MEDIA ARTS GRADE LEVEL EXPECTATIONS

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MEDIA ARTS GRADE LEVEL EXPECTATIONSFINE ARTS AREAS:DA: DanceMA: Media ArtsMU: MusicTH: TheatreVA: Visual ArtsSecondary Music Areas:E – Traditional and Emerging EnsemblesT – Music TechnologyC – Composition & Music TheoryH – Harmonizing InstrumentsThe following coding system should be used to reference the GLEs:STRANDS:Conceiving and developing new artistic ideas and work.Cr CreatePr Perform (Dance, Music, Theatre)/ Realizing artistic ideas and work through interpretation and presentation.Present (Media Arts, Visual Arts)Realizing, interpreting and sharing artistic work.Understanding and evaluating how the arts convey meaningRe RespondRelating artistic ideas and work with personal meaning and external context.Cn ConnectBIG IDEAS:Use the numeral preceding the Big IdeaCONCEPTS/PROCESS COMPONENT:Use the capital letter designationExample: The Music GLE “Improvise rhythmic and melodic patterns and musical ideas for a specific purpose,” can be found in the Create strand (Cr),under the first Big Idea – Generate and conceptualize artistic ideas and work (1), in the concept/process component Imagine (A), in grade 2. Therefore,the code for that particular GLE is: MU:Cr1A.2a.April 2019

Foundations of Artistic LiteracyArtistic literacy is the knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the arts is the abilityto create, perform/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. It is embodied in specificphilosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects,settings, and contexts.What it means to be artistically literateArtistic Literacy is a necessary life and learning skill for all the citizens of our increasingly complex global society. Through the process of engaging the arts, studentsmay develop “Artistic Literacy”––the ability to encode and decode (“read” and “write”) aesthetic wisdom that is expressed and received in symbolic and metaphoricforms that are unique to the arts. Artistic Literacy is not limited only to appreciating and practicing the arts; it is a vital life skill for citizens of our 21st Century world.Artistic Literacy allows us to read, write, and understand the symbols and metaphors in which so many current messages are encoded—messages that run the gamut ofhuman activity from advertising, to politics, to religion. In doing this, the language of the arts helps to break down cultural barriers to knowledge and allows us to crosspersonal and cultural borders leading to better understanding of our self and others.Artistically Literate Citizens will:1. Use a variety of artistic media, symbols and metaphors to independently create and perform work that expresses and communicates theirown ideas, and are able to respond by analyzing and interpreting the artistic communications of others.2. Find at least one arts discipline in which they develop sufficient competence to continue active involvement in creating, performing, andresponding to art as an adult.3. Know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres ofartwork of enduring quality/significance. They also seek to understand relationships among the arts, and cultivate habits of searching for andidentifying patterns, relationships between the arts and other knowledge.4. Find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts.5. Seek artistic experience and support the arts in their local, state, national, and global communities.April 2019

