Explore this Free Assignment Sample on EDM8013: Literacy And Numeracy Across The Curriculum to examine how literacy and numeracy are embedded in Media Arts and Japanese teaching, with a focus on Indigenous and diverse learners, curriculum planning, lesson design, and assessment practices. Get expert Assignment Help Australia for Education, Media Arts, and Teacher Education assessments from experienced academic writers.
Literacy and Numeracy Planning For Media Arts Education
Assessment 1: Critical Essay And Multimodal Text
Part A: Critical Essay
Introduction
One of the aspects of students’ education development is learners’ literacy, which helps them to have an access to the content of all courses and subjects and to comprehend and work with them. In both the Japanese and the Media teaching contexts, however, it becomes even more important because it involves not only a great deal of understanding in relation to the language but also, and far more significantly a capacity for orientation and critical judgment in media texts. The subject of the thread is one of the issues related to the problem of sending literacy with reference to such learners as those who might encounter other troubles regarding cultural, language or economical background and could themselves have further troubles. Reducing such a challenge is very imperative in coming up with a conclusion on education providing a reasonable and learning environment as per the requirements of the students in considering.
Issue Definition
The identified issue revolves on the basis of low literacy skills among the indigenous students as well as other diverse groups of students within the teaching area of Japanese and Media (Aizawa et al., 2020). This has been chosen because the theme interrelates both diversity in culture and language with literacy educational programmes. Terms connected with the elaboration of this problem concern “literacy” so that the learner is enabled to read, write and learn how critical reading can take place; “diverse learners” that is the learners from culturally, linguistically and economically diverse backgrounds; “Indigenous students” that is the students who identify themselves as being of indigenous origin and may have poor schooling experiences (Preston & Claypool, 2021). Low literacy rates that these students present might stem from several factors including; restricted contact of these students with quality literacy resources that are culturally sensitive and appropriate, language differences, and learning profiles. These have to be understood and dealt with for enhancing balanced literacy effects in Japanese and Media education (Elizabeth-Guadalupe Rojas-Estrada et al., 2023).
Critical Review of Literature
Research on literacy education of diverse learners, specifically on Indigenous students, profiles a complex landscape that speaks of growth and challenges. Harrison & Skrebneva, (2020) argued that culturally responsive pedagogy would increase the chances for good literacy outcomes in Indigenous students. Such an argument indicates that including Indigenous perspectives within the curriculums will foster students' engagement in learning and hence contribute positively to students' literacy development. However, this lacks culturally relevant resources.
Unlike to the study by Yeşilyurt & Vezne, (2023) that investigates teacher attitudes and expectations as determinative factors for literacy. Their studies show that teachers who harbour negative perceptions of Indigenous learners may even reduce their expectations and result in the learners developing low literacy levels. This study indicates that the said attitudes need to be unlearned through professional development so that all learners can be expected to perform at high levels.
In this study, Cross et al., (2022) discuss how language plays the critical role affecting literacy of the Indigenous students especially as it concerns the Japanese language. It is recognized that due to the given process of learning a new language and based on the general learning disability in the first language, the complex student initially fairs poorly in the acquisition of literacy skills. This is why the authors called to implement and develop bilingual education programs for supporting development of the first students’ language and Japanese language literacy.
A critique devoted to evaluate the use of media literacy programme that can address the need of stakeholders (Manca et al., 2021). The research indicates that despite the positive role of media literacy as the means to improve critical thinking and literacy, there is the problem of the representation of Indigenous and other diverse learners in media education. These challenges have been prompted Dyson to appeal for cultural sensitivity in the teaching of media studies in that each student requires consideration of his or her background.
A synthesis of the issues that still remain unexplored in the current literature on literacy education for diverse learners (Mirra & Garcia, 2020). Santoro also opines that a lot of literature has been published on this subject but the major emphases has been placed on the problem rather than on the prospects. The author also call for studies of strength-focused approaches to be encouraging the implementation of which in various educational contexts, especially, Japanese and Media teaching. The review of the literature shows that there has been development in the knowledge of diverse learners’ barriers and difficulties in literacy education but it also shows the existing research and practice deficits. Cultural sensitivity, teacher training, and media competence and thematised for culturally diverse learning arrangements.
