Media Literacy Curriculum Grades 9-12

Transcription

1 NEPTUNE TOWNSHIP SCHOOL DISTRICT Media Literacy Curriculum Grades 9-12 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ February 22, 2017 Document C1#1

2 NEPTUNE TOWNSHIP BOARD OF EDUCATION Jason A. Jones, President Chanta L. Jackson, Vice President Dwayne Breeden Scott Fields Laura G. Granelli Monica Kowalski-Lodato Michelle A. Moss Donna Puryear William S. Wells SCHOOL DISTRICT ADMINISTRATION Tami R. Crader, Ed.D. Superintendent of Schools Matthew Gristina, Ed.D. Assistant Superintendent of Schools Peter J. Leonard Business Administrator/Board Secretary Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary Kathleen M. Skelton Director of Special Services Shawanda Beale Supervisor of School Counseling Services Cheryl L. Romano Supervisor for Curriculum, Instruction & Assessment Kathleen M. Thomsen Supervisor of Early Childhood Education Nicholas Pizzulli Interim Administrator for Athletic & Co-Curricular Activities

3 ELEMENTARY SCHOOL ADMINISTRATION Principals Mark K. Alfone, Ed.D., Midtown Community Lori B. Burns, Early Childhood Center Lakeda D. Demery, Shark River Hills Sally A. Millaway, Ed.D., Gables James M. Nulle, Green Grove Jerard L. Terrell, Ed.D., Summerfield MIDDLE SCHOOL ADMINISTRATION Arlene M. Rogo, Ed.D., Principal Thomas Decker, Vice Principal Michael V. Smurro, Vice Principal HIGH SCHOOL ADMINISTRATION Jennifer C. Joseph, Principal Titania M. Hawkins, Ed.D., Vice Principal James H. Whitson, Vice Principal POSEIDON ADMINISTRATION Richard W. Allen, Principal DEPARTMENT CHAIRPERSONS Robert J. Hamm Charles M. Kolinofsky Joshua Loveland Dawn Reinhardt Nicole Sanyigo Tara Stephenson Karen Watt Hillary L. Wilkins

4 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ An Affirmative Action Equal Opportunity Employer 2017

5 NEPTUNE TOWNSHIP SCHOOL DISTRICT MEDIA LITERACY CURRICULUM Table of Contents Acknowledgements...i District Mission Statement... ii District Educational Outcome Goals... iii Course Description... iv Curriculum Unit Title Page Pacing Guide... 1 Introduction to Media... 2 Persuasive and Information Media The Digital Landscape Television History Media of the Future... 47

6 NEPTUNE TOWNSHIP SCHOOL DISTRICT Media Literacy Acknowledgements The Media Literacy Curriculum guide was developed for Neptune High School through the efforts of Mr. Christopher Nowak, Neptune High School Media Arts and Television Production teacher in cooperation with Mr. Robert J. Hamm, Department Chairperson for Performing & Visual Arts, and under the guidance of Mrs. Jennifer Joseph, Neptune High School Principal, and Ms. Cheryl Romano Supervisor for Curriculum, Instruction and Assessment. The teacher is to be commended for his dedication in formatting this curriculum into UbD and their expertise in the area of Arts Education. This curriculum guide goes beyond skill instruction, and devotes a greater percentage of instructional time to problem-solving and active learning. It is our hope that this guide will serve as a valuable resource for the staff members who teach this course and that they will feel free to make recommendations for its continued improvement. Also, it is our hope that this guide to support and advance Arts Education in our school district. The Media Literacy curriculum guide was written in alignment to the New Jersey Student Learning Standards for Visual & Performing Arts and Technology (2014), the National Core Arts Standards, and other appropriate educational standards. i

7 NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School District is to prepare all students for life in the twenty-first century by encouraging them to recognize that learning is a continuing process. It is with high expectations that our schools foster: A strong foundation in academic areas, modern technologies, life skills and the arts. A positive and varied approach to teaching and learning. An emphasis on critical thinking skills and problem-solving techniques. A respect for and an appreciation of our world, its resources, and its peoples. A sense of responsibility, good citizenship, and accountability. An involvement by the parents and the community in the learning process. ii

