Courses of Study

Creating
Conceive
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
1) Conceptualize original media arts products, utilizing a variety of creative methods.

a. Use brainstorming and modeling.

Example: Draw a design of a multi-purpose tool and create it out of foam or cardboard.

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:
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
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.
  • 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.
Develop
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
2) Consider the artistic goals and the presentation while collaboratively discussing, testing, and assembling ideas, plans, and models for media arts productions.

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:
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
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.
  • 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.
Construct
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 2
Learning Activities: 2
3) Arrange varied content and components to convey purpose and meaning in different media arts productions, applying associated artistic principles.

a. Use artistic concepts of balance and contrast.

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.

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:
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
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.
  • 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.
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
4) Demonstrate intentional effect in refining media artworks, emphasizing elements for a purpose.

a. Use elements of design to communicate through metaphor.

Example: Photograph shadows of repetitive lines to represent imprisonment.

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:
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
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.
  • 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.
Producing
Integrate
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
5) Demonstrate how a variety of academics, arts, and media forms (content and media) may be mixed or coordinated into media arts products.

Example: Perform and record a narrated dance.

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:
Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
Skill 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.
Practice
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
6) Collaborate to practice fundamental artistic, design, technical, and career skills in media arts productions.

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

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

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:
Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
Skill 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.
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
7) Practice design thinking in addressing problems within and through media arts productions.

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:
Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
Skill 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.
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
8) Demonstrate use of tools and techniques in standard and novel ways while constructing media arts productions.

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:
Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
Skill 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.
Present
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
9) Explain the presentation conditions and fulfill a role and processes in presenting or distributing media arts productions.

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:
Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
Skill 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.
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
10) Explain results of and improvements for presenting media arts productions.

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:
Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
Skill 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.
Responding
Perceive
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 2
Learning Activities: 2
11) Identify, describe, and explain how messages are created by components in media arts productions.

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?
Skill Examples:
  • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
  • After watching a series of commercials for shoes, 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 a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
12) Identify, describe, and explain how various forms, methods, and styles in media arts productions manage audience experience.

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?
Skill Examples:
  • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
  • After watching a series of commercials for shoes, 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 a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
Interpret
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
13) Determine and explain reactions and interpretations to a variety of media arts productions, considering both purpose and context.

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?
Skill Examples:
  • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
  • After watching a series of commercials for shoes, 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 a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
Evaluate
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
14) Identify and apply basic criteria for evaluating and improving production processes and media arts productions, considering context.

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?
Skill Examples:
  • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
  • After watching a series of commercials for shoes, 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 a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
  • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
15) Examine and use personal and external resources to create media arts productions.

a. Involve interests, research, and cultural understanding.

Example: Create paper bag puppets to tell a story based on a topic of character education, such as bullying.

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:
Examine
  • question
Culture
  • personal
  • interests
  • external
  • trends
Interact
  • observe
  • question
Ethics
  • fair
  • law
  • right
Skill Examples:
  • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
16) Examine and show how media arts productions create meanings, situations, and/or cultural experiences.

Example: Create their own online space using a vlog.

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:
Examine
  • question
Culture
  • personal
  • interests
  • external
  • trends
Interact
  • observe
  • question
Ethics
  • fair
  • law
  • right
Skill Examples:
  • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
Relate
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
17) Explain verbally and/or in media arts productions how media art productions and ideas relate to everyday and cultural life.

Examples: Fantasy, reality, and technology use.

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:
Examine
  • question
Culture
  • personal
  • interests
  • external
  • trends
Interact
  • observe
  • question
Ethics
  • fair
  • law
  • right
Skill Examples:
  • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
Arts Education (2017)
Grade(s): 4
Media Arts
All Resources: 0
18) Examine and interact appropriately with media arts tools and environments, considering ethics, rules, and fairness.

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:
Examine
  • question
Culture
  • personal
  • interests
  • external
  • trends
Interact
  • observe
  • question
Ethics
  • fair
  • law
  • right
Skill Examples:
  • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
  • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
  • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.