Unit of Work: Understanding and Interpreting Language, Codes and Conventions in MediaEllie Busher, Lauren Treloar, Georgia Lilley

A context statement about the children in year 5 in this class.The schoolThe school is situated in a middle class area in Perth’s northern suburbs. Being a government funded public school, students enrolled in the school live locally and are involved in local community projects as part of the school’s community involvement. The school has a total of 809 enrolments, approximately 6% are Aboriginal and 7% are from non-English speaking backgrounds. Additionally, the school is heavily involved and invested in incorporating ICT in every classroom. Each classroom has 15 I-pads along with 6 computers around the room. There is also a computer lab in which there are 32 computers, which teachers must book if required. The studentsFor this assessment, we will be focusing on the grade five class which consists of 26 students, with 13 females and 13 boys. Students in this class range in learning abilities and past learning experiences. There are a range of spelling, vocabulary, fluency and comprehension abilities ranging from poor to great. Students have been placed into groups according to their literacy abilities. Students regularly participate in weekly guided reading sessions and complete guided writing sessions with each new topic. The majority of students are from English speaking families with the exception of one student who has recently moved from India, hover has been learning English as a second language for the majority of her life. Student prior knowledge and interestsStudents in the class are heavily involved and interested in the school’s music program. The school has a music teacher and students attend a music lesson twice a week. The majority of students are in the school band and school choir. Due to the school being in middle class area and majority of students coming from an Anglo-Saxon background students may not have been exposed to diversity of culture and race within their own community this topic of this unit has been designed to expose students to what other people may be experiencing.Australian Curriculum Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances (ACARA, 2014)

Language: Text Structure and OrganisationUnderstand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505).

Language: Expressing and Developing IdeasUnderstand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512).

Assessment linked to CurriculumLearning Activity 5 - Summative AssessmentStudents are given three options of a ‘creative’ assessment task. Student’s respond creatively (either a reflective diary entry, persuasive speech or short story) based on the meaning and interpretation derived from the song ‘Where is the love?’ (ACELT1609) (ACELY1704)

Learning Activity 6 - Diagnostic Assessment (discussion) Students will participate in a whole class discussion with the teacher, discussing what they know about songs, music videos and how to make meaning. This assessment will be used to ensure that the lessons will be appropriate for the level of prior knowledge that the students have (ACELA1512).

Learning Activity 7 - Formative assessment (checklist) The teacher will use a checklist to assess students’ abilities to speak clearly and at

Literacy: Interpreting, Analysing, Evaluating Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources(ACELY1703)

Literacy: Texts in ContextShow how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

Literacy: Interacting with othersPlan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements(ACELY1700)

Literature: Responding to literature Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

Literacy: Creating Texts Reflection on the use of the codes and conventions of media to communicate a message or story to an intended audience, including giving and receiving feedback (ACAMAM064)

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

Literature: Examining LiteratureRecognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Media Arts: Making (Skills)

Exploration and experimentation with the codes (elements) and conventions of

media:

an appropriate pace during group reading and class discussions. (ACELT1610).

Learning Activity 7 - Formative Assessment (student journal) The teacher will assess students’ journal responses, assessing how they relate the lyrics to the music video, checking their understanding of message and how structure can set up a particular meaning (ACELT1610).

Learning Activity 8 - Formative assessment (peer evaluation) Students will compare their interpretations with another student, looking for similarities and differences. ACELA1505 & ACELA1512).

Learning Activity 8 - Summative Assessment (student profile) Students will collect and provide samples of their work from weeks one and two. The teacher will check the writing conventions (i.e. grammar, spelling, vocabulary), the organisation (i.e. that the pages are numbered), and level of understanding. (ACELA1505) (ACELA1512).

