Using Productive Thinking in Media Arts

Learning Resource Type

Learning Activity

Subject Area

Arts Education

Grade(s)

5

Overview

Students will learn to expand their creative thinking and generate original ideas as a media artist. They will draw on their personal knowledge to generate many, varied, and unusual ideas, activating metacognition to increase productive thinking.

This activity is the first of four to meet Media Arts Standard 5.1:


Using Productive Thinking in Media Arts

Identifying and Choosing a Message in Media Arts

Cracking the Secret Code in Media Arts

Storyboarding in Media Arts

This activity was created as a result of the Arts COS Resource Development Summit.

Phase

Before/Engage
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.1

Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.

UP:AE17.MED.5.1

Vocabulary

Original
  • Synthesize
  • Innovation
Proposal
  • Concept
  • Action Plan
  • Materials List
  • Roles/ Team Needed
Design
Purpose
  • Persuade
  • Discredit
Meaning
  • Subtext
  • Connotation vs. Denotation
Principles
  • Emphasis
  • Exaggeration

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 a storyboard to capture and organize ideas to advertise a product in a new way with a new message.
  • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience.
  • After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration.
  • Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Learning Objectives

Learning Targets: 

I can use metacognition to increase the number of many, varied, and unusual ideas that I can generate.

I can access my personal experience to improve creative thinking.

Activity Details

The students will practice productive thinking in three rounds with the goal of increasing their fluency with generating ideas.

Students review how to use productive thinking: Generate many (actual number), varied (different categories of ideas), and unusual (not listed by anyone else) ideas.

Students will create a score sheet with which to score themselves in three rounds of productive thinking. Each round should have a space for scoring MANY (fluency), VARIED (flexibility), and UNUSUAL (original).

Round 1: Three Minutes

Students list many, varied, and unusual things that are the color _____.

(Teacher may choose the color based on the level of difficulty.)

After three minutes, students stop and tally their "many" score: the total number of ideas. Students tally their "varied" score: the total number of categories. Students share their most unusual ideas to see those ideas are unique among their classmates.

Round 2: Three Minutes

Students list many, varied, and unusual things that start with the letter ____.

(Teacher may choose the letter based on the level of difficulty). 

After three minutes, students stop and tally their "many" score: the total number of ideas. Students tally their "varied" score: the total number of categories. Students share their most unusual ideas to see if those ideas are unique among their classmates.

Round 3: Three Minutes

Students list many, varied, and unusual things that have ____.

(Teacher may choose what the thing has based on the level of difficulty, i.e., hair, handle, legs). 

After three minutes, students stop and tally their "many" score: the total number of ideas. Students tally their "varied" score: the total number of categories. Students share their most unusual ideas to see those ideas are unique among their classmates.

Teacher Talk: 
The teacher can encourage students in their thinking by asking them to engage their imaginations and "see" different places that they personally go: the grocery store, their rooms, their friends' homes, etc. Teacher guides students in using metacognition to be aware of generating ideas in one category and purposefully switching categories.

Assessment Strategies

Formative Assessment: Students' self-scoring from Rounds 1--3
Summative Assessment: Students chose the best round and complete the Productive Thinking Rubric

Variation Tips

Students may generate topics for Productive Thinking practice.
The teacher may differentiate based on the topic chosen. For example, things that start with the letter Q is a more difficult topic than things that start with the letter T.
The teacher may eliminate Teacher Talk to increase difficulty.
The teacher may set parameters for topics: Only 1 category, 5 categories, etc.

Background / Preparation

Choose topics for productive thinking based on students.

Scaffold this activity by choosing topics with many common items that are visible in the classroom, i.e, many, varied, and unusual items in a classroom. 

The teacher may want to practice the exercise in order to experience how fluid "categories" can be. Categories are highly individualistic, depending on the thinking process of the person creating them. As long as students can justify their choices, their decisions are valid.

For example, if a student lists: "grass, house plants, leaves, weeds, our couch, cooked spinach..." then there could be a category of "things inside the house" with "couch, cooked spinach, and house plants" and a category of "outside the house" with "grass, weeds, and leaves". That would be two categories. However, more productive thinking would be that there are four categories: 
Living Things: grass, weeds, house plants, leaves
Non-Living Things: couch, cooked spinach
Inside Things: couch, cooked spinach, house plants
Outside Things: grass, weeds, leaves

Approved Date

Owner (Author)

cherisealbrigh
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme