• Related State Standards •

Youth Media Literacy and Student Achievement

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More and more studies are showing that younger generations of students are receiving more of their information about the world through non print media. Internet, television and cinema sources are playing a larger role in reflecting and defining youth culture. Unfortunately much of the pedagogical approaches to education are not keeping up with this shift in how information and ideas are being transmitted. Young people are acculturated at a very young age, to being consumers of media, however very few programs exist that help students become media literate as consumers as well as producers.

Underlying the creation of all sound media is the writing process. While differing in form the essential elements of the writing process are embedded in producing good narrative video and film.

You can explore more about Youth Media Literacy and find resources for your classroom at:

Media Literacy Resources:

http://www.ecb.org/surf/medialit.htm#teacher

Wisconsin’s Model Academic Standards Home Page

http://www.dpi.state.wi.us/standards/

Wisconsin’s Model Academic Standards for Art and Design Education

F. VISUAL MEDIA AND TECHNOLOGY

Content Standard
Students in Wisconsin will understand the role of, and be able to use, computers, video, and other technological tools and equipment.

Rationale:

We live in a visual and technological world where people are constantly confronted with complex print and media works. These images and artworks are created by designers and artists highly skilled in the use of computers, video, and other technological tools. Careers in areas such as multimedia design and the film industry are rich and growing. Art education teaches students how to understand and create with new technologies.

PERFORMANCE STANDARDS

18 WISCONSIN’S MODEL ACADEMIC STANDARDS
By the end of grade 12 students will:

F.12.1 Make informed judgments about mass media, such as magazines, television, computers, and films

F.12.2 Understand visual techniques used in mass media

F.12.3 Interpret visual messages in advertisements, news, and entertainment programs

F.12.4 Recognize stereotyping in visual media

F.12.5 Understand the effects of production techniques on viewers’ perceptions

F.12.6 Use a range of media techniques to create art

F.12.7 Apply a working knowledge of media production systems

F.12.8 Revise media productions based on personal reflection and audience response

Activities may include:

• Comparing the graphic design of two or more magazines, such as Smithsonian,
Newsweek, Art News, and Bon Appetit

• Comparing and contrasting similar advertisements of a product such as teenage
clothing, and how the advertisements affect the audience

• Analyzing the visual choices used in a high-profile news program

• Looking for examples of stereotyping (race, gender, age, or occupation) in the media and
examining how some television stations are addressing this issue
• Studying the works of George Lucas and his company, Industrial Light and Magic

• Making a video including computer images with sound and music, showing camera position, composition, lighting, and set design

• Studying animation in film, such as Nightmare Before Christmas, James and the Giant Peach, and Toy Story

• Making drawings, photos, or video clips to show different ways one would redesign a scene from film or video

English Language Arts - Standard E: Media & Technology Performance Standards - Grade 12
By the end of grade twelve, students will:
E.12.1 Use computers to acquire, organize, analyze, and communicate information.
. Design, format, and produce attractive word-processed documents for various purposes
. Incorporate information from databases and spreadsheets into reports
. Integrate graphics appropriately into reports, newsletters, and other documents
. Retrieve and reproduce documents across various platforms
. Use on-line sources to exchange information
E.12.2 Make informed judgments about media and products.
. Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs
. Recognize and explain the impact of various media on daily life
. Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media
. Develop and apply criteria for evaluating broadcast programming
E.12.3 Create media products appropriate to audience and purpose.
. Create multimedia presentations in connection with major projects, such as research reports or exhibitions
.
. Develop various media products to inform or entertain others in school or the community such as slide shows, videos, newspapers, sound recordings, literary publications, and brochures
E.12.4 Demonstrate a working knowledge of media production and distribution.
. Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences
. Evaluate the impact of various market factors on the effectiveness of media production and distribution
. Identify the impact of image and context on particular audiences receiving the same message
. Develop and apply criteria for evaluating advertising campaigns for a variety of products, past and present
E.12.5 Analyze and edit media work as appropriate to audience and purpose.
. Develop and present criteria for evaluating a variety of media products
Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work

English Language Arts, Standard B: Writing Performance Standards - Grade 12

By the end of grade twelve, students will:
B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes.
. Write a coherent argument that takes a position, accurately summarizes an opposing position, refutes that position, and cites persuasive evidence
. Compose and publish analytic and reflective writing that conveys knowledge, experience, insights, and opinions to an intended audience
. Use rhetorical structures that divide complex thoughts into simpler ones, logical transitions from one thought to another, and language appropriate to the intended audience
. Write creative fiction that includes an authentic setting, discernible tone, coherent plot, distinct characters, effective detail, believable dialogue, and reasonable resolution of conflict
. Write summaries of complex information (such as information in a lengthy text or a sequence of events), expand or reduce the summaries by adding or deleting detail, and integrate appropriately summarized information into reviews, reports, or essays, with correct citations
. Write autobiographical and biographical narratives in a mature style characterized by suitable vocabulary, descriptive detail, effective syntax, an appropriate voice, a variety of sentence structures, clear coordination and subordination of ideas, and rhetorical devices that help establish tone and reinforce meaning
. Prepare and publish technical writing such as memos, applications, letters, reports and resumes for various audiences, attending to details of layout and format as appropriate to purpose
. Write in a variety of situations (impromptu, over time, in collaboration or alone) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation
. Use a variety of writing technologies, including pen and paper as well as computers
. Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation
B.12.2 Plan, revise, edit, and publish clear and effective writing.
. Write essays demonstrating the capacity to communicate knowledge, opinions, and insights to an intended audience through a clear thesis and effective organization of supporting ideas
. Develop a composition through a series of drafts, using a revision strategy based on purpose and audience, personal style, self-awareness of strengths and weaknesses as a writer, and feedback from peers and teachers
. Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, clearly written response in effective language and a voice appropriate for audience and purpose
B.12.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications.
. Understand the form and function of words, phrases, and clauses, including inter-related clauses in complex sentences, and use them effectively
. Use correct tenses, including conditionals, to indicate the relative order and relationship of events,
. Employ principles of agreement, including subject-verb, pronoun-noun, and preposition-pronoun
. Punctuate compound, complex, and compound-complex sentences correctly, including appropriate use of dialogue, citations, colons, hyphens, dashes, ellipses, and italics
. Employ the conventions of capitalization
. Spell frequently used words correctly and use effective strategies for spelling unfamiliar words
Recognize common errors in the use of language and know how (and when) to correct them

