Media and Information Literacy (MIL)- Visual Information and Media (Part 1)Arniel Ping
Learning Competencies:
1. define visual information and visual media (SSHS);
2. discuss the purpose and importance of visual media (SSHS);
3. describe the different dimensions of visual information and media (MIL-11/12VIM-IVc-7);
4. discuss the elements of visual design (SSHS);
5. comprehend how visual information and media is/are formally and informally produced, organized and disseminated (MIL11/12-VIM-IVc-8); and
6. evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria (MIL11/12-VIM-IVc-9).
Topic Outline
I- VISUAL INFORMATION AND MEDIA
A. Definition
B. Purpose and Importance
C. Types and Formats
D. Visual Design Elements
Media and Information Literacy (MIL) 1. Introduction to MIL (Part 2)- Charact...Arniel Ping
Learning Competencies:
Learners will be able to...
share media habits, lifestyles, and preferences to other people (MIL11/12IMIL-IIIa-4);
identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and
editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3).
Topic Outline
I. Introduction to Media and Information Literacy (Part 2)
A. Media Habits, Lifestyle, and Preferences
B. Characteristics of a Media and Information Literate Individual
C. Importance of Media and Information Literacy (MIL)
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify traditional media and new media and their relationships (MIL11/12EMIL-IIIb-5);
2. compare “Medium is the Message” by McLuhan with cultural determinism (SSHS);
3. search latest theory on information and media (MIL11/12EMIL-IIIb-7);
4. discuss the Normative Theories of the Press (SSHS); and
5. evaluate the type of media in the Philippines using the Normative Theories of the Press (SSHS).
Topic Outline
I. The Evolution from Traditional to New Media
A. Traditional vs. New Media
B. Media is the Message vs. Cultural Determinism
C. Normative Theories of the Press
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Media and Information Literacy (MIL)- Visual Information and Media (Part 3)Arniel Ping
Learning Competencies:
1. create a text and visual media composed of digital posters that will share valuable information to the public (SSHS); and
2. produce and evaluate a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media (Part 3)
A. Performance Task: Project
1. Text and Visual Media: Digital Posters
Media and Information Literacy (MIL) - 5. Media and Information SourcesArniel Ping
I- Media and Information Sources
A. Sources of Information
Indigenous Knowledge
1.Library
2. Internet
3. Mass Media
B. Pros and Cons of the Different Types of Media as Sources of Information
C. Evaluating Information Sources
Learning Competencies
1. compare potential sources of media and information (MIL11/12MIS-IIIe-13)
2. assess information quality by studying the pros and cons of different types of media as sources of information (SSHS)
3. interview an elder from the community regarding indigenous media and information resource (MIL11/12MIS-IIIe-14)
Media and Information Literacy (MIL)- Visual Information and Media (Part 2)Arniel Ping
Learning Competencies:
1. discuss visual design principles (SSHS);
2. identify and evaluate visual design principles used in different visual media (SSHS); and
3. produce and evaluates a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media
A. Visual Design Principles
Media and Information Literacy (MIL)- Visual Information and Media (Part 1)Arniel Ping
Learning Competencies:
1. define visual information and visual media (SSHS);
2. discuss the purpose and importance of visual media (SSHS);
3. describe the different dimensions of visual information and media (MIL-11/12VIM-IVc-7);
4. discuss the elements of visual design (SSHS);
5. comprehend how visual information and media is/are formally and informally produced, organized and disseminated (MIL11/12-VIM-IVc-8); and
6. evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria (MIL11/12-VIM-IVc-9).
Topic Outline
I- VISUAL INFORMATION AND MEDIA
A. Definition
B. Purpose and Importance
C. Types and Formats
D. Visual Design Elements
Media and Information Literacy (MIL) 1. Introduction to MIL (Part 2)- Charact...Arniel Ping
Learning Competencies:
Learners will be able to...
share media habits, lifestyles, and preferences to other people (MIL11/12IMIL-IIIa-4);
identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and
editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3).
Topic Outline
I. Introduction to Media and Information Literacy (Part 2)
A. Media Habits, Lifestyle, and Preferences
B. Characteristics of a Media and Information Literate Individual
C. Importance of Media and Information Literacy (MIL)
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify traditional media and new media and their relationships (MIL11/12EMIL-IIIb-5);
2. compare “Medium is the Message” by McLuhan with cultural determinism (SSHS);
3. search latest theory on information and media (MIL11/12EMIL-IIIb-7);
4. discuss the Normative Theories of the Press (SSHS); and
5. evaluate the type of media in the Philippines using the Normative Theories of the Press (SSHS).