Curriculum Policies and Classroom Practice
The problem of low literacy levels among Indigenous and other diverse learners is an issue that is linked strongly to curriculum policies and classroom practices in Japanese and Media teaching (Merga, 2019). The key areas of learning that apply to each learning area and across the curriculum are described by the Australian Curriculum, Assessment, and Reporting Authority (ACARA) as general capabilities of literacy. However, the actualization of these capabilities calls for the use of differential downloading in that the existing teaching methodologies have to be changed to fit the needs of the students (Fuchs et al., 2021).
Take, for example, the Japanese syllabarium, beginning with the execution and focusing on the foreign language acquisition as a process the accomplishment of which presupposes literacy. Linguistically and culturally responsive education requires teachers to pay attention to features that characterise students in terms of language use and culture (Tanase, 2020). For Indigenous students, this may entail adopting Indigenous means of knowing and using Indigenous language and voice in a classroom promoting a curriculum that also uses Indigenous texts and materials. Thus, the teachers can promote the desired learning conditions, which are conducive to the promotion of literacy in different students (Wu et al., 2022).
Media to teach on the other hand refers to the creation of learners' media literacy skills of how to appreciate and interact with media in general (Tugtekin & Koc, 2019). Media literacy or media wisdom is another area of focus in the curriculum in which the students are expected to understand, evaluate, and produce media messages. Indeed, for many learners including the Indigenous students this could be a real struggle if the content of the media does not relate to them or in case they are literarily challenged when it comes to grappling with media texts. To avoid this, educators should ensure that the media used in class is culturally appropriate and that the content is understandable, the teacher should also assist the students practice until they master the necessary skills (Heikkola et al., 2022).
Other policies also highlight the current practices that should be adopted in favour of teaching and learning: such as the National Aboriginal and Torres Strait Islander Education Strategy. Therefore, a strong link between classroom practices and the above policies will enable educators to ensure Adequate provision of the student’s needs as well as lay a good foundation on equitable Japanese and media literacy education (Billingsley et al., 2020).
Addressing Diverse Learners’ Needs
The problem of low literacy rates amongst learners from diverse backgrounds such as Indigenous students and EAL/D students affects literacy education in Japanese and Media teaching in two ways. These learners may experience learning difficulties because of their language or cultural, or even poverty backgrounds, to mention but a few causes, affect their literacy learning abilities.
In response to these difficulties, there are certain methods and approaches, which can be helpful for students with diverse learning abilities. Culturally responsive pedagogy is one of the possible solutions and it implies the involvement of cultural experience of students into learning processes (Hutchison & McAlister-Shields, 2020). In Japanese practice this might mean employing culturally relevant texts and resources for learning as well as including Indigenous languages and ways of knowing into language learning.
The other category is differentiation of instruction where the tutor tries to adapt the delivery style and the content to student’s needs. For EAL/D learners, this could be enacting further language support for bilingual resources, language that supports the development of literacy in both Japanese and English. In Media teaching, a teacher can differentiate instruction by choosing the media which is easy to understand by all the learners and media which is built on cultural understanding and also student created media which portrays cultural understanding (Hasanah et al., 2022).
Joint activity is also a valuable practice for dealing with differentiated learners. Group cooperation means that students exchange knowledge and experience with their counterparts, and in this process they improve their literacy skills. It is most beneficial with the Indigenous student learning as group since they are more comfortable learning this way following their cultural norms.
Conclusion
Therefore, for fair achievement, it is crucial to increase the focus on the issues of literacy associated with the difficulties of diverse learners in Japanese and Media teaching. Culturally responsive teaching, differentiated instruction as well as co-operative learning approaches are effective in the teaching of literacy to all students and this is irrespective of cultural or linguistic diversity. The implications of these findings for literacy teaching in mult il cultural context point quite considerably towards the need for teachers to sympathetically modify their strategies in order to provide for the needs of mult il culturally diverse learners and to provide equal opportunities for all children to excel academically.
