Double Journal Entry Week #2

Quote:

“For this particular speech, President Bush and his staff decided to position his podium in front of a painting of Teddy Roosevelt.”

Reponse:

Anytime I encounter a deep analysis of a text, or photograph I become instantly skeptic that someone, somewhere is trying to create something from nothing.  In this particular piece I tend to be incredibly skeptical.  I am a non-analytical person and while I can see the connection that the author draws between the portrait of President Roosevelt and the topic being addressed I still believe that he was looking for symbolism where there may have been none intended. 

Yet, after reviewing the Seven Senses and looking applying the principles given I can see that there are ways certain people could create this positive feel good atmosphere that comes with President Bush speaking in front of a Pres. Roosevelt portrait.  I could easily downplay any manipulation or staging except that there is very seldom a “standard” for Presidential Press Conferences. 

In this particular instance it is important to note that not only is media literacy important, but so too is a thorough knowledge of history, politics, and photography.  No one person can know all, so therefore we must rely upon our instincts and our senses to guide us into making logical choices and decisions based upon the facts we are presented with.

Connection:

I tried a variety of combinations of words in my search engine before I came up with a result that I found interesting.  While I could continue further on the quest and look for additional information on the Kennedy v. Nixon debate I believe this brief article makes the question.  To reach this conclusion, I am drawing upon my own use of the power or Evaluation, reading this piece reminded me of previous discussions and knowledge I already had about the Kennedy v. Nixon issue.  During the early days of television many politicians struggled with presenting the proper image.  It is only logical (the power of syntheses) that presumptions and understandings can take root and flourish.

http://www.globalpost.com/photo-galleries/planet-pic/5673457/the-campaign-the-art-political-photo-staging

REFERENCES:

Abilock, D. (2003).MultiMedia Schools. A seven-power lens on 21st century literacy. (Nov/Dec ed., pp. 30-35). Retrieved from http://www.infotoday.com/mmschools

Planet Pick. (2011). Global Post. The campaign: The art of political photo staging. (Aug. 19, 2011 ed.). Retrieved from http://www.globalpost.com/photo-galleries/planet-pic/5673457/the-campaign-the-art-political-photo-staging

1.What is semiotics? 

2. How can teachers capitalize on students preferred literacy behaviors?

3. According to this article why is it important for students to learn to analyze the news media? 

4. Copy and Paste a West Virginia CSO that a photo analysis activity might address.

For my generation it was always, “seeing is believing” having grown up in an age where radio was replaced with television and we now knew who people really were and we were not dependent upon our imaginations to give us a fabricated image.  In my youth the concept of media literacy had not yet been explored nor had semiotics.  It was only necessary to look at an image and make a decision, it was not necessary to study the reading of signs and symbols and their interaction with each other. 

However, as time passes it becomes increasingly more important for students, of all ages, to learn to analyze the news media.  One can no longer feel confident that the picture seen is the picture that was taken or even that was staged.  It is important to use the preferred literacy behaviors of students to ensure that they are in fact receiving the knowledge that is being imparted in a manner that is useful. 

Through the creation of interactive storyboards teachers can not only impart the knowledge the students needs to receive they also can do it in a way that will retain the interest of the student which in turn helps ensure more retention.

CSO:

In Science, seeing is not necessarily believing.

Grade 5		Science
Standard 1:		Nature of Science
SC.S.5.1		Students will ·         demonstrate an understanding of the history of science and the evolvement of scientific knowledge. ·         demonstrate an understanding of science as a human endeavor encompassing the contributions of diverse cultures and scientists. ·         demonstrate an understanding of the characteristics of a scientist. ·         demonstrate skills of scientific inquiry.
Performance Descriptors SC.PD.5.1
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students at the distinguished level in the nature of science: evaluate the importance of the research of scientists in diverse cultures throughout history; are creative when designing an investigation, and judge data and justify conclusions.			Fifth grade students at the above mastery level in the nature of science: explain the sequential relevance of the  research of scientists in diverse cultures throughout history; determine the correct tools and apply skepticism when conducting an investigation, and organize data to determine relationships of the variables within an experiment.	Fifth grade students at the mastery level in the nature of science: compare and contrast the research of scientists in diverse cultures throughout history; use careful methodology and logical reasoning to safely conduct an investigation, and support conclusions with observations and organized data.	Fifth grade students at the partial mastery level in the nature of science: describe the research of scientists in diverse cultures throughout history; use safe procedures, proper tools, and scientific methods when conducting an investigation, and base conclusions on observations and recorded data.	Fifth grade students at the novice level in the nature of science: list scientists of diverse cultures and their inventions or discoveries; follow the scientific method and use safety practices when conducting an investigation, and base conclusions on observations and data.
	Objectives	Students will
	SC.O.5.1.01	realize that scientists formulate and test their explanations of nature using observation and experiments.
	SC.O.5.1.02	recognize scientific knowledge is subject to modification as new scientific information challenges current explanations.
	SC.O.5.1.03	examine the careers and contributions of men and women of diverse cultures to the development of science.
	SC.O.5.1.04	compare and contrast the historical significance of scientific discoveries.
	SC.O.5.1.05	cooperate and collaborate to ask questions, design and conduct investigations to find answers and solve problems.
	SC.O.5.1.06	formulate conclusions through close observations, logical reasoning, objectivity, perseverance and integrity in data collection.
	SC.O.5.1.07	apply skepticism, careful methods, logical reasoning and creativity in investigating the observable universe.
	SC.O.5.1.08	use a variety of technologies and scientific instruments to conduct explorations, investigations and experiments of the natural world.
	SC.O.5.1.09	demonstrate safe techniques for handling, manipulating and caring for science materials, equipment, natural specimens and living organisms.
	SC.O.5.1.10	utilize experimentation to demonstrate scientific processes and thinking skills (e.g., formulating questions, predicting, forming hypotheses, quantifying, or identifying dependent and independent variables).
	SC.O.5.1.11	construct and use charts, graphs and tables to organize, display, interpret, analyze and explain data.
	SC.O.5.1.12	use inferential reasoning to make logical conclusions from collected data.