ALEX | Alabama Learning Exchange

Creating an Ebook

Classroom Resource Information

Title:

Creating an Ebook

URL:

http://artspop.org.au/media-arts-model_lesson_sequence_1_to_4.html

Content Source:

Other
Arts Pop

Type:

Lesson/Unit Plan

Overview:

This unit plan includes four lessons using a storyboard to create an ebook. In the first lesson, students will use a storyboard to plan an ebook for a short three-part story of their own choosing. In the second lesson, students will develop their understanding of how storytelling can be enhanced using visual arts techniques. In the third lesson, students will be able to take an image using an iPad and use it effectively in an ebook. In the fourth lesson, students will record sounds to accompany the text and images for their ebooks.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Media Arts	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.
Arts Education ARTS (2017) Grade: 3 Media Arts	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.
Arts Education ARTS (2017) Grade: 4 Media Arts	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.
Arts Education ARTS (2017) Grade: 4 Media Arts	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.
Arts Education ARTS (2017) Grade: 5 Media Arts	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.

Tags:

ebook, iPad, photograph, storyboard

License Type:

Custom Permission Type
See Terms: http://artspop.org.au/termsofuse.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

Prior Knowledge:

Students had previously learned to use some features of the iPads: taking and editing photographs, recording video and sounds, adding text, and combining these using the apps Little Story Maker and Book Creator.
Students had been working on creating their own traditional stories using text and language features specific to narratives in English.

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Creating an Ebook