Part B: Multimodal Text
Introduction
- Education and in particular literacy is important for effective communication in knowledge areas such as Japanese and Media teaching.
- It deals with emerging difficulties in PASS promoting literacy among the targeted participants.
- By addressing these challenges correctness and also the delivery of education in an inclusive manner is made possible.
Reading and writing skills are one of the basic competency which make them able to comprehend knowledge for the lessons they take in Japanese and Media teaching. However, improving literacy of learners who are from culturally diverse backgrounds is not without some difficulties especially if the learners are from the Indigenous and other such background.
Definition of the Issue
- The given focus is the problem of Indigenous and diverse students’ limited literacy.
- The expansion of key terms is as follows; literacy, diverse learners and indigenous students (Campbell, 2020).
- Challenges include; lack of resources, language issues, and the way students learn.
The matter of concern here is the question of low literacy levels among Indigenous students and other diverse learners drawing on Japanese and Media education nexus. Some of the key terms used in this discussion are ‘literacy’ which encompasses the ability of students to read, write as well as to reason through the texts; ‘diverse learners’ are learners coming from different cultural, linguistic, and developmental background; ‘Indigenous students’ are learners with unique education difficulty.
Literature Review - Synthesis of Work That Has Been Done
- Kim, (2020) defines issues about learning and teaching and how they can be done with appropriate regard to the cultures of learners.
- In their discussion, Purdie and Buckley also pay much attention to the role of attitudes of teachers in literacy learning.
- Here, it is necessary to focus on how Dyson investigates the problem of media literacy in the context of learners’ diverse learning.
Nakata and colleagues’ study extols the culturally meaningful educational approach in increasing literacy achievement of Indigenous students and checking course content with Indigenous worldview. According to Purdie and Buckley, teacher’s attitude and expected results have influence on learning literacy results, if the expectations are low, the results also will be low. In this study, Dyson seeks to understand the use of media literacy to reach out for different learners and comes to the conclusion that although media literacy is effective it needs to be made more diverse to embrace all learners.
Critical Analysis of Literature
- A significant body of evidence shows that cultural resources are useful in helping clients achieve better literacy skills.
- Teachers’ belief about deficit has negative influence on their student because it pulls down their expectation on their students (Weuffen et al., 2022).
- Some areas of further research are the exclusion of successful teaching approaches appropriate for all students.
An analysis of the literature indicates that, culturally appropriate materials are important when teaching diverse students to increase their literacy levels. However, the existence of factors of deficit beliefs among some of the educators challenges these efforts since it predict a poor English performance and stalls the literacy development of culturally diverse students. Furthermore, it should be highlighted that there are significant knowledge gaps as for the practices between them and as for the emphasis on such crucial aspects as the application of practical approaches for literacy learning for a heterogenic audience;
Curriculum Relevance
- All of ACARA’s general capabilities involve some level of specific teaching to accommodate these learning needs.
- Japanese teaching can only take into account the linguistic and cultural context into which the lessons are taught.
- Media teaching you need to introduce culturally responsive material to teach diverse group of student (Hutchison & McAlister-Shields, 2020).
There is a complex approach to the integration of general capabilities such as literacy according to the Australian Curriculum, Assessment, and Reporting Authority (ACARA). Nevertheless, the realisation of these features entails the process of conscious alteration of the teaching/learning process to accommodate the learners’ variability. In Japanese teaching, this is understood as taking into account students’ language and culture to approach lesson planning and choosing of materials. As it is in Media teaching, the trainers should also include culturally schematically sensitive data to enable all students to follow and understand the strains well.
Impact on Diverse Learners
- Many publications show that indigenous and EAL/D learners struggle widely in literacy education .
- Culture, language, and socio economic status influence the participation and achievement in literacy activities (Pittman et al., 2019).
- The following are some of the preconditions we need to undertake in order to ensure equal development of literacy.
