ALEX | Alabama Learning Exchange

The Making of Monsters

Classroom Resource Information

Title:

The Making of Monsters

URL:

https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/9-12/the-making-of-monsters/

Content Source:

Other
The Kennedy Center

Type:

Lesson/Unit Plan

Overview:

Students will analyze monsters from movies, literature, and television series and across cultures. They will analyze the relationship between the film scores and that feature monsters. They will create an original monster with a backstory. They will use multimedia to present their monster to the class.

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	4) Modify and refine media artworks, honing aesthetic quality and intentionally accentuating stylistic elements, to reflect an understanding of personal goals and preferences. 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	14) Evaluate production processes and media arts productions at decisive stages, using identified criteria and considering context and artistic goals. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. EQ: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? 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: Proficient	16) Explain and demonstrate the use of media arts productions to expand meaning and knowledge and to create cultural experiences. Example: learning and sharing through online environments Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 10: Synthesize and relate knowledge and personal experiences. Process Components: Synthesize Essential Questions: EU: Media artworks synthesize meaning and form cultural experience. EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Concepts & Vocabulary: Resources Internal External Communication Inform Creativity Synthesize Integrate Contexts Legal Technological Systemic Vocational Message Purpose Meaning Values Culture Trends Power Equality Identity Identity Personal Social Cultural Evaluate Critical eye Vet Skill Examples: Research for a media arts project by reflecting, interviewing family and friends, and reading scholarly sources and create an annotated bibliography that includes an evaluation of the sources. Create an annotated bibliography of media arts products that inform an audience about various cultural values and perspectives. Choose one and share with the class, demonstrating the effective presentation of a single point of view. Create an annotated bibliography of media arts products that inform an audience about the cause and effect of a current social trend. Choose one product and share with the class, demonstrating the trend's effect on cultural identity. Research the legal, technological, systemic, and vocational implication of music sampling in the music industry and create a media arts project that evaluates the court decisions regarding sampling and the effects on media artworks and artists.

Tags:

images, literature, monster, movies, multimedia, music, presentation, television

License Type:

Custom Permission Type
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Author:

Tiffani Stricklin

ALEX Classroom Resource

The Making of Monsters