Difference between revisions of "ICT teacher handbook/Communicating with graphics"
Jump to navigation
Jump to search
| Line 1: | Line 1: | ||
{{Navigate|Prev=Data representation and processing|Curr=Communicating with graphics|Next=Audio visual communication}} | {{Navigate|Prev=Data representation and processing|Curr=Communicating with graphics|Next=Audio visual communication}} | ||
| + | <div class="noprint" style="float:right; border:1px solid blue;width:300px;background-color:#F5F5F5;padding:2px;"> | ||
| + | {| cellspacing="0" | ||
| + | | [[File:Book.jpg|none|80px|Book image]] | ||
| + | | style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Communication_with_graphics_level_1|'''Level 1''']]<br> | ||
| + | [[ICT_student_textbook/Communication_with_graphics_level_2|'''Level 2''']]<br> | ||
| + | [[ICT_student_textbook/Communication_with_graphics_level_3|'''Level 3''']] | ||
| + | |}</div> | ||
| + | |||
===Chapter Objectives=== | ===Chapter Objectives=== | ||
#Understanding the power of story telling as communication | #Understanding the power of story telling as communication | ||
| Line 23: | Line 31: | ||
#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==== | + | ====Level 1 - 5 weeks==== |
| − | #This activity | + | =====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. | ||
| + | #The image collection can be done outside of the classroom hours, the class period will be used for putting the images together and being able to share a story | ||
#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 requires two 3-period blocks: 1 period for demonstration and 2 periods for the hands-on work. | ||
# 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 | ||
| − | + | ====Level 2 - 6 weeks==== | |
==== Stories and songs come alive with pictures ==== | ==== Stories and songs come alive with pictures ==== | ||
| − | # | + | #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 | + | #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 ==== | ||
Revision as of 12:52, 23 November 2016
Chapter Objectives
- Understanding the power of story telling as communication
- Understanding how to tell a story – developing a story board and determining how/ when to introduce different elements – text, images, designs
- Creating digital art
- Creating a graphic communication - combining images and text Pictures can tell a story
- Understanding the pedagogic possibilities in digital story telling
- Helping student develop a critical perspective on communication for community
Additional Resources
- Storytelling - how to tell a story
- How to make an animation
- The effectiveness of digital storytelling in the classrooms: a comprehensive study
Transaction notes for activities
The transaction notes will include the following components. The activities are expected to be cumulative.
- Time estimate
- Prior preparation
- Methodology
- Discussion questions
- Instructions for student led activities
- Subject integration
- Assessment (portfolio as evidence of digital skills)
- Student portfolio as learning resources for other students
Level 1 - 5 weeks
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
- In addition to image in the activity, use the computer timeline slideshow, 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
- 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.
- The image collection can be done outside of the classroom hours, the class period will be used for putting the images together and being able to share a story
- 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
- This activity requires two 3-period blocks: 1 period for demonstration and 2 periods for the hands-on work.
- This activity will take 80 minutes.
- Students must add narratives to the image and picture essays
- Focus on the students' comprehension rather than language
Level 2 - 6 weeks
Stories and songs come alive with pictures
- These are two activities.
- Each activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.
- 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
- 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
- Help students identify appropriate sequences - 3-5 pictures
- Helping them think about how to create conversations (this can be an useful method to help students with discourse creation)
- Illustrating with a digtal art application
- We will use LibreOffice Writer to put together images and conversations
Making posters
- This can be in the nature of a cumulative project
- The students should be able to build critical perspectives and narratives on social processes and events, being able to see the issues, argue out multiple perspectives (using comic strips) or make an infographic. Digital image creations are to be encouraged.