ALEX | Alabama Learning Exchange

The Music of Sound

Classroom Resource Information

Title:

The Music of Sound

URL:

https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/media-and-interactives/media/media-arts/the-music-of-sound/

Content Source:

Other
The Kennedy Center

Type:

Informational Material

Overview:

The article provides a variety of music and how it is used in media. The reader is encouraged to compare and contrast how music is used to create mood and emphasis in media. The article includes instructional strategies for the classroom. Students will create a short video using sound effects and background music.

Content Standard(s):

Arts Education ARTS (2017) Grade: 9-12 Media Arts: Proficient	1) Use identified creative skills to formulate multiple ideas, develop artistic goals, and problem-solve in the media arts artistic process. 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 Productive thinking Divergent thinking Improvisation Collaborate Active listening Combining ideas Aesthetics Appealing Artistic taste Design process Prototype Stylistic conventions Techniques Devices Effects Associated Principals Elements of Design Elements of Dance Elements of Music Skill Examples: Use productive thinking and divergent thinking to list many, varied, and unusual ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation to develop a script/ storyboard for production. In a group, provide constructive criticism for individual media arts products. Collaboratively, apply agreed upon aesthetic criteria to suggest refinements for each product after active listening to each team member's inspiration, goals, and presentation context. Using at least two art forms, outline a plan for a media arts product that serves as a PSA for a school service club, choosing stylistic conventions that support the two art forms and the product's purpose. Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to reflect personal goals and preferences. Meet and explain choices in modifications.
Arts Education ARTS (2017) Grade: 9-12 Media Arts: Proficient	3) Demonstrate understanding of associated principles, by consolidating production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts productions. Example: Use emphasis and tone. 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 Productive thinking Divergent thinking Improvisation Collaborate Active listening Combining ideas Aesthetics Appealing Artistic taste Design process Prototype Stylistic conventions Techniques Devices Effects Associated Principals Elements of Design Elements of Dance Elements of Music Skill Examples: Use productive thinking and divergent thinking to list many, varied, and unusual ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation to develop a script/ storyboard for production. In a group, provide constructive criticism for individual media arts products. Collaboratively, apply agreed upon aesthetic criteria to suggest refinements for each product after active listening to each team member's inspiration, goals, and presentation context. Using at least two art forms, outline a plan for a media arts product that serves as a PSA for a school service club, choosing stylistic conventions that support the two art forms and the product's purpose. Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to reflect personal goals and preferences. Meet and explain choices in modifications.
Arts Education ARTS (2017) Grade: 9-12 Media Arts: Proficient	5) Integrate varied art forms, media arts forms, and diverse content into unified media arts productions, considering the reaction and interaction of the audience. Examples: Experiential design or brand engagement. 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 series of five media arts products connected by theme and style but using varied art forms and techniques to address recent events from the school calendar of events. Submit the series for teacher and peer review. Conceptualize an original idea for a series of five media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience. Create an original media arts series that use a combination of tools, styles, and techniques in a unique way that interact in a unified theme to serve a single purpose and message and meet personal expressive goals. Select, organize, and present a collection of media artworks to educate the school's PTA about the history of media arts. Attend and evaluate classmates' curations of a collection of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.
Arts Education ARTS (2017) Grade: 9-12 Media Arts: Proficient	9) Design the presentation and distribution of a variety of media arts productions, considering combinations of artworks, formats, and audiences. 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 series of five media arts products connected by theme and style but using varied art forms and techniques to address recent events from the school calendar of events. Submit the series for teacher and peer review. Conceptualize an original idea for a series of five media arts product and hold interviews of classmates to "hire" for needed positions. Complete the project and provide "performance reviews" to your "staff" once the series has been presented to an audience. Create an original media arts series that use a combination of tools, styles, and techniques in a unique way that interact in a unified theme to serve a single purpose and message and meet personal expressive goals. Select, organize, and present a collection of media artworks to educate the school's PTA about the history of media arts. Attend and evaluate classmates' curations of a collection of media artworks. In the spirit of experimentation and growth, implement changes that improve the presentations.
Arts Education ARTS (2017) Grade: 9-12 Media Arts: Proficient	13) Analyze the intent, meanings, and reception of a variety of media arts productions, focusing on personal and cultural contexts. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Interpret Essential Questions: EU: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. EQ: How do people relate to and interpret media artworks? Concepts & Vocabulary: Intention Multimodal Skill Examples: Review a series of media arts products used to teach history and write a critique of the qualities and relationships between the components and style in accordance to one's preferences. Review a series of media arts products and write a critique of how the productions manage audience experience and create intention through multimodal perception. Review a series of media arts products and write a critique of how the productions communicate intent and meaning for both personal context and cultural context. Interview a community media artist and evaluate his/her production processes using teacher-provided criteria and considering artistic goals.

Tags:

compare, contrast, film, media, mood, music

License Type:

Custom Permission Type
See Terms: https://www.kennedy-center.org/terms-conditions/
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

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Author:

Tiffani Stricklin

ALEX Classroom Resource

The Music of Sound