Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.ADV.15

Explain how structure and meaning in choreography are developed through intentional movement and relationships in a variety of dance genres and styles.

Unpacked Content

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.

Vocabulary

  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.ADV.16

Differentiate the way dance communicates aesthetics and cultural values within a variety of genres, styles, or culture movement practices, using specific dance terminology.

Example: Present the evolution of costume design through a period of time in any specific genre.

Unpacked Content

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.

Vocabulary

  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.ADV.17

Analyze and interpret dance elements, movement principles, and context of choreography across a variety of genres, styles, or cultural movement practices in order to interpret meaning and artistic expression.

Unpacked Content

Essential Questions

EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?

Skills Examples

  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.

Vocabulary

  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.ADV.18

Support the validity of multiple perspectives in a dance critique, using personal preferences, peer perspectives, and an understanding of societal and cultural values as justification.

Example: Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions. Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.

Unpacked Content

Essential Questions

EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?

Skills Examples

  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.

Vocabulary

  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.ADV.19

Revise choreography over time by using a sustained practice of analysis of dance elements, personal preferences, content, context, and feedback to influence changes that show evidence of personal growth.

Unpacked Content

Essential Questions

EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

Skills Examples

  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
    • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.

Vocabulary

  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.ADV.20

Create a capstone project that is influenced by research and explores a variety of techniques, new perspectives, or dance careers to impact original work.

Unpacked Content

Essential Questions

EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

Skills Examples

  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
    • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.

Vocabulary

  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.ADV.21

Expand personal dance literacy by developing an understanding of how movement characteristics, techniques, and artistic criteria are influenced by the peoples from which dance originates.

Unpacked Content

Essential Questions

EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

Skills Examples

  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
    • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.

Vocabulary

  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): KG - Media Arts

AE17.MED.K.1

Explore and share ideas for media arts products, utilizing play and experimentation.

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

  • Imagine and share by responding to teacher questions about different kinds of sounds or music to add to a story from class.
  • Tell or draw steps to turn a story into a media arts production by choosing images (video or still pictures) and sound with prompting.
  • With help, use software or an application to draw a picture to show how a character from a story in class feels and copy and paste that image onto a PowerPoint slide.
  • With help, change the sound or image on a PowerPoint slide in order to express a different feeling.

Vocabulary

Communication
  • talking/ telling
  • drawing, writing
  • share
Media Arts
  • media tools
  • what we see
  • what we hear
  • product, production, artwork
Experimentation
  • add/ take away/ combine
  • try, try, try again
Developing
  • search
  • brainstorm
  • plan, order (sequence)
  • audience
  • construct/ build
Model
  • plan
  • pattern
Elements
  • sounds/ music
  • pictures/ video/ images
  • feeling
  • story/ information
  • audience
Construct
  • make/ build
Capture
  • borrow
  • give credit
Content
  • story
  • information
Expression
  • feelings
  • mood
Meaning
  • information
  • intent
  • audience

Anchor Standards

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

AE17.MED.K.2

Use ideas to develop plans and/or models for media arts productions.

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

  • Imagine and share by responding to teacher questions about different kinds of sounds or music to add to a story from class.
  • Tell or draw steps to turn a story into a media arts production by choosing images (video or still pictures) and sound with prompting.
  • With help, use software or an application to draw a picture to show how a character from a story in class feels and copy and paste that image onto a PowerPoint slide.
  • With help, change the sound or image on a PowerPoint slide in order to express a different feeling.

Vocabulary

Communication
  • talking/ telling
  • drawing, writing
  • share
Media Arts
  • media tools
  • what we see
  • what we hear
  • product, production, artwork
Experimentation
  • add/ take away/ combine
  • try, try, try again
Developing
  • search
  • brainstorm
  • plan, order (sequence)
  • audience
  • construct/ build
Model
  • plan
  • pattern
Elements
  • sounds/ music
  • pictures/ video/ images
  • feeling
  • story/ information
  • audience
Construct
  • make/ build
Capture
  • borrow
  • give credit
Content
  • story
  • information
Expression
  • feelings
  • mood
Meaning
  • information
  • intent
  • audience

Anchor Standards

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

AE17.MED.K.2a

Imagine the elements to create a media arts production related to current storytelling.

Example: Use a recording device such as a phone or tablet to capture students performing a story such as The Three Little Pigs.““

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

AE17.MED.K.3

Construct and capture media arts content for expression and meaning in media arts productions.

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

  • Imagine and share by responding to teacher questions about different kinds of sounds or music to add to a story from class.
  • Tell or draw steps to turn a story into a media arts production by choosing images (video or still pictures) and sound with prompting.
  • With help, use software or an application to draw a picture to show how a character from a story in class feels and copy and paste that image onto a PowerPoint slide.
  • With help, change the sound or image on a PowerPoint slide in order to express a different feeling.

