Media Arts Standards

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LOS
ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

LAUSD, AEB, DO, 7/7/10,
LAUSD Media Arts Standards_aaa.doc


1


Members of the Board


MONICA GARCIA, PRESIDENT

YOLIE FLORES AGUILAR

TAMAR GALATZAN

MARGUERITE LAMOTTE

NURY MARTINEZ

RICHARD VLADOVIC

STEVE ZIMMER





RAMON CORTINES


Superintendent of Schools


JUDY ELLIOTT

Chief Academic Officer


ROBIN LITHGOW

Arts

Administrative Coordinator








Office of Curriculum, Instruction and School Support




L A U S D

Media Arts Standards

Kindergarten
through

Twelfth Grade







July 7, 2010









LOS
ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

LAUSD, AEB, DO, 7/7/10,
LAUSD Media Arts Standards_aaa.doc


2

L A U S D

MEDIA ARTS STANDARDS

Kindergarten through Twelfth

Grade



CONTENTS




Foreword










3



Acknowledgements









4



Introduction










6



Media Arts Forms









6



Media Arts Practice and Pedagogy







7



Introduction: The Media Arts Standards






11



LAUSD Media Arts Standards K
-
12








12



LAUSD Media Arts Elementary Standards (with Explanations)



23



Appendixes

1.

LAUSD Media Arts Instructional Development




34

2.

Media Arts Secondary Course Matrix





35

3.

Media Arts Advisory Committee






36










LOS
ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

LAUSD, AEB, DO, 7/7/10,
LAUSD Media Arts Standards_aaa.doc


3



FOREWORD


This publication i
s a practical introduction to understanding and using District standards for instruction in
media arts. It will acquaint teachers with the basics of the form, its larger context within society and the
District’s intended development. It will give example
s on how to the use the standards. A forthcoming
instructional guide will comprehensively describe recommended instruction in media arts.


In LAUSD, media arts is to be included as a completely comprehensive and distinct content discipline
alongside the
traditional visual and performing arts, for the sake of authenticity, quality and coherence in
instruction and programming. Specific K
-
12 District Standards have been prepared for District
implementation in all classrooms.
These media arts standards are
based upon the structure of California's
Visual and Performing Arts (VAPA) Standards.

This LAUSD effort began as a footnote to the
2001

California arts standards development convention, where the digital arts were first proposed as a distinct
discipline.


The articulated and standards
-
based establishment of this fine arts discipline will open new and promising
avenues for student achievement and creative expression. These standards recommend the breadth of
instruction and content priorities for teachers.

They support students in knowing what their learning
objectives are. They frame the discipline as a particularly exciting and engaging art form, increasingly
pervasive in our everyday lives and in our schools, that is also highly adaptable to complementi
ng all
academic instruction.



















ACKNOWLEDGEMENTS


The following individuals have played significant roles in supporting and contributing to the four
-
year
development process of the media arts standards. They are listed by title at the time o
f their service.

The
groups listed have had audience to the standards development as reviewers and advisers. I apologize in
advance for any mistakes or omissions, and sincerely appreciate all of their efforts.


-
Dain Olsen, Media Arts Expert Pre
-
K
-
12

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ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

LAUSD, AEB, DO, 7/7/10,
LAUSD Media Arts Standards_aaa.doc


4


LAU
SD Administration

Ramon Cortines, Superintendent

Dr. Judy Elliott, Chief Academic Officer

Larry Bye, Administrative Coordinator

Roni Ephraim, Chief Academic Officer (former)


Arts Education Branch

Robin Lithgow, Administrative Coordinator

Richard Burrows,
Director (former)

Karen Coates, Coordinator (former)

Steven McCarthy, Secondary Arts Coordinator

Connie Covert, Elementary Arts Coordinator

Deborah Claesgens, Consultant

Christopher Gilman, Consultant

Arts Specialists and Experts in all Genres


Demonstrati
on Media Arts Classrooms (DMACs)

Local District 1

Hale Middle School, Neil Segal, Principal


Angela Gottschall, Media Arts Lead Teacher


Local District 2

Verdugo Hills Senior High, Diane Klewitz, Principal

Sun Valley Senior High, Gary Gray, Principal

Beve
rly Goldin, Media Arts Lead Teacher


Local District 3

Venice Senior High, Janice Davis (former) & Lonnie Wallace, Principals

Joy Kraft, Media Arts Lead Teacher


Local District 4

Virgil Middle School, Ada Snethen
-
Stevens

ObaroEne Otitigbe, Media Arts Lead T
eacher

Franklin High School, Luis Lopez, Principal


Local District 5

Lincoln High School, Jose Torres, Principal

Rajeev Talwani, Media Arts Lead Teacher

Metropolitan Continuation High School, Raul Aguilar, Principal

Angele Santiago (former), Caroline Lorim
ar, Media Arts Lead Teachers


Local District 6

South Gate Senior High, Patrick Moretta (former), German Cerda, Principals

Carlos Robles, Media Arts Lead Teacher


Local District 7

Drew Middle School, David Garcia, Principal

Bruce Ezell, Media Arts Lead Teac
her


Local District 8

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ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