End of Unit (Lessons 9-12)- Summative AssessmentStudents are to write a song about a chosen topic and then create a music video using the codes and conventions used media to communicate their message. The teacher will use a marking rubric to assess their work (ACAMAM063) (ACELY1700) (ACELY1698) (ACELY1703)

End of Unit (Lesson 13) – SummativeStudents are to write a reflection on how they used language and codes and conventions to create meaning in their song. The teacher will use a marking rubric to assess their work (ACAMAM064)

- technical (sequencing and editing of images to support particular purposes; camera

shots (close-up, mid-shot, long shot, full shot); camera angles (low angle, high angle,

eye-level))co

- audio (loudness and softness; music to convey a mood; sound effects)

- written (editing text in a media work using available technologies)

- symbolic (using costumes and props to represent people as fictional and/or non-

fictional characters; manipulating familiar places to create fictional settings;

consideration of natural light to enhance a shot)

(when producing media work (ACAMAM063)

Teacher Resource Learner Resource

Table of ContentsLearning FocusKnowledge ObjectivesKnowledge Processes

1. Leanring activity 1: Shared reading of song lyrics 2. Leanring activity 2: Comprhension and taking meaning from the lyrics 3. Learning activity 3: Our interpretations are all different 4. Learning activitiy 4: The language used impacts our interpreation 5. Learning activity 5: Responding to meaning 6. Learning Activity Six – What are the codes and conventions 7. Learning Activity Seven – Looking for meaning in multimodal texts 8. Learning Activity Eight – Looking for meaning in multimodal texts 9. Learning Activity 9: Planning a Song 10. Learning Activty 10: Writing a Song 11. Learning Activty 11: Planning a Music Video 12. Learning Activity 12: Film Music Video 13. Learning Activity 13: Editing Music Video 14. Learning Activity 14: Reflecting on use of language, codes and conventions

Learning Pathways

Table of ContentsLearning FocusKnowledge ObjectivesKnowledge Processes

1. Leanring activity 1: Shared reading of song lyrics 2. Leanring activity 2: Comprhension and taking meaning from the lyrics 3. Learning activity 3: Our interpretations are all different 4. Learning activitiy 4: The language used impacts our interpreation 5. Learning activity 5: Responding to meaning 6. Learning Activity Six – What are the codes and conventions 7. Learning Activity Seven – Looking for meaning in multimodal texts 8. Learning Activity Eight – Looking for meaning in multimodal texts 9. Learning Activity 9: Planning a Song 10. Learning Activty 10: Writing a Song 11. Learning Activty 11: Planning a Music Video 12. Learning Activity 12: Film Music Video 13. Learning Activity 13: Editing Music Video 14. Learning Activity 14: Reflecting on use of language, codes and conventions

Learning Pathways

Knowledge Outcomes Knowledge Outcomesa

Knowledge Domain – English and Media Arts

Scope of Learning – In this unit of work students will cover: literacy comprehension vocabulary codes and conventions communication using ICT text structure and organisation examining literature texts in contexts responding to literature

Prior KnowledgeStudents should know what song lyrics are and have an idea what lyrics entail. Should also know what a music video is and have seen one or more during their time.

Literacy: Interpreting, Analysing , Evaluating Use comprehension strategies to build literal and inferred meaning to expand context knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Literacy: Texts in ContextIdentify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Literacy: Interacting with OthersPlan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Literacy: Creating TextsUse a range of software including word processing programs to construct, edit and

Knowledge Domain – English and Media Arts

Scope of Learning – In this unit of work you will cover: literacy comprehension vocabulary codes and conventions communication using ICT

Prior Knowledge Before undertaking this unit of work students will understand:

What song lyrics are and have an understand of what song lyrics are Students should know what music videos are or have seen one Use comprehension strategies and the linking of ideas to understand what

the literal and inferred meaning of a text is Understand that language (vocabulary) can change over time and have

different meanings in different contexts Plan, rehearse and delver presentations about topics you have learnt for

different audiences Use software to edit texts Experiment with language and how It can be used to convey different

meanings

publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Literature: Examining LiteratureUnderstand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (AACELT1606)

By the end of this unit students will be able to:

Week One Objectives (Learning Activities 1-5) Identify and explain different interpretations and meaning from the song

‘Where is the love?’ List different techniques used by the artist to convey meaning Annotate the song lyrics relating techniques to meaning Respond creatively to the songs meaning

Week Two Objectives (Learning Activity 6-8) Identify and explain different interpretations of the song Identify techniques used by artists to convey meaning v Explain reasons for different meanings interpreted from one song Creatively respond to the meaning and interpretations of the song

By the end of week two, students will understand how different texts, including novels, music videos and lyrics, have meaning. Students will have an understanding that words will have different meaning depending on their contexts. Students will demonstrate their understanding by analysing the music video ‘Where is the love’ by Black Eyed Peas and comparing it with an analysis of ‘Unfinished Angel’ by Sharon Creech.

