Courses of Study

Creating
Conceive
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 1
Classroom Resources: 1
1) Explore and share ideas for media arts products, utilizing play and experimentation.

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:
Communication
  • talking/ telling
  • drawing, writing
  • share
Media Arts
  • media tools
  • what we see
  • what we hear
  • product, production, artwork
Experimentation
  • add/ take away/ combine
  • try, try, try again
Developing
  • search
  • brainstorm
  • plan, order (sequence)
  • audience
  • construct/ build
Model
  • plan
  • pattern
Elements
  • sounds/ music
  • pictures/ video/ images
  • feeling
  • story/ information
  • audience
Construct
  • make/ build
Capture
  • borrow
  • give credit
Content
  • story
  • information
Expression
  • feelings
  • mood
Meaning
  • information
  • intent
  • audience
Skill Examples:
  • Imagine and share by responding to teacher questions about different kinds of sounds or music to add to a story from class.
  • Tell or draw steps to turn a story into a media arts production by choosing images (video or still pictures) and sound with prompting.
  • With help, use software or an application to draw a picture to show how a character from a story in class feels and copy and paste that image onto a PowerPoint slide.
  • With help, change the sound or image on a PowerPoint slide in order to express a different feeling.
Develop
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
2) Use ideas to develop plans and/or models for media arts productions.

a. Imagine the elements to create a media arts production related to current storytelling.

Example: Use a recording device such as a phone or tablet to capture students performing a story such as "The Three Little Pigs."

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:
Communication
  • talking/ telling
  • drawing, writing
  • share
Media Arts
  • media tools
  • what we see
  • what we hear
  • product, production, artwork
Experimentation
  • add/ take away/ combine
  • try, try, try again
Developing
  • search
  • brainstorm
  • plan, order (sequence)
  • audience
  • construct/ build
Model
  • plan
  • pattern
Elements
  • sounds/ music
  • pictures/ video/ images
  • feeling
  • story/ information
  • audience
Construct
  • make/ build
Capture
  • borrow
  • give credit
Content
  • story
  • information
Expression
  • feelings
  • mood
Meaning
  • information
  • intent
  • audience
Skill Examples:
  • Imagine and share by responding to teacher questions about different kinds of sounds or music to add to a story from class.
  • Tell or draw steps to turn a story into a media arts production by choosing images (video or still pictures) and sound with prompting.
  • With help, use software or an application to draw a picture to show how a character from a story in class feels and copy and paste that image onto a PowerPoint slide.
  • With help, change the sound or image on a PowerPoint slide in order to express a different feeling.
Construct
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
3) Construct and capture media arts content for expression and meaning in media arts productions.

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:
Communication
  • talking/ telling
  • drawing, writing
  • share
Media Arts
  • media tools
  • what we see
  • what we hear
  • product, production, artwork
Experimentation
  • add/ take away/ combine
  • try, try, try again
Developing
  • search
  • brainstorm
  • plan, order (sequence)
  • audience
  • construct/ build
Model
  • plan
  • pattern
Elements
  • sounds/ music
  • pictures/ video/ images
  • feeling
  • story/ information
  • audience
Construct
  • make/ build
Capture
  • borrow
  • give credit
Content
  • story
  • information
Expression
  • feelings
  • mood
Meaning
  • information
  • intent
  • audience
Skill Examples:
  • Imagine and share by responding to teacher questions about different kinds of sounds or music to add to a story from class.
  • Tell or draw steps to turn a story into a media arts production by choosing images (video or still pictures) and sound with prompting.
  • With help, use software or an application to draw a picture to show how a character from a story in class feels and copy and paste that image onto a PowerPoint slide.
  • With help, change the sound or image on a PowerPoint slide in order to express a different feeling.
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
4) Modify the content, form, or presentation of media artworks and share results.

Example: Modify a familiar commercial students may see broadcasted.

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:
Communication
  • talking/ telling
  • drawing, writing
  • share
Media Arts
  • media tools
  • what we see
  • what we hear
  • product, production, artwork
Experimentation
  • add/ take away/ combine
  • try, try, try again
Developing
  • search
  • brainstorm
  • plan, order (sequence)
  • audience
  • construct/ build
Model
  • plan
  • pattern
Elements
  • sounds/ music
  • pictures/ video/ images
  • feeling
  • story/ information
  • audience
Construct
  • make/ build
Capture
  • borrow
  • give credit
Content
  • story
  • information
Expression
  • feelings
  • mood
Meaning
  • information
  • intent
  • audience
Skill Examples:
  • Imagine and share by responding to teacher questions about different kinds of sounds or music to add to a story from class.
  • Tell or draw steps to turn a story into a media arts production by choosing images (video or still pictures) and sound with prompting.
  • With help, use software or an application to draw a picture to show how a character from a story in class feels and copy and paste that image onto a PowerPoint slide.
  • With help, change the sound or image on a PowerPoint slide in order to express a different feeling.
Producing
Integrate
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
5) Combine arts forms and media content to form media arts products.

Example: Combine dance and video.

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:
Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs
Skill Examples:
  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.
Practice
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
6) Identify and demonstrate basic skills, including handling tools, making choices, and cooperating, in creating 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:
Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs
Skill Examples:
  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
7) Identify and demonstrate creative skills within media arts productions.

Examples: Acting, singing, dancing, pantomime, improvisation.

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:
Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs
Skill Examples:
  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
8) Discover, practice, and share how media arts creation tools work.

Example: Teach a parent how to make a simple video from available technology.

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:
Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs
Skill Examples:
  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.
Present
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
9) Identify and share roles and contexts in presenting 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:
Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs
Skill Examples:
  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
10) Identify and share reactions to the presentation of 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:
Arts
  • dance, music, visual art, drama
Creativity
  • many ideas
  • add/ subtract/ modify/ substitute
Choosing
  • what do we know or can learn
  • how much time do we have
  • what tools do we have
Cooperation
  • roles
  • jobs
Skill Examples:
  • With help, record themselves telling a story. Then, draw pictures of the story using software or an application. With help, combine the voice recording with drawings.
  • With a group, pick a story from class and choose how to present that story with images and sounds. Use the tools available to make a media arts presentation of that story.
  • Tell how to add to, subtract from, modify, or what can be substituted in a short video to change the story told.
  • Play with a new application/ media arts tool, and share with the class how it works.
  • Tell the jobs needed to make a short video or sound recording. Make a short video or sound recording with a group of classmates with one person working in each job needed.
  • Watch or listen to a series of short videos that tell different kinds of stories expressing different feelings. Tell the reactions to the stories to the class.
Responding
Perceive
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
11) Recognize and share components and messages 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:
Components
  • parts to whole
Author's Intent
  • message
  • entertainment
  • inform
  • humor
Experience
  • feelings
  • reaction
Context
  • time
  • audience
  • place
  • purpose
Meaning
  • information
  • intent
  • audience
Aesthetics
  • pleasing
  • interesting
  • not distracting
Skill Examples:
  • Listen to a podcast or radio drama and tell the parts of the recording and the main idea of the program.
  • Listen to a recording of a story and watch a video of the story. With help, make a Venn Diagram that compares how the two create different experiences for the audience.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
12) Recognize and share how a variety of media arts productions create different experiences.

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:
Components
  • parts to whole
Author's Intent
  • message
  • entertainment
  • inform
  • humor
Experience
  • feelings
  • reaction
Context
  • time
  • audience
  • place
  • purpose
Meaning
  • information
  • intent
  • audience
Aesthetics
  • pleasing
  • interesting
  • not distracting
Skill Examples:
  • Listen to a podcast or radio drama and tell the parts of the recording and the main idea of the program.
  • Listen to a recording of a story and watch a video of the story. With help, make a Venn Diagram that compares how the two create different experiences for the audience.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.
Interpret
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
13) Share observations regarding a variety of media arts productions.

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:
Components
  • parts to whole
Author's Intent
  • message
  • entertainment
  • inform
  • humor
Experience
  • feelings
  • reaction
Context
  • time
  • audience
  • place
  • purpose
Meaning
  • information
  • intent
  • audience
Aesthetics
  • pleasing
  • interesting
  • not distracting
Skill Examples:
  • Listen to a podcast or radio drama and tell the parts of the recording and the main idea of the program.
  • Listen to a recording of a story and watch a video of the story. With help, make a Venn Diagram that compares how the two create different experiences for the audience.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.
Evaluate
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
14) Share appealing qualities and possible changes in media arts productions.

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:
Components
  • parts to whole
Author's Intent
  • message
  • entertainment
  • inform
  • humor
Experience
  • feelings
  • reaction
Context
  • time
  • audience
  • place
  • purpose
Meaning
  • information
  • intent
  • audience
Aesthetics
  • pleasing
  • interesting
  • not distracting
Skill Examples:
  • Listen to a podcast or radio drama and tell the parts of the recording and the main idea of the program.
  • Listen to a recording of a story and watch a video of the story. With help, make a Venn Diagram that compares how the two create different experiences for the audience.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.
Connecting
Synthesize
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 1
Classroom Resources: 1
15) Use personal experiences and choices in making media arts productions.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Skill Examples:
  • Create a recording to retell a story from class using names from their families and friends.
  • With a prompting, tell a happy memory of listening to or watching a media arts production.
  • With prompting, tell how the story told in a media arts production is like a day at school.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
16) Share memorable experiences of media arts productions.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Skill Examples:
  • Create a recording to retell a story from class using names from their families and friends.
  • With a prompting, tell a happy memory of listening to or watching a media arts production.
  • With prompting, tell how the story told in a media arts production is like a day at school.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.
Relate
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 0
17) Share ideas in relating media arts productions and everyday life.

Example: Daily activities.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Skill Examples:
  • Create a recording to retell a story from class using names from their families and friends.
  • With a prompting, tell a happy memory of listening to or watching a media arts production.
  • With prompting, tell how the story told in a media arts production is like a day at school.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.
Arts Education (2017)
Grade(s): K
Media Arts
All Resources: 1
Classroom Resources: 1
18) Interact safely and appropriately with media arts tools and environments.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Skill Examples:
  • Create a recording to retell a story from class using names from their families and friends.
  • With a prompting, tell a happy memory of listening to or watching a media arts production.
  • With prompting, tell how the story told in a media arts production is like a day at school.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.
Creating
Conceive
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 1
Classroom Resources: 1
1) Generate many ideas to form plans and models for media arts productions, with guidance.

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:
Generating Ideas
  • many ideas
  • fluency of thought
Models
  • sketches
Communication
  • present
Basic Principles
  • audio
  • time
  • story
Editing
  • improve
  • rearrange
Skill Examples:
  • Brainstorm to create a list of many ideas for a single media arts product.
  • After brainstorming for ideas for a media arts product, present ideas to the class along with sketches or models for the two favorite ideas.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product. After receiving feedback, modify the work to improve.
Develop
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
2) Express and present ideas for media arts products through sketching and modeling.

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:
Generating Ideas
  • many ideas
  • fluency of thought
Models
  • sketches
Communication
  • present
Basic Principles
  • audio
  • time
  • story
Editing
  • improve
  • rearrange
Skill Examples:
  • Brainstorm to create a list of many ideas for a single media arts product.
  • After brainstorming for ideas for a media arts product, present ideas to the class along with sketches or models for the two favorite ideas.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product. After receiving feedback, modify the work to improve.
Construct
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
3) Create, capture, and assemble media arts content for media arts productions, identifying basic principles.

a. Use pattern and repetition.

Example: Photograph repeating patterns such as utility poles, picket fences, or windows in a building.

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:
Generating Ideas
  • many ideas
  • fluency of thought
Models
  • sketches
Communication
  • present
Basic Principles
  • audio
  • time
  • story
Editing
  • improve
  • rearrange
Skill Examples:
  • Brainstorm to create a list of many ideas for a single media arts product.
  • After brainstorming for ideas for a media arts product, present ideas to the class along with sketches or models for the two favorite ideas.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product. After receiving feedback, modify the work to improve.
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
4) Practice and identify the effects of modifying the content, form, or presentation in order to refine and finish media artworks.

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:
Generating Ideas
  • many ideas
  • fluency of thought
Models
  • sketches
Communication
  • present
Basic Principles
  • audio
  • time
  • story
Editing
  • improve
  • rearrange
Skill Examples:
  • Brainstorm to create a list of many ideas for a single media arts product.
  • After brainstorming for ideas for a media arts product, present ideas to the class along with sketches or models for the two favorite ideas.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product.
  • With help, use software or an application to draw two pictures in sequence to show an action from a character in a story and copy and paste those images onto a PowerPoint slide. Add audio that communicates that reinforces the tone of the action. Identify audio, passage of time, and story in the final product. After receiving feedback, modify the work to improve.
Producing
Integrate
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 1
Learning Activities: 1
5) Combine varied academic and arts content to form media arts products.

Example: Record a story with illustrated or moving pictures, using a phone or tablet.

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:
Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback
Skill Examples:
  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."
Practice
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
6) Describe and demonstrate various artistic skills and roles, including technical steps, planning, and collaborating, 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:
Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback
Skill Examples:
  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
7) Describe and demonstrate basic creative skills, including varying techniques, within 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:
Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback
Skill Examples:
  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
8) Experiment with and share different ways to use tools and techniques to construct 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:
Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback
Skill Examples:
  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."
Present
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
9) Discuss presentation conditions and perform a task in presenting media arts productions with guidance.

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. E
Q: 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:
Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback
Skill Examples:
  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
10) Discuss personal experience of the presentation of media arts productions with guidance.

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. E
Q: 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:
Theme
  • big ideas
  • parts to whole
Artistic Skills
  • drawing/ painting
  • dancing/ creative movement
  • vocal music
  • instrumental music
  • acting/ dramatic interpretation
  • digital art or music
Media Arts Products
  • video
  • audio recording
  • digital art
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Creative Skills
  • productive thinking
  • collaboration
  • redesign
  • feedback
Skill Examples:
  • With help, make a video that uses music and dance to teach the parts of a story.
  • With a group, complete planning sheets with words or pictures to show the steps to make a video that teaches a friend how to determine if equations involving addition and subtraction are true or false. With help, follow through on the plan.
  • With help, make a sound recording that explains many and varied media arts techniques and products.
  • With help, tell a single story from class through three different media arts applications. Share with the class.
  • With help, present a video to your class in the classroom and, then, again in the library or another location.
  • With help, present a video to your class in the classroom and, then, again in the library or another location. With help, tell about your experience in a "vlog."
Responding
Perceive
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
11) Identify components and messages 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:
Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
Meaning
  • main idea
  • details
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
Skill Examples:
  • Watch a media arts production and identify the elements of the story and the main idea.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions with prompting.
  • Watch and/or listen to a series of media arts productions, respond to questions the main ideas of each in a teacher-led discussion.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
12) Identify how a variety of media arts productions create different experiences, with guidance.

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:
Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
Meaning
  • main idea
  • details
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
Skill Examples:
  • Watch a media arts production and identify the elements of the story and the main idea.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions with prompting.
  • Watch and/or listen to a series of media arts productions, respond to questions the main ideas of each in a teacher-led discussion.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.
Interpret
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
13) Identify the meanings of a variety of media arts productions, with guidance.

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:
Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
Meaning
  • main idea
  • details
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
Skill Examples:
  • Watch a media arts production and identify the elements of the story and the main idea.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions with prompting.
  • Watch and/or listen to a series of media arts productions, respond to questions the main ideas of each in a teacher-led discussion.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.
Evaluate
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
14) Identify the effective parts of and possible changes to media arts productions, considering viewers.

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:
Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
Meaning
  • main idea
  • details
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
Skill Examples:
  • Watch a media arts production and identify the elements of the story and the main idea.
  • Watch and/or listen to a series of media arts productions, tell what is seen and heard. Share opinions of the productions with prompting.
  • Watch and/or listen to a series of media arts productions, respond to questions the main ideas of each in a teacher-led discussion.
  • Watch and/or listen to a series of media arts productions, tell what is appealing/ pleasing in each by responding to teacher questions. With prompting, tell changes that could be made.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 1
Classroom Resources: 1
15) Use personal experiences, interests, and models in creating media arts productions.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill Examples:
  • With help, record a happy memory of listening to or watching a media arts production.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.).
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced every day.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
16) Share meaningful experiences of media arts productions.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill Examples:
  • With help, record a happy memory of listening to or watching a media arts production.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.).
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced every day.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.
Relate
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 0
17) Discuss and describe media arts productions in everyday life.

Examples: Popular media and connections with family and friends.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill Examples:
  • With help, record a happy memory of listening to or watching a media arts production.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.).
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced every day.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.
Arts Education (2017)
Grade(s): 1
Media Arts
All Resources: 1
Classroom Resources: 1
18) Interact appropriately with media arts tools and environments, considering 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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill Examples:
  • With help, record a happy memory of listening to or watching a media arts production.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.).
  • Through teacher-led discussion and by responding to questions, describe media arts productions experienced every day.
  • Learn to ask permission from a trusted adult about using digital tools and applications and practice with teacher.
Creating
Conceive
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 1
Classroom Resources: 1
1) Identify multiple concepts for media arts products through productive thinking, improvisation, and collaboration.

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:
Concepts
  • big ideas
  • main idea
  • lessons/ message
Developing
  • investigate
  • decision matrix
  • plan, order (sequence)
Model
  • draft
  • pattern
  • sketch
  • script
Basic Principles
  • light
  • repetition
  • attention
  • sound
  • time
  • story/ narrative
  • point of view
Editing
  • revised/ changed
  • rearranged
  • refine
  • complete
Evaluate
  • test
  • question
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 a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers. Using feedback from the class, refine the presentation to improve it.
Develop
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
2) Choose from several ideas to create plans and models 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:
Concepts
  • big ideas
  • main idea
  • lessons/ message
Developing
  • investigate
  • decision matrix
  • plan, order (sequence)
Model
  • draft
  • pattern
  • sketch
  • script
Basic Principles
  • light
  • repetition
  • attention
  • sound
  • time
  • story/ narrative
  • point of view
Editing
  • revised/ changed
  • rearranged
  • refine
  • complete
Evaluate
  • test
  • question
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 a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers. Using feedback from the class, refine the presentation to improve it.
Construct
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
3) Construct and assemble content for unified media arts productions, identifying and applying basic principles.

a. Use positioning and attention.

Example: Video using The Rule of Thirds in positioning of images.

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:
Concepts
  • big ideas
  • main idea
  • lessons/ message
Developing
  • investigate
  • decision matrix
  • plan, order (sequence)
Model
  • draft
  • pattern
  • sketch
  • script
Basic Principles
  • light
  • repetition
  • attention
  • sound
  • time
  • story/ narrative
  • point of view
Editing
  • revised/ changed
  • rearranged
  • refine
  • complete
Evaluate
  • test
  • question
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 a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers. Using feedback from the class, refine the presentation to improve it.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
4) Test and describe artistic expressions in altering, refining, and completing media artworks.

Example: Compare the colorization in the movies Ants and A Bug's Life and how that affects the audience.

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:
Concepts
  • big ideas
  • main idea
  • lessons/ message
Developing
  • investigate
  • decision matrix
  • plan, order (sequence)
Model
  • draft
  • pattern
  • sketch
  • script
Basic Principles
  • light
  • repetition
  • attention
  • sound
  • time
  • story/ narrative
  • point of view
Editing
  • revised/ changed
  • rearranged
  • refine
  • complete
Evaluate
  • test
  • question
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 a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers.
  • With a group and with guidance, present with a media arts product teaching addition by positioning numbers effectively and drawing attention to steps in the process of adding numbers. Using feedback from the class, refine the presentation to improve it.
Producing
Integrate
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
5) Practice combining varied academic, arts, and media content into unified media arts products.

Example: Students record narration to an animated science project.

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:
Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye
Skill Examples:
  • With guidance, combine two art forms to teach the elements of a story 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 once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • 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 once. The project should tell an original story.
Practice
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
6) Collaborate through various identified artistic, design, technical, and career skills, including tool use and effective communication, 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:
Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye
Skill Examples:
  • With guidance, combine two art forms to teach the elements of a story 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 once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • 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 once. The project should tell an original story.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
7) Demonstrate use of experimentation skills within and through media arts productions.

a. Use playful practice and trial and error.

Example: Improvise new endings to a story and record them for review and critique.

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:
Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye
Skill Examples:
  • With guidance, combine two art forms to teach the elements of a story 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 once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • 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 once. The project should tell an original story.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
8) Explore and demonstrate identified methods to use tools to capture and construct 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:
Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye
Skill Examples:
  • With guidance, combine two art forms to teach the elements of a story 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 once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • 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 once. The project should tell an original story.
Present
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
9) Identify and describe presentation conditions and perform tasks in presenting 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:
Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye
Skill Examples:
  • With guidance, combine two art forms to teach the elements of a story 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 once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • 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 once. The project should tell an original story.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
10) Identify and describe the experience and share results of presenting 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:
Theme
  • big ideas
  • parts to whole
Collaborating
  • active listening
  • combining ideas
  • questioning for understanding
  • cooperating
Experimentation
  • add/ take away/ combine
  • trial and error
  • think/ imagine
  • playful practice
  • varied ideas
Experience
  • reaction
  • environment
  • feelings
  • five senses
    • Evaluate
    • improvement
    • possibilities
    • questioning
    • feedback
    • critical eye
Skill Examples:
  • With guidance, combine two art forms to teach the elements of a story 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 once. The project will teach the main idea and the important details of a story from class.
  • Trade media arts projects with a classmate and with guidance change three things in the project.
  • With guidance, use two of the methods available in the classroom to collect images and sound for a media arts project. Use two of the methods available in the classroom to build original images or sounds for a media arts product.
  • With help, choose and present a YouTube video to your class. Respond to teacher questions about the presentation conditions after presenting.
  • 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 once. The project should tell an original story.
Responding
Perceive
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
11) Identify and describe the components and messages 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:
Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
  • point of view
Meaning
  • main idea
  • details
  • context
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
  • effective
Skill Examples:
  • Watch a media arts production and identify the elements of the story, the message, and the elements of media arts by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, with guidance complete a Venn Diagram to compare and contrast their reactions based on message and expression.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the meaning and message of each.
  • By responding to teacher questions, tell the good parts of a media arts presentation shown in class and tell what could have been improved for your class to enjoy it.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
12) Identify and describe how a variety of media arts productions create different experiences.

a. Compare and contrast multiple media arts productions created from different points of view.

Example: Work in groups to interpret and discuss differences in various groups' interpretations of the same story.

