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AE17.MED.3.11

Identify and describe how messages are created by components 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

  • After watching a commercial for a car, respond to teacher questions to identify and describe how the messages were created.
  • After watching a series of commercials for cars, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the purpose, meaning and message of each.
  • With help, make a checklist for media arts productions to grade them on basic storytelling, purpose, message, and context.

Vocabulary

Messages
  • content
  • information
  • theme
Components
  • parts of whole
  • visual/ video
  • sound/ audio
  • temporality
Context
  • audience
  • setting of presentation
Evaluate
  • analyze
  • question
  • effectiveness

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

AE17.MED.3.12

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

Unpacked Content

Essential Questions

EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences?

Skills Examples

  • After watching a commercial for a car, respond to teacher questions to identify and describe how the messages were created.
  • After watching a series of commercials for cars, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the purpose, meaning and message of each.
  • With help, make a checklist for media arts productions to grade them on basic storytelling, purpose, message, and context.

Vocabulary

Messages
  • content
  • information
  • theme
Components
  • parts of whole
  • visual/ video
  • sound/ audio
  • temporality
Context
  • audience
  • setting of presentation
Evaluate
  • analyze
  • question
  • effectiveness

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

AE17.MED.3.13

Determine the purposes and meanings of media arts productions while describing 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

  • After watching a commercial for a car, respond to teacher questions to identify and describe how the messages were created.
  • After watching a series of commercials for cars, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the purpose, meaning and message of each.
  • With help, make a checklist for media arts productions to grade them on basic storytelling, purpose, message, and context.

Vocabulary

Messages
  • content
  • information
  • theme
Components
  • parts of whole
  • visual/ video
  • sound/ audio
  • temporality
Context
  • audience
  • setting of presentation
Evaluate
  • analyze
  • question
  • effectiveness

Anchor Standards

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

AE17.MED.3.14

Identify basic criteria for and evaluate media arts productions, considering possible improvements and contexts.

Unpacked Content

Essential Questions

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

Skills Examples

  • After watching a commercial for a car, respond to teacher questions to identify and describe how the messages were created.
  • After watching a series of commercials for cars, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the purpose, meaning and message of each.
  • With help, make a checklist for media arts productions to grade them on basic storytelling, purpose, message, and context.

Vocabulary

Messages
  • content
  • information
  • theme
Components
  • parts of whole
  • visual/ video
  • sound/ audio
  • temporality
Context
  • audience
  • setting of presentation
Evaluate
  • analyze
  • question
  • effectiveness

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

AE17.MED.3.15

Use personal and external resources to create media arts productions.

Unpacked Content

Essential Questions

EU: Media artworks synthesize meaning and form cultural experience.
EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?

Skills Examples

  • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production along with research about the event into a draft of a media arts product.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Use software and online applications with adult permission. Cite sources in any media arts products.

Vocabulary

Community/ Culture
  • personal
  • external
  • resources
  • values
Synthesize
  • combine
Media
  • commercial
  • advertising
Behavior
  • choices
  • actions
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission

Anchor Standards

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

AE17.MED.3.16

Identify and show how media arts productions form meanings, situations and/or culture.

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 along with research about the event into a draft of a media arts product.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Use software and online applications with adult permission. Cite sources in any media arts products.

Vocabulary

Community/ Culture
  • personal
  • external
  • resources
  • values
Synthesize
  • combine
Media
  • commercial
  • advertising
Behavior
  • choices
  • actions
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission

Anchor Standards

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

AE17.MED.3.17

Identify how ideas from media arts productions relate to everyday cultural life and influence values and online behavior.

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 along with research about the event into a draft of a media arts product.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Use software and online applications with adult permission. Cite sources in any media arts products.

Vocabulary

Community/ Culture
  • personal
  • external
  • resources
  • values
Synthesize
  • combine
Media
  • commercial
  • advertising
Behavior
  • choices
  • actions
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission

Anchor Standards

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

AE17.MED.3.18

Examine and interact appropriately with media arts tools and environments, applying 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 along with research about the event into a draft of a media arts product.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Use software and online applications with adult permission. Cite sources in any media arts products.

Vocabulary

Community/ Culture
  • personal
  • external
  • resources
  • values
Synthesize
  • combine
Media
  • commercial
  • advertising
Behavior
  • choices
  • actions
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission

Anchor Standards

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

AE17.MED.4.1

Conceptualize original media arts products, utilizing a variety of creative methods.