Things to consider:These grade level expectations are conceptual in nature, based on artistic processes, and provide the structure to support literacy in Dance, Media Arts, Music, Theatreand Visual Arts over the course of a lifetime. Philosophical Foundations and Lifelong Learning Expectations frame learning in the arts beyond school experiences to workand life experiences.Philosophical foundations and lifelong goalsThe philosophical foundations and lifelong goals establish the basis for the new GLEs and illuminate artistic literacy by expressing the overarching common values andexpectations for learning in arts education across the five arts disciplines.Philosophical FoundationLifelong GoalsThe Arts as CommunicationIn today’s multimedia society, the arts are the media, and therefore provide powerfulArtistically literate citizens use a variety of artistic media, symbols and metaphors toand essential means of communication. The arts provide unique symbol systems and independently create and perform work that expresses and communicates their own ideas,metaphors that convey and inform life experience (i.e., the arts are ways of knowing).and are able to respond by analyzing and interpreting the artistic communications ofothers.The Arts as Creative Personal RealizationParticipation in each of the arts as creators, performers, and audience membersenables individuals to discover and develop their own creative capacity, therebyproviding a source of lifelong satisfaction.Artistically literate citizens find at least one arts discipline in which they develop sufficientcompetence to continue active involvement in creating, performing, and responding to artas an adult.The Arts as Culture, History, and ConnectorsThroughout history the arts have provided essential means for individuals andArtistically literate citizens know and understand artwork from varied historical periods andcommunities to express their ideas, experiences, feelings, and deepest beliefs. Each cultures, and actively seek and appreciate diverse forms and genres of artwork of enduringdiscipline shares common goals, but approaches them through distinct media andquality/significance. They also seek to understand relationships among the arts, andtechniques. Understanding artwork provides insights into individuals’ own and others’ cultivate habits of searching for and identifying patterns, relationships between the arts andcultures and societies, while also providing opportunities to access, express, andother knowledge.integrate meaning across a variety of content areas.Arts as Means to WellbeingParticipation in the arts as creators, performers, and audience members (responders)enhances mental, physical, and emotional wellbeing.Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning,and other life-enhancing qualities through participation in all of the artsThe Arts as Community EngagementThe arts provide means for individuals to collaborate and connect with others in an Artistically literate citizens seek artistic experience and support the arts in their local, state,enjoyable inclusive environment as they create, prepare, and share artwork that bringnational, and global communities.communities togetherPortions of this work are based on the National Core Arts Standards (http://nationalartsstandards.org/). Copyright 2015 National Coalition for Core Arts Standards/All Rights Reserved—Rights Administered by SEADAE. Sectionshighlighting anchor and performance standards, enduring understandings, and essential questions.April 2019

Process ComponentsEach big idea is supported by a process component, an enduring understanding, and an essential question. These additional features should benefit educational leadersand teachers as they consider curricular models and structure lessons aligned to the GLEs. Grade Level Expectations describe more specifically what students shouldknow and be able to do in each area of the fine arts and are expressed as measurable outcomes across the grades pre-kindergarten to eighth grade and into high schoolat three levels of proficiency.Process components are the actions artists carry out as they complete each artistic process. Students’ ability to carry out these operational verbs empowers them towork through the artistic process independently. The process components played a key role in generating enduring understandings and performance standards, andserve as the action verbs that collectively build toward the artistic processes. Process components and their definitions are presented among supplemental resources.In the final presentation of standards individual arts disciplines have placed differing levels of emphasis on the process components. Music standards, in particular,place process components in a central role. Visual arts standards, on the other hand, place greater emphasis on enduring understandings and essential questions.April 2019

Fine Arts - MEDIA ARTSCREATE1. Generate and conceptualize artistic ideas and work.Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by expriences, both within and outside of the arts.Essential Question: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and dsContentStandardsGrade pKGrade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade IMA:Cr1A.IIMA:Cr1A.IIIEngage inexplorationandimaginativeplay withmaterials. .Discover andshareideas formediaartworksusing playandexperimentation.Express andshare ideasfor mediaartworksthroughsketching andmodeling.Discovermultiple ideasfor velopmultiple ideasfor mediaartworksusing avariety oftools,methodsand/ormaterials.Conceive oforiginalartistic goalsfor mediaartworksusing avariety ofcreativemethods,such asbrainstormingandmodeling.Envisionoriginal ideasandinnovationsfor mediaartworksusingpersonalexperiencesand/or thework ofothers.Formulatevariations ofgoals andsolutions formediaartworks bypracticingchosencreativeprocesses,such assketching,improvisingandbrainstorming.Produce avariety ofideas andsolutions formediaartworksthroughapplication ofchoseninventiveprocesses,such asconceptmodeling andprototyping.Generateideas, goals,and solutionsfor originalmediaartworksthroughapplication offocusedcreativeprocesses,such asdivergentthinking andexperimenting.Use identifiedgenerativemethods toformulatemultipleideas,developartistic goals,and problemsolve inmedia artscreationprocesses.Strategicallyutilize generativemethods toformulatemultiple ideas,refine artisticgoals, andincrease theoriginality ofapproaches inmedia with a varietyof generativemethods tofluently formoriginal ideas,solutions, andinnovations inmedia 1, FA2FA1FA1FA1, FA2FA1FA1, FA2FA1, FA2FA1, FA2FA1, FA2FA1, FA21HS Proficient HS Accomplished HS AdvancedDraft Mar 2019

