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Posts Tagged ‘Frank Baker’

clinton-trumpThe debate today between the Democrat and Republican candidates for President of the United States, Hillary Clinton and Donald Trump, is predicted to be the most watched contest in the history of televised debates since the game-changing moment between John Kennedy and Richard Nixon on September 26, 1960.  Yes, it was 56 years ago to the day.  And in 2016, as summed up in the New York Times, “Hillary Clinton and Donald J. Trump are spoiling for an extraordinary clash over race and gender that could come as early as Monday’s debate, with both presidential candidates increasingly staking their fortunes on the cultural issues that are convulsing the nation.”

As a tool for educators, here is a comprehensive article authored by Frank Baker and Karen Zill that can be very useful for navigating the issues of watching and analyzing the debates: “Media Literacy: How to Watch the Debates.”  It also features downloadable debate analysis worksheets (here is one of them).

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realist227ENThe most recent installment in the Realist comic blog by Asaf Hanuka, the illustrator for the cover and splash pages of Moving Imagesoffers some great lessons in the range of competencies inherent in media literacy and the expressive potential of visual communication.  In a nine-panel, single page comic, Hanuka, an Israeli native, takes on one of the most challenging, complex, and controversial topics from the news of this past summer: the conflict between Israel and Gaza.  Without ever saying so directly.

From its title, “Spoiler Alert” – which uses the meaning of this phrase as a warning from a critic or other commentator regarding a reveal of the content of a media creation – to the references to a graphic novel (later made into a movie) to the precise use of visual information married to text, the reader must engage in media literate interpretation in order to process this work.  Since the artist puts the reclining figure of the narrator in the same position reading the same book in the first three panels, we instantly know that this is the same person seen over a sequence of years, much like in the examples described in Chapter 1 of Moving Images.  Then, the visually literate reader can also move to more subtle and detailed visual information conveyed to us by the artist: in movie terms, the art direction of the backgrounds (from a student’s room to an army scene to an adult’s comfortable bedroom with framed picture), the costume changes, and finally the cinematography of the lighting and lens changes in the second and third trios of images.  In fact, in the final three panels Hanuka creates the graphic novel equivalent of camera movement or a push in with the concluding images of this comic.  They underline and heighten the drama much like a comparative movement in filmmaking.

alan-moore-watchmenAll of these values serve the story and messages of this creation made up of words and pictures, which uses the narrator’s understanding and interpretation of the themes of the groundbreaking graphic novel Watchmen by writer Alan Moore and artist Dave Gibbons as they shift and mature over his lifetime to express powerfully the moral dilemmas he sees in the world around him.  It is not a ridiculous leap to see it as a discussion of the current conflict between Israelis and Palestinians, particularly when one considers the context of The Realist blog which has dealt with related issues in a number of its preceding entries – while through its lack of specifically referring to these events it also calls to mind similarly thorny dilemmas in history and the contemporary world.  This example features a topic that is challenging for any educator to address because of its highly emotional and incendiary subject matter, but it points to the value of precise use of visual communication and the demonstrative impact of image-based media, whether through the sequential art of graphic novels or sequences of shots that make up moving images.

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Casinghino NCTE 1Don’t they love their acronyms!  American public education is following the examples of the business world and bureaucratic government circles in adopting an acronym for every initiative that is launched these days.

So, as I mentioned in an earlier post, this weekend I will be participating in a panel with authors Frank Baker and William Kist to discuss Film: A 21st Century Common Core Literacy.  For my presentation, I will be addressing the value of incorporating media literacy education principles as a support of the guidelines and objectives of the Common Core, and I will share specific examples that I have created for media literacy classrooms which dovetail well with high school ELA curricula.  In particular, I will discuss a comprehensive instructional resource that I have prepared for Homer’s The Odyssey and the film O Brother Where Art Thou? by the Coen Brothers.  In addition, I will share conceptual ideas behind a complete set of modules that I have developed in which I link principles of media literacy development in the chapters and featured motion pictures of Moving Images to exemplar texts of the Common Core.

CasinghIno NCTE 2For each of these text/movie thematic pairings, there will be performance tasks, project-based learning opportunities, and questions for use in SBAC-type assessments.  Hope to see some of you at the 2013 NCTE Annual Conference! — and for those who can’t make it, stay tuned for all of the materials that I’ve described here!

 

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Annual13At this year’s National Council of Teachers of English annual convention in Boston, I will be taking part in a panel presentation and discussion with media literacy scholars Frank Baker (Media Literacy in the K-12 Classroom) and William Kist (The Global School and The Socially Networked Classroom: Teaching in the New Media Age).  The session on Saturday, November 23 is titled Film: A 21st Century Common Core Literacy, and in it we will be engaging participants in an investigation that places media literacy in the context of core 21st century literacy.  Film has been integrated into the English classroom over the last century, and this session builds on that work; including multiple lesson ideas and examples that situate motion picture communications squarely in the center of what it means to be an effective reader and writer within a screen-based society.  

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Taking a step outside (photo Carl Casinghino)

Taking a step outside
(photo Carl Casinghino)

In a rough stretch of winter, it’s time to recharge the batteries!  Right about now a new semester is arriving across the land, so I’ll be posting some helpful links for educators — they might be reminders to refresh our perspectives or could offer some excellent resources that are a new discovery.  For our start today, here is a set of Internet pages that many teachers have looked to regularly for the past few years: Frank Baker‘s Media Literacy Clearinghouse.  Baker has recently published the book Media Literacy in the K-12 Classroom, and he maintains many Internet platforms that can be exceptionally helpful to educators working in fields associated with media literacy.

To add to one of his pages I had referenced earlier in a blog post related to Social Studies, here are some extremely useful spots to start: Language of Film, which has numerous sections that are highly practical and extensive, from cinematography to criticism to film history to screenwriting and many points in between; For Your Consideration, which focuses more specifically on topics related to awards news; and his official blog linked to the NCTE.

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