8 Neptune Township School District Educational Outcome Goals The students in the Neptune Township schools will become life-long learners and will: Become fluent readers, writers, speakers, listeners, and viewers with comprehension and critical thinking skills. Acquire the mathematical skills, understandings, and attitudes that are needed to be successful in their careers and everyday life. Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information. Become technologically literate. Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS). Develop the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics and geography. Develop a respect for different cultures and demonstrate trustworthiness, responsibility, fairness, caring, and citizenship. Become culturally literate by being aware of the historical, societal, and multicultural aspects and implications of the arts. Demonstrate skills in decision-making, goal setting, and effective communication, with a focus on character development. Understand and practice the skills of family living, health, wellness and safety for their physical, mental, emotional, and social development. Develop consumer, family, and life skills necessary to be a functioning member of society. Develop the ability to be creative, inventive decision-makers with skills in communicating ideas, thoughts and feelings. Develop career awareness and essential technical and workplace readiness skills, which are significant to many aspects of life and work. iii

9 MEDIA LITERACY CURRICULUM COURSE DESCRIPTION (5 Credits) Media Literacy is designed to encourage students to develop an informed approach to the expanding media landscape. Media has informational, entertainment, and persuasive applications that learners will examine, decode, and evaluate. This course requires learners to examine media s social, cultural, and political allusions through exposure to the complexities of media literacy, and develop critical thinking skills. Past, present, and future approaches to media will be reviewed throughout this course. This is an example-rich course which explores different time frames throughout history. This course has no prerequisites iv

10 Media Literacy Pacing Guide Sequence Suggested Timeframe Activity Notes 1 12 to 15 Class Sessions 2 15 to 20 Class Sessions 3 8 to 10 Class Sessions 4 TBD by school 5 8 to 10 Class Sessions 6 About 10 Class Sessions 7 About 10 Class Sessions 8 TBD by school Introduction to Media Persuasive and Information Media The Digital Landscape Midterm Exam The Digital Landscape (continued) Television History Media of the Future Final Exam Department created: Majority of exam will consist of the creation of Media Art, in addition to responding/critiquing the media arts. Department created: Majority of exam will consist of the creation of Media Art, in addition to responding/critiquing the media arts. 1

11 Unit Plan Title Suggested Time Frame Introduction to Media 12 to 15 Class Sessions Overview / Rationale This unit introduces media s historical timeline to learners allowing them to gain insights as to how media distribution has advanced throughout time. Major historical events that have shaped media s delivery will be observed and analyzed. Exploration of censorship throughout various platforms will also be investigated. Learners will examine journalistic integrity through the application of ethics and how the media depicts members of society. Conclusion of this unit, involves learners will selecting techniques of satire in order to create their own humorous depiction of media coverage. Stage 1 Desired Results Established Goals: N.J. Student Learning Standards for Visual & Performing Arts VPA Standard Standard Statement 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statement CPI# Cumulative Progress Indicator (CPI) Theatre and the arts play a significant role in human history and culture C.1 Analyze examples of theatre s influence on history and history s influence on theatre in Western and non-western theatre traditions. 2

12 Theatre production is an art, but it is also a science requiring knowledge of safety procedures, materials, technology, and construction techniques. Cultural and historical events impact art-making as well as how audiences respond to works of art. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Theatre genres are created by combining complex narrative structures, technical theatrical elements, and thematic intent. Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist s concept. Criteria for assessing the historical significance, C A A C A A A.4 Apply the basic physical and chemical properties (e.g., light, electricity, color, paint, scenic construction, costumes, makeup, and audio components) inherent in technical theatre to safely implement theatre design. Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Create plays that include wellstructured plots and subplots, clear thematic intent, original characters, and technical theatrical elements appropriate to a variety of theatrical genres. Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. Evaluate how exposure to various cultures influences 3

13 craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology. Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is performed or shown. Art and art-making reflect and affect the role of technology in a global society B B B.3 individual, emotional, intellectual, and kinesthetic responses to artwork. Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras. Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. Strand A. Technology Operations and Concepts B. Creativity and Innovation N.J. Student Learning Standards for Technology Statement Students demonstrate a sound understanding of technology concepts, systems and operations. Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. 4

14 C. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior Students apply digital tools to gather, evaluate, and use information. D. Digital Citizenship E. Research and Information Fluency F. Critical Thinking, Students use critical thinking skills to plan and conduct research, manage Problem Solving, projects, solve problems, and make informed decisions using appropriate and Decision digital tools and resources. Making Content Statement CPI# Cumulative Progress Indicator (CPI) Understand and use A.1 technology systems Select and use applications effectively and productively. Advocate and practice safe, legal, and responsible use of information and technology. Demonstrate personal responsibility for lifelong learning. Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project A D D D E F.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information Compare and contrast policies on filtering and censorship both locally and globally Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. 5

