Media
South Carolina College- and Career-Ready Standards for Media Arts Proficiency
Introduction
Education systems in the United States have long recognized the need for national standards to provide the basis for a common curriculum and academic programs throughout the country. The South Carolina academic standards for Media Arts are emerging to new levels in South Carolina’s academic standards for the Visual and Performing Arts. Studies in Media Arts utilize many of the elements and principles from other arts disciplines while creating a body of work that reflects its own list of developing elements and principles. Original media artworks reflect the aesthetics that are embedded in the visual and performing arts.
Our students are increasingly using media as a source of communication and networking. It is imperative that our educational system and its constituents remain current with the trends and technologies that accompany the use of media. This includes appropriate use of media and the ability to interpret Media Arts productions both socially and professionally to nurture the 21st century learner. The new 21st century skills movement (www.21stcenturyskills.org) specifically references media literacy as one of the skills all students need to be attractive to employers in this new century. This also aligns with the skills for the South Carolina profile of the high school graduate. Teachers should understand that these standards need to be reinforced throughout these proficiency levels as the students use more advanced tools and media applications as well as more complex terminology and concepts.
Studies in Media Arts function as a components of an overall school curriculum that addresses the role of diversity role in the classroom. Therefore, a school’s Media Arts curriculum should include sequential Media Arts courses as well as specialized courses. Media Arts can include courses in animation; film studies; graphic design; sound design and recording; digital photography; digital painting/illustration; and social media/web presence. Programs of study are designed to expose the student to a variety of future career opportunities while making them globally aware of the importance that Media Arts plays in the classroom and beyond.
Media Arts Standards
Artistic Processes: Creating- conceive and develop new design ideas and work.
Anchor Standard 1: use past, current and emerging technology tools, procedures, and processes to create a variety of media artworks in a safe and responsible manner.
| MA.CR | Benchmark | Indicator |
|---|---|---|
| NL.1 | recognize technology tools, procedures and processes and use them in a safe and responsible manner to make media artworks. | |
| NM.1 | identify a technology tool, procedure, and process to make still pictures, moving pictures, or digital audio. | |
| NH.1 | identify multiple technology processes to make still pictures, moving pictures, or digital audio. | |
| IL.1 | explain and use a technology tool, procedure and process to convey meaning in media artwork. | |
| IM.1 | explain and use multiple technology tools, procedures and processes to convey meaning in media artwork. | |
| IH.1 | apply the most appropriate technology tool, procedure and process to convey a message to make a media artwork. | |
| AL.1 | apply some effective technology tools, procedures and processes to convey a message to make a variety of media artworks. | |
| AM.1 | manipulate multiple technology tools, procedures and processes to convey messages to make a variety of media artworks in the most effective way. | |
| AH.1 | use and justify the most effective technology tools, procedures and processes to make a variety of still, moving, and/or digital audio images to convey meaning using personal voice. | |
| NL.1.1 | safely and responsibly show the parts of a technology tool used to make media arts. | name some parts of a camera. |
| name the differences between a computer, tablet, and a smartphone. | ||
| NM.1.1 | safely and responsibly identify and use parts of some technology tools used to make media arts. | label the parts of a camera. |
| follow the safety procedures when using a media tool. | ||
| secure an iPad into a stand safely. | ||
| NH.1.1 | safely and responsibly identify and use multiple technology tools to make media arts. | pick from a list of tools which tool would be the best to take a photograph that tells a story about what makes me happy. |
| identify where external components are entered into a device. | ||
| IL.1.1 | explain and safely use a technology tool to convey meaning in media arts. | make a media artwork about my family history. |
| document a day in my life. | ||
| IM.1.1 | explain and safely use multiple technology tools to convey meaning in media arts. | make a media artwork about my family history with interviews incorporated from family members. |
| document a day in my life and focusing on a specific theme that tells a story. | ||
| IH.1.1 | choose some appropriate technology tools to convey a message while making a media artwork in a safe and responsible manner. | edit a photograph to illustrate a stance on a political issue. |
| select Gifs that animate my positions on politics. | ||
| AL.1.1 | choose multiple effective technology tools to convey a message while making a variety of media artworks in a safe and responsible manner. | make a media artwork about my family history. |
| document a day in my life. | ||
| AM.1.1 | manipulate multiple technology tools to convey messages to make a variety of media artworks in the most effective way in a safe and responsible manner. | make a media artwork about my family history with interviews incorporated from family members. |
| document a day in my life and focusing on a specific theme that tells a story. | ||
| AH.1.1 | justify the most effective technology tools to make a variety of media artworks that convey meaning using personal voice in a safe and responsible manner. | edit a photograph to illustrate a stance on a political issue. |
| create a moving film collage to demonstrate a timeline. | ||
| NL.1.2 | follow the steps of some technology procedures and processes to make media artworks. | take a photograph. |
| record my voice. | ||
| record a video. | ||
| NM.1.2 | identify the steps of a technology procedure and process to make media artworks. | take a photograph that is in focus. |
| take picture to tell a story. | ||
| video someone teaching a lesson. | ||
| NH.1.2 | identify the steps of multiple technology procedures and processes to make media artworks. | make an instructional video on how to take a photograph. (The video will include still and moving pictures.) |
| integrate still and moving images into an iMovie trailer. | ||
| IL.1.2 | explain the steps of a technology procedure and process to convey meaning in media arts. | create a vlog about a social issue that demonstrates that I know how to shoot a video with sound. |
| make a short interview about admirable character traits to demonstrate POV and sound. | ||
| IM.1.2 | explain the steps of multiple technology procedures and processes to convey meaning in media arts. | take a self-portrait photograph to convey personal meaning. |
| record my voice to make a vlog and tell a story about a personal experience. | ||
| IH.1.2 | choose the appropriate technology procedure to convey a message while making a media artwork. | create a PSA choosing the best tools and process to help my school. |
| make a voice over to use for daily announcements. | ||
| combine music and sound to add under still pictures. | ||
| AL.1.2 | choose some effective technology procedures and processes to convey a message while making a variety of media artworks. | create a vlog about a social issue that demonstrates that I know how to shoot a video with sound. |
| make a short interview about admirable character traits to demonstrate POV and sound. | ||
| AM.1.2 | manipulate multiple technology procedures and processes to convey messages to make a variety of media artworks in the most effective way. | take a self-portrait photograph to convey personal meaning. |
| record my voice to make a vlog and tell a story about a personal experience. | ||
| AH.1.2 | justify the most effective technology procedures and processes to make a variety of media artworks that convey meaning using personal voice. | create a PSA choosing the best tools and process to help my school. |
| make a voice over to use for daily announcements. | ||
| combine music and sound to add under still pictures. |
Anchor Standard 2: organize, improve, and complete artistic work using media arts elements and principles.