Fine Arts - MEDIA ARTSCREATE2. Organize and develop artistic ideas and work.Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.Essential Question: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?A.Grade pKGrade 1Grade 2Grade 3Grade Grade 5Grade 6Grade 7Grade 8HS Proficient HS Accomplished HS :Cr2A.IIMA:Cr2A.IIIWithguidance,form ideasinto plans ormodels formedia artsproductions.Withguidance, useideas to formplans ormodels formedia artsproductions.Withguidance, useidentifiedideas to formplans andmodels formedia artsproductions.Choose ideasto createplans andmodels formedia artsproductions.Form, share,and testideas, plans,and modelsto prepare formedia artsproductions.Discuss, test,and assembleideas, plans,and modelsfor media artsproductions,consideringthe artisticgoals and thepresentation.Develop,present, andtest ideas,plans,models, andproposals formedia artsproductions,consideringthe artisticgoals andaudience.Organize,propose, andevaluateartistic ideas,plans,prototypes,andproductionprocesses formedia ,propose, andevaluateartistic ideas,plans,prototypes,andproductionprocesses formedia artsproductions,consideringexpressiveintent andresources.Structure andcritique ideas,plans,prototypes,andproductionprocesses formedia artsproductions,consideringintent,resources,and thepresentationcontext.Applyaestheticcriteria indeveloping,proposing,and refiningartistic ideas,plans,prototypes,andproductionprocesses formedia als, andpresentationcontext.Apply a personalaesthetic indesigning,testing, andrefining originalartistic ideas,prototypes, andproductionstrategies formedia traints ofresources, andpresentationcontext.Integrate asophisticatedpersonalaesthetic andknowledge ofsystemsprocesses informing,testing, andproposingoriginalartistic ngcomplexconstraints ofgoals, time,resources,and 6MA:Cr2.1.7MA:Cr2.1.8MA: Cr2.1.IMA: Cr2.1.IIMA: FA1FA A1FA2FA3FA1FA2FA3FA1FA2FA3FA1FA2FA3, FA4DevelopMA:Cr2A.pKGrade K2Draft Mar 2019

