ALEX | Alabama Learning Exchange

What Are Podcasts?

Classroom Resource Information

Title:

What Are Podcasts?

URL:

https://wonderopolis.org/wonder/What-Are-Podcasts

Content Source:

Wonderopolis

Type:

Learning Activity

Overview:

Students will read about podcasts and how they were created. They will read about how to start a podcast and what equipment is needed to begin. They will choose a podcast to listen to and write and record a script for their own podcast.

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	7) Exhibit basic creative skills to invent new content and solutions within and through media arts productions. a. Use brainstorming, critical thinking, role playing, and discussion Example: Suggest three different endings to a story. 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	1) Conceptualize original media arts products, utilizing a variety of creative methods. a. Use brainstorming and modeling. Example: Draw a design of a multi-purpose tool and create it out of foam or cardboard. 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: Conceptualize imagine visualize unified ideas theme brainstorm Original unique synthesize model Artistic Goals intent message aesthetic Purpose your "why" intent Artistic Concepts balance contrast Elements of Design Principles of Media Arts Elements of Design Figurative Language analogy Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard. After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast. Refine a media arts project to address a chosen purpose, communicating through metaphor.
Arts Education ARTS (2017) Grade: 4 Media Arts	4) Demonstrate intentional effect in refining media artworks, emphasizing elements for a purpose. a. Use elements of design to communicate through metaphor. Example: Photograph shadows of repetitive lines to represent imprisonment. 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: Conceptualize imagine visualize unified ideas theme brainstorm Original unique synthesize model Artistic Goals intent message aesthetic Purpose your "why" intent Artistic Concepts balance contrast Elements of Design Principles of Media Arts Elements of Design Figurative Language analogy Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard. After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast. Refine a media arts project to address a chosen purpose, communicating through metaphor.
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	1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others. 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: Original Synthesize Innovation Proposal Concept Action Plan Materials List Roles/ Team Needed Design Purpose Persuade Discredit Meaning Subtext Connotation vs. Denotation Principles Emphasis Exaggeration Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience. After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration. Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.

Tags:

listen, media, podcast, record

License Type:

Custom Permission Type
See Terms: https://wonderopolis.org/pages/legal-privacy
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

What Are Podcasts?