Courses of Study

Creating
Conceive
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Strategically use varied methods to formulate multiple ideas, refine artistic goals, and increase the originality of approaches in media arts creation processes.

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?
Skill Examples:
  • Use productive thinking and divergent thinking to choose varied methods to produce one media arts product based on identified artistic goals. Choose the most original method and justify the choice.
  • In a group, collaboratively apply agreed upon aesthetic criteria to design and test an original artistic idea for a no-cost media arts product to present for the PTA regarding student voice.
  • Using at least two art forms, outline a plan for a media arts product that serves as a commercial for a school event, choosing stylistic conventions that support the two art forms and the product's purpose.
  • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to use different technical components. Meet and explain choices in modifications.
Develop
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Collaboratively apply a personal aesthetic in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context.

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?
Skill Examples:
  • Use productive thinking and divergent thinking to choose varied methods to produce one media arts product based on identified artistic goals. Choose the most original method and justify the choice.
  • In a group, collaboratively apply agreed upon aesthetic criteria to design and test an original artistic idea for a no-cost media arts product to present for the PTA regarding student voice.
  • Using at least two art forms, outline a plan for a media arts product that serves as a commercial for a school event, choosing stylistic conventions that support the two art forms and the product's purpose.
  • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to use different technical components. Meet and explain choices in modifications.
Construct
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Consolidate production processes to demonstrate deliberate choices in organizing and connecting content and stylistic conventions in media arts production, demonstrating understanding of associated principles.

Example: Utilize continuity and juxtaposition.

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?
Skill Examples:
  • Use productive thinking and divergent thinking to choose varied methods to produce one media arts product based on identified artistic goals. Choose the most original method and justify the choice.
  • In a group, collaboratively apply agreed upon aesthetic criteria to design and test an original artistic idea for a no-cost media arts product to present for the PTA regarding student voice.
  • Using at least two art forms, outline a plan for a media arts product that serves as a commercial for a school event, choosing stylistic conventions that support the two art forms and the product's purpose.
  • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to use different technical components. Meet and explain choices in modifications.
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Refine and elaborate aesthetic elements and technical components to intentionally form relevant expressions in media artworks for specific contexts, intentions, and audiences.

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?
Skill Examples:
  • Use productive thinking and divergent thinking to choose varied methods to produce one media arts product based on identified artistic goals. Choose the most original method and justify the choice.
  • In a group, collaboratively apply agreed upon aesthetic criteria to design and test an original artistic idea for a no-cost media arts product to present for the PTA regarding student voice.
  • Using at least two art forms, outline a plan for a media arts product that serves as a commercial for a school event, choosing stylistic conventions that support the two art forms and the product's purpose.
  • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to use different technical components. Meet and explain choices in modifications.
Producing
Integrate
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Connect varied art forms, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity.

Example: Create transmedia productions by using a single thematic storyline in at least three different media projects such as a blog, video, and radio.

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:
Message
  • Thematic Integrity
  • Unity
  • Interactivity
  • Curate a series
Creativity
  • Stylistic Continuity
  • Responsiveness to Failure
  • Resisting Closure
Skill Examples:
  • Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review.
  • Conceptualize an original idea for a series of three media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience.
  • Create an original media arts series that use a combination of tools, styles, and techniques that interact in a unified theme to serve a single purpose and message and meet personal expressive goals.
  • Select, organize, and present a collection of media artworks to educate first graders, fifth graders, and peers about the history of media arts.
  • Attend and evaluate classmates' curations of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.
Practice
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Demonstrate effective command of artistic, design, technical, and career skills in managing and producing 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:
Message
  • Thematic Integrity
  • Unity
  • Interactivity
  • Curate a series
Creativity
  • Stylistic Continuity
  • Responsiveness to Failure
  • Resisting Closure
Skill Examples:
  • Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review.
  • Conceptualize an original idea for a series of three media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience.
  • Create an original media arts series that use a combination of tools, styles, and techniques that interact in a unified theme to serve a single purpose and message and meet personal expressive goals.
  • Select, organize, and present a collection of media artworks to educate first graders, fifth graders, and peers about the history of media arts.
  • Attend and evaluate classmates' curations of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate effective ability in creative and design abilities, including resisting closure and responsive use of failure, to address sophisticated challenges within and through 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:
Message
  • Thematic Integrity
  • Unity
  • Interactivity
  • Curate a series
Creativity
  • Stylistic Continuity
  • Responsiveness to Failure
  • Resisting Closure
Skill Examples:
  • Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review.
  • Conceptualize an original idea for a series of three media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience.
  • Create an original media arts series that use a combination of tools, styles, and techniques that interact in a unified theme to serve a single purpose and message and meet personal expressive goals.
  • Select, organize, and present a collection of media artworks to educate first graders, fifth graders, and peers about the history of media arts.
  • Attend and evaluate classmates' curations of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate the skillful adaptation and combination of tools, styles, techniques, and interactivity to achieve specific expressive goals in the production of a variety of media artworks.