Topic Outline
I. The Evolution from Traditional to New Media
A. Traditional vs. New Media
B. Media is the Message vs. Cultural Determinism
C. Normative Theories of the Press
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Media and Information Literacy (MIL)- Visual Information and Media (Part 3)Arniel Ping
Learning Competencies:
1. create a text and visual media composed of digital posters that will share valuable information to the public (SSHS); and
2. produce and evaluate a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media (Part 3)
A. Performance Task: Project
1. Text and Visual Media: Digital Posters
Media and Information Literacy (MIL) - 5. Media and Information SourcesArniel Ping
I- Media and Information Sources
A. Sources of Information
Indigenous Knowledge
1.Library
2. Internet
3. Mass Media
B. Pros and Cons of the Different Types of Media as Sources of Information
C. Evaluating Information Sources
Learning Competencies
1. compare potential sources of media and information (MIL11/12MIS-IIIe-13)
2. assess information quality by studying the pros and cons of different types of media as sources of information (SSHS)
3. interview an elder from the community regarding indigenous media and information resource (MIL11/12MIS-IIIe-14)
Media and Information Literacy (MIL)- Visual Information and Media (Part 2)Arniel Ping
Learning Competencies:
1. discuss visual design principles (SSHS);
2. identify and evaluate visual design principles used in different visual media (SSHS); and
3. produce and evaluates a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media
A. Visual Design Principles
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definitio...Arniel Ping
Learning Competencies
Learners will be able to…
1. define media literacy (SSHS);
2. discuss and value the importance of media literacy (SSHS);
3. explain the fundamental elements of media literacy (SSHS);
4. value the importance of critical thinking in media literacy (SSHS); and
5. apply critical thinking by identifying fallacies in arguments (SSHS).
Topic Outline
I- Media Literacy
A. Definition and Importance
B. Fundamental Elements of Media Literacy
C. Critical Thinking
1. Definition
2. Importance in Media Literacy
3. Fallacies of Thinking
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - Text Information and Media (Part 2)Arniel Ping
I- Text Information and Media
A. Performance Task: Project
1. Statement T- Shirt Design
Learning Competencies:
1. design a statement t-shirt applying design principles and elements in text (SSHS); and
2. produce and evaluate a creative text-based presentation (statement t- shirt) using design principle and elements (MIL11/12TIM-IVb-6).
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Media and Information Literacy (MIL) - 8. Opportunities ,Challenges, and Powe...Arniel Ping
Content
8. Opportunities, Challenges, and Power of Media and Information
a. Economic, Educational,
Social, and Political
b. Threats, Risks, Abuse, and
Misuse
Learning Competencies
The students will be able to…
1. realize opportunities and challenges in media and information (MIL11/12OCP-IIIh-24);
2. create infographics showing opportunities and challenges in media and information (SSHS); and
3. research and cite recent examples of the power of media and information to affect change (MIL11/12OCP-IIIh-25)
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and C...Arniel Ping
Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Media and Information Literacy (MIL) 7. Legal, Ethical, and Societal Issues i...Arniel Ping
Erratum.Page 23 0f 29. Formative Assessment Question no. 1 is ''Why is plagiarism?''. The correct question is ''What is plagiarism?''. Thank you very much.
Legal, Ethical, and Societal Issues in Media and Information (Part 3)
Topic: Plagiarism:
Learning Competencies
a. define plagiarism;
b.identify and explain the different types of plagiarism;
c. value the importance of understanding the different types of plagiarism; and
d. practice academic honesty and integrity by not committing plagiarism.
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
ERRATUM In my PowerPoint Presentation “2.MIL 2. The Evolution of Traditional to New Media (Part 2)- Functions of Communication and Media, Issues in Philippine Media”, the word “PLATFORM” was incorrectly written as “FLATFORM”. The correct sentence should read: “PROVIDE A PLATFORM FOR PUBLIC DISCOURSE”. -Arniel Ping
Learning Competencies
1. discuss the functions of communication and media (SSHS);
2. editorialize the roles and functions of media in democratic society (MIL11/12EMIL-IIIb-6); and
3. discuss issues in Philippine Media (SSHS).