Unpacked Content

Essential Questions

EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.
EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?

Skills Examples

  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
  • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
  • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
  • Refine a media arts project to address a chosen purpose, communicating through metaphor.

Vocabulary

Conceptualize
  • imagine
  • visualize
  • unified ideas
  • theme
  • brainstorm
Original
  • unique
  • synthesize
  • model
Artistic Goals
  • intent
  • message
  • aesthetic
Purpose
  • your "why"
  • intent
Artistic Concepts
  • balance
  • contrast
Elements of Design
Principles of Media Arts
Elements of Design
Figurative Language
  • analogy

Anchor Standards

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

AE17.MED.4.2

Consider the artistic goals and the presentation while collaboratively discussing, testing, and assembling ideas, 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 a storyboard to capture and organize ideas.
  • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
  • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
  • Refine a media arts project to address a chosen purpose, communicating through metaphor.

Vocabulary

Conceptualize
  • imagine
  • visualize
  • unified ideas
  • theme
  • brainstorm
Original
  • unique
  • synthesize
  • model
Artistic Goals
  • intent
  • message
  • aesthetic
Purpose
  • your "why"
  • intent
Artistic Concepts
  • balance
  • contrast
Elements of Design
Principles of Media Arts
Elements of Design
Figurative Language
  • analogy

Anchor Standards

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

AE17.MED.4.3

Arrange varied content and components to convey purpose and meaning in different media arts productions, applying associated artistic principles.

Unpacked Content

Essential Questions

EU: The forming, integration, and refinement of aesthetic components, principles and processes creates purpose, meaning and artistic quality in media artwork.
EQ: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

Skills Examples

  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
  • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
  • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
  • Refine a media arts project to address a chosen purpose, communicating through metaphor.

Vocabulary

Conceptualize
  • imagine
  • visualize
  • unified ideas
  • theme
  • brainstorm
Original
  • unique
  • synthesize
  • model
Artistic Goals
  • intent
  • message
  • aesthetic
Purpose
  • your "why"
  • intent
Artistic Concepts
  • balance
  • contrast
Elements of Design
Principles of Media Arts
Elements of Design
Figurative Language
  • analogy

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

AE17.MED.4.3a

Use artistic concepts of balance and contrast.

COS Examples

Example: Recreate a short scene depicting Hansel and Gretel running through the forest, with some students representing static trees and others performing the moving characters. Balance is created by composition of figures in the frame and contrast is shown by static and moving characters.

AE17.MED.4.4

Demonstrate intentional effect in refining media artworks, emphasizing elements for a purpose.

Unpacked Content

Essential Questions

EU: The forming, integration, and refinement of aesthetic components, principles and processes creates purpose, meaning and artistic quality in media artwork.
EQ: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

Skills Examples

  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
  • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
  • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
  • Refine a media arts project to address a chosen purpose, communicating through metaphor.

Vocabulary

Conceptualize
  • imagine
  • visualize
  • unified ideas
  • theme
  • brainstorm
Original
  • unique
  • synthesize
  • model
Artistic Goals
  • intent
  • message
  • aesthetic
Purpose
  • your "why"
  • intent
Artistic Concepts
  • balance
  • contrast
Elements of Design
Principles of Media Arts
Elements of Design
Figurative Language
  • analogy

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

AE17.MED.4.5

Demonstrate how a variety of academics, arts, and media forms (content and media) may be mixed or coordinated into media arts products.

COS Examples

Example: Perform and record a narrated 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

  • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
  • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
  • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
  • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
  • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
  • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.

Vocabulary

Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.

Anchor Standards

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

AE17.MED.4.6

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

Unpacked Content

Essential Questions

EU: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
EQ: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

Skills Examples

  • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
  • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
  • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
  • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
  • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
  • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.

Vocabulary

Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.

Anchor Standards

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

AE17.MED.4.6a

Utilize formal technique, equipment usage, production, and effective communication.

COS Examples

Example: Divide students into groups focusing on cinematography (recording performance), acting, effects (lighting, sound, and scenery), and editing of a final product.

AE17.MED.4.7

Practice design thinking in addressing problems within and through media arts productions.

Unpacked Content

Essential Questions

EU: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
EQ: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

Skills Examples

  • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
  • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
  • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
  • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
  • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
  • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.

Vocabulary

Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.

Anchor Standards

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