actually is.

Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space.

Maths ? 1 Framing

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

 Studying the annotated picture on page 13. Annotate Pictures 1, 2 and 3 below in a similar way. Think about: • what is used as the frame; • where it makes us look; • how the frame affects space and time (this is a tricky one!).

Picture 2

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Picture 1

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Picture 3

Maths ? Experimenting With Framing

Activity

 Take your own framed photographs using a digital device of your choice. You can work in pairs or small groups. You might need to set the shots up, or you might be lucky enough to stumble across framing in natural or built settings around you. Annotate your attempts below. Look at pages 13 and 14 to help you. Think about:

or eBo st r e p ok • how the frame u affects space and time (this is a tricky one!). S • what is used as the frame; • where it makes us look;

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Maths Angles? 1

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

 Where you place a digital camera when you take a photograph, matters. By placing a camera high above the subject (high angle shot) or below the subject (low angle shot) you can create some really cool shots.

 Look at the photographs on this page. Annotate each one. Think about:

or eBo st r e p ok • space, distance and size (this is tricky!). u S • what angle is used;

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• where the camera is placed to take the photograph;

Picture 1

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Maths Angles? 2

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

 Look at these cool photos. Annotate each one. Think about: • what angle is used; • where the camera is placed to take the photograph; • space, distance and size (this is a tricky one!).

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Picture 1

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Picture 2

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Maths ? Experimenting With Angles

Activity

 In pairs or small groups, use your own camera to take high and low camera angle shots. Paste your best below. Jot down notes about: • _what angles are used; • where the camera is placed to take the photograph;

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• space, distance and size (this is a tricky one!).

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Maths Time –?Motion Blur

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the picture online in colour and in more detail.

 You can create a sense of time passing quickly in photographs. To create a sense of speed in a still image, photographers create motion blur. This is a technique which blurs people or objects in an image to create a sense of movement.

You can create motion blur by slowing down your camera’s shutter speed. This means that the shutter is open longer so what is being captured (the subject) has more time to move across the frame and establish some kind of blur.

blocking filter in front of the lens.

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or eBo st r e p ok u Tip 1: Slow shutter speed lets more light in. So, adjust your camera’s ISO to S a lower number (some cameras might do this automatically) or place a light

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Tip 2: Panning creates motion blur. Pan by following the subject with your camera. You must still use a slow shutter speed.

 In pairs, play around with your camera’s settings to achieve motion blur. Paste your best example of motion blur below. I created this motion blur by …

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___________________________ ___________________________

o c . ___________________________ che e r o t r s super ___________________________ ___________________________

___________________________ ___________________________ ___________________________ My example of motion blur.

___________________________

Maths ? High Shutter Speed Time –

Activity

Go to www.readyed.net/media-artsyear-3-4/ to view the picture online in colour and in more detail.

 To take away blur from your photographs and “freeze” things, you increase the shutter speed on your camera. Look at this photograph. What would it look like if the photographer had not increased the shutter speed? If the photographer had not increased the shutter speed …

Picture 1

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_______________________________

 In pairs, play around with your camera’s settings to "freeze" time. Paste your best example of time stood still below. My best high shutter speed shot:

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 Colour the shutter speed changes that you used on the table below. Low 30

High

Shutter Speeds 15

1 2

125

250

500

1000

2000

4000

Maths ? Shot Types

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

Activity

 There are three basic shot types: a close up; a mid shot and a long shot. As a class come up with definitions of the three basic shot types that you all agree on.  Study this example to help you to answer the questions and complete the task below for Picture 2.

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i. What shot is this? A long shot. ii. How do you know? The shot includes a large proportion of the setting in the background. iii. Using a ruler and a pencil, crop this image to turn it into a close-up shot. Complete the T chart to show how cropping changes your response to the photo. cropped The new cropped close-up shot of the man at work makes me focus on the man and the work he is doing. I think about what he is fixing.

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Picture 1

uncropped

This photo makes me feel a little nervous and edgy. I think about the man falling when I look at this photo.

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i. What shot is this?_ ____________________

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ii. How do you know?____________________

o c . che iii. Using a rulerr ea pencil, crop this image and o r st supe tor turn it into a close up shot. Complete the T chart to show how cropping changes

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your response to the photo. cropped

uncropped

Maths ? Experimenting With Shot Types

Activity

 In pairs, take a photograph using a long shot.

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Paste your photograph here.

© ReadyEdPubl i cat i ons RR Using a ruler and a pencil, crop your image above to turn it into a close-up •f orr evi ew pur posesonl y• shot. Complete the T chart to show how cropping changes your response to the photo.

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cropped

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Maths ? 1 Lighting

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in more detail.

 Look at your camera’s settings to see what options are available to you to control lighting when you take a picture.

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 Study Picture 1. The dark lighting around the boy makes it feel as if he is in a tiny space with not much room to move! The dark lighting in the background means we spend very little time looking at the background of the image (because it is quite boring!) and much more time looking at the boy’s face which is lit up (and much more interesting!).

