Media arts standards & education intro
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National Core Media Arts Standards Media Arts Education: Form, Structure, Practice
Transcript of Media arts standards & education intro
National Core Media Arts StandardsMedia Arts Education:
Form, Structure, Practice
V
M
T
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“Traditional” Arts
Media ArtsNexus/Hub IntegrativeMultiplier
Inter-ArtsComplimentary Overlapping
Distinct
a.k.a: “Digital Inter-connective Arts”
Media Arts Qualities
IntegrativeSynthesizingAmplifyingPlastic- time/spaceConnectiveMultimodalInterdimensional
Media Arts Categories
ImagingMoving ImageSoundVirtualInteractiveMulti- Inter- Trans- Media
Media Arts Products
Web/Print PublicationsDocumentary/Film/TVRadio/PodcastVideo Games3D Physical/Virtual ProductsArchitecture/EnvironmentsEvents/Experiences
“Creative Hub/Nexus”
Standards Development Process
1. Artistic Literacy - Lifelong Learning2. Enduring Understandings3. Processes4. Process Components5. Essential Questions6. Writing Team Formed7. Media Arts Examples Studied8. Grade 89. PK-Advanced10.Cornerstone Assessments
“Understanding by Design”
Media Arts Processes and Process Components
modular, non-linear
1. CreatingConceive-Develop-Construct
2. ProducingIntegrate-Practice-Present
3. RespondingPerceive-Interpret-Evaluate
4. ConnectingSynthesize-Relate
Media Arts ConnectingProcess Component: RelateAnchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.Essential Question: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?
Performance Standard - Proficient a. Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity.
Media Arts ConnectingProcess Component: SynthesizeAnchor Standard: Synthesize and relate knowledge and personal experiences to make art.Enduring Understanding: Media artworks synthesize meaning and form cultural experience.Essential Question: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?
Performance Standard - Proficient b. Explain and demonstrate the use of media artworks to expand meaning and knowledge, and create cultural experiences, such as learning and sharing through online environments.
Media Arts Connectingstudent-reflection prompts
How does this work relate to social trends, power, equality, and personal/cultural identity?
How do we learn and create meaning through producing media artworks?
“Convergence Literacy”
● Media● Aesthetic● Digital Culture● Technology● Systems● Information“Ability to consciously and proactively evaluate, navigate, and negotiate media arts environments and experiences.”
Emerging Media Arts Education Potentials, Vision, Trends,
Implementation
Potentials and Trends Educational Dilemmas
● 21st Century relevance?● Support for core instruction● Teacher directed vs. student-centered● Academic vs. cultural relevance● Technological opportunity vs. disruption ● Arts Integrity vs. “Arts Integration”
Potentials and TrendsMedia Arts Solutions
● 21st Century Relevant● Supports core instruction● “Student-sourced” - self-directed● Academic and cultural relevance● Technological opportunity and disruption ● Arts Integrity and “Arts Integration”
NASA/JPL “Imagine Mars” “Design a Sustainable Community on Mars”REFLECT - what makes a community survive, and ……thrive.
DISCOVER - challenging environmental conditions ……and possible solutions.
IMAGINE - a thriving community on Mars.
CREATE - designs for their Martian community.
SHARE - with local and Imagine Mars Project ……communities.
NASA/JPL “Imagine Mars” Media Arts Products
● web pages, documentary and news videos on the various aspects of environmental, Mars and Earth science
● models and prototypes of new technologies ● animations and games about the adventure and
social/technical challenges● animated, 3D architectural models of their
proposed community● cultural inter-arts productions: mars aesthetics,
environments, events, stories
Transmedia Community Portrait and Design Challenge
● interactive maps of local places of interest - landmarks, favorites, problems
● photo-essays, documentaries and news segments - people, places, resources
● interactive “murals” - photos, videos, texts● 3D architectural models for community designs● presentations for local community● community service projects
English Language LearnersTV Production - Language Immersion
● Analyze TV production genre examples ● Study scripts● Collaborative teams - fluent with non-fluent● Develop scripts, stories, episodes● Rehearse● Produce Talk Shows, Talent, Cooking, Travel,
Soap Operas, Ads, News, “How-to”, etc.
Video Game DesignPre-Algebraic and Algebraic Concepts
Number System
Coordinate Geometry
Rates, Ratios & Proportional Relationships
Complex Rates, Statistics and Probability
Expressions & Equations, Creating Equations
Reasoning with Equations & Inequalities
Video Game DesignPre-algebraic and Algebraic Concepts
Video Game DesignPre-algebraic and Algebraic Concepts
Reasoning Actionssetting timer speeds, setting variables,
setting room and grid sizes (and animation
rates), creating conditional statements of
step sequences, setting player speeds,
set window scrolling rates and animation
speeds, variables to store values for display,
step sizes as multiples of the grid size, then as a factor of the room size.
Media Arts Skills and KnowledgeStudent-generated list
DrawingAssemble PicsImaginationOrganizationVoicesAudio/MusicAnimation
Time ManageScriptwritingSequenceTimingStorytellingCompositionPerspective - 3D
ComputerCollaborationActingEditingMovie programPatienceCreativity
Media Arts Standards-based Competencies
Creativity/ImaginationInquiry/ResearchPlanning/OrganizationDesign ThinkingComplex Problem SolvingInnovative AdaptivityCollaborationConstruction/Craft
Intermodal OrchestrationExpressive CommunicationIntentionality/RefinementAesthetic LiteracyCritical AnalysisContextual AwarenessSynthesis/MetacognitionSystems/Digital Culture
“Aesthetic Cognition”
Media Arts Case StudyElijah - 11, Aksel - 8
Conditions● iPad - 2 year period, limited access● Non-coached, peer-instruction, Youtube ● Internally motivated
Products● 4 Stop-frame Animations● 250+ Digital Photos● 100+ Digital Drawn Cell Animations● 15+ Minecraft Worlds ● 20+ Minecraft Architectural Models● 15+ Digital Puppetshows● 20+ Digital Song Productions
Media Arts as Holistic Learning
● Aesthetic Cognition - Creative Adaptation -mimics how we form knowledge and create worlds
● “Student-Sourced Learning”● Multimedia Design ● Intermodal/Inter-arts Orchestration● Experiential Design● Cultural Development● World Building● Cultural/Community Connectivity
Learning about and creating our worlds
Media Arts Education
● Holistic Learning - comprehensively oriented ● Aesthetic Cognition - Creative Adaptation● “Student-Sourced” Learning (self-scaling)● Metacognitive - Learning about learning● Core Content/Arts Integration (alternative model, stem)
● Project and Design-based● Authentic/Contextualized● Culturally-based Learning ● Low-threshold - High-complexity (adaptive)
Benefits
Media Arts Education
● Technology infusion● Interactivity● Virtuality● Teaching Artists● Common Core● Social Connectivity● Career Technical Education● Educational Choice
Implementation: Influential Trends
Media Arts Education
● Nascency● Low ID● Complex, nebulous● Related disciplines/initiatives● Boxes - presumptions, co-ownerships● Community dispersed, non-cognizant● Budgets● Lack of research
Implementation: Challenges
Media Arts Standards and Education© Dain Olsen 2014
© Media Arts Standards State Education Agency
Directors of Arts Education
© Media Artworks byKarely Macias
and Taylor Dodge