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:
Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
  • point of view
Meaning
  • main idea
  • details
  • context
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
  • effective
Skill Examples:
  • Watch a media arts production and identify the elements of the story, the message, and the elements of media arts by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, with guidance complete a Venn Diagram to compare and contrast their reactions based on message and expression.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the meaning and message of each.
  • By responding to teacher questions, tell the good parts of a media arts presentation shown in class and tell what could have been improved for your class to enjoy it.
Interpret
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
13) Determine the purposes and meanings of media arts productions, considering 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:
Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
  • point of view
Meaning
  • main idea
  • details
  • context
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
  • effective
Skill Examples:
  • Watch a media arts production and identify the elements of the story, the message, and the elements of media arts by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, with guidance complete a Venn Diagram to compare and contrast their reactions based on message and expression.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the meaning and message of each.
  • By responding to teacher questions, tell the good parts of a media arts presentation shown in class and tell what could have been improved for your class to enjoy it.
Evaluate
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
14) Discuss the effectiveness of and improvements for media arts productions, considering their context.

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:
Message
  • intent
  • audience
  • information
  • facts
  • opinion
  • topic
Experience
  • reaction
  • environment
  • feelings
  • five senses
  • point of view
Meaning
  • main idea
  • details
  • context
Evaluate
  • improvement
  • possibilities
  • questioning
  • feedback
  • critical eye
  • effective
Skill Examples:
  • Watch a media arts production and identify the elements of the story, the message, and the elements of media arts by responding to teacher questions.
  • Watch and/or listen to a series of media arts productions, with guidance complete a Venn Diagram to compare and contrast their reactions based on message and expression.
  • With guidance, watch and respond to commercials for breakfast cereals. By responding to teacher questions, tell the meaning and message of each.
  • By responding to teacher questions, tell the good parts of a media arts presentation shown in class and tell what could have been improved for your class to enjoy it.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 1
Classroom Resources: 1
15) Use personal experiences, interests, information and models in creating media arts productions.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill Examples:
  • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production into a draft of a media arts product.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.) and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community.
  • Use software and online sources with permission from an adult. Give credit to anyone's work that is used in media arts products, sound or images.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
16) Discuss experiences of media arts productions, describing their meaning and purpose.

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill Examples:
  • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production into a draft of a media arts product.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.) and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community.
  • Use software and online sources with permission from an adult. Give credit to anyone's work that is used in media arts products, sound or images.
Relate
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 0
17) Discuss how media arts productions and ideas relate to everyday and cultural life.

Examples: media messages and media environments

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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill Examples:
  • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production into a draft of a media arts product.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.) and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community.
  • Use software and online sources with permission from an adult. Give credit to anyone's work that is used in media arts products, sound or images.
Arts Education (2017)
Grade(s): 2
Media Arts
All Resources: 2
Classroom Resources: 2
18) Interact appropriately with media arts tools and environments, practicing 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
  • self
  • family
  • neighborhood
  • classroom
  • school
  • city
Safety
  • personal space
  • personal information
  • trusted person
Appropriate
  • purpose
  • permission
  • context
  • audience
Fairness
  • ownership
  • credit
Skill Examples:
  • With help, combine two art forms to describe a happy memory of listening to or watching a media arts production into a draft of a media arts product.
  • Share with the class a memory of hearing/ seeing a media arts production (i.e., concert, movie, etc.) and include the meaning and message of the event.
  • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community.
  • Use software and online sources with permission from an adult. Give credit to anyone's work that is used in media arts products, sound or images.
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.
    Creating
    Conceive
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 9
    Classroom Resources: 9
    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.

    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:
    Conceptualize
    • imagine
    • visualize
    • unified ideas
    • theme
    • brainstorm
    Original
    • unique
    • synthesize
    • model
    Artistic Goals
    • intent
    • message
    • aesthetic
    Purpose
    • your "why"
    • intent
    Artistic Concepts
    • balance
    • contrast
    Elements of Design
    Principles of Media Arts
    Elements of Design
    Figurative Language
    • analogy
    Skill Examples:
    • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
    • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
    • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
    • Refine a media arts project to address a chosen purpose, communicating through metaphor.
    Develop
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 0
    2) Consider the artistic goals and the presentation while collaboratively discussing, testing, and assembling ideas, plans, and models 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:
    Conceptualize
    • imagine
    • visualize
    • unified ideas
    • theme
    • brainstorm
    Original
    • unique
    • synthesize
    • model
    Artistic Goals
    • intent
    • message
    • aesthetic
    Purpose
    • your "why"
    • intent
    Artistic Concepts
    • balance
    • contrast
    Elements of Design
    Principles of Media Arts
    Elements of Design
    Figurative Language
    • analogy
    Skill Examples:
    • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
    • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
    • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
    • Refine a media arts project to address a chosen purpose, communicating through metaphor.
    Construct
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 4
    Learning Activities: 2
    Classroom Resources: 2
    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.

    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:
    Conceptualize
    • imagine
    • visualize
    • unified ideas
    • theme
    • brainstorm
    Original
    • unique
    • synthesize
    • model
    Artistic Goals
    • intent
    • message
    • aesthetic
    Purpose
    • your "why"
    • intent
    Artistic Concepts
    • balance
    • contrast
    Elements of Design
    Principles of Media Arts
    Elements of Design
    Figurative Language
    • analogy
    Skill Examples:
    • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
    • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
    • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
    • Refine a media arts project to address a chosen purpose, communicating through metaphor.
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    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.

    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:
    Conceptualize
    • imagine
    • visualize
    • unified ideas
    • theme
    • brainstorm
    Original
    • unique
    • synthesize
    • model
    Artistic Goals
    • intent
    • message
    • aesthetic
    Purpose
    • your "why"
    • intent
    Artistic Concepts
    • balance
    • contrast
    Elements of Design
    Principles of Media Arts
    Elements of Design
    Figurative Language
    • analogy
    Skill Examples:
    • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
    • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
    • After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
    • Refine a media arts project to address a chosen purpose, communicating through metaphor.
    Producing
    Integrate
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    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.

    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:
    Media
    • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
    Skill Examples:
    • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
    • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
    • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
    • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
    • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.
    Practice
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    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.

    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:
    Media
    • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
    Skill Examples:
    • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
    • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
    • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
    • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
    • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 0
    7) Practice design thinking in addressing problems within and through 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:
    Media
    • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
    Skill Examples:
    • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
    • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
    • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
    • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
    • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 4
    Classroom Resources: 4
    8) Demonstrate use of tools and techniques in standard and novel ways while constructing 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:
    Media
    • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
    Skill Examples:
    • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
    • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
    • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
    • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
    • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.
    Present
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 0
    9) Explain the presentation conditions and fulfill a role 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:
    Media
    • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
    Skill Examples:
    • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
    • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
    • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
    • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
    • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 0
    10) Explain results of and improvements for presenting 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:
    Media
    • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.
    Skill Examples:
    • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
    • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
    • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
    • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
    • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.
    Responding
    Perceive
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 4
    Learning Activities: 2
    Classroom Resources: 2
    11) Identify, describe, and explain 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?
    Skill Examples:
    • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
    • After watching a series of commercials for shoes, 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 a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
    • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    12) Identify, describe, and explain 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?
    Skill Examples:
    • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
    • After watching a series of commercials for shoes, 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 a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
    • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
    Interpret
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    13) Determine and explain reactions and interpretations to a variety of media arts productions, considering both purpose and 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?
    Skill Examples:
    • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
    • After watching a series of commercials for shoes, 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 a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
    • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
    Evaluate
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 0
    14) Identify and apply basic criteria for evaluating and improving production processes and media arts productions, considering context.

    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:
    • After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components.
    • After watching a series of commercials for shoes, 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 a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
    • Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
    Connecting
    Synthesize
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    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.

    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:
    Examine
    • question
    Culture
    • personal
    • interests
    • external
    • trends
    Interact
    • observe
    • question
    Ethics
    • fair
    • law
    • right
    Skill Examples:
    • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
    • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
    • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 0
    16) Examine and show how media arts productions create meanings, situations, and/or cultural experiences.

    Example: Create their own online space using a vlog.

    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:
    Examine
    • question
    Culture
    • personal
    • interests
    • external
    • trends
    Interact
    • observe
    • question
    Ethics
    • fair
    • law
    • right
    Skill Examples:
    • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
    • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
    • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
    Relate
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    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.

    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:
    Examine
    • question
    Culture
    • personal
    • interests
    • external
    • trends
    Interact
    • observe
    • question
    Ethics
    • fair
    • law
    • right
    Skill Examples:
    • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
    • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
    • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
    Arts Education (2017)
    Grade(s): 4
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    18) Examine and interact appropriately with media arts tools and environments, considering ethics, 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:
    Examine
    • question
    Culture
    • personal
    • interests
    • external
    • trends
    Interact
    • observe
    • question
    Ethics
    • fair
    • law
    • right
    Skill Examples:
    • Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language.
    • Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society.
    • Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
    Creating
    Conceive
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 19
    Learning Activities: 4
    Classroom Resources: 15
    1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.

    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:
    Original
    • Synthesize
    • Innovation
    Proposal
    • Concept
    • Action Plan
    • Materials List
    • Roles/ Team Needed
    Design
    Purpose
    • Persuade
    • Discredit
    Meaning
    • Subtext
    • Connotation vs. Denotation
    Principles
    • Emphasis
    • Exaggeration
    Skill Examples:
    • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message.
    • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience.
    • After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration.
    • Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.
    Develop
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 0
    2) Collaboratively develop, present, and test ideas, plans, models, and proposals for media arts productions, considering the artistic goals and audience.

    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:
    Original
    • Synthesize
    • Innovation
    Proposal
    • Concept
    • Action Plan
    • Materials List
    • Roles/ Team Needed
    Design
    Purpose
    • Persuade
    • Discredit
    Meaning
    • Subtext
    • Connotation vs. Denotation
    Principles
    • Emphasis
    • Exaggeration
    Skill Examples:
    • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message.
    • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience.
    • After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration.
    • Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.
    Construct
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 4
    Classroom Resources: 4
    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.

    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:
    Original
    • Synthesize
    • Innovation
    Proposal
    • Concept
    • Action Plan
    • Materials List
    • Roles/ Team Needed
    Design
    Purpose
    • Persuade
    • Discredit
    Meaning
    • Subtext
    • Connotation vs. Denotation
    Principles
    • Emphasis
    • Exaggeration
    Skill Examples:
    • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message.
    • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience.
    • After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration.
    • Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    4) Determine how elements and components can be modified for clear communication and intentional effects, then revise media artworks to improve clarity and purpose.

    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:
    Original
    • Synthesize
    • Innovation
    Proposal
    • Concept
    • Action Plan
    • Materials List
    • Roles/ Team Needed
    Design
    Purpose
    • Persuade
    • Discredit
    Meaning
    • Subtext
    • Connotation vs. Denotation
    Principles
    • Emphasis
    • Exaggeration
    Skill Examples:
    • Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message.
    • In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience.
    • After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration.
    • Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.
    Producing
    Integrate
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 8
    Classroom Resources: 8
    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."

    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:
    Integration
    Artistic Skills
    Design Skills
    Technical Skills
    Career Skills
    Formal vs. Informal Techniques
    Fundamental
    Conventions
    Purpose
    Skill Examples:
    • Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
    • In a creative team with assigned roles, use creative thinking 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 with a clear persuasive purpose, message, and meaning using metaphor.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
    • After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
    • After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.
    Practice
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    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.

    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:
    Integration
    Artistic Skills
    Design Skills
    Technical Skills
    Career Skills
    Formal vs. Informal Techniques
    Fundamental
    Conventions
    Purpose
    Skill Examples:
    • Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
    • In a creative team with assigned roles, use creative thinking 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 with a clear persuasive purpose, message, and meaning using metaphor.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
    • After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
    • After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 0
    7) Practice fundamental creative and design processes in addressing problems within and through media arts productions.

    a. Expand conventions.

    Example: Produce an audio recording (drama) where the hero is an anti-hero. Vocal inflections and sound effects can be used to help establish concepts of the anti-hero.

