Gears on the Move! Student Book 4c, pages 58 60 Understanding Media Instructional Focus IDENTIFYING CONVENTIONS OF PHOTOS IN PRINT MEDIA Identifying conventions of photos in print media helps students to think critically about the impact photographers techniques have on the viewer. Instructional Approaches SHARED READING Transparency 46: Gears on the Move! Gears on the Move! Student Book 4c, p. 58 INDEPENDENT READING Gears on the Move! Student Book 4c, p. 58 Expectations LANGUAGE O: Oral R: Reading W: Writing ML: Media Literacy O R Demonstrate an understanding of appropriate speaking behaviour in a variety of situations Read a variety of texts literary, graphic, informational from diverse cultures ML Identify conventions and techniques used in some media forms, and explain how they help convey meaning ML Produce media texts for specific purposes and audiences, using appropriate media forms, conventions, and techniques About This Selection Print ads about bicycles and motorcycles provide examples of techniques photographers use to create an impact on their viewers. Most students will be able to respond to the photographs without difficulty. ACCESSIBILITY Easy Average Challenging ASSESSMENT FOR LEARNING Ongoing Observation Students who understand will identify and explain the impact of different camera shots and camera angles identify and explain the impact of colour and lighting explain how identifying conventions of photos in print ads helps the reader understand and analyze the ads Differentiated Instruction If students do not understand, use Camera Shots in Comics (see Differentiated Instruction: Extra Support, p. 47) Assessment Demonstration Task, p. 49 Key Assessment Questions Why is it important to think about camera shots, camera angles, colour, and lighting when looking at a photograph? How did looking at the camera shot, camera angle, colour, and lighting help you think about each photo s impact on the viewer? Explain your thinking for each characteristic. Assessment Tools BLM 2: Oral Language Tracking Sheet BLM 3: Small-Group Observation Tracking Sheet BLM 4: Self-Assessment Checklist and Personal Goal Setting BLM 10: Demonstration Task Identifying Print Ad Photo Conventions BLM 11: Strategy Rubric Strip Identifying Conventions of Photos in Print Media Reflecting on Your Practice How can I provide students with opportunities to examine the techniques photographers use to communicate messages? 44 Nelson Literacy 4 Teacher s Resource: Pulleys and Gears
media Understanding Identifying Conventions of Photos in Print Media A long-distance shot shows the subject from faraway and gives you a good look at the background. What ideas does this shot give you about biking? The colours in a photo can be changed after the photo is taken. What is the impact of changing this photo s colours from natural to blue? 58 Pulleys and Gears Gears on the Move! Photographers use many skills and techniques to communicate messages, especially in print ads. As you learn about some of these techniques, think about the impact they have on you as a viewer. A middle-distance shot shows the subject and some background. What ideas does this shot give you about the bike rider? Shared Reading Transparency 46 Use Transparency 46: Gears on the Move! and its related teacher notes in Transparencies for Shared Reading and Modelling to model how readers identify conventions of photos in print media. Before ACCESSING PRIOR KNOWLEDGE Discuss what students know about photographs. Ask: How would you describe a photograph? (a picture of people or things taken by a camera) Where have you seen photographs? (family albums, magazines, newspapers, books) What makes a good photograph? (an interesting subject; one that doesn t have people or things cut out of the picture) How do you think taking photographs for a print ad might be different from taking family photos? (lots of photos are taken to get the perfect photo; the photo makes things look appealing or exciting) During Vocabulary background the back part of a picture or scene farthest from the viewer impact an effect or influence natural made or caused by nature rather than people subject a person or thing that is being photographed technique a method used to accomplish something Strategy Tip: Using context clues Tell students that when they come to a word they don t know, they can use the photographs, words, or sentences nearby to help them understand the unfamiliar word. Write this sentence on the board, A long-distance shot shows the subject from far away and gives you a good look at the background. Ask: What do you think the word subject might mean? What clue does the photograph beside the word show? (a person on a bike) Does the sentence make sense if you replace the subject with a person on a bike? INTRODUCING THE TEXT 1. Give students time to preview Student Book page 58. Ask them to turn to a partner and talk about the photographs in this print ad. Ask: What do you think this print ad might be about? (cycling, bicycles) What do you think of this ad? Do you like it or not? Why? 2. Direct students attention to the introduction and read it aloud. Tell students they will be learning about some of the techniques that photographers use to create an impact on their viewers. CONTINUED Gears on the Move! 45
