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Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.12a

Compare and contrast multiple media arts productions created from different points of view.

Example: Work in groups to interpret and discuss differences in various groups’ interpretations of the same story.

Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.13

Determine the purposes and meanings of media arts productions, considering their 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

  • 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 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.14

Discuss the effectiveness of and improvements for media arts productions, considering their 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

  • 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 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 2 - Media Arts

AE17.MED.2.15

Use personal experiences, interests, information 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, combine two art forms to describe a happy memory of listening to or watching a media arts production into a draft of a media arts product.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.) and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community.
  • Use software and online sources with permission from an adult. Give credit to anyone's work that is used in media arts products, sound or images.

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): 2 - Media Arts

AE17.MED.2.16

Discuss experiences of media arts productions, describing their meaning and purpose.

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, combine two art forms to describe a happy memory of listening to or watching a media arts production into a draft of a media arts product.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.) and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community.
  • Use software and online sources with permission from an adult. Give credit to anyone's work that is used in media arts products, sound or images.

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): 2 - Media Arts

AE17.MED.2.17

Discuss how media arts productions and ideas relate to everyday and cultural life.

Examples: media messages and media 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

  • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production into a draft of a media arts product.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.) and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community.
  • Use software and online sources with permission from an adult. Give credit to anyone's work that is used in media arts products, sound or images.

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.2.18

Interact appropriately with media arts tools and environments, practicing 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, combine two art forms to describe a happy memory of listening to or watching a media arts production into a draft of a media arts product.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.) and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community.
  • Use software and online sources with permission from an adult. Give credit to anyone's work that is used in media arts products, sound or images.

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.

Aligned Learning Resources

What Is Digital Citizenship?
Arts Education (2017) Grade(s): 3 - Media Arts

AE17.MED.3.1

Develop multiple ideas for a media arts product, utilizing a variety of tools, methods, and/or materials.

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 guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.

Vocabulary

Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect

Anchor Standards

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

Aligned Learning Resources

Creating an Ebook
What Are Podcasts?
What Is Stop-Motion Animation?
How Are Movies Made?
What Is Virtual Reality?
Arts Education (2017) Grade(s): 3 - Media Arts

AE17.MED.3.2

Form, share, and test the ideas, plans, and models to plan 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 guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.

Vocabulary

Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Media Arts

AE17.MED.3.3

Construct and order various content into unified, purposeful media arts productions, describing and applying a defined set of 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 guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.

Vocabulary

Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect

Anchor Standards

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

AE17.MED.3.4

Practice and analyze how the basic principles alter effect and purpose in refining and completing media artworks.

Example: Change horizon line in digital photographs to affect perspective.

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 guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.

Vocabulary

Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect

Anchor Standards

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

AE17.MED.3.5

Combine varied academic, arts, and media forms and content into unified media arts products.

Example: Combine animation, music and dance.

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 and two Web 3.0 tools to teach the information from science studies 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 twice. The project will reflect a single word chosen to describe our community.
  • 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 twice. The project will reflect an original story using the elements of a story.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
  • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
  • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.

Vocabulary

Varied
  • from more than one category
Collaborate
  • cooperate
  • combining ideas
  • active listening
Artistic Roles
  • designers
  • director
Technical Roles
  • equipment operator
Organization Roles
  • producer
  • director
  • writer
  • editor
Composition
  • elements of design
Creative Thinking
  • role playing
  • discussion
Critical Thinking
  • analyze
  • synthesize
Planning
  • modeling
  • storyboarding
  • scripting
Experience
  • audience
  • setting
  • environment

    • Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 3 - Media Arts

    AE17.MED.3.6

    Collaborate in a variety of artistic, design, technical, and organizational roles, including making compositional decisions, manipulating tools, and planning with a group 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 and two Web 3.0 tools to teach the information from science studies 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 twice. The project will reflect a single word chosen to describe our community.
    • 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 twice. The project will reflect an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.

    Vocabulary

    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment

    • 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): 3 - Media Arts

    AE17.MED.3.7

    Exhibit basic creative skills to invent new content and solutions 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 and two Web 3.0 tools to teach the information from science studies 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 twice. The project will reflect a single word chosen to describe our community.
    • 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 twice. The project will reflect an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.

    Vocabulary

    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment

    • Anchor Standards

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

    Aligned Learning Resources

    What Are Podcasts?
    Arts Education (2017) Grade(s): 3 - Media Arts

    AE17.MED.3.8

    Exhibit standard use of tools and techniques while constructing 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 and two Web 3.0 tools to teach the information from science studies 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 twice. The project will reflect a single word chosen to describe our community.
    • 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 twice. The project will reflect an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.

    Vocabulary

    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment

    • Anchor Standards

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

    Aligned Learning Resources

    Creating an Ebook
    How Are Movies Made?
    Arts Education (2017) Grade(s): 3 - Media Arts

    AE17.MED.3.9

    Identify and describe the presentation conditions and take on roles and processes in presenting or distributing 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 and two Web 3.0 tools to teach the information from science studies 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 twice. The project will reflect a single word chosen to describe our community.
    • 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 twice. The project will reflect an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.

    Vocabulary

    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment

    • Anchor Standards

    Anchor Standard 6: Convey meaning through the presentation of artistic work.
    Arts Education (2017) Grade(s): 3 - Media Arts

    AE17.MED.3.10

    Identify, describe, and share the results of a media arts experience to improve the total production.

    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 and two Web 3.0 tools to teach the information from science studies 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 twice. The project will reflect a single word chosen to describe our community.
    • 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 twice. The project will reflect an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.

    Vocabulary

    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment

    • Anchor Standards

    Anchor Standard 6: Convey meaning through the presentation of artistic work.

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