9 Media Studies 1
Weekly outline
-
-
Opened: Thursday, 2 May 2024, 12:00 AMDue: Thursday, 13 June 2024, 12:00 AM
-
Opened: Thursday, 22 August 2024, 12:00 AMDue: Thursday, 5 September 2024, 2:00 PM
-
-
-
In this forum I want you to tell me:
1. What it is you are most looking forward to doing in Media Studies this year, provide as much detail as possible, photos, links, explanations, clips etc
2. Which assessment you enjoyed most last year and why
3. What do you think of when we say the word Media Studies?
4. What do you think of when you hear, Media Studies at MHJC? What are your expectations of the subject?
Remember these answers will inform my planning for our next assessment, so make sure you give me as much information as possible to avoid disappointment!
-
Pitching your idea is a little like writing a speech. Keep in mind that we will work together as a class and have about 7 different departments over looking each section of the film production.
Your pitch could be for an advertisement, a trailer for a movie, public service announcement, very short film, or it could be a promotional clip that goes on the MHJC website.
Next session you are all expected to present your idea/pitch to the class and we will vote on the most interesting and doable pitch.
-
Departments:
Pre-Production Department
•Concept/Pitch/Story-narrative development
•Storyboarding
Pre-Production Department
•Script
Production Department
•Actors
•Director
•Camera person
• Producer
•Costumes, Make up, Lighting, Props
Post - Production Department
•Editing team
Advertising Department
-
Departments:
Pre-Production Department
•Concept/Pitch/Story-narrative development
•Storyboarding
Pre-Production Department
•Script
Production Department
•Actors
•Director
•Camera person
• Producer
•Costumes, Make up, Lighting, Props
Post - Production Department
•Editing team
Advertising Department
-
Now that we settled in we will Examine the following:
Learning Intentions: We are learning to (WALT)...
- Understand the dynamics of movie making - brainstorm- Story Board - Ideas - Action
- Understand how to use a camera ( basics SD card - Formatting - handholding recording - capturing)
- Understand how to moves files from camera to Desktop
- Opening and unpacking software
Success Criteria: I can/have...
- Insert an SD Card
- Format an SD Card
- Capture (common sense applies - hold camera steady, clean simple and effective shots)
- Now move this to Desktop with your groups name on it
Activities:
- Create a Story Board ...."Title How To Make a Movie"
- Plan - unpack ideas - be funny - be original - be short - be effective - be outstanding - start learning
Follow Up Tasks:
Ask Ask and Ask again when you are confused. This whole process is difficult at times - so feel free to ask for help
IDEAS TO EXPLORE:1. School Sun Safety (hats / sunblock etc)
2. Late Coming
3. Recycling bins and the use of this ?
See the board of ideas attached in Pink at the back of the Media Room -
Now that we settled in we will Examine the following:
Learning Intentions: We are learning to (WALT)...
- Understand the dynamics of movie making - brainstorm- Story Board - Ideas - Action
- Understand how to use a camera ( basics SD card - Formatting - handholding recording - capturing)
- Understand how to moves files from camera to Desktop
- Opening and unpacking software
Success Criteria: I can/have...
- Insert an SD Card
- Format an SD Card
- Capture (common sense applies - hold camera steady, clean simple and effective shots)
- Now move this to Desktop with your groups name on it
Activities:
- Create a Story Board ...."Title How To Make a Movie"
- Plan - unpack ideas - be funny - be original - be short - be effective - be outstanding - start learning
Follow Up Tasks:
Ask Ask and Ask again when you are confused. This whole process is difficult at times - so feel free to ask for help
IDEAS TO EXPLORE:1. School Sun Safety (hats / sunblock etc)
2. Late Coming
3. Recycling bins and the use of this ?
-
Now that we settled in we will Examine the following:
Learning Intentions: We are learning to (WALT)...
- Understand the dynamics of movie making - brainstorm- Story Board - Ideas - Action
- Understand how to use a camera ( basics SD card - Formatting - handholding recording - capturing)
- Understand how to moves files from camera to Desktop
- Opening and unpacking software
Success Criteria: I can/have...