| MA.CR | Benchmark | Indicator |
|---|---|---|
| NL.2 | recognize and explore some elements and principles in media arts. | |
| NM.2 | combine elements and principles of media arts to make media artwork. | |
| NH.2 | communicate meaning in my work by selecting and arranging elements and principles of media arts. | |
| IL.2 | apply elements and principles of media arts to revise my work. | |
| IM.2 | analyze and apply the elements and principles of media arts as a response to an artistic problem. | |
| IH.2 | analyze my media artwork through a critique and refine my work based on given criteria. | |
| AL.2 | create, refine, and communicate ideas based on the elements and principles of media arts to complete a variety of media artworks. | |
| AM.2 | document and justify the planning and development of a media artwork from the inception of the idea to completion. | |
| AH.2 | create a body of work in a variety of media art forms that explore personal themes, ideas, or concepts. | |
| NL.2.1 | recognize some elements or principles of media arts to communicate an idea. | identify when the music changes mood in a film. |
| explore different music choices for a video. | ||
| explore how different fonts are used on magazine covers. | ||
| NM.2.1 | combine elements and principles of media arts using multiple media techniques. | use sound and moving images to tell a story. |
| use lighting and contrast in a photo to convey mood. | ||
| NH.2.1 | change the meaning of a media artwork using different elements or principles. | change the font and color on a magazine cover to create emphasis. |
| change the speed and camera angle of an animation. | ||
| IL.2.1 | identify improvements needed in my media artwork and explore strategies to strengthen the intended meaning. | explain how lighting can change a photograph’s mood. |
| explain why point of view is important when making a film. | ||
| IM.2.1 | explain how multiple elements or principles of media arts are used to convey meaning in media artworks. | explain how background music and the speaker's tone of voice can affect meaning in a podcast. |
| explain how editing and pacing can change the rhythm of a commercial. | ||
| IH.2.1 | participate in a formal critique to revise my artwork. | make and post a video blog on my process of making my film for others. |
| describe and make suggestions about a media artwork free of personal judgment based on the elements and principles of media arts. | ||
| AL.2.1 | apply organizational strategies that communicate a personal meaning, theme, idea, or concept. | explain how lighting can change a photograph’s mood. |
| explain why point of view is important when making a film. | ||
| AM.2.1 | create a process folio to document the planning of a media artwork. | explain how background music and the speaker's tone of voice can affect meaning in a podcast. |
| explain how editing and pacing can change the rhythm of a commercial. | ||
| AH.2.1 | explain and defend the choices I made to communicate my artistic ideas across multiples media artworks. | make and post a video blog on my process of making my film for others. |
| describe and make suggestions about a media artwork free of personal judgment based on the elements and principles of media arts. |
Artistic Processes: Presenting- share artistic ideas and work.
Anchor Standard 3: develop, refine, and select work for presentation that reflects specific content, ideas, skills, and media works for display.
| MA.P | Benchmark | Indicator |
|---|---|---|
| NL.3 | identify media artworks as communi-cation. | |
| NM.3 | explain ways media artworks are presented. | |
| NH.3 | consider audience response when discussing how media artworks are presented. | |
| IL.3 | identify a target audience for presentation of my media artwork. | |
| IM.3 | identify and choose multiple formats used in presenting media artworks for a target audience. | |
| IH.3 | compare presentation formats for different media artworks and its intended audience. | |
| AL.3 | present media artworks considering combinations of formats and target audience. | |
| AM.3 | analyze and interpret the effectiveness of a media arts presentation for an intended audience. | |
| AH.3 | promote and present media artworks for intentional impacts through a variety of contexts such as markets and venues. | |
| NL.3.1 | present a media artwork to an audience. | present photography as a media artwork. |
| present film as moving pictures to create meaning. | ||
| present posters and brochures as advertisements. | ||
| NM.3.1 | identify venues appropriate for still and moving images in media artworks. | name places to show my work. |
| identify where a still image is more appropriate to use than a moving image. | ||
| identify two places to post a video. | ||
| NH.3.1 | examine how audience response varies depending on how media artwork is presented. | identify how children respond differently to a cereal commercial than adults. |
| identify how a movie trailer and a movie poster target audience for different purposes. | ||
| examine how different ages of people chose different formats to view media. | ||
| IL.3.1 | identify multiple ways to share my work through different media outlets. | post a photograph on social media. |
| upload my story as a podcast. | ||
| upload a video to YouTube. | ||
| IM.3.1 | choose proper format for my media artwork. | reduce the file size of a video for better streaming. |
| change the resolution of my photograph for better printing. | ||
| change the resolution of a film to be projected for a large screen. | ||
| IH.3.1 | choose the most effective media format for a select audience. | choose whether to upload my film to YouTube or Vimeo for impact. |
| decide whether I want to post my filers digitally or printed for distribution. | ||
| AL.3.1 | select my intended audience and choose multiple media formats to get the most views. | post a photograph on social media. |
| upload my story as a podcast. | ||
| upload a video to YouTube. | ||
| AM.3.1 | evaluate the effectiveness of virtual and physical presentations of a media artwork. | reduce the file size of a video for better streaming. |
| change the resolution of my photograph for better printing. | ||
| change the resolution of a film to be projected for a large screen. | ||
| AH.3.1 | create a media plan (funding, distribution, and viewing) to promote my media artwork. | choose whether to upload my film to YouTube or Vimeo for impact. |
| decide whether I want to post my filers digitally or printed for distribution. |
Artistic Processes: Responding- interpret (read) and evaluate how media is represented and conveys meaning.
