Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.13

Determine and explain reactions and interpretations to a variety of media arts productions, considering both purpose and context.

Unpacked Content

Essential Questions

EU: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.
EQ: How do people relate to and interpret media artworks?

Skills Examples

  • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
  • After watching a series of commercials for shoes, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
  • With guidance, watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

How Does a Green Screen Work?
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.14

Identify and apply basic criteria for evaluating and improving production processes and media arts productions, considering context.

Unpacked Content

Essential Questions

EU: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.
EQ: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?

Skills Examples

  • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
  • After watching a series of commercials for shoes, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
  • With guidance, watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.15

Examine and use personal and external resources to create media arts productions.

Unpacked Content

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

  • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.

Vocabulary

Examine
  • question
Culture
  • personal
  • interests
  • external
  • trends
Interact
  • observe
  • question
Ethics
  • fair
  • law
  • right

Anchor Standards

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

Aligned Learning Resources

What Is Stop-Motion Animation?
How Are Video Games Made?
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.15a

Involve interests, research, and cultural understanding.

Example: Create paper bag puppets to tell a story based on a topic of character education, such as bullying.

Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.16

Examine and show how media arts productions create meanings, situations, and/or cultural experiences.

Example: Create their own online space using a vlog.

Unpacked Content

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

  • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.

Vocabulary

Examine
  • question
Culture
  • personal
  • interests
  • external
  • trends
Interact
  • observe
  • question
Ethics
  • fair
  • law
  • right

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.17

Explain verbally and/or in media arts productions how media art productions and ideas relate to everyday and cultural life.

Examples: Fantasy, reality, and technology use.

Unpacked Content

Essential Questions

EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

Skills Examples

  • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.

Vocabulary

Examine
  • question
Culture
  • personal
  • interests
  • external
  • trends
Interact
  • observe
  • question
Ethics
  • fair
  • law
  • right

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Aligned Learning Resources

How Are Video Games Made?
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.18

Examine and interact appropriately with media arts tools and environments, considering ethics, rules, and fairness.

Unpacked Content

Essential Questions

EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

Skills Examples

  • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.

Vocabulary

Examine
  • question
Culture
  • personal
  • interests
  • external
  • trends
Interact
  • observe
  • question
Ethics
  • fair
  • law
  • right

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Aligned Learning Resources

What Is Digital Citizenship?
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.

Unpacked Content

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.

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

Anchor Standards

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

Aligned Learning Resources

Bringing Lessons to Life With Animoto
Animate That Haiku!
Book Report Alternative: Creating Reading Excitement With Book Trailers
What Are Podcasts?
What Is Stop-Motion Animation?
How Are Movies Made?
How Are Video Games Made?
Why Don't They Show Old Commercials on Television?
How Are Sound Effects Made?
What Is Virtual Reality?
Creating a Spooky Radio Play
Animation Lesson
Scratch Animation
Identity Collage
Stop Motion Using Apps
Identifying and Choosing a Message in Media Arts
Using Productive Thinking in Media Arts
Cracking the Secret Code in Media Arts
Storyboarding an Idea for Media Arts
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.2

Collaboratively develop, present, and test ideas, plans, models, and proposals for media arts productions, considering the artistic goals and audience.

Unpacked Content

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 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.

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

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.3

Design and combine components to express purpose and meaning in a variety of media arts productions, utilizing sets of associated principles.

Unpacked Content

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 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.

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Bringing Lessons to Life With Animoto
Book Report Alternative: Creating Reading Excitement With Book Trailers
Identity Collage
Stop Motion Using Apps
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.3a

Use emphasis and exaggeration.

Example: Photograph the transition of a portrait, using caricature to change facial features demonstrating emphasis and exaggeration.

Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.4

Determine how elements and components can be modified for clear communication and intentional effects, then revise media artworks to improve clarity and purpose.

Unpacked Content

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 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.

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Book Report Alternative: Creating Reading Excitement With Book Trailers
Creating a Spooky Radio Play
Scratch Animation
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.5

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

Example: Create video using storyboarding, site locations, filming, and background music to promote Read Across America.““

Unpacked Content

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.

Vocabulary

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

Anchor Standards

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

Aligned Learning Resources

Creating an Ebook
Bringing Lessons to Life With Animoto
Book Report Alternative: Creating Reading Excitement With Book Trailers
How Are Movies Made?
Animation Lesson
Animation
Sketchnoting
Stop Motion Using Apps
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.6

Collaborate to practice artistic, design, technical, and career skills in media arts productions.

Unpacked Content

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 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.

Vocabulary

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

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Aligned Learning Resources

What Is Virtual Reality?
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.7

Practice fundamental creative and design processes in addressing problems within and through media arts productions.

Unpacked Content

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 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.

Vocabulary

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

Anchor Standards

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

AE17.MED.5.7a

Expand conventions.

Example: Produce an audio recording (drama) where the hero is an anti-hero. Vocal inflections and sound effects can be used to help establish concepts of the anti-hero.

Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.8

Examine how tools and techniques could be used in standard and experimental ways in constructing media arts productions.

Example: Use font styles and/or words in video titles to construct images to communicate a point of view.

Unpacked Content

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 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.

Vocabulary

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

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Aligned Learning Resources

How Are Sound Effects Made?
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.9

Compare qualities and purposes of presentation formats, then fulfill a role in presentation and/or distribution of media arts productions.

