ALEX | Alabama Learning Exchange

How Are Sound Effects Made?

Classroom Resource Information

Title:

How Are Sound Effects Made?

URL:

https://wonderopolis.org/wonder/How-Are-Sound-Effects-Made

Content Source:

Wonderopolis

Type:

Learning Activity

Overview:

Students will read about how sound effects are made. They will read about how the T. Rex's voice was made in Jurassic Park. They will create sound effects with items around their house.

Content Standard(s):

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	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.
Arts Education ARTS (2017) Grade: 5 Media Arts	8) Examine how tools and techniques could be used in standard and experimental ways in constructing media arts productions. Example: Use font styles and/or words in video titles to construct images to communicate a point of view. 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: 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:

sound effects

License Type:

Custom Permission Type
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This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

How Are Sound Effects Made?