    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:
    Integration
    Artistic Skills
    Design Skills
    Technical Skills
    Career Skills
    Formal vs. Informal Techniques
    Fundamental
    Conventions
    Purpose
    Skill Examples:
    • Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
    • In a creative team with assigned roles, use creative thinking 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 with a clear persuasive purpose, message, and meaning using metaphor.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
    • After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
    • After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    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.

    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:
    Integration
    Artistic Skills
    Design Skills
    Technical Skills
    Career Skills
    Formal vs. Informal Techniques
    Fundamental
    Conventions
    Purpose
    Skill Examples:
    • Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
    • In a creative team with assigned roles, use creative thinking 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 with a clear persuasive purpose, message, and meaning using metaphor.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
    • After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
    • After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.
    Present
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 0
    9) Compare qualities and purposes of presentation formats, then fulfill a role in presentation and/or distribution of 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:
    Integration
    Artistic Skills
    Design Skills
    Technical Skills
    Career Skills
    Formal vs. Informal Techniques
    Fundamental
    Conventions
    Purpose
    Skill Examples:
    • Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
    • In a creative team with assigned roles, use creative thinking 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 with a clear persuasive purpose, message, and meaning using metaphor.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
    • After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
    • After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 0
    10) Compare results of and improvements for presenting 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:
    Integration
    Artistic Skills
    Design Skills
    Technical Skills
    Career Skills
    Formal vs. Informal Techniques
    Fundamental
    Conventions
    Purpose
    Skill Examples:
    • Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
    • In a creative team with assigned roles, use creative thinking 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 with a clear persuasive purpose, message, and meaning using metaphor.
    • Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
    • After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
    • After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.
    Responding
    Perceive
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 2
    Learning Activities: 1
    Classroom Resources: 1
    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.

    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:
    Differentiate
    Message
    Meaning
    • subtext

    Components
    Experience
    Interpretations
    Intention
    Consider
    Context
    Criteria
    Evaluating
    Constructive
    Skill Examples:
    • After watching a commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
    • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
    • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
    • Using a class made checklist for basic principles and processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better.
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    12) Identify, describe, and differentiate 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:
    Differentiate
    Message
    Meaning
    • subtext

    Components
    Experience
    Interpretations
    Intention
    Consider
    Context
    Criteria
    Evaluating
    Constructive
    Skill Examples:
    • After watching a commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
    • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
    • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
    • Using a class made checklist for basic principles and processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better.
    Interpret
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 0
    13) Determine and compare personal and group interpretations of a variety of media arts productions, considering their intention and 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:
    Differentiate
    Message
    Meaning
    • subtext

    Components
    Experience
    Interpretations
    Intention
    Consider
    Context
    Criteria
    Evaluating
    Constructive
    Skill Examples:
    • After watching a commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
    • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
    • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
    • Using a class made checklist for basic principles and processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better.
    Evaluate
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 0
    14) Consider context to determine and apply criteria for evaluating production processes and media arts productions, implementing constructive feedback.

    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:
    Differentiate
    Message
    Meaning
    • subtext

    Components
    Experience
    Interpretations
    Intention
    Consider
    Context
    Criteria
    Evaluating
    Constructive
    Skill Examples:
    • After watching a commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message.
    • After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style.
    • Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context.
    • Using a class made checklist for basic principles and processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better.
    Connecting
    Synthesize
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    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.

    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
    • external
    Culture
    • society
    • values
    Research
    • question
    • compare information
    • cause and effect
    Ethics
    • fair
    • prudent
    • law
    Skill Examples:
    • Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior.
    • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life.
    • Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    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.

    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
    • external
    Culture
    • society
    • values
    Research
    • question
    • compare information
    • cause and effect
    Ethics
    • fair
    • prudent
    • law
    Skill Examples:
    • Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior.
    • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life.
    • Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.
    Relate
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    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.

    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
    • external
    Culture
    • society
    • values
    Research
    • question
    • compare information
    • cause and effect
    Ethics
    • fair
    • prudent
    • law
    Skill Examples:
    • Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior.
    • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life.
    • Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.
    Arts Education (2017)
    Grade(s): 5
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    18) Examine, discuss, and interact appropriately with media arts tools and environments, considering ethics, rules and media literacy.

    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
    • external
    Culture
    • society
    • values
    Research
    • question
    • compare information
    • cause and effect
    Ethics
    • fair
    • prudent
    • law
    Skill Examples:
    • Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture.
    • Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior.
    • Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life.
    • Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.
    Creating
    Conceive
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 6
    Classroom Resources: 6
    1) Generate variations of goals and solutions for media arts products, utilizing chosen creative processes.

    Example: Rewrite commercials to reflect truth in advertising.

    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:
    Generate
    • brainstorm
    • research
    • investigate
    Goals
    • film
    • video
    • audio
    • digital storyboard
    organize
    • Systematize ideas
    • Customize process
      • who is this product for?
    Experiment
    • move scenes or sound clips
    • rearrange images
    • change characters
    • tell the story from various character view points
    Assess
    • Evaluate the quality of each part of the work.
    • customize for who is viewing/ listening
    Skill Examples:
    • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
    • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
    • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
    • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
    Develop
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 8
    Classroom Resources: 8
    2) Collaboratively organize, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering purposeful intent.

    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:
    Generate
    • brainstorm
    • research
    • investigate
    Goals
    • film
    • video
    • audio
    • digital storyboard
    organize
    • Systematize ideas
    • Customize process
      • who is this product for?
    Experiment
    • move scenes or sound clips
    • rearrange images
    • change characters
    • tell the story from various character view points
    Assess
    • Evaluate the quality of each part of the work.
    • customize for who is viewing/ listening
    Skill Examples:
    • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
    • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
    • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
    • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
    Construct
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 3
    Learning Activities: 1
    Classroom Resources: 2
    3) Experiment with multiple approaches to produce content and components for specific purpose and meaning in media arts productions, utilizing a range of associated principles.

    a. Modify point of view and/or perspective.

    Example: Record a scene about a bully on the playground. The points of view can reflect the bully, the victim, and the observer.

    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:
    Generate
    • brainstorm
    • research
    • investigate
    Goals
    • film
    • video
    • audio
    • digital storyboard
    organize
    • Systematize ideas
    • Customize process
      • who is this product for?
    Experiment
    • move scenes or sound clips
    • rearrange images
    • change characters
    • tell the story from various character view points
    Assess
    • Evaluate the quality of each part of the work.
    • customize for who is viewing/ listening
    Skill Examples:
    • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
    • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
    • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
    • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 5
    Classroom Resources: 5
    4) Assess how elements and components can be altered for specific effects and audience, then refine media artworks to reflect purpose and audience.

    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:
    Generate
    • brainstorm
    • research
    • investigate
    Goals
    • film
    • video
    • audio
    • digital storyboard
    organize
    • Systematize ideas
    • Customize process
      • who is this product for?
    Experiment
    • move scenes or sound clips
    • rearrange images
    • change characters
    • tell the story from various character view points
    Assess
    • Evaluate the quality of each part of the work.
    • customize for who is viewing/ listening
    Skill Examples:
    • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
    • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
    • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
    • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
    Producing
    Integrate
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    5) Justify how integrating diverse contents and forms can support a central idea in a media artwork.

    Example: Create a video and an audio commercial, changing the dialogue in each format to determine the most effective communication.

    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:
    Justify
    • cite evidence
    • support your view
    integrate
    • put together
    • mash-up
    Central idea
    • What the piece is mostly about
    • theme
    artistic & design skills
    • creativity
    • problem solving
    • creative talent
    technical skills
    • proficiency with computers
    • video & audio recording & editing equipment
    career skills
    • good communication, writing, researching and editing skills
    Skill Examples:
    • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
    • In a creative team with assigned roles, use creative thinking 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 formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
    • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
    • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
    • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
    Practice
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    6) Develop a variety of artistic, design, technical, and career skills through collaboration to create media arts productions.

    a. Utilize invention, formal technique, production, self-initiative, and problem-solving.

    Example: Participate in an invention convention where they pitch an invention idea to help society.

    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:
    Justify
    • cite evidence
    • support your view
    integrate
    • put together
    • mash-up
    Central idea
    • What the piece is mostly about
    • theme
    artistic & design skills
    • creativity
    • problem solving
    • creative talent
    technical skills
    • proficiency with computers
    • video & audio recording & editing equipment
    career skills
    • good communication, writing, researching and editing skills
    Skill Examples:
    • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
    • In a creative team with assigned roles, use creative thinking 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 formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
    • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
    • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
    • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 0
    7) Develop a variety of creative and design processes in developing solutions within and through media arts productions.

    a. Consider teaching and testing constraints.

    Example: Create video and/or audio presentations comparing legal and ethical content.

    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:
    Justify
    • cite evidence
    • support your view
    integrate
    • put together
    • mash-up
    Central idea
    • What the piece is mostly about
    • theme
    artistic & design skills
    • creativity
    • problem solving
    • creative talent
    technical skills
    • proficiency with computers
    • video & audio recording & editing equipment
    career skills
    • good communication, writing, researching and editing skills
    Skill Examples:
    • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
    • In a creative team with assigned roles, use creative thinking 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 formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
    • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
    • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
    • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 0
    8) Demonstrate adaptability, using tools and techniques in standard and experimental ways in constructing 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:
    Justify
    • cite evidence
    • support your view
    integrate
    • put together
    • mash-up
    Central idea
    • What the piece is mostly about
    • theme
    artistic & design skills
    • creativity
    • problem solving
    • creative talent
    technical skills
    • proficiency with computers
    • video & audio recording & editing equipment
    career skills
    • good communication, writing, researching and editing skills
    Skill Examples:
    • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
    • In a creative team with assigned roles, use creative thinking 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 formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
    • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
    • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
    • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
    Present
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    9) Fulfill various tasks and defined processes in the presentation and/or distribution of media arts productions, utilizing various presentation formats.

    Example: Explore various methods of release for name brand product advertising.

    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:
    Justify
    • cite evidence
    • support your view
    integrate
    • put together
    • mash-up
    Central idea
    • What the piece is mostly about
    • theme
    artistic & design skills
    • creativity
    • problem solving
    • creative talent
    technical skills
    • proficiency with computers
    • video & audio recording & editing equipment
    career skills
    • good communication, writing, researching and editing skills
    Skill Examples:
    • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
    • In a creative team with assigned roles, use creative thinking 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 formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
    • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
    • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
    • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    10) Analyze results of and improvements for presenting 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:
    Justify
    • cite evidence
    • support your view
    integrate
    • put together
    • mash-up
    Central idea
    • What the piece is mostly about
    • theme
    artistic & design skills
    • creativity
    • problem solving
    • creative talent
    technical skills
    • proficiency with computers
    • video & audio recording & editing equipment
    career skills
    • good communication, writing, researching and editing skills
    Skill Examples:
    • Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea.
    • In a creative team with assigned roles, use creative thinking 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 formal technique according to a provided rubric with a clear attempt to problem-solve in production journals.
    • Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints.
    • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product.
    • After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric.
    • After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
    Responding
    Perceive
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    11) Identify, describe, and analyze how message and meaning 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:
    message
    • what is said, heard
    meaning
    • sense or interpretation of the work
    Skill Examples:
    • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
    • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
    • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
    • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    12) Identify, describe, and analyze 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:
    message
    • what is said, heard
    meaning
    • sense or interpretation of the work
    Skill Examples:
    • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
    • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
    • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
    • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
    Interpret
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 0
    13) Analyze the intent of a variety of media arts productions, using teacher-provided criteria.

