ALEX | Alabama Learning Exchange

Media Awareness III: Crossing the Finish Line

Classroom Resource Information

Title:

Media Awareness III: Crossing the Finish Line

URL:

https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/6-8/media-awareness-iii-helping-a-product-cross-the-finish-line/

Content Source:

Other
The Kennedy Center

Type:

Lesson/Unit Plan

Overview:

Students will complete their advertisements and identify the key elements. Working in pairs, they will create a new children's product and a marketing strategy. They will apply advertising design strategies to market their product.

Content Standard(s):

Arts Education ARTS (2017) Grade: 6 Media Arts	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.
Arts Education ARTS (2017) Grade: 6 Media Arts	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.
Arts Education ARTS (2017) Grade: 6 Media Arts	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 ARTS (2017) Grade: 7 Media Arts	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.
Arts Education ARTS (2017) Grade: 7 Media Arts	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 ARTS (2017) Grade: 8 Media Arts	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.
Arts Education ARTS (2017) Grade: 8 Media Arts	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.
Arts Education ARTS (2017) Grade: 8 Media Arts	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.
Arts Education ARTS (2017) Grade: 8 Media Arts	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.

Tags:

advertisement, intent, intention, marketing, media arts, production

License Type:

Custom Permission Type
See Terms: https://www.kennedy-center.org/terms-conditions/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This is part 3 of a 3 part unit.

Part 1: Media Awareness I: Basics of Advertising

Part 2: Media Awareness II: Key Concepts in Advertising

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Media Awareness III: Crossing the Finish Line