Anchor Standard 4: describe, analyze, and evaluate the meaning of my work and the work of others.
| MA.R | Benchmark | Indicator |
|---|---|---|
| NL.4 | explore message and purpose in my media artworks and the work of others. | |
| NM.4 | identify some messages and purposes in media artworks. | |
| NH.4 | identify the messages and purposes, in my media artworks and the work of others. | |
| IL.4 | explain the messages and purposes in media artworks. | |
| IM.4 | analyze and describe reactions and interpretations of messages and purposes in a variety of media artworks. | |
| IH.4 | investigate personal and group intentions about messages and purposes in media artworks. | |
| AL.4 | discuss and analyze the message and purpose in a variety of media artworks. | |
| AM.4 | analyze the message and intent of a variety of media artworks. | |
| AH.4 | justify the message, intent, and impact of diverse media artworks, considering complex factors of context and bias. | |
| NL.4.1 | describe parts of a media artwork. | identify a type of media artwork (video, podcast, animation, etc.) |
| name the subject in a photograph. | ||
| identify color, size, font, and space choices in a media artwork. | ||
| NM.4.1 | identify how media artworks are put together. | name color as an element of a media artwork. |
| tell that a photograph only shows value, as an element of art, because it is black and white. | ||
| define an element and a principle of media art in a short film or advertisement. | ||
| NH.4.1 | identify the subject, composition, and media arts elements and principles for a variety of media artworks. | describe how different camera angles are used in a film. |
| describe the rule of thirds and how it is used in more than one media art form. | ||
| recognize how lighting is used to change the mood or intent of the film. | ||
| recognize how costume choices are used to convey meaning. | ||
| IL.4.1 | explain how to use the elements and principles of media art to compose a media artwork. | explain how separate things such as framing and angles can change the film. |
| IM.4.1 | show the similarities and differences in how media artworks are organized by the elements and principles. | see how film and video can be similar in terms of image style but very different when it comes to file size. |
| IH.4.1 | rephrase ways in which a variety of media artworks organize criteria. | look at a propaganda poster and remix that using a new subject. |
| AL.4.1 | analyze the organization of the elements and principles of media artworks. | explain how separate things such as framing and angles can change the film. |
| explain how color theory themes can change the emotion in a film. | ||
| AM.4.1 | critique how the composition characteristics in multiple media artworks work together. | see how film and video can be similar in terms of image style but very different when it comes to file size. |
| see how film and video can be similar in terms of image style but very different when it comes to point of view. | ||
| compare a infomercial’s use of color to the color in a printed advertising image. | ||
| AH.4.1 | justify the organizational choices made by media artists. | look at a propaganda poster and remix that using a new subject. |
| create a series of podcast that follow a similar format and style. | ||
| NL.4.2 | name a message in media artworks. | identify a message in a commercial. |
| identify the message in a print advertisement. | ||
| identify the plot in a movie. | ||
| NM.4.2 | describe my thoughts about messages in media artworks. | tell my thoughts about the message in a movie, video, etc. |
| explain for whom a media artwork message was created. | ||
| NH.4.2 | identify ideas, issues, and/or experiences presented in the messages of media artworks. | explain my thoughts about the ideas, issues and experiences shown on a TV episode and movie. |
| explain my thoughts about ideas, issues and experiences shown in an advertisement and photograph. | ||
| explain my thoughts about the effectiveness of an advertisement or film. | ||
| IL.4.2 | explain the techniques used in different media artworks that reflect varying messages and points of view. | relate how camera angles are connected to the perception of the message in a film. |
| identify various artistic techniques that are used in advertising to convey a specific message for a specific group of people. | ||
| describe the main target audience of a movie, or television show, based on the message. | ||
| IM.4.2 | investigate increasingly complex messages in media artworks. | share what a director’s point of view and message is in a film. |
| explain the difference in target audience of a viral video and a full length feature film. | ||
| explain the different target audience of a meme and an ad campaign. | ||
| IH.4.2 | explore the language, tone, and point of view used in media texts to influence meaning and interpretation of messages. | analyze how point of view can influence the audience of a news story. |
| analyze how a director's personal beliefs can influence their final product in a documentary. | ||
| explain how personal views can influence an audience member’s reaction to a commercial. | ||
| AL.4.2 | analyze the effectiveness of a presentation and treatment of messages in media artwork. | relate how camera angles are connected to the perception of the message in a film. |
| identify various artistic techniques that are used in advertising to convey a specific message for a specific group of people. | ||
| describe the main target audience of a movie, or television show, based on the message. | ||
| AM.4.2 | interpret the qualities of and relationships between the components, style, and message communicated by media artworks and artists. | share what a director’s point of view and message is in a film. |
| explain the difference in target audience of a viral video and a full length feature film. | ||
| explain the different target audience of a meme and an ad campaign. | ||
| AH.4.2 | justify my interpretation of language, tone, and point of view of the message in a media artwork. | analyze how point of view can influence the audience of a news story. |
| analyze how a director's personal beliefs can influence their final product in a documentary. | ||
| explain how personal views can influence an audience member’s reaction to a commercial. | ||
| NL.4.3 | name a purpose of some media artworks. | predict the message of a media artwork based on an image. |
| identify the choices made by a choreographer in music video. | ||
| explain the choices made by a filmmaker when making a movie. | ||
| NM.4.3 | identify the purpose of a media artwork. | describe the preferences of an artist that makes a video blog. |
| describe the preferences of a radio broadcaster. | ||
| identify how a filmmaker uses light, sound, costume, and setting to convey a purpose. | ||
| NH.4.3 | identify the purpose and audience of a media artwork. | explain why different age groups may respond differently to an internet meme. |
| explain how different age groups may respond differently to a movie or TV show. | ||
| explain how people from different backgrounds would react to a video game. | ||
| IL.4.3 | explain that different media can produce artworks that have the same purpose. | identify the way color is used in print media. |
| identify how text size and placement on magazine covers can sway my opinion. | ||
| IM.4.3 | investigate increasingly complex techniques that artists use to convey purpose in media artwork. | identify various lighting techniques in a work of media art and how those techniques influence the audience reaction. |
| identify various sound techniques in a work of media art and explain why they were used. | ||
| see advertisements are changed depending on the target audience's location. | ||
