Creating an Ebook

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

3, 4, 5

Overview

This unit plan includes four lessons using a storyboard to create an ebook. In the first lesson, students will use a storyboard to plan an ebook for a short three-part story of their own choosing. In the second lesson, students will develop their understanding of how storytelling can be enhanced using visual arts techniques. In the third lesson, students will be able to take an image using an iPad and use it effectively in an ebook. In the fourth lesson, students will record sounds to accompany the text and images for their ebooks.

Arts Education (2017) Grade(s): 3 - Media Arts

AE17.MED.3.1

Develop multiple ideas for a media arts product, utilizing a variety of tools, methods, and/or materials.

UP:AE17.MED.3.1

Vocabulary

Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect

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

  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production. With guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Media Arts

AE17.MED.3.8

Exhibit standard use of tools and techniques while constructing media arts productions.

UP:AE17.MED.3.8

Vocabulary

Varied
  • from more than one category
Collaborate
  • cooperate
  • combining ideas
  • active listening
Artistic Roles
  • designers
  • director
Technical Roles
  • equipment operator
Organization Roles
  • producer
  • director
  • writer
  • editor
Composition
  • elements of design
Creative Thinking
  • role playing
  • discussion
Critical Thinking
  • analyze
  • synthesize
Planning
  • modeling
  • storyboarding
  • scripting
Experience
  • audience
  • setting
  • environment

    • Essential Questions

    EU: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
    EQ: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

    Skills Examples

    • With guidance, combine two art forms and two Web 3.0 tools to teach the information from science studies through digital art, animation, or video.
    • With guidance and in a group, use creative thinking and a decision matrix 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 a single word chosen to describe our community.
    • With guidance and in a group, use creative thinking and a decision matrix 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 an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
    Arts Education (2017) Grade(s): 4 - Media Arts

    AE17.MED.4.5

    Demonstrate how a variety of academics, arts, and media forms (content and media) may be mixed or coordinated into media arts products.

    UP:AE17.MED.4.5

    Vocabulary

    Media
    • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.

    Essential Questions

    EU: Media artists integrate various forms and contents to develop complex, unified artworks.
    EQ: How are complex media arts experiences constructed?

    Skills Examples

    • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
    • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
    • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
    • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
    • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 4 - Media Arts

    AE17.MED.4.8

    Demonstrate use of tools and techniques in standard and novel ways while constructing media arts productions.

    UP:AE17.MED.4.8

    Vocabulary

    Media
    • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.

    Essential Questions

    EU: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
    EQ: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

    Skills Examples

    • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
    • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
    • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
    • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
    • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
    Arts Education (2017) Grade(s): 5 - Media Arts

    AE17.MED.5.5

    Create media artworks through the integration of multiple contents and forms.

    UP:AE17.MED.5.5

    Vocabulary

    Integration
    Artistic Skills
    Design Skills
    Technical Skills
    Career Skills
    Formal vs. Informal Techniques
    Fundamental
    Conventions
    Purpose

    Essential Questions

    EU: Media artists integrate various forms and contents to develop complex, unified artworks.
    EQ: How are complex media arts experiences constructed?

    Skills Examples

    • Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
    • 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 an original story with a clear persuasive purpose, message, and meaning using metaphor.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
    • After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
    • After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    Arts Pop

    License Type

    Custom
    http://artspop.org.au/media-arts-model_lesson_sequence_1_to_4.html

    Custom License Type (URL)

    http://artspop.org.au/termsofuse.html

    Accessibility

    Text Resources: Content is organized under headings and subheadings

    Comments or Notes

    Prior Knowledge:

    • Students had previously learned to use some features of the iPads: taking and editing photographs, recording video and sounds, adding text, and combining these using the apps Little Story Maker and Book Creator.

    • Students had been working on creating their own traditional stories using text and language features specific to narratives in English.

    Approved Date

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