    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:
    message
    • what is said, heard
    meaning
    • sense or interpretation of the work
    Skill Examples:
    • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
    • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
    • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
    • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
    Evaluate
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    14) Determine and apply specific criteria to evaluate production processes in various media artworks, considering context and practicing constructive feedback.

    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:
    message
    • what is said, heard
    meaning
    • sense or interpretation of the work
    Skill Examples:
    • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
    • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
    • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
    • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
    Connecting
    Synthesize
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 0
    15) Access, evaluate, and use internal and external resources to evaluate media arts productions.

    Example: Compare different commercial content for products.

    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?
    Skill Examples:
    • Develop a rubric from personal taste and professional criteria to evaluate a media arts production.
    • Share with the class a vintage media arts production (i.e., PSA from the Cold War, etc.), and include the original meaning and message of the event along with its meaning in a modern context.
    • Write a paragraph analyzing how media arts productions experienced everyday are part of the school community and affect family life.
    • Develop a bibliography of appropriate media arts tools for 5th grade students to use in creating their own products.
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    16) Explain and show how media arts productions form new meanings, situations, and cultural experiences.

    Example: Explore cause and effect of the media coverage of the space race of 1960's on fashion, culture, and technology.

    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?
    Skill Examples:
    • Develop a rubric from personal taste and professional criteria to evaluate a media arts production.
    • Share with the class a vintage media arts production (i.e., PSA from the Cold War, etc.), and include the original meaning and message of the event along with its meaning in a modern context.
    • Write a paragraph analyzing how media arts productions experienced everyday are part of the school community and affect family life.
    • Develop a bibliography of appropriate media arts tools for 5th grade students to use in creating their own products.
    Relate
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    17) Research and show how media arts productions and ideas relate to personal life and social, community and cultural situations.

    Example: Watch videos of Kennedy's and Obama's inaugural addresses to compare elements of the media arts production.

    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?
    Skill Examples:
    • Develop a rubric from personal taste and professional criteria to evaluate a media arts production.
    • Share with the class a vintage media arts production (i.e., PSA from the Cold War, etc.), and include the original meaning and message of the event along with its meaning in a modern context.
    • Write a paragraph analyzing how media arts productions experienced everyday are part of the school community and affect family life.
    • Develop a bibliography of appropriate media arts tools for 5th grade students to use in creating their own products.
    Arts Education (2017)
    Grade(s): 6
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    18) Analyze and interact appropriately with media arts tools and environments, considering fair use and copyright, ethics, and media literacy.

    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?
    Skill Examples:
    • Develop a rubric from personal taste and professional criteria to evaluate a media arts production.
    • Share with the class a vintage media arts production (i.e., PSA from the Cold War, etc.), and include the original meaning and message of the event along with its meaning in a modern context.
    • Write a paragraph analyzing how media arts productions experienced everyday are part of the school community and affect family life.
    • Develop a bibliography of appropriate media arts tools for 5th grade students to use in creating their own products.
    Creating
    Conceive
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 6
    Classroom Resources: 6
    1) Produce various ideas and solutions for media arts products, applying chosen creative processes.

    a. Use concept modeling and prototyping.

    Example: Create a conceptual drawing and input into a computer to use a 3D printer to create a game character.

    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:
    • List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class.
    • In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal.
    • Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.
    Develop
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 9
    Classroom Resources: 9
    2) Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources.

    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:
    • List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class.
    • In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal.
    • Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.
    Construct
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 4
    Classroom Resources: 4
    3) Coordinate production processes to combine content and components for specific purpose and meaning in media arts productions, demonstrating understanding of associated principles.

    a. Utilize narrative structure and composition.

    Example: Write, perform, direct, and produce a short film.

    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:
    • List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class.
    • In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal.
    • Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    4) Independently improve and refine media artworks by intentionally emphasizing particular expressive elements to reflect an understanding of purpose, audience, or place.

    Example: Take clips of 3D animated film and change colors and position of characters to change audience response.

    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:
    • List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class.
    • In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal.
    • Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.
    Producing
    Integrate
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    5) Apply concepts of diverse content and varied forms into unified media arts productions that convey consistent narratives.

    Example: Create a storyboard for an interactive video game.

    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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using visual art and drama teach the concept of power by using the balance of power from social studies and power from physical science.
    • Create a portfolio of media art works that show a progression of conceptualizing an original idea for a media arts product through collaborative production.
    • Create a portfolio of an original media arts products that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts by experimenting with tools to overcome limitations of time and money.
    • After considering various presentation formats, choose the most effective way to present and distribute an original media arts product.
    • After sharing more than two media arts products across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Practice
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    6) Display an increasing set of artistic, design, technical, and career skills through creative problem-solving, organizing, and collaboration to produce media artworks.

    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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using visual art and drama teach the concept of power by using the balance of power from social studies and power from physical science.
    • Create a portfolio of media art works that show a progression of conceptualizing an original idea for a media arts product through collaborative production.
    • Create a portfolio of an original media arts products that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts by experimenting with tools to overcome limitations of time and money.
    • After considering various presentation formats, choose the most effective way to present and distribute an original media arts product.
    • After sharing more than two media arts products across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 0
    7) Display an increasing set of creative and design abilities through exploratory processes in developing solutions within and through 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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using visual art and drama teach the concept of power by using the balance of power from social studies and power from physical science.
    • Create a portfolio of media art works that show a progression of conceptualizing an original idea for a media arts product through collaborative production.
    • Create a portfolio of an original media arts products that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts by experimenting with tools to overcome limitations of time and money.
    • After considering various presentation formats, choose the most effective way to present and distribute an original media arts product.
    • After sharing more than two media arts products across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 0
    8) Demonstrate adaptability using tools and techniques in standard and experimental ways to achieve an assigned purpose in constructing 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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using visual art and drama teach the concept of power by using the balance of power from social studies and power from physical science.
    • Create a portfolio of media art works that show a progression of conceptualizing an original idea for a media arts product through collaborative production.
    • Create a portfolio of an original media arts products that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts by experimenting with tools to overcome limitations of time and money.
    • After considering various presentation formats, choose the most effective way to present and distribute an original media arts product.
    • After sharing more than two media arts products across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Present
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    9) Evaluate various presentation formats in order to fulfill various tasks and defined processes in the presentation and/or distribution of 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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using visual art and drama teach the concept of power by using the balance of power from social studies and power from physical science.
    • Create a portfolio of media art works that show a progression of conceptualizing an original idea for a media arts product through collaborative production.
    • Create a portfolio of an original media arts products that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts by experimenting with tools to overcome limitations of time and money.
    • After considering various presentation formats, choose the most effective way to present and distribute an original media arts product.
    • After sharing more than two media arts products across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    10) Evaluate the results of and improvements for presenting media arts productions, considering impacts on personal growth.

    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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using visual art and drama teach the concept of power by using the balance of power from social studies and power from physical science.
    • Create a portfolio of media art works that show a progression of conceptualizing an original idea for a media arts product through collaborative production.
    • Create a portfolio of an original media arts products that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts by experimenting with tools to overcome limitations of time and money.
    • After considering various presentation formats, choose the most effective way to present and distribute an original media arts product.
    • After sharing more than two media arts products across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Responding
    Perceive
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    11) Describe, compare, and analyze the qualities of and relationships among the 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?
    Skill Examples:
    • Review a series of media arts products and respond to questions concerning the relationships between components and style by comparing and contrasting.
    • Review two media arts products and create a Venn Diagram to analyze the methods, forms, and styles by comparing and contrasting how each manages audience experience.
    • Review a series of media arts products and make a list to compare and contrast.
    • Interview a community media artist to develop a list of criteria in which to evaluate media arts productions. Apply these criteria to at least five media arts productions and be prepared to give constructive feedback.
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    12) Describe, compare, and analyze how various forms, methods, and styles in media arts productions interact with personal preferences in influencing 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?
    Skill Examples:
    • Review a series of media arts products and respond to questions concerning the relationships between components and style by comparing and contrasting.
    • Review two media arts products and create a Venn Diagram to analyze the methods, forms, and styles by comparing and contrasting how each manages audience experience.
    • Review a series of media arts products and make a list to compare and contrast.
    • Interview a community media artist to develop a list of criteria in which to evaluate media arts productions. Apply these criteria to at least five media arts productions and be prepared to give constructive feedback.
    Interpret
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 0
    13) Analyze the intent and meaning of a variety of media arts productions, using self-developed criteria.

    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 respond to questions concerning the relationships between components and style by comparing and contrasting.
    • Review two media arts products and create a Venn Diagram to analyze the methods, forms, and styles by comparing and contrasting how each manages audience experience.
    • Review a series of media arts products and make a list to compare and contrast.
    • Interview a community media artist to develop a list of criteria in which to evaluate media arts productions. Apply these criteria to at least five media arts productions and be prepared to give constructive feedback.
    Evaluate
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    14) Develop and apply criteria to evaluate production processes and various media arts productions, considering context and practicing constructive feedback.

    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 respond to questions concerning the relationships between components and style by comparing and contrasting.
    • Review two media arts products and create a Venn Diagram to analyze the methods, forms, and styles by comparing and contrasting how each manages audience experience.
    • Review a series of media arts products and make a list to compare and contrast.
    • Interview a community media artist to develop a list of criteria in which to evaluate media arts productions. Apply these criteria to at least five media arts productions and be prepared to give constructive feedback.
    Connecting
    Synthesize
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 0
    15) Access, evaluate, and use internal and external resources through experiences, interests, research, and exemplary works to influence the creation of media arts productions.

    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?
    Skill Examples:
    • Create a unique media arts product in the style of an exemplary work but using personal experience to communicate a new message. Give credit to the original artist in the work.
    • Choose a media arts production that can be interpreted in different ways because of perspective of audience. Share and demonstrate to the class how analysis of this production can inform new knowledge and cultural understanding.
    • Write a paragraph analyzing how media arts productions experienced everyday are part of society through social media and careers.
    • Develop a bibliography of appropriate and free use media arts tools and components for 5th grade students to use in creating their own products.
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    16) Explain and demonstrate how media arts productions form new meanings and knowledge, situations, and cultural experiences.

    Example: Create documentaries and infomercials in different formats.

    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?
    Skill Examples:
    • Create a unique media arts product in the style of an exemplary work but using personal experience to communicate a new message. Give credit to the original artist in the work.
    • Choose a media arts production that can be interpreted in different ways because of perspective of audience. Share and demonstrate to the class how analysis of this production can inform new knowledge and cultural understanding.
    • Write a paragraph analyzing how media arts productions experienced everyday are part of society through social media and careers.
    • Develop a bibliography of appropriate and free use media arts tools and components for 5th grade students to use in creating their own products.
    Relate
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    17) Research and demonstrate how media arts productions and ideas relate to various situations, purposes, and values through community, careers, and social media.

    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?
    Skill Examples:
    • Create a unique media arts product in the style of an exemplary work but using personal experience to communicate a new message. Give credit to the original artist in the work.
    • Choose a media arts production that can be interpreted in different ways because of perspective of audience. Share and demonstrate to the class how analysis of this production can inform new knowledge and cultural understanding.
    • Write a paragraph analyzing how media arts productions experienced everyday are part of society through social media and careers.
    • Develop a bibliography of appropriate and free use media arts tools and components for 5th grade students to use in creating their own products.
    Arts Education (2017)
    Grade(s): 7
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    18) Analyze and responsibly interact with media arts tools and environments, considering copyright, ethics, media literacy, and social media.

