Preface
The English Language Curriculum and Assessment Guide (Secondary 4-6) states that, in the Learning English through Popular Culture module, ‘learners will be provided with opportunities to extend their range of English abilities through exploring popular culture’
(p.37).
Based on the suggestions in the Curriculum and Assessment Guide the content for this module comprises three parts, where:
Part 1 introduces the basic concepts involved in popular culture. It also provides learners with opportunities to establish their own definition of popular culture and consider how generational and cultural influences affect understandings of popular culture.
Part 2 introduces different text types from various areas of popular culture such as photo captions, comic strips, columns, advertisements and commercials, and reviews.
Learners are taken through the content, language and stylistic features that are usually associated with each text type and are given an opportunity to produce an example of each text type.
Part 3 enables learners to reflect on their learning about popular culture and contribute their best examples to a time capsule in the form of a website.
Rationale
In NETworking: Using Popular Culture in the English Classroom, you will find teaching and learning resources that are designed to support the Learning English through Popular Culture elective module in the Three-year Senior Secondary English Language Curriculum.
Although this resource package is designed to be a companion to the Popular Culture elective module, it is hoped that teachers will also find the materials useful as an integral part of the school-based English Language curriculum.
In the lessons and materials presented here, efforts have been made to include traditional texts, audio-visual components and other forms of information technology.
Information technology can be used as an effective and motivating tool for broadening students’ perspectives of popular culture that are relevant to their lives. We encourage teachers to explore these and other forms of information technology in the teaching of these materials.
Contents
Preface Rationale
Part 1 What is Popular Culture?
Popular Culture Survey Defining Popular Culture What’s Hot and What’s Not
Part 2
Unit A Caption and Photo Stories
Introducing Captions
Analysing and Creating Captions Introducing Photo Stories
Creating a Themed Photo Story Publishing Photo Stories
Extension Activity: Creating Films
Unit B Comic Strips
Introducing Comic Strips
Stereotypes and Themes: Different Perspectives Analysing Visual Techniques
Analysing Language Techniques Creating Characters
Producing Comic Strips
Unit C Advice Columns
Introducing Advice Columns Writing Letters Seeking Advice Oral Linking Activity
Writing Letters Giving Advice Extension Activity: Video Creating an Advice Column
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Contents
Unit D Advertisements and Commercials
Introducing Advertisements
Analysing Print-based Advertisements Altering Images
Analysing Infomercials Internet Advertisements
Review and Presentation of Advertisements Producing Advertisements
Unit E Reviews
Introducing Reviews Analysing Reviews
Making Judgments and Justifying Points of View Writing Reviews
Publishing Reviews
Part 3 Compiling a Time Capsule
Compile Previous Work Reflection
Time Capsule Creation
Appendix
Cooperative Learning Strategies for the Popular Culture Classroom List of Common English Contractions
Create Your Own Website
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Resource CD Contents
Part 1 What is Popular Culture?
Handouts Worksheets
Part 2
Unit A Caption and Photo Stories
Handouts Worksheets Assessments Media
Answers
Unit B Comic Strips
Worksheets Answers
Unit C Advice Columns
Handouts Worksheets Assessments Media
Answers
Unit D Advertisements and Commercials
Handouts Worksheets Assessments Answers
Unit E Reviews
Worksheets Media Answers
Part 3 Compiling a Time Capsule
Handouts
What is Popular Culture?
Part 1
Sections: Popular Culture Survey Defining Popular Culture What’s Hot and What’s Not
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2 Part 1What is Popular Culture?
What is Popular Culture?
1. Introduction
In this unit, students will develop a definition of popular culture. They will consider what popular culture means to people from a variety of generations and cultures. They will decide on current fads and trends and compare these to a previous period in history. By doing so, they will learn about the concept of a time capsule. Students will also have the final project of creating an online time capsule explained to them.
2. Objectives
• Establish a personal concept of what popular culture is
• Analyse generational and cultural influences on defining popular culture
• Apply understanding to examine and compare a previous time period to their own
• Understand the notion of a time capsule and what is expected of them for the final project
3. Prior Knowledge/Learning
• Familiarity with current trends and fads for teenagers
• Knowledge of fashion, music, films and their historical significance in various time periods
• Awareness of different trends and fads around the world
• Skills in group discussion
4. Overview of Activities
1. Popular Culture Survey Understand differences between generations in their use of popular culture products.
2. Defining Popular Culture Create a list of typical popular culture products in order to group, categorise and then construct a definition of popular culture.