| IH.4.3 | find and interpret data to explore multiple differences in the purpose of media artwork. | examine how an artist’s choice of music in a short film. can influence the audience. |
| examine how the use of a particular color on a meme can influence an audience. | ||
| AL.4.3 | analyze formal and informal situations, the effectiveness of presentation, and treatment of media to convey the purpose. | identify the way color is used in print media. |
| identify how text size and placement on magazine covers can sway my opinion. | ||
| AM.4.3 | analyze and interpret the qualities of relationships between the components, style, message, and how they relate to the purpose. | identify various lighting techniques in a work of media art and how those techniques influence the audience reaction. |
| identify various sound techniques in a work of media art and explain why they were used. | ||
| see advertisements are changed depending on the target audience's location. | ||
| AH.4.3 | justify my interpretation and explanation of the purpose of multiple media artwork. | examine how an artist’s choice of music in a short film can influence the audience. |
| examine how the use of a particular color on a meme can influence an audience. | ||
| NL.4.4 | make a statement about my media artwork. | name the subject of my media artwork. |
| name the setting of my media artwork. | ||
| write a title for my work. | ||
| NM.4.4 | describe my media artwork. | explain what inspired me to make my artwork. |
| explain how I made my media artwork. | ||
| NH.4.4 | recognize an element and/or principle of media art in my work. | explain some compositional elements in my media artwork. |
| explain how setting, color, lighting, etc., are used in my work. | ||
| IL.4.4 | describe multiple elements and principles of media art in my work. | write an artist statement that describes and interprets and element or principle of art. |
| write an artist statement that describes how color is used in my media artwork. | ||
| write an artist statement that describes how line creates movement in my media artwork. | ||
| IM.4.4 | identify elements and principals of media arts in artist’s statements. | create a blog that describes, interprets and analyzes my artwork. |
| talk about an artist statement that describes how quadrants are used to create emotions in my media artwork. | ||
| talk about an artist statement that describes how angles are used in my media artwork. | ||
| IH.4.4 | develop an artist’s statement that describes media arts criteria and intent of my work. | journal daily about my process and purpose of creating artwork in class. |
| create a blog that describes, interprets and analyzes my artwork. | ||
| AL.4.4 | develop an artist’s statement that merges personal influences with intent and media arts criteria for my work. | write an artist statement that describes and interprets personal choices when using of lighting angles and shadows in a video game. |
| write an artist statement that describes and interprets the use emphasis in costumes designs to express intent for a dance video. | ||
| AM.4.4 | develop an artist’s statement that identifies common themes in personal influences, intent and media arts criteria for work. | create a blog that describes, common themes in a series of films on school culture. |
| write an artist statement about specific intent used in a radio announcement on religious views. | ||
| AH.4.4 | justify my choices of criteria, cultural influences, personal experiences, to create my own voice in my artist statement. | validate my choices through an artist statement on expressing my personal voice on making a film about persons’ with disabilities. |
| defend my cultural influences in an artist statement for a contest for International Day. |
Artistic Processes: Connecting- relate artistic ideas and work with personal meaning and external context.
Anchor Standard 5: examine the role of media arts through history and cultures.
| MA.C | Benchmark | Indicator |
|---|---|---|
| NL.5 | explore ideas that connect media arts to different cultures and time periods. | |
| NM.5 | recognize some examples of media arts found in different cultures and time periods. | |
| NH.5 | identify media arts used for different purposes in various cultures and time periods. | |
| IL.5 | analyze a variety of media artworks from different cultures and time periods. | |
| IM.5 | describe why different media artworks are used for different purposes in various cultures and time periods. | |
| IH.5 | analyze similarities and differences in media artworks among different cultures and time periods. | |
| AL.5 | examine past media arts works to determine their influence on media today. | |
| AM.5 | explain the influence of past media arts works throughout different time periods and how that reflects on media today. | |
| AH.5 | evaluate media arts works from the past and apply the most effective ones to my work and the work of others. | |
| NL.5.1 | recognize ideas that connect media arts to history, cultures, and the world. | watch a commercial and recognize that cultures are different based on clothing, language or environment. |
| choose a book that shows differences in cultures and/or time periods. | ||
| NM.5.1 | relate to ideas that connect media arts to history, cultures, and the world. | I discuss ideas that connect to different cultures other than my own by watching a video, newsbyte, or commercial. |
| discuss ideas that connect to my classmates from different cultures after viewing current news reports. | ||
| make an infographic about different cultures and historical figures. | ||
| NH.5.1 | show how ideas connect media arts to history, cultures, and the world. | write about the connections to another culture when looking at a media artwork. |
| present a film that connects to my family history. | ||
| IL.5.1 | explain how ideas connect media arts to history, cultures, and the world. | watch a commercial and talk about how advertisements from different parts of the world look. |
| watch a music video and discuss how dancing styles change for different cultures. | ||
| IM.5.1 | compare and contrast how to connect media arts ideas to history, cultures, and the world. | discuss how different advertisements from different parts of the world look. |
| compare and contrast the clothing in music videos from around the world. | ||
| IH.5.1 | interpret how media arts ideas connect to history, cultures, and the world. | watch 3 different Coca Cola commercials and make connections to other cultures and global advertising. |
| look at a video of or go to Disney World and talk about the impact the ride “It’s a Small World” has as a means of teaching me more about culture. | ||
| AL.5.1 | participate in formal and informal situations relating to how media art connects to history, cultures, and the world. | make a short documentary on an African Drumming group that relates native music to our country. |
| make a propaganda poster that focuses on human rights and its changes throughout history. | ||
| AM.5.1 | examine the relationship between media arts, history, cultures, and the world. | make digital print advertisements based on a series of provided samples from the past, and use to define how different cultures will respond to the ads. |
| create an animation short reflecting cultures from another country through environment and action. | ||
| AH.5.1 | justify the relationship between media arts, history, cultures, and the world. | make a short film project based on a cultural theme identified by the student. Students create three advertisements, then present these three “ads” to the class and describe and explain their connections. |
| make a presentation that connects similar and different international policies during different presidencies. |
Anchor Standard 6: relate media arts to personal meaning, other arts disciplines, content areas, and careers.