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Harte Preparatory Middle School, Lester Davidson, Principal

Jay Davis, Media Arts Lead Teacher


LAUSD Arts Teachers

Arts Education Specialists and Experts

Afsaneh Boutorabi
,

Elementary Theatre

Lor
ien Eck, Secondary Art

Heidi Johnson, Secondary Art

Barbara Hayden
, Elementary Teacher

170 Media Arts Teachers


OCISS Elementary Specialist Review Committee

Debra Conejo, Language Arts

Caroline Piangerelli, Math

Lillia
n Valadez
-
Rodela, Science

Linda Kidd, Social Science


National Review Committee

Arnold Aprill, Executive Director, Chicago Arts Partnerships in Education

Premila Bovieware, Media Arts Instructor, Santiago High School, Corona
-
Norco USD

Frank Gallagher, Dire
ctor of Education and Media Literacy, Cable in the Classroom

Austin Haeberle, Creative Director, Listen Up!

Olivia Gude, Associate Professor, University of Illinois at Chicago

Tessa Jolls, President, Center for Media Literacy

Ellen Seiter Ph.D, Professor,
Chair in Television Studies, USC

Lisa Tripp, Assistant Professor, College of Communications, Florida State University

Kathleen Tyner, Assistant Professor, Dept of Television
-
Radio
-
Film, University of Texas

Dr. Joseph Underwood EdD, Lead Teacher, Miami High

School














INTRODUCTION


These standards represent an arts discipline that is increasingly central to the art and culture of our time.
Digital imaging and film certainly have solid traditions; however, media arts’ rapidly expanding
contemporaneo
us forms require specific educational development.
Media arts is now a dominant vehicle
for aesthetically expressing, designing and knowing our world. Video production, digital graphics
processing and web multimedia publishing are common and accessible t
o the average, novice citizen.
New forms of virtual and interactive design, while currently less familiar, will soon be pervasive and
tangible, particularly to new generations of students.


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ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

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Media arts

is all creative media as we experience it online, on
television, on our cell phones, and
emerging tablet devices (e.g. “iPads”). It is entertainment in movies, animations, commercials and video
games. It is popular new forms of media
-
enhanced cultural events (e.g. Beijing Olympics opening
ceremony, simulca
st Metropolitan Opera, interactive and immersive media in sports and cultural events),
etc. It is graphic and interactive design in online browsers, multimedia and web pages. It is interactive
interfaces and responsive technologies in science and informa
tion exhibits. It is the virtual 2D and 3D
design of consumer products, clothes, city planning, architecture, as well as emerging, imaginary “4D”
worlds and experiences, such as “Avatar” and Second Life. Finally, it is contemporary and experimental
forms

of fine art and design in museum and gallery exhibits.


Media arts is gaining greater importance and relevance for our students. It will be essential to their
preparation for academic and career success, let alone their social development in relation to

a media
-
centered global society.
This new organizational delineation and expanded definition will not only allow
it to flourish as a fine art within classrooms, but as a highly integrative, “nexus” academic discipline and
21
st

Century core literacy.
Its
unique pedagogy and full creative capacity
can potentially enhance student
learning in all subject areas, and

should be purposefully determined towards promoting core academic
and arts objectives.


The media arts are naturally engaging and relevant for y
oung people, so they should be made available to
every student, not just the gifted, affluent or technologically inclined. All students should be able to
fluently deconstruct and express themselves in these new forms of information and experience. This
n
ewly determined “arts literacy” promotes the critical creative competencies of open
-
ended exploration,
skillful refinement and aesthetic analysis. Ensuing media and technologic literacies will enable students
to consciously negotiate and navigate current
and evolving communications tools, constructed messages
and virtual experiences. The entirety of LAUSD’s student population, from every socio
-
economic
description, pre
-
kindergarten to graduate, AP students to special education, and EL to SEL students will

ultimately benefit from this coherently designed implementation.




MEDIA ARTS FORMS


Currently, media arts resides primarily within visual arts in coursework and credentialing. For the sake of
distinct K
-
12 educational structuring, media arts has been c
ategorized into six primary production
categories as reflected in the full breadth of secondary coursework (Appendix 2) : 1.) Animation, 2.)
Cinema, 3.) Digital Sound Production, 4.) Imaging Design, 5.) Interactive Design and 6.) Virtual Design.
Each o
f these categories ranges in practice from the simple and traditional to the advanced and emerging
in tools and processes. It is critical for attaining its full developmental potential that this entire spectrum
is considered, and that it is not limited by

prior assumptions of the discipline’s parameters.


