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In this lesson, students are introduced to the idea that what they see in media can be deceptive. They explore the idea that media are “framed” by their creators and consider what parts of the world are left out of the frame.
On the internet, it can be hard to tell what’s true and what’s false—but we have to make a lot of decisions based on how reliable we think things are. In Reality Check, you’ll learn how to find clues like finding where a story originally came from and comparing it to other sources, as well as how to use tools like fact-checking sites and reverse image searches.
The Digital Literacy Training Program for Canadian Educators workshop provides an overview of essential digital literacy skills and key concepts of media and digital literacy, familiarizes participants with the digital experiences of Canadian youth, and introduces the resources and tools that are available through MediaSmarts’ USE, UNDERSTAND & CREATE digital literacy framework.
A Guide for Trusted Adults is based on YWCA’s consultation with Canadian girls and young women about their concerns and the issues they face online and on social media platforms and the ways they want the adults in their lives to support them.
The purpose of the lesson is to facilitate and develop youth art as a form of community engagement and give students the opportunity to explore their experiences with privacy and equality in networked spaces. Students will be presented with several scenarios related to experiences of privacy and (in)equality in networked spaces and how young people have used art to advocate for change. Students will be asked to develop an art project (mural, collage, recorded performances, face/body art, etc.) that they believe best reflects the issues that are important to them. Since the expertise and support to implement an art project vary from classroom to classroom, there are three options for completing this lesson: (i) students design and create their art projects; (ii) students develop a plan to produce an art project without actually creating it; and (iii) students are mentored by professional artists who help them design and implement their art projects.
In this lesson, students examine the visual codes used on television and in movies through an exploration of various camera techniques. Students begin with a discussion about camera-subject distance, and review various film techniques that are used to create visual meaning.
In this four-day unit, students will examine the role of popular culture celebrities in creating awareness of world issues.
In this lesson, students consider the role of technology and media in their lives and then spend a week either tracking or limiting their media use. They then share their experiences and discuss how the ways that digital media tools are made may cause us to use them differently (or simply more often). Finally, students draw on those insights to create a mindful media use plan. In an optional extension activity, they interview other students for a video exploring their experiences and reflections over the course of the project.
This lesson asks students, in groups, to take their issue and solution to the streets. In order to enact real change through action for the benefit of the larger community, each chosen topic will need to be exposed to and understood by other members of the community. In this lesson, students will design a community outreach promotional campaign in order to effect real change that matters to them. If the students have completed the Digital Storytelling for Community Engagement lesson and have created their own Digital Story, this digital project can be used as the starting point/product with which to share with others. If not, groups of students can create a hypothetical solution to an existing problem, which then could be disseminated to the larger community using their designed outreach strategy.
In groups, students will create a Digital Story which addresses a topic, theme or issue that is affecting them. All stages of production will be covered, including research, storyboarding their idea into a visual organizational layout, practicing capturing quality photographs and interviews, and finally weaving their Digital Story into a finished project using computer editing software.
In this lesson, students are introduced to Earth Day and the theme of “Green Cities”. After listening to a short presentation on the concept of a “green city” and elements that constitute a green city (e.g. renewable energy sources such as solar panels, more energy-efficient buildings, recycling programs, cleaner air and water) students participate in an activity where they count the number of parks on a map of their city or neighbourhood. Maps are then analyzed as a medium as students discuss how they are created, things they can and can’t show, and their effectiveness at communicating environmental information.
In this lesson, students learn about the history of film editing and how shot composition, juxtaposition of images and the use of rhythm and repetition in film editing can affect the emotional impact of a film. Students begin by watching a video on the basics of film editing and answering questions to aid their comprehension. They then view and analyze a slideshow demonstrating basic ways in which the “building blocks” of film editing can affect a film’s emotional impact, and discuss how this can affect a film’s rating. Finally, students create their own film and/or storyboard, using the editing techniques they’ve learned to produce different emotional effects with the same collection of shots.
If you’re wondering how to get started making media on your phone, tablet or computer, animation is a great place to start. You can start doing it as a family activity even when kids are very young and they’ll soon be able to do almost everything themselves.