Language Arts: Intertwining Media Studies with Writing

The following is an idea adapted from several resources around the web. The first is Media-Visual Literacy and Presidential Politics by Frank Baker from Middle Web on using campaign images as a way of studying images (a component of media literacy), and the second is this article from the Ontario government about incorporating writing with filming skits. The Ontario government article is very general, and the article from MiddleWeb is the basis for the content in the activity listed below. Both are excellent resources and would provide a new and exciting approach to language arts; particularly for writing.

The following idea is intended to be a multi-lesson series since the activities will take time (in particular the filming portion).

Part 1: Media Studies

Media-Visual Literacy and Presidential Politics is written for American students so it would require some adaptations, but I think the idea is still very much applicable to Canadian politics as well.

National Post (2011) Conservative Campaign [Online Image].
Retrieved from: http://bit.ly/1Q0O9u0

Based on this article, students and teacher (partially as a large group and also in small groups) discuss the importance of understanding images as a form of media literacy (as discussed in the curriculum on page 13). From there, the teacher could guide students discussion by suggesting the

CBC (2015). Trudeau Campaign Image [Online Image].
Retrieved from: http://bit.ly/1Z3mu1q

following questions as a lens for critical analysis of images. This could be done in a rotating fashion - i.e. one group has several images in a set that rotates around the room. They could be numbered so that students can write a few observations of each in their notes for later. The guiding questions are as follows: 

• What is the setting? Why do you think that location was chosen?
• What is prominent in the image? What is missing?
• Where is the camera positioned that took this image? Why do you think it has been placed there? What is shown and what is not?
• What colour or colours, and symbols are visible?
• Is the candidate’s name, slogan or other message visible? If so, what is it?

Next, students are asked to take this discussion one step further by analyzing the candidate's website and commercials. They're asked to ask the same questions as above, as well as to examine the persuasive tools used (such as music). This could lead into the following work sheet which would be used as a tool for students when watching campaigns and then when they go to make their own campaign they can use this worksheet for ideas and as a way of testing their own commercial. 

Part 2: Writing and Filmmaking

The second component of this activity would be the creation of a political campaign commercial. The idea being they create the content/images based on their analysis of other campaigns. The writing strategies/components are adapted from Research Monograph #39 produced by a partnership between the Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education (March 2012).

In small groups, students would go through the '6 Steps to Video Production' (pages 2-3) outlined in the Monograph, and listed below:

1. Preparation and Exploration: students familiarize themselves with stages of video production and prepare the following:

• a job description for various production roles (i.e. director, script writer, set designer, etc);
• a categorized inventory list of equipment they will use; and
• an instructional guide for using the camera.

2. Development: students develop their campaign ideas and create a pitch for the teacher and/or classmates, and prepare the following:

• a word web (or similar program) in which they brainstorm ideas;
• a synopsis of their video; and
• a research report (including the research they previously did on political campaigns).

3. Pre-Production: students create storyboards for each scene, work out the logistics for filming and create any needed sets, and prepare the following:

• a timeline which lays out the production schedule;
• a storyboard which graphically sequences the shots; and 
• a dialog interchange comprising a conversation between two or more characters.

4. Production: students capture and log the video and audio footage, and they prepare: 

• a log cataloging the video footage; 
• a reflection on each day's filming; and
• a to-do list for the next day.

5. Post-Production: students sequence and edit the captured footage and may conduct test screenings with peers, and prepare the following:

• sub-titles for the hearing impaired (can create two versions if they want);
• the text for voiceovers and opening/end credits; and
• a text-based screening survey.

6. Reflection: students reflect on what they learned (both in terms of video production, political campaigns, organization, group work, etc). Conducted as small and large group discussions followed by the following:

• a reflection of the student's own contribution;
• a reflection of their team member's participation; and
• final thoughts on, and summary of, political campaigns.

Steps 1-5 above are taken verbatim from the Monograph, but I changed step 6 to be more appropriate to the political campaign topic.  These steps would be conducted throughout multiple classes, and would be most appropriate for older students since it requires significant technical and time management skills to complete. Either way, there should be a lot of time allotted for this activity. 

Several apps could be used to complete the commercial including PowToon, IMovie, Movie Maker, or other appropriate apps - the point of the activity is not the production quality, but rather the ideas behind the campaign commercial and the behind-the-scenes writing components (a point I think should be made clear with the students). 

Curriculum Connections

This strategy would be appropriate for, and address the first two overall expectations for media literacy in grades 4-8 (pages 88, 103, 117, 133, 147). The first is to understand a variety of media texts, and images are considered a media language. And once some of the analysis of the images begins students are working towards the second overall expectation of being able to explain conventions and techniques associated with different media texts and how they create meaning. For both of these overall expectations, the specific expectations could be strategically addressed depending on the guiding questions the teacher presents. 

In terms of writing requirements, this strategy addresses the first, third, and fourth overall expectations for grades 4-8 (pages 86, 100, 114, 130, and 144). The first overall strategy is to generate, gather, and organize ideas and information to write for an intended purpose and audience. The second is to use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively. And the fourth is to reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. The expectations would be worked through in order. The first strategy would be mostly addressed during steps 1-5 since each step has a different purpose so would require a different style. This is also true for the second overall expectation since revision and proofreading would be important throughout - they should be encouraged to proofread each other's work as well as their own to get insight into what they're looking for when proofreading, but also to get more diverse feedback on their own writing. The final overall expectation would be incorporated into the final step (the reflection stage) and would be a combination of discussions (as a large group, small groups, and individually) as well as written reflections. 

Wrapping Up

This series of activities can be used to combine several curriculum components into one large (potentially culminating) task. It takes a scaffolding approach by starting with teacher guided discussion and observation of political imagery and then finishes with student-motivated video production. It can be modified to suit classroom needs, and can also be used to assess and/or teach oral communication too, if desired. I think this is an incredibly exciting activity that would get students excited about language arts.