Courses of Study

Creating
Conceive
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Generate variations of goals and solutions for media arts products, utilizing chosen creative processes.

Example: Rewrite commercials to reflect truth in advertising.

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:
Generate
  • brainstorm
  • research
  • investigate
Goals
  • film
  • video
  • audio
  • digital storyboard
organize
  • Systematize ideas
  • Customize process
    • who is this product for?
Experiment
  • move scenes or sound clips
  • rearrange images
  • change characters
  • tell the story from various character view points
Assess
  • Evaluate the quality of each part of the work.
  • customize for who is viewing/ listening
Skill Examples:
  • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
  • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
  • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
  • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
Develop
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
2) Collaboratively organize, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering purposeful intent.

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:
Generate
  • brainstorm
  • research
  • investigate
Goals
  • film
  • video
  • audio
  • digital storyboard
organize
  • Systematize ideas
  • Customize process
    • who is this product for?
Experiment
  • move scenes or sound clips
  • rearrange images
  • change characters
  • tell the story from various character view points
Assess
  • Evaluate the quality of each part of the work.
  • customize for who is viewing/ listening
Skill Examples:
  • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
  • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
  • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
  • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
Construct
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Experiment with multiple approaches to produce content and components for specific purpose and meaning in media arts productions, utilizing a range of associated principles.

a. Modify point of view and/or perspective.

Example: Record a scene about a bully on the playground. The points of view can reflect the bully, the victim, and the observer.

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:
Generate
  • brainstorm
  • research
  • investigate
Goals
  • film
  • video
  • audio
  • digital storyboard
organize
  • Systematize ideas
  • Customize process
    • who is this product for?
Experiment
  • move scenes or sound clips
  • rearrange images
  • change characters
  • tell the story from various character view points
Assess
  • Evaluate the quality of each part of the work.
  • customize for who is viewing/ listening
Skill Examples:
  • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
  • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
  • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
  • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Assess how elements and components can be altered for specific effects and audience, then refine media artworks to reflect purpose and 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:
Generate
  • brainstorm
  • research
  • investigate
Goals
  • film
  • video
  • audio
  • digital storyboard
organize
  • Systematize ideas
  • Customize process
    • who is this product for?
Experiment
  • move scenes or sound clips
  • rearrange images
  • change characters
  • tell the story from various character view points
Assess
  • Evaluate the quality of each part of the work.
  • customize for who is viewing/ listening
Skill Examples:
  • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
  • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
  • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
  • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
Producing
Integrate
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Justify how integrating diverse contents and forms can support a central idea in a media artwork.

Example: Create a video and an audio commercial, changing the dialogue in each format to determine the most effective communication.

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:
Justify
  • cite evidence
  • support your view
integrate
  • put together
  • mash-up
Central idea
  • What the piece is mostly about
  • theme
artistic & design skills
  • creativity
  • problem solving
  • creative talent
technical skills
  • proficiency with computers
  • video & audio recording & editing equipment
career skills
  • good communication, writing, researching and editing skills
Skill Examples:
  • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
  • In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
  • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
  • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
  • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
  • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
Practice
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Develop a variety of artistic, design, technical, and career skills through collaboration to create media arts productions.

a. Utilize invention, formal technique, production, self-initiative, and problem-solving.

Example: Participate in an invention convention where they pitch an invention idea to help society.

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:
Justify
  • cite evidence
  • support your view
integrate
  • put together
  • mash-up
Central idea
  • What the piece is mostly about
  • theme
artistic & design skills
  • creativity
  • problem solving
  • creative talent
technical skills
  • proficiency with computers
  • video & audio recording & editing equipment
career skills
  • good communication, writing, researching and editing skills
Skill Examples:
  • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
  • In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
  • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
  • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
  • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
  • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Develop a variety of creative and design processes in developing solutions within and through media arts productions.

a. Consider teaching and testing constraints.

Example: Create video and/or audio presentations comparing legal and ethical content.

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:
Justify
  • cite evidence
  • support your view
integrate
  • put together
  • mash-up
Central idea
  • What the piece is mostly about
  • theme
artistic & design skills
  • creativity
  • problem solving
  • creative talent
technical skills
  • proficiency with computers
  • video & audio recording & editing equipment
career skills
  • good communication, writing, researching and editing skills
Skill Examples:
  • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
  • In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
  • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
  • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
  • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
  • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate adaptability, using tools and techniques in standard and experimental ways in constructing 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:
Justify
  • cite evidence
  • support your view
integrate
  • put together
  • mash-up
Central idea
  • What the piece is mostly about
  • theme
artistic & design skills
  • creativity
  • problem solving
  • creative talent
technical skills
  • proficiency with computers
  • video & audio recording & editing equipment
career skills
  • good communication, writing, researching and editing skills
Skill Examples:
  • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
  • In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
  • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
  • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
  • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
  • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
Present
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Fulfill various tasks and defined processes in the presentation and/or distribution of media arts productions, utilizing various presentation formats.