15 Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. National Core Art Standards for Media Arts Students who participate in this course will achieve the High School Proficent Level. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. Select MA:Cr1.1.I Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes. Anchor Standard 2: Organize and develop artistic ideas and work. Develop MA:Cr2.1.I Apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context. Anchor Standard 3: Refine and complete artistic work. Construct MA:Cr3.1.I a. Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts productions, demonstrating understanding of associated principles, such as emphasis and tone. b. Refine and modify media artworks, honing aesthetic quality and intentionally accentuating stylistic elements, to reflect an understanding of personal goals and preferences. Artistic Strand: Producing Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Integrate MA:Pr4.1.I Integrate various arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience, such as experiential design. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. 6

16 Practice MA:Pr5.1.I a. Demonstrate progression in artistic, design, technical, and soft skills, as a result of selecting and fulfilling specified roles in the production of a variety of media artworks. b. Develop and refine a determined range of creative and adaptive innovation abilities, such as design thinking, and risk taking, in addressing identified challenges and constraints within and through media arts productions. c. Demonstrate adaptation and innovation through the combination of tools, techniques and content, in standard and innovative ways, to communicate intent in the production of media artworks. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work Perceive MA:Re7.1.I a. Analyze the qualities of and relationships between the components, style, and preferences communicated by media artworks and artists. b. Analyze how a variety of media artworks manage audience experience and create intention through multimodal perception. Anchor Standard 8: Interpret intent and meaning in artistic work. Interpret MA:Re8.1.I Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts. Anchor Standard 9: Apply criteria to evaluate artistic work. Evaluate MA:Re9.1.I Evaluate media art works and production processes at decisive stages, using identified criteria, and considering context and artistic goals. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Synthesiz e MA:Cn10.1.I a. Independently and proactively access relevant and qualitative resources to inform the creation of cogent media artworks. b. Demonstrate and expound on the use of media artworks to consummate new meaning, knowledge, and impactful cultural experiences. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding 7

17 Relate MA:Cn11.1.I 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. b. Explain and demonstrate the use of media artworks to synthesize new meaning and knowledge, and reflect and form cultural experiences, such as new connections between themes and ideas, local and global networks, and personal influence. Essential Questions: How has the delivery of media messages advanced throughout the years? What affects how media is covered for the masses? Is censorship important? Or should we be able to view anything we want? Is it ethical to air controversial footage? Does censorship violate our First Amendment rights? How is race depicted in the media? Is it effective or ineffective? How does one go about developing effective satirical products? Knowledge: Students will know Media is communication through which news, entertainment, data, education, or promotional messages are circulated. Media includes TV, radio, film, print, and Internet. Different media sources depict people and heritages in different ways. Over time, media s message delivery has evolved through technology and historical events. Censorship suppresses speech or public communication which some might find objectionable, harmful, sensitive, politically incorrect, or inconvenient, Enduring Understandings: Both technology and historical events have shaped media s coverage and delivery to the masses. Media is a vehicle used to inform the public, yet when used ineffectively it can hinder more than help facilitate information. Censorship protects the public from obscenities. The media has a direct influence on our perspectives on different ethnicities, races, genders, etc. and affect how people view certain entities. Satires are created through the application of irony into a real-life situation, idea, or event. Skills: Students will be able to Describe the purposes of media. Describe how media could control the public. Differentiate different media platforms. Determine and classify news stories. Investigate journalism ethics. Evaluate how media outlets handle various controversial issues, events, or messages. Defend and justify their opinions of media depictions. Debate how historical events have had a lasting effect on the present day. 8

18 determined by government, media outlets, or oneself. Censorship takes many forms. Satires are sarcastic in nature and expose an event, situation, or idea s, especially contemporary topics or politics. Identify the effectiveness of media satires. Identify and critique different forms of censorship. Create a satirical product using current events in media. Critically assess satire products of their peers. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic Money Management and technical skills. CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ET CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ETA CRP9. Model integrity, ethical leadership and effective management. X Career Awareness CRP10. Plan education and career paths aligned to personal goals. 9

19 X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation ETA CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections Common Core State Standards Note: When applying the CCSS to the arts, text and related terms can either be actual text/words/writing, or a piece of artwork/the creation of art. Reading Key Ideas and Details RST Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Craft and Structure RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integration of Knowledge and Ideas RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Writing Text Types and Purposes WHST Write arguments focused on discipline-specific content. Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Research to Build and Present Knowledge 10