    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?
    Skill Examples:
    • Create a unique media arts product in the style of an exemplary work but using personal experience to communicate a new message. Give credit to the original artist in the work.
    • Choose a media arts production that can be interpreted in different ways because of perspective of audience. Share and demonstrate to the class how analysis of this production can inform new knowledge and cultural understanding.
    • Write a paragraph analyzing how media arts productions experienced everyday are part of society through social media and careers.
    • Develop a bibliography of appropriate and free use media arts tools and components for 5th grade students to use in creating their own products.
    Creating
    Conceive
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 9
    Classroom Resources: 9
    1) Generate various ideas, goals, and solutions for original media arts products, applying focused creative processes through divergent thinking and experimentation.

    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:
    Creativity
    • Experimentation
    Collaborate
    • Roles
    • Jobs
    • Delegation
    Aesthetics
    • Beauty
    Design process
    Stylistic conventions
    • Theme
    • Unity
    Skill Examples:
    • List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production.
    • In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal.
    • Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.
    Develop
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 8
    Classroom Resources: 8
    2) Collaboratively structure and critique ideas, plans, prototypes, and production processes for media arts productions, considering intent, resources, and the presentation context.

    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:
    Creativity
    • Experimentation
    Collaborate
    • Roles
    • Jobs
    • Delegation
    Aesthetics
    • Beauty
    Design process
    Stylistic conventions
    • Theme
    • Unity
    Skill Examples:
    • List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production.
    • In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal.
    • Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.
    Construct
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 4
    Classroom Resources: 4
    3) Implement production processes to integrate content and stylistic conventions for determined meaning in media arts productions, demonstrating understanding of associated principles.

    a. Utilize theme and unity.

    Example: Construct a podcast script for a specific holiday, unifying current and past events.

    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:
    Creativity
    • Experimentation
    Collaborate
    • Roles
    • Jobs
    • Delegation
    Aesthetics
    • Beauty
    Design process
    Stylistic conventions
    • Theme
    • Unity
    Skill Examples:
    • List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production.
    • In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal.
    • Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    4) Modify and refine media artworks, improving technical quality and intentionally accentuating selected expressive and stylistic elements, to reflect an understanding of purpose, audience, and setting.

    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:
    Creativity
    • Experimentation
    Collaborate
    • Roles
    • Jobs
    • Delegation
    Aesthetics
    • Beauty
    Design process
    Stylistic conventions
    • Theme
    • Unity
    Skill Examples:
    • List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production.
    • In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal.
    • Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.
    Producing
    Integrate
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 3
    Classroom Resources: 3
    5) Apply concepts from across content areas and varied arts forms to create a single media arts production.

    Example: Collect images to communicate the theme or idea of a song.

    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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using music and dance to teach the concept of a timeline with BCE/CE from social studies and positive and negative integers in math.
    • Conceptualize an original idea for a media arts product and list the needed positions to complete the project. With guidance, work in a group to complete the project.
    • Create an original media arts product that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts.
    • Make a branding plan from which to distribute your media art product to varied audiences. For example, share on Vimeo, Instagram, and in a podcast.
    • After sharing a media arts product across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Practice
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    6) Demonstrate a defined range of artistic, design, technical, and career skills, including strategizing and cooperative communication, to construct media arts productions collaboratively.

    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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using music and dance to teach the concept of a timeline with BCE/CE from social studies and positive and negative integers in math.
    • Conceptualize an original idea for a media arts product and list the needed positions to complete the project. With guidance, work in a group to complete the project.
    • Create an original media arts product that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts.
    • Make a branding plan from which to distribute your media art product to varied audiences. For example, share on Vimeo, Instagram, and in a podcast.
    • After sharing a media arts product across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 0
    7) Demonstrate a defined range of creative and design abilities through divergent solutions and bending conventions to develop new solutions for identified problems within and through 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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using music and dance to teach the concept of a timeline with BCE/CE from social studies and positive and negative integers in math.
    • Conceptualize an original idea for a media arts product and list the needed positions to complete the project. With guidance, work in a group to complete the project.
    • Create an original media arts product that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts.
    • Make a branding plan from which to distribute your media art product to varied audiences. For example, share on Vimeo, Instagram, and in a podcast.
    • After sharing a media arts product across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 0
    8) Demonstrate adaptability using tools, techniques, and content in standard and experimental ways to communicate intent 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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using music and dance to teach the concept of a timeline with BCE/CE from social studies and positive and negative integers in math.
    • Conceptualize an original idea for a media arts product and list the needed positions to complete the project. With guidance, work in a group to complete the project.
    • Create an original media arts product that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts.
    • Make a branding plan from which to distribute your media art product to varied audiences. For example, share on Vimeo, Instagram, and in a podcast.
    • After sharing a media arts product across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Present
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    9) Design the presentation and distribution of media arts productions through multiple formats and/or contexts.

    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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using music and dance to teach the concept of a timeline with BCE/CE from social studies and positive and negative integers in math.
    • Conceptualize an original idea for a media arts product and list the needed positions to complete the project. With guidance, work in a group to complete the project.
    • Create an original media arts product that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts.
    • Make a branding plan from which to distribute your media art product to varied audiences. For example, share on Vimeo, Instagram, and in a podcast.
    • After sharing a media arts product across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    10) Evaluate results and implement improvements for presenting media arts productions, considering impacts on personal growth and external effects.

    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?
    Skill Examples:
    • Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using music and dance to teach the concept of a timeline with BCE/CE from social studies and positive and negative integers in math.
    • Conceptualize an original idea for a media arts product and list the needed positions to complete the project. With guidance, work in a group to complete the project.
    • Create an original media arts product that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience.
    • Select, organize, and present a media arts product to educate your class on the history of media arts.
    • Make a branding plan from which to distribute your media art product to varied audiences. For example, share on Vimeo, Instagram, and in a podcast.
    • After sharing a media arts product across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
    Responding
    Perceive
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 0
    11) Compare, contrast, and analyze the qualities of and relationships between the components and style 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?
    Skill Examples:
    • Review a series of media arts products and respond to questions concerning the relationships between components and style.
    • Review two media arts products and create a Venn Diagram to analyze their methods, forms, and styles by comparing and contrasting how each manages audience experience along with the intention of each.
    • Review a series of media arts products and create a T-Chart to compare and contrast how intentions, forms and contexts affects the meaning of each.
    • Interview a community media artist and evaluate his/her production processes using self-developed criteria and considering context and artistic goals. Record your interview in a podcast.
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 4
    Classroom Resources: 4
    12) Compare, contrast, and analyze how various forms, methods, and styles in media arts productions manage audience experience and create intention.

    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 respond to questions concerning the relationships between components and style.
    • Review two media arts products and create a Venn Diagram to analyze their methods, forms, and styles by comparing and contrasting how each manages audience experience along with the intention of each.
    • Review a series of media arts products and create a T-Chart to compare and contrast how intentions, forms and contexts affects the meaning of each.
    • Interview a community media artist and evaluate his/her production processes using self-developed criteria and considering context and artistic goals. Record your interview in a podcast.
    Interpret
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    13) Analyze the intent and meanings of a variety of media arts productions, focusing on intentions, forms, and various contexts.

    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 respond to questions concerning the relationships between components and style.
    • Review two media arts products and create a Venn Diagram to analyze their methods, forms, and styles by comparing and contrasting how each manages audience experience along with the intention of each.
    • Review a series of media arts products and create a T-Chart to compare and contrast how intentions, forms and contexts affects the meaning of each.
    • Interview a community media artist and evaluate his/her production processes using self-developed criteria and considering context and artistic goals. Record your interview in a podcast.
    Evaluate
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    14) Evaluate with learner-developed criteria the production processes and various media arts productions, considering context and artistic goals.

    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 respond to questions concerning the relationships between components and style.
    • Review two media arts products and create a Venn Diagram to analyze their methods, forms, and styles by comparing and contrasting how each manages audience experience along with the intention of each.
    • Review a series of media arts products and create a T-Chart to compare and contrast how intentions, forms and contexts affects the meaning of each.
    • Interview a community media artist and evaluate his/her production processes using self-developed criteria and considering context and artistic goals. Record your interview in a podcast.
    Connecting
    Synthesize
    Arts Education (2017)
    Grade(s): 8
    Media Arts
    All Resources: 0
    15) Access, evaluate, and use internal and external resources through cultural and societal knowledge, research, and exemplary works, to influence the creation of media arts productions.

    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
    • Self
    • Others
    Communication
    • Inform
    Contexts
    • Legal
    • Technological
    Message
    • Purpose
    • Meaning
    • Values
    Culture
    • Trends
    • Power
    • Equality
    • Identity
    Identity
    • Personal
    • Social
    • Cultural
    Evaluate
    • Exemplary
    Skill Examples:
    • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create a toolkit for seventh graders interested in media arts.
    • Create a presentation of media arts products that inform an audience about various cultural values and perspectives. Include local and global events.
    • Create a presentation of media arts products that inform an audience about the cause and effect of a current social meme. Demonstrate the effective presentation of the effect on cultural identity.
    • Research the legal and technological 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): 8
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    16) Explain and demonstrate how media arts productions expand meaning and knowledge and create cultural experiences through local and global events.

    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
    • Self
    • Others
    Communication
    • Inform
    Contexts
    • Legal
    • Technological
    Message
    • Purpose
    • Meaning
    • Values
    Culture
    • Trends
    • Power
    • Equality
    • Identity
    Identity
    • Personal
    • Social
    • Cultural
    Evaluate
    • Exemplary
    Skill Examples:
    • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create a toolkit for seventh graders interested in media arts.
    • Create a presentation of media arts products that inform an audience about various cultural values and perspectives. Include local and global events.
    • Create a presentation of media arts products that inform an audience about the cause and effect of a current social meme. Demonstrate the effective presentation of the effect on cultural identity.
    • Research the legal and technological 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): 8
    Media Arts
    All Resources: 2
    Classroom Resources: 2
    17) Demonstrate and explain how media art productions and ideas relate to various contexts, purposes, and values.

    Examples: Democracy, environment, or connecting people and places.

    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
    • Self
    • Others
    Communication
    • Inform
    Contexts
    • Legal
    • Technological
    Message
    • Purpose
    • Meaning
    • Values
    Culture
    • Trends
    • Power
    • Equality
    • Identity
    Identity
    • Personal
    • Social
    • Cultural
    Evaluate
    • Exemplary
    Skill Examples:
    • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create a toolkit for seventh graders interested in media arts.
    • Create a presentation of media arts products that inform an audience about various cultural values and perspectives. Include local and global events.
    • Create a presentation of media arts products that inform an audience about the cause and effect of a current social meme. Demonstrate the effective presentation of the effect on cultural identity.
    • Research the legal and technological 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): 8
    Media Arts
    All Resources: 1
    Classroom Resources: 1
    18) Analyze and responsibly interact with media arts tools, environments, and legal and technological contexts, considering ethics, media literacy, social media, and virtual worlds.

    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
    • Self
    • Others
    Communication
    • Inform
    Contexts
    • Legal
    • Technological
    Message
    • Purpose
    • Meaning
    • Values
    Culture
    • Trends
    • Power
    • Equality
    • Identity
    Identity
    • Personal
    • Social
    • Cultural
    Evaluate
    • Exemplary
    Skill Examples:
    • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create a toolkit for seventh graders interested in media arts.
    • Create a presentation of media arts products that inform an audience about various cultural values and perspectives. Include local and global events.
    • Create a presentation of media arts products that inform an audience about the cause and effect of a current social meme. Demonstrate the effective presentation of the effect on cultural identity.
    • Research the legal and technological 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.
    Creating
    Conceive
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 6
    Classroom Resources: 6
    1) Use identified creative skills to formulate multiple ideas, develop artistic goals, and problem-solve in the media arts artistic process.

