ALEX | Alabama Learning Exchange

Digital Reflections: Expressing Understanding of Content Through Photography

Classroom Resource Information

Title:

Digital Reflections: Expressing Understanding of Content Through Photography

URL:

https://www.readwritethink.org/classroom-resources/lesson-plans/digital-reflections-expressing-understanding

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

Students will record a two-minute descriptive or persuasive speech. They will use this recording to narrate a selection of images chosen to demonstrate their understanding of the content. This unit includes seven lessons.

Content Standard(s):

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

Tags:

descriptive, images, persuasive

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Digital Reflections: Expressing Understanding of Content Through Photography