Changes

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{{Navigate|Prev=Data representation and processing|Curr=Communicating with graphics|Next=Audio visual communication}}

===Chapter Objectives===

===Chapter Objectives===

#Understanding the power of story telling as communication

#Understanding the power of story telling as communication

#Assessment (portfolio as evidence of digital skills)

#Assessment (portfolio as evidence of digital skills)

#Student portfolio as learning resources for other students

#Student portfolio as learning resources for other students

====Photo and Image essays====

#This activity will take 80 minutes

=====Photo and Image essays=====

#This activity requires three 3-period blocks: 1 period for demonstration and 2 periods for the hands-on work.

#Keep ready pictures/ images/ slide shows for demonstrating how to tell a story.  Alternatively prepare the students in advance for them to collect images   

#Keep ready pictures/ images/ slide shows for demonstrating how to tell a story.  Alternatively prepare the students in advance for them to collect images   

#In addition to image in the activity, use the computer timeline slideshow, [[ICT student textbook/Science Technology and Society|picture]] gallery of microscope and the timeline of communication technology to talk about how pictures, combinations of pictures and text can be used to communicate.  Important areas to focus can be on (i)what is the key idea(s), (ii) how to structure it, (iii) determining when is text useful, (iv) evaluation of the method of graphic communication

#In addition to image in the activity, use the computer timeline slideshow, [[ICT student textbook/Science Technology and Society|picture]] gallery of microscope and the timeline of communication technology to talk about how pictures, combinations of pictures and text can be used to communicate.  Important areas to focus can be on (i)what is the key idea(s), (ii) how to structure it, (iii) determining when is text useful, (iv) evaluation of the method of graphic communication

#For each one of these, let the students collectively share their ideas about story line and they could do so either with a mind map or text document

#For each one of these, let the students collectively share their ideas about story line and they could do so either with a mind map or text document

#In small groups, students should pick up topics both for individual image essays and collective digital essays.. Emphasize to the students that they will build upon this in future units.

#In small groups, students should pick up topics both for individual image essays and collective digital essays.. Emphasize to the students that they will build upon this in future units.

#Any image that can be used will reflect a subject area.  In addition to demonstrating the students' grasp of the subject, the teacher can also use this discussion to build learning skills needed.  These can be the rubrics for assessment also.

#Any image that can be used will reflect a subject area.  In addition to demonstrating the students' grasp of the subject, the teacher can also use this discussion to build learning skills needed.  These can be the rubrics for assessment also.

==== Tell a story ====

===== Tell a story =====

# This activity will take 80 minutes.

# This activity will take 80 minutes.

# Students must add narratives to the image and picture essays

# Students must add narratives to the image and picture essays

# Focus on the students' comprehension rather than language

# Focus on the students' comprehension rather than language

 

==== Stories and songs come alive with pictures ====

==== Stories and songs come alive with pictures ====

# This activity could take 80 - 120 minutes

#These are two activities.

# The teacher has the choice of doing the illustrations by hand and digitizing or using a digital art creation tool; this could be a group activity

#Each activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.

# It will be useful for students to make a concept map of ideas being communicated in the song/ story and abstract the important story line items for illustrating.  The teacher can facilitate this discussion, encouraging students to express their understanding using multilingual expressions.

#The teacher has the choice of doing the illustrations by hand and digitizing or using a digital art creation tool; this could be a group activity

#Here again, focus on the choice of ideas for illustraton

#It will be useful for students to make a concept map of ideas being communicated in the song/ story and abstract the important story line items for illustrating.  The teacher can facilitate this discussion, encouraging students to express their understanding using multilingual expressions.

#Here again, focus on the choice of ideas for illustration.

==== Comic Strips ====

==== Comic Strips ====