TV Production Curriculum Grades 9-12

Transcription

1 NEPTUNE TOWNSHIP SCHOOL DISTRICT TV Production 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 TV PRODUCTION 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 Television Production & Studio Basics... 2 Informational and Advertising Videos Broadcast Journalism/Digital News Gathering Television Entertainment Documentary... 48

6 NEPTUNE TOWNSHIP SCHOOL DISTRICT TV Production Acknowledgements The TV Production 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 TV Production 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 TV PRODUCTION CURRICULUM COURSE DESCRIPTION (5 Credits) This course is designed to introduce students to the methods of designing and producing multimedia presentations. Emphasis will focus on developing skills in producing graphic, video, and audio materials for use in television applications. Learners will explore current uses of technology to achieve the multiple stages of creation: pre-production, production, postproduction, and distribution. Learners will plan their productions using professional templates, schedule and budget their productions, and manipulate their footage in Adobe Premiere Pro, professional post-production editing software. Learners then choose to distribute their final projects as they see appropriate after a critique and reflection with their peers. Each student will develop and create pieces including, but not limited to: personal introductions, interview segments, digital news gathering pieces, commercials, infomercials and instructional videos, documentaries, morning announcement segments, public service announcements, a sitcom opening credit sequence (or shot for shot remake of one,) and a sketch show. Learners will not only learn behind the camera production techniques, but will also get to experience being in front of the camera as well. Prerequisite: Successful completion of Media Literacy, OR successful completion of 5 credits in NHS News Team via Option II iv

10 TV Production Pacing Guide Sequence Suggested Timeframe Activity Notes 1 12 to 15 class sessions 2 12 to 15 class sessions 3 12 to 18 class sessions 4 TBD by school 5 15 to 20 class sessions 6 15 to 20 class sessions Television Production & Studio Basics Informational and Advertising Videos Broadcast Journalism/Dig ital News Gathering Midterm Exam Department created: Majority of exam will consist of the creation of a project in TV Production, in addition to responding/critiquing the work. Television Entertainment Documentary 7 TBD by school Final Exam Department created: Majority of exam will consist of the creation of a project in TV Production, in addition to responding/critiquing the work. 1

11 Unit Plan Title Suggested Time Frame Television Production & Studio Basics About 12 to 15 Class Sessions Overview / Rationale This unit introduces learners to the field of television production. Learners will familiarize themselves with crew positions and their duties and responsibilities. Basic shot composition will also be covered in combination with pre-production requirements and paperwork. This unit provides learners with a knowledge foundation necessary to proceed as the course advances. 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. Characters have physical, emotional, and social dimensions that can be communicated through the application of acting techniques C.2 Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a character are communicated through the application of acting techniques. 2

12 Theatre production is an art, but it is also a science requiring knowledge of safety procedures, materials, technology, and construction techniques. 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. Presentation of believable, multidimensional characters in scripted and improvised performances requires application of specific physical choices, sustained vocal technique, and clearly motivated actions. 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 C A C C A A.2 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. 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. Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions. 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. 3

13 Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. 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 A B B B.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. 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. 4

14 NJ Student Learning Standards for Technology Standard 8.1 Strand Statement A. Technology Operations and Students demonstrate a sound understanding of technology concepts, systems and operations. Concepts 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 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 A D D D E.2 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. 5

15 significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. N.J. Student Learning Standards 9.3: Career & Technical Education Arts, A/V Technology & Communications (AR) AR-AV AR-AV AR-AV.3 Demonstrate the use of basic tools and equipment used in audio, video and film production. Demonstrate technical support skills for audio, video and/or film productions. Design an audio, video and/or film production. Journalism & Broadcasting (AR-AB) AR-JB AR-JB AR-JB.4 Demonstrate writing processes used in journalism and broadcasting. Plan and deliver a media production (e.g., broadcast, video, Internet and mobile). Demonstrate technical support related to media production (e.g., broadcast, video, Internet, mobile). NCAS for Media Arts Students who participate in this course will achieve the High School Accomplished Level. Artistic Strand: Creating 6

16 Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Questions: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Select MA: Cr1.1.II Strategically utilize generative methods to formulate multiple ideas, refine artistic goals, and increase the originality of approaches in media arts creation processes. Anchor Standard 2: 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 Questions: How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Devel op MA: Cr2.1.II Apply a personal aesthetic in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context. Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential Questions: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work? Const ruct MA: Cr3.1.II a. Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts production, demonstrating understanding of associated principles, such as continuity and juxtaposition. b. Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, intentions, audiences and contexts. Artistic Strand: Producing Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Questions: How are complex media arts experiences constructed? Integr ate MA:P r4.1.i I Integrate various arts, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity, such as trans-media productions. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. 7

