ALEX | Alabama Learning Exchange

Spread the Word to Make an Impact

Classroom Resource Information

Title:

Spread the Word to Make an Impact

URL:

https://www.nationalgeographic.org/lesson/spread-word-make-impact/

Content Source:

National Geographic

Type:

Lesson/Unit Plan

Overview:

Students will create a storyboard for a video. They will review another group's storyboard and provide feedback. They will revise the storyboards based on peer feedback. They will create a short video based on their storyboard. Finally, they will present their video to the class. This unit includes three lessons. This unit is a culmination project of a previous unit The Secret Lives of Batteries.

Content Standard(s):

Arts Education ARTS (2017) Grade: 6 Media Arts	2) Collaboratively organize, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering purposeful intent. 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: Generate brainstorm research investigate Goals film video audio digital storyboard organize Systematize ideas Customize process who is this product for? Experiment move scenes or sound clips rearrange images change characters tell the story from various character view points Assess Evaluate the quality of each part of the work. customize for who is viewing/ listening Skill Examples: Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom. In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent. After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning. Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
Arts Education ARTS (2017) Grade: 6 Media Arts	6) Develop a variety of artistic, design, technical, and career skills through collaboration to create media arts productions. a. Utilize invention, formal technique, production, self-initiative, and problem-solving. Example: Participate in an invention convention where they pitch an invention idea to help society. 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: Justify cite evidence support your view integrate put together mash-up Central idea What the piece is mostly about theme artistic & design skills creativity problem solving creative talent technical skills proficiency with computers video & audio recording & editing equipment career skills good communication, writing, researching and editing skills Skill Examples: Choose a media arts product and by responding to teacher questions, justify how diverse contents and forms support a central idea. 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 formal technique according to a provided rubric with a clear attempt to problem-solve in production journals. Create a media arts product that addresses a specific problem at school and revise the plan and process at least twice based on constraints. In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and adapt the tools available to construct a media arts product. After listing tasks needed for a presentation and distribution of a media arts product, complete each task and evaluate performance with a given rubric. After sharing a media arts product with a younger group of students, debrief with the teacher about the results and improvements that could be made for the presentation.
Arts Education ARTS (2017) Grade: 6 Media Arts	14) Determine and apply specific criteria to evaluate production processes in various media artworks, considering context and practicing constructive feedback. 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: message what is said, heard meaning sense or interpretation of the work Skill Examples: After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning. After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed. Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message. Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.
Arts Education ARTS (2017) Grade: 7 Media Arts	2) Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources. 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: List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class. In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal. Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative. Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.
Arts Education ARTS (2017) Grade: 7 Media Arts	6) Display an increasing set of artistic, design, technical, and career skills through creative problem-solving, organizing, and collaboration to produce media artworks. 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? Skill Examples: Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using visual art and drama teach the concept of power by using the balance of power from social studies and power from physical science. Create a portfolio of media art works that show a progression of conceptualizing an original idea for a media arts product through collaborative production. Create a portfolio of an original media arts products that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience. Select, organize, and present a media arts product to educate your class on the history of media arts by experimenting with tools to overcome limitations of time and money. After considering various presentation formats, choose the most effective way to present and distribute an original media arts product. After sharing more than two media arts products across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
Arts Education ARTS (2017) Grade: 7 Media Arts	14) Develop and apply criteria to evaluate production processes and various media arts productions, considering context and practicing constructive feedback. 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? Skill Examples: Review a series of media arts products and respond to questions concerning the relationships between components and style by comparing and contrasting. Review two media arts products and create a Venn Diagram to analyze the methods, forms, and styles by comparing and contrasting how each manages audience experience. Review a series of media arts products and make a list to compare and contrast. Interview a community media artist to develop a list of criteria in which to evaluate media arts productions. Apply these criteria to at least five media arts productions and be prepared to give constructive feedback.
Arts Education ARTS (2017) Grade: 8 Media Arts	2) Collaboratively structure and critique ideas, plans, prototypes, and production processes for media arts productions, considering intent, resources, and the 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 Experimentation Collaborate Roles Jobs Delegation Aesthetics Beauty Design process Stylistic conventions Theme Unity Skill Examples: List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production. In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal. Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme. Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.
Arts Education ARTS (2017) Grade: 8 Media Arts	6) Demonstrate a defined range of artistic, design, technical, and career skills, including strategizing and cooperative communication, to construct media arts productions collaboratively. 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? Skill Examples: Create a media arts product that uses at least two art forms to teach a concept that applies to at least two content areas. For example, using music and dance to teach the concept of a timeline with BCE/CE from social studies and positive and negative integers in math. Conceptualize an original idea for a media arts product and list the needed positions to complete the project. With guidance, work in a group to complete the project. Create an original media arts product that use a combination of tools, styles, and techniques to overcome the limitations of time, money, equipment, and experience. Select, organize, and present a media arts product to educate your class on the history of media arts. Make a branding plan from which to distribute your media art product to varied audiences. For example, share on Vimeo, Instagram, and in a podcast. After sharing a media arts product across varied social media platforms, take comments from the audience and make revisions, reflecting on personal growth and how the product affected audiences.
Arts Education ARTS (2017) Grade: 8 Media Arts	14) Evaluate with learner-developed criteria the production processes and various media arts productions, 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? Skill Examples: Review a series of media arts products and respond to questions concerning the relationships between components and style. Review two media arts products and create a Venn Diagram to analyze their methods, forms, and styles by comparing and contrasting how each manages audience experience along with the intention of each. Review a series of media arts products and create a T-Chart to compare and contrast how intentions, forms and contexts affects the meaning of each. Interview a community media artist and evaluate his/her production processes using self-developed criteria and considering context and artistic goals. Record your interview in a podcast.

Tags:

media art, peer feedback, production, storyboard, video

License Type:

Custom Permission Type
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Author:

Tiffani Stricklin

ALEX Classroom Resource

Spread the Word to Make an Impact