ME 3.1 Students combine and manipulate media languages and technologies to construct intended meanings.

 

Combine and manipulate media languages:

·          change size, shape, colour, font, graphics, effects, position on page

·          create headlines, captions, slogans, jingles and dialogue for images

·          use specific tone and expression for narration, voice-over and dialogue

·          combine props with facial expression, gesture, body stance and movement

·          repeat and contrast images with other images or words and sounds

·          place images or sounds in a different time, place or context.

Combine and manipulate media technologies:

·          select, delete and/or add words, sounds and images

·          control volume and input by fading in and out on a tape-recorder or computer

·          control audio pick-up by changing distance of subject to microphone

·          add music to words or images to indicate time or place

·          combine recorded live sound with music and sound effects from record libraries

·          select or change sequence and order

·          zoom, tilt, pan or track with a camera to match music or soundtrack

·          use scissors and glue or mouse to change position on page, product or screen

·          select, delete, add or change position of objects and subjects within the frame

·          apply effects such as overlay or colour to alter the original image

·          create layers of images with image manipulation software.

Students may:

·          change the sequenced order of frames on storyboards or comic strips to create different versions of a narrative

·          create new speech bubbles or captions for a series of images to tell a different story or change the character’s role in the story

·          record soundtracks for a visual sequence to create a particular mood or feeling

·          create postcards, posters and weather reports for a real or imaginary place

·          create brochures about the positives of healthy eating or the negatives of junk food

·          create magazine or radio advertisements that promote specific features of a toy or object

·          document a school event offering the audience only one perspective

·          create posters or audiovisual presentations about the positive aspects of the school

·          use make-up, costumes and props to create imaginary stereotypical and non-stereotypical characters such as a superhero/heroine

·          adopt roles as characters from a television program, picture book or video game and present another side of the story in an interview

·          make changes to news reports such as modifying headings, story position and photo captions

·          reposition articles, headlines and photographs on a front page or magazine cover to emphasise some stories more than others

·          film dramatic re-enactments of an event from the local community’s past to offer a particular perspective

·          manipulate digital images of the school to portray it as a different place

·          produce a real estate web page promoting a property for sale.

 

ME 3.2 Students present media texts to a specified audience using presentation techniques associated with particular media forms. 

 

Types of specified audiences:

·          children, youth, male, female, peers, families and sporting groups.

Presentation techniques for specified media forms:

·          newspapers and magazines e.g. layout, sensational headlines, eye-catching images, colour, slogans and captions on front page and cover

·          websites, electronic games and e-zines e.g. screen layout and design, animation, sound, site architecture, banners, menu bars and navigation tools

·          radio and television e.g. slogans, jingles, logos, scheduling, promotions, billboards

·          film e.g. poster, press review, press coverage, competitions, advertising, trailers

·          video e.g. cover, trailers, magazine review

·          marketing merchandise e.g. badges, stickers, packaging, magnets, wrappers, competitions, swap cards

·          corporate profile e.g. business cards, logo, uniform design, slogan, brochures.

Students may:

·          use visual images, colour, text and graphics to present a design for a logo for a school event

·          select appropriate forms to present texts that target particular audiences e.g. a promotional poster or cover for a video that is targeting a teenage audience

·          design media texts that attract a variety of audiences

·          create video covers for a film popular with youth

·          promote the school’s arts festival through the school website, posters and video

·          organise appropriate presentations to parents and community members of one aspect of learning from another key learning area

·          design advertisements or packaging for a product that would appeal to the aged, then redesign it to target a child consumer

·          create posters for a class video production.

 

ME 3.3 Students examine and compare the particular languages used to construct various representations across media forms and genres for specific purposes.

 

Ways of examining and comparing representations:

·          compare the portrayal of a particular representation across media forms e.g. heroes and villains in picture books, videos, comics and cartoons

·          describe the types of families shown in situation comedies and compare them with those represented in the news, such as the royal family

·          use available technology to manipulate the portrayals of people, places, events and issues to change the meaning of the text e.g. cropping and speech bubbles

·          examine and compare local media texts with their state, national or international equivalent

·          contrast media representations of groups or individuals in the 1950s and 1960s with today’s portrayals

·          compare Australian media with media from another country

·          compare mainstream media with independently produced or community media.

Particular languages used in media forms and genres:

·          non-verbals e.g. large eyes drawn to show emotion in ‘manga’ comics and cartoons

·          visual design e.g. mood created through use of dark colours in computer game scenarios

·          camera angles and frames e.g. low angle camera shot in representation of giant in children’s television program

·          sound e.g. journalist voice-over in a television news story, laugh track in situation comedy

·          interview techniques e.g. shot-reverse-shot filming in current affairs programs.

Students may:

·          examine the representations created in soap operas using camera shots, camera angles, audio, lighting and composition

·          discuss the creation of comic sequences and examine the values represented, such as friendship, conflict, relationships and power

·          examine how news genre conventions have established specific ways of representing events, people and issues

·          examine and compare the front pages of two newspapers on a given day in terms of news stories published, style, photographs and advertising

·          examine and compare a variety of representations across genres and forms that have been produced to portray a cultural or sporting event

·          examine and compare the media languages used to construct a manga comic strip or cartoon and an Australian-produced animation

·          list the differences and similarities between food advertising in the 1950s and today

·          discuss the media images of sports heroes from the past with contemporary ones

·          research earlier magazine coverage of celebrities and compare it with the coverage of today

·          compare images of the local community in newspaper reports, council brochures and websites with the images in tourist brochures.