Courses of Study

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."

Example: Modify a familiar commercial students may see broadcasted.

Example: Combine dance and video.

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

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

Example: Daily activities.

a. Use pattern and repetition.

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

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

Examples: Popular media and connections with family and friends.

a. Use positioning and attention.

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

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

Example: Students record narration to an animated science project.

a. Use playful practice and trial and error.

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

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.

Examples: media messages and media environments

a. Use movement and force.

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

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

Example: Combine animation, music and dance.

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

Example: Suggest three different endings to a story.

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

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

a. Focus on interests, information, and models.

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

a. View examples of popular commercial advertising and programming.

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

a. Use brainstorming and modeling.

Example: Draw a design of a multi-purpose tool and create it out of foam or cardboard.

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.

a. Use elements of design to communicate through metaphor.

Example: Photograph shadows of repetitive lines to represent imprisonment.

Example: Perform and record a narrated dance.

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.

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.

Example: Create their own online space using a vlog.

Examples: Fantasy, reality, and technology use.

a. Use emphasis and exaggeration.

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

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

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

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

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.

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

Example: Change musical underscoring to affect the message.

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

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

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

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

Example: Rewrite commercials to reflect truth in advertising.

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.

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

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.

a. Consider teaching and testing constraints.

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

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

Example: Compare different commercial content for products.

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

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

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.

a. Utilize narrative structure and composition.

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

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

Example: Create a storyboard for an interactive video game.

Example: Create documentaries and infomercials in different formats.

a. Utilize theme and unity.

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

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

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

Example: Use emphasis and tone.

Example: Utilize continuity and juxtaposition.

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

Examples: Experiential design or brand engagement.

Example: Create transmedia productions by using a single thematic storyline in at least three different media projects such as a blog, video, and radio.

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.

Examples: Markets and venues, for intentional impacts.

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

Example: learning and sharing through online environments

Example: Demonstrate new connections between universal themes and ideas, local and global networks, and personal influence through a personal multimedia portfolio.

Examples: Markets, systems, propaganda, and truth.