Course Overview

Media Studies, Grade 11, Open, EMS3O

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, English, 2000

Course Description

This course emphasizes knowledge and skills that enable students to understand media communication in the twenty-first century and to use media effectively and responsibly. Through analysing the forms and messages of a variety of media works and audience responses to them, and through creating their own media works, students develop critical thinking skills, aesthetic and ethical judgement, and skills in viewing, representing, listening, speaking, reading, and writing.

Course Notes

Students in this Open course have achieved success in Grade 10 Applied or Academic or Locally Developed English courses. This course provides opportunities for students to acquire knowledge, and both practical and critical thinking skills to serve them for the rest of their lives. The units and activities outlined in this profile have been designed to bring success to students who themselves bring a range of prior knowledge, skills, and interests to the course. When planning this course, the teacher should inquire into the facilities available.

This course builds on the media studies strands of both the Applied and Academic Grade 10 English courses. It provides students with a more focused inquiry into media practices and encourages a broader range of activities that involve media studies and media production. This course provides all students with the skills and knowledge to analyse media, raise media awareness and to prepare for a life which is inundated with media in its various forms. Emphasis is on the students’ responses to media works and on the development of students’ specific media literacy skills. Further emphasis is placed on identifying audience and its response to media, as well as making aesthetic and ethical judgments on media. Students create and critique media productions while focusing on the skills of viewing, representing, listening, speaking, reading and writing.

Nature of the Course

· This course invites, but does not require, an approach to media studies involving learning activities that require video and audio recorders and video editing equipment. Teachers are encouraged to make equipment available to all students where possible and when appropriate.

· Reading and writing are important components of this course, so all students will be given opportunities to further develop their individual literacy skills.

· Times used for the unit are approximations.

· Media content and media forms change and evolve rapidly. Consequently, the teacher must foster a flexible approach, allowing for current media issues and subjects to become resources for daily teaching and learning activities.

· This course could be offered as part of a package with courses such as Media Arts and/or Communication Technology which address different, but complementary, perspectives on media issues. It could also be linked to cooperative education credits.

Planning for Student Learning Opportunities

· This course values students’ responses to contemporary media issues and practices.

· All students should be encouraged to develop their own media knowledge and to share their media skills and abilities with other students and with the teacher.

· A persistent focus for the course should be the improvement of students’ specific media literacy skills to foster a lifelong awareness of the influence and pervasiveness of media in their lives.

· Consideration must be given to the facilities used for the delivery of this course. Availability of audio-visual equipment, computers and the logistics of the classroom must be considered for the variety of learning activities.

· The continuing expansion of careers in media warrants activities like field trips to media destinations (television studio, radio station or newspaper office) or invitations to guest speakers who work in media.

Units: Titles and Time

* Unit 1	Your Generation	22 hours
Unit 2	Media Issues	23 hours
Unit 3	Know Your Rights!	20 hours
Unit 4	Media Consumption	23 hours
Unit 5	Raise the Hype!	22 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Your Generation

Time: 22 hours

Unit Description

As part of the introduction to the course, students complete a diagnostic activity that allows the teacher to assess the level of media awareness and knowledge individuals bring to this course from personal experience and exposure to media components in earlier grades. Teachers establish that students have the necessary language and familiarity with basic media literacy and popular culture to view media representations of themselves and critique them. Students begin to keep a Media Log and Journal to track their consumption of media and their deepening understanding of the ways in which media impacts on their lives. Students analyse print and video works to understand how they are being depicted as a group. They are challenged to decode the messages, both explicit and implicit, that media gives them about themselves. Opportunities for whole class, small group, and individual learning are provided, so that by the end of the unit, the students are prepared to create a teen magazine that accurately depicts their generation.

Strand(s) & Learning Expectations

Strands(s): Media Text, Media Audiences, Media Production

Overall Expectations: MTV.01, MTV.02, MAV.01, MAV.02, MPV.01

Unit Overview Chart

Cluster	Expectations	Assessment	Focus and Suggested Activities
1.1 Media and the Masses (90 minutes)	MTV.01, MT1.01, MT103, MT1.04, MT1.06, MAV.02, MA1.03	K/U, T/I, A	- Introduce key terminology through review of a variety of magazines and newspapers and identification of characteristics of media forms. Students analyse media using a diagnostic chart to assess knowledge of form, audience, aesthetic qualities, meaning and message - Use of rotational sites to explore media
1.2 Popular Products (70 minutes)	MAV.02, MA2.01, MA2.02, MA2.03	T/I, C	- Develop a list of popular culture products and a definition of popular culture, through small group discussion, and class consensus - Make a list of Canadian popular culture products relevant to teens - Groups create a list of What’s In and What’s Out and defend the choices to the class - Paragraph analysis
1.3 Is that you on TV? It sure isn’t me! (120 minutes)	MTV.02, MT1.03, MT2.01, MT2.02, MT2.04, MT2.05, MA1.01, MA1.02	T/I, C, A	- Chart how teens see themselves; look at clothing, style, language - View and discuss a TV show that focuses on teens - Complete chart addressing clothing, style, language - Rework a scene from a teen interest show; how would it look in a teen’s life
1.4 Sporting Ads: Who’s in the audience? (120 minutes)	MTV.01, MTV.02, MT1.02, MT1.03, MT1.04, MT1.06, MAV.01, MAV.02, MA1.01, MA1.02, MA2.04	K/U, T/I, C	- Discuss audience and target audience - View TV commercials and identify target audience - Watch sporting good advertisements - Discuss demographics of ads through the use of top 100 charts - Discuss key words in advertisements - Students create a commercial
1.5 You want something different? (80 minutes)	MTV.01, MTV.02, MT1.01, MT1.04, MT1.06, MAV.01, MA1.01, MA1.02	A	- Analyse media alternatives - Introduce the idea of alternative attitudes to cultural norms - Create a triptych (a three-sided display)
1.6 Promote This! (120 minutes)	MTV.01, MTV.02, MT1.02, MT1.03, MT1.04, MT1.05, MAV.01, MA1.02	A	- Compare two versions of the same movie poster for marketing techniques - View movie promos - Examine and practise marketing techniques - Construct a promo using an editing machine
1.7 Not with them! Cliques in the media (120 minutes)	MTV.01, MTV.02, MT1.03, MAV.02, MA1.01	A, C, T/I, K/U	- Discuss cliques - Deconstruct films - Read articles about cliques - Prepare an oral editorial
1.8 Pop Music and Video (120 minutes)	MTV.01, MTV.02, MT1.01, MT1.02, MT1.03, MT1.04, MT1.05, MT2.01, MT2.02, MT2.04, MAV.02, MA1.01, MP2.01	A, C, T/I, K/U	- View a selection of videos that focus on teens - Discuss how teens are represented. What do they value? - Create a storyboard for a music video How do teens want to be represented? - Go backwards from this point - Have VJ/DJ visit, if possible - Students prepare questions for the visit
1.9 The power of body language (120 minutes)	MTV.01, MT1.01, MT1.02, MT1.03, MT2.01, MT2.02, MT2.03, MT2.04, MT2.05	T/I, C, K/U	- Discuss how teen magazines depict gender issues - Identify frequently used camera angles - Discuss the effect of these angles - Collect a series of visuals from magazines and identify the angles used and their effect on teens - Identify audience and audience characteristics
1.10 Know The Facts (300 minutes)	MPV.01, MP1.01, MP1.02, MP1.03, MP1.04	A, C, T/I, K/U	- Create a presentation that deconstructs a teen media form

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: Media Issues

Time: 23 hours

Unit Description

This unit looks at media issues by exploring four areas in which media has a powerful influence. The first section deals with stereotypes and how they are presented in the media. The second section looks at the issue of violence in the media. The unit also discusses and analyses the role of private and public media, and the global influence of North American media. Students see that there are other approaches to these issues besides the ones that are presented in the mainstream media.

Strand(s) & Learning Expectations

Strand(s): Media Texts, Media Audiences, Media Production

Overall Expectations: MTV.01, MTV.02, MAV.01, MAV.02, MPV.01, MPV.02.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus and Suggested Activities
2.1 Stereotypes (300 minutes)	MT2.01, MT1.01, MT1.02, MT1.04, MA1.01, MA1.02, MP1.01,	K/I, C	- Discuss the term stereotype - View a sitcom and make a list of stereotypes represented - Pairs present information to class
2.2 Violence (300 minutes)	MT2.02, MT1.02, MT1.04, MA1.02, MP1.02	K/U, T/I, C	- Discuss violent vs. peaceful resolution in media - Examine the issue of censorship vs. educated choice-making with respect to violence in film - Discuss popular wrestling gimmicks/ controversy - Examine video games for their violent content - Re-create an action film’s violent end to use peaceful resolution
2.3 Public vs. Private Media (300 minutes)	MT2.05, MT1.05, MT1.06, MA1.03, MA2.01, MP2.04	T/I	- Examine articles on media ownership - Compare public and private media - Invite guest speaker from industry - Create a hypothetical interview with individual from media industry after researching employment options
2.4 Campaign for this! (180 minutes)	MA2.03, MA2.04, MT1.05, MT2.03, MA1.03, MA2.01, MP2.04	K/U, C	- Identify current media campaigns - Divide class into six groups each looking at one side of the campaign being addressed - Have full class discussion of issue after presentations
2.5 Our Choice! (300 minutes)	MTV.01, MTV.02, MP1.04, MP2.02	T/I, C, A, K/U	- Group compiles TV ads or websites in the form of a portfolio to examine how an issue is represented in a selected media form - Presentation includes a guided deconstruction of media pertaining to their topic

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 3: Know Your Rights!