By the end of week three students would have learnt how to link symbols from the lyrics to the music video that they have been analysing in weeks one and two.

By the end of this unit students will be able to:

Week One Objectives (Learning Activities 1-5) Explain your interpretation of the song ‘Where is the love?’ Explain why other students have different interpretations of the song

‘Where is the love? List different techniques the artist has used to convey meaning in the lyrics Creatively respond to the songs meaning

Week Two Objectives (Learning Activities 6-8)Learning Activity Six – What are the codes and conventionsStudents will participate in a whole class discussion with the teacher, discussing what they know about songs, music videos and how to make meaning. The teacher will go through all the codes and conventions that are displayed in music videos, the students will write these as notes to be used for the analysis of the music video. The students will view the music video, looking for signs and symbols that relate to the lyrics. The teacher will guide the students on how to decode the music video. The students will discuss their analysis and which codes and conventions are being used in the video. (Didactic – Conceptualising by naming) (Conceptual objectives – ACELA1512).Learning Activity Seven – Looking for meaning in multimodal textsThe teacher will guide students in reading out the lyrics. Students will read sections

Students will be able to functionally apply appropriately and analyse critically both the lyrics and music video ‘Where is the love’ by Black Eyed Peas.

Summative Objectives Use comprehension strategies to analyse song lyrics (ACELY1703)

(ACELY1698) Explain what the codes and conventions of media are (ACAMAM063) Describe how the codes and conventions of media can be used to

communicate a message to an audience (ACAMAM063) (ACAMAM064) (ACELT1610)

Analyse how as a viewer (the audience) our understanding of what the message is can change when we are presented with new material (such as the use of codes and conventions as opposed to only lyrics) (ACELY1703) (ACELT1610)

Create a song that uses vocabulary that conveys meaning (ACELY1698) (ACELY1700)

Create a music video that utilises a wide range of codes and conventions to communicate their message (ACAMAM063) (ACAMAM064)

Reflect on how codes and conventions were used in their music video to communicate their message (ACAMAM064)

of the lyrics out loud to the class, and make predictions about what will follow in the music video, giving reasons for their predictions. Students will make meaning of the music video and explain in a written format about their interpretation. This will be followed by a debate on the messages in the music video. (Critical – Analysing Critically) (Applied objective – ACELT1610).

Learning Activity Eight – Comparing meaning in context Students will look at the lyrics and compare the key words with how the same words are used in the fictional book “The Unfinished Angel’ by Sharon Creech. Students will write the words and their different meanings down. Students will compare their interpretation with another student, looking for similarities and differences. (Functionally – Applying appropriately, Critical – Analysing functionally). (Applied objectives – ACELA1505 & ACELA1512).

Summative ObjectivesAs a result of completing this Learning Element, students will be able to:

Using comprehension strategies, analyse the lyrics to a song Explain what the codes and conventions of media are Describe how these codes and conventions can be used to communicate a

message to an audience Analyse how our understanding of a text can change when sounds, images,

camera angles and lighting is added Using the codes and conventions of media, create a music video that

communicates a message to your audience In a reflection, explain how the codes and conventions were used to

communicate a message to the audience

Leanring activity 1: Shared reading of song lyrics

Purpose: This lesson is designed to introudce the unit or topic to students and to explain the requirments of the final assessment. During this lesson students are intorudced to the chosen song and begin reading and listening to the lyrics.

Activity: Introduce the topic and explain the final assesment piece. Disucss as a class what is required in order to complete the final summative assesment. Intorudce the Black eyed peas song ‘Where is the love?’. Disucss what students already know about the song:

Have you heard the song beofre? What do you know about the song?

Students are given a copy of the lyrics. As a class the lyrics are read (shared reading) and students disucss any unknown words or phrases. Students then listen to the song, focusing on the lyrics.

Leanring activity 2: Comprhension and taking meaning from the lyricsPurpose: This leanring activity is designed to allow students to intepret and create meaning from the songs lyrics.

Activity: Students form small groups of four. Students are given a few minutes to re-read the songs lyrics. Each group is given a ‘placemat’ (see appenix 2). While the song is playing aloud, students complete thrie own section of the placemat. To encourage

Learning activity 1: Shared reading of song lyrics Look at the final summative assessment and think about what is required to achieve the final task. Think about what you already know about the song.Read the lyrics you have been given, talk about any words or phrases you do not understand. Listen to the song and focus on the lyrics and words being said.