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 Now study Picture 2. In pairs think about lighting. Jot down some of your thoughts below.

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Maths ? 2 Lighting

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

 Look at your camera’s settings to see what options are available to you to control lighting when you take a picture.  Study Picture 1. The lit area in the centre of the photograph makes it seem as if there is lots of space and the balloons might travel forever.

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Picture 1

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thoughts below.

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Maths ? Experimenting With Lighting

Activity

 In pairs or small groups, use a camera to play around with lighting. Look at the settings on your camera to help you, or use your camera’s editing options after you have taken a picture.  Paste two of your coolest pictures below. Beside each one, jot down what you like about the lighting in each picture.

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Picture 1

___________________________ ___________________________ ___________________________

___________________________ © ReadyEdPub l i cat i ons ___________________________ •f orr evi ew pur po sesonl y•

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___________________________

o c . che ___________________________ e r o t r s super ___________________________ ___________________________

___________________________ ___________________________ ___________________________ ___________________________ Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space.

Maths Adding?Text To Stills Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the picture online in colour and in more detail.

 We can add text to photographs to create meaning.

 Study the image below. If we take away the text, then we are left with a globe. With the written text, the globe takes on greater meaning. The font that is used looks like it has been typed from a computer. It creates the impression of a digital or technological world.

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Picture 1

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Now add text. Does it change the meaning?

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 Choose an image without written text and paste it below. It could be an image chosen from a magazine; one that you have found online; or an image that you have taken yourself.

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Maths ? Experimenting With Sound

Activity

 There are lots of weird and wonderful ways to create sound effects. Radio and TV are two media forms that rely on sound effects. 1. Draw lines to match the sound effects with the techniques that could be used to create them.

Sound Effects

Techniques

horses galloping

spinning the tyre of a bike positioned upside down

or eBo st r salt falling on tinfoil e p okon an electric fan u rain altering the speeds S moving bicycle blowing down a panpipe or narrow glass

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walking through mud

fire crackling

twisting fist inside a watermelon

bat flapping wings

clapsticks played in a rhythm

footsteps

rustling a bag of potato chips together with sticks snapping

moving airplane or motorbike

opening and closing of an umbrella

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Sound Effects

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2. Can you think of two more examples of sound effects and techniques used to make them? Write them below.

Techniques

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o c . che e r o t r s s r u e p  Extra: In small groups, use technology to make and record some sounds and play them back. Maybe you will use the recording device on your iPad; smartphone; tablet; laptop or another media device. Keep these recordings so that you have your very own sound catalogue to use in future creative media productions!

Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Practising recording sound on a variety of devices to explore volume, layering and the use of voice to create a sense of environment.

Maths ? Audio 1

Activity

 Sound can make a place come alive. Suggest how you could create sounds to bring each place to life below. Jot down your ideas.

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or eBo st r e p _ _______________________________ ok u _ _______________________________ S _ _______________________________ _ _______________________________

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_ ________________________________________________________________

3. Can you record the sounds? __________________________________________ 4. What media technologies are available to you to do this?

_ ________________________________________________________________

5. Share your ideas with the class. Maybe you can put your audio together and create a sound class catalogue. 28

Maths ? Audio 2

Activity

 T.V, films and theatre productions rely heavily on sound. Radio relies solely on sound! 1. Use your favourite search engine to find out the difference between diegetic and non-diegetic sound. Write definitions below.

Diegetic sound

or eBo Definition: st r e p ok u S

Examples:

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Definition:

Non-diegetic sound

2. What do you think a sound-leveler is?

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_ _________________________________________________________________

. te o _ _________________________________________________________________ c . che e r 3. Why would you use a sound-leveler? o t r s s r u e p _ _________________________________________________________________

_ _________________________________________________________________

_ _________________________________________________________________  Apps like Sound Effects which are free to download have a catalogue of prerecorded sounds for you to access, from crowd laughter to dogs barking to crying babies! Download this or a similar app to add to your class catalogue. Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Practising recording sound on a variety of devices to explore volume, layering and the use of voice to create a sense of environment.

Section 3: S

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Audience and or eBo st r Purpose e ok up

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Maths ? Slide Show 1

Information

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail and to view this slideshow.

 This is someone's plan for a short slide show! It is about a colonial building in Western Australia called Cockman House. Students made this slideshow using the Windows MovieMaker.

Slide 2

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Slide 1

Voice over: Members of the Cockman family lived in Cockman House until 1987. (fade)

Voice over: After this time it was purchased by the City of Wanneroo and turned into a public museum. (fade)

Slide 3

Slide 4

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Voice over: At the back of Cockman House is a cart. This cart tells us that the Cockman family would have kept horses and lived at a time before the invention of the motor car.

Voice over: Cockman House has two chimneys. Why do you think the house needed chimneys? Sound: fire crackling. (fade)

Sound effect: horses hooves. (fade) Curriculum Link: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)

Maths ? Slide Show 2

Activity

 Study the plan again on the previous page. Complete the table below. 1. Who do you think the intended audience is for this slide show? Why?