READING AND DISCUSSING THE TEXT 1. Direct students attention to the annotation about a longdistance shot (top left) on Student Book page 58 and read it to them. Ask: What do you think is the topic of this photograph? (off-road cycling) What is the subject of this photograph? (a cyclist) Is it a man or a woman? Does it matter? Why? (you can t tell whether it is a man or a woman; it doesn t matter because the photo is exciting and appeals to both men and women) Why has the photographer included the background and foreground in this photograph? (to show the cyclist in relation to the surroundings; to help the viewer figure out where the cyclist is) Why is this described as a long-distance shot? (because the camera is far away from the subject) advertiser chose a longdistance shot for this advertisement? (wanted to show how far off road a cyclist can go; gives you a feeling that the cyclist is in rugged country far away from busy streets) 2. Direct students attention to the annotation about a middledistance shot (on the right) and read it to them. Ask: What has happened to the background and the foreground in the second photograph? (they are not as noticeable) What effect does this have on you? (it makes me focus more on the cyclist than on the rest of the photo) Notice the techniques that make the photo in this magazine ad grab your attention. The camera angle, or the way the camera is looking, in this photo is from low down and behind the motorbike. What feeling does the camera angle give you? Close-up photos are good for showing details. What is your reaction to this close-up shot? Lighting can add interest to a photo. What stands out in this photo? 59 How would you describe a middle-distance shot? (less foreground and background than in a long-distance shot; the subject takes up most of the photograph) advertiser chose a middledistance shot for this advertisement? (wanted to show that cycling makes you fit and strong; wanted to show that cycling makes you feel on top of the world or in charge) 3. Read aloud the annotation about colours on page 58 (bottom left). Ask: Why would a photographer change the colours in a photo? (to make the viewer feel a certain way; to make the viewer focus on one thing) What would the effect be on the viewer if everything that is blue in this photo were changed to red? (might make the viewer think the cyclist is in danger because red often stands for fire or danger) 46 Nelson Literacy 4 Teacher s Resource: Pulleys and Gears
60 Pulleys and Gears Photographers can use special effects to create a powerful photo. As you look at the main photo in this magazine ad, think about the technique the photographer used. What impact do techniques like this have on you? Differentiated Instruction: Extra Support Camera Shots in Comics There are three main shots describing how near or far the camera is from the subject: long shot, medium shot, and close-up. Explain to students that these three types of shots can also be used to describe cartoons and illustrations. Using copies of the comic section from the newspaper or comic books, have students work together in small groups to find comic strip examples of each camera distance shot. 4. Read aloud the annotation (top right) about close-up photos on page 59 to students. Ask: What is the subject of this photo? (the motorcycle) Why has the photographer chosen a close-up shot for this photo? (makes the viewer focus on the motorcycle; allows the viewer to see the motorcycle in detail) 5. Instruct students to read the annotation on the left about camera angle. Ask: Where is the camera looking in this photograph? (from below and behind the motorcycle) How does this angle make you feel? (it makes me feel like the machine is bigger and more powerful than I am) What impact would a camera angle from high above and looking down on the motorcycle have on you? (the motorcycle might look smaller, and because I am looking down, I would feel larger and more powerful than the motorcycle) 6. Instruct students to read the final annotation about lighting on page 59 (bottom right). Ask: How has the photographer used lighting to make the photo interesting? (the photographer has shone light on the motorcycle, which focuses the viewer s attention on the motorcycle and makes the bike gleam and stand out against the dark background) What mood or feeling do you get about the motorcycle from the lighting? (it s big, new, shiny, and powerful) INDEPENDENT READING Give students time to preview page 60. Read the introductory text to them and then have them work in pairs to answer the question. Gears on the Move! 47
