ME 1.1 Students combine images, sounds and words to communicate

Combine images, sounds and words: · use colour images and written words to express an emotion · design symbols to give directions or information for a map or sign · create collages of images, words, symbols and/or sounds to express feelings · write captions, titles and speech bubbles to add meaning to an image · record sound effects, spoken words or music to add meaning to images · combine gesture, voice, facial expression and costume with sounds to represent a feeling or characteristics of a person or animal · record sound effects, music and spoken words to portray a familiar environment or character · use percussion instruments or found objects to re-create sounds such as thunder to accompany an original story. Media texts that combine images, sounds and/or words to communicate: Information texts: · information books, invitations, postcards, greeting cards, signs, logos, messages, maps, emails, video and book covers, product packaging, radio news reports, swap cards, posters, messages, pamphlets, newsletters, radio, magazine and newspaper advertisements. Narrative texts: · rhymes, fables, fairytales, picture books, comic strips, video versions of picture books, audio books. Other texts: · photographs with captions, scrapbooks, titled drawings.

Students may: · write captions for a family photograph expressing their feelings about the people and places recorded in the photograph · create speech bubbles for a character from a magazine, drawing or photograph · create postcards for a penpal using images, colour and words to express feelings about their experiences at home, school or in the community · create packaging for their favourite toy, food, video or object · create images of self in role as their favourite television or film character · record narration for a picture book using sound effects, music and spoken words · create images of family or self to produce a recount of an event or celebration · record the sounds of a familiar environment and play them while showing images of the same environment · create media texts that can be used in dramatic play, such as signs, menus for an imaginary café or product packaging · create invitations, posters and leaflets for a school event or class celebration · create ‘media and me’ boxes to communicate ideas about familiar media · use websites and available software to create and send electronic greeting cards · create new covers for a video, CD or book the class has shared · create symbols for classroom routines and rules and collaboratively create a poster · record short news reports describing events such as an excursion.

ME 1.2 Students communicate their personal responses to familiar media texts and experiences.

Ways to communicate personal responses: · present thoughts and information about the media in oral and visual forms · share a toy, wear a costume or sing a jingle that relates to a media text · create drawings, collages and models of interactions with media. Familiar media texts and experiences: · collect and share media texts such as calendars, fridge magnets, community notices, newsletters, magazines, newspapers, junk mail, clothing labels, greeting cards, food packaging and websites · display collected media texts and organise them to indicate personal preferences · during a media walk around the school, community or shopping centre or while on a bus or bike ride to school, record the ways media texts are displayed · question peers about when they engage with media experiences e.g. timeslots of children’s television or radio programs · share familiar and favourite media experiences · experience a familiar text with and without sound or image to recognise the contribution that is added by each element.

Students may: · describe where media texts can be found e.g. toy catalogues in letter boxes and/or stores and collector cards in food packaging · share reasons for displaying media texts such as the class photograph · sort media texts into categories e.g. familiar, unfamiliar, funny or action packed · identify television advertisements that appeal and describe the reasons for their choices e.g. catchy or funny words, characters, images or sounds · identify and share their favourite television programs and the days of the week they are shown · participate in class responses to a shared viewing experience · create diaries of the times their families watch television and what they watch · create simple timetables of their media use throughout the week · create drawings or write accounts of a recent media experience, such as a trip to the movies, watching a video with friends or playing a computer game · identify sounds or images within a text that they consider add to the message or story being delivered · list the reasons why people they know read, view, listen to and interact with media.

ME 1.3 Students describe the differences between their own experiences and media representations of similar experiences.

Media representations of everyday experiences: · family and/or school excursions · daily routines and meal time · shopping · holidays and celebrations · neighbourhood and community · community personnel e.g. emergency, law enforcement and health services · school and playground e.g. children, teachers, classrooms and schoolyard · children their own age in nursery rhymes, fairytales, fables and advertisements · family relationship, types of families and gender roles in the family · animals and their associated behavioural traits e.g. wise owl · objects e.g. a flag with a skull and cross bones as a sign of danger. Differences between media representations and their own: · selected features and appeal accentuated e.g. holiday destinations · designed to appear more attractive and satisfying e.g. toys in advertising · manipulations of time for experiences e.g. a full school day shown in five minutes · exaggerations of what is possible e.g. time travel and super powers · ideas, thought, memories and objects are animated and revealed in images and sounds · limited viewpoints represented e.g. replay of a sporting incident and close-ups · everything that is viewed, seen, heard or read is selected by the producers.

Students may: · recognise and describe experiences similar to their own that are represented in the media · comment on how they remember an experience differently from the media portrayal, such as a community festival · recognise that different media texts record and represent experiences in different ways e.g. radio with sound only and picture books with words and illustrations · suggest how representations have been created e.g. discuss the roles of actors · create and describe representations of their best friend or pet using words, images and sounds e.g. a titled photograph or drawn image · compare representations of a specific person in different types of media texts · compare the way products are represented in television or magazine adverts with the actual product · collect representations of the community such as postcards, billboards and newspaper articles and compare them with personal images, memories and experiences · use images, words and sounds to create representations of a guest speaker or class excursion and compare these representations with the actual experience · create representations of exciting moments they have experienced and discuss whether the representation reflects the personal experiences successfully or realistically.