- Insert an SD Card
- Format an SD Card
- Capture (common sense applies - hold camera steady, clean simple and effective shots)
- Now move this to Desktop with your groups name on it
Activities:
- Create a Story Board ...."Title How To Make a Movie"
- Plan - unpack ideas - be funny - be original - be short - be effective - be outstanding - start learning
Follow Up Tasks:
Ask Ask and Ask again when you are confused. This whole process is difficult at times - so feel free to ask for help
IDEAS TO EXPLORE:1. School Sun Safety (hats / sunblock etc)
2. Late Coming
3. Recycling bins and the use of this ?
-
We are exploring themes or Genres that relate to an audience. We need to explore a central message in our visual text.
You will watch the link on this short movie " Beauty" although it is in another language " the message is clear.
Learning Intentions: We are learning to (WALT)...
- Identifying a message for your visual text.
- Creating a story around the ideas presented
- Telling that story (albeit in another language)
- Having an impact on the story
Success Criteria: I can/have...
- Create a short text with any one message from the attached document
Activities:
- Watch this short video created by Year 2 University Students. (no sub titles , deliberate but effective)
- Use the attached document to pick a message for your short movie.
Follow Up Tasks:
Start writing a story board ...whats your message
-
We are exploring themes or Genres that relate to an audience. We need to explore a central message in our visual text.
You will watch the link on this short movie " Beauty" although it is in another language " the message is clear.
Learning Intentions: We are learning to (WALT)...
- Identifying a message for your visual text.
- Creating a story around the ideas presented
- Telling that story (albeit in another language)
- Having an impact on the story
Success Criteria: I can/have...
- Create a short text with any one message from the attached document
Activities:
- Watch this short video created by Year 2 University Students. (no sub titles , deliberate but effective)
- Use the attached document to pick a message for your short movie.
Follow Up Tasks:
Start writing a story board ...whats your message -
We are exploring themes or Genres that relate to an audience. We need to explore a central message in our visual text.
You will watch the link on this short movie " Beauty" although it is in another language " the message is clear.
Learning Intentions: We are learning to (WALT)...
- Identifying a message for your visual text.
- Creating a story around the ideas presented
- Telling that story (albeit in another language)
- Having an impact on the story
Success Criteria: I can/have...
- Create a short text with any one message from the attached document
Activities:
- Watch this short video created by Year 2 University Students. (no sub titles , deliberate but effective)
- Use the attached document to pick a message for your short movie.
Follow Up Tasks:
Start writing a story board ...whats your message -
-
-
We are exploring themes or Genres that relate to an audience. We need to explore a central message in our visual text.
You will watch the link on this short movie " Beauty" although it is in another language " the message is clear.
Learning Intentions: We are learning to (WALT)...
- Identifying a message for your visual text.
- Creating a story around the ideas presented
- Telling that story (albeit in another language)
- Having an impact on the story
Success Criteria: I can/have...
- Create a short text with any one message from the attached document
Activities:
- Watch this short video created by Year 2 University Students. (no sub titles , deliberate but effective)
- Use the attached document to pick a message for your short movie.
Follow Up Tasks:
Start writing a story board ...whats your message -
MISSION HEIGHTS JUNIOR COLLEGE INTEGRATED PLANNING
LEARNING AREA(S):
CLASS:
DATE:
AUTHENTIC CONTEXT:
BIG IDEA:
ACHIEVEMENT OBJECTIVES:
LEARNING INTENTIONS:
LEARNING EXPERIENCES & RESOURCES:
ASSESSMENT & SUCCESS CRITERIA:
LEARNING FRAMEWORK
Initial plan for each stage (bullet points only)
Setting the Scene:
Describe the context/community:
Explore the context:
(Include prior knowledge)
Significance and relevance:Challenges:
What issues does this 'throw up'?
What do we need to address?
What led to the present situation?
Possible outcomes:
(If no action is taken/if action is taken)
Constraints:
Concerns:
Boundaries:Focus:
Specific focus?
Brief development:
Underlying problem:
Desired outcomes:Solutions:
Possible solutions/ideas:
Various approaches:
Insightful thinking:
Possibilities for action:
Focussed and effective plan of action:Action:
Plan for implementing ideas:
What is expected to be accomplished?
(How might this look/be presented/shared?)
Insightful thinking:
Rationale justifying solution ideas:
Working timeline of major goals/ deadlines:
Identification of resources:Reflection:
Reflect on the outcomes/impact:
What remains to be done?
Obstacles?
Rationale justifying solution ideas:
Personal learning/growth: (What new skills have been developed?)
Links to learning in other contexts:
Where to next?TEACHER REFLECTION & EVALUATION: CURRICULUM COVERAGE: (Please date and notate)
MAORI INTEGRATION:
COMMUNITY ENGAGEMENT:
COLLABORATION WITH MHP:
ICT SKILLS/INTEGRATION:
KEY COMPETENCIES: STRATEGIES: VALUES: FUTURE FOCUS: Managing Self:
Relating to Others:
Participating and Contributing:
Thinking:
Language Symbols and Text:Identifying:
Research:
Analysis:
Synthesis:
Evaluation:
Survey:
Interviews:
Presentation Skills:
Oral Communication Skills:Excellence:
Innovation:
Inquiry:
Curiosity:
Diversity:
Equity:
Community and Participation:
Ecological Sustainability:
Integrity:
Respect:Sustainability:
Citizenship:
Enterprise:
Globalisation:CAREERS: ASSESSMENT STRATEGIES: RESOURCES DIFFERENTIATION: -
-
We are exploring themes or Genres that relate to an audience. We need to explore a central message in our visual text.
You will watch the link on this short movie " Beauty" although it is in another language " the message is clear.
Learning Intentions: We are learning to (WALT)...
- Identifying a message for your visual text.
- Creating a story around the ideas presented
- Telling that story (albeit in another language)
- Having an impact on the story
Success Criteria: I can/have...
- Create a short text with any one message from the attached document
Activities:
- Watch this short video created by Year 2 University Students. (no sub titles , deliberate but effective)
- Use the attached document to pick a message for your short movie.
Follow Up Tasks:
Start writing a story board ...whats your message
-
-
We are exploring themes or Genres that relate to an audience. We need to explore a central message in our visual text.
You will watch the link on this short movie " Beauty" although it is in another language " the message is clear.
Learning Intentions: We are learning to (WALT)...
- Identifying a message for your visual text.
- Creating a story around the ideas presented
- Telling that story (albeit in another language)
- Having an impact on the story
Success Criteria: I can/have...
- Create a short text with any one message from the attached document
Activities:
- Watch this short video created by Year 2 University Students. (no sub titles , deliberate but effective)
- Use the attached document to pick a message for your short movie.
Follow Up Tasks:
Start writing a story board ...whats your message
-
We are exploring themes or Genres that relate to an audience. We need to explore a central message in our visual text.
You will watch the link on this short movie " Beauty" although it is in another language " the message is clear.
Learning Intentions: We are learning to (WALT)...
- Identifying a message for your visual text.
- Creating a story around the ideas presented
- Telling that story (albeit in another language)
- Having an impact on the story
Success Criteria: I can/have...
- Create a short text with any one message from the attached document
Activities:
- Watch this short video created by Year 2 University Students. (no sub titles , deliberate but effective)
- Use the attached document to pick a message for your short movie.
Follow Up Tasks:
Start writing a story board ...whats your message
-
We are exploring themes or Genres that relate to an audience. We need to explore a central message in our visual text.
You will watch the link on this short movie " Beauty" although it is in another language " the message is clear.
Learning Intentions: We are learning to (WALT)...
- Identifying a message for your visual text.
- Creating a story around the ideas presented
- Telling that story (albeit in another language)
- Having an impact on the story
Success Criteria: I can/have...
- Create a short text with any one message from the attached document
Activities:
- Watch this short video created by Year 2 University Students. (no sub titles , deliberate but effective)
- Use the attached document to pick a message for your short movie.
