Courses of Study

Creating
Conceive
Arts Education (2017)
Grade(s): 3
Media Arts
All Resources: 5
Classroom Resources: 5
1) Develop multiple ideas for a media arts product, utilizing a variety of tools, methods, and/or materials.

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:
Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect
Skill Examples:
  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production. With guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.
Develop
Arts Education (2017)
Grade(s): 3
Media Arts
All Resources: 0
2) Form, share, and test the ideas, plans, and models to plan for media arts productions.

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:
Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect
Skill Examples:
  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production. With guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.
Construct
Arts Education (2017)
Grade(s): 3
Media Arts
All Resources: 0
3) Construct and order various content into unified, purposeful media arts productions, describing and applying a defined set of principles.

a. Use movement and force.

Example: Using available technology, record students using pantomime movement of climbing a rope and falling in slow motion.

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:
Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect
Skill Examples:
  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production. With guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.
Arts Education (2017)
Grade(s): 3
Media Arts
All Resources: 0
4) Practice and analyze how the basic principles alter effect and purpose in refining and completing media artworks.

Example: Change horizon line in digital photographs to affect perspective.

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:
Develop
  • challenge
    • Variety
    • from more than one category of ideas
    Evaluate
    • test
    • challenge
    Construct
    • build
    • order
    • assemble
    Principles
    • movement
    • force
    Analyze
    • compare and contrast
    • cause and effect
Skill Examples:
  • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script.
  • In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production. With guidance, test the model by getting feedback from classmates.
  • With guidance, create and present with a media arts product teaching Newton's Laws.
  • With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.
Producing
Integrate
Arts Education (2017)
Grade(s): 3
Media Arts
All Resources: 0
5) Combine varied academic, arts, and media forms and content into unified media arts products.

Example: Combine animation, music and dance.

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:
Varied
  • from more than one category
Collaborate
  • cooperate
  • combining ideas
  • active listening
Artistic Roles
  • designers
  • director
Technical Roles
  • equipment operator
Organization Roles
  • producer
  • director
  • writer
  • editor
Composition
  • elements of design
Creative Thinking
  • role playing
  • discussion
Critical Thinking
  • analyze
  • synthesize
Planning
  • modeling
  • storyboarding
  • scripting
Experience
  • audience
  • setting
  • environment
    • Skill Examples:
    • With guidance, combine two art forms and two Web 3.0 tools to teach the information from science studies through digital art, animation, or video.
    • With guidance and in a group, use creative thinking and a decision matrix 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 a single word chosen to describe our community.
    • With guidance and in a group, use creative thinking and a decision matrix 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 an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.
    Practice
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    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.

    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:
    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment
    • Skill Examples:
    • With guidance, combine two art forms and two Web 3.0 tools to teach the information from science studies through digital art, animation, or video.
    • With guidance and in a group, use creative thinking and a decision matrix 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 a single word chosen to describe our community.
    • With guidance and in a group, use creative thinking and a decision matrix 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 an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    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.

    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:
    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment
    • Skill Examples:
    • With guidance, combine two art forms and two Web 3.0 tools to teach the information from science studies through digital art, animation, or video.
    • With guidance and in a group, use creative thinking and a decision matrix 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 a single word chosen to describe our community.
    • With guidance and in a group, use creative thinking and a decision matrix 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 an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    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.

    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:
    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment
    • Skill Examples:
    • With guidance, combine two art forms and two Web 3.0 tools to teach the information from science studies through digital art, animation, or video.
    • With guidance and in a group, use creative thinking and a decision matrix 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 a single word chosen to describe our community.
    • With guidance and in a group, use creative thinking and a decision matrix 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 an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.
    Present
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 0
    9) Identify and describe the presentation conditions and take on roles and processes in presenting or distributing media arts productions.

    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:
    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment
    • Skill Examples:
    • With guidance, combine two art forms and two Web 3.0 tools to teach the information from science studies through digital art, animation, or video.
    • With guidance and in a group, use creative thinking and a decision matrix 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 a single word chosen to describe our community.
    • With guidance and in a group, use creative thinking and a decision matrix 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 an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 0
    10) Identify, describe, and share the results of a media arts experience to improve the total production.

    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:
    Varied
    • from more than one category
    Collaborate
    • cooperate
    • combining ideas
    • active listening
    Artistic Roles
    • designers
    • director
    Technical Roles
    • equipment operator
    Organization Roles
    • producer
    • director
    • writer
    • editor
    Composition
    • elements of design
    Creative Thinking
    • role playing
    • discussion
    Critical Thinking
    • analyze
    • synthesize
    Planning
    • modeling
    • storyboarding
    • scripting
    Experience
    • audience
  • setting
  • environment
    • Skill Examples:
    • With guidance, combine two art forms and two Web 3.0 tools to teach the information from science studies through digital art, animation, or video.
    • With guidance and in a group, use creative thinking and a decision matrix 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 a single word chosen to describe our community.
    • With guidance and in a group, use creative thinking and a decision matrix 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 an original story using the elements of a story.
    • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project to advertise your favorite breakfast cereal. Use two of the methods available in the classroom to build original images or sounds.
    • In a group, choose a media arts presentation to share with the class about a topic being studied in social studies. In the group, assign roles and make a plan for presenting and carry out your plan for the class. Describe the conditions and process to your class.
    • After sharing a media arts presentation with your class as a group, debrief with your group with guidance to identify the cause and effect of the setting. Choose two improvements in the process that could be made.
    Responding
    Perceive
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 0
    11) Identify and describe how messages are created by components in media arts productions.

    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:
    Messages
    • content
    • information
    • theme
    Components
    • parts of whole
    • visual/ video
    • sound/ audio
    • temporality
    Context
    • audience
    • setting of presentation
    Evaluate
    • analyze
    • question
    • effectiveness
    Skill Examples:
    • After watching a commercial for a car, respond to teacher questions to identify and describe how the messages were created.
    • After watching a series of commercials for cars, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
    • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the purpose, meaning and message of each.
    • With help, make a checklist for media arts productions to grade them on basic storytelling, purpose, message, and context.
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 0
    12) Identify and describe how various forms, methods, and styles in media arts productions manage audience experience.

    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:
    Messages
    • content
    • information
    • theme
    Components
    • parts of whole
    • visual/ video
    • sound/ audio
    • temporality
    Context
    • audience
    • setting of presentation
    Evaluate
    • analyze
    • question
    • effectiveness
    Skill Examples:
    • After watching a commercial for a car, respond to teacher questions to identify and describe how the messages were created.
    • After watching a series of commercials for cars, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
    • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the purpose, meaning and message of each.
    • With help, make a checklist for media arts productions to grade them on basic storytelling, purpose, message, and context.
    Interpret
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 0
    13) Determine the purposes and meanings of media arts productions while describing their context.

    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:
    Messages
    • content
    • information
    • theme
    Components
    • parts of whole
    • visual/ video
    • sound/ audio
    • temporality
    Context
    • audience
    • setting of presentation
    Evaluate
    • analyze
    • question
    • effectiveness
    Skill Examples:
    • After watching a commercial for a car, respond to teacher questions to identify and describe how the messages were created.
    • After watching a series of commercials for cars, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
    • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the purpose, meaning and message of each.
    • With help, make a checklist for media arts productions to grade them on basic storytelling, purpose, message, and context.
    Evaluate
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 0
    14) Identify basic criteria for and evaluate media arts productions, considering possible improvements and contexts.

    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:
    Messages
    • content
    • information
    • theme
    Components
    • parts of whole
    • visual/ video
    • sound/ audio
    • temporality
    Context
    • audience
    • setting of presentation
    Evaluate
    • analyze
    • question
    • effectiveness
    Skill Examples:
    • After watching a commercial for a car, respond to teacher questions to identify and describe how the messages were created.
    • After watching a series of commercials for cars, respond to teacher questions to identify and describe the various methods and styles and the effect on the class.
    • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the purpose, meaning and message of each.
    • With help, make a checklist for media arts productions to grade them on basic storytelling, purpose, message, and context.
    Connecting
    Synthesize
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    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.

    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:
    Community/ Culture
    • personal
    • external
    • resources
    • values
    Synthesize
    • combine
    Media
    • commercial
    • advertising
    Behavior
    • choices
    • actions
    Safety
    • personal space
    • personal information
    • trusted person
    Appropriate
    • purpose
    • permission
    Skill Examples:
    • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production along with research about the event into a draft of a media arts product.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event.
    • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
    • Use software and online applications with adult permission. Cite sources in any media arts products.
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 0
    16) Identify and show how media arts productions form meanings, situations and/or culture.

    a. View examples of popular commercial advertising and programming.

    Example: Create their own commercial to advertise a product they use.

    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:
    Community/ Culture
    • personal
    • external
    • resources
    • values
    Synthesize
    • combine
    Media
    • commercial
    • advertising
    Behavior
    • choices
    • actions
    Safety
    • personal space
    • personal information
    • trusted person
    Appropriate
    • purpose
    • permission
    Skill Examples:
    • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production along with research about the event into a draft of a media arts product.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event.
    • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
    • Use software and online applications with adult permission. Cite sources in any media arts products.
    Relate
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 0
    17) Identify how ideas from media arts productions relate to everyday cultural life and influence values and online behavior.

    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:
    Community/ Culture
    • personal
    • external
    • resources
    • values
    Synthesize
    • combine
    Media
    • commercial
    • advertising
    Behavior
    • choices
    • actions
    Safety
    • personal space
    • personal information
    • trusted person
    Appropriate
    • purpose
    • permission
    Skill Examples:
    • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production along with research about the event into a draft of a media arts product.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event.
    • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
    • Use software and online applications with adult permission. Cite sources in any media arts products.
    Arts Education (2017)
    Grade(s): 3
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    18) Examine and interact appropriately with media arts tools and environments, applying safety, rules, and fairness.

    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:
    Community/ Culture
    • personal
    • external
    • resources
    • values
    Synthesize
    • combine
    Media
    • commercial
    • advertising
    Behavior
    • choices
    • actions
    Safety
    • personal space
    • personal information
    • trusted person
    Appropriate
    • purpose
    • permission
    Skill Examples:
    • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production along with research about the event into a draft of a media arts product.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event.
    • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
    • Use software and online applications with adult permission. Cite sources in any media arts products.