PRIVATE EDUCATION ASSISTANCE COMMITTEE

ADAPTIVE TEACHING GUIDE

Most Essential Topic # 15: Motion Information and Media

Prerequisite Content-knowledge:
● Media and Information Languages
● Visual Media
● Legal, Ethical, and Societal Issues in Media and Information

Prerequisite Skill:
● evaluates everyday media and information with regard to codes, conventions, and messages with the audience, producers, and other stakeholders
● comprehends how visual information and media are formally and informally produced, organized, and disseminated
● demonstrates ethical use of information

Prerequisites Assessment:
SITUATIONAL ANALYSIS. For the prerequisites assessment, the teacher-trainees provide with a situational question: This BTS Dynamite Group Retro shirt is being sold at an intimate fan
convention, where only the members of the local BTS Army (the name of the fan group) are invited. The seller is a concessionaire in the convention, which means that its primary intention for
selling the shirt is for profit.

Image Source: vividcustoms.com/discover/some-amazing-bts-shirts-k-pop-fans-will-love/

Answer the following questions:

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1. Are there any legal and ethical concerns regarding the use of the BTS photo printed on a shirt and being sold for a profit? Defend your answer.
2. How do you find the overall visual quality of this shirt? What textual and/ or visual elements work and do not work for you? Explain your answer.

This assessment can be accomplished using online discussion boards, pen and paper, and other modalities in either text, audio, or video formats where teacher-trainees can provide short
responses.

CHECKLIST OF UNDERSTANDING

Evidence of Understanding

The issue on copyright / trademark has been identified as a legal and

ethical concern.

The issue on data privacy has been identified as a legal and ethical
concern.

The issue on copyright / trademark has been clearly explained.

The issue of data privacy has been clearly explained.

At least two elements of visual media have been identified using

technical terms.

At least two elements of visual media have been accurately described.

Insufficient Level of Prerequisite If the teacher-trainer scored 2/6 or below

Content-knowledge

Fairly Sufficient Level of Prerequisite If the teacher-trainer scored 3/6 or 4/6

Content-Knowledge

Pre-lesson Remediation Activity:

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1. For teacher-trainees with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
● reading activities (digital or printed for those with limited access to digital resources)
○ http://unesco.mil-for-teachers.unaoc.org/modules/module-4/
● Guided Social Media Post Analysis:
○ The teacher-trainees are provided with a handout that contains key concepts and terminologies from the identified pre-requisite lessons.
○ The teacher-trainees look for a Social Media Post that is evident of the characteristics below. Teacher-trainees explains their selection.
■ adhere to the legal and ethical issues in terms of information use
■ has effective visual quality
■ effective in communicating its message

2. For teacher-trainees with Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):

● reading activities (digital or printed for those with limited access to digital resources)
o http://unesco.mil-for-teachers.unaoc.org/modules/module-4/
● The teacher-trainees are provided with a handout that contains key concepts and terminologies from the identified pre-requisite lessons and supplemental videos.

Introduction:

1. Time frame the teacher-trainer is expected to finish learning the lesson (and where to contact the trainer when concerns arise).
The one (1) hour and forty-five (45) minutes is dedicated to the pre-requisite assessment, pre-lesson remediation, and the delivery of the lesson chunk that needs to be emphasized with
the teacher-trainers. Fifteen (15) minutes is allotted for processing and synthesis.

Online. Teacher-trainees can communicate with their teacher via Google Classroom or Onsite. Teacher-trainees can communicate with the trainer during the sessions and
email. breaks.

2. The knowledge (RUA) the teacher-trainees are expected to gain from learning the topic/lesson
● identify and describe different types of motion media and their use
● identify and describe the organic elements and principles of motion media and analyze how they are utilized to communicate the message
● exhibit adequate ability to produce motion media text in an effective and efficient manner
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3. The context where the teacher-trainees are going to apply their learning (In what PAA/EAA and personal use?)
● EAA/PAA: Storyboard
● Reading and critiquing motion media texts in various types that they encounter in their daily lives and using this form of media effectively in communicating their message
(DRAWING ATTENTION TO MEANING)

4. Overview of the Lesson

This module covers the types, elements, and principles of pre-production and principal production of Motion Media. Motion Media is a type of media that uses moving images (video
footage, graphics, text) to communicate information for various purposes (e.g., educational, entertainment, advertisement). In consideration of the most common motion media that
we usually encounter (e.g., film, commercials, TV shows), elements of audio incorporated into motion media text will also be covered in this lesson.

Teacher-trainees’ Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

CHUNK 1: Introduction to Motion Media (description, types, and purpose)

Formative question
What are the different types of motion media, their characteristics, the kind of information they carry, and the effect they have on the audience?

(DRAWING ATTENTION TO MEANING / PROMPTING CONNECTIONS TO PRIOR KNOWLEDGE)

Activity #1: ITEM ANALYSIS
1. The trainer will present with a flipbook / a film strip, and will ask the teacher-trainees to examine the material.
2. The trainer will ask the following questions:
● What is it? What is it for?
○ Where have you seen it? Or use it?
● Do you think this is still relevant?
(PROMPTING FOR EFFORTFUL THINKING)
● What do you think is happening in material?
● Given this material, how will you define motion media?

*The trainer provides the discussion on the definition of motion media.

Activity #2: CLASSIFYING MOTION MEDIA (The activity utilizes a worksheet.)

1. The teacher-trainees watch and analyze select videos of various types (popular and trending):
● GIF
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● Clip of a short film

● Clip of animated film
● Clip of a vlog content
● Tiktok video
2. They answer the following questions for discussions:
(PROMPTING CONNECTIONS TO PRIOR KNOWLEDGE)
● Where did you encounter this sample?
(PROMPTING FOR EFFORTFUL THINKING)
● How would you describe the video?
● What do you think is the purpose of the video?
● What do you think is its effect on the audience?

NOTE: The trainer organizes the answers in a graphic organizer to illustrate the differences and similarities of the different types of motion media.

The learners may provide their responses during synchronous online or face-to-face discussions and through online discussion boards and offline modules, depending on their access to learning
and learning style.

CHUNK 2: Elements of Motion Media

Formative question: What are the elements used in composing a motion media text? How do these elements support the understanding and experience with the film?

Activity #1: Think-pair-share

(DRAWING ATTENTION TO MEANING)
1. Ask the teacher-trainees the following question:
● What are the motion media content that you are currently interested in right now?
● How does it affect you? How do you think the material did that?
● Why do you think it is important for us to be critical of the media language in motion media?

Activity #2: Guided Motion Media Analysis (The activity utilizes a worksheet.)
(PROMPTING CONNECTIONS TO PRIOR KNOWLEDGE)
1. From the same motion media samples, the teacher-trainees answer the following questions:
● What are the things you see and/ or hear from the sample? Try to describe them in terms of their appearance and quality.
● What did you feel upon viewing the sample?
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(PROMPTING FOR EFFORTFUL THINKING)

2. After answering the questions, ask the teacher-trainees to connect what they have seen/ heard with how they have felt.

*The trainer provides a discussion on the elements of motion media based on the responses of the teacher-trainees. The discussion can be organized using the table below:

(Teacher-trainee Input) (Trainer Input)

Things they see/hear What they felt Technical Terms and Descriptions

Example:
- The scenes are dark. - I felt scared. - Cinematography (heavy use of backlighting and hard light)

CHUNK 3: Phases of Motion Media Production

Formative question: What is the effective and efficient process of producing motion media?

(EXAMPLE & NON-EXAMPLE)

Activity #1: Guided video production/ demonstration
For onsite training, the class simulates the film production processes in shooting one sequence.
● The teacher-trainers are divided into groups. Each member assumes a particular film crew position (writers, cinematographers, production designers, etc.).
● The teacher-trainers are instructed step by step in accomplishing each phase of the production: Pre-production, Principal Photography, and Post-Photography.
● While the instructions are given, the teacher-trainers are examples and non-examples of effective motion-media production. Below is an example of materials to include in the
discussion.
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The same process can be done in online training through remote shooting principles and concepts that are applicable and feasible to be accomplished in a video-conferencing platform like
Zoom.

Synthesis
In this module, we have learned that Motion Media comes in different forms that serve various purposes. A motion media text is comprised of literary, dramatic, and visual elements that have
inherent meanings when put together to communicate a message. The process of producing motion media can be organized into four different phases: pre-production, principal photography,
post-production, and distribution. Understanding and applying the basic principles of these production phases may ensure quality and effective output.

Synthesis Activity
The teacher-trainees will be asked to:
● Mention a motion media type that you find most effective in conveying message and affecting audience in today’s context. Explain briefly.
● Mention a motion media element you find most powerful in conveying message and affecting audience. Explain briefly.
● Give one word to capture your level of understanding of the content of the module.

This can be facilitated through using online apps or pen-and-paper method.

RUA of a Student’s Learning:

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1-minute Mobile Filmmaking: Teacher-trainers will produce a 1-minute film that captures the provided theme. It is expected that in this task, teacher-trainees will choose appropriate motion
media elements that convey their intended message or effect on an audience. The principles of pre-production and production must also manifest in the filmmaking process. Teacher-trainees
will be encouraged to make use of readily available filmmaking tools and equipment as demonstrated in class.

Additional Instructions:
● This is to be performed by groups. Each member of the group must be assigned to a role: (1) Producer, (2) Writer, (3) Director, (4) Production Designer, (5) Cinematographer, (6) Sound
mixer (who is also expected to edit the group’s output), (7) Actors.
● The members are expected to perform the tasks specific to their roles. You are highly encouraged to take on the role that matches your skills and interests.
● The Producer and the Director must lead in the preparation of the Pre-production Matrix below before proceeding to the actual shoot as part. However, everyone is expected to
participate in the brainstorming.
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Alternative: Teacher-trainerswho may have difficulties in accessing digital tools may choose to submit a pre-production matrix and at least five (5) film stills or two (2) film scene illustrations,
which they will work on individually or with up to 3 members.

Rubric

Post-lesson Remediation Activity:

● supplementary reading and video materials

Based on the performance of the teacher-learners on the RUA, identify which of the chunks or objectives the learners lack. Provide them with necessary supplementary reading or audio-
visual materials (depending on the modality) to ensure their understanding of the lesson.
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● group discussion (sharing their understanding of the topic)

Let the teacher-trainees watch the exemplar outputs of their co-trainees from the 1-minute Mobile Filmmaking activity. Make the teacher-trainees discuss what made those exemplary
products engaging and effective.

Guide Question:
What are the aspects of the film that catch your attention? What are the elements that effectively convey the film’s intention?

REFERENCES:

Motion Media Classifications

● The Commission of Higher Education. Teaching Guide for Senior High School: Media and Information Literacy.

Film Elements
● Bordwell, & Thompson, K. (2013). Film art : an introduction (Tenth edition, McGraw-Hill International edition, International Student edition.). McGraw Hill.

Camera Shots and Angles

● http://labs.everettprogram.org/wp-content/uploads/shot-types.png
● https://www.studiobinder.com/blog/types-of-camera-shots-angles-in-film/
● https://www.studiobinder.com/blog/types-of-camera-shot-angles-in-film/#hip-level-shot
● https://nofilmschool.com/camera-angles-and-shots-movements
● https://slideplayer.com/slide/13327837/

Camera Movement
● https://www.masterclass.com/articles/how-to-use-dolly-shots-to-transform-your-film#how-to-use-a-dolly-shot
● https://www.wix.com/blog/photography/types-of-shots

Storyboard
● https://www.studiobinder.com/blog/what-is-a-storyboard/
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Framing and composition
● https://www.studiobinder.com/blog/rules-of-shot-composition-in-film/#2-rule-of-thirds