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or eBo st r e p ok 2. What do you think the u S creator’s intent/purpose

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was making this slide show?

3. Why do you think the creator chose to order the stills in this way?

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4. Do you think the stills could be reorganised without changing the meaning?

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o c . che 5. If you had to add a slide e r o or make a change, what r st super would it be and why?

Maths ? Media Production 1 Creative

Activity

 Using the video editing software package Windows MovieMaker or something similar of your choice, you are going to pair up, and make a short slide show which showcases a local place of interest. Your slide show will consist of: stills, voice over and sound effects.  Make a plan here. Look at the example on page 31 again to help you. What place of interest will you choose? You could choose a local national park; a community centre; a colonial building or even a skate park.

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Who is your intended audience?

What is the intent/purpose of your short slide show?

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The place that we have chosen is…

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Will you take the stills for the slide show yourself or source them? Where will you source them from? Check with your teacher if you have permission to use them.

o c . che e r o r st supe r Fact

List four important ideas that you want to highlight about this local place of interest.

Fact

Continue planning on the next page. Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practices (ACAMAM060)

Maths ? Media Production 2 Creative

Activity

 Arrange the stills that you have sourced or taken onto this page. If you haven't yet checked with your teacher if you have permission to use them, now is a good time. Take some time to arrange them. The order that they appear in during the slide show will alter meaning. Plan the voice over and sound effects that will go with each still by jotting down notes beside each one below. Can you use any sound effects from your sound catalogue created earlier?

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Slide 1

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Slide 3

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Hop onto the software editing package to put your slide show together. How will you show your slide show to your classmates? What technology is available to you? 34

Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practices (ACAMAM060)

Maths ? Book Trailers 1

Activity

 The chances are, you will have heard of a movie trailer and have probably seen plenty of them too – possibly at the movies or on television. But have you heard of a book trailer? Book trailers promote books in the same way that movie trailers promote films.  Step 1 With a friend look at examples of book trailers online.

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viewed under the headings below.

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or eBo t s r e  Step 2 pof one ok u Note down the features S that you have of the book trailers

Book Trailer For: ___________________________ by: _____________________ opening slide

number of slides

length

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stills or moving pictures

closing slide

title/cover of book shown?

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language used

o c . che e r o r st super summarises plot?

includes spoilers?

music/sound

intent/purpose

Maths ? Book Trailers 2

Activity

 Do you think you can create a book trailer on your favourite book using the free software Prezi or something similar of your choice? Plan it here. If you need more space to plan, use the back of this sheet.

My trailer is on the book:

number of slides/length of each slide and overall trailer

stills or moving pictures?

intent/purpose

Will I show the book cover?

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_____________________

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_____________________

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_____________________

by: ___________________ audience

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sound effects/music - can I use some from my sound catalogue?

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summarise plot/include spoilers?

opening and closing slides

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Hop onto the software editing package to put your slide show together. How will you show your slide show to your classmates? What technology is available to you? 36

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Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practices (ACAMAM060)

Maths Digital ?and Traditional Storytelling Information  Digital storytelling is the practice of telling stories using available media technologies. Such as: smartphones apps tablets iPads digital cameras laptops PCs digital voice recorders Digital stories might combine: sound, photographs, pictures, videos, music, text and narrative voice to tell a story.

Traditional storytelling is the practice of telling a story not using computerbased tools.

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 Indigenous Australians have used traditional storytelling techniques for thousands of years to pass on their Dreaming stories orally from one generation to the next.

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o c . cstories e Dreaming stories areh which r e o r st super explain Indigenous Australians’ beliefs, attitudes, laws and behaviours.

As technology has become a greater part of our lives, digital versions of Indigenous Dreaming stories have been created.

Curriculum Link: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061) Elaboration: Identifying meaning and describing representations in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories are retold using media technologies.

Maths ? Wayambeh The Turtle

Information

Read this indigenous Dreaming story entitled Wayambeh The Turtle, then complete the activity sheets which follow.

Wayambeh The Turtle (adapted by Lindsay Marsh)

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A long time ago, there lived a man named Wayambeh who was very stubborn and did not listen to his Elders. Every day he did what he wanted to do and did not obey any of the tribal rules. One day, the Elders told Wayambeh that it was time for him to marry a woman from his tribe, but Wayambeh refused to marry the woman who was selected for him. Instead, he grabbed his spear and marched off into the bush to hunt. While Wayambeh was hunting, he wrongfully entered another tribe’s territory – this tribe was known as the Spiny Lizards. He saw a woman from the Spiny Lizards who was digging for yams with a digging He decided thatP she ©stick. Re ad yEd ubl i cat i ons was the woman who he wanted to marry. •f orr evi ew pur posesonl y• Wayambeh crept up on the woman like a snake and snatched her from where she was digging. The woman’s name was Ula – she was the princess of the Spiny Lizards. Ula explained to Wayambeh that she was already married with a baby and that she could not marry him because she belonged to the Spiny Lizards. Wayambeh, however, did not listen to Ula, in the same way that he did not listen to his Elders. Instead, he stole Ula from her tribe, and returned to his tribe with her. The Elders were very cross when they saw Wayambeh with Ula, “You must return Ula to her tribe immediately,” they demanded. But Wayambeh was again disrespectful and disobedient - he did not return Ula.

