It's important to pay close attention to what children see in the news because studies have shown that kids are more afraid of violence in news coverage than in any other media content. By creating a proper perspective and context for news and current events programs, we can help kids develop the critical thinking skills they need to understand news stories and the news industry.
1. listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.
Specific Expectations:
1.1.1 Listen critically and discuss the differences in interpretations and understandings
1.2.1 Reflect on prior knowledge and experiences, and structure and restructure ideas and information in meaningful ways, in order to clarify, extend and revise understandings
This outcome chart contains media-related learning outcomes from the Manitoba, Senior 3 (Grade 11) English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Manitoba, Senior 4 (Grade 12) English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
I’ve recently become the chauffeur for my son and his group of friends, as they go to for a weekly gaming afternoon/hangout at one boy’s house. It’s clear that my role as the driver is to be invisible – they talk and goof around with each other in the car as if I’m not there, and if I do interject in their conversation, there’s a moment when they all freeze, confused as to where this voice from above came from, before ignoring it and carrying on. I’m there to hover on the outside, not to get involved.
This chart contains media-related learning outcomes from Manitoba, Curriculum for Social Studies: Canadian Law 12, with links to supporting resources on the MediaSmarts site.
I was recently asked by Jane Tallim to write a guest blog and seriously wondered what suggestions I could offer that would appeal to high school English and Media Studies teachers. We all know that teaching media is like trying to hit a moving target, and education lags behind revolutionary changes in new media forms. However, over the past decade of teaching both Media Studies and high school English, I have spent much time considering the intersection of new media forms with traditional English forms and have tried to build a bridge of understanding across time for my students regardless of the target. By focusing on the skills of deconstruction and construction, I believe the form of the text, or the new medium, becomes less relevant to comprehension.
If you haven’t seen the story of the Hot Dog Princess that has been making the rounds of the Internet, I suggest you read this Buzzfeed article. To summarize: it was “Princess Week” at five-year-old Ainsley’s dance class and she decided to wear a hot dog costume. As a parent, this is the kind of youthful impertinence I can get behind. After all, THIS was a princess who really knew who she was, a princess that was not like other princesses, a #hotdogprincess.