Content Standard(s):
English Language Arts 7 ) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [RL.5.7]
Arts Education 1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.
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Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Conceive
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.
Concepts & Vocabulary:
Original
Proposal
Concept
Action Plan
Materials List
Roles/ Team Needed
Design
Purpose
Meaning
Subtext
Connotation vs. Denotation
Principles
Skill Examples:
Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message.
In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience.
After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration.
Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.
Digital Literacy and Computer Science R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
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Evidence Of Student Attainment:
Students will:
produce authentic artifacts using digital tools.
review and revise authentic artifacts using digital tools. Teacher Vocabulary:
multimedia
artifacts
Children's Online Privacy Protection Act (COPPA) Knowledge:
Students know:
how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge. Skills:
Students are able to:
design and create authentic artifacts using approved digital tools that meet COPPA standards.
review an authentic artifact to revise with new or additional information. Understanding:
Students understand that:
everyone can be an author, producer, director, etc. using digital tools.
Digital Literacy and Computer Science 16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.
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Evidence Of Student Attainment:
Students will:
use advanced features of digital tools and media rich resources .
communicate key ideas and details in a way that informs, persuades, and/or entertains. Teacher Vocabulary:
key ideas
informs
persuades
entertains
media-rich
communicate
digital tools
collaborate
online environment
tutorial Knowledge:
Students know:
how to use advanced features of digital tools to inform, persuade, and/or entertain. Skills:
Students are able to:
design communications using advanced features of various digital tools to informs, persuades, and/or entertains.
locate and follow directions or tutorials for working with digital tools.
use media-rich features such as audio and/or video. Understanding:
Students understand that:
many digital tools are available to communicate key ideas and details.
directions or tutorials can be located online to assist with creation.
there are multiple ways to communicate the same information.
Digital Literacy and Computer Science 17) Publish organized information in different ways to make it more useful or relevant.
Examples: Infographic, student created website.
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Evidence Of Student Attainment:
Students will:
publish organized information in different ways to make it more useful or relevant. Teacher Vocabulary:
infographic
student created website
organized information Knowledge:
Students know:
information can be created and published in different ways to make it more useful, easier to understand, or relevant.
multiple ways to create and publish information. Skills:
Students are able to:
organize and publish information in different ways such as infographics, student created websites, digital books, audio, video, etc. Understanding:
Students understand that:
information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.
Digital Literacy and Computer Science 20) Collaborate locally and globally using online digital tools under teacher supervision.
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Evidence Of Student Attainment:
Students will:
collaborate locally and globally using online digital tools with teacher supervision. Teacher Vocabulary:
collaborate
locally
globally
teacher supervision Knowledge:
Students know:
communication and collaboration can occur locally in your city or state and globally across the US and different countries.
various methods for communication and collaboration. Skills:
Students are able to:
collaborate with others locally and globally using digital tools with teacher supervision. Understanding:
Students understand that:
you are not restricted by your location, language, time zone, etc. to collaboration with others using digital tools.