While these categories may appear to be separated and can be pursued by students in specialization, they
are also interrelated. A student would not be likely to remain entirely within one strand for thei
r entire
artistic
apprenticeship
. It is feasible and recommended, to some degree, for a cinema emphasis student to
also explore sound production and interactive design, because these forms are becoming more interrelated
in new media platforms. It should
also be stressed that this would not replace associated “traditional” arts
instruction in dramatics or visual composition. Nor is this to diminish the goal of mastering a particular
genre. Rather, the intent is primarily towards fluency in a variety of me
dia technologies and forms, for
well
-
rounded artistic achievement and vocational preparation.


To describe a novel example of a theatrically presented production that integrates these strands: Imagine
thirty students holding touch responsive screen/speak
er devices (e.g. tablets, “iPads”) in a moving,
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ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

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LAUSD Media Arts Standards_aaa.doc


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spatially organized, synchronized orchestra of text, sound and image that is both interactive and
improvisational. Students move, sing or speak, while live and recorded video clips form panoramic
environment
s and individuated visual punctuations of

musical
rhythms and textures, supporting and
“amplifying” any particular foreground presentation, moment or event.




MEDIA ARTS PRACTICE AND PEDAGOGY


The following descriptions for the general teacher present a
few basic examples of media arts activities
and tips for instruction at various grade levels.


Grades K
-
2

Even our youngest students can begin to use a variety of media arts tools and processes to enrich their
academic experience. Kindergarteners are quit
e capable of using digital audio recorders, or still and video
cameras on the automatic setting. They could become historians for the classroom, continually capturing
meaningful moments, products and their classmates. These are great ways of reviewing what

has occurred
in the class, what was learned and remembered, and of witnessing their own learning. Students at these
grade levels can create verbal narratives for these documents, which can be recorded by the teacher, or
read aloud while the images are pre
sented. In that sense, any thing that students produce lends itself to
basic recording and capturing processes. Think of this as a technically “utilitarian” description of the
form.


The next level of practice, that is more imaginative, would be to support

students in designing work
specifically to present in this manner. Science dioramas could now come to life by physically moving the
objects, enacting biological and geological episodes. Stories from history or literature can be reenacted
with puppets or p
aper cut outs. Math concepts can be presented through physical actions with objects,
clay or visuals. Drawings presented in timed sequence suddenly begin to take on the quality of a movie.
With a teacher’s assistance, soundtracks can be produced and added
with simple sounds and voices. Also,
drawing, painting and music programs are available that allow students to engage in purely digital
production processes. Use of the mouse or track
-
pads usually is challenging until about 2
nd

grade, but can
be eased by t
rained use of interactive tablet devices and pens for detailed work.


From the very beginning, students should be encouraged to participate in conversations about media art.
Students enjoy describing what they see and experience. They can hone their percep
tual skills and their
descriptive language by looking for what stands out, or differences between media works, or between
media and nature. This entails important and interesting conversations regarding what they define as
“real”, “art”, appealing, importa
nt, etc. They are also eager to determine the effectiveness of their own
work. They can quickly and enthusiastically judge and explain which images work or don’t for a
particular presentation. Low levels of investment make it easy to discard and move on.



Grades 3
-
5

At the higher
-
level elementary grades, students are capable of nearly all of the basic media arts
production processes. Now students will be able to distinguish and engage in the stages of pre
-
production,
production and post
-
production. They ca
n collaborate in planning and organizing a project. They can
write a story, script and/or draw a storyboard that they envision for media. Any essay can be recorded, by
itself as an audio piece, or as the basis for a visual documentary, as long as there are

appropriate images
(drawn or captured) to illustrate it. They can dramatically act out or perform their imaginative vision.


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ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

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Students can produce all sorts of traditional artwork and digital work for these projects. They can make
larger sets, costumes, cl
ay or visual characters. They can animate figures made of clay, sticks or legos.
“Bionicles” make excellent figures for dramatic articulation, particularly with the stability of modeling
clay feet. Students can produce clothes, masks and sets for these fig
ures. Stop
-
motion involves taking
numerous still photos of incrementally stepped actions. It needn’t be smooth to be comprehensible.
Timing large stepped motions to “real time” is more important than the jumps in position. And the quality
of the story or c
ontent outweighs production values. Finally, with basic training, students can be involved
in post
-
production work. In amateur level production software, such as iMovie, they can import media,
edit and combine it, and export or present it. ‘Scratch’ is a f
ree, easy to use, graphical programming
software for interactive games.


Every aspect of this project
-
based learning will require various forms of collaboration, organization,
decision
-
making and problem solving. Much of this requires aesthetic analysis an
d synthesis as applied to
a shared process of envisioning and execution. Students should be encouraged to consider what they are
deciding and why. They should be able to basically justify the artistic intentions they have and why
certain details in color,
or design, or time, etc, count towards the successful result. They should be ready
to change something to fit the purpose. A ‘mistake’ is only an opportunity to learn something, or to
improve it, towards mastering creative versatility and refinement.


