Media Awareness III: Crossing the Finish Line

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

6, 7, 8

Overview

Students will complete their advertisements and identify the key elements. Working in pairs, they will create a new children's product and a marketing strategy. They will apply advertising design strategies to market their 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.

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.

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.6.11

Identify, describe, and analyze how message and meaning are created by components in media arts productions.

UP:AE17.MED.6.11

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.7.2

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

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.7.3

Coordinate production processes to combine content and components for specific purpose and meaning in media arts productions, demonstrating understanding of associated principles.

UP:AE17.MED.7.3

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

  • 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 3: Refine and complete artistic 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.

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.8.4

Modify and refine media artworks, improving technical quality and intentionally accentuating selected expressive and stylistic elements, to reflect an understanding of purpose, audience, and setting.

UP:AE17.MED.8.4

Vocabulary

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

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

  • 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 3: Refine and complete artistic 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.

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.
Arts Education (2017) Grade(s): 8 - Media Arts

AE17.MED.8.17

Demonstrate and explain how media art productions and ideas relate to various contexts, purposes, and values.

UP:AE17.MED.8.17

Vocabulary

Resources
  • Self
  • Others
Communication
  • Inform
Contexts
  • Legal
  • Technological
Message
  • Purpose
  • Meaning
  • Values
Culture
  • Trends
  • Power
  • Equality
  • Identity
Identity
  • Personal
  • Social
  • Cultural
Evaluate
  • Exemplary

Essential Questions

EU: Media artworks synthesize meaning and form cultural experience.
EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?

Skills Examples

  • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create a toolkit for seventh graders interested in media arts.
  • Create a presentation of media arts products that inform an audience about various cultural values and perspectives. Include local and global events.
  • Create a presentation of media arts products that inform an audience about the cause and effect of a current social meme. Demonstrate the effective presentation of the effect on cultural identity.
  • Research the legal and technological implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding sampling and the effects on media artworks and artists.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Other

License Type

Custom

Resource Provider other

The Kennedy Center
https://www.kennedy-center.org/education/resources-for-educators/classroom-reso…

Custom License Type (URL)

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

Comments or Notes

This is part 3 of a 3 part unit. 

Part 1:  Media Awareness I: Basics of Advertising

Part 2:  Media Awareness II: Key Concepts in Advertising

Approved Date

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