Unpacked Content

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 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.

Vocabulary

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

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.10

Compare results of and improvements for presenting media arts productions.

Unpacked Content

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 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.

Vocabulary

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

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.11

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

Example: Change musical underscoring to affect the message.

Unpacked Content

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 commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
  • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
  • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles and 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.

Vocabulary

Differentiate
Message
Meaning
  • subtext

Components
Experience
Interpretations
Intention
Consider
Context
Criteria
Evaluating
Constructive

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

What is CGI?
A Breakup Declaration to the King of England
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.12

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

Unpacked Content

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 commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
  • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
  • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles and 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.

Vocabulary

Differentiate
Message
Meaning
  • subtext

Components
Experience
Interpretations
Intention
Consider
Context
Criteria
Evaluating
Constructive

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

What is CGI?
Why Don't They Show Old Commercials on Television?
How Does a Green Screen Work?
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.13

Determine and compare personal and group interpretations of a variety of media arts productions, considering their intention and context.

Unpacked Content

Essential Questions

EU: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.
EQ: How do people relate to and interpret media artworks?

Skills Examples

  • After watching a commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
  • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
  • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles and 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.

Vocabulary

Differentiate
Message
Meaning
  • subtext

Components
Experience
Interpretations
Intention
Consider
Context
Criteria
Evaluating
Constructive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.14

Consider context to determine and apply criteria for evaluating production processes and media arts productions, implementing constructive feedback.

Unpacked Content

Essential Questions

EU: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.
EQ: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?

Skills Examples

  • After watching a commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
  • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
  • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles and 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.

Vocabulary

Differentiate
Message
Meaning
  • subtext

Components
Experience
Interpretations
Intention
Consider
Context
Criteria
Evaluating
Constructive

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.15

Access and use internal and external resources to create media arts productions.

Example: Using community interests, content knowledge, and personal experiences, create a presentation to advocate for the school soccer team.

Unpacked Content

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

  • Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life.
  • Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.

Vocabulary

Resources
  • internal
  • external
Culture
  • society
  • values
Research
  • question
  • compare information
  • cause and effect
Ethics
  • fair
  • prudent
  • law

Anchor Standards

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

Aligned Learning Resources

What Is Stop-Motion Animation?
Creating a Spooky Radio Play
Animation Lesson
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.16

Examine and show how media arts productions create meanings, situations and cultural experiences.

Example: Create a presentation on a new exhibit at an art museum.

Unpacked Content

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

  • Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life.
  • Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.

Vocabulary

Resources
  • internal
  • external
Culture
  • society
  • values
Research
  • question
  • compare information
  • cause and effect
Ethics
  • fair
  • prudent
  • law

Anchor Standards

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

Aligned Learning Resources

Animate That Haiku!
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.17

Research and show how media arts productions and ideas relate to personal, social and community life.

Unpacked Content

Essential Questions

EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

Skills Examples

  • Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life.
  • Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.

Vocabulary

Resources
  • internal
  • external
Culture
  • society
  • values
Research
  • question
  • compare information
  • cause and effect
Ethics
  • fair
  • prudent
  • law

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Aligned Learning Resources

How Are Video Games Made?
How Does a Green Screen Work?
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.18

Examine, discuss, and interact appropriately with media arts tools and environments, considering ethics, rules and media literacy.

Unpacked Content

Essential Questions

EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

Skills Examples

  • Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life.
  • Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.

Vocabulary

Resources
  • internal
  • external
Culture
  • society
  • values
Research
  • question
  • compare information
  • cause and effect
Ethics
  • fair
  • prudent
  • law

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Aligned Learning Resources

What Is Digital Citizenship?
Scratch Animation
Identity Collage
Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.1

Generate variations of goals and solutions for media arts products, utilizing chosen creative processes.

Example: Rewrite commercials to reflect truth in advertising.

Unpacked Content

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 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.

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

Anchor Standards

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

Aligned Learning Resources

Media Awareness II: Key Concepts in Advertising
Creating a Persuasive Podcast
Digital Reflections: Expressing Understanding of Content Through Photography
Persuade Me in Five Slides! Creating Persuasive Digital Stories
Why Don't They Show Old Commercials on Television?
Creating a Spooky Radio Play
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

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.

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

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Media Awareness I: The Basics of Advertising
Media Awareness II: Key Concepts in Advertising
Media Awareness III: Crossing the Finish Line
Students as Creators: Exploring Multimedia
Digitally Telling the Story of Greek Figures
Spread the Word to Make an Impact
Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.3

Experiment with multiple approaches to produce content and components for specific purpose and meaning in media arts productions, utilizing a range of associated principles.

Unpacked Content

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.

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Digital Reflections: Expressing Understanding of Content Through Photography
1920s Radio Lesson
Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.3a

Modify point of view and/or perspective.

Example: Record a scene about a bully on the playground. The points of view can reflect the bully, the victim, and the observer.

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

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.

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Media Awareness I: The Basics of Advertising
Media Awareness II: Key Concepts in Advertising
Media Awareness III: Crossing the Finish Line
Creating a Spooky Radio Play
Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.5

Justify how integrating diverse contents and forms can support a central idea in a media artwork.

Example: Create a video and an audio commercial, changing the dialogue in each format to determine the most effective communication.

Unpacked Content

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 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.

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

Anchor Standards

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

Aligned Learning Resources

Digital Reflections: Expressing Understanding of Content Through Photography

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