20 WHST Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Student Resources Appropriate online resources for the unit, at the discretion of the teacher and administration. This may include videos and sound recordings. Access to TV and Media equipment Access to computers Appropriate documentaries, such as but not limited to: 30 for 30: 6/17/94: A short documentary on the busiest day of news, 6/17/94 using archival footage to show the hectic nature of the 24-hour news cycle. American Genius: Hearst v. Pulitzer: A short documentary which shows the struggle of early newspaper magnates and the advancement of news as entertainment. Teacher Resources Access to TV and Media equipment Appropriate online resources for the unit Supplemental texts, such as but not limited to: Media Literacy in the K-12 Classroom by Frank W. Baker Media Literacy Edition 6 by W. James Potter A platform for an online classroom Performance Task(s): Media Invention & Event Milestones Mass Media Journalism Ethics examination Media depictions of race Creation of preventive censorship guide Satirical examples and techniques Satirical product creations Stage 2 Assessment Evidence Other Evidence: Teacher observations of students Classroom Discussions Review of classwork Critique of videos Quizzes Student participation in an online classroom 11

21 Instructional Strategies Suggested Learning Activities Modifications Stage 3 Learning Plan Descriptions Direct: Lecture, simulations, handouts, film exemplar observation, assigned questions, active practice, tutorials, and guided research. Interactive: Cooperative groups, role playing, brainstorming, open discussion, debate, problem solving, peer critique. Indirect: Guided, unguided inquiry, discovery, exemplars, Socratic questioning, problem solving, focused imaging, composing. Individual: Written reflections, research, rehearsal, practice, scripting, rewriting, self-critique, assigned questions, tasks. Experiential: Performance, presentation, constructive critique, self-critique, practice, rehearsal, exemplar observation, composing, task execution experience. Other learning activities that are appropriate to standards at the discretion of the teacher. Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Expectations will be modified for students to ensure a successful understanding of the Media Arts, as appropriate to the individual student. English Language Learners: Modifications to directions for tasks, as needed, to ensure a successful understanding of the Media Arts, as appropriate to the individual student. Students at Risk of Failure: Teacher intervention, additional learning supports such as peer intervention. Gifted Students: Additional research avenues for learning about the history of the media. 12

22 Unit Plan Title Suggested Time Frame Persuasive and Informational Media 15 to 20 Class Sessions Overview / Rationale This unit explores the persuasive applications of media persuasion in the form of propaganda, advertising, and public service announcements. The creation and delivery of these products appeals to ethos, pathos, and logos will be examined and their effectiveness determined. The unit will cover present day propaganda examples as well as historical instances of World War II propaganda campaigns. Advertising and its appeal to certain demographics and target audiences will be reviewed for overall effectiveness. Learners will design a product and launch an advertising campaign for their created product. In the final part of this unit, the history and purpose of public service announcements will be outlined. The concluding project will have students apply their knowledge of persuasive media techniques by scripting and recording a faux political campaign ad in a small group. Stage 1 Desired Results Established Goals: N.J. Student Learning Standards for Visual & Performing Arts VPA Standard Standard Statement 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statement CPI# Cumulative Progress Indicator (CPI) Theatre and the arts play a significant role in human history and culture C.1 Analyze examples of theatre s influence on history and history s influence on theatre in 13

23 Theatre production is an art, but it is also a science requiring knowledge of safety procedures, materials, technology, and construction techniques. Cultural and historical events impact art-making as well as how audiences respond to works of art. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Theatre genres are created by combining complex narrative structures, technical theatrical elements, and thematic intent. Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling the viewer to C A A C A A.2 Western and non-western theatre traditions. Apply the basic physical and chemical properties (e.g., light, electricity, color, paint, scenic construction, costumes, makeup, and audio components) inherent in technical theatre to safely implement theatre design. Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Create plays that include wellstructured plots and subplots, clear thematic intent, original characters, and technical theatrical elements appropriate to a variety of theatrical genres. Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. Speculate on the artist s intent, using discipline-specific arts terminology and citing 14

24 hypothesize the artist s concept. Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology. Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is performed or shown. Art and art-making reflect and affect the role of technology in a global society A B B B.3 embedded clues to substantiate the hypothesis. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras. Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. Strand A. Technology Operations and Concepts N.J. Student Learning Standards for Technology Statement Students demonstrate a sound understanding of technology concepts, systems and operations. 15