Topic Outline
I- THE EVOLUTION OF TRADITIONAL TO NEW MEDIA (Part 2)
A. Functions of Communication and Media
B. Issues in Philippine Media
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
I- TEXT INFORMATION AND MEDIA
A. Definition, Characteristics, Format and Types, Sources, Advantages and Limitations, and Value
B. Text as Visual
C. Selection Criteria
D. Design Principle and Elements
Learners will be able to…
1. define text in the context of multimedia (SSHS);
2. describe the different dimensions of text information and media (MIL11/12TIM-IVb-3);
3. comprehend how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4)
4. evaluate the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...Arniel Ping
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Media and Information Literacy for TeachersArniel Ping
Media and Information Literacy for Teachers
It is a Facebook group for MIL teachers in the Philippines. It is a venue where teachers can learn more by sharing information and exchanging ideas related to MIL.
https://www.facebook.com/groups/230985000654384/
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definitio...Arniel Ping
Learning Competencies
Learners will be able to…
1. define media literacy (SSHS);
2. discuss and value the importance of media literacy (SSHS);
3. explain the fundamental elements of media literacy (SSHS);
4. value the importance of critical thinking in media literacy (SSHS); and
5. apply critical thinking by identifying fallacies in arguments (SSHS).
Topic Outline
I- Media Literacy
A. Definition and Importance
B. Fundamental Elements of Media Literacy
C. Critical Thinking
1. Definition
2. Importance in Media Literacy
3. Fallacies of Thinking
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - Text Information and Media (Part 2)Arniel Ping
I- Text Information and Media
A. Performance Task: Project
1. Statement T- Shirt Design
Learning Competencies:
1. design a statement t-shirt applying design principles and elements in text (SSHS); and
2. produce and evaluate a creative text-based presentation (statement t- shirt) using design principle and elements (MIL11/12TIM-IVb-6).
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Media and Information Literacy (MIL) - 8. Opportunities ,Challenges, and Powe...Arniel Ping
Content
8. Opportunities, Challenges, and Power of Media and Information
a. Economic, Educational,
Social, and Political
b. Threats, Risks, Abuse, and
Misuse
Learning Competencies
The students will be able to…
1. realize opportunities and challenges in media and information (MIL11/12OCP-IIIh-24);
2. create infographics showing opportunities and challenges in media and information (SSHS); and
3. research and cite recent examples of the power of media and information to affect change (MIL11/12OCP-IIIh-25)
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and C...Arniel Ping
Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Media and Information Literacy (MIL) 7. Legal, Ethical, and Societal Issues i...Arniel Ping
Erratum.Page 23 0f 29. Formative Assessment Question no. 1 is ''Why is plagiarism?''. The correct question is ''What is plagiarism?''. Thank you very much.
Legal, Ethical, and Societal Issues in Media and Information (Part 3)
Topic: Plagiarism:
Learning Competencies
a. define plagiarism;
b.identify and explain the different types of plagiarism;
c. value the importance of understanding the different types of plagiarism; and
d. practice academic honesty and integrity by not committing plagiarism.
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
ERRATUM In my PowerPoint Presentation “2.MIL 2. The Evolution of Traditional to New Media (Part 2)- Functions of Communication and Media, Issues in Philippine Media”, the word “PLATFORM” was incorrectly written as “FLATFORM”. The correct sentence should read: “PROVIDE A PLATFORM FOR PUBLIC DISCOURSE”. -Arniel Ping
Learning Competencies
1. discuss the functions of communication and media (SSHS);
2. editorialize the roles and functions of media in democratic society (MIL11/12EMIL-IIIb-6); and
3. discuss issues in Philippine Media (SSHS).
Topic Outline
I- THE EVOLUTION OF TRADITIONAL TO NEW MEDIA (Part 2)
A. Functions of Communication and Media
B. Issues in Philippine Media
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
I- TEXT INFORMATION AND MEDIA
A. Definition, Characteristics, Format and Types, Sources, Advantages and Limitations, and Value
B. Text as Visual
C. Selection Criteria
D. Design Principle and Elements
Learners will be able to…
1. define text in the context of multimedia (SSHS);
2. describe the different dimensions of text information and media (MIL11/12TIM-IVb-3);
3. comprehend how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4)
4. evaluate the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...Arniel Ping
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Media and Information Literacy for TeachersArniel Ping
Media and Information Literacy for Teachers
It is a Facebook group for MIL teachers in the Philippines. It is a venue where teachers can learn more by sharing information and exchanging ideas related to MIL.
https://www.facebook.com/groups/230985000654384/
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Media and Information Literacy (MIL)
Topic:
I- Video Project
A. Camera Techniques
B. Treatment
C. Storyboard
Objectives
At the end of the lesson, learners should be able to:
a. discuss the different camera techniques in film making;
b. produce a video treatment and a storyboard for a 30-50 seconds story applying the different camera techniques;
c. shoot and edit the video using a smartphone (mobile applications);
d. share their video in the class; and
e. value the importance of video treatment and storyboard in video project.
