ALEX Resources

   View Standards     Standard(s): [ARTS] MED (4) 11 :

11) Identify, describe, and explain how messages are created by components in media arts productions.

[SC2015] (4) 11 :

11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

This learning activity should be used as an engage activity to introduce a lesson or unit on how animals use their senses to process information and respond to it. The students will watch a humorous, wordless media arts clip of how a cat solves a problem. The students will discuss the meaning of the clip and how the cat used its senses to solve his problem.

This activity was created as a result of the Arts COS Resource Development Summit.

   View Standards     Standard(s): [ARTS] MED (4) 11 :

11) Identify, describe, and explain how messages are created by components in media arts productions.

Students will watch Pixar Short Films and describe the characters, settings, and/or events in the films.
Students will determine the theme of the short films and describe how the theme was portrayed in the film.
Students will describe and explain how messages are created and portrayed through media arts productions.

This activity was created as a result of the Arts COS Resource Development Summit.

   View Standards     Standard(s): [ARTS] MED (4) 11 :

11) Identify, describe, and explain how messages are created by components in media arts productions.

[ARTS] MED (4) 12 :

12) Identify, describe, and explain how various forms, methods, and styles in media arts productions manage audience experience.

[ARTS] MED (5) 1 :

1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.

[ARTS] MED (5) 12 :

12) Identify, describe, and differentiate how various forms, methods, and styles in media arts productions manage audience experience.

[ARTS] MED (6) 1 :

1) Generate variations of goals and solutions for media arts products, utilizing chosen creative processes.

Example: Rewrite commercials to reflect truth in advertising.

Students will read about why commercials are necessary to show on television.  They will read why stations do not air old commercials.  They will brainstorm old commercials they remember watching.  They will watch current commercials and discuss what they like and dislike about them.  They will create and record a commercial for one of their favorite products.   

   View Standards     Standard(s): [ARTS] MED (4) 11 :

11) Identify, describe, and explain how messages are created by components in media arts productions.

[ARTS] MED (4) 12 :

12) Identify, describe, and explain how various forms, methods, and styles in media arts productions manage audience experience.

[ARTS] MED (5) 11 :

11) Identify, describe, and differentiate how message and meaning are created by components in media arts productions.

Example: Change musical underscoring to affect the message.

[ARTS] MED (5) 12 :

12) Identify, describe, and differentiate how various forms, methods, and styles in media arts productions manage audience experience.

Are you a movie fan? Do you like animation or live-action? Do you watch movies in 3D? It makes the special effects seem so real! Have you ever WONDERed how moviemakers do it? It‘s not magic! Many times, they use Computer Generated Imagery (CGI). In this learning activity, students will learn about CGI and how designers put the images in films. The students will also learn about some of the films that include CGI.  Finally, the students will identify CGI in a movie and discuss how it affects the experience of the audience.