ALEX | Alabama Learning Exchange

Multimedia Hero Analysis

Classroom Resource Information

Title:

Multimedia Hero Analysis

URL:

https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/9-12/multimedia-hero-analysis/

Content Source:

Other
The Kennedy Center

Type:

Lesson/Unit Plan

Overview:

Students will analyze the positive character traits of heroes as depicted in music, art, and literature. Students will brainstorm heroic characteristics and qualities. They will gain an understanding of how cultures and societies have produced folk, military, religious, political, and artistic heroes. Students will create original multimedia representations of heroes including narration, images, and music.

Content Standard(s):

Arts Education ARTS (2017) Grade: 9-12 Media Arts: Proficient	2) Collaboratively apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and 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 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	12) Analyze how a variety of media arts productions manage audience experience and create intention through multimodal perception. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Perceive Essential Questions: EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences? 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.
Arts Education ARTS (2017) Grade: 9-12 Media Arts: Accomplished	2) Collaboratively apply a personal aesthetic in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and 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? Skill Examples: Use productive thinking and divergent thinking to choose varied methods to produce one media arts product based on identified artistic goals. Choose the most original method and justify the choice. In a group, collaboratively apply agreed upon aesthetic criteria to design and test an original artistic idea for a no-cost media arts product to present for the PTA regarding student voice. Using at least two art forms, outline a plan for a media arts product that serves as a commercial for a school event, 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 use different technical components. Meet and explain choices in modifications.
Arts Education ARTS (2017) Grade: 9-12 Media Arts: Accomplished	5) Connect varied art forms, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity. Example: Create transmedia productions by using a single thematic storyline in at least three different media projects such as a blog, video, and radio. 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: Message Thematic Integrity Unity Interactivity Curate a series Creativity Stylistic Continuity Responsiveness to Failure Resisting Closure Skill Examples: Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review. Conceptualize an original idea for a series of three 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 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 first graders, fifth graders, and peers about the history of media arts. Attend and evaluate classmates' curations 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: Accomplished	9) Curate and design the presentation and distribution of collections of media artworks through a variety of contexts. Example: Create a collection of media projects to present to mass audiences in both physical and virtual channels, such as school exhibition and YouTube /Vimeo. 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: Message Thematic Integrity Unity Interactivity Curate a series Creativity Stylistic Continuity Responsiveness to Failure Resisting Closure Skill Examples: Create a series of three media arts products connected by theme and style but using varied art forms and techniques to address recent events in a self-selected news category. Submit the series for teacher and peer review. Conceptualize an original idea for a series of three 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 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 first graders, fifth graders, and peers about the history of media arts. Attend and evaluate classmates' curations 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: Accomplished	12) Analyze how a broad range of media arts productions manage audience experience and create intention and persuasion through multimodal perception. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Perceive Essential Questions: EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences? Skill Examples: Review a series of media arts products and write a critique of the qualities and relationships between the components and style in accordance how they impact the audience. Review a series of media arts products and write a critique of how the productions manage audience experience and create intention and persuasion through multimodal perception. Review a series of media arts products and write a critique of how the productions communicate intent, meaning for both personal, societal, cultural, and historical context. Evaluate the production process for a media arts presentation and provide a written review with constructive feedback. Defend your review in front of a panel of your classmates.

Tags:

hero, images, multimedia, music, narration, slideshow

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

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Multimedia Hero Analysis