English Language Arts, Standard B: Writing Performance Standards - Grade 12
By the end of grade twelve, students will:
B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes.
. Write a coherent argument that takes a position, accurately summarizes an opposing position, refutes that position, and cites persuasive evidence
. Compose and publish analytic and reflective writing that conveys knowledge, experience, insights, and opinions to an intended audience
. Use rhetorical structures that divide complex thoughts into simpler ones, logical transitions from one thought to another, and language appropriate to the intended audience
. Write creative fiction that includes an authentic setting, discernible tone, coherent plot, distinct characters, effective detail, believable dialogue, and reasonable resolution of conflict
. Write summaries of complex information (such as information in a lengthy text or a sequence of events), expand or reduce the summaries by adding or deleting detail, and integrate appropriately summarized information into reviews, reports, or essays, with correct citations
. Write autobiographical and biographical narratives in a mature style characterized by suitable vocabulary, descriptive detail, effective syntax, an appropriate voice, a variety of sentence structures, clear coordination and subordination of ideas, and rhetorical devices that help establish tone and reinforce meaning
. Prepare and publish technical writing such as memos, applications, letters, reports and resumes for various audiences, attending to details of layout and format as appropriate to purpose
. Write in a variety of situations (impromptu, over time, in collaboration or alone) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation
. Use a variety of writing technologies, including pen and paper as well as computers
. Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation
B.12.2 Plan, revise, edit, and publish clear and effective writing.
. Write essays demonstrating the capacity to communicate knowledge, opinions, and insights to an intended audience through a clear thesis and effective organization of supporting ideas
. Develop a composition through a series of drafts, using a revision strategy based on purpose and audience, personal style, self-awareness of strengths and weaknesses as a writer, and feedback from peers and teachers
. Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, clearly written response in effective language and a voice appropriate for audience and purpose
B.12.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications.
. Understand the form and function of words, phrases, and clauses, including inter-related clauses in complex sentences, and use them effectively
. Use correct tenses, including conditionals, to indicate the relative order and relationship of events,
. Employ principles of agreement, including subject-verb, pronoun-noun, and preposition-pronoun
. Punctuate compound, complex, and compound-complex sentences correctly, including appropriate use of dialogue, citations, colons, hyphens, dashes, ellipses, and italics
. Employ the conventions of capitalization
. Spell frequently used words correctly and use effective strategies for spelling unfamiliar words
Recognize common errors in the use of language and know how (and when) to correct them

English Language Arts, Standard D: Language_Performance Standards - Grade 12
By the end of grade twelve, students will:
D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
. Examine the origin, history, denotation, connotation, and usage of English words and phrases by consulting dictionaries, thesauruses, handbooks, and other sources of information about the language
. Evaluate the effects of different types of language, such as literary and technical, formal and informal, in communications designed to narrate, inform, explain, persuade, and entertain
. Use language appropriate to the background, knowledge, and age of an audience
. Recognize and exercise options in modes of expression and choice of words when speaking and writing, especially when revising written work

D.12.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.
. Evaluate the use of standard American English in public contexts, such as school and work
. Evaluate the choice of words, expressions, and style considering the purpose and context of a communication
. Analyze and explain how immediate context and broader social, cultural, regional, and professional variables influence the use of language, citing characteristics such as level of formality, slang, jargon, and emotional impact
. Draw inferences about values, attitudes, and points of view by analyzing a writer’s or speaker’s use of English
. Compare form, meaning, and value of different symbol systems—such as alphabets, signs, symbols—and of expressions commonly used in another language

English Language Arts Performance Standard F Grade 12

English Language Arts, Standard F: Research & Inquiry_Performance Standards - Grade 12
By the end of grade twelve, students will:
F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.
. Formulate questions addressing issues or problems that can be answered through a well defined and focused investigation
. Use research tools found in school and college libraries, take notes, collect and classify sources, and develop strategies for finding and recording information
. Conduct interviews, taking notes or recording and transcribing oral information, then summarizing the results
. Develop research strategies appropriate to the investigation, considering methods such as questionnaires, experiments, and field studies
. Organize research materials and data, maintaining a note-taking system that includes summary, paraphrase, and quoted material
. Evaluate the usefulness and credibility of data and sources by applying tests of evidence, including bias, position, expertise, adequacy, validity, reliability, and date
. Analyze, synthesize, and integrate data, drafting a reasoned report that supports and appropriately illustrates inferences and conclusions drawn from research
. Present findings in oral and written reports, correctly citing sources

Wisconsin’s Model
Academic Standards for
Art and Design Education