Vocabulary

Communication
  • talking/ telling
  • drawing, writing
  • share
Media Arts
  • media tools
  • what we see
  • what we hear
  • product, production, artwork
Experimentation
  • add/ take away/ combine
  • try, try, try again
Developing
  • search
  • brainstorm
  • plan, order (sequence)
  • audience
  • construct/ build
Model
  • plan
  • pattern
Elements
  • sounds/ music
  • pictures/ video/ images
  • feeling
  • story/ information
  • audience
Construct
  • make/ build
Capture
  • borrow
  • give credit
Content
  • story
  • information
Expression
  • feelings
  • mood
Meaning
  • information
  • intent
  • audience

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): KG - Media Arts

AE17.MED.K.4

Modify the content, form, or presentation of media artworks and share results.

Example: Modify a familiar commercial students may see broadcasted.

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

  • Imagine and share by responding to teacher questions about different kinds of sounds or music to add to a story from class.
  • Tell or draw steps to turn a story into a media arts production by choosing images (video or still pictures) and sound with prompting.
  • With help, use software or an application to draw a picture to show how a character from a story in class feels and copy and paste that image onto a PowerPoint slide.
  • With help, change the sound or image on a PowerPoint slide in order to express a different feeling.

Vocabulary

Communication
  • talking/ telling
  • drawing, writing
  • share
Media Arts
  • media tools
  • what we see
  • what we hear
  • product, production, artwork
Experimentation
  • add/ take away/ combine
  • try, try, try again
Developing
  • search
  • brainstorm
  • plan, order (sequence)
  • audience
  • construct/ build
Model
  • plan
  • pattern
Elements
  • sounds/ music
  • pictures/ video/ images
  • feeling
  • story/ information
  • audience
Construct
  • make/ build
Capture
  • borrow
  • give credit
Content
  • story
  • information
Expression
  • feelings
  • mood
Meaning
  • information
  • intent
  • audience

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): KG - Media Arts

AE17.MED.K.5

Combine arts forms and media content to form media arts products.

Example: Combine dance and video.

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

  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.

Vocabulary

Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs

Anchor Standards

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

AE17.MED.K.6

Identify and demonstrate basic skills, including handling tools, making choices, and cooperating, in creating 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

  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.

Vocabulary

Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs

Anchor Standards

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

AE17.MED.K.7

Identify and demonstrate creative skills within media arts productions.

Examples: Acting, singing, dancing, pantomime, improvisation.

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

  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.

Vocabulary

Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs

Anchor Standards

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

AE17.MED.K.8

Discover, practice, and share how media arts creation tools work.

Example: Teach a parent how to make a simple video from available technology.

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

  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.

Vocabulary

Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs

Anchor Standards

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

AE17.MED.K.9

Identify and share roles and contexts in 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

  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.

Vocabulary

Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs

Anchor Standards

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

AE17.MED.K.10

Identify and share reactions to the presentation 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

  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.

Vocabulary

Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs

Anchor Standards

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

AE17.MED.K.11

Recognize and share components and messages in media arts productions.

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

  • Listen to a podcast or radio drama and tell the parts of the recording and the main idea of the program.
  • Listen to a recording of a story and watch a video of the story. With help, make a Venn Diagram that compares how the two create different experiences for the audience.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.

Vocabulary

Components
  • parts to whole
Author's Intent
  • message
  • entertainment
  • inform
  • humor
Experience
  • feelings
  • reaction
Context
  • time
  • audience
  • place
  • purpose
Meaning
  • information
  • intent
  • audience
Aesthetics
  • pleasing
  • interesting
  • not distracting

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): KG - Media Arts

AE17.MED.K.12

Recognize and share how a variety of media arts productions create different experiences.

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

  • Listen to a podcast or radio drama and tell the parts of the recording and the main idea of the program.
  • Listen to a recording of a story and watch a video of the story. With help, make a Venn Diagram that compares how the two create different experiences for the audience.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.

Vocabulary

Components
  • parts to whole
Author's Intent
  • message
  • entertainment
  • inform
  • humor
Experience
  • feelings
  • reaction
Context
  • time
  • audience
  • place
  • purpose
Meaning
  • information
  • intent
  • audience
Aesthetics
  • pleasing
  • interesting
  • not distracting

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): KG - Media Arts

AE17.MED.K.13

Share observations regarding a variety of media arts productions.

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

  • Listen to a podcast or radio drama and tell the parts of the recording and the main idea of the program.
  • Listen to a recording of a story and watch a video of the story. With help, make a Venn Diagram that compares how the two create different experiences for the audience.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.

Vocabulary

Components
  • parts to whole
Author's Intent
  • message
  • entertainment
  • inform
  • humor
Experience
  • feelings
  • reaction
Context
  • time
  • audience
  • place
  • purpose
Meaning
  • information
  • intent
  • audience
Aesthetics
  • pleasing
  • interesting
  • not distracting

Anchor Standards

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

AE17.MED.K.14

Share appealing qualities and possible changes in media arts productions.