Apart from that Indigenous students and learners of EAL/D also experience difficulties in literacy education. such difficulties are greatly rooted on cultural, linguistic or socio-economic related factors to their effective participation in literacy activities. For example, while learning the standard literacy, an indigenous student may fail to understand what is expected of him/her if the learning content is not related to his/her culture in a specific society; an EAL/D learner may also fail in learning because s/he may be unfamiliar with some terms used in a new society. To deal with such issues it is possible to stress that a focus on all the issues are critical in developing equitable literacy and fair academic opportunities for students.
Measures in Relation to the Eased Problem
- CRP is the adoption of the student’s cultural variables into the classroom learning environment (Chang & Viesca, 2022).
- In the early classroom, operant conditioning adjusts the circumstances in which learning occurred to mesh with different learners.
- In this regard, collaborative learning enhances the learning of literacy to the learner with regard to cultural diversity.
In order to overcome the mentioned difficulties connected with literacy in the context of diversity, the following strategies can be used by teachers. Culturally relevant teaching is the act of using content and classroom activities to reflect students’ culture so as to make them interest and relate with what they are learning. Another important intervention is that of differentiated instruction which is a strategy that gives teachers a chance to modify the approaches and content used in class to correspond with the students’ learning style, needs and abilities.
Conclusion
- The improvement of literacy issues in multicultural classes is effective in students’ equality.
- Any practice that is used in learning has to relate to the kind of learners we have in the class.
- Helping students realise their full potential they should be able to reduce leakage by implementing the foregoing strategies.
Identifying learning disabilities and learning more about the approach to teaching in a multicultural classroom is crucial to increase equal opportunities to learn. Teachers and teachers-in-training have to be vigilant in addressing the concerns of multiple students, thus providing equal opportunity for students to improve on their literacy. By using different approaches like culturally relevant teaching, accommodation and integration, and group work teachers should try to transform the classroom into one that offers every learner a chance to achieve.
Asessment 2: PLANNING DOCUMENT - Literacy and Numeracy Across the Curriculum
Part A: Authentic Assessment Exemplar
Assessment Task: Creating a Short Film
Title: "Telling a Story Through Film"
Objective
Your assignment is to produce a 3-5 minute short film that has to capture the audience and tell a story. The class will be divided into groups of three to four students whereby each group will have a director, a script writer, an editor, and a cinematographer. The film you are producing should be based on at least two locations; the story told should have a structure; and should be supported both by the use of visual and sound.
Steps
- Story Development (Pre-production)
Get into subgroups of three and four and brainstorm the story and outline it. Draw out a scene or several scenes from a given movie and describe it in writing. Make sure, it was unusual to do so or not, that your narrative has an introduction, body and conclusion. Consider how one can appeal to people’s sight and hearing, as well as the way of incorporating recommendations.
- Scriptwriting
This remit will involve writing of dialogues, scene description, and directions to the actors. Your script should be written in clear manner and should be comprehensive enough so that your team could proceed with the shooting.
- Filming (Production)
You should use your storyboard and script more of a guide when actually in the process of shooting. Look at the camera positioning, lighting and be concerned with audio input. Make sure your scenes are properly shot and that your actors are embodying your characters properly.
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Editing (Post-production)
Cut your content to tell a story and make sure everything looks professional. However, for sound effects, music and titles, you may use them as recommended based on a particular scene. The last movie should not be more than 5 minutes long and should be in a format that can watched during class.
- Reflection
Once you have finished your final film, write a short reflection of the project that should be approximately 200-300 words. Explain the strengths and the weakness of the project, the difficulties you encountered, and the understanding of storytelling through film.
Annotations
Literacy Elements
- Text Knowledge: The script writing part focuses on how to construct the story and characters and in addition, the use of words to express ideologies.
- Word Knowledge: Terms such as ‘pan shot’, ‘close-up’, ‘cut’ – all these show word knowledge in the realm of Media Arts.
- Grammar Knowledge: The use of grammar and punctuation is very important in deciding the script to make it sound more professional.
- Visual Knowledge: Storyboards, as well as the final film, rely on an understanding of such elements of visual syncretics as negative space, figure ground relationship, point of view, shot composition, and other aspects of video narrative.
Numeracy Elements
- Timing and Sequence: In the course of editing students should calculate the time of each shot, and the total time should not exceed the limit.
- Budgeting and Resource Management: A short film is like a mini movie and in order to produce this, there are various elements that need to be controlled for instance time, equipments and if one has to hire for prop or even costumes then money as well. Managing these resources, especially in terms of allocation, calls for ability to count or to do arithmetic.
Multimodal Elements
- Written Text: The script remains the initial and main written text which contains the story line as well as the words said by the characters.
- Image: In storytelling, the storyboard and the final film are similar in that they are both visual that comprises images to director the tale.
- Sound: Music and sound effects – dialogues which are an essential part of a movie are also a crucial component of a video.
Part B: Unit Overview
Unit Overview Template
| Subject: | Unit Title: | Year Level(s): | Duration of Unit: |
| TV, Film, and New Media (Media Arts) | Telling a Story Through Film | Year 9 | 4-5 Weeks (12-15 Lessons) |
| Curriculum (Content & General Capabilities) | School & Class Context |
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| Formative & Summative Assessment | Literacy & Numeracy Frameworks |
Formative
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Literacy
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| Sequence of Learning Activities | Adjustments for Needs of Learners | Resources |
Week 1: Introduction to Film Narrative and Storyboarding
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Unit Overview: Telling a Story Through Film
Subject: TV, Film, and New Media (Media Arts)
Year Level: Year 9
Duration: 4-5 weeks (12-15 lessons)
Week I: Overview of the Course: Film Narrative and Story Boarding
- Lesson 1: A brief overview of Narrative techniques of Scriptwriting
Research the plot structure’s model, which implies the film’s division into three parts: before, within, after disaster.
Watch a short film and, based on that, describe the type of the narrative the director uses.
Elaborate on how and why of the usage of narrative elements while there.
- Lesson 2: Storyboarding Basics
Understanding what storyboarding is and why is it constructed as pre-production tool.
Develop a low capability storyboard for a known story (i.e. a fairy tale).
Try to use thought and plan scenes.
- Lesson 3 of the project entails the formation of groups and brainstorming.
It is possible to form production teams and divide positions (director, scriptwriter, etc.)
Current and mind map possible story ideas.
Start developing aspects of its narrative, where the short film can be enacted.
Week 2 was all about scriptwriting and pre-production of the scenes that the crew wanted to shoot.
- Lesson 4: Scriptwriting Workshop
Overview of an essential script formatting style and the basic components of the script (dialogues and scenes).
Writing begins with selecting for the concepts of the short film to be scripted.
Pay attention to such aspects of the written material as the plot and the characters.
- Lesson 5: Script Feedback as well as Revisions
Grouping of draft scripts and mutual checking and approval.
Re-write scripts according to given comments (on the level of simple literals addressing to improve clarity and coherence, and the level of being creative transforming a script into an art Appendix E).
Set the last version of the script for shooting.
- Lesson 6: Pre-production Planning
The blocking of scenes, that is, [the determination of] where and how scenes will be shot, as well as the shooting script, including the settings, the objects on set, and the characters’ appearance.
Plan a highly structured production schedule and check list.
Properly distribute work and roles in the team.
Getting started on Filming techniques and production to be used in week 3.
- Lesson 7: Approach to Shooting Styles
Be familiar with what camera angles are, the kinds of shots, lighting, and sounds.
Filming Techniques using class equipment.
Explain, to which extent technical decisions impact the story.
- Lesson 8: Shooting Day 1
Film the scenes set out in the storyboard and shooting script in their entirety.
Discussions of lighting and sound, and the actors’ performances.
Monitor the shots in order to determine their suitability to project aims and objectives.
- Lesson 9: In exposing their business to the outside world through filming, students learnt the following: Filming Day 2
Carry on and finish shooting of all scenes.