Time: 20 hours

Unit Description

Using a focus on human rights, and issues related to women and children, students gain an understanding of the power of media in our lives. Through example and discussion students are introduced to alternative media forms and the different ways media can present the same issue. These examples and discussions enable students to demonstrate their understanding of media forms, production, target audience, influence and purpose.

Strand(s) & Learning Expectations

Strand(s): Media Texts, Media Audiences and Media Production

Overall Expectations: MTV.01, MTV.02, MAV.02, MPV.01.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus and Suggested Activities
3.1 We have rights? (180 minutes)	MT1.03, MT1.04, MT1.05, MT1.06, MT2.05, MT1.01, MTV.01, MTV.02	K/U, T/I, C, A	- Develop understanding of term ‘rights’ through brainstorming and think/pair/share - Produce comparison chart to determine a definition of rights by analyzing two media forms - Deconstruct an article or speech given to illustrate the importance of rights - Discuss in small groups or whole class: Whose rights are often violated? - Create their own definition of rights in a billboard
3.2 Know Your Rights! (180 minutes)	MT1.06, MT2.01, MT2.02, MT2.03	K/U, C, T/I, A	- Present selected music dealing with human rights to the whole class - Focus on one song - Deconstruction of songs in a chart - Discussion of the social implication of song - Produce a comparison between one song and a media text in chart form, examining form, example, audience, social impact, representation
3.3 Balance Power (180 minutes)	MT1.06, MA2.04	K/U, A, C,	- Present an issue relating to women’s rights to whole class - Create a comparison chart analyzing the language of two articles on the same issue - Identify the frequency of gendered pronouns - What is the effect? - Student-led investigation of similar issue using the process outlined in class example - Students examine on-line teen zines dealing specifically with girls or boys - Discuss how these differ from mainstream print magazines
3.4 Save our children (180 minutes)	MT2.02, MT2.01, MT2.03, MT2.04	T/I, A, C,	- Examine print articles or news clips dealing with the marginalization of children - Examine on-line articles about the marginalization of children - Compare and contrast the media surrounding children’s issues and media dealing with ‘mainstream’ issues of daily interest and their effects on the audience - Present a brief radio documentary of one issue examining the marginalization of children
3.5 The right to know! (180 minutes)	MT1.01, MTV.01, MAV.01, MA1.02	K/U, A,	- Examine current issues pertaining to human rights in a round robin format. - Present proposal formats and outline - Instructions for review - Create undivided proposals followed by peer editing and a final draft
3.6 Right Now! (300 minutes)	MP1.02, MP1.03, MP1.04, MP1.01, MP2.03	K/I, C, A, T/I	- Context: Students have been asked by Amnesty International to prepare a media form to address an issue relating to human rights

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 4: Media and the Consumer

Time: 23 hours

Unit Description

In this unit students gain an understanding of the connections between the media and the consumer. Students examine the relationship between media and consumer behaviour, codes of advertising, techniques used and relevant audience. Students deconstruct advertisements, commercials and public service announcements to reveal their explicit and implicit messages. The culminating activity involves an oral presentation and the creation of a media product focused on selling.

Strand(s) & Learning Expectations

Strand(s): Media Texts, Media Audiences, Media Production

Overall Expectations: MTV.01, MTV.02, MAV.01, MAV.02, MPV.01, MPV.02.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus and Suggested Activities
4.1 I’m a what? CONSUMER? (300 minutes)	MT1.04, MT1.01, MTV.01, MA1.02, MT2.01, MT1.03, MT2.04, MA2.02, MP1.02, MP1.03, MP2.03, MT2.02, MP1.02	K/U, T/I, A	- Diagnostic think/pair/share task in which students respond to questions about consumers and consumerism, what makes people buy, explicit and implicit meaning - View TV commercials and analyse one commercial in chart format while focusing on technique, form, style, language and audience - Identify the audience the commercial is aimed at and then change it to address another audience
4.2 The Laws of ads (300 minutes)	MT2.02, MP2.02, MPV.01	T/I, C, A	- Discuss the Code of Advertising Standards and the Conventions of Print Ads - Examine application of codes and standards to different media viewed using chart - Construct print ad accompanied by paragraph discussing codes and standards followed
4.3 Beauty in the 21st Century (300 minutes)	MTV.02, MT2.02, MT2.05	T/I, K/U	- Discuss teen idols’ best and worst features - Students analyse selected print ads - Teacher leads discussion of typical ad tricks, stereotypes, poses and practices - Teacher leads examination and reflection of relevant website (e.g., www.about-face.org) and the implicit and explicit meanings - Compile ads that use beauty and sex to sell products to teens in collage form
4.4 A parody of life! (240 minutes)	MTV.01, MTV.02 MPV.01, MP1.01, MP1.02, MP1.03	K/U, T/I, A, C	- Produce comparison between Public service announcement and common TV advertisements - Analyse spoof ads - Create spoof ad - Visit ad agency (via Internet, chat room or in reality)
4.5 Buy this! (240 minutes)	MP1.02, MP1.01, MPV.01	K/U, T/I, A, C	- Pairs select a product (running shoes, cereal, watch) to advertise in one media form, whether TV, radio, web or print and submit with guided response addressing codes, audience, explicit, implicit meaning