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

  • Listen to a podcast or radio drama and tell the parts of the recording and the main idea of the program.
  • Listen to a recording of a story and watch a video of the story. With help, make a Venn Diagram that compares how the two create different experiences for the audience.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.

Vocabulary

Components
  • parts to whole
Author's Intent
  • message
  • entertainment
  • inform
  • humor
Experience
  • feelings
  • reaction
Context
  • time
  • audience
  • place
  • purpose
Meaning
  • information
  • intent
  • audience
Aesthetics
  • pleasing
  • interesting
  • not distracting

Anchor Standards

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

AE17.MED.K.15

Use personal experiences and choices in making 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

  • Create a recording to retell a story from class using names from their families and friends.
  • With a prompting, tell a happy memory of listening to or watching a media arts production.
  • With prompting, tell how the story told in a media arts production is like a day at school.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.

Vocabulary

Community/ Culture
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience

Anchor Standards

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

AE17.MED.K.16

Share memorable experiences of 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

  • Create a recording to retell a story from class using names from their families and friends.
  • With a prompting, tell a happy memory of listening to or watching a media arts production.
  • With prompting, tell how the story told in a media arts production is like a day at school.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.

Vocabulary

Community/ Culture
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience

Anchor Standards

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

AE17.MED.K.17

Share ideas in relating media arts productions and everyday life.

Example: Daily activities.

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

  • Create a recording to retell a story from class using names from their families and friends.
  • With a prompting, tell a happy memory of listening to or watching a media arts production.
  • With prompting, tell how the story told in a media arts production is like a day at school.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.

Vocabulary

Community/ Culture
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): KG - Media Arts

AE17.MED.K.18

Interact safely and appropriately with media arts tools and environments.

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

  • Create a recording to retell a story from class using names from their families and friends.
  • With a prompting, tell a happy memory of listening to or watching a media arts production.
  • With prompting, tell how the story told in a media arts production is like a day at school.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.

Vocabulary

Community/ Culture
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.1

Generate many ideas to form plans and models for media arts productions, with guidance.

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 to create a list of many ideas for a single media arts product.
  • After brainstorming for ideas for a media arts product, present ideas to the class along with sketches or models for the two favorite ideas.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product. After receiving feedback, modify the work to improve.

Vocabulary

Generating Ideas
  • many ideas
  • fluency of thought
Models
  • sketches
Communication
  • present
Basic Principles
  • audio
  • time
  • story
Editing
  • improve
  • rearrange

Anchor Standards

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

AE17.MED.1.2

Express and present ideas for media arts products through sketching and modeling.

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 to create a list of many ideas for a single media arts product.
  • After brainstorming for ideas for a media arts product, present ideas to the class along with sketches or models for the two favorite ideas.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product. After receiving feedback, modify the work to improve.

Vocabulary

Generating Ideas
  • many ideas
  • fluency of thought
Models
  • sketches
Communication
  • present
Basic Principles
  • audio
  • time
  • story
Editing
  • improve
  • rearrange

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.3

Create, capture, and assemble media arts content for media arts productions, identifying basic 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 to create a list of many ideas for a single media arts product.
  • After brainstorming for ideas for a media arts product, present ideas to the class along with sketches or models for the two favorite ideas.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product. After receiving feedback, modify the work to improve.

Vocabulary

Generating Ideas
  • many ideas
  • fluency of thought
Models
  • sketches
Communication
  • present
Basic Principles
  • audio
  • time
  • story
Editing
  • improve
  • rearrange

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.4

Practice and identify the effects of modifying the content, form, or presentation in order to refine and finish media artworks.

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 to create a list of many ideas for a single media arts product.
  • After brainstorming for ideas for a media arts product, present ideas to the class along with sketches or models for the two favorite ideas.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product. After receiving feedback, modify the work to improve.

Vocabulary

Generating Ideas
  • many ideas
  • fluency of thought
Models
  • sketches
Communication
  • present
Basic Principles
  • audio
  • time
  • story
Editing
  • improve
  • rearrange

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.5

Combine varied academic and arts content to form media arts products.

Example: Record a story with illustrated or moving pictures, using a phone or tablet.

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

  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."

Vocabulary

Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback

Anchor Standards

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

Aligned Learning Resources

Poetry Fun with Fishy Animations
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.6

Describe and demonstrate various artistic skills and roles, including technical steps, planning, and collaborating, 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

  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."

Vocabulary

Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.7

Describe and demonstrate basic creative skills, including varying techniques, within 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

  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."

Vocabulary

Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.8

Experiment with and share different ways to use tools and techniques to construct 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

  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."

Vocabulary

Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback

Anchor Standards

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

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