Actually, redo any scenes you did not do rather well at filming.
Make sure all shots are getting before going to editing process.
Post Production and Editing: Though the process of filming and designing the set may take a lot of time in the production of a video, the post-production which involves editing is very crucial in the making of a video.
- Lesson 10: Introduction to Editing Software
Introduction of some of the simple operations in editing (cutting, transitions, sound editing).
Just to get familiar with the instruments and the process, students should try practicing cutting a short video.
Explain the need to balance the pace with continuity in film editing.
- Lesson 11: Post Script: Editing the Short Film
Proceed to fine cutting in groups, keeping in mind the concerns of story-telling.
Add sound effects, music and titles at proper places that helps to enhance the appeal of the movie.
Continue editing so as to improve storytelling:
- Lesson 12 aims at the final look and fine tuning of the materials to be used in the classroom.
The final edit of the short film has to be made.
Discuss in a group the final changes that you would like to make.
Have the film ready for screening to the class.
Week 5: Presentation and Reflection
- Lesson 13: Film Screening
Screen the final films to the class.
Support the idea of peers giving feedback within the school with most of the feedback highlighting on what the colleague does well and what they need to work on.
Recognise the creative attempts made by all groups.
The final lesson of the use of songs in the implementation of instruction is based on the principle of ‘peer assessment.’
Using the points that you have been able to learn throughout the process of developing a movie, provide a one paragraph reflection on filmmaking.
Explain the strengths and weaknesses real in this survival analysis.
Wrap up with the sharing of ideas with others and evaluation of the things that have been learnt.
Part C: Lesson Plans for Literacy and Numeracy
Lesson Plan 1: Literacy Focus – Scriptwriting Workshop
| Year Level/s: Year 9 | Date: 25/08/2024 | Learning Areas: TV, Film, and New Media (Media Arts) | Duration: 60 minutes |
| Curriculum Descriptor / Outcomes / Learning or Skills: |
| Develop students' understanding of narrative structure, character development, and scriptwriting techniques, as outlined in the curriculum for TV, Film, and New Media. |
| Lesson Objective: |
| Given a scriptwriting template, students will create a narrative structure and write dialogue that effectively conveys character and advances the plot, achieving at least a proficient level as determined by the script rubric. |
| Know and Do: | Students need to know … | Students need to be able to … |
| By the end of the lesson, students will … |
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| Evaluation / Monitoring and Assessment: |
| Prior Knowledge:Discuss with students their previous experiences with storytelling, focusing on their understanding of narrative structure. |
| Formative Assessment:Monitor student progress during scriptwriting practice and peer review. Provide feedback to ensure understanding of narrative structure and dialogue. |
| Summative Assessment:Collect and assess the final scripts for evidence of narrative structure and effective dialogue, using a rubric that evaluates content, structure, and format. |
| Learning Steps and Teaching Strategies | What to Say | Organisation / Resources | Individualised Learning |
| Introduction: Key learnings and how they will be achieved | "Today we are focusing on how to create a strong narrative structure and write dialogue that brings your characters to life." |
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Provide additional support to EAL/D students by explaining complex vocabulary and narrative concepts. |
| Time Allocation: 10 minutes | |||
| Lesson Body – step by step outline of learning experience sequence |
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Allow advanced students to explore more complex narrative techniques or extend their scripts. |
| Time Allocation: 40 minutes | |||
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Conclusion – reviewing learning / summarising / articulating where to next |
"Let’s review what makes a strong narrative structure. How did your script evolve during today’s lesson?" | Summarize key points and remind students of the next steps (e.g., script revision for homework). | Provide options for students who need more time, such as additional peer review or teacher feedback. |
| Time Allocation: 10 minutes |
| Reflection and Adjustments: | Course: TV, Film, and New Media | School/Site: [Insert School/Site] | Week: [Insert Week] | Lesson No: [Insert Lesson No.] | Unit/Topic Area: Telling a Story Through Film (Scriptwriting Focus) |
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Lesson Plan 2: Numeracy Focus – Timing and Sequence in Editing
