ALEX Resources

   View Standards     Standard(s): [ELA2021] (5) 26 :

26. Analyze how two or more texts address similar topics in diverse media and formats, including graphics, live and/or recorded performances, and written works.

a. Explain how visual and multimedia elements contribute to the overall meaning and tone of a text.

b. Compare and contrast the approaches to theme in several stories within a genre.

c. Locate information quickly within a text and apply information from multiple sources to analysis of the topics.

d. Explain how an author uses reasons and evidence to support particular points in a text.

e. Compare the approaches of several authors of articles about the same or similar topics.

[ARTS] MED (5) 1 :

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

[DLIT] (5) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 22 :

16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :

17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (5) 26 :

20) Collaborate locally and globally using online digital tools under teacher supervision.

Analyzing a commercial for a high-interest product, students will identify the elements and principles of design used to convey the message and ideal of a company through a digital collaborative space. Students will generate many, varied, and unusual ways to communicate their own message, matching the company's ideals, through a different use of elements and principles of design.

This is the third activity in a series of four to meet Media Arts Standard 5.1:

Using Productive Thinking in Media Arts
Identifying and Choosing a Message in Media Arts
Cracking the Code in Media Arts
Storyboarding in Media Arts

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

   View Standards     Standard(s): [ARTS] MED (5) 1 :

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

[CE] (0-12) 22 :

22 ) Creativity

Students will learn to expand their creative thinking and generate original ideas as a media artist. They will draw on their personal knowledge to generate many, varied, and unusual ideas, activating metacognition to increase productive thinking.

This activity is the first of four to meet Media Arts Standard 5.1:

Using Productive Thinking in Media Arts

Identifying and Choosing a Message in Media Arts

Cracking the Secret Code in Media Arts

Storyboarding in Media Arts

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

   View Standards     Standard(s): [ELA2021] (5) 31 :

31. Include multimedia components and visual displays in presentations to enhance the development of main ideas or themes when appropriate.

Examples: graphics, sounds

[ARTS] MED (5) 1 :

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

Students will use an online storyboard program to plan a commercial for a high-interest product, drawing on personal experience and the work of others, that communicates a student-selected message. This message will communicate the identified ideals of the company and will have re-imagined the elements and principles of design from an already existing commercial for that product.

This is the fourth activity in a series of four to meet Media Arts Standard 5.1:

Using Productive Thinking in Media Arts
Identifying and Choosing a Message in Media Arts
Cracking the Code in Media Arts
Storyboarding in Media Arts

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

   View Standards     Standard(s): [ARTS] MED (5) 1 :

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

[ELA2021] (5) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (5) 26 :

26. Analyze how two or more texts address similar topics in diverse media and formats, including graphics, live and/or recorded performances, and written works.

a. Explain how visual and multimedia elements contribute to the overall meaning and tone of a text.

b. Compare and contrast the approaches to theme in several stories within a genre.

c. Locate information quickly within a text and apply information from multiple sources to analysis of the topics.

d. Explain how an author uses reasons and evidence to support particular points in a text.

e. Compare the approaches of several authors of articles about the same or similar topics.

Students will use critical and creative thinking to generate many, varied, and unusual ideas for a media arts product through synthesis, using personal experience and/or the work of others.

This is the second activity in a series of four to meet Media Arts Standard 5.1:

Using Productive Thinking in Media Arts

Identifying and Choosing a Message in Media Arts

Cracking the Secret Code in Media Arts

Storyboarding in Media Arts

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 (5) 1 :

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

[ARTS] MED (5) 3 :

3) Design and combine components to express purpose and meaning in a variety of media arts productions, utilizing sets of associated principles.

a. Use emphasis and exaggeration.

Example: Photograph the transition of a portrait, using caricature to change facial features demonstrating emphasis and exaggeration.

[ARTS] MED (5) 18 :

18) Examine, discuss, and interact appropriately with media arts tools and environments, considering ethics, rules and media literacy.

In this learning activity, students will create a media collage using images and text boxes on a shared Google Slideshow, letting others in our class learn a little more about each student. The slideshow will include all students and they will have to practice good digital citizenship while completing their slides. 

   View Standards     Standard(s): [ARTS] MED (4) 1 :

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.

[ARTS] MED (4) 3 :

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.

[ARTS] MED (4) 4 :

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.

[ARTS] MED (4) 5 :

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.