Learning activity 2: Comprehension and taking meaning from the lyrics You are required to form small groups of four. In your groups re-read the song lyrics that was discussed and read during the previous session. On your placemats, whist listening to the song write down what you think the lyrics mean or what the artists are trying to communicate to us. You will be handed an A3 piece of paper. Create a meaning poster using symbols, images, pictures, words, feelings, thoughts and colors. Your page is to reflect your

ideas ask questions: How do the words make you feel? What do you think the artists are trying to say? What feelings arise? What are you thkining when reading the lyrics? What do you think the purose of the song is?-What are they trying to

achieve?After completing the placmat activity students discuss there responses with there group. Each student is then given an A3 blank pice of paper. Using symbols, words, pictures, phrases and colours students create a ‘meaning poster’ that expresses thire feelings, thoughts, intpretations and overall reaction to the songs lyrics.

Learning activity 3: Our interpretations are all different Purpose: This learning activity has been designed to provide students with the oppurtunity to explore other students intepreations and meanings taken from the lyrics as well as explore the reaons behind different meanings and interpretations.

Activity: Students are each given the ‘meaning survey’ worksheet (See Appnedix 3). Indivudually students complete thrie own section of the sheet (play the song whist students are working). Once completed ask students to fold the paper over so there section cannot be seen. Each students stands (leaving there sheet on there desks) and moves three desks down. They then complete theire section of another students worksheet, fold it over and move three desks down again. This processs is done until

overall reaction or interpretation of the song.

Learning activity 3: Our interpretations are all different You have been given the ‘meaning survey’ sheet. You will see that there are four sections. One section is for you to fill out, the other three sections are for three other students to complete. Whist the song is playing fill your section out and once finished fold the paper so your section cannot be seen. Move three desks down and fill in the second section of that worksheet, complete these two more times. Find a partner. Allocate one person to the be the interviewer and one person the answerer. Interview each other on what they believe the song means and what the artist is trying to communicate. Make sure you discuss why you think different people interpret different things. Watch the video (https://www.youtube.com/watch?v=R7sNCQQYK1k)

all worksheets have four rows filled in. Students return to there desks and read what others have written.As a class disucss different meanings and interpetations of the song. On the board write down key words or phrases that stand out to students and discuss how these contribute to the overall meaning interpreted from the song. Students are split into paris and given the task of interviewing theire partners . Using lined paper students take dot point notes of there partners responses.On the board have the questions:

What do you think the song is trying to say? Why do you think the song is saying that? How did you reach your conlsuion? Why do you think everyone interprets the song differntly?

Students then watch ‘Good morning Britain’ video of Will.I. Am explaining why he made the song. Stop at different points in the video and explain brifly what he is talking about (e.g. refugess, black lives matter). Discuss as a class why his meaning behind the song may be different, however this does not mean students meanings are wrong. Explain to students that the beauty of song is that we all interpret them differently.

Learning activitiy 4: The language used impacts our interpreation.

Purpose: For students to analyse and criticlly evaluate the artiists choice of lnaguage and words in the lyrics. Students learn how the choice of words and laguage made by

and listen to what the artist, Will. I. Am believes the purpose or meaning is. How does this differ your own interpreted meaning? Why do you think your meaning is different?

Learning activitiy 4: The language used makes us think differently.

Class discussion: Why did we select those as key words or phrases from the song?

the artist influnce the overall mearning of the song.

Activity: As a class go over list of key words and phrases listed from previous learning activity. Discuss why these were chosen as being key to the song. Explain to students that the language the artist chooses to use impacts the overal meaning of the song.Explicitly go thorugh and explain aspects of language when analysing a song. Disucss techniques such as; choice of vocabulary, idioms, expression, metaphors, similies, audience, repetition, ect. Model annotating (highlighting, underlining, side notes) the first verse of the song explaining each note or marking. As a class annotate another verse together (shared). Students are then given another verse and in small groups of three annotate the selected verse. As a class discuss anotations groups have made (ensure students are making the link between teachniques used and meaning). Students then have the task of annotating the remainder of the lyrics individually. Come back as a class and disucss annotations and how the meaning has been effected by the artists choices.

