TEXAS

Viewing & Representing 2004
Viewing & Representing (Level 2)

Link to Texas TEKS for ELA

AP & Pre AP Objectives, TEKS & Activities

Language Arts

Updated 2008
Reading/Media Literacy.

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

5th grade
Students are expected to:
(A)  explain how messages conveyed in various forms
of media are presented differently (e.g., documentaries, online information, televised news);

(B)  consider the difference in techniques used in media (e.g., commercials, documentaries, news);

(C)  identify the point of view of media presentations; (D)  analyze various digital media venues for levels of formality and informality.

6th grade

(A)  explain messages conveyed in various forms of media;
   (B)  recognize how various techniques influence viewers’ emotions;
   (C)  critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and
   (D)  analyze various digital media venues for levels of formality and informality.

7th grade:

(A)  interpret both explicit and implicit messages in various forms of media;
   (B)  interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;
   (C)  evaluate various ways media influences and informs audiences; and

   (D)  assess the correct level of formality and tone for successful participation in various digital media.

8th grade:

(A)  evaluate the role of media in focusing attention on events and informing opinion on issues;
   (B)  interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;
   (C)  evaluate various techniques used to create a point of view in media and the impact on audience; (D)  assess the correct level of formality and tone for successful participation in various digital media.
ENGLISH I

(A)  compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;
    (B)  analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);
    (C)  compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and
   (D)  evaluate changes in formality and tone within the same medium for specific audiences and purposes.

ENGLISH II

   (A)  evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;
   (B)  analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);
   (C)  examine how individual perception or bias in coverage of the same event influences the audience; a

   (D)  evaluate changes in formality and tone within the same medium for specific audiences and purposes.

ENGLISH III

(A)  evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;
(B)  evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;
(C) evaluate the objectivity of coverage of the same event in various types of media
(D)  evaluate changes in formality and tone across various media for different audiences and purposes.

Social Studies

(25)Social studies skills. The student applies critical- thinking skills to
organize and use information acquired from a variety of sources including
electronic technology. The student is expected to: (A) identify ways
archaeologists, anthropologists, historians, and geographers analyze limited
evidence; (B) locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies, interviews, and
artifacts to acquire information; (C) analyze information by sequencing,
categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions; (D) explain and apply
different methods that historians use to interpret the past, including the
use of primary and secondary sources, points of view, frames of reference,
and historical context; (E) use the process of historical inquiry to
research, interpret, and use multiple sources of evidence; (F) evaluate the
validity of a source based on language, corroboration with other sources,
and information about the author; (G) identify bias in written, oral, and
visual material; (H) support a point of view on a social studies issue or
event; and (I) use appropriate mathematical skills to interpret social
studies information such as maps and graphs.

Health

Grade 3

3.7 Influencing Factors
-(A) describe how the media can influence knowledge and health behaviors;

5.3 Health Information

(B) demonstrate ways to communicate health information such as posters, videos, and brochures

Middle School

Influencing Factors

6.8- identify and analyze various media and technologies that influence individual and community health such as computer software and the World Wide Web

Grade 7-8

Influencing Factors

A. Explain the role of media and technology in influencing individuals

and community health such as watching TV or reading a newspaper or a billboard
B. explain how programmers develop media to influence buying decisions.

 

Copyright 2000 Frank W. Baker

 

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