[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) 3 :

3) Design and combine components to express purpose and meaning in a variety of media arts productions, utilizing sets of associated principles.

a. Use emphasis and exaggeration.

Example: Photograph the transition of a portrait, using caricature to change facial features demonstrating emphasis and exaggeration.

[ARTS] MED (5) 4 :

4) Determine how elements and components can be modified for clear communication and intentional effects, then revise media artworks to improve clarity and purpose.

[ARTS] MED (5) 5 :

5) Create media artworks through the integration of multiple contents and forms.

Example: Create video using storyboarding, site locations, filming, and background music to promote "Read Across America."

Students will share book talks through digital storytelling.  They will add images, text, narration, music, and effects using Microsoft Photo Story.  This unit includes six lessons. 

   View Standards     Standard(s): [ARTS] MED (4) 1 :

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.

[ARTS] MED (4) 15 :

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.

[ARTS] MED (4) 17 :

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.

[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) 17 :

17) Research and show how media arts productions and ideas relate to personal, social and community life.

a. Focus on commercial and information purposes, history, and ethics.

Example: Create a video to explore the myths of the Native Americans.

Students will read about how video games are created.  They will read that computer programmers have to write in a computer language called code to control the game.  They will read that video games have a story, characters, and an environment.  They will begin writing a scenario for a new video game.    

   View Standards     Standard(s): [ARTS] MED (4) 1 :

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.

[ARTS] MED (4) 8 :

8) Demonstrate use of tools and techniques in standard and novel ways while constructing media arts productions.

[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) 8 :

8) Examine how tools and techniques could be used in standard and experimental ways in constructing media arts productions.

Example: Use font styles and/or words in video titles to construct images to communicate a point of view.

Students will read about how sound effects are made.  They will read about how the T. Rex's voice was made in Jurassic Park.  They will create sound effects with items around their house.  

   View Standards     Standard(s): [ARTS] MED (3) 1 :

1) Develop multiple ideas for a media arts product, utilizing a variety of tools, methods, and/or materials.

[ARTS] MED (3) 6 :

6) Collaborate in a variety of artistic, design, technical, and organizational roles, including making compositional decisions, manipulating tools, and planning with a group in media arts productions.

[ARTS] MED (4) 1 :

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.

[ARTS] MED (4) 6 :

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.

[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) 6 :

6) Collaborate to practice artistic, design, technical, and career skills in media arts productions.

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

Example: Divide into groups to develop components needed to produce a newscast.

Students will read about Virtual Reality (VR).  They will brainstorm ideas for a VR game.  They will discuss if VR is an acceptable substitution for real life.  

   View Standards     Standard(s): [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) 3 :

3) Design and combine components to express purpose and meaning in a variety of media arts productions, utilizing sets of associated principles.

a. Use emphasis and exaggeration.

Example: Photograph the transition of a portrait, using caricature to change facial features demonstrating emphasis and exaggeration.

[ARTS] MED (5) 5 :

5) Create media artworks through the integration of multiple contents and forms.

Example: Create video using storyboarding, site locations, filming, and background music to promote "Read Across America."

Students will create short digital videos that include music, photos, video clips, and text using Animoto.  This resource provides several ideas on how to use Animoto in your current lessons.   

   View Standards     Standard(s): [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) 16 :

16) Examine and show how media arts productions create meanings, situations and cultural experiences.

Example: Create a presentation on a new exhibit at an art museum.

Students will read and analyze haiku poetry.  They will compose their own haiku and animate it with Animoto.  This unit includes five lessons. 

   View Standards     Standard(s): [ARTS] MED (4) 1 :

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.

[ARTS] MED (4) 3 :

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.

[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) 3 :

3) Design and combine components to express purpose and meaning in a variety of media arts productions, utilizing sets of associated principles.

a. Use emphasis and exaggeration.

Example: Photograph the transition of a portrait, using caricature to change facial features demonstrating emphasis and exaggeration.

[ARTS] MED (5) 5 :

5) Create media artworks through the integration of multiple contents and forms.

Example: Create video using storyboarding, site locations, filming, and background music to promote "Read Across America."

This article provides instructions on how to use the app iMotion by Fingerlab.  It is a free iOS app for time-lapse and stop-motion animation.  Students should consider creating a storyboard, set design, lighting, camera angles, using a tripod, and how many shots to take in sequence.  Additional apps are listed for both iPads and Android.   