Mid
dle School

In grades 6
-
8 students are capable of fairly sophisticated productions in all media arts categories. This
would include all forms of video production experienced on TV, radio and all media on the web involving
image, sound, graphics and web prod
uction, etc. Other, less familiar but available forms include
interactive programming, virtual environments and architecture (e.g. Google’s “Sketch
-
up”). To maintain
their youthful enthusiasm, training should be kept to a minimum, particularly with a bit o
f reliance on
peer
-
to
-
peer learning to naturally support the process. Projects are more creative and learning intensive if
they are condensed or shortened in time and investment. For example, a ‘documentary’ could be as short
as 30 seconds. This makes them

less disruptive of core instruction. Their dynamic group processes need
to be monitored fairly intensively to remain on task and without conflict.


Although media arts is taught in distinction by arts credentialed teachers at secondary, video and
multimed
ia can effectively enhance most subject areas. Students could be given the occasional option of
demonstrating their knowledge this way. Sometimes they can even do this independently, at home, and
just bring in the result. An intensive project can be monito
red remotely through their preparatory
documentation, or through media work in progress, possibly posted online.


Consider using media arts to imaginatively engage students with content as opposed to the usual
illustrated essay or poster. Middle school st
udents will be very motivated by a dramatic ‘thriller’ style
film project that exhibits their understanding of forensic science and legal investigation. A video game
project or ‘Flash’ animation can be an enticing method to illustrate a scientific principa
l such as diffusion
or the water cycle. ‘Green screen’ capabilities are becoming more accessible to the novice and allow one
to place students into any possible image as a backdrop, say for a historical travelogue, or a discussion on
cell processes. Stop
-
m
otion manipulations of clay can be a method of concretely and humorously
demonstrating math concepts.


The breadth of arts standards can be addressed by integrating methods of reflection and analysis in the
process. Students need to be supported in making
constructive comments and in collaboration as they
brainstorm, write and creatively produce. They should be presented with varieties of media in history and
culture for lively comparison and discussion. How about examining portions of those antique, black
and
white history or science films for outdated concepts or viewpoints, or as funny ways to present
contemporary content? In production jobs, they can hold each other to account for their increasingly
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ANGELES UNIFIED SCHOOL DISTRICT

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LAUSD Media Arts Standards_aaa.doc


9

specialized roles and responsibilities. They can produc
e media that is intended to positively affect their
world through public exhibition and are empowered as a result.


High School

Students at these grade levels can progress to nearly professional levels of production in all media. They
can generally be give
n fairly minimal training and support in project design and then left independently to
execute projects. There will always be monitoring and troubleshooting necessary, of course, but there can
be methods in place, such as student technical experts, which a
llow the teacher to be more involved in
complex content production and decision making. The role of facilitator can be challenging, because there
may be many concurrent processes at play in a dynamic media production class. Generally, computer
based proces
ses are more contained and controlled. Video is much more active and complex, sometimes
moving outside of the classroom.


The range of projects available is immense. Students can produce high quality feature length dramatic
films, documentaries and poetic

experiments; hand
-
drawn cell, Flash and complex 3D animations; any
style of television production (talk shows, cooking shows, promotional videos, commercials, etc). They
can construct well
-
designed web sites, logos, and graphic productions of any type and

style. They can
produce music mixes, soundtracks, pod casts and radio programs. Newer forms will now include game
design, interactive design and virtual design, as well as inventive, unimaginable combinations of all of
these. The range of projects will ex
pand dramatically to include synthetic and interactive “immersive”
environments, architecture and industrial design, complete with 3D printing of prototypes. Other art forms
are enhanced, connected and expanded by media arts integrations. Essentially the b
readth of creative
communications and design are at our students’ disposal to present their unique perspectives.


All of these forms are increasingly available to the novice student and teacher in new, friendlier and low
-
cost platforms and software. This
“low threshold” of practice promotes instant access to content
production. This is academically empowering because it offers students engaging, tangible ways to
demonstrate and communicate their knowledge. It is a fairly accessible way of implementing a pr
oject
-
based, “constructivist” method of instruction. Depending on the type of project, it can support cooperative
learning and complex problem solving. A novice should not feel intimidated by their lack of experience
or a budget. Low production value, “gue
rilla” tactics (hand
-
held cameras, improvised acting, tape and
string props, choppy editing), along with ingenuity and creativity, can still get the message across,
sometimes more fluidly and effectively than professional work. The core mission here is the

promotion of
creativity and imagination, in concert with content knowledge and application.