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Topic
MIL - Media and Information Languages (Genre, Codes and Conventions)
Learning Competencies
1. evaluate everyday media and information with regard to codes, conventions, and messages; in regards to audience, producers, and other stakeholders (MIL11/12MILA-IIIf15)
2. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf16)
Media and Information Literacy (MIL) 4. Types of Media (Part 3): Performance...Arniel Ping
Learners will be able to…
1. apply strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A.Preview of the Questions for Deconstructing Media messages
B.Formative Assessment: Class Discussion
C.Deconstructing Media Messages: TV Commercial
D.Performance Task: Written Output
1. Deconstructing Media Messages: TV Commercial
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 2)- Key Conce...Arniel Ping
Learners will be able to…
1. identify and explain the key concepts in media analysis (SSHS);
2. discuss key questions to ask when analyzing media messages (SSHS); and
3. apply the discussed strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Class Activities
Formative Assessment: Analyzing and Deconstructing Media Messages
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digit...Arniel Ping
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digital Footprints, and Digital Issues
Topic: Legal, Ethical, and Societal Issues in Media and Information (Part 2)
Learning Competencies
1. explain digital citizenship, netiquette, and digital footprints (SSHS);
2. demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESI-IIIg18);
3. Identify some of the digital issues in the Philippines (SSHS);
4. put into action personal resolve to combat digital divide, addiction, and bullying (MIL11/12LESI-IIIg19)
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22)
6. enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23)
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Sheet
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Example
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
Media and Information Literacy- Performance Task (Video Project) Short FilmArniel Ping
Learning Competencies
Students will be able to…
A. produce a short film that will educate the viewers about a specific issue related to legal, ethical, and societal issues in media and information (SSHS);
B. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf-16); and
C. organize a creative and interactive symposium where students will present their short film and discuss its subject and message to junior high school students (SSHS).
Directions This assignment is for a Reading Course. The cross-disAlyciaGold776
Directions: This assignment is for a Reading Course. The cross-disciplinary unit that I will be implementing in my classroom is Social Studies (Grade 11 US History). Attached you will find a copy of the lesson plan and an attachment of Reading Standards. Current resources and tools that would enhance the learning experience for all students is Kahoot, Quizlet or Nearpod. Must use original work and must be APA formatted.
Please review the Special Accommodations and ELL section on the last page of the lesson plan, all bench marks and state standards for the lesson is within the lesson plan.
Benchmark - Cross-Disciplinary Unit Narrative
For this benchmark, write a 750-1,000 word narrative about a cross-disciplinary unit you would implement in your classroom. Choose a minimum of two standards, at least one for the content area of your field experience classroom and at least one supportive literacy standard to focus on for the unit narrative. You may use your Topic 3 "Instructional Strategies for Literacy Integration Matrix as a guide to inform this assignment."
Your narrative must include:
· Unit Description and Rationale: Complete description of unit theme and purpose, including learning objectives, based on the content area standards and literacy standards.
· Learning Opportunities: Description of two learning opportunities that create ways for students to learn, practice, and master academic language in content areas
· Collaboration: Description of how you would facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts
· Support: Description of support that would be implemented for student literacy development across content areas
· Differentiation: Description of how the lessons within the unit would provide differentiated instruction
· Strategies: Description of strategies that you would use within your unit to advocate for equity in your classroom
· Cultural Diversity: Description of the effect of cultural diversity in the classroom on reading and writing development. Describe how the unit capitalizes on cultural diversity.
· Resources: Description of current resources and tools that would enhance the learning experience for all students.
Support your findings with 3-5 scholarly resources.
ELA Standards and Technology Matrix (Grades 11-12)
Click on the standard to view more information in CPALMS. Click on the links to visit the websites for the featured technology tools.
Grade Standards Technology
11-12 LAFS.1112.L.3.4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that
indic ...
This slide was used in ISO/IEC JTC1 SC36 Plenary Meeting in June 22, 2015.
Title of this slide is 'Proof of Concept for Learning Analytics Interoperability and subtitle is 'Reference Model based on open source SW'.