25 B. Creativity and Innovation Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. C. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. D. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior E. Research and Students apply digital tools to gather, evaluate, and use information. Information Fluency F. Critical Thinking, Problem Solving, and Decision Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Making Content Statement CPI# Cumulative Progress Indicator (CPI) Understand and use technology systems A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and Select and use applications effectively and productively. Advocate and practice safe, legal, and responsible use of information and technology. Demonstrate personal responsibility for lifelong learning. Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project A D D D E F.1 resources. Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information Compare and contrast policies on filtering and censorship both locally and globally Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. 16

26 Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. National Core Art Standards for Media Arts Students who participate in this course will achieve the High School Proficient Level. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. Select MA:Cr1.1.I Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes. Anchor Standard 2: Organize and develop artistic ideas and work. Develop MA:Cr2.1.I Apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context. Anchor Standard 3: Refine and complete artistic work. Construct MA:Cr3.1.I a. Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts productions, demonstrating understanding of associated principles, such as emphasis and tone. b. Refine and modify media artworks, honing aesthetic quality and intentionally accentuating stylistic elements, to reflect an understanding of personal goals and preferences. Artistic Strand: Producing Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Integrate MA:Pr4.1.I Integrate various arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience, such as experiential design. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. 17

27 Practice MA:Pr5.1.I a. Demonstrate progression in artistic, design, technical, and soft skills, as a result of selecting and fulfilling specified roles in the production of a variety of media artworks. b. Develop and refine a determined range of creative and adaptive innovation abilities, such as design thinking, and risk taking, in addressing identified challenges and constraints within and through media arts productions. c. Demonstrate adaptation and innovation through the combination of tools, techniques and content, in standard and innovative ways, to communicate intent in the production of media artworks. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work Perceive MA:Re7.1.I a. Analyze the qualities of and relationships between the components, style, and preferences communicated by media artworks and artists. b. Analyze how a variety of media artworks manage audience experience and create intention through multimodal perception. Anchor Standard 8: Interpret intent and meaning in artistic work. Interpret MA:Re8.1.I Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts. Anchor Standard 9: Apply criteria to evaluate artistic work. Evaluate MA:Re9.1.I Evaluate media art works and production processes at decisive stages, using identified criteria, and considering context and artistic goals. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Synthesiz e MA:Cn10.1.I a. Independently and proactively access relevant and qualitative resources to inform the creation of cogent media artworks. b. Demonstrate and expound on the use of media artworks to consummate new meaning, knowledge, and impactful cultural experiences. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding 18

28 Relate MA:Cn11.1.I 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. b. Explain and demonstrate the use of media artworks to synthesize new meaning and knowledge, and reflect and form cultural experiences, such as new connections between themes and ideas, local and global networks, and personal influence. Essential Questions: How could media appeal to people in order to get them to take action? What is propaganda? Does the media truly have the power to make someone buy something? How does advertising affect our lives? What makes an advertisement successful and how is it established? How has advertising changed over the years? Are target audiences necessary? Knowledge: Students will know Persuasive media appeals to ethos, pathos, and logos of individuals. Advertising techniques are key to selling products. Commercials, propaganda, and public service announcements are all distinctly different. Commercials advertise a product or service. Enduring Understandings: Propaganda is created and spread by an entity to spread or promote a specific policy, idea, doctrine, belief, or further a cause. The media uses multiple techniques to sell products and promote ideas. Creators of media must make sure their approach to selling ideas and products is tactful when regarding controversial topics. Advertisement delivery is constantly changing due to technology. All types of media are relevant to certain demographics (target audiences) and thus are appealed to differently. Public service announcements were made to benefit the public, with information deemed important, by getting them to take action or change their ways for the better. Skills: Students will be able to Demonstrate an understanding of the persuasive techniques of appealing to ethos, pathos, and logos. Identify demographics used to determine target audiences for advertising. Identify and analyze advertising techniques. Adapt vintage advertisements to appeal to present day audiences. 19

29 Propaganda attempts to persuade people to think a certain way. Public service announcements try to inform people to change actions and make them aware of an issue. Marketers develop strategies to effectively reach target audiences. They decide which demographic to promote their product. Synthesize advertising techniques applied to a creation of their own. Analyze propaganda of the past and present. Create a political ad campaign (or public service announcement) that will employ propaganda techniques. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ET CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ETA CRP9. Model integrity, ethical leadership and effective management. 20

