As you are thinking about Media Arts add your thoughts and ideas here. Remember to adhere to netiquette principles when commenting.

20 Minute task

Read through the shots in the handout. Choose five and film in pairs.

Deliberately ambiguous.

Intentional learning design is key. How do we scaffold learning in the Arts?

Get to know the Australian Curriculum. Of particular use for beginning teachers are the scope and sequence documents

Media Arts are defined as...

"Learning in Media Arts involves students learning to engage with communications technologies and cross-disciplinary art forms to design, produce, distribute and interact with a range of print, audio, screen-based or hybrid artworks. Students explore, view, analyse and participate in media culture from a range of viewpoints and contexts. They acquire skills and processes to work in a range of forms and styles. Students learn to reflect critically on their own and others’ media arts experiences and evaluate media artworks, cultures and contexts. They express, conceptualise and communicate through their media artworks with increasing complexity and aesthetic understanding.

Making in Media Arts involves using communications technologies to design, produce and distribute media artworks.

Responding in Media Arts involves students learning to explore, view, analyse and participate in media culture.

In both Making and Responding students engage with the key concepts, story principles and elements of media (technical and symbolic). The five interrelated key concepts provide a framework for students to create and analyse media artworks. They develop understanding of how the five key concepts explore media artworks representations – that is constructed realities – of the world, communicated through languages and technology for an audience in community and institutional contexts."

http://www.australiancurriculum.edu.au/the-arts/introduction

Since the Gutenberg invented the printing press in 1450 mass communication has been possible. Prior to this books and reading were seen as the domain of the rich or religious. The internet has a had a similar effect on the democratisation of knowledge. Reaching a mass audience has never been more possible. However there are many people producing media arts for themselves or small numbers of listeners/viewers/readers - the act of producing a media art for an unknown audience is an interesting phenomenon - as noticed by Mike Wesch in his "anthropological introduction to YouTube" 2008 - https://www.youtube.com/watch?v=TPAO-lZ4_hU The “mass” part of mass media is important – students need to be able to critique and understand the pervasive and persuasive nature of representation or under representation. They also need to be able to produce against the grain.

In 60 seconds online - data from 2013
72 hours of video to YouTube
2 million Google searches
20 million photo views
278 000 tweets
104 000 photos shared on Snapchat
15 000 tracks downloaded from iTunes
41 000 facebook posts

Students are immersed in media - media arts supports them to understand ways to create and respond to media arts texts.

Picture courtesy of SA, Department of Education and Child Development, Teaching and Learning Services, Pedagogy Team - Teaching for Effective Learning overview, 2013. Used with permission, 21/7/2014

Mike Wesch's (digital ethnographer) story about the ways media mediate relationships emphasises the importance of Media Arts teaching. He states - when media change, our relationships change and when our relationships change our conversations change - our conversations dictate who can say what and when, who will be heard, so we are looking at broad cultural change. The power of the tools of new media can be in the ways they support collaboration, engagement, participation, openness, but they also can be tools of mass distraction, surveillance and control. the difference between the two can be good teaching

https://www.youtube.com/watch?v=LeaAHv4UTI8 2010

Students need to be active creators as well as mindful consumers. These two acts inform each other.

The TfEL research indicates that teachers in SA while excellent and still headhunted around the world, tend to err on the side of safety, possibly at the expense of rigour. In order to ensure that students are engaged, intellectually stretched and powerful or expert learners we need to focus on pedagogy that emphasises negotiated learning, exploring the construction of knowledge, and learning that is applied and assessed in authentic contexts. How might that apply to Media Arts?

Discuss via teach meet.

Image used with permission via SA, Department of Education and Child Development, Teaching and Learning Services, Pedagogy Team, Teaching for Effective Learning Overview with Mark Ups by Karen Butler.

Representation
The ways creators represent people or under represent them influences socio cultural systems related to gender, race and class

Languages
Media Arts has it's own set of codes and conventions - sound, editing, angles, shots, lighting create mood, tone.

Technologies
Mobile Media Technologies and Internet facilitate an environment where anyone can create and share a story.

Audience
History of targeted audience, marketing in mass media influences the relationship between creator and audience. New media invites unknown audiences and when working with children it is important they understand who the audience will be and how they will manage responses as well as how they could respond as an audience member. Interaction with the audience is more possible with newer technologies.

Institutions
Large media institutions have significant influence on communities of practice including politics. The internet oriented mass communication means audiences can live in a filter bubble or engage with diverse ideas. Media institutions to join such as SAMEA and other professional institutions can support professional learning and development. Groups, or professional hashtags are free ways to engage with media arts teaching.

We will be exploring these concepts through one form of media making. Film. We will be creating movies on the iPads using iMovie. For a quick tutorial - go here...
https://www.youtube.com/watch?v=VKhSYAyc54c
Or here
https://www.youtube.com/watch?v=NCTQjmsCZRk

Students tend to hate storyboarding and avoid it like the plague. The best option is to allow a certain amount of play first and then share the problems - like unsteady camera work, lack of diversity in shots and then show them why storyboarding is essential for quality. Some will do it really well, others will continue to see it as an interference. To gain quality, students need to storyboard.



http://www.decd.sa.gov.au/teachingandlearning/files/links/Storyboar_1.pdf

http://www.decd.sa.gov.au/teachingandlearning/files/links/Storyboarding_Exa...

All media texts adhere to various codes or conventions and some deliberately move outside these codes.

Often neglected are sound and lighting.

These are important aspects to work through with students.

Here is an amateur overview of camera angles and shots and their purpose –

https://www.youtube.com/watch?v=ZwbsYgZ7d-8

http://www.decd.sa.gov.au/teachingandlearning/files/links/Shots_Angles_Fram...

http://www.decd.sa.gov.au/teachingandlearning/files/links/Shooting_Cutawy_1...

Rule of thirds - https://www.youtube.com/watch?v=myxiMMa2u_g

Assigning roles and making sure all students experience the various roles is important when teaching media arts.

Porcelain Unicorn

https://www.youtube.com/watch?v=hRMcPJrWm-g

Dinham, J (2014), Delivering Authentic Arts Education, page257

"While communicating with an audience is and integral dimension of all arts areas, the essential purpose of mass media means that this relationship is more central to the concerns of people working in the media"

examine e the relationship between the producer , the media, the message and the audience.

Using media to persuade.

The importance of video editing

https://www.youtube.com/watch?v=DbkKZhK_UpU

Making– using processes, techniques, knowledge and skills to make art works
Responding – exploring, responding to, analysing and interpreting artworks.

MEDIA ARTS IS knowledge, understanding and skills in working with communications technologies as media artists and audiences.

https://docs.google.com/presentation/d/1mUQtU6YW12VrOxiqvneDaz5umBLhLYxWpKI...

Task: Create an eight shot sequence with the theme “Communicate”

• Work in groups of 2/3

• Create a storyboard using the template provided

• Vary your shots and remember the rule of thirds

• Film your work using the built in iPad camera – you cannot zoom using this camera

• Edit your film in iMovie – see tutorial online at https://www.youtube.com/watch?v=VKhSYAyc54c

• Share your film with peers


Discuss: What did you learn through going through this process?

Reflect - What considerations need to be explored when making movies with students?

Respond to the work of your peers. How would you assess. Create a rubric.

https://docs.google.com/document/d/1e4SPY9AnNB-hipXLKIipVdHY0JhbGaluxMlIWBn...