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 5: Raise the Hype – Issues in our community, A Multimedia Campaign

Time: 22 hours

Unit Description

This culminating unit draws together the skills of research, analysis, selection of appropriate media, creation of media and various writing forms from each of the preceding units and provides an opportunity for the students to demonstrate their personal understanding of a media issue. The final product can take the form of a multimedia campaign about one issue that was either covered in the course or which they identify as being of strong interest to them. Students can choose an audience for their campaign and they must use a variety of media forms in their campaign. The assessment of this unit should form a substantial portion of the final evaluation for the course.

Strand(s) & Learning Expectations

Strand(s): Media Texts, Media Audiences, Media Production

Overall Expectations: MTV.01, MTV.02, MPV.01, MAV.01.

Context: For education week at your school, you have decided to run a public awareness campaign about an issue that you feel strongly about in the media. You must design and run a multimedia campaign to raise awareness in your school.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus and Suggested Activities
5.1 Listen up! (120 minutes)	MT1.01, MTV.01, MAV.01, MAI.02	K/U, A, T/I, C	- Choice of issue (e.g., women as portrayed in media, children and poverty, violence in video games or film, sex in TV and advertising) - Prepare proposal according to teacher specific criteria (background, purpose, methodology, intended outcomes). - How media forms communicated ideas and how audience will be included - Present proposal orally and written document to be kept on file by the teacher
5.2 Just the facts! (180 minutes)	MP2.01, MT2.01, MT2.03	T/I, K/U	- Investigate facts pertaining to issue - Demonstrate knowledge of copyright laws - Complete research chart with type of source, citation and facts
5.3 Analyse this (180 minutes)	MT1.02, MT1.03, MT1.04, MT2.01, MT2.02, MT2.03, MT2.05	T/I, K/U, C, A	- Select appropriate media examples related to student’s issue - Produce a comparison of examples - Decide in small groups the acceptability of this form of media as an example to be used in student’s presentation
5.4 Give me the scoop (120 minutes)	MA1.01, MAV.01, MAV.02	T/I, K/U, C, A	- Create a five-question survey to be administered with accompanying media example to peers from Activity 5.3 - Compile survey results into graph along with personal reflection of impact on their own campaign
5.5 Plan of attack (60 minutes)	MP2.03, MPV.02	C, A	- Complete detailed project update including resources, time lines, production needs, success and problems to date
5.6 I’m Creating! (300 minutes)	MP1.05, MP1.04, MP1.02, MP1.01, MPV.01	T/I, K/U, C, A	- Produce multimedia campaign
5.7 Check this out! (300 minutes)	MTV.01, MPV.01, MPV.02, MP1.01, MP1.02, MP1.03, MP1.04 MP1.05	T/I, K/U, C, A	- Present campaign to target audience - Students are evaluated on their media product which includes an oral presentation addressing target audience, and their product
5.8 Think about it! (60 minutes)	MTI.04, MTV.02, MTV.01, MT1.03, MT1.02, MA1.01, MA1.03	T/I, K/U, C, A	- Analyse student’s own campaign to be e-mailed to teacher with reference to successes and failures of the campaign

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Teaching/Learning Strategies

The teaching strategies used in this profile are designed to give students opportunities to be actively engaged in their own learning and to relate the skills they develop to their life beyond the classroom, both present and future. This course is intended to build on students’ own interests and prior knowledge, to make them active, inquiring consumers. It is critical that the teacher provide a wide variety of rich activities that encompass many media and are accessible to students with diverse backgrounds and learning styles. The teacher is encouraged to facilitate learning by having students involved in a variety of whole class, small group, and individual activities.

Whole Class Activities

The teacher can use whole class activities to introduce concepts and skills, as well as to consolidate the learning that occurs during small group and individual activities. These activities include: class discussion, brainstorming, teacher demonstration (research skills), cooperative learning, video presentations, technological aids, Socratic lessons, guest speakers, diagnostic review activities, and audio presentations.

Small Group Activities

The teacher provides opportunities for small group learning to facilitate active and oral learning. It is the responsibility of the teacher to monitor group progress and to assist by answering, and posing questions that develop students’ understanding. The group activities include: paired or small group research activities, paired or small group computer investigations, comparison and assessment of presentations, practical extension and application of knowledge, small group discussion, brainstorming, oral presentations, and research.