Improving usage and impact of digitised resourcesAlastair Dunning
A presentation from the JISC Programme Meeting for its Content Programme for 2011 http://www.jisc.ac.uk/whatwedo/programmes/digitisation/econtent11.aspx
18 years developing educational technology at Loughborough University and beyondMelanie King
Keynote from the 20th Annual INSPIRE conference, organised in conjunction with the BCS e-Learning SG, addresses software process improvement related to teaching, training and research whilst SQM addresses issues relevant to business and industry.
Similar to Media and Information Literacy (MIL) 1. Introduction to Media and Information Literacy (Part 3) Performance Task (Project)- Digital Poster (20)
Media and Information Literacy- Performance Task (Project) Audio- Visual Pre...Arniel Ping
Learning Competencies
Students will be able to…
A. define information needs (MIL11/12IL-IIIc-8);
B. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
C. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
D. create and audio- visual presentation about being a media and information literate individual applying the learning competencies listed in information literacy (SSHS); and
E. produce and evaluate a creative text, visual, and audio based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Media and Information Literacy- Performance Task (Project) Digital Poster Ma...Arniel Ping
Learning Competencies
Learners will be able to…
A. create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of media information (SSHS);
B. organize a creative and interactive symposium where students will present their posters and discuss its subject and message to junior high school students (SSHS); and
C. produce and evaluate a creative text and visual based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10)
Media and Information Literacy (MIL) Performance Task - Video Project (Cooper...Arniel Ping
Media and Information Literacy (MIL) Performance Task - Video Project (Cooperative Learning)
Topic:
1. Media and Information Languages (Genre, Codes, and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Cyber bullying, Plagiarism, and Internet Addiction)
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Example
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Media and Information Literacy (MIL) 1. Introduction to Media and Information Literacy (Part 3) Performance Task (Project)- Digital Poster
1. MEDIA AND INFORMATION
LITERACY (MIL)
Mr. Arniel Ping
St. Stephen’s High School
Manila, Philippines
Introduction to MIL (Part 3):
Design Elements and Principles
Performance Task: Project
MIL PPT 03
Revised: October 5, 2017
2. LEARNING COMPETENCIES
Learners will be able to…
• discuss basic text and visual design
elements and principles (SSHS);
• identify design elements and principles
used in different text and visual media
(SSHS);
3. LEARNING COMPETENCIES
Learners will be able to…
• produce and evaluate a creative text based
presentation using design principle and
elements (MIL11/12TIM-IVb-6);
• produce and evaluate a creative visual based
presentation using design principle and
elements (MIL11/12VIM-IVc-10); and
4. LEARNING COMPETENCIES
Learners will be able to…
• create a text and visual digital poster which
will campaign for high school students to
be a responsible user and competent
producer of media and information (SSHS);
5. TOPIC OUTLINE
I- Introduction to Media and Information
Literacy
A. Design Elements and Principles
B. Performance Task: Project
1. Cooperative Learning - Digital Poster
Making
19. 5. ORGANIZATION
• conscious effort to organize the different
text elements in a page
• ensures that while some text elements
are separated from each other, they are
still somehow connected with the rest of
the elements in the page
25. white text on a dark background
large font with a small font
serif and sans serif
thin elements with wide elements
cool color and warm color
CONTRAST: TWO ELEMENTS ARE DIFFERENT
28. 1.CONSISTENCY
• Consistency of margins, typeface,
typestyle, and colors is necessary,
especially in slide presentations or
documents that are more than one
page.
32. 2. CENTER OF INTEREST
• an area that first attracts attention in a
composition
• important objects or elements in a
composition
• can be achieved by contrast of values,
more colors, and placement
42. 5. CONTRAST
• offers some change in value creating a visual
discord in a composition
• shows the difference between shapes and
can be used as a background to bring
objects out and forward in a design
• can also be used to create an area of
emphasis
45. 6. DIRECTIONAL MOVEMENT
•a visual flow through the composition
•can be the suggestion of motion in a
design as you move from object to
object by way of placement and
position
49. 7. RHYTHM
• a movement in which some
elements recur regularly
• like a dance, it will have a flow of
objects that will seem to be like
the beat of music
52. 8. PERSPECTIVE
• created through the arrangement of
objects in two dimensional space to
look like they appear in real life
• learned meaning of the relationship
between different objects seen in
space
90. OBJECTIVES
Create a digital poster which will
be a campaign for high school
students to be a responsible user
and competent producer of media
information
COOPERATIVE LEARNING
Group of 3 students
PERFORMANCE TASK- DIGITAL POSTER MAKING
91. MESSAGE
Be a responsible user and competent producer of
media information.