Example: Explore various methods of release for name brand product advertising.

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:
Justify
  • cite evidence
  • support your view
integrate
  • put together
  • mash-up
Central idea
  • What the piece is mostly about
  • theme
artistic & design skills
  • creativity
  • problem solving
  • creative talent
technical skills
  • proficiency with computers
  • video & audio recording & editing equipment
career skills
  • good communication, writing, researching and editing skills
Skill Examples:
  • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
  • In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
  • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
  • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
  • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
  • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Analyze results of and improvements for 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:
Justify
  • cite evidence
  • support your view
integrate
  • put together
  • mash-up
Central idea
  • What the piece is mostly about
  • theme
artistic & design skills
  • creativity
  • problem solving
  • creative talent
technical skills
  • proficiency with computers
  • video & audio recording & editing equipment
career skills
  • good communication, writing, researching and editing skills
Skill Examples:
  • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
  • In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
  • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
  • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
  • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
  • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
Responding
Perceive
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Identify, describe, and analyze how message and meaning are created by components 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
  • what is said, heard
meaning
  • sense or interpretation of the work
Skill Examples:
  • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
  • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
  • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
  • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Identify, describe, and analyze how various forms, methods, and styles in media arts productions manage audience experience.

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
  • what is said, heard
meaning
  • sense or interpretation of the work
Skill Examples:
  • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
  • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
  • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
  • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
Interpret
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Analyze the intent of a variety of media arts productions, using teacher-provided criteria.

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
  • what is said, heard
meaning
  • sense or interpretation of the work
Skill Examples:
  • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
  • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
  • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
  • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
Evaluate
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Determine and apply specific criteria to evaluate production processes in various media artworks, considering context and practicing constructive feedback.

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
  • what is said, heard
meaning
  • sense or interpretation of the work
Skill Examples:
  • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
  • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
  • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
  • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Access, evaluate, and use internal and external resources to evaluate media arts productions.

Example: Compare different commercial content for products.

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?
Skill Examples:
  • Develop a rubric from personal taste and professional criteria to evaluate a media arts production.
  • Share with the class a vintage media arts production (i.e., PSA from the Cold War, etc.), and include the original meaning and message of the event along with its meaning in a modern context.
  • Write a paragraph analyzing how media arts productions experienced everyday are part of the school community and affect family life.
  • Develop a bibliography of appropriate media arts tools for 5th grade students to use in creating their own products.
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Explain and show how media arts productions form new meanings, situations, and cultural experiences.

Example: Explore cause and effect of the media coverage of the space race of 1960's on fashion, culture, and technology.

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?
Skill Examples:
  • Develop a rubric from personal taste and professional criteria to evaluate a media arts production.
  • Share with the class a vintage media arts production (i.e., PSA from the Cold War, etc.), and include the original meaning and message of the event along with its meaning in a modern context.
  • Write a paragraph analyzing how media arts productions experienced everyday are part of the school community and affect family life.
  • Develop a bibliography of appropriate media arts tools for 5th grade students to use in creating their own products.
Relate
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Research and show how media arts productions and ideas relate to personal life and social, community and cultural situations.

Example: Watch videos of Kennedy's and Obama's inaugural addresses to compare elements of the media arts production.

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?
Skill Examples:
  • Develop a rubric from personal taste and professional criteria to evaluate a media arts production.
  • Share with the class a vintage media arts production (i.e., PSA from the Cold War, etc.), and include the original meaning and message of the event along with its meaning in a modern context.
  • Write a paragraph analyzing how media arts productions experienced everyday are part of the school community and affect family life.
  • Develop a bibliography of appropriate media arts tools for 5th grade students to use in creating their own products.
Arts Education (2017)
Grade(s): 6
Media Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Analyze and interact appropriately with media arts tools and environments, considering fair use and copyright, ethics, and media literacy.

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?
Skill Examples:
  • Develop a rubric from personal taste and professional criteria to evaluate a media arts production.
  • Share with the class a vintage media arts production (i.e., PSA from the Cold War, etc.), and include the original meaning and message of the event along with its meaning in a modern context.
  • Write a paragraph analyzing how media arts productions experienced everyday are part of the school community and affect family life.
  • Develop a bibliography of appropriate media arts tools for 5th grade students to use in creating their own products.