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Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.13

Identify the meanings of a variety of media arts productions, with guidance.

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

  • Watch a media arts production and identify the elements of the story and the main idea.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions with prompting.
  • Watch and/or listen to a series of media arts productions, respond to questions the main ideas of each in a teacher-led discussion.
  • 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

Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
Meaning
  • main idea
  • details
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.14

Identify the effective parts of and possible changes to media arts productions, considering viewers.

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

  • Watch a media arts production and identify the elements of the story and the main idea.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions with prompting.
  • Watch and/or listen to a series of media arts productions, respond to questions the main ideas of each in a teacher-led discussion.
  • 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

Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
Meaning
  • main idea
  • details
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.15

Use personal experiences, interests, and models in creating 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

  • With help, record a happy memory of listening to or watching a media arts production.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.).
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced every day.
  • 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
Fairness
  • ownership
  • credit

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.16

Share meaningful 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

  • With help, record a happy memory of listening to or watching a media arts production.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.).
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced every day.
  • 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
Fairness
  • ownership
  • credit

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 1 - Media Arts

AE17.MED.1.17

Discuss and describe media arts productions in everyday life.

Examples: Popular media and connections with family and friends.

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

  • With help, record a happy memory of listening to or watching a media arts production.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.).
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced every day.
  • 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
Fairness
  • ownership
  • credit

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.1.18

Interact appropriately with media arts tools and environments, considering safety, 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

  • With help, record a happy memory of listening to or watching a media arts production.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.).
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced every day.
  • 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
Fairness
  • ownership
  • credit

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.1

Identify multiple concepts for media arts products through productive thinking, improvisation, and collaboration.

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 improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers. Using feedback from the class, refine the presentation to improve it.

Vocabulary

Concepts
  • big ideas
  • main idea
  • lessons/ message
Developing
  • investigate
  • decision matrix
  • plan, order (sequence)
Model
  • draft
  • pattern
  • sketch
  • script
Basic Principles
  • light
  • repetition
  • attention
  • sound
  • time
  • story/ narrative
  • point of view
Editing
  • revised/ changed
  • rearranged
  • refine
  • complete
Evaluate
  • test
  • question

Anchor Standards

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

AE17.MED.2.2

Choose from several ideas to create plans and 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

  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers. Using feedback from the class, refine the presentation to improve it.

Vocabulary

Concepts
  • big ideas
  • main idea
  • lessons/ message
Developing
  • investigate
  • decision matrix
  • plan, order (sequence)
Model
  • draft
  • pattern
  • sketch
  • script
Basic Principles
  • light
  • repetition
  • attention
  • sound
  • time
  • story/ narrative
  • point of view
Editing
  • revised/ changed
  • rearranged
  • refine
  • complete
Evaluate
  • test
  • question

Anchor Standards

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

AE17.MED.2.3

Construct and assemble content for unified media arts productions, identifying and applying 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 with a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers. Using feedback from the class, refine the presentation to improve it.

Vocabulary

Concepts
  • big ideas
  • main idea
  • lessons/ message
Developing
  • investigate
  • decision matrix
  • plan, order (sequence)
Model
  • draft
  • pattern
  • sketch
  • script
Basic Principles
  • light
  • repetition
  • attention
  • sound
  • time
  • story/ narrative
  • point of view
Editing
  • revised/ changed
  • rearranged
  • refine
  • complete
Evaluate
  • test
  • question

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.4

Test and describe artistic expressions in altering, refining, and completing media artworks.

Example: Compare the colorization in the movies Ants and A Bug’s Life and how that affects the 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 a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers. Using feedback from the class, refine the presentation to improve it.

Vocabulary

Concepts
  • big ideas
  • main idea
  • lessons/ message
Developing
  • investigate
  • decision matrix
  • plan, order (sequence)
Model
  • draft
  • pattern
  • sketch
  • script
Basic Principles
  • light
  • repetition
  • attention
  • sound
  • time
  • story/ narrative
  • point of view
Editing
  • revised/ changed
  • rearranged
  • refine
  • complete
Evaluate
  • test
  • question

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.5

Practice combining varied academic, arts, and media content into unified media arts products.

Example: Students record narration to an animated science project.

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 guidance, combine two art forms to teach the elements of a story through digital art, animation, or video.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project should tell an original story.

Vocabulary

Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.6

Collaborate through various identified artistic, design, technical, and career skills, including tool use and effective communication, 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 guidance, combine two art forms to teach the elements of a story through digital art, animation, or video.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project should tell an original story.

Vocabulary

Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.7

Demonstrate use of experimentation skills 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

  • With guidance, combine two art forms to teach the elements of a story through digital art, animation, or video.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project should tell an original story.

Vocabulary

Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.8

Explore and demonstrate identified methods to use tools to capture and 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 guidance, combine two art forms to teach the elements of a story through digital art, animation, or video.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project should tell an original story.

Vocabulary

Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.9

Identify and describe presentation conditions and perform tasks 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 guidance, combine two art forms to teach the elements of a story through digital art, animation, or video.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project should tell an original story.

Vocabulary

Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.10

Identify and describe the experience and share results of 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 guidance, combine two art forms to teach the elements of a story through digital art, animation, or video.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • With guidance and in a group, use creative thinking and a decision matrix to choose a topic for a media arts project that combines two art forms and has been revised at least once. The project should tell an original story.

Vocabulary

Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.11

Identify and describe the 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

  • Watch a media arts production and identify the elements of the story, the message, and the elements of media arts by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, with guidance complete a Venn Diagram to compare and contrast their reactions based on message and expression.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the meaning and message of each.
  • By responding to teacher questions, tell the good parts of a media arts presentation shown in class and tell what could have been improved for your class to enjoy it.

Vocabulary

Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
  • point of view
Meaning
  • main idea
  • details
  • context
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
  • effective

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.12

Identify and describe 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

  • Watch a media arts production and identify the elements of the story, the message, and the elements of media arts by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, with guidance complete a Venn Diagram to compare and contrast their reactions based on message and expression.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the meaning and message of each.
  • By responding to teacher questions, tell the good parts of a media arts presentation shown in class and tell what could have been improved for your class to enjoy it.

Vocabulary

Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
  • point of view
Meaning
  • main idea
  • details
  • context
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
  • effective

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

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