    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:
    Creativity
    • Productive thinking
    • Divergent thinking
    • Improvisation
    Collaborate
    • Active listening
    • Combining ideas
    Aesthetics
    • Appealing
    • Artistic taste
    Design process
    • Prototype
    Stylistic conventions
    • Techniques
    • Devices
    • Effects
    Associated Principals
    • Elements of Design
    • Elements of Dance
    • Elements of Music
    Skill Examples:
    • Use productive thinking and divergent thinking to list many, varied, and unusual ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation to develop a script/ storyboard for production.
    • In a group, provide constructive criticism for individual media arts products.
    • Collaboratively, apply agreed upon aesthetic criteria to suggest refinements for each product after active listening to each team member's inspiration, goals, and presentation context.
    • Using at least two art forms, outline a plan for a media arts product that serves as a PSA for a school service club, 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 reflect personal goals and preferences. Meet and explain choices in modifications.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Accomplished
    All Resources: 0
    1) Strategically use varied methods to formulate multiple ideas, refine artistic goals, and increase the originality of approaches in media arts creation processes.

    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.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Advanced
    All Resources: 0
    1) Collaborate to form original ideas, solutions, and innovations in media arts creation processes using multiple methods, and justify artistic choices.

    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 form an original idea and problem-solve classroom equipment constraints to propose an innovative way to create a media arts production that tells an original story.
    • 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: Proficient
    All Resources: 2
    Classroom Resources: 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.

    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:
    Creativity
    • Productive thinking
    • Divergent thinking
    • Improvisation
    Collaborate
    • Active listening
    • Combining ideas
    Aesthetics
    • Appealing
    • Artistic taste
    Design process
    • Prototype
    Stylistic conventions
    • Techniques
    • Devices
    • Effects
    Associated Principals
    • Elements of Design
    • Elements of Dance
    • Elements of Music
    Skill Examples:
    • Use productive thinking and divergent thinking to list many, varied, and unusual ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation to develop a script/ storyboard for production.
    • In a group, provide constructive criticism for individual media arts products.
    • Collaboratively, apply agreed upon aesthetic criteria to suggest refinements for each product after active listening to each team member's inspiration, goals, and presentation context.
    • Using at least two art forms, outline a plan for a media arts product that serves as a PSA for a school service club, 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 reflect personal goals and preferences. Meet and explain choices in modifications.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Accomplished
    All Resources: 1
    Classroom Resources: 1
    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.

    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.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Advanced
    All Resources: 0
    2) Collaboratively integrate a sophisticated personal vision and complete production process in forming, testing, and proposing original artistic ideas, prototypes, and production frameworks, considering constraints of goals, time, resources, and personal limitations.

    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 form an original idea and problem-solve classroom equipment constraints to propose an innovative way to create a media arts production that tells an original story.
    • 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: Proficient
    All Resources: 1
    Classroom Resources: 1
    3) Demonstrate understanding of associated principles, by consolidating production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts productions.

    Example: Use emphasis and tone.

    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:
    Creativity
    • Productive thinking
    • Divergent thinking
    • Improvisation
    Collaborate
    • Active listening
    • Combining ideas
    Aesthetics
    • Appealing
    • Artistic taste
    Design process
    • Prototype
    Stylistic conventions
    • Techniques
    • Devices
    • Effects
    Associated Principals
    • Elements of Design
    • Elements of Dance
    • Elements of Music
    Skill Examples:
    • Use productive thinking and divergent thinking to list many, varied, and unusual ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation to develop a script/ storyboard for production.
    • In a group, provide constructive criticism for individual media arts products.
    • Collaboratively, apply agreed upon aesthetic criteria to suggest refinements for each product after active listening to each team member's inspiration, goals, and presentation context.
    • Using at least two art forms, outline a plan for a media arts product that serves as a PSA for a school service club, 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 reflect personal goals and preferences. Meet and explain choices in modifications.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Accomplished
    All Resources: 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.

    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: Advanced
    All Resources: 0
    3) Synthesize content, processes, and components to express compelling purpose, story, emotion, or ideas in complex media arts productions, demonstrating mastery of associated principles.

    Example: Through hybridization, create a multimedia one-act performance utilizing digital projection in addition to traditional theatrical scenery.

    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 form an original idea and problem-solve classroom equipment constraints to propose an innovative way to create a media arts production that tells an original story.
    • 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: Proficient
    All Resources: 2
    Classroom Resources: 2
    4) Modify and refine media artworks, honing aesthetic quality and intentionally accentuating stylistic elements, to reflect an understanding of personal goals and preferences.

    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:
    Creativity
    • Productive thinking
    • Divergent thinking
    • Improvisation
    Collaborate
    • Active listening
    • Combining ideas
    Aesthetics
    • Appealing
    • Artistic taste
    Design process
    • Prototype
    Stylistic conventions
    • Techniques
    • Devices
    • Effects
    Associated Principals
    • Elements of Design
    • Elements of Dance
    • Elements of Music
    Skill Examples:
    • Use productive thinking and divergent thinking to list many, varied, and unusual ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation to develop a script/ storyboard for production.
    • In a group, provide constructive criticism for individual media arts products.
    • Collaboratively, apply agreed upon aesthetic criteria to suggest refinements for each product after active listening to each team member's inspiration, goals, and presentation context.
    • Using at least two art forms, outline a plan for a media arts product that serves as a PSA for a school service club, 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 reflect personal goals and preferences. Meet and explain choices in modifications.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Accomplished
    All Resources: 0
    4) Refine and elaborate aesthetic elements and technical components to intentionally form relevant expressions in media artworks for specific contexts, intentions, and audiences.

    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: Advanced
    All Resources: 0
    4) Intentionally and consistently refine and elaborate elements and components to form relevant expressions in media artworks, directed at specific contexts, purposes, and audiences.

    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 form an original idea and problem-solve classroom equipment constraints to propose an innovative way to create a media arts production that tells an original story.
    • 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: Proficient
    All Resources: 5
    Classroom Resources: 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.

    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?
    Skill Examples:
    • Create a series of five media arts products connected by theme and style but using varied art forms and techniques to address recent events from the school calendar of events. Submit the series for teacher and peer review.
    • Conceptualize an original idea for a series of five 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 in a unique way 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 the school's PTA about the history of media arts.
    • Attend and evaluate classmates' curations of a collection 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: 4
    Classroom Resources: 4
    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.

    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.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Advanced
    All Resources: 0
    5) Synthesize polymorphic art forms, media arts forms, and academic content into unified media arts productions that retain artistic fidelity across platforms, including transdisciplinary productions.

    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?
    Skill Examples:
    • Create a series of ten 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 professional review.
    • Conceptualize an original idea for a series of ten 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 a public audience.
    • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
    • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
    • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
    • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.
    Practice
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 0
    6) Demonstrate progression in artistic, design, technical, and career skills, as a result of selecting and fulfilling specified roles in the production of a variety of 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?
    Skill Examples:
    • Create a series of five media arts products connected by theme and style but using varied art forms and techniques to address recent events from the school calendar of events. Submit the series for teacher and peer review.
    • Conceptualize an original idea for a series of five 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 in a unique way 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 the school's PTA about the history of media arts.
    • Attend and evaluate classmates' curations of a collection 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
    6) Demonstrate effective command of artistic, design, technical, and career skills in managing and producing 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:
    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: Advanced
    All Resources: 0
    6) Employ mastered artistic, design, technical, and career skills in managing and producing media artworks.

    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?
    Skill Examples:
    • Create a series of ten 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 professional review.
    • Conceptualize an original idea for a series of ten 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 a public audience.
    • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
    • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
    • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
    • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 0
    7) Develop and refine a determined range of creative and design abilities, including design thinking and risk taking, in addressing identified challenges and constraints within and through 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?
    Skill Examples:
    • Create a series of five media arts products connected by theme and style but using varied art forms and techniques to address recent events from the school calendar of events. Submit the series for teacher and peer review.
    • Conceptualize an original idea for a series of five 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 in a unique way 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 the school's PTA about the history of media arts.
    • Attend and evaluate classmates' curations of a collection 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
    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.

    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: Advanced
    All Resources: 0
    7) Competently employ creative and innovative design in formulating lines of inquiry and solutions to address complex challenges within and through 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?
    Skill Examples:
    • Create a series of ten 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 professional review.
    • Conceptualize an original idea for a series of ten 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 a public audience.
    • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
    • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
    • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
    • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 0
    8) Demonstrate adaptation and innovation through the combination of tools, techniques, and content, in standard and innovative ways, to communicate intent in the production of 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?
    Skill Examples:
    • Create a series of five media arts products connected by theme and style but using varied art forms and techniques to address recent events from the school calendar of events. Submit the series for teacher and peer review.
    • Conceptualize an original idea for a series of five 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 in a unique way 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 the school's PTA about the history of media arts.
    • Attend and evaluate classmates' curations of a collection 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
    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.

    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: Advanced
    All Resources: 0
    8) Independently utilize and adapt tools, styles, and systems in standard, innovative, and experimental ways in the production of complex media artworks.

    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?
    Skill Examples:
    • Create a series of ten 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 professional review.
    • Conceptualize an original idea for a series of ten 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 a public audience.
    • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
    • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
    • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
    • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.
    Present
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 1
    Classroom Resources: 1
    9) Design the presentation and distribution of a variety of media arts productions, considering combinations of artworks, formats, and audiences.

    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?
    Skill Examples:
    • Create a series of five media arts products connected by theme and style but using varied art forms and techniques to address recent events from the school calendar of events. Submit the series for teacher and peer review.
    • Conceptualize an original idea for a series of five 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 in a unique way 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 the school's PTA about the history of media arts.
    • Attend and evaluate classmates' curations of a collection 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: 3
    Classroom Resources: 3
    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.

    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: Advanced
    All Resources: 0
    9) Curate, design, and promote the presentation and distribution of media artworks through a variety of contexts.

    Examples: Markets and venues, for intentional impacts.

    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?
    Skill Examples:
    • Create a series of ten 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 professional review.
    • Conceptualize an original idea for a series of ten 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 a public audience.
    • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
    • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
    • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
    • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 1
    Classroom Resources: 1
    10) Evaluate and implement improvements in presenting media arts productions, considering personal and local impacts, including effects on self and others.

    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?
    Skill Examples:
    • Create a series of five media arts products connected by theme and style but using varied art forms and techniques to address recent events from the school calendar of events. Submit the series for teacher and peer review.
    • Conceptualize an original idea for a series of five 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 in a unique way 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 the school's PTA about the history of media arts.
    • Attend and evaluate classmates' curations of a collection 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
    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.

    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: Advanced
    All Resources: 0
    10) Independently evaluate, compare, and integrate improvements in presenting media artworks, considering personal to global impacts.

    Example: After receiving peer and teacher feedback, incorporate new understandings into an existing multi-media project.

    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?
    Skill Examples:
    • Create a series of ten 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 professional review.
    • Conceptualize an original idea for a series of ten 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 a public audience.
    • Collect a series of contemporary media artworks and formulate a line of inquiry concerning the complex challenges of the productions. Recommend solutions in an original media art product and present the collection to a public audience.
    • Create an original media arts series that experiments with a combination of adapted tools, styles, and techniques that interact in a unified theme to serve a single purpose and message.
    • Select, organize, and present a collection of one's own original media artworks to present to three different groups of people.
    • Attend and evaluate a curation of media artworks in the community. Write a review to submit for publication that suggests improvements in presentation.
    Responding
    Perceive
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 0
    11) Analyze the qualities of and relationships among the components, style, and preferences communicated by media artists.