Fine Arts - MEDIA ARTSCREATE3. Refine and complete artistic work.Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality inmedia artworks.Essential Question: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine theirwork?A.Grade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8HS ProficientHS .IMA:Cr3A.IIMA:Cr3A.IIIa. Make andcapture media artscontent, freely andin guided practice,in media artsproductions.a. Form andcapture media artscontent forexpression andmeaning in mediaarts productions.a. Create, capture,and assemblemedia arts contentfor media artsproductions,identifying basicprinciples, such aspattern andrepetition.a. Construct andassemble contentfor unified mediaarts productions,identifying andapplying basicprinciples, such aspositioning andattention.a. Construct andorder variouscontent intounified, purposefulmedia artsproductions,describing andapplying a definedset of principles,such as movementand force.a. Structure andarrange variouscontent andcomponents toconvey purposeand meaning indifferent mediaarts productions,applying sets ofassociatedprinciples, such asbalance andcontrast.a. Create contentand combinecomponents toconvey expression,purpose, andmeaning in avariety of mediaarts productions,utilizing sets ofassociatedprinciples, such asemphasis andexaggeration.a. Experiment withmultipleapproaches toproduce contentand componentsfor determinedpurpose andmeaning in mediaarts productions,utilizing a range ofassociatedprinciples, such aspoint of view andperspective.a. Coordinateproductionprocesses tointegrate contentand componentsfor determinedpurpose andmeaning in mediaarts productions,demonstratingunderstanding ofassociatedprinciples, such asnarrativestructures andcomposition.a. Implementproductionprocesses tointegrate contentand stylisticconventions fordeterminedmeaning in mediaarts productions,demonstratingunderstanding ofassociatedprinciples, such astheme and unity.a. Consolidateproductionprocesses todemonstratedeliberate choicesin organizing andintegratingcontent andstylisticconventions inmedia artsproductions,demonstratingunderstanding ofassociatedprinciples, such asemphasis andtone.a. Consolidateproduction processesto demonstratedeliberate choices inorganizing andintegrating contentand stylisticconventions in mediaarts production,demonstratingunderstanding ofassociated principles,such as continuity andjuxtaposition.a. Synthesizecontent,processes, andcomponents toexpress compellingpurpose, story,emotion, or ideasin complex mediaarts productions,demonstratingmastery ofassociatedprinciples, such ashybridization.b. Attempt andshare expressiveeffects, freely andin guided practice,in creating mediaartworks.b. Make changesto the content,form, orpresentation ofmedia artworksand share results.b. Practice andidentify the effectsof making changesto the content,form, orpresentation, inorder to refine andfinish mediaartworks.b. Test anddescribeexpressive effectsin altering,refining, andcompleting mediaartworks.b. Practice andanalyze how theemphasis ofelements alterseffect and purposein refining andcompleting mediaartworks.b. Demonstrateintentional effectin refining mediaartworks,emphasizingelements for apurpose.b. Determine howelements andcomponents canbe altered for clearcommunicationand intentionaleffects, and refinemedia artworks toimprove clarityand purpose.b. Appraise howelements andcomponents canbe altered forintentional effectsand audience, andrefine mediaartworks to reflectpurpose andaudience.b. Improve andrefine mediaartworks ents to reflectan understandingof purpose,audience, or place.b. Refine andmodify mediaartworks,improving technicalquality andintentionallyaccentuatingselected expressiveand stylisticelements, to reflectan understandingof purpose,audience, andplace.b. Refine andmodify mediaartworks, honingaesthetic qualityand intentionallyaccentuatingstylistic elements,to reflect anunderstanding ofpersonal goals andpreferences.b. Refine and elaborateaesthetic elementsand technicalcomponents tointentionally formimpactful expressionsin media artworks forspecific purposes,intentions, audiencesand contexts.b. Intentionallyand consistentlyrefine andelaborateelements andcomponents toform impactfulexpressions inmedia artworks,directed at specificpurposes,audiences, 1.7MA:Cr3.1.8MA: Cr3.1.IMA: Cr3.1.IIMA: 1FA1FA1, FA2FA1, FA2FA1. FA2FA1, FA2FA1, FA2FA1, FA2FA1, FA2FA1, FA2FA1, FA2FA1, FA2FA1, FA2ConstructGrade ntStandards3HS AdvancedDraft Mar 2019

Fine Arts - MEDIA ARTSPRESENT4. Select, Analyze, and interpret artistic work for presentation.Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks.Essential Question: How are complex media arts experiences ndardsContentStandardsGrade pKGrade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8HS ProficientHS A.8MA:Pr4A.IMA:Pr4A.IIMA:Pr4A.IIIa. Withguidance,combinedifferentforms andcontent, suchas image andsound, toform mediaartworks.a. Withguidance,combine artsforms andmediacontent, suchas dance andvideo, to formmediaartworks.a. Combinevariedacademic,arts, andmediacontent inmediaartworks,such as anillustratedstory,a. Practicecombiningvariedacademic,arts, andmediacontent intounified mediaartworks,such as anarratedscienceanimation.a. Practicecombiningvariedacademic,arts, andmedia formsand contentinto unifiedmediaartworks,such asanimation,music, anddance.a.Demonstratehow a varietyof academic,arts, andmedia formsand contentmay be mixe

media arts productions, considering expressive intent and resources. Structure and critique ideas, plans, prototypes, and production processes for media arts productions, considering intent, resources, and the presentation context. Apply aesthetic criteria in developing, proposing, and refining media arts media arts artistic

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