Finally, students should be encouraged to critically analyze media. They can begin this investigation by
thoroughly describing what they are viewing and how the v
arious design elements produce meaning.
Every part of a media event is carefully and intentionally constructed. By practicing this perceptual acuity
and accompanying discussion, students’ appreciation for detail and design grows. They begin to discern
the
rules for managing experience that underlie media art intentions. For example, a film sequence will
generally start with location or “establishing” shots, and narrow to the specific action. An image
accompanied by a sound gains greater dimension and power.

Font styles evoke emotional responses. A
lively screen grabs one’s attention. This will be useful in their own productions as student artists, but also
in their larger lives, as participating citizens in a media centered world.







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ANGELES UNIFIED SCHOOL DISTRICT

Office of Curriculum, Instruction and School Support

LAUSD, AEB, DO, 7/7/10,
LAUSD Media Arts Standards_aaa.doc


10























INTRODUCTION:

THE MEDIA ARTS STANDARDS


The LAUSD Media Arts Standards are district level standards that support any K
-
12 instruction in media
arts, including: digital imaging, cinema, animation, interactive web and game design, virtual 2D and 3D
design,

and digital sound production.


These standards will provide guidance for teachers in what students of media arts should know and be
able to do. They will be embedded into District “Media Arts” (Department 16) course descriptions at the
secondary level.

They will also be used in application for UC/CSU approval as “F” status courses in the
A
-
G requirements, alongside of traditional arts standards in dual status, until the state deems it
appropriate to follow the district’s lead in categorically delineatin
g the media arts. The media arts
standards will be posted and described online within the Media Arts portion of the Arts Instructional
Guide, currently in development.


Arts standards are currently not mandated nor assessed for mastery. It is not expecte
d that all students
will master all of these standards every year. They are intended to found and frame any instruction
purposefully towards achieving breadth and depth in the discipline. These standards do not prescribe
instruction, nor the student perf
ormance tasks necessary to demonstrate mastery. An instructional guide,
to be developed, will detail example lessons, sequences, development processes, and program design.
One project is often capable of servicing most, if not all of the standards by gra
de level. The
accompanying elementary standards chapter contains example projects and wording for each grade level.


The standards are grade level specific in kindergarten through 8
th

grades. At high school, “Proficient”
level standards support foundat
ional instruction available to all high school students in 9
th

through 12
th

grades. “Advanced” standards are available to all students who have attained basic proficiency in passing
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ANGELES UNIFIED SCHOOL DISTRICT

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a basic prerequisite course. The format of these standards is aligned wi
th existing California Visual and
Performing Arts Content Standards, which are organized into these five strands:


ARTISTIC PERCEPTION

Processing, analyzing, and responding to sensory information through the language and skills
unique to the media arts


C
REATIVE EXPRESSION

Creating, performing, and participating in the media arts


HISTORICAL AND CULTURAL CONTEXT

Understanding the historical, cultural and contextual dimensions of the media arts


AESTHETIC VALUING

Responding to, analyzing, and making judg
ments about works in the media arts


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Relating and applying what is learned in the media arts to other art forms, media and technology
literacies, subject areas and to careers



LAUSD MEDIA ARTS STANDARDS

KINDERGART
EN


ARTISTIC PERCEPTION

1.1 Describe and compare what is experienced in works of media art, traditional art and in nature.

1.2 Explore and discuss the media arts elements of light, sound, movement, text, space and time.

1.3 Identify and describe element
s specific to a media artwork, such as theme, story, colors,

sounds
and/or movements.


CREATIVE EXPRESSION

2.1 Capture a selected live event, environment or subject for meaning.


2.2 Combine artistic activities and/or products for a possible media art wo
rk that communicates

an
emotion, story or idea
.


2.3 Use various media arts tools and processes to make media art works.

2.4 Explore variations in using media arts tool, such as settings or placement.


HISTORICAL AND CULTURAL CONTEXT

3.1 Look at and disc
uss the various forms and formats of media art in daily life.

3.2 View and describe historically and/or culturally diverse media art works.

3.3 Discuss media art work that depicts and/or relates to their environment.


AESTHETIC VALUING

4.1 Determine what
media art works are appealing and state why.

4.2 Analyze a media artwork for quality and content.

4.3 Make decisions in using media arts tools in art making activities.


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Demonstrate the ability to work coopera
tively to create works of media arts.


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5.2 Use media arts tools with other art forms and subject areas.

5.3 Share their media art work with other people in their family and community.















LAUSD MEDIA ARTS STANDARDS

GRADE ONE


ARTISTIC PERCEPTION

1.1 Use the vocabulary of media arts to differentiate and describe media arts experiences.

1.2 Identify and describe technical items, such as edits, formats, and effects in media art works.

1.3 Identify and describe the various content components of media

art works, such as story, event,

character, action, scene, sound, sequence.


CREATIVE EXPRESSION

2.1 Demonstrate beginning skill in using media tools to create, capture and process sound and

image.

2.2 Organize and/or combine images, movements and/or
sounds for meaning.


2.3 Create accompanying

text and/or sounds to an image sequence, or vice versa.

