School Curriculum: Viewing and Media Literacy
This page is designed to enable parents to understand what their child should be learning, when they should be learning it, and what degree of mastery the child should have attained (at a median level) by a certain grade level. For Homeschoolers, we hope that this page will serve as a valuable asset in establishing a baseline curriculum. For parents whose children attend public or private schools (or for the inquisitive student) this page should give some guidance as to whether or not the school curriculum and methods are providing students with an adequate standard of education.
What is meant by "Viewing and Media Literacy," why is it important, and how is it approached ? Below is a description of the core discipline and its components, and the answers to why-how-when these components are taught. Viewing and Media Literacy components have median level goals to be attained by the end of Kindergarten, by the end of Grade 1 by the end of Grade 2, by the end of Grade 3, by the end of Grade 4, by the end of Grade 5, by the end of Grade 6, by the end of Grade 7, by the end of Grade 8, and by the end of Grade 12.
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does not contain articles for education in this discipline.
For educational articles, go to: Viewing
and Media Literacy: A.
Constructing Meaning, B.
Visual and Verbal Messages, C.
Living with Media
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STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. |
Descriptive Statement: Students learn how to view critically and thoughtfully in order to respond to visual messages and images in print, nonverbal interactions, the arts, and electronic media. Effective viewing is essential to comprehend and respond to personal interactions, live performances, visual arts that involve oral and/or written language, and both print media (graphs, charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and newspapers) and electronic media (television, computers, and film). A media-literate person is able to evaluate media for credibility and understands how words, images, and sounds influence the way meanings are conveyed and understood in contemporary society. Students need to recognize that what they speak, hear, write, and read contributes to the content and quality of their viewing.
Strands and Cumulative Progress Indicators
By the end of Kindergarten, students will:
A. Constructing Meaning
1. Make predictions about visual information (e.g., pictures in books).
2. Discuss favorite characters from books, film, and television.
B. Visual and Verbal Messages
1. Begin to sequence a series of pictures or images to tell a story.
2. Show understanding of purpose for pictures in books.
Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will:
A. Constructing Meaning
1. Retell the story from a favorite media program (e.g., television, movie).
2. Distinguish between "pretend" and "real" in the media.
3. Begin to recognize that media messages have different purposes.
4. Speculate about visual representations (e.g., pictures, artwork).
5. Use simple graphs and charts to report data.
6. Begin to recognize the work of a favorite illustrator.
7. Begin to compare and contrast media characters.
B. Visual and Verbal Messages
1. Begin to interpret messages in simple advertisements.
2. Sequence a series of pictures or images to tell a story.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Constructing Meaning
1. Speculate about characters, events, and settings in books, film, and television.
2. Recognize that media messages are created for a specific purpose (e.g., to inform, entertain, persuade).
3. Use graphs and charts to report data.
4. Recognize the work of a favorite illustrator.
5. Compare and contrast media characters.
B. Visual and Verbal Messages
1. Interpret messages in simple advertisements.
2. Use a simple rating scale to judge media products.
3. Begin to look at the effects of visual arts on one’s mood and emotions.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Constructing Meaning
1. Begin to demonstrate an awareness of different media forms and how they contribute to communication.
2. Identify the central theme and main ideas in different media.
B. Visual and Verbal Messages
1. Recognize the effects of visual arts on one’s mood and emotions.
2. Begin to explore and interpret messages found in advertisements and other texts.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Constructing Meaning
