The American Diploma
Project
The American Diploma Project (ADP) end-of-high school
English benchmarks describe the skills needed for success in postsecondary
education and work. To provide details on how students could progress toward
these benchmarks, Achieve created the English and Communication Benchmarks,
Grades 4-12. Source:
http://www.achieve.org/node/959
English and Communication Benchmarks –
Grades 4-5
VIEWING (A.3)
As students progress across the grade levels, they should view TV, film, the Internet, billboards, advertisements, newspapers and magazines in increasingly critical ways. Students should apply more attentive and analytical viewing skills to comprehend and evaluate complex media communications. In addition to those skills explicitly stated below, students may be expected to apply the benchmarks for specific reading skills, from the Reading strand, to viewing situations.
The benchmarks for effective viewing progress across grades 4 – 5 in the following area:
A.3.1 Viewing Skills
A.3.1.1
understanding and evaluating media
A.3.1.2 considering visual and verbal intersections
A.3.1.3 analyzing visuals, sound and design
These benchmarks are described in greater detail below.
A.3.1.1.4-5 Identify how sounds, images and words used in
television, radio, film and the Internet are used to inform, persuade and
entertain the audience about familiar objects or concepts. For example,
consider a simple radio message which promotes safety vs. an advertisement for a
safety device. (ADP
G1)
A.3.1.2.4-5 Identify traits of the visual arts (such as
media images, painting, film and graphic arts) and verbal arts (words and text),
and consider how visual and verbal elements work together to convey a message in
relatively uncomplicated media. (ADP
G2)
A.3.1.3.4-5.a Identify visual and sound techniques and
design elements (e.g., special effects, camera angles, lighting and music). (ADP
G3)
A.3.1.3.4-5.b Identify ways in which visual and sound
techniques help to deliver an idea or message. (ADP
G3)
VIEWING (A.3)
As students progress across the grade levels, they should view TV, film, the Internet, billboards, advertisements, newspapers and magazines in increasingly critical ways. Students should apply more attentive and analytical viewing skills to comprehend and evaluate complex media communications. In addition to those skills explicitly stated below, students may be expected to apply the benchmarks for specific reading skills, from the Reading strand, to viewing situations.
The benchmarks for effective viewing progress across grades 6 – 8 in the following area:
A.3.1 Viewing Skills
A.3.1.1
understanding and evaluating media
A.3.1.2 considering visual and verbal intersections
A.3.1.3 analyzing visuals, sound and design
These benchmarks are described in greater detail below.
A.3.1.1.6-8 Interpret how the sounds, images and words used
in television, radio, film and the Internet are used to support the purpose of
the production, and evaluate the effectiveness of the techniques. For
example, consider a television program which promotes a particular perspective
on an issue. (ADP
G1)
A.3.1.2.6-8 Identify, analyze and discuss the relationship
between the visual (such as media images, painting, film and graphic arts) and
the verbal in more challenging media and explain how the elements support or
conflict each other. (ADP
G2)
A.3.1.3.6-8 Identify visual and sound techniques and design
elements (e.g., special effects, camera angles, lighting and music in television
or film or layout, pictures and typeface in newspapers, magazines and print
advertisements) in various media, and explain how they carry or influence
messages. (ADP
G3)
Grades 9-10
VIEWING
(A.3)
As students progress across the grade levels, they should view TV, film, the Internet, billboards, advertisements, newspapers and magazines in increasingly critical ways. Students should apply more attentive and analytical viewing skills to comprehend and evaluate complex media communications. In addition to those skills explicitly stated below, students may be expected to apply the benchmarks for specific reading skills, from the Reading strand, to viewing situations.
The benchmarks for effective viewing progress across grades 9 – 10 in the following area:
A.3.1 Viewing Skills
A.3.1.1
understanding and evaluating media
A.3.1.2 considering visual and verbal intersections
A.3.1.3 analyzing visuals, sound and design
These benchmarks are described in greater detail below.
A.3.1.1.9-10 Recognize, analyze and evaluate the effects of
sound, visual images and language on audience, taking context into consideration
and differentiating among information, persuasion and entertainment. For
example, consider a series of images on the Internet designed to explain the
causes of World War I. (ADP
G1)
A.3.1.2.9-10 Identify and analyze visual and verbal
elements as they intersect or conflict, emphasizing the cultural context,
audience and purpose of the media. (ADP
G2)
A.3.1.3.9-10 Analyze the effect of visual and sound
techniques and design elements (e.g., special effects, camera angles, lighting
and music in television or film; layout, pictures and typeface in newspapers,
magazines and print advertisements; layout, navigation, and links and
interactive features on Web sites). (ADP
G3)
Grade 11-12
VIEWING
(A.3)
As students progress across the grade levels, they should view TV, film, the Internet, billboards, advertisements, newspapers and magazines in increasingly critical ways. Students should apply more attentive and analytical viewing skills to comprehend and evaluate complex media communications. In addition to those skills explicitly stated below, students may be expected to apply the expectations for specific reading skills, from the Reading strand, to viewing situations.
The benchmarks for effective viewing progress across grades 11 – 12 in the following area:
A.3.1 Viewing Skills
A.3.1.1
understanding and evaluating media
A.3.1.2 considering visual and verbal intersections
A.3.1.3 analyzing visuals, sound and design
These benchmarks are described in greater detail below.
A.3.1.1.11-12 Analyze and evaluate the effects on the
audience of the sounds, visuals and language used in a wide array of mediated
messages (including interactive media, television, radio, film and the
Internet). For example, consider a comparison of media attempts at
propaganda in World War II as presented in an interactive media situation
online. (ADP
G1)
A.3.1.2.11-12 Identify, analyze and evaluate the
effectiveness of the relationship between visual elements (such as media images,
painting, film and graphic arts) and verbal messages in virtually any media,
emphasizing the cultural context, audience and purpose. (ADP
G2)
A.3.1.3.11-12 Evaluate the effectiveness of conventional
and unconventional visual and sound techniques and design elements (e.g.,
special effects, camera angles, lighting and music in television or film;
layout, pictures and typeface in newspapers, magazines and print advertisements;
layout, navigation, and links and interactive features on Web sites) to achieve
specific purposes and deliver specific messages. (ADP
G3)