2.4 Use varied techniques and methods to capture and/or manipulate content.



HISTORICAL AND CULTURAL CONTEXT

3.1 Discuss media art works portraying a va
riety of cultures and histories.

3.2 Share and discuss media art works portraying their family and/or community.

3.3 Discuss where media art works are experienced.

3.4
Identify various types and purposes of media art in the student’s environment.


AESTHE
TIC VALUING

4.1 Compare and contrast a media art work with a traditional art work of similar content.


4.2 Identify the meaning conveyed in a media art work.


4.3 State what they like about their media art work and how it could be made better.

4.4 Select
media art works for purpose.


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CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Create a media art work that demonstrates a concept or lesson from another content area.


5.2 Develop beginning technical and logistical skills.


5.3 Document another arts discipli
ne production using media arts tools and processes.













LAUSD MEDIA ARTS STANDARDS

GRADE TWO


ARTISTIC PERCEPTION

1.1 Identify and describe the use of light, time, sound, space, text, motion and interactivity in

media
art works.

1.2 Compare and c
ontrast a live and “mediated” version of the same event or subject.

1.3 Use the vocabularies of media arts to describe and distinguish media arts genres and styles.

1.4 Describe and analyze the use of sound to affect meaning in media art works.


CREATIVE
EXPRESSION

2.1 Identify and use pre
-
production, production, and post
-
production processes.


2.2 Plan for a media production using script, sketching, idea mapping or storyboard tools.


2.3 Use media arts tools and processes to convey an idea, story, or moo
d.


2.4 Assist in post
-
production processes, such as editing, cropping, processing, and presenting

media
art works.


HISTORICAL AND CULTURAL CONTEXT

3.1 View and discuss media and traditional arts from diverse cultural groups and time periods.


3.2 Ident
ify universal concepts and themes from culturally and historically diverse media art

productions.


3.3 Investigate and collect for presentation, historical artworks
using new media tools and

resources.

3.4 Discuss the environments, technologies and circu
mstances of media experiences.


AESTHETIC VALUING

4.1 Discuss what they like and don’t like in works of media art as to the use of selected elements.


4.2 Describe how an idea or emotion is communicated in a media art work.


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4.3 Analyze basic media arts t
echnical concepts e.g., cinematic: by using simple animation

projects
(animaction, flipbook, rotoscope, stopmotion).

4.4 Share solutions for solving aesthetic and technical problems.


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Compare and contrast trad
itional art and media art works, placing them in discipline, genre,

and
style categories.


5.2 Describe responsibilities in

media art productions.

5.3 Use literature and other arts works to inspire innovative media art works.

5.4 Examine the roles the me
dia arts play in daily life, including economic factors.

5.5 Exhibit their media art works for the community.











LAUSD MEDIA ARTS STANDARDS

GRADE THREE


ARTISTIC PERCEPTION

1.1 Identify and describe how an artist has used the media arts elements of

interactivity, sound,

light,
matter, motion, text, space, and time, separately and/or combined.

1.2 Discuss the expressive qualities of technical devices, such as edits, effects, capture

techniques, and
text styles in media art works.

1.3 Describe and a
nalyze the effects of light, contrast and color in the production and viewing of

media
art works.


CREATIVE EXPRESSION

2.1 Write a script for a media art work using sequenced actions to relate a story, mood or idea.

2.2 Demonstrate beginning skill in th
e post
-
production manipulation of digital media.


2.3 Combine two or more mediums in a media art work to convey a story, mood, or idea.

2.4 Utilize explorative pre
-
production processes, such as brainstorming, visualization,

improvisational
sketches, and c
oncept art.


HISTORICAL AND CULTURAL CONTEXT

3.1 Discuss basic historical evolution of media arts technologies.

3.2 Compare and contrast media arts productions from various cultures and historical periods.

3.3 Create media art based on a cultural myth or
ethnic history.

3.4 Investigate media art work reflecting their environment, culture or history.


3.5 Consider the audiences of various media arts forms and genres.


AESTHETIC VALUING

4.1 Determine weaknesses in their own media art works and strategies fo
r improving them.

4.2 Develop appropriate criteria and rubrics to evaluate the effectiveness of works of media art.

4.3 Identify the uses of particular elements and principles to effectively convey ideas and moods

in
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media art works.

4.4 Explain the meani
ngs in various media art works.


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Work cooperatively with others to solve aesthetic, technical and logistical issues in producing
media
art works.


5.2 Create media art works about current events and issues of
importance to them
.

5.3
Describe how works of media art can affect people’s lives.


5.4 Combine traditional and media arts in products and presentations.












LAUSD MEDIA ARTS STANDARDS

GRADE FOUR


ARTISTIC PERCEPTION

1.1 Identify and describe the s
equencing of combined elements to express emotions, ideas or

stories
in media art works.

