Media Arts: Year 4 students using a tablet app to combine images, text and sound in the 'Multimodal Storytelling' unit.

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  • Author :  admin
  • Date :  Dec 17, 2012
  • Views :  15112
  • Type :  1
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  • Credits: 

    Michael Dezuanni, Chief Writer
    Amanda Levido, Contributing Writer
    Lyndal O'Gorman, Contributing Writer
    Andrew Thomson, Photographer


    'Book Creator' iPad application, Copyright Red Jumper Studio

    'ish' © 2004 Peter Reynolds

  • Tags :  Arts-POP, ICTs, Media Arts, media literacy, media production
  • Supporting Documents:  

    Media Arts-All support

Media Arts


Media arts provides Australian students with an opportunity to experience newer forms of creation and communication. It involves creating representations of the world and telling stories through communication technologies. As digital cameras, mobile devices and editing software become more available in schools, young artists have the opportunity to develop new ways of working in contemporary art forms. Students will also directly experience the general capability of Information and communication technology as well as creating their own artworks. Media arts lends itself to integrated learning and project-based learning as students can develop and demonstrate skills in several discipline areas. Some of the products created in media arts can include short films and documentaries, audio podcasts, print media, traditional and digital animations, and video games.

This Media Arts-POP implements Media Arts curriculum in a Year 4 classroom at Waterford West State School, Queensland. While media arts form was the lead area for this package, students developed knowledge of and skills in English, visual arts and some elements of music. In the media arts elements, students learned to use media production equipment (in this case iPads, although other tablets could be used), and to use techniques such as composition and lighting to capture digital images and to record voice and sound effects. The package demonstrates that a number of curriculum areas can be combined to ensure that various curriculum areas are covered without losing the specificity of any one area.

Students learned about storytelling in Communication that takes place across several modes: written, spoken, visual and aural. form by combining still images, text and sound. They created an ebook that consisted of a front cover and three pages. Students were required to plan the An electronic book most often accessed on a tablet computer such as an iPad. using a A planning tool that shows how images, text and sound will be combined for a media production. that showed:

  • the structure of their story
  • the text the story would include
  • a rough sketch of their images
  • a description of their voice recording and sound effects.

Students learned about drawing techniques from a visual artist. A media arts specialist teacher and the classroom teacher taught media production skills and techniques. Students used iPads to create digital images, text and sound that were then combined using an app called Book Creator.

This package followed English units where students had firstly analysed Dreaming stories to identify textual features, then developed an understanding of Dreaming texts as a way of orally retelling history from a particular cultural perspective. Students analysed and wrote traditional stories from Asia, Europe and Africa.

The skills developed in this package built upon work that students had previously completed in media arts lessons. Students had used video cameras to film short segments as part of a film about their favourite places. They learned the basic functionality of an iPad, including how to take pictures using the camera, and how to use different apps. Students had previously explored a number of different ebook creating programs, learning how to insert still and moving images, text and sound.

This project is funded by the Australian Government Department of Education, Employment and Workplace Relations.