Individual Activities

The teacher provides individual assignments that enable students to consolidate and extend the learning that takes place in whole class and small group activities: Unit 1 culminating activity – deconstruction project; analysis and reflection; research; written assignments (reports, critiques, supported opinion writing, logs); ongoing project work; technological creations (webpages, video essays); oral presentations; practical extension and application of knowledge; self reflection; and assessment.

There is a culminating activity in each unit of the course that engages students in the creation of media to strengthen their understanding of its various forms and functions. The culminating activity for the whole course is a multimedia presentation. This allows students the opportunity to utilize their knowledge of media forms and express themselves individually through their chosen mediums.

Strategies that are used within the whole class, small group, and individual activities incorporate a variety of approaches to develop media literacy skills:

· Using written material with immediate and lasting value and relevance to students

· Reading analytically and critically for information

· Understanding and using appropriate language with respect to type of media and audience

· Using diagrams, charts, graphic organizers for communication

· Using newspapers, radio, television, film, Internet, to locate current information and issues

· Relating information to their personal situations and interests

· Having students understand key concepts of multimedia and apply these to enhance presentations

Units in this profile make reference to the use of specific texts, magazines, films and videos in Teaching/Learning Strategies. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their Board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.) Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Assessment & Evaluation of Student Achievement

Assessment is a systematic process of collecting information or evidence about student learning; evaluation is the judgement teachers make about the assessments of student learning based on established criteria. The teacher is responsible for developing a plan for how assessment and evaluation will be carried out during the course. The following should be taken into consideration as the teacher develops such a plan.

Since students bring a wide range of skills and experiences to this course, opportunities to determine students’ needs and strengths are important. Some form of prior learning assessment can be built into new topics. An initial diagnostic assessment is necessary in this course to determine the students’ knowledge about media. These diagnostic assessments, however, can be done informally through teacher observation and questioning.

· The learning expectations from the policy document, The Ontario Curriculum, Grades 11 and 12: English, 2000, are central to all aspects of this Course Profile. The learning contexts, content, and assessment are interconnected and linked to the expectations. Emphasis is placed on assessment tasks that:

· are linked to the learning tasks;

· are developed from clusters of expectations;

· provide opportunities for demonstration of achievement at all levels and in all categories of the Achievement Chart.

· The Achievement Chart for English is the basis for reporting on student progress, as outlined in The Ontario Curriculum Grades 9-12: Program Planning and Assessment, 2000. The assessment data accumulated throughout the course must be sufficient (in variety and frequency) to permit teachers to evaluate the consistent level of performance for each student in each of the categories in the Achievement Chart for English in The Ontario Curriculum, Grades 11 and 12: English 2000.

· Consistent with the Program Planning and Assessment, the activities in this profile present assessment and evaluation strategies which:

· Are varied in nature, providing the students with opportunities and choices to demonstrate their achievement of the expectations based on their strengths, recognizing that the achievement of the same expectation could be expressed in different ways by different students;

· Are connected to the learning activities by making assessment an ongoing part of the learning process and increasing the opportunities for students to demonstrate success;

· Accommodate needs of all students through providing opportunities for written, oral and video-taped activities and including student choice and alternatives as appropriate;

· Provide opportunities for self and peer assessment, with the use of checklists and rubrics that students can use prior to summative evaluation by the teacher;

· Are clearly articulated for students by making students aware, in advance, of the process by which they will be assessed and evaluated, promoting student success in achievement of expectations;

· Provide opportunities for practise and formative feedback from the teacher, with an emphasis on the teacher choosing which assessments will be used formatively and which will be used for summative purposes;

· Are linked to the Achievement Chart as indicated in the summary chart for each activity;

· Enable the teacher to make professional judgements as to the choice of assessment data for use in evaluation of student achievement of the expectations.

The assessment tasks provide a range of written, oral and performance activities including:

· Journals	· Surveys
· Multimedia presentations	· Written answers
· Oral reports and editorials	· Quiz
· Poster or visual representation	· Test
· Essay responses	· Point form summary
· Research papers	· Worksheet
· Debates	· Radio dramas
· Collage	· Charts
· Video essays	· Sales presentations
· Panel discussions	· Creating advertisements
· Written proposals

These assessment tasks are integrated with the learning strategies for each activity. It is up to the teacher to decide whether and how to use the task as part of the assessment and evaluation plan for the course. It is not necessary, nor necessarily feasible, to have each of these done as an assessment task. However, if used as an assessment task, the activity summary chart provides a suggestion for an appropriate tool to use. It is also important for the teacher to encourage each student to experiment with a variety of media forms and to log the forms that the student uses. This could also be used as an assessment tool for a portfolio. The teacher should use a variety of formative assessment tools throughout the activities and use summative tools when evaluating the culminating activities.

The assessment tools include:

· Anecdotal	· Marking Scheme
· Checklist	· Rubric
· Rating Scale

The Course Profile has a final culminating task unit, which ties the entire course together. A culminating activity is a summative evaluation, which provides an opportunity for students to perform, create, or demonstrate some significant skills and knowledge. Culminating activities have a real world context, involve higher-level knowledge and skills than could be achieved through an isolated application and clear criteria and levels for judging the quality of performance. Task-specific rubrics are the most effective way to assess culminating activities.