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:
Message
  • Thematic Integrity
  • Unity
  • Interactivity
  • Curate a series
Creativity
  • Stylistic Continuity
  • Responsiveness to Failure
  • Resisting Closure
Skill Examples:
  • Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review.
  • Conceptualize an original idea for a series of three media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience.
  • Create an original media arts series that use a combination of tools, styles, and techniques that interact in a unified theme to serve a single purpose and message and meet personal expressive goals.
  • Select, organize, and present a collection of media artworks to educate first graders, fifth graders, and peers about the history of media arts.
  • Attend and evaluate classmates' curations of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.
Present
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Curate and design the presentation and distribution of collections of media artworks through a variety of contexts.

Example: Create a collection of media projects to present to mass audiences in both physical and virtual channels, such as school exhibition and YouTube /Vimeo.

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:
Message
  • Thematic Integrity
  • Unity
  • Interactivity
  • Curate a series
Creativity
  • Stylistic Continuity
  • Responsiveness to Failure
  • Resisting Closure
Skill Examples:
  • Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review.
  • Conceptualize an original idea for a series of three media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience.
  • Create an original media arts series that use a combination of tools, styles, and techniques that interact in a unified theme to serve a single purpose and message and meet personal expressive goals.
  • Select, organize, and present a collection of media artworks to educate first graders, fifth graders, and peers about the history of media arts.
  • Attend and evaluate classmates' curations of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Evaluate and implement improvements in presenting media artworks, considering personal, local, and social impacts including changes that occurred for people or to a situation.

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:
Message
  • Thematic Integrity
  • Unity
  • Interactivity
  • Curate a series
Creativity
  • Stylistic Continuity
  • Responsiveness to Failure
  • Resisting Closure
Skill Examples:
  • Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review.
  • Conceptualize an original idea for a series of three media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience.
  • Create an original media arts series that use a combination of tools, styles, and techniques that interact in a unified theme to serve a single purpose and message and meet personal expressive goals.
  • Select, organize, and present a collection of media artworks to educate first graders, fifth graders, and peers about the history of media arts.
  • Attend and evaluate classmates' curations of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.
Responding
Perceive
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Analyze and synthesize the qualities and relationships of the components in a variety of media arts productions, and give feedback on how they impact an audience.

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?
Skill Examples:
  • Review a series of media arts products and write a critique of the qualities and relationships between the components and style in accordance how they impact the audience.
  • Review a series of media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception.
  • Review a series of media arts products and write a critique of how the productions communicate intent, meaning for both personal, societal, cultural, and historical context.
  • Evaluate the production process for a media arts presentation and provide a written review with constructive feedback. Defend your review in front of a panel of your classmates.
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Analyze how a broad range of media arts productions manage audience experience and create intention and persuasion through multimodal perception.

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?
Skill Examples:
  • Review a series of media arts products and write a critique of the qualities and relationships between the components and style in accordance how they impact the audience.
  • Review a series of media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception.
  • Review a series of media arts products and write a critique of how the productions communicate intent, meaning for both personal, societal, cultural, and historical context.
  • Evaluate the production process for a media arts presentation and provide a written review with constructive feedback. Defend your review in front of a panel of your classmates.
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Analyze the intent, meanings, and influence of a variety of media arts productions, based on personal, societal, historical, and cultural contexts.

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?
Skill Examples:
  • Review a series of media arts products and write a critique of the qualities and relationships between the components and style in accordance how they impact the audience.
  • Review a series of media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception.
  • Review a series of media arts products and write a critique of how the productions communicate intent, meaning for both personal, societal, cultural, and historical context.
  • Evaluate the production process for a media arts presentation and provide a written review with constructive feedback. Defend your review in front of a panel of your classmates.
Evaluate
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Form and apply defensible evaluations in the constructive and systematic critique of production processes for media arts productions.