1.2 Observe and describe the use of principles for design dynamics, such as balance, contrast,

texture,
rhythm and repetition in a variety of media art works.


1.3 I
dentify how the spatial and temporal construction of media art works achieves artistic

objectives.


1.4 Describe how media arts tools and processes capture and transform experiences and nature.


CREATIVE EXPRESSION

2.1 Express unique points of view and i
nnovative methods in media art works.

2.2 Elicit emotional responses in the audience through the use of tone, texture, color, sarcasm,

etc, in
media art works.

2.3 Use sequencing and pacing in temporal media art works to effect meaning.

2.4 Make stylisti
cally appropriate design decisions, such as text attributes, for media arts projects.



HISTORICAL AND CULTURAL CONTEXT

3.1 View and discuss media art works that relate the perspectives of different ethnic groups

in

California.

3.2 Explain or reenact e
vents in California history in media art works.


3.3 Create a work of media art that reflects the student‘s own culture or environment.

3.4 Identify features of media art works that locate them in a time, place or culture.

3.5 Produce media art works for
and with distant partners and audiences.


AESTHETIC VALUING

4.1 Develop criteria for evaluating the effective use of specific elements, principles and processes
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in media art works.

4.2 Evaluate individual and group responses to various styles, messages
and mediums of media

art
works.

4.3 Determine the messages and intentions of media arts works.

4.4 Independently identify aesthetic and technical problems in media art works.


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Determine the target audiences fo
r professional and student produced media art works.


5.2 Develop technical agility in adapting to and utilizing a variety of media arts tools, processes,

and
resources.


5.3 Document traditional art productions.

5.4 Discuss economic and ethical factors
in creating and viewing media arts productions.

5.5
Create interdisciplinary media art works.








LAUSD MEDIA ARTS STANDARDS

GRADE FIVE


ARTISTIC PERCEPTION

1.1 Identify and describe the elements and principles emphasized in a variety of media art work
s.

1.2 Examine and practice refined modulation, inflection and processing (e.g., aural, physical,

visual)
for specific effect in media art works.

1.3 Identify and describe technical and aesthetic devices media artists use to emphasize, persuade
and
conve
y meaning.


CREATIVE EXPRESSION

2.1 Express their personal insights, opinions and experiences through media art works.

2.2 Consider spatial relationships and placement dynamics in composing media art works.

2.3 Emphasize time, temporal elements or specifi
c moments in media art works.

2.4 Invent and test alternative techniques and methods in media arts productions.



HISTORICAL AND CULTURAL CONTEXT

3.1 Create media art works about familial and/or cultural traditions, stories and celebrations.

3.2 Analyze

media arts styles, trends and contexts in current and past media art works.

3.3 Discuss how media arts tools and formats influence productions and their meaning.

3.4 Consider presentation contexts in designing and producing media art works.


AESTHETIC V
ALUING

4.1 Develop specific criteria for analyzing and assessing effective communication in works of

media
art.

4.2 Use media arts vocabularies to explain and support production and viewing preferences in

media
art works.

4.3 Determine the intent of the

artist in a variety of media art works.



4.4 Identify the relationship of form and content in media art works.


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CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Discuss issues of authorship, ownership, dissemination and copyright in media art production.

5
.2 Create collaboratively, in varying roles (e.g. director, performer, designer).



5.3 Research and report on economic and legal aspects of media arts productions.

5.4 Establish criteria to use in selecting works of media art for a specific type of exhibi
tion.















LAUSD MEDIA ARTS STANDARDS

GRADE SIX


ARTISTIC PERCEPTION

1.1 Use the vocabularies of media arts to discuss the expressive intent in media art works.

1.2 Recognize and describe elements and principles of various genres and styles of me
dia art

works.

1.3 Describe how media artists address similar themes using different media and styles.

1.4 Identify and describe the dynamic relationships of combined elements in media art works.


CREATIVE EXPRESSION

2.1 Create media art works that expre
ss specific stories, moods and ideas.


2.2 Apply pre
-
production processes effectively through the use of organizational tools, scripts,

and
storyboards.

2.3 Reflect personal vision and expression in media art works.

2.4 Base production choices on present
ation and distribution formats and contexts.

2.5 Use metaphor, symbolism and representation in media art works.


HISTORICAL AND CULTURAL CONTEXT

3.1 Create media art works that expressively convey global cultures and civilizations.

3.2 Discuss the indiv
idual’s experience of media art in different contexts and environments.

3.3 Create media art works that reflect personal histories or culture.


3.4 Discuss how various cultures have been portrayed or affected by media arts.


AESTHETIC VALUING

4.1 Develop

evaluative criteria to determine the effectiveness of the technical and aesthetic

aspects of media art works.

4.2 Critique and refine media art productions.

4.3 Evaluate the use of specific elements in media art works for intention and purpose.


4.4 Ap
ply abstract principles, such as non
-
linearity, juxtaposition and distortion in the

appreciation,
analysis and creation of media art works.