Accommodations

Teachers using this Course Profile are required to accommodate the unique learning styles of individual students by using the exceptional student’s Individual Education Plan (IEP). The following is a list of possible accommodations for the students:

· special consideration for concerns about addressing an audience; choice of audience and audience size;

· pairing with another student;

· providing supplementary texts to accommodate different reading levels;

· providing alternative activities that suit strengths in learning styles;

· providing audio/Braille version of print resources;

· allowing for extra time and alternative location(s) for successful completion of tasks;

· ensuring a clear set of classroom rules, regulations, and expectations are established and reinforced through the semester;

· monitoring of students’ understanding of texts and/or instructions

· using Educational Assistants, when available;

· providing access to a computer;

· accommodating for students whose first language is not English;

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Specific resources are also listed in the unit.

Adams, Bell & Griffin. Teaching for Diversity and Social Justice: A Sourcebook. Routledge, 1997.
ISBN 0415910579

Anderson, D. Teaching and Learning Styles: 4MAT: A Unit of Study of Advanced Level English. Toronto: OSSTF.

Anderson, Neil. Media Works. Toronto: Oxford University Press, 1989. ISBN 0-19-540730-X

Crane, Mary, Barbara Fullerton, and Amanda Joseph. SightLines 10. Canada: Prentice Hall, Toronto, 2000. ISBN 0-13-082171-3

Dawe, Robert, Barry Duncan, and Wendy Mathieu. ResourceLines 9/10. Scarborough, Ontario: Prentice Hall Ginn Canada, 1999. ISBN 0-13-012922-4

Duncan, Barry, Janine D’Ippolito, Cam Macpherson, and Carolyn Wilson. Mass Media and Popular Culture. Harcourt Brace and Company Canada, 1998. ISBN 0-7747-0170-6

Jones, Gerald. Honey I’m Home. St. Martin’s Press. 1993. ISBN 0312088108

Kawartha Pine Ridge DSB, A Resource for Assessment, Evaluation and Reporting 1999 (distributed as part of the Phase III SIT binder in September 1999)

Klein, Naomi. No Logo. Harper Collins. Vintage Canada, 2000. ISBN 0676972829

Kowinsky, William. The Malling of America. Galde Press, 1988. ISBN 1880090589

Lasn, Kalle. Culture Jam. Harper Collins, 1999. ISBN 0-0688-17805-7

Ministry of Education. The Ontario Curriculum, Grades 9 and 10: English. Toronto, Ontario, Canada: Queen’s Printer for Ontario, 1999. ISBN 0-7778-8336-8

Mitchell, Scott and Darren Wershler-Henry. Internet Directory 2000: A Canadian Guide. Scarborough, Ontario, Canada: Prentice-Hall Canada Inc., 1999. ISBN 0-13-016419-4

Moore, Michael. Downsize This. Crown, 1996. ISBN 0-06-097733-7

Oxford English Dictionary.

Postman, Neil. Amusing Ourselves to Death. Penguin Books of Canada, 1986. ISBN 0140094385

Pungente, John. More Than Meets the Eye. McClelland & Stewart Inc, 1999. ISBN 0771071000

Internet

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

The Media Awareness Network (MNet) - www.reseau-medias.ca

The Jesuit Communication Project - www.interact.uoregon.edu

Adbusters Magazine - www.adbusters.org

Canadian Advertising Standards - www.canad.com

About Face - http://www.about-face.org/gallery/newten/two.html

Ask Me - www.askme.com

http:://gomrshowbiz.com

www.TVratings.com

http://interact.uoregon.edu/MediaLit/

Articles

http://www.ravenwerks.com/leadership/tribal.htm

http://www.time.comt/time/magazine/articles/0,3266,23521,00.html

http://www.time.comt/time/magazine/articles/0,3266,23521-2,00.html

http://www.newswise.com/articles/1999/4/TEEN.UDE.html

http://washingtonpost.com/wp-srv/national/daily/april99/nihilism23.htm

Video

Anderson, Neil and John Pungente. Scanning TV: Videos for media literacy in class. Harcourt, Brace, 1997. (Teacher guide available). “Local Heroes.”

TV Nation. Video Series (Volumes one 1994 and two 1995) directed by Michael Moore.

The Awful Truth. Video series (Volumes one 1999 and two 2000) directed by Michael Moore.