MEDIUM
Digital poster which will be shared on Facebook.
AUDIENCE
High School Students (JHS and SHS)
PERFORMANCE TASK- DIGITAL POSTER MAKING
92. MATERIALS / TOOLS
Web tool : Canva (www.canva.com)
Photo editing software or applications
Computer
Smartphone Camera
PERFORMANCE TASK NO. 2 - DIGITAL POSTER
MAKING
Photo Credit :
https://www.canva.com/
http://www.digitalrabbitcellular.com/
93. PLEASE KEEP IN MIND.
The selected digital poster will be
shared on Edmodo and Facebook.
The digital poster must focus on the
issue and not attack or mentioned
personalities. Use of foul words are
not allowed.
Photo Credit:
www.Edmodo.com
www.facebook.com
94. PLEASE KEEP IN MIND.
Cite credit for
borrowed materials
(i.e. image, design,
etc.)
Photo Credit: http://www.freepik.com/free-photo/young-
man-holding-many-books_857159.htm
95. Date Venue
Time
Allotted
Procedure
Day 1 Classroom 1 period • Conceptualize your poster.
(Message and Design)
• Take pictures to be used for
the poster.
Day 2 Computer
Laboratory
2 periods • Create your digital poster
using Canva. You’re allowed
to use additional tools.
• Submit the digital poster in
our Edmodo group.
PERFORMANCE TASK NO. 3 - DIGITAL POSTER
MAKING
96. RUBRIC
Criteria Excellent Good Fair NI
Content
Be a
responsible
user and
producer of
media
information.
Message
is clear,
accurate,
and
strong.
10
Message
is clear
and
accurate.
8
Message
is clear but
question-
able.
5
Message
is unclear
and/ or
inaccurate.
2
97. RUBRIC
Criteria Excellent Good Fair NI
Graphic
Relevance and
Citation
All graphics
are related to
the topic and
make it easier
to
understand.
All borrowed
graphics have
a source
citation.
10
All graphics
are related to
the topic and
most make it
easier to
understand.
One
borrowed
graphics have
no source
citation.
8
All graphics
relate to the
topic. Two
borrowed
graphics have
no source
citation.
5
Graphics do
not relate to
the topic
and/or three
or more
borrowed
graphics do
not have a
source
citation.
2
98. RUBRIC
Criteria Excellent Good Fair NI
Design and
Layout
The poster
is excep-
tionally
attractive
in terms of
design,
layout, and
neatness.
10
The poster
is
attractive
in terms of
design,
layout, and
neatness.
8
The poster
is
acceptably
attractive
though
layout is
cluttered.
5
The poster
is poorly
designed
and the
layout is
cluttered.
2
99. RUBRIC
Criteria Excellent Good Fair NI
Work Ethics
Cooperation
Every
individual
in the
group
contributed
to the
creation of
the digital
poster.
10
Group
work is
done
mostly by
two
individuals.
8
Group
work is
done
mostly by
one
individual.
5
Group
members
are not
working
during the
designated
time.
2
100. TOPICS
Campaign Against Cyberbullying
Be Safe in Cyberspace
Media Message Analysis (Critical Thinking)
Think Before You Click
No to Plagiarism
Proper Behavior on the Internet (Netiquette)
(Note: Students may proposed a related topic which
will be approved by the teacher.)
110. Media and Information Literacy Curriculum
Guide by DepEd
Media and Information Literacy Teaching
Guide by CHED
Media and Information Literacy by Boots C.
Liquigan, Diwa Learning Systems Inc.
References
This lesson is designed for 4 meetings with 1 hour per meeting, Including the actual project making.
1. Emphasis - refers to the importance or value given to a part of the text-based content. When trying to make a point or highlighting a
message, you can make the text bold, italicized, have a heavier weight, darkened or lightened (depending on your background color) or
enlarged.
1. Emphasis - refers to the importance or value given to a part of the text-based content. When trying to make a point or highlighting a
message, you can make the text bold, italicized, have a heavier weight, darkened or lightened (depending on your background color) or
enlarged.
Beautiful emphasis created by nice proportions that get our attention to what the site is about and also to the donate button.
What texts were given emphasis in this poster?
How was emphasis achieved in this poster?