1. Interpret information found in pictorial graphs, map keys, and icons on a computer screen.
2. Respond to and evaluate the use of illustrations to support text.
3. Use graphs, charts, and diagrams to report data.
4. Distinguish between factual and fictional visual representations.
5. Identify the central theme in a movie, film, or illustration.
6. Identify the target audience for a particular program, story, or advertisement.
7. Demonstrate an awareness of different media forms and how they contribute to communication.
B. Visual and Verbal Messages
1. Understand that creators of both print media and electronic media have a purpose and target audience for their work.
2. Explore and interpret various messages found in advertisements and other texts.
3. Discuss the emotional impact of photos and how they aid understanding.
4. Compare and contrast media sources, such as film and book versions of a story.
C. Living with Media
1. Express preferences for media choices.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
A. Constructing Meaning
1. Respond to and evaluate the use of illustrations to support text.
2. Use graphs, charts, and diagrams to report data.
3. Distinguish between factual and fictional visual representations (e.g. political cartoons).
4. Identify the central theme in a movie, film, or illustration.
5. Identify the target audience for a particular program, story, or advertisement.
6. Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how they contribute to communication.
7. Understand uses of persuasive text related to advertising in society.
8. Distinguish different points of view in media texts.
B. Visual and Verbal Messages
1. Understand that creators of both print media and electronic media have a purpose and target audience for their work.
2. Evaluate media messages for credibility.
3. Explore and interpret various messages found in advertisements and other texts.
4. Interpret verbal and nonverbal messages reflected in personal interactions with others.
5. Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.
6. Compare and contrast media sources, such as film and book versions of a story.
7. Understand the uses of technology (e.g., the Internet for research).
C. Living with Media
1. Express and justify preferences for media choices.
2. Choose the most appropriate media for a presentation.
3. Use a rubric to evaluate the content of media presentations.
4. Examine and evaluate effects of media on the family, home, and school.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Constructing Meaning
1. Respond to and evaluate the use of illustrations to support text.
2. Use graphs, charts, and diagrams to report data.
3. Distinguish between factual and fictional visual representations (e.g. political cartoons).
4. Identify the central theme in a movie, film, or illustration.
5. Identify the target audience for a particular program, story, or advertisement.
6. Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how they contribute to communication.
7. Understand uses of persuasive text related to advertising in society.
8. Distinguish different points of view in media texts.
B. Visual and Verbal Messages
1. Understand that creators of both print media and electronic media have a purpose and target audience for their work.
2. Evaluate media messages for credibility.
3. Explore and interpret various messages found in advertisements and other texts.
4. Interpret verbal and nonverbal messages reflected in personal interactions with others.
5. Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.
6. Compare and contrast media sources, such as film and book versions of a story.
7. Understand the uses of technology (e.g., the Internet for research).
C. Living with Media
1. Express and justify preferences for media choices.
2. Choose the most appropriate media for a presentation.
3. Use a rubric to evaluate the content of media presentations.
4. Examine and evaluate effects of media on the family, home, and school.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will:
A. Constructing Meaning
1. Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.
2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions.
3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.
4. Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic.
B. Visual and Verbal Messages
1. Analyze and compare the pros and cons of visual and verbal advertising.
2. Evaluate various media messages for credibility.
3. Develop criteria/rubric to judge the effectiveness of visual and verbal presentations.
4. Make inferences based upon the content of still images.
5. Compare and contrast media sources, such as film and book versions of a story.
C. Living with Media
1. Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric).
2. Analyze media content for emotional effect on audience.
3. Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Constructing Meaning
1. Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.
2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions.
3. Analyze and respond to visual and print messages (e.g. humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.
4. Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic.
B. Visual and Verbal Messages
1. Analyze and compare the pros and cons of visual and verbal advertising.
2. Evaluate various media messages for credibility.
3. Develop criteria/rubric to judge the effectiveness of visual and verbal presentations.
4. Make inferences based upon the content of still images
5. Compare and contrast media sources, such as film and book versions of a story.
C. Living with Media
1. Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g., rating systems, rubric).
2. Analyze media content for emotional effect on audience.
3. Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Constructing Meaning from Media
1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
2. Identify and evaluate how a media product expresses the values of the culture that produced it.
3. Identify and select media forms appropriate for the viewer’s purpose.
B. Visual and Verbal Messages
1. Analyze media for stereotyping (e.g., gender, ethnicity).
2. Compare and contrast three or more media sources.
C. Living with Media
1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
2. Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).
3. Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.
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