Storyboarding an Idea for Media Arts

Learning Resource Type

Learning Activity

Subject Area

Arts Education
English Language Arts

Grade(s)

5

Overview

Students will use an online storyboard program to plan a commercial for a high-interest product, drawing on personal experience and the work of others, that communicates a student-selected message. This message will communicate the identified ideals of the company and will have re-imagined the elements and principles of design from an already existing commercial for that product.

This is the fourth activity in a series 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 Code in Media Arts
Storyboarding in Media Arts

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

Phase

After/Explain/Elaborate
English Language Arts (2021) Grade(s): 5

ELA21.5.31

Include multimedia components and visual displays in presentations to enhance the development of main ideas or themes when appropriate.

UP:ELA21.5.31

Vocabulary

  • Visual displays
  • Presentations
  • Main ideas
  • Themes
  • Multimedia components

Knowledge

Students know:
  • Multimedia components and visual displays can help others better understand the key ideas and themes of an oral presentation.
  • Methods to add multimedia components or visual displays to presentations.

Skills

Students are able to:
  • Add multimedia components (e.g. audio) and visual displays (e.g. graphics) to presentations to enhance the development of main ideas or themes.

Understanding

Students understand that:
  • Multimedia components and visual displays can help others understand the key ideas and themes of their oral presentations.
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 draw on my own experiences and the work of others to create an online storyboard that communicates my choice of message and uses my choice of the elements and principles of design within the ideals of the product's company.

Activity Details

From the previous activity, Identifying and Choosing a Message in Media Arts, students will use their own message--that fits the company's ideals-- to plan a commercial for their self-selected high-interest product and also use their own design choices, from the precious activity Cracking the Code in Media Arts, to create an online storyboard. 

Depending on age, the product for which the students are creating a commercial may be self-selected and subject to teacher approval or teacher selected. The product choice should be based on being age-appropriate and having an age-appropriate commercial.

Students will use the online program Storyboard That to write any dialogue as well as any narration or stage directions and assign visual images to each frame of the storyboard. 

Students will share their storyboards with at least one other classmate and receive feedback. 

Students will complete a self-review of their work after hearing feedback from peers.

Students will revise their work and present to the class.

During the presentation, students should be able to answer questions about the "internal" and "external" influences that shaped their decisions. 
For example, an internal influence is a personal experience, like a family vacation, and an external influence is the original commercial viewed, peer feedback, or someone else's work. 

Assessment Strategies

Formative Assessment: Storyboarding Self Review

Summative Assement: Media Arts Product Review from Teacher

Variation Tips

Students may storyboard on paper.

Students may work in groups of two or more to storyboard a group idea.

Depending on age, the product for which the students are creating a commercial may be self-selected and subject to teacher approval or teacher selected. The product choices should be based on being age-appropriate and having an age-appropriate commercial.

Background / Preparation

Students should have completed the following lessons:
Using Productive Thinking in Media Arts
Identifying and Choosing a Message in Media Arts
Cracking the Code in Media Arts

Student copies of Storyboarding Self Review.

Set up Storyboard That accounts.

Introduce students to Storyboard That and practice using this online program.

Storyboard That
http://www.storyboardthat.com/

Approved Date

Owner (Author)

cherisealbrigh
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