Friday, November 17, 2017

Manaiakalani Google Class OnAir Lesson 15 - Analysis of Movie Posters using Design Words

See the whole Class OnAir team here


Direct Instruction

The students are to work in pairs or small teams to analyse movie posters. They will be given a set of design words that they have to discuss between them and decide where to apply the words on the poster. They will stick these word labels onto the most relevant place on their movie poster.
They will then find the meanings of the words using dictionary.com and discuss if they think the definitions that they find are able to be applied to how the word is being used on their poster.
They will then write their own definitions to go with the labels on their posters.



Here is some of the ongoing discussion that was happening during the lesson.


Here is the direct instruction for finding the definitions of the design words using Dictionary.com.



Here is the end of the lesson, summing up what we have learned today and discussing the definitions.




Lesson Topic :- Analysis of Movie Posters
Year Group :-  Year 11 (Jump Start )
Learning Outcome
To be able to understand and use some basic design terms related to poster design.

Success Criteria
Using SOLO


Uni
structural
Multi
structural
Relational
Extended abstract
To identify where one or two of the design words are used in the supplied movie poster.
To be able to describe where most of the design words are used on the movie poster to each other in their teams.
To explain how the design words apply to different parts of a poster design and relate how they can be used to describe more than one area.
To understand and apply the design words to the movie poster designs. To be able to use the words in new contexts and understand the meanings and different uses.

Links with the New Zealand Curriculum
NCEA Level 1 - Curriculum Level 6

Outcome development and evaluation

Critically analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes.

  • Thinking - deciding where the words go on the posters to describe the various elements.
  • Using language, symbols, and texts - understanding what the different areas of a layout design are.
  • Managing self - working productively in small teams and staying on task.
  • Participating and contributing - making sure they contribute to the team decisions.
  • Relating to others - listening to the opinions of others that might not be the same as their own.

Prior knowledge
The class have done some graphics work in Year 9 and Year 10.
Lesson Sequence


Session Outline
The class will work in pairs or small groups to analyse movie posters using a set collection of chosen design words.
Student Activity
Teacher Activity
  • Listen to teacher instructions about what the activity is about.
  • Discuss and decide within their pairs / small teams which words go where on the posters.
  • Share out the design words and blue tac between the teams.
  • Make sure each team has access to one of the movie posters.
  • No input will be given as to the meanings of the words before the activity starts.
  • Facilitate whole class discussion of the decisions made by each team and suggestions of any changes that could be made as to where the labels need to go.
  • Photograph the layouts and labels in place and upload them to the class Google Plus Community for the whole class to see them all.
  • Supply description labels and pens for students to add to their posters.
  • Listen to the definitions found and guide discussions about the appropriateness of the description to the task.
  • Put the completed posters / words / definitions on the classroom wall for future reference.
  • Use blue tac to stick the words onto the movie posters in the places where they have decided they will go.
  • Look at the layout / posters / labels of the other teams.
  • Discuss as a whole class each one and decide / suggest any changes that might need to be done, with reasons for their suggestion.
  • Choose one of the words from the labels and look it up on dictionary.com.
  • Discuss in their team if the definition matches how the word is used in the activity.
  • Make a description label to go with their poster for the word they chose.
  • Add the description to the poster layout ready to put up on the classroom wall.
Resources

Coloured pens
Definition labels - cut up coloured paper.
Next Steps
The design terms that they have been using and applying today will be used in their own design work when they get to poster layout design.
Reflection and Analysis

What went well.

The students worked quite well in their pairs and small teams considering this was their first time doing this in the lesson. I was pleased with the level of communication between them when they were deciding where to put the design word labels. They had a really good try with everything I asked them to do in this session and we got through a lot of work today. Some of them were willing to speak their ideas to the whole group. They had a go with all of the word labels they were given, even the more difficult ones.
I am pleased I decided to do this activity over a double period as it gave us lots of time and not rush through any element.

What still needs work.

As this was our first lesson doing literacy, I was over controlling and talked FAR TOO MUCH.  As I get more confident myself in doing this kind of work, I hope I am able to let go more and let the students lead.
There was  little bit of slacking off in the pairs, with a couple of them letting their partner do most of the work.


https://plus.google.com/u/0/+KarenFerguson/posts/h3BS8EaznTE

Level 1
Labelled posters

https://plus.google.com/u/0/+KarenFerguson/posts/EafK96EQZ5Q

Level 1
Definitions
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