Film

Sen, Mittra. Just a Little Red Dot (film). 36 minutes. International Telefilm (905)629-3133

Gunnarson, Sterla. Such A Long Journey (film). Columbia Tristar, 1998. 113 min. 043396048690

Hughes, John. Ferris Bueller’s Day Off (film). Paramount Picture, 1986. 98 min. 097360189032

Deutch, Howard. Pretty in Pink (film). Paramount Picture, 1986. 96 min. 097360185836

Frears, Stephen. High Fidelity (film). Touchstone Pictures, 2000. 113 min 786936147612

Moyle, Allan. Pump Up the Volume (film). New Line Cinema, 1990. 105 min 794043409738

Lehmann, Michael. Heathers (film). Cinemarque, 1989 102 min 092091910139

Sletzer, David. Lucas (film). 20th Century Fox Home Entertainment, 1986. 086162149535

Undercurrents. CBC series

Magazines

Flare, Chatelaine, Canadian Geographic, New Horizons, The New Internationalist, Ms.

Newspapers

The Globe and Mail, The Toronto Star, The National Post and any local newspapers

OSS Considerations

By focusing one activity of every unit on examining media careers, this course provides opportunities for connections with activities related to the Choices Into Action document. The use of a variety of technological applications is also highlighted throughout, and encouraged where available. Opportunities for violence prevention education are provided in many activities because of the nature of the issues being addressed.

Coded Expectations, Media Studies, Grade 11, Open, EMS3O

Media Texts

Overall Expectations

MTV.01 · analyse, interpret, and assess the techniques, forms, style, and language of media works to describe and explain how different media communicate meaning;

MTV.02 · analyse media representations to describe their content, identify bias, and explain their impact on audiences.

Specific Expectations

Analysing Media Forms, Techniques, Style, and Language

MT1.01 - identify the characteristics of a variety of media, including television, newspapers, and the Internet, and explain how these characteristics influence meaning (e.g., in an oral presentation examine how a newspaper, a radio station, a television network, and a news website cover the same event, and explain how the differences affect interpretations of the event);

MT1.02 - identify and explain how media conventions and techniques influence the creation and interpretation of media works (e.g., describe how audience expectations about a western or a horror film are shaped by the use of a familiar formula; compare the production costs for a thirty-second TV commercial and a thirty-minute TV show and assess the implications of the findings; report on the controversy about the use of computer retouching in fashion photography and photo-journalism);

MT1.03 - analyse how the language used in media works influences the interpretation of messages, with a focus on tone, level of language, and point of view (e.g., analyse the language used in a sports broadcast and explain its purpose and effect; describe the narrative language used in an animated media work and state what themes and beliefs are being communicated);

MT1.04 - explain how aesthetic qualities in media works contribute to audience enjoyment and understanding (e.g., assess the effectiveness of colour in advertisements for particular purposes and audiences; identify and explain the emotional response evoked by background music in a range of films);

MT1.05 - explain how a media form changes when presented in a new communication context and assess the effect of the changes (e.g., describe the changes that occur when newspapers are presented on the Internet);

MT1.06 - explain the ways in which media influence and shape various environments and activities (e.g., describe how the televising of hockey or baseball games influences the appearance of the arena or stadium and the pace of the game).

Analysing Media Representations

MT2.01 - analyse how individuals or groups are presented in media works and assess the accuracy and influence of these representations (e.g., create a collage of familiar stereotypes in the media and explain the overall impact of these images; compare media representations of work, vacation experiences, or family life with their own experiences);

MT2.02 - examine how people or groups are represented in a variety of media works and explain the beliefs and biases revealed and the messages conveyed (e.g., discuss how the message of a popular television program would change if the main characters were from a different socio-economic or ethnic group; explain the effects of the inclusion, exclusion, or positioning of people or groups in magazine advertisements);

MT2.03 - analyse media representations of social, political, and cultural issues and explain how the representations influence people’s interpretation of the issues and their level of concern (e.g., analyse media coverage of the international response to a war or uprising; assess the effectiveness of public-service announcements in the media);

MT2.04 - analyse and explain the representations of behaviours and attitudes in media works (e.g., analyse the news coverage given to the achievements of a local hero; describe and explain the attitudes depicted during a conflict and its resolution in a feature film or television drama);

MT2.05 - compare and analyse the representations of people and issues in a variety of media and identify factors that may account for any differences (e.g., compare the coverage of social issues and current events in mainstream media with that in alternative periodicals, video documentaries, or on some specialty cable-TV channels; prepare an oral presentation about how the ownership and funding of a variety of media may influence their presentation of events).

Media Audiences

Overall Expectations

MAV.01 · demonstrate an understanding of the ways in which media businesses, sponsors, and advertisers target and attract audiences, and of how audiences use and respond to media works;

MAV.02 · analyse and draw conclusions about the influences of media and communication technology on society, culture, and the economy.