2. Appropriateness - refers to how fitting or suitable the text is used for a specific audience, purpose or event. In the creation of text-based
content, make sure that the selection criteria (tone, style, purpose, clarity) is followed. As for the choice of typefaces to be used, refer to the
discussion of the characteristics of the fonts. When it comes to large body text, the font should be clear enough to read.
Which font is used in formal letter or documents?
Why is Jokerman not advised to be used in a formal letter?
Which font is commonly used in printed documents like books and test paper?
Which font is used in most websites?
Which font is similar to the font in your text messages or Facebook post or comments?
Why is this font a wrong choice for a gravestone? What font do you think is more fitting?
Would you trust Dr. Brown if this is the font used in his calling card? Why?
3. Proximity - refers to how near or how far are the text elements from each other. When two things are closely related, we bring them close
together. Otherwise, we put text elements far from each other. For example, the main title and subtitle are usually placed close to each
other.
Which one shows text proximity? Why?
4. Alignment - refers to how the text is positioned in the page. This can be left, right,
center or justified.
4. Alignment - refers to how the text is positioned in the page. This can be left, right,
center or justified.
5. Organization - refers to a conscious effort to organize the different text elements in a page. Organization ensures that while some text elements are separated from each other (based on the principle of proximity), they are still somehow connected with the rest of the elements in the page. When there are many elements needed to fit in a page, start by creating a framework or a compartment for the elements. Divide the space by creating lines across the page, making it look like a cabinet with various space sizes. Once you are done compartmentalizing, you can place the different text elements on the boxes.
5. Organization - refers to a conscious effort to organize the different text elements in a page. Organization ensures that while some text elements are separated from each other (based on the principle of proximity), they are still somehow connected with the rest of the elements in the page. When there are many elements needed to fit in a page, start by creating a framework or a compartment for the elements. Divide the space by creating lines across the page, making it look like a cabinet with various space sizes. Once you are done compartmentalizing, you can place the different text elements on the boxes.
How is organization achieved in this design?
6. Repetition- concerns consistency of elements and the unity of the entire design. Repetition encourages the use of repeating some typefaces within the page. When several typefaces are used on a page, it might distract the audience and fail to communicate what you want them to get from the content. To strike a balance, do not also use just a single typeface for a visual design product.
How is contrast achieved in this design?
7. Contrast- creates visual interest to text elements. Contrast is achieved when two
elements are different from each other. When you place a white text on a very light yellow background, contrast is not achieved and the text will be difficult to read, but when you put a white text on a dark brown background, contrast is created. Contrast can be achieved in various ways, by joining the following elements: large font with a small font, serif and sans serif, thin elements with wide elements, cool color and warm color.
7. Contrast- creates visual interest to text elements. Contrast is achieved when two
elements are different from each other. When you place a white text on a very light yellow background, contrast is not achieved and the text will be difficult to read, but when you put a white text on a dark brown background, contrast is created. Contrast can be achieved in various ways, by joining the following elements: large font with a small font, serif and sans serif, thin elements with wide elements, cool color and warm color.
How is contrast achieved in this design?
p. 130, MIL TG by CHED
Visual Design Principles are:
Consistency of margins, typeface, typestyle, and colors is necessary, especially in slide presentations or documents that are more than one page.
Center of interest – an area that first attracts attention in a composition. This area is more important when compared to the other objects or elements in a composition. This can be by contrast of values, more colors, and placement in the format.
Balance – a feeling of visual equality in shape, form, value, color, etc. Balance can be symmetrical and evenly balanced, or asymmetrical and unevenly balanced. Objects, values, colors, textures, shapes, forms, etc. can be used in creating balance in a composition.
Harmony – brings together a composition with similar units. If for example your composition was using wavy lines and organic shapes, you would stay with those types of lines and not put in just one geometric shape. (Notice how similar Harmony is to Unity - some sources list both terms).
Contrast – offers some change in value creating a visual discord in a composition. Contrast shows the difference between shapes and can be used as a background to bring objects out and forward in a design. It can also be used to create an area of emphasis.
Directional Movement – a visual flow through the composition. It can be the suggestion of motion in a design as you move from object to object by way of placement and position. Directional movement can be created with a value pattern. It is with the placement of dark and light areas that you can move your attention through the format.
Rhythm – a movement in which some elements recur regularly. Like a dance, it will have a flow of objects that will seem to be like the beat of music.
Perspective – created through the arrangement of objects in two dimensional space to look like they appear in real life. Perspective is a learned meaning of the relationship between different objects seen in space.
p. 130, MIL TG by CHED
Visual Design Principles are:
1. Consistency of margins, typeface, typestyle, and colors is necessary, especially in slide presentations or documents that are more than one page.
How is consistency achieved in this infographics?
How is consistency of design achieved in the website in web application and desktop application?
How is consistency of design achieved in these soft drink products?
p. 130, MIL TG by CHED
Visual Design Principles are:
2. Center of interest – an area that first attracts attention in a composition. This area is more important when compared to the other objects or elements in a composition. This can be by contrast of values, more colors, and placement in the format.
How is center of interest applied in this photo?
How is center of interest applied in this photo?
p. 130, MIL TG by CHED
Visual Design Principles are:
3. Balance – a feeling of visual equality in shape, form, value, color, etc. Balance can be symmetrical and evenly balanced, or asymmetrical and unevenly balanced. Objects, values, colors, textures, shapes, forms, etc. can be used in creating balance in a composition.
How is balance achieved in this composition?
Large object in the middle, balanced by small object near the edge.
p. 130, MIL TG by CHED
Visual Design Principles are:
4. Harmony – brings together a composition with similar units. If for example your composition was using wavy lines and organic shapes, you would stay with those types of lines and not put in just one geometric shape. (Notice how similar Harmony is to Unity - some sources list both terms).
How is harmony achieved in this photo?
How is unity achieved in this illustration?
p. 130, MIL TG by CHED
Visual Design Principles are:
5. Contrast – offers some change in value creating a visual discord in a composition. Contrast shows the difference between shapes and can be used as a background to bring objects out and forward in a design. It can also be used to create an area of emphasis.
How is contrast achieved in this photo?
Contrast of colors.
How is contrast achieved in this photo?
Contrast of colors.
p. 130, MIL TG by CHED
Visual Design Principles are:
6. Directional Movement – a visual flow through the composition. It can be the suggestion of motion in a design as you move from object to object by way of placement and position. Directional movement can be created with a value pattern. It is with the placement of dark and light areas that you can move your attention through the format.
How was directional movement achieved in this picture?
Gradual change in size causing movement.
How was directional movement achieved in this picture?
How was directional movement achieved in this picture?
p. 130, MIL TG by CHED
Visual Design Principles are:
7. Rhythm – a movement in which some elements recur regularly. Like a dance, it will have a flow of objects that will seem to be like the beat of music.
How was rhythm achieved in this picture?
Repeated wavy movement of colour pencils forms a rhythm.
How was rhythm achieved in this picture?
p. 130, MIL TG by CHED
Visual Design Principles are:
8. Perspective – created through the arrangement of objects in two dimensional space to look like they appear in real life. Perspective is a learned meaning of the relationship between different objects seen in space.
How is perspective achieved in this drawing?
How is perspective achieved in this drawing?
How is perspective achieved in this drawing?
How is perspective achieved in this drawing?
How is perspective achieved in this photo?
How is perspective achieved in this photo?
Wilson’s Portfolio
PRINCIPLES OF DESIGN
https://oss.adm.ntu.edu.sg/wheng004/tag/design/
Dominance gives a painting interest, counteracting confusion and monotony. Dominance can be applied to one or more of the elements to give emphasis
How was dominance achieved in this photo?
What visual design principles were evident in this poster?
What visual design principles were evident in this poster?
What visual design principles were evident in this political cartoon?
What visual design principles were evident in this infographic?
What visual design principles were evident in this poster?
What visual design principles were evident in this photo?
What visual design principles were evident in this advertisement?
How is perspective achieved in this photo?
What visual elements are evident in this movie poster?
What visual design principles were evident in this basketball uniform?
What visual design principles were evident in this still life photography?
Still life photography is a genre of photography used for the depiction of inanimate subject matter, typically a small group of objects. It is the application of photography to the still life artistic style. An example is food photography.
What visual design principles were evident in this still life photography?
Still life photography is a genre of photography used for the depiction of inanimate subject matter, typically a small group of objects. It is the application of photography to the still life artistic style. An example is food photography.
What do you think should have done in this poster in terms of emphasis to avoid what happened in their event where chaos and stampede occurred (luckily nobody was seriously hurt).
Answer: In terms of poster design, applying emphasis on the text “Strictly for first 80 Customers” could have help in avoiding chaos or stampede.
Each group will select from the listed topics. Duplication of topic is allowed but limited to 2 groups only per topic. Each group will research on the selected topic.