How did they effect the overall meaning of the song? Why did we choose them as being important?

Form groups of three. In your groups, you are to annotate the third verse like how we have annotated the first verse as a class. Class discussion:

What techniques have your group concluded the artist has used? How have these techniques been used to shape meaning? Why do you think the artist has chosen to use these techniques?

Learning activity 5: Responding to meaning

Purpose: For students to apply what they have learnt about deriving meaning and the song ‘Where is the love?’by participating in a creative task. Students are given an oppurtunity to demonstrate there learning to the teacher.

Activity: Explain to students that they will be completing a creative task that will be assessed. On the board display the ‘creative task’ (see appendix 4). Students are given three options to choose from (differentiation). Students plan, draft and ‘publish’ their creative tasks. Each choice has its own rubric of which students will be marked against.

Learning Activity Six – What are the codes and conventions:Purpose: The purpose of this activity is to determine the students’ prior knowledge about music videos, lyrics and making meaning. Then this activity will give students an understanding of the different types of codes and conventions, and the tools through which they can analyse and decode a music video. The teacher will model this, then guide students in their decoding skills.

Activity: The teacher will go through all the codes and conventions that are displayed

in music videos. Discussion of the lyrics in ‘Where is the love’ by Black Eyed Peas and creating

a mind map.

Learning activity 5: Responding to meaning

You will be completing a creative task that you will be marked on. On the board, you can see you have three options of which creative task you choose to complete. On the board, you can see and will be provided with a copy of the rubric for each creative task.

Learning Activity Six – What are the codes and conventions:Read the song lyrics ‘Where is the love’ by Black Eyed Peas.

Discuss with the class what they think the song is about and ask students to give reason for their answer.

The teacher will write the answers on the whiteboard by creating a mind map. This will include answer and reasons.

The song lyrics will put up on the smartboard so that the whole class can view the lyrics. Each student will also receive a copy of their own lyrics to make notes on.

The teacher will explain the codes and conventions of music videos.

The teacher will guide the student in the decoding of the music video.

Accommodations/Modifications:Some students may need more assistance in recognising codes and conventions. These students should be supported by the teacher.

Resources:SmartboardMusic video – ‘Where is the love’ by Black Eyed Peas Copies of lyricshttp://www.slideshare.net/abishaw/codes-and-conventions-of-music-videos-finished

Learning Activity Seven – Looking for meaning in multimodal texts:Purpose: The purpose of this activity is to have students make meaning out the multimodal text. They will look for signs and symbols that are connected to the previous lessons. Students will read out loud and make predictions about what will happen in the music video Then students will be required to give reasons for their analysis in a whole class debate.

Students will watch the music video ‘Where is the love’. They will discuss the codes and conventions of the video and the teacher will write any additional words on the mind map.

Questions: What does this code or convention mean? What is the code or conventions purpose? Why do people create music videos?

Students are encouraged to make a contribution to the discussion of codes and conventions. Students will be taught the codes and conventions by the teacher in a didactic format.

Learning Activity Seven– Looking for meaning in multimodal texts:Making meaning of the music video.

How do we make meaning of a music video? Students and encouraged to use their prior knowledge on codes and

coventions to make meaning of the song.

Students will be watching the music video ‘Where is the love’ by Black Eyed Peas. Students will make note of the signs and symbols that are diplayed in the video, this will be followed by a classroom debate. Students will debate the signs and symbols and give reasons on their thoughts.

Questions: What are the signs and symbols displayed in the video? Why has the artist used these signs and symbols? What was the purpose of signs and symbols?

Learning Activity Eight – Looking for meaning in multimodal texts:

Learning Activity Eight – Looking for meaning in multimodal texts:Purpose: Making meaning of the music video.

How do we make meaning of a music video? Students and encouraged to use their prior knowledge on codes and

coventions to make meaning of the song.

Activity: Students will be watching the music video ‘Where is the love’ by Black Eyed Peas. Students will make note of the signs and symbols that are diplayed in the video, this will be followed by a classroom debate. Students will debate the signs and symbols and give reasons on their thoughts.

Questions: What are the signs and symbols displayed in the video? Why has the artist used these signs and symbols? What was the purpose of signs and symbols?