| MA.C | Benchmark | Indicator |
|---|---|---|
| NL.6 | explore media arts concepts among other arts disciplines, content areas, and related careers. | |
| NM.6 | recognize a media arts concept among other arts disciplines, content areas, and related careers. | |
| NH.6 | apply media arts concepts among other arts disciplines, content areas, and related careers. | |
| IL.6 | explore a range of media arts skills shared among other arts disciplines, content areas, and careers. | |
| IM.6 | recognize specific media arts skills shared among other arts disciplines, content areas, and careers. | |
| IH.6 | analyze the media arts tools, concepts, and materials used among other arts disciplines, content areas, and careers. | |
| AL.6 | apply media arts concepts to other arts disciplines and content areas to prepare me for a career. | |
| AM.6 | research aspects of media arts careers to influence my career path. | |
| AH.6 | analyze complex ideas from other arts disciplines and content areas to inspire my creative work and evaluate its impact on my artistic perspective. | |
| NL.6.1 | identify a relationship between media arts and another subject in my school. | gather an example and show how a media art and a fine art can be the same, or similar. |
| find ways that line can be shown in visual art, dance, and media art. | ||
| name another discipline used in a video or picture conveying a message to an audience. | ||
| NM.6.1 | demonstrate a relationship between media arts and another subject in my school. | show and describe the relationship between a media art and fine art in a media presentation. |
| look at three commercials and tell what other areas are connected within the commercial such as E*TRADE’s baby, Doritos and Clorox. | ||
| NH.6.1 | demonstrate and describe the relationship between media arts and a concept from another subject in my school. | show how ideas connect media arts and fine arts by creating a media presentation. (Portraits) |
| show how ideas connect line in visual art, dance, and media art. | ||
| make a picture, advertisement or short video that uses another discipline. | ||
| IL.6.1 | apply media arts concepts to other arts disciplines and content areas. | explain how ideas connect media arts and fine arts by creating a media presentation. |
| explain how line connects media arts to visual art and dance. | ||
| talk about symbolism used in English that is seen in print ads or websites to get a message across to a target audience. | ||
| IM.6.1 | examine the relationship between media arts and specific content from another arts discipline and content area. | compare and contrast a media art with a fine art to discover the similarities and differences between the two. |
| take a painting and create a media artwork that represents the idea conveyed in the painting. i.e. “Off the and onto the stage.” | ||
| look through magazine and cut out print ads that contain elements of math and English. | ||
| IH.6.1 | apply concepts from other arts disciplines and content areas to my media artwork. | interpret how the idea of line is used in painting and photography. |
| interpret the use of line and movement in dance and photography to find similarities to create a short film. | ||
| make connections to mathematics and science using video games to enhance the playability of the game. | ||
| AL.6.1 | explain ideas from other arts disciplines and content areas through media arts. | make a video project using dance themes from painter Jonathan Green. |
| make a video project that demonstrates how lines are similar in media arts, visual arts, and dance. | ||
| AM.6.1 | explain how economic conditions, cultural values, and location influence media arts and the need for related careers. | make a video of a music (band, orchestra, choral) concert using more than one camera and editing to produce one work to be shared with the school and community. |
| make a video of dance using the elements of earth, air, fire and water. | ||
| AH.6.1 | research societal, political, and cultural issues as they relate to other arts and content areas and apply to my role as a media artist. | make an interdisciplinary project that to present to an organization in the community or within the school. |
| make a short film that reflects similarities and differences between media arts and other disciplines with regard to fundamental concepts. | ||
| NL.6.2 | identify different types of media arts that interest me. | identify the media I use at home or school. |
| identify the media I use for different purposes. | ||
| NM.6.2 | identify and demonstrate the skills used to make media artwork that interests me. | name the skills used to make a magazine layout. |
| name the skills used to make a music video. | ||
| name the skill used to make a commercial or video game. | ||
| name the skills used to create a podcast. | ||
| NH.6.2 | describe specific careers in media arts. | document the purpose of a director on a film. |
| research roles in video game and music video production. | ||
| research the role of a sound engineer. | ||
| review movie credits to see all the careers needed to make a movie. | ||
| IL.6.2 | demonstrate and describe the skills needed for careers in media arts. | define careers needed when making my media artwork. |
| describe the skills needed to be a cinematographer. | ||
| IM.6.2 | identify specific skills required for various careers in media arts. | discuss and assign a variety of jobs and responsibilities needed when making a comic book (ie. illustrator, colorists, inker, etc.). |
| identify the differences in skills needed for broadcast journalism and photojournalism. | ||
| IH.6.2 | research topics about careers in media arts that interest me. | research and write what my job responsibilities and title is in making an infomercial and explain my contributions to the work. |
| research and write what skills I would need to work as a radio announcer. | ||
| AL.6.2 | identify the skills, training, and education necessary to pursue a career in media arts that interests me. | serve in a variety of roles such as director, camera operator, editor, sound engineer, teleprompter and gaffer when making a short film to explore various roles and skills related to filmmaking. |
| use my portfolio of work to identify skills that I am interested in pursuing as career. | ||
| AM.6.2 | pursue opportunities that will lead me to a career in media arts. | research classes and workshops needed to develop specific media arts techniques and skills. |
| participate in media arts opportunities in my community. | ||
| AH.6.2 | demonstrate skills necessary for a career in media arts. | take on an internship in the community in a media arts career capacity. |
| get an entry-level part time job working in different media fields, such as a color flatter for the comic industry. |
Anchor Standard 7: practice digital citizenship in researching and creating art.