    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:
    Intention
    Multimodal
    Skill Examples:
    • Review a series of media arts products used to teach history and write a critique of the qualities and relationships between the components and style in accordance to one's preferences.
    • Review a series of media arts products and write a critique of how the productions manage audience experience and create intention through multimodal perception.
    • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal context and cultural context.
    • Interview a community media artist and evaluate his/her production processes using teacher-provided criteria and considering artistic goals.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Accomplished
    All Resources: 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.

    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: Advanced
    All Resources: 0
    11) Analyze and synthesize the qualities and relationships of the components and audience impact in a variety of 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?
    Skill Examples:
    • Review a variety of professional media arts products and write a critique of the qualities and relationships between the components, style in accordance how they impact the audience.
    • Review a range of professional media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception and systemic communication.
    • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal, societal, cultural, and historical context and bias.
    • Design and create a rubric for peer review for one's own original media artworks, including evaluation scales for production processes, artistic goals, message, and style.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 2
    Classroom Resources: 2
    12) Analyze how a variety of media arts productions manage audience experience and create intention through multimodal perception.

    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:
    Intention
    Multimodal
    Skill Examples:
    • Review a series of media arts products used to teach history and write a critique of the qualities and relationships between the components and style in accordance to one's preferences.
    • Review a series of media arts products and write a critique of how the productions manage audience experience and create intention through multimodal perception.
    • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal context and cultural context.
    • Interview a community media artist and evaluate his/her production processes using teacher-provided criteria and considering artistic goals.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Accomplished
    All Resources: 1
    Classroom Resources: 1
    12) Analyze how a broad range of media arts productions manage audience experience and create intention and persuasion through multimodal perception.

    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: Advanced
    All Resources: 0
    12) Survey a range of exemplary range of media arts productions, analyzing methods for managing audience experience, creating intention and persuasion through multimodal perception, and systemic communications.

    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 variety of professional media arts products and write a critique of the qualities and relationships between the components, style in accordance how they impact the audience.
    • Review a range of professional media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception and systemic communication.
    • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal, societal, cultural, and historical context and bias.
    • Design and create a rubric for peer review for one's own original media artworks, including evaluation scales for production processes, artistic goals, message, and style.
    Interpret
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 1
    Classroom Resources: 1
    13) Analyze the intent, meanings, and reception of a variety of media arts productions, focusing on personal and cultural contexts.

    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:
    Intention
    Multimodal
    Skill Examples:
    • Review a series of media arts products used to teach history and write a critique of the qualities and relationships between the components and style in accordance to one's preferences.
    • Review a series of media arts products and write a critique of how the productions manage audience experience and create intention through multimodal perception.
    • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal context and cultural context.
    • Interview a community media artist and evaluate his/her production processes using teacher-provided criteria and considering artistic goals.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Accomplished
    All Resources: 0
    13) Analyze the intent, meanings, and influence of a variety of media arts productions, based on personal, societal, historical, and cultural contexts.

    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.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Advanced
    All Resources: 0
    13) Analyze the intent, meanings, and impacts of diverse media arts productions, considering complex factors of context and bias.

    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 variety of professional media arts products and write a critique of the qualities and relationships between the components, style in accordance how they impact the audience.
    • Review a range of professional media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception and systemic communication.
    • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal, societal, cultural, and historical context and bias.
    • Design and create a rubric for peer review for one's own original media artworks, including evaluation scales for production processes, artistic goals, message, and style.
    Evaluate
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 1
    Classroom Resources: 1
    14) Evaluate production processes and media arts productions at decisive stages, using identified criteria and considering context and artistic goals.

    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:
    Intention
    Multimodal
    Skill Examples:
    • Review a series of media arts products used to teach history and write a critique of the qualities and relationships between the components and style in accordance to one's preferences.
    • Review a series of media arts products and write a critique of how the productions manage audience experience and create intention through multimodal perception.
    • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal context and cultural context.
    • Interview a community media artist and evaluate his/her production processes using teacher-provided criteria and considering artistic goals.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Accomplished
    All Resources: 0
    14) Form and apply defensible evaluations in the constructive and systematic critique of production processes for media arts productions.

    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.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Advanced
    All Resources: 0
    14) Independently develop rigorous evaluations of and strategically seek feedback for production processes and media arts productions, considering complex goals and factors.

    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 variety of professional media arts products and write a critique of the qualities and relationships between the components, style in accordance how they impact the audience.
    • Review a range of professional media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception and systemic communication.
    • Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal, societal, cultural, and historical context and bias.
    • Design and create a rubric for peer review for one's own original media artworks, including evaluation scales for production processes, artistic goals, message, and style.
    Connecting
    Synthesize
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 0
    15) Access, evaluate, and integrate personal and external resources, including experiences, interests, and cultural experiences, to inform the creation of original media arts productions.

    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
    • External
    Communication
    • Inform
    Creativity
    • Synthesize
    • Integrate
    Contexts
    • Legal
    • Technological
    • Systemic
    • Vocational
    Message
    • Purpose
    • Meaning
    • Values
    Culture
    • Trends
    • Power
    • Equality
    • Identity
    Identity
    • Personal
    • Social
    • Cultural
    Evaluate
    • Critical eye
      • Vet
    Skill Examples:
    • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create an annotated bibliography that includes an evaluation of the sources.
    • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
    • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one product and share with the class, demonstrating the trend's effect on cultural identity.
    • Research the legal, technological, systemic, 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
    15) Synthesize internal and external resources to enhance the creation of persuasive media arts productions, including cultural connections, introspection, research, and exemplary works.

    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: Advanced
    All Resources: 0
    15) Independently and proactively access relevant and qualitative resources to inform the creation of cogent media arts productions.

    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:
    Responsibility
    • Investigate
    • Proactive
    Quality
    • Cogent
    • Relevant
    • Impactful
    • Strategically
    • Critically
    • Creativity
    • Consummate
    Contexts
    • Personal
    • Global
    • Cultural
    • Legal
    • Vocational
    • Technological
    • Systemic
    Relationships
    • Correlation
    • Causation
    • Inverse
    Message
    • Purpose
    • Meaning
    • Values
    Skill Examples:
    • Research for a media arts projects using many and varied cogent sources to create an annotated bibliography that includes an evaluation of the sources.
    • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
    • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one and share with the class, demonstrating the effective presentation of the effect on cultural identity.
    • Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding music downloads and the effects on media artworks and artists.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 1
    Classroom Resources: 1
    16) Explain and demonstrate the use of media arts productions to expand meaning and knowledge and to create cultural experiences.

    Example: learning and sharing through online environments
    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
    • External
    Communication
    • Inform
    Creativity
    • Synthesize
    • Integrate
    Contexts
    • Legal
    • Technological
    • Systemic
    • Vocational
    Message
    • Purpose
    • Meaning
    • Values
    Culture
    • Trends
    • Power
    • Equality
    • Identity
    Identity
    • Personal
    • Social
    • Cultural
    Evaluate
    • Critical eye
      • Vet
    Skill Examples:
    • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create an annotated bibliography that includes an evaluation of the sources.
    • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
    • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one product and share with the class, demonstrating the trend's effect on cultural identity.
    • Research the legal, technological, systemic, 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
    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.

    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: Advanced
    All Resources: 0
    16) Demonstrate and expound on the use of media arts productions to consummate new meaning, knowledge, and relevant cultural experiences.

    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:
    Responsibility
    • Investigate
    • Proactive
    Quality
    • Cogent
    • Relevant
    • Impactful
    • Strategically
    • Critically
    • Creativity
    • Consummate
    Contexts
    • Personal
    • Global
    • Cultural
    • Legal
    • Vocational
    • Technological
    • Systemic
    Relationships
    • Correlation
    • Causation
    • Inverse
    Message
    • Purpose
    • Meaning
    • Values
    Skill Examples:
    • Research for a media arts projects using many and varied cogent sources to create an annotated bibliography that includes an evaluation of the sources.
    • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
    • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one and share with the class, demonstrating the effective presentation of the effect on cultural identity.
    • Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding music downloads and the effects on media artworks and artists.
    Relate
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 0
    17) Demonstrate and explain how media arts productions and ideas relate to various contexts, purposes, and values, including social trends, power, equality, and personal/cultural identity.

    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
    • External
    Communication
    • Inform
    Creativity
    • Synthesize
    • Integrate
    Contexts
    • Legal
    • Technological
    • Systemic
    • Vocational
    Message
    • Purpose
    • Meaning
    • Values
    Culture
    • Trends
    • Power
    • Equality
    • Identity
    Identity
    • Personal
    • Social
    • Cultural
    Evaluate
    • Critical eye
      • Vet
    Skill Examples:
    • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create an annotated bibliography that includes an evaluation of the sources.
    • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
    • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one product and share with the class, demonstrating the trend's effect on cultural identity.
    • Research the legal, technological, systemic, 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
    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.

    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: Advanced
    All Resources: 0
    17) Demonstrate the relationships of media arts ideas and works to personal and global contexts, purposes, and values, through relevant and impactful media arts productions.

    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:
    Responsibility
    • Investigate
    • Proactive
    Quality
    • Cogent
    • Relevant
    • Impactful
    • Strategically
    • Critically
    • Creativity
    • Consummate
    Contexts
    • Personal
    • Global
    • Cultural
    • Legal
    • Vocational
    • Technological
    • Systemic
    Relationships
    • Correlation
    • Causation
    • Inverse
    Message
    • Purpose
    • Meaning
    • Values
    Skill Examples:
    • Research for a media arts projects using many and varied cogent sources to create an annotated bibliography that includes an evaluation of the sources.
    • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
    • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one and share with the class, demonstrating the effective presentation of the effect on cultural identity.
    • Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding music downloads and the effects on media artworks and artists.
    Arts Education (2017)
    Grade(s): 9 - 12
    Media Arts: Proficient
    All Resources: 1
    Classroom Resources: 1
    18) Critically evaluate and effectively interact with legal, technological, systemic and vocational contexts of media arts, considering ethics, media literacy, social media, virtual worlds and digital identity.

    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
    • External
    Communication
    • Inform
    Creativity
    • Synthesize
    • Integrate
    Contexts
    • Legal
    • Technological
    • Systemic
    • Vocational
    Message
    • Purpose
    • Meaning
    • Values
    Culture
    • Trends
    • Power
    • Equality
    • Identity
    Identity
    • Personal
    • Social
    • Cultural
    Evaluate
    • Critical eye
      • Vet
    Skill Examples:
    • Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create an annotated bibliography that includes an evaluation of the sources.
    • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
    • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one product and share with the class, demonstrating the trend's effect on cultural identity.
    • Research the legal, technological, systemic, 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
    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.

    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: Advanced
    All Resources: 0
    18) Critically investigate and strategically interact with legal, technological, systemic, and vocational contexts of media arts.

    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:
    Responsibility
    • Investigate
    • Proactive
    Quality
    • Cogent
    • Relevant
    • Impactful
    • Strategically
    • Critically
    • Creativity
    • Consummate
    Contexts
    • Personal
    • Global
    • Cultural
    • Legal
    • Vocational
    • Technological
    • Systemic
    Relationships
    • Correlation
    • Causation
    • Inverse
    Message
    • Purpose
    • Meaning
    • Values
    Skill Examples:
    • Research for a media arts projects using many and varied cogent sources to create an annotated bibliography that includes an evaluation of the sources.
    • Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view.
    • Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one and share with the class, demonstrating the effective presentation of the effect on cultural identity.
    • Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding music downloads and the effects on media artworks and artists.