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The Elders warned Wayambeh that the Spiny Lizards would come to take Ula back, and the Elders cautioned Wayambeh that they would not support him in this battle against the Spiny Lizards. “If you insist on being so head-strong, you will fight this battle on your own,” exclaimed the Elders sternly. Soon enough the Spiny Lizards arrived one by one to take Ula back to her territory and her rightful tribe. When Wayambeh spotted the Spiny Lizards, he rapidly armed himself by wrapping his shields around his front and his back. Once armed, he taunted the Spiny Lizards and they retaliated by throwing a cloud of spears at Wayambeh. Suddenly fearing for his life and regretting that he had selfishly taken Ula and broken tribal laws, Wayambeh jumped into a nearby billabong and was never seen again as a man.

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o c . cheSeveral days later, a strange creature e r o from the with a long r neck appeared r st s u e p billabong into which Wayambeh had dove, and showed itself before the tribe. It had a hard shell covering its back and belly. The tribe crowded around the creature and realised that it was Wayambeh. He had been transformed into the first long-necked turtle - the billabong was now his home.

Maths ? Comparing Digital and Traditional Stories Activity 1. Type Wayambeh The Turtle into your favourite search engine to view the digital version of this Dreaming story. After viewing, consider the written (pages 38-39) and digital version of this Dreaming story. Complete the PMI chart below.

Plus

Interesting

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Traditional Storytelling

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Digital Storytelling

Minus

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2. What version did you prefer and why? _ ________________________________________________________________

_ ________________________________________________________________

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3. Which story best held your attention? Why?

o c . _ ________________________________________________________________ che e r o t r 4. Do you think the meaning is the same for both text types or does it differ? s s r u e p Explain your answer.

_ ________________________________________________________________

5. Does the audience for the text types differ or stay the same? Explain your answer.

_ ________________________________________________________________

Maths ? Mini Digital Story

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the picture online in colour and in more detail.

 The website placestories.com allows you to create your own short digital story in postcard form using:  one photograph  a sound effect  voice over  short written text

or e o st r Sound Effect: B e p Scrunch leaves in hands.ok u S

 Look at this plan for a mini digital story in postcard form.

Photograph:

Voice Over:

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Picture 1

“This leaf litter is found at our school near the nature playground. Leaf litter lays on top of the soil and provides a home for living things. What do you think lies beneath?”

Written Text: © Ready EdPubl i cat i ons “Slugs, snails, worms, millipedes, centipedes •f orr evi eand wbeetles pur po se o nl y •that are some ofs the living things

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 Answer these questions.

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you might find living in this leaf litter. Which is your favourite leaf litter dweller?”

. te ___________________________________________________________________ o c . che e ___________________________________________________________________ r o rofu st er p What do you think is the purposes this mini digital story? Who do you think would be the audience for this mini digital story?

___________________________________________________________________ ___________________________________________________________________  Now hop on to placestories.com and navigate your way around the site. Have a look at some examples of mini digital stories in postcard form. Do you know any other websites that are similar to placestories.com? Jot them down on the back of this sheet. Curriculum Link: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)

Maths ? Digital Story My Mini

Activity

 In pairs, you are going to create your own mini digital story in postcard form using placestories.com or something similar. What you need:

Photograph: Picture 1

 a photograph of nature

Sound effects: Scrunch a collection of leaves in hands.

Voice Over:

 a sound effect

“This leaf litter is found at our school near the nature playground. Leaf litter lays on top of the soil and provides a home for living things. What do you think lies beneath?”

 voice-over

Written Text:

or eBo st r e p o u k  Before you begin - plan! S 1. Go out into the school grounds and take a picture of a slice of nature. It could

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 short written text

“Slugs, snails, worms, millipedes, centipedes and beetles are some of the living things that you might find living in this leaf litter. Which is your favourite leaf litter dweller?”

be a tree that you like, an anthill or insect. The photograph I have taken and chosen to upload is:

2. Next, write down what you would like to say about this photograph (this is your voice-over) and what sound effect you will use/create (maybe select from your sound catalogue):

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3. Jot down what written text you will add underneath the photograph:

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o c . 4. Who is the audience for mini digital story? _ ________________________ cyour e h r e o 5. What is the intent/purpose of your mini digital story? r st s up er  Now create your digital story by following the steps below. Step 1: Go to placestories.com. Click Create. Click A Story. Click Postcards. Step 2: Upload your photograph. Record the audio (sound effect and voice over). Step 3: Type in the text to go with the photograph. Step 4: Watch your photograph, audio and text combine into a digital story! 42

Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practices (ACAMAM060)

Maths Digital ?Comic Strips

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the comic strip online in more detail.

