ALEX | Alabama Learning Exchange

Students as Creators: Exploring Multimedia

Classroom Resource Information

Title:

Students as Creators: Exploring Multimedia

URL:

https://www.readwritethink.org/classroom-resources/lesson-plans/students-creators-exploring-multimedia

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

Students will develop a list of characteristics of multimedia presentations by analyzing a variety of sample presentations. They will comply with copyright law while they plan, storyboard, and create their own multimedia presentation. This unit includes ten lessons.

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	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 ARTS (2017) Grade: 6 Media Arts	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 5^th grade students to use in creating their own products.
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	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 ARTS (2017) Grade: 7 Media Arts	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 5^th grade students to use in creating their own products.
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	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 ARTS (2017) Grade: 8 Media Arts	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.

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Students as Creators: Exploring Multimedia