Classroom Resource

Media Awareness I: The Basics of Advertising

Subject Area

Arts Education

Grade(s)

6, 7, 8

Overview

Students will observe children's products and discuss their likes and dislikes about each product. They will view a variety of advertisements and decide if they would purchase the item or not. They will begin drawing an advertisement for a product. 

Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.2

Collaboratively organize, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering purposeful intent.

Unpacked Content

UP:AE17.MED.6.2

Vocabulary

Generate
  • brainstorm
  • research
  • investigate
Goals
  • film
  • video
  • audio
  • digital storyboard
organize
  • Systematize ideas
  • Customize process
    • who is this product for?
Experiment
  • move scenes or sound clips
  • rearrange images
  • change characters
  • tell the story from various character view points
Assess
  • Evaluate the quality of each part of the work.
  • customize for who is viewing/ listening

Essential Questions

EU: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.
EQ: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

Skills Examples

  • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
  • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
  • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
  • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.4

Assess how elements and components can be altered for specific effects and audience, then refine media artworks to reflect purpose and audience.

Unpacked Content

UP:AE17.MED.6.4

Vocabulary

Generate
  • brainstorm
  • research
  • investigate
Goals
  • film
  • video
  • audio
  • digital storyboard
organize
  • Systematize ideas
  • Customize process
    • who is this product for?
Experiment
  • move scenes or sound clips
  • rearrange images
  • change characters
  • tell the story from various character view points
Assess
  • Evaluate the quality of each part of the work.
  • customize for who is viewing/ listening

Essential Questions

EU: The forming, integration, and refinement of aesthetic components, principles and processes creates purpose, meaning and artistic quality in media artwork.
EQ: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

Skills Examples

  • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
  • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
  • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
  • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.9

Fulfill various tasks and defined processes in the presentation and/or distribution of media arts productions, utilizing various presentation formats.

Unpacked Content

UP:AE17.MED.6.9

Vocabulary

Justify
  • cite evidence
  • support your view
integrate
  • put together
  • mash-up
Central idea
  • What the piece is mostly about
  • theme
artistic & design skills
  • creativity
  • problem solving
  • creative talent
technical skills
  • proficiency with computers
  • video & audio recording & editing equipment
career skills
  • good communication, writing, researching and editing skills

Essential Questions

EU: Media artists purposefully present, share, and distribute media artworks for various contexts.
EQ: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?

Skills Examples

  • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
  • In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
  • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
  • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
  • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
  • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.12

Identify, describe, and analyze how various forms, methods, and styles in media arts productions manage audience experience.

Unpacked Content

UP:AE17.MED.6.12

Vocabulary

message
  • what is said, heard
meaning
  • sense or interpretation of the work

Essential Questions

EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences?

Skills Examples

  • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
  • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
  • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
  • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 7 - Media Arts

AE17.MED.7.1

Produce various ideas and solutions for media arts products, applying chosen creative processes.

Unpacked Content

UP:AE17.MED.7.1

Essential Questions

EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.
EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?

Skills Examples

  • List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class.
  • In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal.
  • Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative.
  • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Media Arts

AE17.MED.7.2

Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources.

Unpacked Content

UP:AE17.MED.7.2

Essential Questions

EU: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.
EQ: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

Skills Examples

  • List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class.
  • In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal.
  • Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative.
  • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Media Arts

AE17.MED.7.11

Describe, compare, and analyze the qualities of and relationships among the components in media arts productions.

Unpacked Content

UP:AE17.MED.7.11

Essential Questions

EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences?

Skills Examples

  • Review a series of media arts products and respond to questions concerning the relationships between components and style by comparing and contrasting.
  • Review two media arts products and create a Venn Diagram to analyze the methods, forms, and styles by comparing and contrasting how each manages audience experience.
  • Review a series of media arts products and make a list to compare and contrast.
  • Interview a community media artist to develop a list of criteria in which to evaluate media arts productions. Apply these criteria to at least five media arts productions and be prepared to give constructive feedback.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 8 - Media Arts

AE17.MED.8.1

Generate various ideas, goals, and solutions for original media arts products, applying focused creative processes through divergent thinking and experimentation.

Unpacked Content

UP:AE17.MED.8.1

Vocabulary

Creativity
  • Experimentation
Collaborate
  • Roles
  • Jobs
  • Delegation
Aesthetics
  • Beauty
Design process
Stylistic conventions
  • Theme
  • Unity

Essential Questions

EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.
EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?

Skills Examples

  • List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production.
  • In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal.
  • Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme.
  • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Media Arts

AE17.MED.8.2

Collaboratively structure and critique ideas, plans, prototypes, and production processes for media arts productions, considering intent, resources, and the presentation context.

Unpacked Content

UP:AE17.MED.8.2

Vocabulary

Creativity
  • Experimentation
Collaborate
  • Roles
  • Jobs
  • Delegation
Aesthetics
  • Beauty
Design process
Stylistic conventions
  • Theme
  • Unity

Essential Questions

EU: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.
EQ: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

Skills Examples

  • List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production.
  • In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal.
  • Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme.
  • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Media Arts

AE17.MED.8.12

Compare, contrast, and analyze how various forms, methods, and styles in media arts productions manage audience experience and create intention.

Unpacked Content

UP:AE17.MED.8.12

Essential Questions

EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences?

Skills Examples

  • Review a series of media arts products and respond to questions concerning the relationships between components and style.
  • Review two media arts products and create a Venn Diagram to analyze their methods, forms, and styles by comparing and contrasting how each manages audience experience along with the intention of each.
  • Review a series of media arts products and create a T-Chart to compare and contrast how intentions, forms and contexts affects the meaning of each.
  • Interview a community media artist and evaluate his/her production processes using self-developed criteria and considering context and artistic goals. Record your interview in a podcast.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Link to Resource
https://www.kennedy-center.org/education/resources-for-educators/classroom-reso…

CR Resource Type

Lesson/Unit Plan

Resource Provider

Other

Resource Provider other

The Kennedy Center
Accessibility
License

License Type

Custom

Custom License Type (URL)

https://www.kennedy-center.org/terms-conditions/

Comments or Notes

This is part 1 of a 3 part unit.   

Part 2: Media Awareness II: Key Concepts in Advertising

Part 3: Media Awareness III: Crossing the Finish Line

Approved Date

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