Viewing and Representing

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Viewing and Representing

• Sarah Crippen
• Curriculum and Professional Development
• Texas Education Agency

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• A media literate public must be able to
• Examine the purpose of various media forms
• Evaluate persuasive techniques of media messages
• Deconstruct media to determine the central idea
  of a message and how effectively that message has
  been conveyed

Think Critically!
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Interpretations, analysis, production of images,
messages, meanings
Viewing/ Representing
Video, photograph, web page, billboard,
editorial, illustration
Media text
Shape, line, color, texture
Design elements
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Knowledge and Skills

• Understand/interpret visual representations
• Analyze/critique the significance of visual
  representations
• Produce visual representations that communicate
  with others

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Interpretation

• Describe how meanings are communicated through
  elements of design including shape, line, color,
  texture
• Analyze relationships, ideas, cultures
  represented in various media
• Distinguish purposes of various media forms such
  as informative, entertaining, advertisements

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Analysis

• Investigate the source of a media presentation or
  production such as who made it and why it was
  made
• Deconstruct media to get the main idea
• Evaluate/critique the persuasive techniques of
  media messages such as glittering generalities,
  logical fallacies, symbols

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Analysis (cont)

• Recognize how visual/sound techniques or design
  convey messages in media such as special effects,
  editing, camera angles, reaction shots,
  sequencing, music
• Compare, contrast, critique various media
  coverage of the same event such as in newspapers,
  television, internet

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Production

• Examine effect of media on constructing
  perception of reality
• Use a variety of forms/technologies such as
  videos, photographs, web pages to communicate
  messages
• Use a range of techniques to plan/create a media
  text and reflect critically on the work

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Production (cont)

• Create media products including documentary, ad
  campaigns, political campaigns, or video
  adaptations of literary texts
• Create, present, test and revise a project and
  analyze a response using technique such as
  questionnaires, group discussions, feedback forms

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What about TAKS?

• The TAKS will test the ability of a student to
  analyze and evaluate culturally diverse written
  texts and visual representations.
• Items that address the viewing and representing
  piece may require students to
• examine purpose of various media forms
• evaluate persuasive techniques of media
  messages
• deconstruct media to determine the central
  idea of a message and how effectively that
  message has been conveyed

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MEDIA LITERACY PROJECT

• Partnership
• TEA
• Texas Cable Telecommunications Association
• Discovery Communications, Inc.
• Individual cable operators in Texas

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PURPOSE

• Provide teachers with strategies and tools for
  incorporating media analysis/technology
  activities in order to develop critical thinking
  and communication skills.
• Assist middle school and high school teachers in
  implementing the viewing and representing TEKS
  from the ELA curriculum

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CRITICAL QUESTIONS

• Who created this message?
• What is the purpose of this message? (inform,
  persuade, entertain, self-expression, teach, make
  money)
• What techniques are used to attract and hold
  attention?
• What point-of-view is represented in this
  message?
• What has been left out of this message?

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The Character Wheel
Setting
Thoughts
Physical Appearance
Reactions of Others
Behavior/ Actions
Speech/ Dialogue