 Comic strips are stories told using graphics. They usually include some text in caption boxes or speech and thought bubbles. They are different than graphic novels because comic strips are shorter and can be followed as a series over many weeks. Digital comic strips are created and published online. Look at the example of a comic strip below.

or eBo st r e p okIf I apply heat? u S

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How does a solid turn into liquid?

I wonder how long this magical transformation will take?

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how do I turn it back into a solid ?

. tquestions: o  Answer thesee c . eis? Who do you think the c intended audience of this comic strip her r o st super ___________________________________________________________________ What is the intent/purpose of this comic strip? ___________________________________________________________________ ___________________________________________________________________ Where might this comic strip be published to reach its audience? ___________________________________________________________________ Curriculum Link: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)

Maths ? My Digital Comic Strip

Activity

 Individually or in pairs you are going to create a digital comic strip using the website chogger.com or something similar of your choice.

Your comic strip is going to be based on a science experiment that you have conducted in class or have researched. Your comic strip should include the method and the results of the experiment.

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 Plan your digital comic strip before you log on to chogger.com.

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1. What science experiment will your story be based on?

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2. Who is the intended audience of this comic strip ?

3. What is the intent/purpose of this comic strip?

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Let's experiment!

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I'm thinking what he's thinking.

speech bubbles

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5. Sketch your story. Remember to add shout balloons and/or thought bubbles .

Wow the results are amazing!

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 Follow the steps to build your comic strip online: Step 1: Go to chogger.com, click Build a comic now. Step 2: Choose your layout (e.g. will you have 3 or 6 panels and will they be all the same size?). Step 3: Click draw. Draw your characters and setting using the drawing tools. Step 4: Choose from speech, shout or thought balloons. You could add caption boxes too. 44

Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practices (ACAMAM060)

Maths ? Time Lapse Story

Activity

 Time lapse stories compress time, so they tell the story of a slow state of change, quickly. Time lapse videos are a form of digital storytelling.

Examples of time lapse stories can be found all over the internet. Find one that you like and describe it here. Don't forget to mention its intended audience and intent.

_ _______________________________________________________________

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or eBo st r e p ok _ _______________________________________________________________ u S

1. Look at the pictures below. Would they make a good time lapse story? Explain. Who would be interested in this topic?

_ _______________________________________________________________

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2. You are going to create a time lapse video which captures a friend completing an artwork. Download Lapse It for free (or something similar) to create your video. Set up your friend at the easel with paints or at the desk with pens and pencils and use the tools in the software package to compress time.

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o c . che e r o r st ssheet r ptoewrite Evaluate it! (Use the back of thisu down your answers to the questions below.)

zz What technology did you use to create your time lapse video? zz How did you show it to the class? zz Did your time lapse video work out the way you expected it to? zz What would you do differently next time? zz What other topics could you use to create a time lapse video? Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practices (ACAMAM060)

Maths ? Storyboard Generator

Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

 Storyboards are still images placed in sequence to tell a story. Today, digital storyboards are becoming a more popular way of telling a story. Did you know that you can create and publish your own digital storyboard by using an online storyboard generator? Look at the example of the storyboards below.

Storyboard 2

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Storyboard 1

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o c .  Follow the steps below create your own digital storyboard: ctoh e r e o r stsoftware of your choice.) s Step 1: Go to storyboardthat.com. (You cane use similar r up

Step 2: Click create a storyboard.

Step 3: Select your layout (how many panels you want) background/setting, characters, and text bubbles.

Step 4: Admire the final product!

Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practices (ACAMAM060)

Section 4: e p Su

oo k

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Layout or eB st r

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Maths ? Newspapers 1

Activity

 Despite online reporting becoming more popular, newspapers are still very much in business and one media form. There are lots of different parts to a newspaper and these parts have names.

Work in pairs to complete the glossary below by adding the missing definitions. This will help you to familiarise yourself with the different parts of a newspaper.

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anchorage or banner:

text/caption which explains photographs.

splash:

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headline:

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masthead:

the name of the newspaper.

text grabs or pull quotes:

a quote or part of the story which is enlarged and appears in difference typeface to draw attention to it.

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all caps:

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standfirst:

news angle/spin:

a short section of text between a headline and the text that . the body of the tefollows. It is often in a different sized type thano article. It gives a brief summary of the articlec that follows. . che e r o r st super

above the fold:

the top part of the newspaper.

initial caps or drop caps: by-line:

the name of the author usually placed above the article.

column: 48

Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story.

Maths ? Newspapers 2

Activity

 Match the newspaper terminology with the definitions to complete the glossary.