| Year Level/s: Year 9 | Date: 26/08/2024 | Learning Areas: TV, Film, and New Media (Media Arts) | Duration: 60 minutes |
| Curriculum Descriptor / Outcomes / Learning or Skills: |
| Develop students' understanding of timing, sequence, and pacing in film editing, applying basic arithmetic to ensure the final film meets project requirements. |
| Lesson Objective: |
| Given editing software, students will calculate the duration of each shot and sequence their footage to create a coherent narrative, ensuring the final film is within the 3-5 minute range. |
| Know and Do: |
Students need to know … |
Students need to be able to … |
| By the end of the lesson, students will … |
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| Evaluation / Monitoring and Assessment: |
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| Formative Assessment: Monitor student progress during the editing process. Provide feedback on their calculations and sequencing decisions. |
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| Learning Steps and Teaching Strategies | What to Say | Organisation / Resources | Individualised Learning |
| Introduction – key learnings and how they will be achieved | "Today we’ll focus on how to use timing and sequencing to create a well-paced narrative in your film." |
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Time Allocation: 10 minutes |
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| Lesson Body – step by step outline of learning experience sequence |
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Allow advanced students to experiment with more complex editing techniques such as cross-cutting or slow motion. |
| Time Allocation: 40 minutes | |||
| Conclusion – reviewing learning / summarising / articulating where to next | "Let’s review how timing and sequence can change the way a story is perceived. What adjustments did you make during editing?" | Summarize key points and remind students of the next steps (e.g., final edits for homework). | Provide options for students who need more time, such as additional practice or one-on-one teacher feedback. |
| Time Allocation: 10 minutes |
| Reflection and Adjustments: | Course: TV, Film, and New Media | School/Site: [Insert School/Site] | Week: [Insert Week] | Lesson No: [Insert Lesson No.] | Unit/Topic Area: Telling a Story Through Film (Editing Focus) |
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Part D: Reflection
My knowledge and understanding of literacy and numeracy has been enhanced over the course of this class and how the concepts pertain to the realm of the TV, Film, and New Media (Media Arts). This reflection will be in relation to some learning ‘aha’ moments acquired concerning the Australian Professional Standards for Teachers (APST) 2. 5 in that it underscores the principles of teaching literacy and numeracy within and across learning area. Furthermore, I will look at accommodation of various students, EAL/D, Aboriginal, and/or Torres Strait Islander students.
Promoting Literacy in Media Arts
Media Arts Literacy extends reading and writing abilities in a rather special way and involves an understanding of meaning making about texts that are comprised of video/film, images, sounds and text (Mills & Brown, 2021). It has been great to see how and where the elements of narrative structure and scriptwriting come into play in this course with regard to students’ literacy. In one of my practices, when I tried to let students come up with a short film of their own, I realized just how they learn to think, articulate ideas and use language to make meaning.
Scriptwriting involves story mapping, character building, and plotting and how dialogue aids in story progression is taught to students. All these activities conform to the activities described in APST 2. 5, to that extent as they assist students to use their literacy skills for meaningful and functional purposes. This is enhanced by practice in visual literacy, for example, decoding and encoding storyboards to foster array of other related techniques of presenting ideas visually.
Focus: Mathematics and Visual Culture
Media Arts in numeracy is the use of mathematics in setting timing, sequencing and budget when producing media arts (Lorenza, 2021). This course has reminded the author of the need to teach such skills to the students within an actual context. For instance, when a student is editing the film, he or she has to know where and which shots will be placed, how they will be arranged in terms of time and correctly plan the sequence in order to correspond to a certain amount of time that is needed for a certain type of the film.
Supporting Diverse Learners
In the context of literatures and numeracies, one of the major concerns relates to how all children could be include and find meaning in what is taught. On this course, there has been a notable emphasis of the principles of differentiation for learning, especially for students in the EAL/D category and the Aboriginal and Torres Strait Islanders.
