Teaching Sequence

Work through this resource material in the following sequence:

20 minutes

Tune In: What is MobileMuster?

20 minutes

Find Out: Following the rules

20 minutes

Take Action: Let's get creating!

Learning intentions

Students will...

learn about the ethics and laws of creating media
explore and apply different elements of creating quality media.

Success criteria

Students can...

create engaging behaviour change media
produce media that adhere to local and national laws.

Tune In: What is MobileMuster?

Note: If you have completed the introductory lesson with your class, you can skip 'Tune In' and move straight to 'Find Out'.

Step 1

Show the following clips to the class as an introduction to the topic of mobile phone recycling:

MobileMuster - The Recycling Journey (vimeo.com/265126143)

MobileMuster - The Benefits of Recycling Your Phone (vimeo.com/265126147)

Step 2

Invite students to reflect on mobile phone recycling by participating in a class discussion around the following questions:

What is mobile phone recycling?
Why is mobile phone recycling important?
What are some reasons people don’t recycle their mobile phones?

Step 3

Share the following information with students (also available on the Student Worksheet):

According to the United Nations, all the countries in the world combined generated a staggering 44.7 million tonnes or an equivalent of 6.1 kilograms per inhabitant of e-waste annually. Only 20% of e-waste is reported to be collected and recycled globally.
Mobile phone recycling is free and easy, with over 3,500 public drop-off locations across Australia.
Over 99% of the resources in mobile phones can be recovered and returned to the supply chain to go back into making new products.
Recycling 50,000 mobiles saves 99 tonnes of mineral resources and 19 tonnes of CO2 emissions.
Approximately 25 million unused mobile phones are hidden in our drawers and cupboards across Australia. Of those, 5 million are broken and no longer working.
Only one in three Australians have ever recycled a mobile phone.

Reference: mobilemuster.com.au

Step 4

Invite students to take a moment to read and share their thoughts about these facts:

What is surprising?
What is interesting?
What do you want to know more about?

Step 5

Now, explain to students that many people want to do the right thing but have a range of reasons for not recycling their phones. Share the following list of reasons with students, explaining that these reasons come from MobileMuster, who undertook research into why people weren’t recycling their phones (also available on the Student Worksheet):

Mobile phones aren’t recycled because people...

are keeping old phones as spares for backup in case current phones stop working or get broken
haven't got around to recycling them yet
might have old phones that are still working or might have information on them that people still need
aren’t sure what to do with them
are concerned someone might access the data
- Hot tip: Clarify the meaning of data with students. Suggested definition: Data is information about yourself or other people that is stored on your phone. It includes things like your or other people's names, phone numbers, email addresses, home addresses, bank details and photos.
don't know where to recycle them
didn't think of recycling their phone, or they forgot about it
didn't know you could recycle mobile phones
want to give it to their friends or family
are keeping the phone for their kids.

You might like to print out the Barriers to Mobile Phone Recycling information sheet and put it somewhere the students can refer to.

Step 6

Invite students to work in pairs to read through and discuss these reasons, using the following questions to guide their discussion (also available on the Student Worksheet):

What do you think about these reasons?
What emotions would you attribute to these reasons? (E.g. If you’re concerned about someone accessing your data, maybe you are afraid). Select one reason to analyse.
How would you encourage someone with one of these reasons to recycle their phone? Select two or three reasons and discuss them with your partner.

Allow students time to discuss their ideas.

Find Out: Following the rules

This information in this section informs the decisions that will need to be made throughout the creation process. As students come up with ideas and create engaging content, they need to be aware of the boundaries of art. Audiences and actors need to feel safe, and laws need to be adhered to.

Step 1

Copyright

This document, Information Sheet: Copyright, contains helpful information regarding copyright from the Arts Law Centre of Australia.

The following key points are great options to begin discussions around copyright with your students:

When you make a piece of artwork, only you have the right to (and all team members need to agree):
- make a copy of it
- allow the artwork to be seen and/or heard in public
- communicate the artwork to the public, such as on TV or the internet
You can also grant permission to others and even charge a fee to allow them to show your artwork.
Because this right also applies to other content creators, you can't use their stuff without permission (or sometimes, paying a fee). This applies to:
- music
- film clips
- images
- voices and sound effects
- quotes and information (although in many instances, quotes and information can be used so long as they are attributed - meaning, the author has been acknowledged or referenced).
Check with your teacher or librarian if you need help working out whether you can use other people's stuff in your work.
Some content is available via 'Creative Commons'. This means the author has granted blanket permission for people to use their creations. Sometimes, all they ask is that you reference them as the creator - make sure you check if this applies.

Step 2

Releases and Permissions

It's important that students understand that they can't record footage or images (photographs) of anyone without their permission. In an age where everyone has access to recording devices, it is essential that students develop a respect for people's privacy and understand the laws regarding image capture and distribution so that they keep themselves out of legal hot water. This text is from the same article listed above.

"Before recording, you must also get permission from the subjects who appear in your production. Using a consent form is the best way to do this. A consent form should explain:

what the project is
what you are recording
what you expect of them
how they will be seen and/or heard in the finished edit

You will also need permission to record on private property and sometimes on some public land." (Source - Arts Law Centre of Australia)

If you choose to explore this topic with your class, we recommend that you allow students an opportunity to think about these issues and collect any questions they may have regarding copyright or permission. If you need help with how to answer their questions, librarians can be a great resource as they often deal with copyright issues and are usually trained in how to handle copyrighted materials.

Take Action: Let's get creating!

Step 1

Creating any artwork takes time. Allow your students the opportunity to plan their creations, but also encourage them to get started as soon as possible. Students often underestimate the time it takes to create and review their artwork.

Use the ‘Creating Quality Content’ information sheets to help guide students in their creation process, whether they are creating a drawing, a photograph, or a short film.

Step 2

Now that your students have collected plenty of information about the creation process, ask them to develop a brief plan. They should include the following elements in their plan:

equipment and resources they will need
techniques or elements that they will use.
do they need the support of other people? Will they work in a team? Who will be responsible for which elements?
any questions they still have that will need answering
estimated timeline for the project. How long will they dedicate to planning, making, and editing?

They might like to use some of the following planning tools (storyboard, elevator pitch)

Learning extension: You may have some students that are super keen to keep things organised and on schedule. Professional project managers use 'Gantt Charts' to list and visually represent their project tasks and timelines. Here is a website that describes a Gantt Chart and shows an example of how they look: kids.kiddle.co/Gantt_chart. Students can find ready-made Gantt Chart templates at Canva.

Reflection

Be sure to celebrate the students’ hard work! You might choose to display their work at the school assembly, on the school website/social media, or organise a showing for the class or year level.

Reflect with the students:

What did they enjoy about the creation process?
What new skills did they learn?
What did they like about the work of other students?

Differentiated learning

There have been opportunities for differentiation included throughout this lesson.

Designing for Behaviour Change

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Summary

Lesson guides and printables

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