Terminology

Definition

body type or display type

text at the end of an article indicating where in the newspaper the reader can find related articles

stop press

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spill

or eBo st r e p ok u a picture/image/photograph S

a story which openly takes sides

human interest story

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graphic

tagline

the continuation of a story from one page to another

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advocacy journalism

a story which focuses on people’s lives

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spread

a breaking story that is worth stopping the print run for

pointer

contact information for an author of an article to enable readers to provide feedback

Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story.

Maths ? Newspapers 3

Activity

 Use the completed glossary on the previous pages to annotate the different parts of the front page of this newspaper and familiarise yourself with layout. Work in pairs.

The Climate Report

$1.60

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HEAT EXTREMES FLOODING RECORD BOOKS by Paul Peters

was 2013 that smashed the records with 28 days in the extremely hot category.

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Australia’s always known that it is a sunburnt country, long before those words were immortalised in Dorothea Mackellar’s poem, My Country. But even Mackellar’s vision of “the wide brown land” under the “pitiless blue skies,” has experienced a 0.9˚c average increase in temperature in the 100 years since the poem was published.

It is increasingly evident that the leading cause of recent warming, is greenhouse gas emissions produced by human economic activities and not by naturally occurring variations in School children feel the heat the climate. Predictions at Higher Range School. based on studies point to an Australia that is between 1˚c to 2.5˚c warmer in 2070 than it has been in recent decades. Higher emissions could result "Australia has been experiencing more in as much as a 6˚c rise in Mackellar’s warm weather and extreme heat and land of “flood and fire and famine.” fewer episodes of cool extremes."

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According to the State of the Climate Report 2014, published by CSIRO and the Bureau of Meteorology, Australia has been experiencing more warm weather and extreme heat and fewer episodes of cool extremes. This means that there have been more bushfires and a longer fire season throughout extensive regions of Australia.

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The fury of bushfires; heatwaves that fill hospital waiting rooms with victims; and nights as warm as days; are already an Australian reality. Rising sea levels will seriously affect our coast-hugging lifestyle. Is this going to be Australia’s climate future? As greenhouse gas concentrations continue to rise, only a large and continuous reduction in emissions across the globe will limit the extent of extreme weather.

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The report emphasises that since records began in 1910, seven out of ten of the hottest days have all occurred since 1998. But it 50

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An Australian bushfire burning out of control. SA.

To read about the birth of Nelly Numbat turn to P5.

Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story.

Maths ? Newspapers 4

Activity

 Use the completed glossary on the previous page to annotate the different parts of this section of a newspaper and familiarise yourself with layout. Work in pairs.

Cape Benning Times

$1.60

or eBo st r Pirate On The Loose e p o

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olice are hunting a man dressed as a pirate after he allegedly stole belongings from actors on the movie set Cutlass Jim in the town of Cape Benning yesterday.

had disappeared. Soon after, he was spotted emerging from a make-up van and immediately fled into surrounding bushland.

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Nancy Nose reports from the set of Cutlass Jim where robberies have occurred.

Police were called but despite being on the scene within minutes, were unable to locate the man.

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The man appears to have hired a Police interviewing a witness. costume from local He has been described costume hire shop Fancy Pants and as being in his early 30s and tall, with then proceeded to the movie set, a pale complexion and short, dark claiming to be an extra. On reaching hair. He was wearing a full pirate the set, the man was approached by outfit of bandanna, black pants, a security guard, who talked to him white shirt and red jacket, with a briefly but curiously didn’t ask for toy parrot on one shoulder and a identification. A few hours later, two cutlass attached to his belt. He was of the actors reported their wallets as also carrying a large cloth sack. missing and the security guard became suspicious of the unknown man who Story continued on Page 3.

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Get Smart and try NEW smarty ice-cream today.

Join The Gym

Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story.

Maths ? Publishing Desktop

Activity

 Can you create your own front page of a newspaper online? You will need to use appropriate software to apply the layout conventions of a newspaper. You might already have software downloaded on your computer or you might have to install some. Try: Word; Cloud Designer; Adobe InDesign; QuarkXPress; Printshop or MS Publisher. Before you begin, you must plan the layout below using a pencil and eraser.

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TIPS zz Use a ruler to section off your mock-up front page below. zz Think about how much room your splash will take up. zz Leave space for graphics, banners and a masthead. zz How many stories will you have on the front page? zz Will you indicate a spill? zz What news will you report?

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Curriculum Link: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) Elaboration: Experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story.

Section 5: Su

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Responsible or eBo st MediapPractice er o

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Maths Seeking?Permission 1 Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the pictures online in colour and in more detail.

 When creating media artworks, you may need permission to publish images that you have sourced from the internet - especially if lots of people are going to be looking at your creations!  Study the scenarios below.

or eBo t s r e You have found this photograph on p ok u the website Wikimedia Commons. You want to use it forS a school Scenario 1

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Picture 1

project on London. Can you use it?

_____________________________ How do you know?

_____________________________

Conditions of use: For personal use only. Not intended for commercial use. Please acknowledge the author and this site if reusing. Author: C.B Beard.

