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100 Family Media Literacy Activities (cont.)
9. Predict what will happen.
During commercial breaks, ask your child to predict what will happen next in the program. You can discuss such questions as: If you were the scriptwriter, how would you end this story? What do you think the main characters will do next? Is it easy or difficult to guess the main event in this program? Why or why not?
10. The guessing game.
Turn off the volume but leave the picture on. See if your child can guess what is happening. To extend this into a family game, have everyone pick a TV character and add his/her version of that character's words.
11. Letter writing.
Encourage your child to write letters to TV stations, describing why s/he likes and dislikes certain programs. Emphasize that giving factual and specific information will be helpful.
12. Be a camera operator.
Have your child experiment with a video camera to learn how it can manipulate a scene (omission—what it leaves out; selection—what it includes; close-up—what it emphasizes; long shot—what mood it establishes; length of shot—what's important and what's not).
13. Theme songs.
Help your child identify the instruments and sound effects used in the theme songs of his favorite shows. Have her sing or play the music in the show and explain what the music is doing. Does it set a mood? How? Does it tell a story? How does it make him/her feel?
14. Sequence the plot: a game.
To help your child understand logical sequencing, ask her to watch a TV show while you write down its main events, jotting each event on a separate card. At the completion of the program, shuffle the cards and ask your child to put them in the same order in which they appeared during the program. Discuss any lapses in logical sequence.
15. A time chart.
Your child will keep a time chart for one week of all of her activities, including TV watching, movie watching, and playing video games. Compare the time spent on these activities and on other activities, such as playing, homework, organized sports, chores, hobbies, visiting friends, and listening to music. Which activities get the most time? The least? Do you or your child think the balance should be altered? Why or why not?
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