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?
Skill Examples:
  • Review a series of media arts products and write a critique of the qualities and relationships between the components and style in accordance how they impact the audience.
  • Review a series of media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception.
  • Review a series of media arts products and write a critique of how the productions communicate intent, meaning for both personal, societal, cultural, and historical context.
  • Evaluate the production process for a media arts presentation and provide a written review with constructive feedback. Defend your review in front of a panel of your classmates.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Synthesize internal and external resources to enhance the creation of persuasive media arts productions, including cultural connections, introspection, research, and exemplary works.

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:
Resources
  • Internal
  • Introspection
  • External
  • Connections
  • Research
Creativity
  • Synthesize
Message
  • Purpose
  • Persuasion
  • Values
  • Contexts
Contexts
  • Legal
  • Technological
  • Systemic
  • Vocational
Ethics
  • Responsibility
Digital Citizenship
  • Literacy
  • Fair Use
  • Copyright
  • Ownership
Skill Examples:
  • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and modify an existing media arts work by interjecting research to strengthen or challenge the message of the work.
  • Create an annotated bibliography of media arts products that inform an audience about a cultural tradition. Choose one product and share with the class, expanding their knowledge of a tradition through a media arts experience.
  • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trends. Choose one and share with the class, demonstrating how the message varies within different contexts.
  • Research the legal, technological, system, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding sampling and the effects on media artworks and artists.
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Explain and demonstrate the use of media arts productions to synthesize new meaning and knowledge to reflect and to form cultural experiences.

Example: Demonstrate new connections between universal themes and ideas, local and global networks, and personal influence through a personal multimedia portfolio.

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:
Resources
  • Internal
  • Introspection
  • External
  • Connections
  • Research
Creativity
  • Synthesize
Message
  • Purpose
  • Persuasion
  • Values
  • Contexts
Contexts
  • Legal
  • Technological
  • Systemic
  • Vocational
Ethics
  • Responsibility
Digital Citizenship
  • Literacy
  • Fair Use
  • Copyright
  • Ownership
Skill Examples:
  • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and modify an existing media arts work by interjecting research to strengthen or challenge the message of the work.
  • Create an annotated bibliography of media arts products that inform an audience about a cultural tradition. Choose one product and share with the class, expanding their knowledge of a tradition through a media arts experience.
  • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trends. Choose one and share with the class, demonstrating how the message varies within different contexts.
  • Research the legal, technological, system, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding sampling and the effects on media artworks and artists.
Relate
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Examine in-depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values.

Examples: Markets, systems, propaganda, and truth.

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:
Resources
  • Internal
  • Introspection
  • External
  • Connections
  • Research
Creativity
  • Synthesize
Message
  • Purpose
  • Persuasion
  • Values
  • Contexts
Contexts
  • Legal
  • Technological
  • Systemic
  • Vocational
Ethics
  • Responsibility
Digital Citizenship
  • Literacy
  • Fair Use
  • Copyright
  • Ownership
Skill Examples:
  • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and modify an existing media arts work by interjecting research to strengthen or challenge the message of the work.
  • Create an annotated bibliography of media arts products that inform an audience about a cultural tradition. Choose one product and share with the class, expanding their knowledge of a tradition through a media arts experience.
  • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trends. Choose one and share with the class, demonstrating how the message varies within different contexts.
  • Research the legal, technological, system, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding sampling and the effects on media artworks and artists.
Arts Education (2017)
Grade(s): 9 - 12
Media Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist/audience interactivity.

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:
Resources
  • Internal
  • Introspection
  • External
  • Connections
  • Research
Creativity
  • Synthesize
Message
  • Purpose
  • Persuasion
  • Values
  • Contexts
Contexts
  • Legal
  • Technological
  • Systemic
  • Vocational
Ethics
  • Responsibility
Digital Citizenship
  • Literacy
  • Fair Use
  • Copyright
  • Ownership
Skill Examples:
  • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and modify an existing media arts work by interjecting research to strengthen or challenge the message of the work.
  • Create an annotated bibliography of media arts products that inform an audience about a cultural tradition. Choose one product and share with the class, expanding their knowledge of a tradition through a media arts experience.
  • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trends. Choose one and share with the class, demonstrating how the message varies within different contexts.
  • Research the legal, technological, system, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding sampling and the effects on media artworks and artists.