Learning Activity 9: Planning a SongPurpose: This lesson is designed to enable students to put their understanding of using language to create meaning into practice.

Activty: Students are to write a song about a topic of their choice (differentiation). When thinking about their song students must think about the following:

Who is the target audience? How an I going to communicate my message? What type of language might I use when writing my song? Is the audience going to take away the same message as me?

Making meaning of the music video.

How do we make meaning of a music video? Students and encouraged to use their prior knowledge on codes and

coventions to make meaning of the song.

Students will be watching the music video ‘Where is the love’ by Black Eyed Peas. Students will make note of the signs and symbols that are diplayed in the video, this will be followed by a classroom debate. Students will debate the signs and symbols and give reasons on their thoughts.

Questions: What are the signs and symbols displayed in the video? Why has the artist used these signs and symbols? What was the purpose of signs and symbols?

Learning Activity 9: Planning a SongYou are required to write a song about a topic of your choice. You first need to brainstorm what your song will be about and then write it.When writing your song you need to think about how language can be used to add meaning to your song.

Learning Activty 10: Writing a SongPurpose: This activity is designed to encourage children to write their own song by combining words from their vocabulary and using their understanding of how langauge is used to create meaning.

Activity: When writing their song students are to think about how they can use the conventions of langauge they have previously learnt about to add meaning to their song. Studnets should also be reminded about the required song structure (verse 1, chorus, verse 2, bridge, chorus)

Learning Activty 11: Planning a Music VideoPurpose: The purpose of this activity to to ensure children think about how the codes and conventions of media will be used to add meaning to their song.

Activty: Students will be given a ‘Music Video Plan’ (see Appendix 1)outline and will be required to fill it in. Decisions about what types of camera shots, angles and what lighting will be used for each section of the song. This template will act as a guide/map for when they film their song.

Learning Activity 12: Film Music VideoPurpose: The purpose of this activity is to give students the opportunity to experiment and explore with the codes and conventions of media.

Activty: Using an iPad, studnets will be required to capture the appropriate clips to create their music video. They should use their ‘Music Video Plan’ worksheet as a guide.

Learning Activity 10: Writing a SongFor this activity you are required to write a song on a topic of your choice. When writing your song you need to think about the kinds of words you are going to use to add meaning to your song. It is important to remember the structure of the song. The following song structure should be followed:

- Verse 1- Chorus- Verse 2- Bridge- Chorus

Learning Activity 11: Planning a Music VideoFor this activity you are to create a plan for a music video, thinking about how the codes and conventions of media you have learnt about can be used to add meaning to your song.

Fill out the ‘Music Video Plan’, thinking about how different camera shorts, angles, lighting, etc can be used in each section of the song.

Learning Activity 12: Film Music VideoDuring this lesson you will be required to film your music video. Using iPads and the ‘Music Video Plan’ you created; capture the shots you require for your music video.

Learning Activity 13: Editing Music Video Purpose: The purpose of this activity is to give students the opportuinity to ensure their chosen codes and conventions work well and fit well together.

Activity: Using their iPads, students will be given the opportunity to edit their music video (ensure clips fit together, add audio, etc). This should be done on iMovie. Students will also be given the opportinity to show their work to their peers to receive constructive feedback. They may ask questions such as:

What do you think the message I am communicating is? Do you think the codes and conventions I have used are appropriate?

Learning Activity 14: Reflecting on use of language, codes and conventions Purpose: This lesson is designed to allow students to reflect on the song and how they used language and camera angles, lighting, camera shots etc to communicate a message to their audience.

Activity: Students are to write a reflection paper (1-2 pages) answering the following questions:

How do you feel about the finished product of your music video (are you proud, could have done better?) ?

What aspects of the process did you find easy? What aspects of the process did you find challenging? What do you think you did well? (Refer to the use of codes and conventions) What do you think you could improve on next time? (Refer to the use of

codes and conventions)

Learning Activity 13: Editing Music VideoIn this activity you are required to edit your music video. This is a time for you to decide whether or not the codes and conventions you have chosen to use work well.

To help you, ask your class mates what their opinion is of you music video. Remember that when giving feedback we need to be respectful of one another. The following questions might help you with these discussions:

What do you think the message I am communicating is? Do you think the codes and conventions I have used are appropriate?