3. What’s Hot and What’s Not Examine popular culture in different eras and make comparisons to contemporary popular culture; to understand the concept of a time capsule.
Create an ongoing record of current fads that will be used in the final project.
Understand the time capsule project.
Popular Culture
Culture can be used to mean the collective attitudes and behaviour of a particular group of people. It can also be used to refer to the development and height of intellectual achievements, manners and arts.
Popular culture is used to refer to aspects of contemporary life, objects and patterns of behaviour which are widespread and generally accepted within a society. Popular culture mainly covers the areas of fashion, music, film, technology, media and activities of people. What is considered ‘popular’ changes frequently and differs between age groups, countries and ethnic groups.
Popular Culture Survey
In this section, students:
1) complete a cross-generational survey requiring them to think about differences between what they and their parents’ or grandparents’ generation read, watch, listen to and do; and
Teacher Tips: Language Describing Popular Culture
Fad – a form of behaviour that is considered novel in some way and followed enthusiastically by a large proportion of the population for a short time until the novelty fades. Fads usually have an obvious beginning and end.
Trend – similar to a fad and may start off as a fad, but becomes more permanent and influential within a wider group of people. Trends become accepted within the mainstream of a society.
Mainstream – the current dominant behaviours, thoughts, styles and beliefs of a society.
Alternative – people or activities following unconventional behaviours, thoughts, styles and beliefs when compared to the mainstream. These may become more mainstream as time passes.
Fringe – people or activities considered to be extreme compared to the mainstream. Usually fringe activities have a relatively small number of people participating and will not become mainstream.
4 Part 1What is Popular Culture?
Worksheet 1.1: Generational Survey is designed to give students an opportunity to discuss with their peers and parents what current trends are in different age groups.
Suggested Procedures
1. Before the popular culture lesson, give students Worksheet 1.1: Generational Survey.
Students survey parents, grandparents or others about their current viewing, listening, reading, watching and discussion choices.
2. In pairs, students compare their findings from the survey. Students work together to fill in the ‘Friends/Me’ side of the survey form.
3. Students form groups of 4 and decide what the main differences are between the generations in terms of each item. Groups report their main findings to the whole class. The teacher notes on the board as findings are presented. Students use this information to write a paragraph about popular culture differences between older and younger people.
Generational survey
RNCT, NET Section, CDI, EDB, HKSAR Worksheet 1.1: Generational Survey
Name:_______________ _____ Class: _________
1. Ask parents or grandparents to complete the prompt. They can give more than one answer for each box.
2. In pairs, compare your findings from the survey.
3. In groups of 4, fill in the ‘Friends/Me’ column of the survey form.
Parents/Grandparents Friends/Me I listen to …
I read …
I watch …
I do (activities)…
I talk with friends about …
I use … websites
I use … email account
I use … social networking site
My favourite ‘slang’ word is …
My favourite celebrity is …
4. In the same group, decide what the main differences are between generations in terms of each item.
Worksheet 1.1:
Generational Survey
Defining Popular Culture
In this section, students use a word bank to decide which of the words can identify popular culture.
In Handout 1.1: Word Bank, students work together to identify what they believe represents or does not represent popular culture. Students complete Worksheet 1.2:
Concept Map as a summary of their discussion. For words they are not sure of, or they cannot decide on, they can choose the ‘maybe’ column. Worksheet 1.3: Categories is designed for students to use as a way of grouping and categorising their list of words which represent popular culture. Once they have finished this step, creating a definition of popular culture should be easier.
Worksheets 1.2: Concept Map and 1.3: Categories can be photocopied on to A3-size paper to make a more effective tool in the group work and posting activity.
Teacher Tips: How to Write Definitions
There are three parts to writing a definition.
1) Item = the thing being defined
2) Class = the general group the item belongs to
3) Special features = the defining or main information about the item that makes it different from other members of its class
The formula is:
Item (verb ‘to be’, usually ‘is’ or ‘are’) class (which, that) (verb) special features.
Example: Give a definition of ‘a dictionary’.
A dictionary is a book that lists words alphabetically, giving their meanings.
A dictionary is a book that gives the meanings of words.
6 Part 1What is Popular Culture?
Handout 1.1:
Word Bank
Word Bank
RNCT, NET Section, CDI, EDB, HKSAR Handout 1.1: Word Bank
Decide which of the following words are representative of popular culture and which are not. If you are unsure, write the words in the
‘Maybe’ column of your Concept Map Worksheet.
Advertising Magazines Hairstyles Football Architecture Language Comic strips Traditions Models Musicians Economics Classical music Identity Body piercing Art galleries
Beliefs Computer games Cameras Books Art Museums Graffiti Radio stations Celebrities Values Films Advice columns Countryside Mobile phones Music videos Clothing
Comic books Skateboarding Attitudes Reviews Basketball Karaoke Actors Newspapers Cars Food Cantopop Tattoos Cities Concept Map
RNCT, NET Section, CDI, EDB, HKSAR Worksheet 1.2: Concept Map
Group: ____________________________ ________ Class: ________
Use the Word Bank Handout to complete the map below. In your group, decide whether each word is an example of popular culture or not. If you can’t decide as a group, put it into the ‘Maybe’ column.
Popular Culture
No Yes Maybe
Categories
RNCT, NET Section, CDI, EDB, HKSAR Worksheet:1.3: Categories
1. Using the ‘Yes’ column of the Concept Map Worksheet, put similar ideas together in the ‘Popular Culture’ column on this page.
2. Create a category label for each group. Write the label in the ‘Category’ column.
Popular Culture Category
e.g.
Hairstyles Body piercing Clothing Tattoos
Fashion
Worksheet 1.2:
Concept Map
Worksheet 1.3: Categories
Suggested Procedures
1. Organise students into groups of 4.
2. Give students Handout 1.1: Word Bank and Worksheet 1.2: Concept Map. Explain that they must discuss each word and decide to which column the word belongs in the concept map.
3. Students share their answers by posting their finished concept maps on the classroom walls. Students look at other groups’ maps and decide if they agree with the categorisation.
4. As a whole class, examine any disagreements among groups and the words in the
‘Maybe’ list. Try to categorise the items in the ‘Maybe’ list as either popular culture or not popular culture.
5. Once the lists are finalised, students move to Worksheet 1.3: Categories. Students work in groups putting similar ideas together as in the example on the worksheet.
6. Students decide on a label for each cluster of words and record the label in the
‘Category’ column.
7. As a whole class, note the labels on the board. Use the labels to create a definition of popular culture. Write the definition on the board.
8. Introduce the concepts and continuum of ‘Fad’, ‘Trend’, ‘Mainstream’, ‘Alternative’
and ‘Fringe’ to students. Ask students to decide which word from the continuum they would use to describe items such as sushi, iPod, disco music and skinny jeans.
9. Refer back to the survey forms, the concept maps and the definition. Ask students to discuss in small groups:
• if they think their parents would agree with their choices and definition of popular culture; and
• if teenagers in another country such as Japan or America would agree with their choices and definition of popular culture.
10. Students give feedback from their groups.
11. Students write a reflective paragraph on what they have discussed in class.
Extension Idea
After completing number 7 above, students return to the Categories worksheet.
Students try to add more ideas in the popular culture column by including things that other cultures or generations may define as popular culture. For example, if a label is
‘films’, and ‘videos’ is in the popular culture column, students could add ‘anime’, as a Japanese form of popular culture.
In doing this activity, students will be adding to their knowledge of the wider world and how popular culture can be defined across cultures.
What’s Hot and What’s Not
In this section, students read information about popular culture from previous eras, with a view to understanding the concept of a time capsule.
In Handout 1.2: Popular Culture in Previous Eras, students get a snapshot of events and
8 Part 1What is Popular Culture?
In Worksheet 1.4: Prediction Activity, students complete information about popular culture today and make predictions about what could be considered popular culture in the future.
In Handout 1.3: Final Project students will be given information about the time capsule project at the end of the unit. Using collective information about popular culture now, students create a ‘What’s Hot and What’s Not’ monthly T-Chart. If this unit will be taught over a longer period of time, the T-Chart could be added to each month and guide what will be included in the students’ time capsule.
Note: Each unit in this resource has a task attached to it. Assessment forms are also provided for each task. These tasks are designed to be used in the time capsule at the end of the module. Students can use the assessment forms and any feedback to improve their tasks throughout the module, in preparation for submitting their work in to the time capsule.
Worksheet 1.4:
Prediction Activity
Prediction Activity RNCT, NET Section, CDI,EDB, HKSAR Worksheet 1.4: Prediction Activity
Name: ____________________ Class: _______ On this pagefill in what is currently popular. Predict whatcould be popular in 2026 on the next page. Social lifeMusic/film/actorsFashionTechnology/gadgets TodaySocial lifeMusic FashionTechnologygadget Today Popular Culture in Previous Eras Handout RNCT, NET Section, CDI, EDB, HKSARHandout 1.2:Popular Culture in Previous Eras Handout
Social lifeMusic/film/actorsFashionTechnology/gadgets 1996~In 1997, Hong Kong was handed over to China. ~The first Hong KongChief Executive election was held in 1996. ~In 1993, a boyfriend, ‘Dear Daniel’was introduced for Hello Kitty. ~By 1997, Hong Kong had 125 McDonalds’ outlets.
~In 1996, ‘Toy Story’ hit the big screen. It was the first animated feature film by Pixar Animation Studios. ~In 1996, the Spice Girls released their first single ‘Wannabe’. ~‘Tomb Raider’ became a cultural icon and was key in launching the PlayStation games console. ~‘Jaws’ and ‘The Rocky Horror Film Show’ were released.
~Headbands and scrunchies were popular in the 1990s. ~In the 1990s, straight, smooth hair was back in.
~First text message was sent in 1992. ~1993, the Central escalator was built. ~First digital cameras that worked with a home computer were developed in 1994 and 1995. ~Digital pets were popularised with the Pokemon series starting in 1995. They were a fad in the late 1990s, especially in Japan. The Digimon Virtual Pet was released in 1997. ~Cartoon pig characters McMug and McDull were‘born’ in the 1990s. ~1997, the Octopus smart card system started. ~First personal music players capable of handling mp3 files were launched in 1998. ~The web went world wide in 1991 and took off in 1995.
Final Project
RNCT, NET Section, CDI, EDB, HKSAR Handout 1.3: Final Project
A time capsule has traditionally been a solid container which is filled with items from a particular time period and buried. It is then dug up at a much later time to be opened as a reminder of the things that were important at the time it was buried.
Your class will create a time capsule which represents current popular culture. Your time capsule will be contained within a class webpage rather than a solid container.
This webpage will be able to be viewed forever as a representation of what popular culture meant for your class in your time.
Your class will complete individual and group projects throughout the popular culture module. These projects will include text types such as a photo story, seeking advice and giving advice letters, advertisements, cartoons and a review. Each of these projects will receive feedback for improvement from your peers and teacher. When you have finished the module, you will have the opportunity to revise and improve your work. All of your projects will then be uploaded to the webpage.
As there will be a lot of projects to upload, you will need to design your webpage for easy viewing. Your page needs to include examples of all the above text types.
As the webpage is a reflection of current popular culture, your class will want to think about:
• images and ideas that reflect current popular culture
• using pull-downs effectively
• using side bars effectively
• using hyperlinks effectively
• using copyright free materials
• which projects should have the most screen space
• if there will be any movement on the page
• if there will be any music on the page
• the appropriateness of all materials
Remember your time capsule webpage will be able to be accessed forever. Think carefully about what it will include. Make sure it accurately represents current popular culture.
Handout 1.3:
Final Project
Handout 1.2:
Popular Culture in Previous Eras
Suggested Procedures
1. Draw a table on the board with 4 columns. Write ‘1970s’ as the heading. Label the 4 columns as:
• Social life
• Music/Film/Actors
• Fashion
• Technology/Gadgets
2. Students come up to the board and write their ideas about what popular culture would have meant in the 1970s according to the headings. If students have trouble, use questions to direct their thinking such as, ‘Did they have iPods in the 1970s? If not, then what did they have?’ Alternatively, show students some images of the items mentioned in the Music/Film/Actors, Fashion and Technology/Gadgets columns of Handout 1.2: Popular Culture in Previous Eras.
3. Using the information on the board, introduce the notion of a time capsule. Explain that many of the things written are different from what we have, think or do now. The information the students have written could be considered a time capsule for the 1970s era. Ask if there is any information missing that would be good to include in a time capsule.
4. Give out Handout 1.2: Popular Culture in Previous Eras and Worksheet 1.4: Prediction Activity to students.
5. Using a Think, Pair, Share model (see appendix) students
Think: Read Handout 1.2: Popular Culture in Previous Eras. Students complete the columns for ‘Today’ and ‘2026’ in Worksheet 1.4: Prediction Activity.
Pair: Students share their ideas in pairs or a small group.
Share: Record the ‘Today’ information.
• To do this, set up a T-Chart on a wall (draw a capital ‘T’ on a large piece of paper). On one side of the T-Chart heading, write ‘What’s Hot’. On the other heading, write ‘What’s Not’. Students use the ‘Today’ information from Worksheet 1.4: Prediction Activity to complete the ‘What’s Hot’ column.
6. To complete the ‘What’s Not’ column, students need to think about what used to be considered a fashionable thing to do, see, listen to, talk about and is no longer popular. Explain that this T-Chart will be updated over the next few months to map fads and help the students decide on material to be included in their final product, the time capsule.
10 Part 1What is Popular Culture?
Captions and Photo Stories
Part 2: Unit A
Sections: Introducing Captions
Analysing and Creating Captions Introducing Photo Stories
Creating a Themed Photo Story Publishing Photo Stories
Extension Activity: Creating Films
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12 Part 2: Unit A
Captions and Photo Stories
Captions and Photo Stories
1. Introduction
In this unit, students will write formal and informal photo captions. In groups, they will use a story board to plan and produce a photo story.
2. Objectives
• Establish what captions are and their purpose in popular culture texts
• Analyse typical language structures used in captions
• Apply their understanding of photo captions to create formal and informal captions
• Identify different types of camera shots and angles and their effects
• Plan and create a themed photo story in a group
• Assess and provide feedback on three other groups’ photo stories
3. Prior Knowledge/Learning
• Awareness of common plot structure techniques
• Familiarity with language features such as the present tense for immediacy, active verbs to describe what a person is doing and conjunctions to join phrases
• Experience with informal caption writing, e.g. using captions on the Internet in online photo albums and social networking sites on the Internet
• Knowledge about camera shots and angles
4. Overview of Activities
1. Introducing Captions Understand what captions are, where they are found, what information they contain and their purpose in popular culture texts.
2. Analysing and Creating Captions Analyse typical language structures used in caption writing.
Create formal and informal captions for pictures.
3. Introducing Photo Stories Understand different types of camera shots/camera angles and their effects.
Explore a variety of photo stories and their purposes.
4. Creating a Themed Photo Story Create a storyboard for a themed photo story.
Create a photo story using a mobile phone or digital camera images based on a story board.
5. Publishing Photo Stories Publish photo stories in hard copies or on a class webpage.
Complete a peer assessment rubric.
6. Extension Activity: Creating Films Using raw film footage on popular culture topics to create an edited, narrated and subtitled film.
Captions
A caption is one to two sentences added under a photograph that says something about the photograph.
Often, captions are factual and formal, e.g. names of people in the photograph, which are seen in newspapers and brochures. Formality can be understood in terms of the choice of vocabulary, tone, sentence structures and where the caption is found.
Captions can also be used more informally such as when photographs are uploaded for friends on a social networking page. These can be used to catch viewers’ attention, e.g.
What a fantastic goal!
A good caption is concise while providing key information about a photograph. Captions answer some of the ‘wh’ questions, usually use grammatically correct sentences and the simple present and simple past tense.
Introducing Captions
In this section, students:
1) become aware of what a caption is and what information a caption contains;
2) identify where photographs with captions can be found; and
3) talk about how their photographs are related thematically to popular culture.
Worksheets 2A.1: Introducing Captions and 2A.2: A Closer Look at Captions are designed to provide students an opportunity to think about captions and their relationship to the photograph they are written for. Students will also examine the ideas of intended audience, formality and effectiveness. Thematic links between their photographs and how they relate to popular culture will also be considered.
14 Part 2: Unit A
Captions and Photo Stories
Introducing Captions
RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.1: Introducing Captions Name: __________________________ Class: ________ ( )
A.Answer the following questions about the photographs you have collected:
1. Where did you find this photograph?
2. Who do you think is the audience for this photograph? How can you tell it is aimed at that particular audience?
3. What is happening in the photograph?
4. Are there any words below the photograph?
5. What information do the words give you about the photograph? Why do you think these words were chosen for the picture captions?
6. What does this photograph tell us about popular culture?
PHOTOGRAPH 1
1. ______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
______________________________________________________________________
6. ______________________________________________________________________
PHOTOGRAPH 2
1. ______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
Worksheet 2A.1:
Introducing Captions
A Closer Look at Captions
RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.2: A Closer Look at Captions Answers Name: __________________________ Class: ________ ( )
1. Look at the photographs only. What is happening in each photograph?
a) ________________________________________________________________
b) ________________________________________________________________
c) ________________________________________________________________
d) ________________________________________________________________
2. Now look at the captions in A and B. Do they tell you everything that is happening in
the photograph? A: Yes / No
B: Yes / No A.Student protestors march in
Dhaka before yesterday’s riot.
C.Hanging out with the locals. D.Winners of the Ms Fame Square Fashion Show in Kwun Tong.
B. On our way to the concert – so exciting!
Worksheet 2A.2:
A Closer Look at Captions
Suggested Procedures
1. Before the lesson, ensure students collect two different photos, with or without captions, that they consider represent an aspect of popular culture. The photos should come from a variety of media such as newspapers, magazines, online sites, pamphlets and brochures. Remind students that the photos need to be related to each other and students will need to explain the connection. Have a supply of photos for those students without their own.
2. Using a Think, Pair, Share model (see appendix)
Think: Students complete Worksheet 2A.1: Introducing Captions about their own photographs.
Pair: Students share their worksheet answers with a partner.
Share: Students share their answers within a small group or with the whole class.
3. Students work through Worksheet 2A.2: A Closer Look at Captions by themselves or in pairs.
4. Check answers once students have completed the work. Emphasise that some captions are more formal than others. This reflects where the photograph comes from and who the audience may be. Students will need to be aware of the differing levels of formality and use these appropriately when writing their captions. Also point out that captions answer some of the ‘wh’ questions such as ‘who’, ‘what’, ‘where’,
‘when’, ‘why’ and ‘how’, but usually don’t answer all of them.
Extension Idea
Students could publish the photographs they bring to class on the classroom wall. The class could then be given time to examine the various photographs and decide which photographs and captions work best together to represent a theme of popular culture.
Students could also move the photographs into themed groups that represent different areas of popular culture.
Analysing and Creating Captions
In this section, students:
1) analyse the common language and grammar structures found in captions; and 2) write some formal and informal captions.
16 Part 2: Unit A
Captions and Photo Stories Suggested Procedures
1. Give students Worksheet 2A.3: Analysing Captions. Students look at each photograph and caption and answer the questions on the worksheet.
2. Check answers with students. Create a checklist of caption guidelines on the board.
3. Give out Worksheet 2A.4: Creating Captions. Students write captions appropriate to the photograph and possible audience, using the checklist.
4. Students post their worksheets around the classroom for classmates to read.
Students choose which captions they like best by drawing smiley faces next to their top three choices.
Worksheet 2A.4:
Creating Captions
Analysing Captions
RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.3: Analysing Captions Name: __________________________ Class: ________ ( )
After examining each photograph and reading the captions, answer the following questions:
1. How many words on average do these captions usually have? _________
2. Which tense is usually used in the captions? _______________________
3.a In which captions are articles and conjunctions used? ______________
.
. A. Music industry experts say CD
sales have dropped 44% in the past year, but they are optimistic about online sales increasing.
C. Uploading my new video. Check it out!
B. Karaoke Queens!! Chloe and I enjoy ourselves in Mongkok.
D. To keep Hong Kong shoppers happy, new makeup appears every two months in big department stores.
Worksheet 2A.3:
Analysing Captions
Creating Captions
RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.4: Creating Captions Name: __________________________ Class: ________ ( )
Write captions for the following photographs. You will need to consider:
a) what is happening in the picture;
b) which ‘wh’ questions you will answer in the caption; and c) where the photograph will be seen e.g. media, book, social networking
site, web.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Teacher Tips: Checklist for Captions
• Should be short (1 – 2 sentences).
• Answer some of the ‘wh’ questions.
• The simple present tense is usually used in the first sentence. This gives immediacy to the caption and photograph. The simple past tense is used when answering the ‘when’ question and is usually used in the second or third sentence. This provides more context and background about what happened.
• Can be formal or informal depending on the intended audience. Formality can be seen in sentence structures, vocabulary choice and tone.
• Formal captions use grammatically correct sentences, including articles and conjunctions.
• Opinions may be found in informal captions but not in formal ones.
• Give more information than what can be seen in the picture such as the name of an event, or more information about what happened previously.
• Should not include phrases such as ‘In this picture …’, or other irrelevant information, as captions need to be short and concise with only the important information included.
• Can be used as ‘teasers’ which draw the reader into an article, website or company advertising a product.
Introducing Photo Stories
Photo stories are a way of telling a story through a series of images and subtitles. There are two types: narrative (tells a story through images without the use of words) and thematic (photos are grouped together around a central theme).
Photo stories can have different purposes such as to:
– entertain – to tell a story, to inform;
– express a message – environmental concern, homelessness, etc;
– record a specific historical event;
– summarise – an event, a travel experience etc, to show an experience or event over a specific time frame;
– show procedures; and – advertise something.
18 Part 2: Unit A
Captions and Photo Stories
Thematic photo stories are held together by the theme. The theme might be obvious or more subtle. It could be something simple such as markets in Hong Kong, or it may be more obscure such as a particular colour or shape within the frame that ties the photographs together.
In this section, students:
1) identify the effects of using a variety of camera shots and angles;
2) become familiar with the features of photo stories as a text type; and 3) view a variety of photo stories.
Handout 2A.1: Camera Shots and Angles is designed to give students information about the use and impact of these techniques.
Handout 2A.1:
Camera Shots and Angles
Camera Shots and Angles
RNCT, NET Section, CDI, EDB, HKSAR Handout 2A.1: Camera Shots and Angles
Extreme Long Shot (ELS)
Effect: This is used to set a scene or establish a setting. It is good for framing and to show large groups of characters in a situation.
Long Shot (LS)
Effect:The audience can see the whole body of the person as well as some surroundings. This is used to give room for characters to move. It can also show the isolation of a character.
Medium Shot (MS)
Effect: Characters are seen from the waist up. This is good for showing people interacting and conversing. The audience is more emotionally involved.
Close Up Shot (CU)
Effect:Only a small part of a character can be seen, such as their head or hands. This engages the audience emotionally and is used to give emphasis to the character, not the background.
Suggested Procedures
1. Show students at least one narrative and one thematic example of photo stories from the Internet. To find examples, type ‘What is a photo story?’ into the tool bar of a search engine. Examples may also be found on the back page of the South China Morning Post. Find examples that are appropriate for your students. Show photo stories as a slideshow or print and display them on the classroom walls for students to refer to.
2. Ask students to define photo stories and the different types of photo stories that exist.
Point out any captions that are present and how they add to the narrative or thematic message in the images.
3. Give out and explain Handout 2A.1: Camera Shots and Angles. Alternatively, get students to suggest the effects of various camera angles and shots. Students use this information and apply it to the photos they brought to class and the photographs from previous worksheets. Students should also think about the effects of each of these techniques and why they were selected.
4. Students present one picture and share the camera techniques and their effects, in small groups or with the whole class.
5. For consolidation, make a matching activity with the information in Handout 2A.1:
Camera Shots and Angles where the students need to match the type of angle or shot and its effect.
Teacher Tips: Checklist for Storyboard Comparisons
After completing this section, students should be aware that:
• using different camera angles and shots gives greater depth to a viewer’s understanding of a story or message;
• using a variety of camera shots and angles can create particular moods;
• carefully selecting images is important to ensure that the story can be both understood and is visually interesting to a viewer;
• carefully sequencing images can create different storylines and meanings;
and
• captions are important for adding details to the images and therefore improving the viewer’s overall understanding of the images.
20 Part 2: Unit A
Captions and Photo Stories
Handout 2A.2: Photo Story Examples A and B provide students with two examples of a photo story which they can compare in Worksheet 2A.5: Photo Story Comparisons.
Storyboard A
RNCT, NET Section, CDI, EDB, HKSARHandout 2A.2: Photo Story Example A dfwdfsdfs
Soon good grades began to fall.The hill to climb was very high. …and not doing her homework. But then, Zoe started to spend timeshopping after school… …and at school. Zoe was doing very well and getting good grades.
Wait! What if you re-sequence and re-write Zoe’s story? (Storyboard B) Last year, Zoe and her parents were very happy. Life was good at home…
Handout 2A.2:
Photo Story Examples A and B
Photo Story Comparisons
RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.5: Photo Story Comparisons Name: __________________________ Class: ________ ( ) Read versions A and B of the photo story and answer the following questions:
1. How many different camera angles are there in Storyboard A?
_______________________________________________________________
2. How do camera angles affect the mood of the story?
_______________________________________________________________
_______________________________________________________________
3. What is different about the images in Storyboard A and Storyboard B?
_______________________________________________________________
_______________________________________________________________
4. How does theimage selection in Storyboard B make the story different?
_______________________________________________________________
_______________________________________________________________
5. How does theimage sequence in Storyboard B make the story different?
_______________________________________________________________
_______________________________________________________________
6. Write the captions for Storyboard B in the spaces provided on Handout 2A.2:Photo Story Example B.
Worksheet 2A.5:
Photo Story Comparisons
Suggested Procedures
1. Students look at the storyboards on Handout 2A.2: Photo Story “Examples A and B”
individually and answer questions 1 – 5 on Worksheet 2A.5: Photo Story Comparisons.
2. Check answers 1 – 5 with the class.
3. Students view Storyboard A – Music from the Media folder (captions and music, no narration). Ask how the music affects their understanding of the story.
4. Students view Storyboard A – Narration from the Media folder (captions and narration, no music). Ask if the use of narration instead of music changes their perception of the story.
5. Students view Storyboard B from the Media folder (one caption only, no narration or music).
6. In pairs, students consider the change in image selection and sequence and then write captions to complete Storyboard B (number 6 on Worksheet 2A.5: Photo Story Comparisons).
7. Select pairs to read aloud their captions for Storyboard B as the class watches the media file.
Extension Idea
Give students the Storyboard B project file (Storyboard B in the Media folder) and ask them to add their captions to Storyboard B at home and bring them to class. Watch some of the photo stories in class. Use these viewings as a way of examining the effectiveness of the captions as well as a way of introducing ideas on how to improve the photo stories, such as adding effects and transitions to make the photo story more visually interesting.
Creating a Themed Photo Story
In this section, students:
1) use a storyboard to plan a themed photo story; and
2) use their storyboard to create a photo story using images from a mobile phone or digital camera.
22 Part 2: Unit A
Captions and Photo Stories
Worksheet 2A.6: Storyboard Template has been designed for students to use as a planning tool in the creation of their photo story.
Suggested Procedures
1. Organise students into groups of 4. Inform students that they will produce a photo story like the one they analysed previously. They need to plan their photo story using a storyboard. Remind students that their photo story should represent some popular culture theme and the photographs should have a thematic message or be a narrative.
They also need a title for their photo story. Their photo story should have 6 – 8 frames.
Go over Assessment Form 2A.1: Creating a Photo Story with the students.
2. Give each group a storyboard template. Group members decide what kind of photo story they will create. Teachers may give guidelines on photo story types and possible content such as:
• Narrative – Tell a story
• Informative – Did you know...?
• Biographical – A day in the life of a student/musician/designer/skateboarder
• Educational – Our message (e.g. young people paving the way/where our clothes come from/the dangers of social networking/why young people …)
• Instructional – How to... set up a social networking page/start a band/draw a comic strip
• Opinion – The best... fashion/music/sport in Hong Kong
Worksheet 2A.6:
Storyboard Template
Storyboard Template
RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.6: Storyboard Template Group: __________________________ Class: ________ ( ) 1. In groups of four, plan a photo story using the storyboard provided. Include
the pictures and captions in the spaces marked.
The title of our photo story is _______________________________________
The theme of our photo story is _____________________________________
The elements of popular culture in our photo story are:
______________________________________________________________
Type of shot: ___________
Angle: ________________
What we need:
______________________
______________________
______________________
______________________
Type of shot: ___________
Angle: ________________
What we need:
______________________
______________________
______________________
______________________
Type of shot: ____________
Angle: _________________
What we need:
_______________________
_______________________
_______________________
_______________________