Specific Expectations

Analysing Audience Characteristics and Responses

MA1.01 - compare their own and others’ responses to a variety of media works and explain how the characteristics of audiences influence how the audiences interpret and enjoy particular works (e.g., observe over time, record, and explain their own and others’ media use and preferences);

MA1.02 - explain how and why media businesses, sponsors, and advertisers identify and target audiences based on social and economic factors (e.g., discuss examples of products or TV programs that are targeted to different demographic groups; explain why certain commercials are aired during teen prime-time dramas; investigate and explain the rationale behind product placement in current feature films and television programs);

MA1.03 - explain how and why people use media and communication technologies (e.g., analyse information about people’s media use from interviews, surveys, or studies of consumer demographics; report on how media are used to promote education or community participation).

Analysing the Impact of Media on Society

MA2.01 - analyse the social, economic, and cultural contributions made by Canadian media industries (e.g., chart the growth of the film industry in Canada; research the Canadian animation industry and report on its economic and cultural impact);

MA2.02 - analyse the impact of media and communication technologies on interpersonal communications, commerce, education, family life, and work (e.g., research information for a report on the impact on people’s lives of e-mail or cell phones);

MA2.03 - assess the impact of media and communication technology on the relationships among countries, cultures, and economies around the world (e.g., research the role of media and communication technologies in spreading the influence of North American popular culture around the world);

MA2.04 - assess the impact on society of the fact that most media are funded by revenue from advertising, admission fees, and public contributions (e.g., debate the advantages and disadvantages of the commercial and public sponsorship of arts and athletic events).

Media Production

Overall Expectations

MPV.01 · demonstrate an understanding of the interrelationship of form, content, and audience by creating media works for different audiences and purposes;

MPV.02 · describe production roles and responsibilities in a variety of media industries and identify key conditions that affect the production, financing, and distribution of media works.

Specific Expectations

Creating Media Works

MP1.01 - select and use the conventions of a particular genre and appropriate techniques to produce media works (e.g., create suspense in a video by using low camera angles, eerie music, and dim lighting; design a website that includes animated clip art and coloured text; adapt a published short story for radio, selecting and using narrative techniques appropriate to the medium);

MP1.02 - select and use the appropriate level of language, tone, and point of view in creating media works for specific audiences and purposes (e.g., videotape or audiotape a mock colour commentary of a school sports event; create posters aimed at different groups to advertise a community event);

MP1.03 - adapt messages for different media and for different audiences and explain how the characteristics of media forms and audiences influenced production decisions and shaped the content (e.g., adapt a short story for a comic book or a website; write or produce a news story about the same event for radio and for the school newspaper; explain the choices made in creating a water-safety poster for adults and another for children);

MP1.04 - use appropriate production techniques to create a media work about an important social or cultural issue for a particular audience (e.g., create a website or print advertisement about drug abuse aimed at a teen audience; create a collage that presents alternative perspectives on a social issue);

MP1.05 - design a multimedia campaign to promote an institution or product (e.g., plan a campaign that includes print advertising, TV or radio commercials, a website, and clothing or other product tie-ins).

Examining Production Contexts, Roles, and Responsibilities

MP2.01 - explain how copyright law and guidelines for protecting intellectual property rights affect Canadian media industries and audiences (e.g., report on the ethical and economic implications of copyright and digital sampling in the music industry; list the guidelines that exist for citing material from newspapers or magazines posted on the Internet; research the guidelines for using an artist’s music in a film, video, or television program);

MP2.02 - explain how industry codes, government regulations, and commercial considerations affect the way in which media businesses operate (e.g., investigate prime-time TV programming and suggest reasons for positioning top-rated programs in the schedule; compare the effects on media businesses of the regulations governing media ownership in Canada and in the United States; analyse various advertisements in relation to the Canadian Code of Advertising Standards);

MP2.03 - describe the various stages and responsibilities in the production of a media work (e.g., for a film or videotape, describe the concept or proposal stage, the development of the storyboard, and the responsibilities involved in the filming or videotaping process; use the website of a film studio, or other sources, to research ways in which a director interacts with writers, actors, and sound, camera, and lighting crews during the production process);

MP2.04 - explore career opportunities in the media and media-related businesses (e.g., write a report on the career opportunities for an editor, producer, cinematographer, carpenter, film lab technician, entertainment lawyer, actor, accountant, caterer, website designer, reporter, or photographer; visit a local media business such as a television studio or advertisement agency, or invite a speaker into the classroom, to learn about media production, careers, issues, or events).

Unit 1 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, English, 2000

Course Description

Course Notes

Nature of the Course

Planning for Student Learning Opportunities

Units: Titles and Time

Unit Overviews

Unit 1: Your Generation

Unit 2: Media Issues

Unit 3: Know Your Rights!

Unit 4: Media and the Consumer

Unit 5: Raise the Hype – Issues in our community, A Multimedia Campaign

Teaching/Learning Strategies

Whole Class Activities

Small Group Activities

Individual Activities

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Internet

Video

Film

Magazines

Newspapers

OSS Considerations

Media Texts

Overall Expectations

Specific Expectations

Media Audiences

Overall Expectations

Specific Expectations

Media Production

Overall Expectations

Specific Expectations