Wonder Woman Wonders Do Not End at the Movie Exit

How Chromebooks Curate and Catapult Students and Families to Multiple “Wonder Woman” uses of Project Based Enchantment

On June 2nd, the movie version of Wonder Woman ( https://g.co./kgs/JQqOCL) opened in the United States and became the go to movie for kids who in some regions had recently exited school and in other regions had were still in school but were given during school day chaperoned excursions to the movie theater.  That sounds like a box office bonanza in terms of receipts for the film’s producers, but this late in the school year or early into a vacation break are any educational digital media literacy benefits for the kids possible?

The answer is that through individual personalized student connected device learning and family connected device usage the chromebooks and other devices can curate real world authentic and of course engaged movie fan in depth multi content learning. How can the Wonder Woman film lasso in depth literacy learning?

First, since the Wonder Woman character only appeared in the previous Superman Batman – Batman v Superman Dawn of Justice film, she is otherwise unfamiliar to millennial young audiences.  Therefore, even if they have seen the previous 2016 film, they can be challenged to literally brainstorm her powers- what makes her a WONDER WOMAN and her origin story- the comic book graphic narrative version of a pour quoi story- how did Wonder Woman come to be.  In contrast to Batman and Superman whose shows are still widely available in reruns, the television version of Wonder Woman ( https://g.co.kgs/QKOnf2) is at least up to the date of this 2017 release relatively unscreened and certainly not sought out by millennials.

As a teacher or parent, before the movie:

Challenge students to draw or to detail in images the types of powers that would put a female into the Justice league alongside male counterparts.  If desired ask them to detail the science sense or principles behind the physical, lasso and handcuff powers the Wonder Woman character demonstrates.  Encourage them to work in teams or with other family members to anticipate in a word doc or hand drawn illustrations or graphics what powers a Wonder Woman would have and how in 2017 those powers might be explicated scientifically.  Beyond word docs, this will entail the students in terms of personalized or collaborative learning going online to research more than just movie sights and to examine available truth telling technology and empowered lasso and handcuff equipment as explicable by other than mythic gods delivered abilities.

In addition, parents and middle school gender equity students might want to discuss how Wonder Woman should be dressed in line with the male superheroes on the Justice League or not.  They can illustrate their suggested costumes or go online to fashion magazines to select styles that say Wonder Woman and they feel celebrate her as a super hero and as a female.  These styles can be kept in a picture folder.

During the film, young viewers can record how their anticipated ideas of Wonder Woman fashions tally with the costume in the film and period early twentieth century corset fashions her alter ego Diana Prince wears.  They can also record or input comments on the popcorn or bathroom or exit lines as they leave the theater.

Encourage the young viewers to record any surprises in the film that they did not expect. In particular ask them about Wonder Woman’s views on war and peace and humanity’s responsibility for war.  What does Wonder Woman view as her mandated role in the world of mortal men?

After the movie

Have millennial viewers revisit all their files curate on the chromebooks or connected devices.

Ask them to comment on the ways in which the film narrative met or exceeded their expectations.  They can now visit the film site to learn more about the film and how the film makers approached it.

Encourage to sum up and attribute their research.

Next have the students revisit the television version and compare and contrast the look and the message of the Lynda Carter series with this Gal Gadot film.  Which do they like better and why/ Which is more relevant to today and why?   How did the movie makers of 2017 build on the series or substantially change its tone and message?  Would this series work today?  Who or why not?

Of course, students can always record adult and peer responses to these questions and even on their next trip to the movie theater, interview willing movie viewers to get other responses.

This will add an audio file and perhaps video to their Wonder Woman folders.

In terms of anticipating a sequel sure to come with the receipts and actually soon to be filmed, students can anticipate and perhaps storyboard a potential 2017-time period treatment for it and post it on a moviegoer site. They might also want to imagine how given her views on war and peace, Wonder Woman would comment on the various acts of terrorism and violence ongoing and what job her alter ego would take in 2017.

Millenials can also contemplate and comment on whether the Wonder Wonder comics (http://www.dccomics.com/characters/wonder-woman) are relevant to the views of 21st century liberated women.  Of course, Wonder Woman is 75 years young.  Should a new version of a graphic novel update her looks, diversity, ethnicity, powers and views or not? Again, students in middle schools and beyond will have strong views as millennials as will their parents and grandparents from their generational perspective.

Whatever the outcomes of the research, talk, arguments, graphics, illustrations, storytelling, interviewing, and other Wonder Wonder chromebook curated tasks, the digital literacy learning receipts of the Wonder Woman film and its sequels will extend beyond its ticketed or dvd viewing.  Wonder Woman can powerfully lasso 21st century Stem, critical media viewing, issues arguments and collaborative learning.  That’s an enjoyable wonder we need today in class and beyond!!  Welcome to digital literacy Diana Prince, you can lead teachers, parents and students to meaningful citizenship and research finds.

Dr. Rose Reissman,

Academic and Grant Funding Director for Sector 5

About Sector 5,

Sector 5, Inc. (OTCQB: SFIV), is a Proud American Corporation, that sells, manufactures and develops new innovative consumer electronics under Sector 5 and other brands. The Company markets its partnership with Google approved Chromebooks to educational organizations, other B2B and B2C sales channels, with retail sales on Amazon. It is in development of several new products to serve the educational, business and retail markets. Follow the company on http://www.twitter.com/sectorfiveinc and http://www.facebook.com/sect5 and find further information at http://www.sector-five.com. For Sector 5’s Forward Looking Statements, click here.


CONTACT: contact@sector-five.com.




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