ALEX Classroom Resources

   View Standards     Standard(s): [ARTS] MEDP (9-12) 1 :

1) Use identified creative skills to formulate multiple ideas, develop artistic goals, and problem-solve in the media arts artistic process.

[ARTS] MEDA (9-12) 5 :

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.

[ARTS] MEDA (9-12) 9 :

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.

In this classroom resource, students will identify different types of animation. They will sketch and assemble a flipbook to be used in a stop-motion animated film. The film will include still-shot images, audio sound effects, and voiceovers.    

   View Standards     Standard(s): [ARTS] MEDP (9-12) 1 :

1) Use identified creative skills to formulate multiple ideas, develop artistic goals, and problem-solve in the media arts artistic process.

[ARTS] MEDA (9-12) 5 :

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.

[ARTS] MEDA (9-12) 9 :

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.

Can you guess why films are called "movies"? Why people are called "actors"? Not only do people move and act in films, but so can drawings! Learn (and try!) how animation makes the inanimate move! Students will read about and watch examples of animation. They will create a flipbook to create a stop-motion animation.  

   View Standards     Standard(s): [SC2015] ESS (9-12) 14 :

14 ) Construct explanations from evidence to describe how changes in the flow of energy through Earth's systems (e.g., volcanic eruptions, solar output, ocean circulation, surface temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis effect) impact the climate.

[SC2015] ENVS (9-12) 12 :

12 ) Analyze and interpret data and climate models to predict how global or regional climate change can affect Earth's systems (e.g., precipitation and temperature and their associated impacts on sea level, glacial ice volumes, and atmosphere and ocean composition).

[ARTS] MEDA (9-12) 5 :

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.

Students will create a video mash-up that illustrates climate change.  A video mash-up includes images, text, narration, and music to convey a message.  They will present the video to the class. The lesson has a student hand-out that can be downloaded and attached to a digital classroom assignment.

   View Standards     Standard(s): [ARTS] MEDP (9-12) 2 :

2) Collaboratively apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context.

[ARTS] MEDP (9-12) 5 :

5) Integrate varied art forms, media arts forms, and diverse content into unified media arts productions, considering the reaction and interaction of the audience.

Examples: Experiential design or brand engagement.

[ARTS] MEDP (9-12) 12 :

12) Analyze how a variety of media arts productions manage audience experience and create intention through multimodal perception.

[ARTS] MEDA (9-12) 2 :

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.

[ARTS] MEDA (9-12) 5 :

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.

[ARTS] MEDA (9-12) 9 :

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.

[ARTS] MEDA (9-12) 12 :

12) Analyze how a broad range of media arts productions manage audience experience and create intention and persuasion through multimodal perception.

Students will analyze the positive character traits of heroes as depicted in music, art, and literature. Students will brainstorm heroic characteristics and qualities. They will gain an understanding of how cultures and societies have produced folk, military, religious, political, and artistic heroes. Students will create original multimedia representations of heroes including narration, images, and music.