| MA.C | Benchmark | Indicator |
|---|---|---|
| NL.7 | imitate digital citizenship when I am online. | |
| NM.7 | identify digital citizenship when I am online. | |
| NH.7 | show digital citizenship when I am online. | |
| IL.7 | model and explain aspects of digital citizenship when I am online. | |
| IM.7 | describe different aspects of digital citizenship when I am online. | |
| IH.7 | interpret different aspects of digital citizenship when I am online. | |
| AL.7 | participate in formal and informal situations to discuss and demonstrate digital citizenship when I am online. | |
| AM.7 | analyze and identify the appropriate digital citizenship strategy to use when I am online. | |
| AH.7 | justify my choice of digital citizenship strategy to use when I am online. | |
| NL.7.1 | explore the internet safely and responsibly when logging on to my device. | know where to find my password. |
| log in to my electronic device. | ||
| follow acceptable use policies at my school, home, or in public. | ||
| NM.7.1 | identify several safe ways to search topics on the internet. | remember my password, log onto a computer and use a computer application with my student account. |
| create a bookmark for a website on my browser. | ||
| download an approved application. | ||
| NH.7.1 | share with others how to safely search for information on the internet. | give examples of positive ways to post thoughts and ideas on the internet. |
| post images while protecting my identity and the identity of others. | ||
| IL.7.1 | explain and demonstrate several safe and reliable ways to search for accurate information on the internet. | create a presentation that explains how to keep my password information secure. |
| use my personal secure information to create an account on an educational website. | ||
| IM.7.1 | collaborate with other students in various safe and reliable ways to search for information on the internet. | safely and responsibly work with others online to create list of rules and steps on how to protect my personal information. |
| identify ways to manage my online information, safety, and collaborate with other students on the internet in a safe and responsible way. | ||
| identify predictable situations that might arise when I am searching for information on the internet. | ||
| IH.7.1 | identify predictable situation when using the internet. | identify spam e-mail and delete it from my account. |
| recognize and report cyber bullying in an online chatroom. | ||
| AL.7.1 | participate in formal and informal situations when collaborating with others and can model appropriate and positive etiquette. | discuss and critique internet safety and model how to use it in a safe and responsible manner online. |
| AM.7.1 | analyze various ways to use digital citizenship to collaborate with the world in an appropriate and positive way. | devise an internet safety plan for other students to follow when they are online in school. |
| AH.7.1 | compile a selection of information that is found on the internet and how helps me justify my own voice as an artist. | interact with my peers in an online critique of an artwork, and justify my constructive criticism. |
| NL.7.2 | explore how to post safely on the internet. | explore what information is appropriate to post online. |
| follow acceptable use policies for posting online. | ||
| NM.7.2 | identify several safe online platforms to post on the internet. | share visual examples of good ways to post on the internet. |
| NH.7.2 | share various ways to post safely on the internet. | |
| IL.7.2 | explain and model how to post safely on the internet. | create a presentation that shows how to post safely on the internet. |
| describe procedures to protect my identity and the identity of others. | ||
| IM.7.2 | analyze various ways to post safely on the internet. | compare and contrast different ways for students to post on the internet and how to post in a constructive way. |
| describe multiple ways have an online presence. | ||
| IH.7.2 | investigate several ways that information on the internet is not safe or responsible and ways to respond to these problems. | show examples of why it is important to post positive and constructive comments on social media. |
| AL.7.2 | participate in formal and informal situations when collaborating with others to post safely on the internet. | participate on an online critique of other student artwork in a positive and constructive manner. |
| AM.7.2 | investigate various ways to post safely on the internet and know the difference between a positive and a negative post. | create a constructive and positive response to a blog post of another student. |
| AH.7.2 | justify my choice of what I post on the internet to interact with the world in an appropriate and positive way. | communicate online in an appropriate and positive on my webpage. |
| create a blog and communicate about global issues in a positive and constructive way. | ||
| NL.7.3 | identify that a media artwork has an owner. | locate the watermark on a photograph. |
| NM.7.3 | find the owner of a media artwork on the internet. | use correct spelling and vocabulary it search topics. |
| identify safe search engines and databases. | ||
| locate the credits for a video on a website. | ||
| find headers and footers to check facts on a website. | ||
| NH.7.3 | credit the owner of media artwork on the internet when I intend to use it. | tag a photo with the owner. |
| create credits when making an iMovie trailer. | ||
| help a peer safely find a video on the internet. | ||
| work with other to search for information on a group project. | ||
| IL.7.3 | explain and model the use of media artwork that is owned by another artist, and can demonstrate my responsibilities and rights when using the work for educational purposes. | create a poster about the copyright laws as they apply to photography. |
| explain and demonstrate several ways to search for a particular media form on the internet. | ||
| IM.7.3 | identify media artwork that is owned by another artist, and can demonstrate my responsibilities and rights when using the work for educational or personal purposes. | report how to attribute copyright to an artist in a media presentation. |
| compare and contrast primary, secondary and tertiary sources of information to decide which one best fits the needs of my media project. | ||
| IH.7.3 | handle unexpected situations with copyright and fair use rules as it applies to my artwork, performance, or presentation. | explain that as a creator of an original piece of art I can: make copies of my work, distribute copies of my work, or perform/display my work publicly, or make derivative works. |
| make a PSA presentation that demonstrates what to do when a problem arises when searching for information on the internet. | ||
| AL.7.3 | participate in formal and informal situations when collaborating with others to discuss copyright laws that apply to a media artwork. | take a stance in a debate about why we should have copyright law. |
| look at three websites with information about the same story and decide which information is valid, reliable, and unbiased. | ||
| AM.7.3 | analyze and synthesize various ways that copyright laws apply to my work and the work of others. | create a presentation about the similarities and differences between photography and video copyright law. |
| create a blog that discusses how to use, understand and synthesize information found on different websites. | ||
| AH.7.3 | justify my choice of how I use copyright law to protect my work and the work of others. | demonstrate how I followed copyright law in the creating of ideas and media artwork. |
| appraise information found on the internet and find appropriate information that validates and justifies my choice of imagery, text, and sound in my artwork. |
Media Glossary
Artist Statement An artist statement lets you convey the reasoning behind your work-- why you chose a particular subject matter, why you work in a certain medium, etc. And further, a well-written statement shows the relationship of you to your artwork, and helps creates a connection with the viewer that will make your work (and your name) more memorable.
