Content Standard(s):
Arts Education 1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.
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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.
Concepts & Vocabulary:
Original
Proposal
Concept
Action Plan
Materials List
Roles/ Team Needed
Design
Purpose
Meaning
Subtext
Connotation vs. Denotation
Principles
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.
Digital Literacy and Computer Science R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
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Evidence Of Student Attainment:
Students will:
produce authentic artifacts using digital tools.
review and revise authentic artifacts using digital tools. Teacher Vocabulary:
multimedia
artifacts
Children's Online Privacy Protection Act (COPPA) Knowledge:
Students know:
how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge. Skills:
Students are able to:
design and create authentic artifacts using approved digital tools that meet COPPA standards.
review an authentic artifact to revise with new or additional information. Understanding:
Students understand that:
everyone can be an author, producer, director, etc. using digital tools.
Digital Literacy and Computer Science 16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.
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Evidence Of Student Attainment:
Students will:
use advanced features of digital tools and media rich resources .
communicate key ideas and details in a way that informs, persuades, and/or entertains. Teacher Vocabulary:
key ideas
informs
persuades
entertains
media-rich
communicate
digital tools
collaborate
online environment
tutorial Knowledge:
Students know:
how to use advanced features of digital tools to inform, persuade, and/or entertain. Skills:
Students are able to:
design communications using advanced features of various digital tools to informs, persuades, and/or entertains.
locate and follow directions or tutorials for working with digital tools.
use media-rich features such as audio and/or video. Understanding:
Students understand that:
many digital tools are available to communicate key ideas and details.
directions or tutorials can be located online to assist with creation.
there are multiple ways to communicate the same information.
Digital Literacy and Computer Science 17) Publish organized information in different ways to make it more useful or relevant.
Examples: Infographic, student created website.
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Evidence Of Student Attainment:
Students will:
publish organized information in different ways to make it more useful or relevant. Teacher Vocabulary:
infographic
student created website
organized information Knowledge:
Students know:
information can be created and published in different ways to make it more useful, easier to understand, or relevant.
multiple ways to create and publish information. Skills:
Students are able to:
organize and publish information in different ways such as infographics, student created websites, digital books, audio, video, etc. Understanding:
Students understand that:
information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.
Digital Literacy and Computer Science 20) Collaborate locally and globally using online digital tools under teacher supervision.
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Evidence Of Student Attainment:
Students will:
collaborate locally and globally using online digital tools with teacher supervision. Teacher Vocabulary:
collaborate
locally
globally
teacher supervision Knowledge:
Students know:
communication and collaboration can occur locally in your city or state and globally across the US and different countries.
various methods for communication and collaboration. Skills:
Students are able to:
collaborate with others locally and globally using digital tools with teacher supervision. Understanding:
Students understand that:
you are not restricted by your location, language, time zone, etc. to collaboration with others using digital tools.
English Language Arts 26. Analyze how two or more texts address similar topics in diverse media and formats, including graphics, live and/or recorded performances, and written works.
a. Explain how visual and multimedia elements contribute to the overall meaning and tone of a text.
b. Compare and contrast the approaches to theme in several stories within a genre.
c. Locate information quickly within a text and apply information from multiple sources to analysis of the topics.
d. Explain how an author uses reasons and evidence to support particular points in a text.
e. Compare the approaches of several authors of articles about the same or similar topics.
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Teacher Vocabulary:
26.
Analyze
Topics
Diverse media and formats
Graphics
Live and/or recorded performances
Written works
26a.
Visual elements
Multimedia elements
Overall meaning
Tone
26b.
Compare
Contrast
Theme
Genre
26c.
26d.
Explain
Reasons
Evidence
Points
26e.
Compare Approaches Articles Topics Knowledge:
26. Students know:
Strategies to analyze text and diverse media formats.
Similar topics can be presented in different formats.
26a.
A creator chooses to include visual or multimedia elements in text to convey a particular tone and meaning.
Tone is the attitude of a writer toward a subject or an audience.
26b.
Compare means to tell how something is similar and contrast is to tell how something is different.
Theme is the main, recurring idea in a text.
Stories within a genre will have similar in forms, styles, or subject matter.
26c.
Strategies to locate information quickly in a text, such as utilizing text features.
Techniques to synthesize information from multiple sources.
26d.
Authors often include logical reasons and evidence to support their points.
26e.
Compare is to tell how something is similar.
Authors that write about similar topics will often have similar approaches to explaining the content. Skills:
26. Students are able to:
Analyze and explain how two or more texts explain similar topics in diverse media and formats.
26a.
Identify visual and multimedia elements in text.
Describe the overall meaning and tone of text.
Explain how the visual and multimedia elements impact the overall meaning and tone of the text.
26b.
Identify and describe the theme of a story.
Identify similarities between themes of texts in the same genre.
Identify differences between themes of texts in the same genre.
26c.
Quickly find information within a text.
Analyze text topics by applying information from multiple sources.
26d.
Identify key points in a text.
Identify reasons and evidence that support the author's points.
Explain how the author uses reasons and evidence to support their key points.
26e.
Identify similarities of writing approaches in articles with the same or similar topics. Understanding:
26. Students understand that:
Similar concepts can be explained in different ways depending on the format of the text and the viewpoint of the author.
26a.
Visual and multimedia elements are added to text to enhance or clarify the overall meaning and create a tone.
26b.
Identifying, describing, and analyzing themes of stories within the same genre improves their comprehension of the text and their knowledge of text genres.
26c.
Quickly finding information in a text is an important skill they will use in various situations.
To deeply analyze a topic, they must combine information from multiple sources.
26d.
Authors use logical reasoning and factual evidence to support their points.
26e.
Authors who choose to write about the same topics will often have similar approaches.
