LESSON KNOWLEDGE & CONCEPTS & SPECIFIC TEACHING & LEARNING RESOURCES AND

UNDERSTANDING SPECIFIC SKILLS EXPERIENCES (INCLUDE ASSESSMENTS (INCLUDE

LESSON FOCUS/KEY QUESTIONS). WEIGHTING)
OBJECTIVES

1. Identity Media works that Define what Clear Project Introduction: A discussion Time magazine photo essay:
manipulate narrative aspects that make self-production regarding the project, expectation http://time.com/3687500/photoj
conventions in the up a person's processes using highlighted in the marking rubric and a ournalism-links-january/
context of the media identity. appropriate definition including examples of
type, genre and/or technical skills, professional photographic essays from Introduction Into characteristics
style studied Discuss aspects of scripts, site such as TIME magazine. of identity
(ACAMAM073) students identity storyboards and Teacher introduction: https://www.youtube.com/watch
and factors layouts Who are we and what comprises ?v=oocunV4JX4w&index=54&l
Codes and contribute to it. (ACAMAM075) identity, using video from the school of ist=PLwxNMb28XmpckOvZZ_
conventions for life as a stimulus for students to think AZjD7WM2p9-6NBv&t=98s
constructing meaning Model identity of aspects of their own identity.
in the selected media factors in a Padlet: class activity
type, genre and/or creative and Padlet exercise where class share :https://padlet.com/rachelomack/
style studied collaborative way aspects of their identity looking at : 7skqjg413wd1
(ACAMAM073) hobbies, cultural background and
Create an avatar favourite food. Individual activity: personnel
using components of identity
bitstrip/bitemoji Students will then create an avatar of https://www.spiderscribe.net/ap
themselves on bitstrip, the idea of this p/?d01b2a826d2e82377474f6e6
avatar is to show a resemblance of its ad93da25
creator this will be followed by a
THINK.PAIR.SHARE and a class Individual activity
discussions about the most accurate Bitstrip: bitemoji
representation .
 2. Places Introduction to key Discuss how Basic media Introduction: Do you think copyright Resources:
and terminology and places can be production skills is important in media, and why: Padlet:www.padlet.com
sourcing technologies related represented to integrate codes students to provide responses via
copyright-f to selected context visually, and the and conventions padlet. Followed by class discussion, Image-sourcing resources
ree images and focus relation to in media work for reviewing identity and introducing (1) Google Images
(ACAMAM073) identity a specific purpose places. Project Introduction: groups (Advance Search)
and meaning of three. Each member to watch mini www.google.com.au
Codes and Create a flow (ACAMAM068). tutorial on how source copyright free (2) Flickr
conventions for chart listing the images. Each group to use Spiderscribe https://www.flickr.com/creative
constructing meaning steps in sourcing to complete a collaborative single-step commons/
in the selected media copyright-free guide to sourcing images (one member (3) Pixabay
type, genre and/or images. per source) https://pixabay.com/
style studied Define places in
(ACAMAM073) relation to Students the to use the spiderscribe as a Spiderscribe
identity. guide to source 5 images of places that https://www.spiderscribe.net/
reflect their identity, to be saved for use
Source in the following lesson.
copyright-free
images to
represent places
related to own
identity

3. Introduction to key Define belonging Basic media TEACHER INSTRUCTION Resources:

Belonging terminology and within a social production skills Today, as a class, we are going to put
+ photo technologies related context. to integrate codes together a short photographic essay on YouTube video,
production to selected context and conventions the topic of belonging. We are going to
and focus Identify how the in media work for use the photos youve sourced last Answer Garden:
(ACAMAM073) values of identity a specific purpose lesson and the avatar you will have
and place affect and meaning created last lesson. Teacher to use Canva to create
The role of the belonging. (ACAMAM068). Teacher to introduce a YouTube video mock-submission guideline
audience (interests, on belonging. Students should watch it, booklet.
values, expectations) Identify Production keeping in mind that they are to define
in influencing the submission process using belonging using AnswerGarden. Students to use BeFunky to edit
producers selection standards for a basic technical photos.
process (selection, media skills and In a Think-Pair-Share activity, students
omission, emphasis) publication. processes, scripts, are to identify how the values of Online Submission Form:
(ACAMAR069) storyboards and identity and place affects belonging. https://www.cognitoforms.com/
Create photos that layouts Small group discussion afterwards. SophiaVanGent/Belonging
symbolise (ACAMAM068).
belonging that Reading a submissions guidelines for Teacher to use Canva to create
meet submission OMIs upcoming fictional photo essay fictional OMI photo essay
standards. magazine, students are to identify key magazine for next lesson using
guidelines for submitting photos on the magazine template.
Demonstrate belonging. Teacher to write up the key
technical guidelines on whiteboard.
knowledge by
editing photos Using BeFunky, students are to create 4
using BeFunky. photos that symbolise belonging and
satisfy OMIs submission guidelines.
Students are to include the avatar, and
stock photos already selected in
previous lessons.

Students are then to select 2 photos that

they will submit to OMI via online
submission form. Students need to also
upload their avatar and to include a
short description answering why the
photo represents belonging in the online
submission form.
 Teacher to do a 3,2,1 summary activity.

4. Identity, Ways audiences use Discuss the The impact of Introduction: students to read buzzfeed Forgotten olympic grounds
Places + media for a specific intention behind their own and photo essay individually on devices. https://www.buzzfeed.com/gabri
Belonging; purpose the forgotten others media elsanchez/creepy-pictures-of-for
An (ACAMAR072) olympic grounds work for the Followed by class discussion, facilitated gotten-olympic-villages?bffbmai
Analysis photographic intended audience, by teacher on interactive whiteboard, n&ref=bffbmain&utm_term=.kv
essay. purpose and exploring if and how aspects of identity, XZNMb89#.tmwoWdReN
context place and belonging are represented
Define what a (ACAMAR078) within the piece, and the effectiveness
target audience is of the medium.
and discuss the Media
importance of conventions, Group Activity Placemats:
target audience social and cultural In groups of four, students are to view https://drive.google.com/drive/f
within media beliefs and values, and read their allocated media olders/0B1GcY2Hi3BKHRER0
outlets. local and/or publication. On their placemats (on X2Rqa25XZE0?usp=sharing
global, that Google Drive), they are to write down
Draft the underpin the target audience for the particular
framework to representations media publication. Then, in the middle,
analyse the and shape they are to write the definition of target
purpose of a purposes and audience as a group.
photographic processes in
essay as a media media work Students to access task outline through Teacher to create a task outline,
form. (ACAMAR078) QR code provided by teacher. which students can access
Following the outline, students to begin through QR code.
to individually plan the framework for a http://www.qrstuff.com/
critical analysis on the purpose of
photographic essay as a media form.