Companies target very young children, resulting in 3-year old’s able to identify brand-name logos. The earlier the child identifies with a brand logo, the longer the company benefits. A successful logo is strong enough to be identified even from the first letter of the design. Can you identify the brands above based on the first letter of the brand name?
Create your own video slideshow at animoto.com. You must create a 30 second advertisement for ICS. Use your school email account to create the account on Animoto.
Plan the following before you create the media message:
- What is the target audience? potential students or parents (early childhood, elementary, or middle school)
- What creative techniques are used to attract attention? images and music
- How might different people understand this message differently?
- What values, lifestyles and points of view are represented in, or omitted from, this message?
- Why is this message being sent?
- How does the advertisement address the ICS Mission statement?
- number of shots (for a free account, the limit is 12 images)
- length of each shot (no longer than 30 seconds total for a free account)
- camera angle of each shot & location of the camera for each (use your best)
- effects of close-up/medium/long shots (use your best)
- framing (rule of thirds) (use your best – but crop if necessary)
- backgrounds (choose slides with appropriate backgrounds)
- lighting for each shot (use your best)
- visual transitions (no control in a free 30 second video)
- sound track (select 30 seconds of music – mp3 format)
- special effects or animation (no control in a free 30 second video)
- script/message (your images and music create the message)
- You may work alone or in pairs.
- When you complete the 30 second advertisement for ICS (using Animoto), you or your partner must send the link to my email. Include in the email a summary of your answers to the 6 questions listed above.
- You will have today in class and next week in class to work on the assignment. It must be completed before midnight May 6.
The visually literate student evaluates the aesthetic and technical characteristics of images
Learning Outcomes: (from ACRL/IRIG)
- Evaluates how effectively an image achieves a specific purpose.
- Evaluates the use of visual signs, symbols, and conventions to convey meaning
- Assesses the appropriateness and impact of the visual message for the intended audience
- Analyzes the impact of image editing or manipulation on the meaning and reliability of the image
Assignment: Create different photographs of a peer using the same or similar techniques in the Schwarzenegger covers. Photograph the same person to appeal to two different target audiences.
Be sure to use the Kodak Top Ten Tips for good photography.
Rules, Limitations, Procedures:
- Do not take photos of anyone younger than grade 7. Use a student in your class or older, if at all possible.
- Ask his/her permission to use both photos on a website or as part of a slideshow online.
- Do NOT take photos of anyone without permission.
- Provide the name and age of the person in the photography.
- Download the photos from your camera to a computer. Save them as jpeg or as gif or as png. (View Image File Formats for descriptions of each.) This link may help to save the files correctly. Windows Microsoft You can also use Zamzar to change file formats.
- Name each image with your name and audience (example: rcarrier fashion) or your name and audience2 (example: rcarrier business)
- Attach each image to an email and send it to me at my school email address.
- I must receive the email with the attachments before midnight Sunday, 5/1
Compare the images of Arnold Schwarzenegger in the previous two posts:
- Describe your emotional responses based on the overall image of the person on each of the two pages. Compare and contrast the body language, eye contact, facial expression, clothing, camera angle, make up, etc,
- Deconstruct the images. Compare and contrast the graphic elements on each of the pages including the color, font, other photos, composition, choice of words, etc.
- What techniques are used in each to attract your attention?
- Would you buy either of these magazines? Who would? What are the target audiences for each?
Based on lessons from Center for Media Literacy.
- Listen to the information about Cyberbullying on BrainPOP.
- Open a new text document in OpenOffice. Enter your name at the top of the document.
- Write a detailed summary of the information you heard in Cyberbullying. Do not copy and paste. Write the summary in your own words. Include the following
- the definition of a cyberbully
- why people become cyberbullies
- what you can do if you know it is happening to you
- what can you do if you know someone is cyberbullying another person
- use these terms in your summary (all were used in the BrainPOP video)
- rumor (a story or statement talked about as news without any proof that it is true)
- depression (sadness, low spirits)
- self-esteem (self-respect)
- nausea (the feeling that one might vomit)
- host – on the Internet (company that provides the Internet service)
- evidence (anything that shows what really happened, the proof)
- harassment (being troubled by repeated attacks)
- anonymous (by a person whose name is unknown or given)
- impersonate (pretend to be someone else)
- Use complete sentences, correct spelling, grammar and punctuation.
- Copy and paste the statement below at the bottom of your summary,
As per the Student-Parent Handbook (pg. 35), “Cyberbullying” is one of the many forms that inappropriate behaviors can take. Therefore, those students participating in cyberbullying can be punished by the school.
- Place the final document in the Cyberbullying dropbox.
Essential Understanding: Citizens of the United States must be familiar with basic facts of all of the States.
This year grade 5 students study the U.S. States but next year the topic will be moved down to grade 4. This year’s grade 4 students are using technology class time to develop a database of information about the U.S. States using Wikispaces, so they learn basic State facts. I created a page for each State and entered the labels for the data needed for each State.
Students in the two grade 4 classes were divided into 5 groups to study the 5 regions of the U.S. There were groups of students in each class working on each region. I created a username and password for each student and added them to Wikispaces as members. Students each selected a State within the assigned region to start to research. As they completed the information for each State, they determined which other States needed to have information added and then worked on that State. This allowed students to work collaboratively even though they were not in the same technology class. Students will create the 5 summary pages for the regions and will decide what information will be on the page.
Most of the information is from factmonster.com. Students learned to manage data, moving it from one location to another and to sort and sift through a larger database to find what is needed for the Wikispaces project. The project also allowed the student their first opportunity to work collaboratively on a project. The project is not yet completed but it is in the final stages. icstampa.wikispaces.com