Attention Principle of directing perception through sensory and conceptual impact.
Balance Principle of the equitable and/or dynamic distribution of items in a media arts composition or structure for aesthetic meaning, as in a visual frame, or within game architecture.
Codes and Conventions Codes are systems of signs put together (usually in a sequence) to create meaning. These systems may be verbal, visual, non-verbal, or aural (e.g., sound effects, music). Visual media may use a number of technical codes such as camera angles, framing, composition, and lighting to convey a particular attitude to a subject. Conventions are the commonly accepted or generally known methods of doing something. Codes and conventions are used together in the study and examination of a specific media genre. The camera angles used in a film, for example, should be studied in terms of the way camera angles are conventionally used in the particular type of film.
Components The discrete portions and aspects of media artworks, including: elements, principles, processes, parts, assemblies, etc., such as: light, sound, space, time, shot, clip, scene, sequence, movie, narrative, lighting, cinematography, interactivity, etc.
Composition Principle of arrangement and balancing of components of a work for meaning and message.
Constraints Limitations on what is possible, both real and perceived.
Continuity The maintenance of uninterrupted flow, continuous action or self-consistent detail. across the various scenes or components of a media artwork, i.e. game components, branding, movie timeline, series, etc.
Context The situation surrounding the creation or experience of media artworks that influences the work, artist or audience. This can include how, where, and when media experiences take place, as well as additional internal and external factors (personal, societal, cultural, historical, physical, virtual, economic, systemic, etc.)
Contrast Principle of using the difference between items, such as elements, qualities and components, to mutually complement them.
Convention An established, common, or predictable rule, method, or practice within media arts production, such as the notion of a ‘hero’ in storytelling.
Copyright The exclusive right to make copies, license, and otherwise exploit a produced work.
Criteria The elements and principles students use to design their work
Digital Citizenship A standard of behavior with regard to the appropriate use of technology. A set of ethical and social norms that oppose the misuse and abuse of technology.
Digital Identity How one is presented, perceived and recorded online, including personal and collective information and sites, e-communications, commercial tracking, etc.
Divergent Thinking Unique, original, uncommon, idiosyncratic ideas; thinking “outside of the box.”
Design Thinking A cognitive methodology that promotes innovative problem solving through the prototyping and testing process commonly used in design.
Elements of Media Arts Include but not limited to, light, sound, time, POV, performance, framing, narrative, and editing.
Emphasis Principle of giving greater compositional strength to a particular element or component in a media artwork.
Ethics Moral guidelines and philosophical principles for determining appropriate behavior within media arts environments.
Exaggeration Principle of pushing a media arts element or component into an extreme for provocation, attention, contrast, as seen in character, voice, mood, message, etc.
Experiential Design Area of media arts wherein interactive, immersive spaces and activities are created for the user; associated with entertainment design.
Fairness Complying with appropriate, ethical and equitable rules and guidelines.
Fair Use Permits limited use of copyrighted material without acquiring permission from the rights holders, including commentary, search engines, criticism, etc.
Force Principle of energy or amplitude within an element, such as the speed and impact of a character’s motion
Generative Methods Various inventive techniques for creating new ideas and models, such as brainstorming, play, open exploration, experimentation, inverting assumptions, rule bending, etc.
Heterogeneity How an artwork can be made up of many distinct experiences and parts that are independent however when placed together bring deeper meaning. Ex. installation that includes recorded, sounds, images, and performances.
Hybridization Principle of combining two existing media forms to create new and original forms, such as merging theatre and multimedia.
Information Literacy Skills The abilities necessary to access, utilize, and critically evaluate the products of the mass media, including an informed understanding of the nature of the media and the methods they employ.
Intent Purpose behind making a media art work whether personal or analyzed through the work made by others.
Interactivity A diverse range of articulating capabilities between media arts components, such as user, audience, sensory elements, etc., that allow for inputs and outputs of responsive connectivity via sensors, triggers, interfaces, etc., and may be used to obtain data, commands, or information and may relay immediate feedback, or other communications; contains unique sets of aesthetic principles.
Judgement The ability to make informed and cognizant decisions regarding a media artwork, especially in the critique process.
Juxtaposition Placing greatly contrasting items together for effect.
Legal The legislated parameters and protocols of media arts systems, including user agreements, publicity releases, copyright, etc.
Manage Audience Experience The act of designing and forming user sensory episodes through multi-sensory captivation, such as using sequences of moving image and sound to maintain and carry the viewer’s attention, or constructing thematic spaces in virtual or experiential design
Markets The various commercial and informational channels and forums for media artworks, such as T.V., radio, internet, fine arts, non-profit, communications, etc.
Meaning The formulation of significance and purposefulness in media artworks.
Media Arts Contexts The diverse locations and circumstances of media arts, including its markets, networks, technologies and vocations.