Follow Up Tasks:
Start writing a story board ...whats your message
-
-
-
-
-
You unpacked ways of telling your story by media - (No Students but only abstract footage allowed - hands / feet / eyes etc - camera angles will be close up
You have your ending - a Positive Message
You presented to the class for collaboration
We are now starting to record ! Folders open on Desktop - USB's provided next week
Please watch the following short stories
NEW ZEALAND SHORT STORIES
3 Ideas - comment on these short texts. What did the director do or use to make these stories linkable to reality
-
You unpacked ways of telling your story by media - (No Students but only abstract footage allowed - hands / feet / eyes etc - camera angles will be close up
You have your ending - a Positive Message
You presented to the class for collaboration
We are now starting to record ! Folders open on Desktop - USB's provided next week
Please watch the following short stories
NEW ZEALAND SHORT STORIES
3 Ideas - comment on these short texts. What did the director do or use to make these stories linkable to reality
-
You unpacked ways of telling your story by media - (No Students but only abstract footage allowed - hands / feet / eyes etc - camera angles will be close up
You have your ending - a Positive Message
You presented to the class for collaboration
We are now starting to record ! Folders open on Desktop - USB's provided next week
Please watch the following short stories
NEW ZEALAND SHORT STORIES
3 Ideas - comment on these short texts. What did the director do or use to make these stories linkable to reality
-
Success Criteria: I can/have...
Success Criteria:
ONE:
Identify the visual features used in this movie
Identify the unique verbal techniques used (sound track)
Identify the scenes were you would find the above extend effects
MANY:
Describe the effect these effects have on the viewer
Describe the effect and the scene and the impact it has on the viewer
RELATE:
Explain how these visual effects support the main message in the text through:
Identifying a set of skills ...and how this is developed ....
Identify the main idea ...
EXTEND:
Evaluate the impact/influence these visual effects have on generating and sustaining the main idea in the text.
Activities:
-
Success Criteria: I can/have...
Success Criteria:
ONE:
Identify the visual features used in this movie
Identify the unique verbal techniques used (sound track)
Identify the scenes were you would find the above extend effects
MANY:
Describe the effect these effects have on the viewer
Describe the effect and the scene and the impact it has on the viewer
RELATE:
Explain how these visual effects support the main message in the text through:
Identifying a set of skills ...and how this is developed ....
Identify the main idea ...
EXTEND:
Evaluate the impact/influence these visual effects have on generating and sustaining the main idea in the text.
Activities:
-
Success Criteria: I can/have...
Success Criteria:
ONE:
Identify the visual features used in this movie
Identify the unique verbal techniques used (sound track)
Identify the scenes were you would find the above extend effects
MANY:
Describe the effect these effects have on the viewer
Describe the effect and the scene and the impact it has on the viewer
RELATE:
Explain how these visual effects support the main message in the text through:
Identifying a set of skills ...and how this is developed ....
Identify the main idea ...
EXTEND:
Evaluate the impact/influence these visual effects have on generating and sustaining the main idea in the text.
Activities:
-
Success Criteria: I can/have...
Success Criteria:
ONE:
Identify the visual features used in this movie
Identify the unique verbal techniques used (sound track)
Identify the scenes were you would find the above extend effects
MANY:
Describe the effect these effects have on the viewer
Describe the effect and the scene and the impact it has on the viewer
RELATE:
Explain how these visual effects support the main message in the text through:
Identifying a set of skills ...and how this is developed ....
Identify the main idea ...
EXTEND:
Evaluate the impact/influence these visual effects have on generating and sustaining the main idea in the text.
Activities:
-
Success Criteria: I can/have...
Success Criteria:
ONE:
Identify the visual features used in this movie
Identify the unique verbal techniques used (sound track)
Identify the scenes were you would find the above extend effects
MANY:
Describe the effect these effects have on the viewer
Describe the effect and the scene and the impact it has on the viewer
RELATE:
Explain how these visual effects support the main message in the text through:
Identifying a set of skills ...and how this is developed ....
Identify the main idea ...
EXTEND:
Evaluate the impact/influence these visual effects have on generating and sustaining the main idea in the text.
Activities:
-
-
-
-
-
The story is about a man named Walter Mitty, who has extremely vivid daydreams that serve as an escape from his mundane real life. While Mitty is a fictional character, James Thurber said that he loosely based the character off of a friend from his own life named Walter Mithoff, who was prone to frequent daydreams.24
Walter Mitty
The Secret Life of Walter Mitty is a story about life, and how it is something to be seized and enjoyed, before it is too late. The message of the movie is that life is not something to be whiled away in abject misery, patiently counting off the days until death.
-
-
-
-
-
-
-
-