   View Standards     Standard(s): [ARTS] MED (3) 1 :

1) Develop multiple ideas for a media arts product, utilizing a variety of tools, methods, and/or materials.

[ARTS] MED (3) 7 :

7) Exhibit basic creative skills to invent new content and solutions within and through media arts productions.

a. Use brainstorming, critical thinking, role playing, and discussion

Example: Suggest three different endings to a story.

[ARTS] MED (4) 1 :

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.

[ARTS] MED (4) 4 :

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.

[ARTS] MED (4) 8 :

8) Demonstrate use of tools and techniques in standard and novel ways while constructing media arts productions.

[ARTS] MED (5) 1 :

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

Students will read about podcasts and how they were created. They will read about how to start a podcast and what equipment is needed to begin. They will choose a podcast to listen to and write and record a script for their own podcast.    

   View Standards     Standard(s): [ARTS] MED (3) 1 :

1) Develop multiple ideas for a media arts product, utilizing a variety of tools, methods, and/or materials.

[ARTS] MED (3) 15 :

15) Use personal and external resources to create media arts productions.

a. Focus on interests, information, and models.

Example: Bring action figures from home to create stop motion video.

[ARTS] MED (4) 1 :

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.

[ARTS] MED (4) 15 :

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.

[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) 15 :

15) Access and use internal and external resources to create media arts productions.

Example: Using community interests, content knowledge, and personal experiences, create a presentation to advocate for the school soccer team.

The students will read about stop-motion animation and how it's made. They will read about several movies that are stop-motion animated. They can draw a flipbook to create stop-motion animation.  They will watch a stop-motion animated film and explain how it is made. Finally, they can create their own stop-motion animated films.    

   View Standards     Standard(s): [ARTS] MED (3) 1 :

1) Develop multiple ideas for a media arts product, utilizing a variety of tools, methods, and/or materials.

[ARTS] MED (3) 8 :

8) Exhibit standard use of tools and techniques while constructing media arts productions.

a. Use storyboarding, scripting, musical selections, and movement.

Example: Draw comic strips in sequential order of the story from beginning to end.

[ARTS] MED (4) 1 :

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.

[ARTS] MED (4) 8 :

8) Demonstrate use of tools and techniques in standard and novel ways while constructing media arts productions.

[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) 5 :

5) Create media artworks through the integration of multiple contents and forms.

Example: Create video using storyboarding, site locations, filming, and background music to promote "Read Across America."

Students will read about how movies are made, including before and after filming. They will create a script and storyboard for their movie idea. They can watch a movie to get ideas for special effects, background music, and how people are listed in the credits.  

   View Standards     Standard(s): [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) 4 :

4) Determine how elements and components can be modified for clear communication and intentional effects, then revise media artworks to improve clarity and purpose.

[ARTS] MED (5) 15 :

15) Access and use internal and external resources to create media arts productions.

Example: Using community interests, content knowledge, and personal experiences, create a presentation to advocate for the school soccer team.

[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.

[ARTS] MED (6) 4 :

4) Assess how elements and components can be altered for specific effects and audience, then refine media artworks to reflect purpose and audience.

This informational reading is a story about a family who writes and records their own radio show. The author provides a list of suggestions on how to get started. There are nine sample radio shows. Once completed, the radio show can be shared as an MP3. 

   View Standards     Standard(s): [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) 4 :

4) Determine how elements and components can be modified for clear communication and intentional effects, then revise media artworks to improve clarity and purpose.

[ARTS] MED (5) 18 :

18) Examine, discuss, and interact appropriately with media arts tools and environments, considering ethics, rules and media literacy.

This lesson introduces students to the basics of creating animations using Scratch. It will also highlight how coding can be used in creative, fun, and even whimsical/silly ways to communicate and entertain. Students will explore and create animations using Scratch. They will create an original animation based on a class concept, historical event, or another chosen idea. This lesson is divided into four days.  

   View Standards     Standard(s): [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) 5 :

5) Create media artworks through the integration of multiple contents and forms.

Example: Create video using storyboarding, site locations, filming, and background music to promote "Read Across America."

[ARTS] MED (5) 15 :

15) Access and use internal and external resources to create media arts productions.

Example: Using community interests, content knowledge, and personal experiences, create a presentation to advocate for the school soccer team.

Students will learn about the roles and jobs in animation. They will create an animation based on a storyboard they drew.