Media Environments Spaces, contexts and situations where media artworks are produced and experienced, such as in theaters, production studios and online.
Media Literacy A series of communication competencies, including the ability to access, analyze, evaluate, and communicate information in a variety of forms, including print and nonprint messages.
Media Messages The various artistic, emotional, expressive, prosaic, commercial, utilitarian and informational communications of media artworks.
Media Texts Aural, print, graphic, and electronic communications with a public audience. Such texts often involve numerous people in their construction and are usually shaped by the technology used in their production. Media texts include papers and magazines, television, video and film, radio, computer software, and the Internet.
Medium Material used to create the art piece and determine the nature of the final work.Ex.film, digital imaging, web design.
Message Media messages contain “texts” and “subtexts.” The text is the actual words, pictures and/or sounds in a media message. The subtext is the hidden and underlying meaning of the message. Media messages reflect the values and viewpoints of media makers.
Modeling or Concept Modeling Creating a digital or physical representation or sketch of an idea, usually for testing; prototyping.
Movement Principle of motion of diverse items within media artworks.
Multimodal Perception The coordinated and synchronized integration of multiple sensory systems (vision, touch, auditory, etc.) in media artworks.
Multimedia Theatre The combination of live theatre elements and digital media (sound, projections, video, etc.) into a unified production for a live audience.
Narrative Structure The framework for a story, usually consisting of an arc of beginning, conflict, and resolution
Netiquette The correct or acceptable way of communicating on the Internet.
Personal Aesthetic An individually formed, idiosyncratic style or manner of expressing oneself; an artist’s “voice.”
Perspective Principle pertaining to the method of three-dimensional rendering, point-of-view, and angle of composition.
Point of View The position from which something or someone is observed; the position of the narrator in relation to the story, as indicated by the narrator's outlook from which the events are depicted and by the attitude toward the characters.
Positioning The principle of placement or arrangement.
Principles Media Arts Principles that include but not limited to, interactivity, heterogeneity, hybridization, medium, and temporality.
Production Processes The diverse processes, procedures, or steps used to carry out the construction of a media artwork, such as prototyping, playtesting, and architecture construction in game design.
Prototyping Creating a testable version, sketch or model of a media artwork, such as a game, character, website, application, etc.
Representation Media representations are the ways in which the media portrays particular groups, communities, experiences, ideas, or topics from a particular ideological or value perspective.
Resisting Closure Delaying completion of an idea, process, or production, or persistently extending the process of refinement, towards greater creative solutions or technical perfection
Responsive Use of Failure Incorporating errors towards persistent improvement of an idea, technique, process or product
Rules The laws, or guidelines for appropriate behavior; protocols.
Safety Maintaining proper behavior for the welfare of self and others in handling equipment and interacting with media arts environments and groups.
Soft Skills Diverse organizational and management skills, useful to employment, such as collaboration, planning, adaptability, communication, etc.
Stylistic Convention A common, familiar, or even “formulaic” presentation form, style, technique, or construct, such as the use of tension building techniques in a suspense film, for example.
Systemic Communications Socially or technologically organized and higher-order media arts communications such as networked multimedia; television formats and broadcasts; “viral” videos; social multimedia (e.g. “vine” videos); remixes; transmedia, etc.
System(s) The complex and diverse technological structures and contexts for media arts production, funding, distribution, viewing, and archiving.
Technological The mechanical aspects and contexts of media arts production, including hardware, software, networks, code, etc.
Temporality How the passage of time can change one’s interpretation of an artwork or one’s ability to witness the artwork.
Tone Principle of “color,” “texture,” or “feel,” of a media arts element or component, as for sound, lighting, mood, sequence, etc.
Transdisciplinary Production Accessing multiple disciplines during the conception and production processes of media creation, and using new connections or ideas that emerge to inform the work.
Transmedia Production Communicating a narrative and/or theme over multiple media platforms, while adapting the style and structure of each story component to the unique qualities of the platforms.
Virtual Channels Network based presentation platforms such as: Youtube, Vimeo, Deviantart, etc.
Virtual Worlds Online, digital, or synthetic environments (e.g. Minecraft, Second Life).
Vocational The workforce aspects and contexts of media arts.
Media References
Artist Statement | Art School Resources - ArtStudy.org. N.p., n.d. Web. 05 Feb. 2017.
Baker, F. (n.d.). Media Literacy Clearinghouse. Retrieved from http://frankwbaker.com/
Baker, F. W. (2010). Introduction to Media Arts (SCDE Visual & Performing Arts: 2010). Retrieved from http://www.frankwbaker.com/media_literacy_supportdoc.htm
Boles, D. (1994). The language of media literacy: A glossary of terms. Mediacy, 16, (3). Retrieved from http://www.mediaawareness.ca/english/resources/educational/teaching_backgrounders/media_ literacy/glossary_media_literacy.cfm CI5472 Teaching Film, Television, and Media." CI5472 Teaching Film, Television, and Media. N.p., n.d. Web. 05 Feb. 2017.
Common Sense Media. (2016). Common Sense Education: Digital Citizenship. Retrieved from https://www.commonsensemedia.org/educators/digital-citizenship
Elements and Principles of Media Art. St. Rosemary Educational Institution. (2016, July 18). Retrieved from http://schoolworkhelper.net/elements-and-principles-of-media-art/
National Coalition for Core Arts Standards. (2014). National Core Arts Standards. Dover, DE: State Education Agency Directors of Arts Education. Retrieved from www.nationalartsstandards.org
"Reading Between the Lines: Media Literacy." Wellness, Alcohol and Violence Education (WAVE). N.p., n.d. Web. 05 Feb. 2017.
South Carolina Department of Education. (2010). South Carolina Academic Standards for Media Arts. Retrieved from http://ed.sc.gov/scdoe/assets/file/agency/ccr/Standards-Learning/documents/AcademicStandardsforMediaArts.pdf