17 Essential Questions: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? Practice MA:P r5.1.i I a. Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artworks. b. Demonstrate effective ability in creative and adaptive innovation abilities, such as resisting closure, and responsive use of failure, to address sophisticated challenges within and through media arts productions. c. Demonstrate the skillful adaptation and combination of tools, styles, techniques, and interactivity to achieve specific expressive goals in the production of a variety of media artworks. Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Question(s): How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow? Present MA:P r6.1.i I a. Curate and design the presentation and distribution of collections of media artworks through a variety of contexts, such as mass audiences, and physical and virtual channels. b. Evaluate and implement improvements in presenting media artworks, considering personal, local, and social impacts such as changes that occurred for people, or to a situation. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Questions: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? Percei ve MA: Re7.1.II a. Analyze and synthesize the qualities and relationships of the components in a variety of media artworks, and feedback on how they impact audience. b. Analyze how a broad range of media artworks manage audience experience, create intention and persuasion through multimodal perception. Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Questions: How do people relate to and interpret media artworks? 8

18 Interp ret MA: Re8.1.II Analyze the intent, meanings, and influence of a variety of media artworks, based on personal, societal, historical, and cultural contexts Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Questions: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Evalu ate MA: Re9.1.II Form and apply defensible evaluations in the constructive and systematic critique of media artworks and production processes. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Media artworks synthesize meaning and form cultural experience. Essential Questions: 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? Synthe size MA: Cn10. 1.II a. Synthesize internal and external resources to enhance the creation of persuasive media artworks, such as cultural connections, introspection, research, and exemplary works. 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. Anchor Standard 11: 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 Questions: 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? Relate MA: Cn11. 1.II a. Examine in depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth. b. Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist/audience interactivity. Essential Questions: What are the stages of production? What is the most effective way to present your message through media? Enduring Understandings: Media has various forms, each with its own purpose and audience. Media serves as: informational, educational, and entertainment. 9

19 What types of questions are appropriate and/or necessary for a particular interview? Who creates television and why? Why is it important for all members of production teams to have knowledge of the production process? How has television shaped society? How has society shaped television? Knowledge: Students will know The stages of production are preproduction, production, postproduction, and distribution. In order to create a quality product, preproduction must be fully completed. Production teams must properly communicate in order to collaborate. Shot composition should be based on the rule of thirds. Multi-camera productions usually occur during in-studio productions. Multi-camera productions often happen in real-time. Media production requires skills, preparation, and discipline in order to produce and present a successful, quality product. Properly completed pre-production components are vital to production and must be completed. Video media is not only studio based, but consists of field work as well. Media is not only created, but also presented and distributed. Pre-production is the foundation on which production is built. Storyboards are visual guides that display key shots for guidance and reference. Post production (editing) is key to the completion of a media product. Skills: Students will be able to Speak clearly and concisely to an audience by demonstrating effective speaking strategies. Ask prepared and follow-up questions in interviews and other discussions. Employ the most effective writing formats for their intended purpose and audience. Operate television studio and field equipment. Demonstrate professional writing and speaking strategies. Construct shots following the rule of thirds. Import footage into the computer, edit using appropriate software such as Premiere, and export to various file formats. 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 10

20 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management E 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 ET CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA 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 ET 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. Interdisciplinary Connections Common Core State Standards RST Determine the central ideas of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 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. WHST Write arguments focused on discipline-specific content. 11

21 WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences. Student Resources Textbooks, the most up-to-date editions of: Television Production: A Classroom Approach; C. Curchy and K. Kyker Video Communication & Production; J. Stinson 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, including the television studio Access to computers Teacher Resources Access to TV and Media equipment, including the television studio Appropriate online resources for the unit A platform for an online classroom Performance Task(s): Personal Introduction Project Personal Interview Project Stop Motion (Editing Introduction) 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 Stage 3 Learning Plan Descriptions Establish elements of pre-production, production, and postproduction, and distribution. Differentiate between the four phases of production. Practice all elements of production phases. Refine shooting techniques. Complete television projects which meet objectives. Reflect on student and peer works of production. Compile telling a story using Powerpoint or Google Slides to use images to relay information. Perform personal interviews as a benchmark assignment. 12

22 Modifications Stop motion project in order to familiarize with editing techniques. 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. 13

23 Unit Plan Title Suggested Time Frame Informational and Advertising Videos About 12 to 15 Class Sessions Overview / Rationale Learners will concentrate on straightforward instructional videos then transition into applying advertising techniques on a business, service, or product in the form of a commercial or infomercial. Local business may be used in order to capture real-world applications. The difference between these types of videos, and how they may be conveyed to the viewing public will also be explored. 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. Characters have physical, emotional, and social dimensions that can be communicated through the application of acting techniques. Theatre production is an art, but it is also a science C C.3 Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a character are communicated through the application of acting techniques. Apply the basic physical and chemical properties (e.g., light, electricity, color, 14

24 requiring knowledge of safety procedures, materials, technology, and construction techniques. 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. Presentation of believable, multidimensional characters in scripted and improvised performances requires application of specific physical choices, sustained vocal technique, and clearly motivated actions. Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural A C C A.1 paint, scenic construction, costumes, makeup, and audio components) inherent in technical theatre to safely implement theatre design. 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. Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions. 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. 15

25 implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist s concept. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. 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 A A A B B B.3 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. 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 artmaking in a global society by analyzing the influence of technology on the 16

26 of technology in a global society. visual, performing, and multimedia arts for consumers, creators, and performers around the world. NJ Student Learning Standards for Technology Standard 8.1 Strand Statement A. Technology Students demonstrate a sound understanding of technology concepts, Operations and systems and operations. Concepts B. Creativity and Students demonstrate creative thinking, construct knowledge and Innovation develop innovative products and process using technology. C. Communication and Students use digital media and environments to communicate and Collaboration 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, Students use critical thinking skills to plan and conduct research, Problem Solving, and manage projects, solve problems, and make informed decisions using Decision Making appropriate digital tools and resources. 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 A D D D.3 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 17

27 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions E F.1 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. N.J. Student Learning Standards 9.3: Career & Technical Education Arts, A/V Technology & Communications (AR) AR-AV AR-AV AR-AV.3 Demonstrate the use of basic tools and equipment used in audio, video and film production. Demonstrate technical support skills for audio, video and/or film productions. Design an audio, video and/or film production. Journalism & Broadcasting (AR-AB) AR-JB AR-JB AR-JB.4 Demonstrate writing processes used in journalism and broadcasting. Plan and deliver a media production (e.g., broadcast, video, Internet and mobile). Demonstrate technical support related to media production (e.g., broadcast, video, Internet, mobile). 18

28 NCAS for Media Arts Students who participate in this course will achieve the High School Accomplished Level. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Questions: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Sele ct MA:Cr 1.1.II Strategically utilize generative methods to formulate multiple ideas, refine artistic goals, and increase the originality of approaches in media arts creation processes. Anchor Standard 2: 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 Questions: How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Dev elop MA:Cr 2.1.II Apply a personal aesthetic in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context. Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential Questions: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work? Con stru ct MA:Cr 3.1.II a. Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts production, demonstrating understanding of associated principles, such as continuity and juxtaposition. b. Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, intentions, audiences and contexts. Artistic Strand: Producing Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Questions: How are complex media arts experiences constructed? Inte grat e MA:Pr4.1.II Integrate various arts, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity, such as trans-media productions. 19

29 Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. Essential Questions: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? Pra ctice MA:Pr5.1.II a. Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artworks. b. Demonstrate effective ability in creative and adaptive innovation abilities, such as resisting closure, and responsive use of failure, to address sophisticated challenges within and through media arts productions. c. Demonstrate the skillful adaptation and combination of tools, styles, techniques, and interactivity to achieve specific expressive goals in the production of a variety of media artworks. Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Question(s): How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow? Presen t MA:Pr6.1.II a. Curate and design the presentation and distribution of collections of media artworks through a variety of contexts, such as mass audiences, and physical and virtual channels. b. Evaluate and implement improvements in presenting media artworks, considering personal, local, and social impacts such as changes that occurred for people, or to a situation. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Questions: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? Perc eive MA:Re 7.1.II a. Analyze and synthesize the qualities and relationships of the components in a variety of media artworks, and feedback on how they impact audience. b. Analyze how a broad range of media artworks manage audience experience, create intention and persuasion through multimodal perception. Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. 20

30 Essential Questions: How do people relate to and interpret media artworks? Inte rpre t MA:Re 8.1.II Analyze the intent, meanings, and influence of a variety of media artworks, based on personal, societal, historical, and cultural contexts Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Questions: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Eval uate MA:Re 9.1.II Form and apply defensible evaluations in the constructive and systematic critique of media artworks and production processes. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Media artworks synthesize meaning and form cultural experience. Essential Questions: 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? Synt hesi ze MA:Cn 10.1.II a. Synthesize internal and external resources to enhance the creation of persuasive media artworks, such as cultural connections, introspection, research, and exemplary works. 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. Anchor Standard 11: 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 Questions: 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? Rela te MA:Cn 11.1.II a. Examine in depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth. b. Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist/audience interactivity. Essential Questions: Does Media really have the power to convince you to take action by buying Enduring Understandings: Advertising a business, service, or product needs the selection and understanding of the target audience. 21

31 something or believing a presented viewpoint? How does a target audience change the way a product or service gets advertised? How do people analyze the reaction of target audiences? What camera angles are most effective in maintaining interest for commercials? How does shot composition play a role in playing to emotions while selling an item? What creative ways can filters and graphics retain the attention of an audience? Knowledge: Students will know When working to advertise for a client, they must consider budget, design, production, and deadlines. Target audiences must be considered when producing commercials for local businesses. Business types will stipulate production techniques used in the production of the commercial. The Producer takes into consideration where this commercial will be viewed. Graphics of a commercial are necessary for continuous audience attention and proper selling of the subject. Effective commercials shows its subject in great detail, highlighting the positive. Post production of commercials is required to ensure continuous audience attention. All types of media are relevant to a particular demographic. Skills: Students will be able to Plan the production s budget and design requirements. Consider the proper target audience for the commercial. Evaluate production techniques while considering the subject of the promotion in a commercial. Research avenues of programming where the commercial can be viewed. Utilize editing software to generate graphics, enhancing the commercial advertisement. 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. X Income and Careers ETA CRP2. Apply appropriate academic and technical skills. 22