Learning Activity 14: Reflecting on use of language, codes and conventions For this activity you are required to reflect on your song and how you used language, camera angles, lighting, camera shots and so on to communicate your message to your audience.

You are required to write a 1-2 page reflection answering the following questions: How do you feel about the finished product of your music video (are you

proud, could have done better?) ? What aspects of the process did you find easy? What aspects of the process did you find challenging? What do you think you did well? (Refer to the use of codes and

conventions) What do you think you could improve on next time? (Refer to the use of

codes and conventions)

Follow-on activities and learning experiences might include:

Using knowledge of codes and conventions students learn about advertisements and how the media uses these to convey certain messages to their intended audience

Analyse how codes and conventions are used in short films to convey meaning to their intended audience

What might we learn about next?

Using your knowledge of codes and conventions you will begin to learn about how they are used in advertisements to convey messages to their intended audience

Using your knowlegde of codes and convenetions analyse how they are used in short films to convey a message to their intended audience

As a result of completing this Learning Element, students can demonstrate that they are able to:

Carefully identify the codes and conventions that are used in the music video. Deconstruct song lyrics and relate to sections of the music video to make

meaning and connections. Identify the signs and symbols. Linking to sections of the music video and

then making connection to the lyrics. List and explain different techniques used by the artist to convey meaning Identify and explain different interpretations and meanings Creatively respond to the songs meaning Reflect on how language, codes and conventions are used to create meaning

As a result of completing this Learning Element, you will show that you can:

Use codes and conventions and understand what they mean and how thye are used.

Demonstrate meaning of lyrics and relate them to the signs and symbols convenyed in the music video.

List and explain different techniques used by the artist to convey meaning Identify and explain different interpretations and meanings Creatively respond to the songs meaning Reflect on how language, codes and conventions are used to create

meaning Plan and create their own music video based on their understanding of

Plan and create their own music video based on their understanding of language, codes and conventions

language, codes and conventions

About this Learning Element

Overview: This is a unit of work on English and Media Arts with specific focus on the comprehension of song lyrics and music videos. Students learn how to analyse and interpret how meaning is conveyed through the use of language and codes and conventions.

English and Media Arts

Topic: Understanding and interpreting language, codes and conventions in media

Year group: 5

About this Learning Element

Overview: This is a unit of work on English and Media Arts with specific focus on the comprehension of song lyrics and music videos. Students learn how to analyse and interpret how meaning is conveyed through the use of language and codes and conventions.

English and Media Arts

Topic: Understanding and interpreting language, codes and conventions in media

Year group: 5

About the Authors

Ellie, Lauren and Georgia are all third year Primary Education students at Curtin University.

Appendix

A1

‘ Music Video Plan’

Verse 1 Chorus Verse 2 Chorus Bridge ChorusWhat I am going to film? (Who, what where)

How am I going to film it? (Camera shots, camera, angles, lighting, audio)

A2‘Group placemat’

What meaning do you take from this song?

A3‘Meaning survey’

Name: Name: Name: Name: What is the song saying to you? What is the song saying to you? What is the song saying to you? What is the song saying to you?

What words or lines stand out to you? What words or lines stand out to you? What words or lines stand out to you? What words or lines stand out to you?

Explain briefly what you think the song means and why

Explain briefly what you think the song means and why

Explain briefly what you think the song means and why

Explain briefly what you think the song means and why

A4‘Creative task’

Option 1 Option 2 Option 3Create a reflective diary entry on your interpretation

of the song.

Possible ideas to include: How the song makes you feel Issues or ideas raised in the song What the song means to you How others interpreted the song How the artist has communicated meaning Why you think Will.I.Am wrote the song

Create a persuasive speech of why (or why not) this song should be taught to all students.

Possible ideas to include: How the song makes you feel Issues or ideas raised in the song- why are they

important (or not important) What the song means to you How others interpreted the song How the artist has communicated meaning Why you think Will.I.Am wrote the song

Create a short story based on an idea or issue raised in the song.

Possible ideas to include: Issues or ideas the song tries to deal with. E.g.

racism, inequality, discrimination, ect. Meanings interpreted from the song (yours or

others) Characters, settings and dialogue derived from

the lyrics

Words or phrases from the song Words or phrases from the song

References

ACARA. (2014). Curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level5 SCSA. (2014). Western Australia Curriculum. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser