The+Creative+Response

=Workshop: The Creative Response= =Objective: Plan, Write, Film and edit Media piece that engages with the debatable questions in the unit.= =Relationship to SOI: By creating a film students will challenge a misconception or bias common in the media. =

Task

 * Using one of the following questions as a stimulus create a media piece (narrative film, or documentary film) NOTE: If you wish to explore another form of media in your group ask for teacher approval.

Does media represent who I am or who I want to be? Have I been led to believe things through media, which I would not normally think? To what extent do we have responsibility to challenge media bias?
 * Document the collaborative process in your Process Journal.
 * Clearly state your intended impact on the audience and the bias, prejudice or othering that you are challenging.
 * Script, Storyboard, Shotlist, Prop List and Costume list are required before you begin filming.


 * **Mark ** ||  || =Criterion A1, A2, A3 (MYP5) Knowledge and Understanding= || **Mark ** || =Criterion D2,D3 (MYP5) Responding= ||
 * 0 ||   || The student does not reach a standard described by any of the descriptors below. || 0 || The student does not reach a standard described by any of the descriptors below. mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm ||
 * 1–2 ||   || The student demonstrates limited knowledge and understanding of bias in the media, including concepts, processes and limited use of subject-specific terminology, demonstrates limited understanding of the role of the media in original or displaced contexts, demonstrates limited use of acquired knowledge to purposefully inform artistic decisions in the process of creating a found media documentary. || 1–2 || The student creates a limited a found media documentary, which may intend to reflect or impact on the world around him or her, presents a limited critique of media bias ||
 * 3–4 ||   || The student demonstrates adequate knowledge and understanding of bias in the media, including concepts, processes and adequate use of subject-specific terminology, demonstrates adequate understanding of the role of the media in original or displaced contexts, demonstrates adequate use of acquired knowledge to purposefully inform artistic decisions in the process of creating a found media documentary. || 3–4  || The student creates an adequate a found media documentary, which intends to reflect or impact on the world around him or her, presents an adequate critique of the artwork of media bias. ||
 * 5–6 ||   || The student demonstrates substantial knowledge and understanding of bias in the media, including concepts, processes and substantial use of subject-specific terminology, demonstrates substantial understanding of role of the media in original or displaced contexts, demonstrates substantial use of acquired knowledge to purposefully inform artistic decisions in the process of creating a found media documentary. || 5–6 || <span style="color: #231f20; font-family: 'Myriad Pro',sans-serif; font-size: 9.5pt;">The student creates a substantial a found media documentary, which intends to reflect or impact on the world around him or her, presents a substantial critique of the artwork of media bias. ||
 * 7–8 ||   || The student demonstrates excellent knowledge and understanding of bias in the media, including concepts, processes and excellent use of subject-specific terminology, demonstrates excellent understanding of role of the media in original or displaced contexts, demonstrates excellent use of acquired knowledge to purposefully inform artistic decisions in the process of creating a found media documentary. || 7–8 || <span style="color: #231f20; font-family: 'Myriad Pro',sans-serif;">The student creates an excellent a found media documentary which intends to effectively reflect or impact on the world around him or her, presents an excellent critique of the artwork of media bias. ||