Courses of Study

Creating
Conceive
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Identify multiple concepts for media arts products through productive thinking, improvisation, and collaboration.

Insight Unpacked Content
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.
EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?
Concepts & 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
Skill 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.
Develop
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Choose from several ideas to create plans and models for media arts productions.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
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?
Concepts & 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
Skill 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.
Construct
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Construct and assemble content for unified media arts productions, identifying and applying basic principles.

a. Use positioning and attention.

Example: Video using The Rule of Thirds in positioning of images.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Construct
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?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Construct
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?
Concepts & 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
Skill 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.
Producing
Integrate
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Practice combining varied academic, arts, and media content into unified media arts products.

Example: Students record narration to an animated science project.

Insight Unpacked Content
Artistic Process: Producing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Integrate
Essential Questions:
EU: Media artists integrate various forms and contents to develop complex, unified artworks.
EQ: How are complex media arts experiences constructed?
Concepts & 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
Skill 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.
Practice
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Collaborate through various identified artistic, design, technical, and career skills, including tool use and effective communication, in media arts productions.

Insight Unpacked Content
Artistic Process: Producing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Practice
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?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate use of experimentation skills within and through media arts productions.

a. Use playful practice and trial and error.

Example: Improvise new endings to a story and record them for review and critique.

Insight Unpacked Content
Artistic Process: Producing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Practice
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?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Explore and demonstrate identified methods to use tools to capture and construct media arts productions.

Insight Unpacked Content
Artistic Process: Producing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Practice
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?
Concepts & 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
Skill 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.
Present
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Identify and describe presentation conditions and perform tasks in presenting media arts productions.

Insight Unpacked Content
Artistic Process: Producing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
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?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Identify and describe the experience and share results of presenting media arts productions.

Insight Unpacked Content
Artistic Process: Producing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
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?
Concepts & 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
Skill 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.
Responding
Perceive
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Identify and describe the components and messages in media arts productions.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive
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?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Identify and describe how a variety of media arts productions create different experiences.

a. 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.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive
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?
Concepts & 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
Skill 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.
Interpret
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Determine the purposes and meanings of media arts productions, considering their context.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
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?
Concepts & 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
Skill 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.
Evaluate
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Discuss the effectiveness of and improvements for media arts productions, considering their context.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
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?
Concepts & 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
Skill 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.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Use personal experiences, interests, information and models in creating media arts productions.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
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?
Concepts & Vocabulary:
Community/ Culture
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill 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.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Discuss experiences of media arts productions, describing their meaning and purpose.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
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?
Concepts & Vocabulary:
Community/ Culture
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill 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.
Relate
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Discuss how media arts productions and ideas relate to everyday and cultural life.

Examples: media messages and media environments

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
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?
Concepts & Vocabulary:
Community/ Culture
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill 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.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Interact appropriately with media arts tools and environments, practicing safety, rules and fairness.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
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?
Concepts & Vocabulary:
Community/ Culture
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill 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.