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Scenario 2

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Picture 2

You take this photograph while on holiday. You upload this photograph to the website flickr and tell other people that they are free to download and reuse this image. Is this your decision to make? Why/why not?

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__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)

Maths Seeking?Permission 2 Activity

Go to www.readyed.net/media-arts-year-3-4/ to view the picture online in more detail.

or eBo st r e p on a ok You come across this picture u website and would really like to use S it on your Dad’s business cards. You'd Scenario 1

also like to use it in a local newspaper advertisement promoting your Dad’s business. Can you use it? Why/why not? _____________________________ _____________________________

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Picture 1

© ReadyEdPu bl i cat i ons This photograph has been released into the Public Domain because it is _____________________________ •f orr evi ew pur p o s e s o n l y • over 100 years old. _____________________________

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Scenario 2

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_____________________________

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Your friend has made this robot out of items he has collected such as teacups and bottle tops. It moves and it talks. He wants to call it Dalek. Can he? Give reasons for your answer.

Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)

Maths ? Permission 3 Seeking

Activity

 It is the Year 3 Cross-Country event at school. You have been selected to be the photographer for the day after showcasing your great photography skills in your Media Arts classes.

Before you take photographs of the Year 3s and hand these photographs over to be published on the school intranet, you must gain permission from all Year 3 parents for their children to be photographed.

Draft a letter to be sent home asking for this permission. You might want to investigate examples first.

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Dear Parents,

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Curriculum Link: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060) Elaboration: Seeking permission to take photos of class members, to document a school excursion, for publication on the school intranet.

Answers and additional teaching notes of a fairy tale. Go through the typical structure of a fairy tale (contains a problem/resolves the problem, etc.) by drawing on some fairy tales that they already know. Students might use the space provided to plan and present their final pieces on A3 cardboard, or you might choose to enlarge this activity sheet. P13 Possible response: Picture 1: An archway is used as the frame. We are positioned to look at the sky and the building through the archway. The archway looks huge and bigger than the building it frames. Picture 2: The fencing is the frame. Our eye is directed towards the man. The frame seems to freeze the man in time.

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P8 Students should start to understand that selfies are a means of representation. This representation might be ‘set up’ or ‘staged’. P9 Students should be reminded how to use digital technology carefully and responsibly. If they are using the class camera, they should be told how to hold it, how to share it and where to return it. Students might note that good selfies are in sharp focus; might be taken using a mirror; need to capture the person unobstructed.

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P7 Possible response: Picture 1: she is using an apple iphone to take the selfie which tells us she is living in the modern era rather than the past; her clothes are modern too; she is young (possibly about 16-17 years of age); she looks happy. Picture 2: the black and white photograph, clothing and the camera she is using, all tells us that she lived in the past – a long time ago; we can draw the assumption that she belongs to a family and that family is important to her because of the photographs in the background on the shelves; she looks serious; she looks older than the girl in Picture 1 – maybe in her 30s.

P14 Possible response: Picture 1: Naturally formed rocks are used as the frame. Our attention is drawn towards the boy. The boy looks tiny in comparison to the rock which frames him. Picture 2: The interlocking wired fence is used as a frame. Our attention is drawn towards the three figures in the centre of the frame. The frame freezes the boys in time. Picture 3: Concrete/brick walls are the frame. We focus on the ground floor of the building which seems further away than it probably is.

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P10 You might point out that facial expression, costume and props are all symbolic codes that students can look out for in media artworks to help them make meaning. Students will note that the problem is that the girl cannot decide what to wear. When she finally decides, the problem is resolved and off she goes to the party! Students will understand that the purpose of some media artworks is to tell a story and that these stories can be told without text or sound.

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P15 Allow students, if possible, to move around the classroom and the school grounds to select or set up shots. Tell students you will also be assessing them on the quality of their images taken.

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P11 This activity is an opportunity for the students to develop their group working skills. Consider the quality of the images as well as the order when assessing their work. Recap before the students begin, the beginning, middle and end

P16 Possible response: Picture 1: Low angle shot; the camera is placed at the bottom of the tree; the top of the tree looks far away and larger than it probably is. Picture 2: High angle shot; the camera is placed above the tennis server. The ball and the server’s hand look large and the distance to the ground looks further away than it probably is. 57

P17 Possible response: Picture 1: High angle shot if the student thinks that the escalator is taken from the top and the steps are moving in a downwards direction (it could be interpreted as the other way around). The distance from top to bottom is increased. Picture 2: Low angle shot; the camera is placed at the bottom of the window pane. The window pane looks longer than it actually is.

P26 Font that looks like handwriting can create a personal touch/feel; font which uses Chinese characters or other cultural symbols would link an image to a particular place. Students might experiment with coloured font and different size fonts.

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P19 Allow students, if possible, to move around the classroom and the school grounds to select or set up shots. Tell students you will also be assessing them on the quality of their images. P20 Students might note that if the photographer had taken Picture 1 without increasing the shutter speed then the water might appear blurry; would not be in such sharp focus, etc.

P27 horses galloping = clapsticks played in a rhythm walking through mud = twisting fist inside a watermelon rain = salt falling on tinfoil bicycle = spinning the tyre of a bike positioned upside down fire crackling = rustling a bag of potato chips together with sticks snapping bat flapping wings = opening and closing of an umbrella footsteps = shoes tapping on a table moving airplane or motorbike = altering the speeds of an electric fan magic = wind chimes wind howling = blowing down a panpipe or narrow glass

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P18 Allow students, if possible, to move around the classroom and the school grounds to select or set up shots. Tell students you will also be assessing them on the quality of their images.

P24 Possible response: Picture 2: The light at the end of the tunnel creates a sense of space at the other side; we focus on exiting the tunnel.

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P21 You could show the students a range of different visual images on the smartboard to consolidate their understanding of shot types. Possible response: Picture 2: A mid to long shot; it includes a large proportion of the background; when uncropped the astronaut seems to be in a dangerous situation and the audience appreciates how risky and difficult his/her job is. A cropped image (depending where cropped) might focus on the astronaut’s special clothing and what he/she needs to do to carry out duties.

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P28 Lindsay to complete answer here

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P23 Possible response: Picture 2: The depth of the stage is shortened by the dark background; the figures are brighter which makes us focus on them and their brilliant pose.

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P29 1. Diegetic sound = sound which is coming from things/people we can see in the scene. Examples = voices of characters; sounds made by objects we can see; music coming from instruments shown in the scene. Non-diegetic sound = sounds which are not implied in the scene. Examples: mood music; voice-over; sound effects for dramatic effect only. It would be a really good idea to show some scenes from movies to help students with their definitions and process this concept. 2. A sound leveler is a device (usually a downloadable app) which makes sounds more equal in volume.

3. Voice-overs are most likely to benefit from being put through sound-levelers. P31 Ask students what they know already about the software package Windows MovieMaker. Brainstorm input on the board. Do they know any similar apps?

P43 Possible responses: People interested in science/experiments – possibly children as the character in the comic strip is quite young and so young audiences might relate to her. The purpose is to inform the audience how a solid can be transformed into a liquid and back again. This might be placed in a children’s science magazine.

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P33 & P34 Students can choose different places of interest or all students might take the same place. Students might have explored some places already in HASS. This is a good opportunity to talk about laws relating to using and publishing images. There is more on this in the final section of the book.

P44 Hold a class discussion/brainstorm to draw from them what science experiments they have been involved in this school year that they remember. Students can choose the same experiment or different ones.

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P32 Students might note that the intended audience might be for people interested in history/the past/Australian history. The language might indicate a younger audience as do the short sentences and lack of detail. The main purpose is to inform and possible engage through rhetorical questions and sound effects. The order of the stills tell a story.

P42 Students could do this in groups. They could take the photo after a walk around the school grounds or for homework.

P45 Possible answer: 1. The pictures would make a good time lapse story because they show a process which in real life happens over a long period of time and so is perfect to compress using time lapse software. People interested in biology/how things are grown/gardens/plants. 2. If students do not have the software to create a time lapse video, they can plan one.

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P35 Depending on available technology, you could look at book trailers online together as a class and analyse one of them together. Students should begin to familiarize themselves with the general structure, content, layout, etc.

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P36 Students might need teacher support here or like to complete this in small groups.

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P48 You could ask students to bring in newspapers from home for this exercise. headline: word or short phrase at the top of any story in large bold type. Usually cleverly sums up the story or grabs the reader’s attention splash: the story on the front page ad: advertisement all caps: text in all capital letters news angle/spin: the aspect of the story the reporter chooses to highlight to hook the reader initial caps or drop caps: First letter of a word is capitalised by-line: writers name printed at the beginning or end of article column: regular feature written by the same person each week; block of text running vertically down the page separated by margins

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P40 Younger children might be more visual learners and so may like the digital version of the Dreaming story. Divided opinions might create a lively debate.

P41 Possible response: People who like nature/science/animals; possibly younger children as text is short and simple and engages through a rhetorical question. The intent is to inform but to engage with questions directed at the audience.

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P50 Students should identify: masthead; all caps; byline; splash; column; anchorage/banner; pull quote; graphics; pointer.

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P49 body type or display type = the text in the main part of the article spill = the continuation of a story from one page to another stop press = a breaking story that is worth stopping the press for advocacy journalism = a story which openly takes sides human interest story = a story which focuses on people’s lives graphic = a picture/image/graphic tagline = contact information for an author of an article to enable readers to provide feedback spread = two facing pages with one article on pointer = text at the end of an article indicating where in the newspaper the reader can find other articles

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P54 The student can use the photograph because using it for a school project is personal not commercial use. You can discuss the difference here and give some examples. The student must acknowledge the author (C.B.Beard) under their work.

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P51 Students should identify: masthead; headline; byline; drop caps; graphic; anchorage/banner; above the fold; columns; spill; advertisements; slash

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