30 X Career Awareness CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation ETA CRP12. Work productively in teams while using cultural global competence. Student Resources Appropriate online resources for the unit, at the discretion of the teacher and administration. This may include videos and sound recordings. Examples include: Northwestern University Library Collection of World War II United States Propaganda Posters Political Ad Archive The Living Room Candidate Access to TV and Media equipment Access to computers Appropriate documentaries, such as but not limited to: Fallout (1955): A PSA informing American citizens of the 1950s how to prepare for the aftermath of a nuclear attack from enemies. Duck and Cover w/ Bert the Turtle (1951): A PSA informing American citizens what to do in the event of a nuclear attack and how best to protect themselves. Vice: The Hermit Kingdom (Season 1 Episode 10): A propaganda filled journey through the country of North Korea through the eyes of Vice journalist Ryan Duffy on a goodwill sports exhibition. Various Disney Studios Animated World War II Propaganda pieces: Animated examples of World War II propaganda produced by Disney Studios. Education for Death Commando Duck (Donald Duck) Donald Duck Gets Drafted Der Fuhrer's Face (Donald Duck) Reason and Emotion Other various animated WWII Propaganda "Japoteurs" (Superman) Daffy Duck v. Adolf Hitler Teacher Resources Access to TV and Media equipment 21

31 Appropriate online resources for the unit Supplemental texts, such as but not limited to: Media Literacy in the K-12 Classroom by Frank W. Baker Media Literacy Edition 6 by W. James Potter A platform for an online classroom Performance Task(s): Advertisement Project World War II Propaganda Produce a Political Ad Produce a Public Service Announcement Stage 2 Assessment Evidence Other Evidence: Teacher observations of students Classroom Discussions Review of classwork Critique of videos Quizzes Student participation in an online classroom Instructional Strategies Suggested Learning Activities Modifications Stage 3 Learning Plan Descriptions Direct: Lecture, simulations, handouts, film exemplar observation, assigned questions, active practice, tutorials, and guided research. Interactive: Cooperative groups, role playing, brainstorming, open discussion, debate, problem solving, peer critique. Indirect: Guided, unguided inquiry, discovery, exemplars, Socratic questioning, problem solving, focused imaging, composing. Individual: Written reflections, research, rehearsal, practice, scripting, rewriting, self-critique, assigned questions, tasks. Experiential: Performance, presentation, constructive critique, self-critique, practice, rehearsal, exemplar observation, composing, task execution experience. Other learning activities that are appropriate to standards at the discretion of the teacher. Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Expectations will be modified for students to ensure a successful understanding of the Media Arts, as appropriate to the individual student. 22

32 English Language Learners: Modifications to directions for tasks, as needed, to ensure a successful understanding of the Media Arts, as appropriate to the individual student. Students at Risk of Failure: Teacher intervention, additional learning supports such as peer intervention. Gifted Students: Additional research avenues for learning about the history of the media. 23

33 Unit Plan Title Suggested Time Frame The Digital Landscape 15 to 20 Class Sessions Overview / Rationale The ever-changing media landscape has quickly become not only a necessity, but the norm in society. Students will draw conclusions about positive and negative effects of social media and its interactions with them on a daily basis. Learners will discuss, evaluate, and solve issues that arise from cyberbullying and other forms of online cruelty. The dangers of online relationships and risky online behavior will also be investigated and students will plan ways to keep themselves safe from threats. Learners will also determine how what they post and how they participate in social media contributes to their digital footprint, and they will hypothesize how to manage their footprint. Finally, learners will consider the consequences of stealing the creative works of others from the Internet and will perform a mock trial (or debate) to examine the intricacies involved with copyright. Stage 1 Desired Results Established Goals: N.J. Student Learning Standards for Visual & Performing Arts VPA Standard Standard Statement 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statement CPI# Cumulative Progress Indicator (CPI) Theatre and the arts play a significant role in human history and culture C.1 Analyze examples of theatre s influence on history and history s influence on theatre in 24

34 Theatre production is an art, but it is also a science requiring knowledge of safety procedures, materials, technology, and construction techniques. Cultural and historical events impact art-making as well as how audiences respond to works of art. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Theatre genres are created by combining complex narrative structures, technical theatrical elements, and thematic intent. Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling the viewer to C A A C A A.2 Western and non-western theatre traditions. Apply the basic physical and chemical properties (e.g., light, electricity, color, paint, scenic construction, costumes, makeup, and audio components) inherent in technical theatre to safely implement theatre design. Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Create plays that include wellstructured plots and subplots, clear thematic intent, original characters, and technical theatrical elements appropriate to a variety of theatrical genres. Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. Speculate on the artist s intent, using discipline-specific arts terminology and citing 25