After These questions and activities give students the opportunity to share and consolidate their learning about conventions of photos in print media. You may use BLM 2: Oral Language Tracking Sheet and BLM 3: Small-Group Observation Tracking Sheet to track student progress through the unit. REFLECTING ON THE STRATEGY 1. Invite students to share their responses to the question on page 60. Highlight common responses and interesting ideas for the whole class. Possible responses include the following: it makes me want to try bike tricks; it makes me want to buy the bike; it makes me wish I was good at bike tricks like the guy in the ad. Afterwards, explain to students that the photographer took five separate photographs of the cyclist performing each stage of this trick and spliced them together to create one photo. Ask: photographer used this special effect? (to allow the viewer to see the whole trick; to make the photo exciting to the viewer) 2. Discuss the photo for the magazine ad on page 60. Ask: What camera angle is used in the main photo? How does it make you feel? (the camera angle is low and looking up at the person on the bike; it makes me feel like I am looking up at the guy on the bike; it makes me excited because I feel like the bike is flying over top of me) What type of camera shot has been used in the main photo? How does it make you feel? (a long-distance shot; seeing the cyclist doing a trick with a mountain in the background makes me think the bike can be used to do tricks even on a mountainside) How has the photographer used colour? (the photographer used only four colours red, black, white, and blue; red is used in four different places to tie the ad together) How has the photographer used lighting? (the cyclist is well lit so he stands out in the photo) 3. Discuss advertisers and viewers. Ask: advertiser chose this photograph? (the advertiser wanted a print ad that would catch the viewer s attention and make the viewer want to buy the product being advertised) How does recognizing the techniques used by photographers help you to understand a print ad? (helps me look for the ideas behind the image; helps me figure out how the photographer wants me to feel when I see the print ad) MEDIA LITERACY: MAGAZINE PHOTOGRAPH SEARCH Invite students to bring in old magazines from home. Distribute one or more magazines to student pairs to play a form of bingo. Call out one of the three camera angles high, eye-level, and low or one of the three camera shots long, medium, close-up. Challenge each student pair to find an example of a photograph in a print ad that uses the camera shot or camera angle you called out. The game ends when examples of all three shots and angles have been found. MEDIA LITERACY: TAKING A PHOTOGRAPH Give students time to take a photograph or find one in a family album at home. (Remind students to ask their parents or guardians permission to share photos from home.) Display the photos in the classroom in print form or on the computer screen. Ask students to present their photograph orally, using the following questions to guide their oral presentations: Why did you choose the subject that you did? Why did you choose the camera angle that you did? What impact does it have? Why did you choose the camera shot that you did? What impact does it have? What do you like best about your photograph? What could you improve? 48 Nelson Literacy 4 Teacher s Resource: Pulleys and Gears
ASSESSMENT FOR LEARNING Checking Progress Demonstration Task Let students search through magazines for print ads and select ones that make use of photographs. Ask students to cut out each print ad and have them identify the subject, camera shot, camera angle, use of colour and lighting, and the impact each technique has on the viewer. Students can use BLM 10: Demonstration Task Identifying Print Ad Photo Conventions to record their responses. Key Assessment Questions Students may respond to the Key Assessment Questions either in writing or orally in a conference. Ask: Why is it important to think about camera shots, camera angles, colour, and lighting when looking at a photograph? How did looking at the camera shot, camera angle, colour, and lighting help you think about each photo s impact on the viewer? Explain your thinking for each characteristic. Record individual progress on BLM 11: Strategy Rubric Strip Identifying Conventions of Photos in Print Media. Next Steps Encourage students to be aware of photos in print media and the impact these photos have on them. Talk about photos students see in print media and the impact these photos have on them. Challenge students to think of how changing the camera angle, camera shot, colour, or lighting in a photo they have seen would alter the photo s impact. Strategy Rubric Strip: Identifying Conventions of Photos in Print Media A full-size version of this rubric, suitable for recording assessments, is provided on BLM 11. Criteria Level 1 Level 2 Level 3 Level 4 identifies and explains the impact of different camera shots and camera angles with some identifies and explains the impact of colour and lighting with some explains how identifying conventions of photos in print ads helps the reader understand and analyze the ads with some Cross-Curricular Application applies the skills involved in identifying the conventions of photos in print media in other areas of the curriculum with some Student Self-Assessment Encourage students to think back to their learning with Gears on the Move! and reflect on their ability to identify the conventions of photos in print media. Ask them to describe, while conferencing with you or a peer, how they might have used this strategy in other subject areas. Then direct them to check off the appropriate box on BLM 4: Self-Assessment Checklist and Personal Goal Setting. Gears on the Move! 49