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CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Create media art works that demonstrate proficiency in other subject

areas.



5.2 Develop innovative skills in problem solving, team communication and the management of

time
and resources.


5.3 Examine how media arts and other traditional arts disciplines have co
-
developed.


5.4
Appropriate cultural products and make cha
nges that explore underlying meanings.












LAUSD MEDIA ARTS STANDARDS

GRADE SEVEN


ARTISTIC PERCEPTION

1.1 Describe and test how elements can be effectively amplified, elaborated, abstracted, distorted

and
exaggerated in media art works.

1.2 Analy
ze and describe how specific elements and principles contribute to expressive qualities

in
works of media art.

1.3 Explain how media tools and processes can affect an audience’s sense of time and space.

1.4 Compare and contrast digital media with previou
s forms of media, e.g. analog, linear, print,

traditional.



CREATIVE EXPRESSION

2.1 Create innovative media art works that communicate complex stories, ideas or emotions.

2.2
Create a media art work that investigates an issue of importance in their liv
es and the lives of

their
communities.

2.3 Structure and design media art works for specific audiences and venues.


2.4 Purposefully refine media art works.

2.5 Incorporate live performance, improvisation, and/or spontaneity in media arts productions and

processes.


HISTORICAL AND CULTURAL CONTEXT

3.1 Investigate and compare American mainstream mass media, community and distributed

media.

3.2 Reflect on personal biases, assumptions and perspectives in viewing a variety of media art

works.


3.3 Investig
ate historical and contemporary media art works for stereotypes and biases, as well as

underlying assumptions and intentions.

3.4 Explain how cultural and contextual factors influence the production, perception or meaning

of
works of media arts.


AESTHE
TIC VALUING

4.1 Compare and contrast the effective use of specific elements in similar media art works.

4.2 Demonstrate and justify intent in personal media art works.

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4.3 Evaluate media art works for clarity of intent in relation to the effective use of
elements and

principles.

4.4 Describe how production choices enhance meaning in media art works.

4.5 Examine the relationship of form and content in media art works.


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Examine and discuss how traditional arts a
nd media arts inform and complement one

another.

5.2 Demonstrate competencies for production jobs and careers.

5.3
Consider social implications and responsibilities related to media arts productions.

5.4
Produce media art works that integrate other subje
ct area content.





LAUSD MEDIA ARTS STANDARDS

GRADE EIGHT


ARTISTIC PERCEPTION

1.1 Identify and describe how the elements, principles and technical processes used affect the

meaning of a media artwork.

1.2 Examine the affects of processing methods (e.g
., compositing, layering, filtering, reframing)

on
perception and meaning in media art works.

1.3 Use the elements and principles to determine the artistic intent of media art works.

1.4 Examine how diverse audiences perceive media art works.


CREATIVE EX
PRESSION

2.1 Demonstrate skill in purposefully refining media art works.

2.2 Use pre
-
production documentation to direct production and post
-
production values and

processes.

2.3
Demonstrate the use of alternative and innovative processes in producing

wor
ks of media art.

2.4 Effectively integrate complex media arts processes to construct meaningful media art works.


HISTORICAL AND CULTURAL CONTEXT

3.1 Examine the role of media arts in the encounters and merging of diverse global cultures.

3.2 Explain fac
tors that have shaped the history of media arts.


3.3 Research the role and contributions of underrepresented groups in the history of media arts.

3.4 Reflect personal history, environment, and/or culture in media art works.


AESTHETIC VALUING

4.1 Establi
sh detailed criteria appropriate to the genre and style, to evaluate and assess works of

media
art.


4.2 Determine appropriate presentation and distribution modes for media art works.

4.3 Interpret a media artwork based on content, form and the artist’s
production choices.

4.4 Practice constructive strategies for critique and feedback in group and class discussions.


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Demonstrate understanding of the interconnections and dynamics between media and society.

5.2

Develop abilities to adapt to new technology and to troubleshoot technical and logistical

problems.


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5.3 Develop strategies for social improvement through media arts productions locally, nationally,

and
globally.

5.4 Master specialized tasks and/or role
s in media arts productions.













LAUSD MEDIA ARTS STANDARDS

PROFICIENT


ARTISTIC PERCEPTION

1.1 Describe how text,

time, dramatic structure, interactivity, movement, visual and spatial

composition, and musical forms and styles are

effectively in
tegrated in media art works.

1.2 Describe how presentation context affects the perception of media art works.

1.3 Examine and practice the use of compositional devices and elemental emphasis to direct

attention and affect meaning in media art works.

1.4
Describe how media art works affect and manage the viewer’s experience.


CREATIVE EXPRESSION

2.1 Create media art works that demonstrate clarity of intent in conveying an idea, story or

emotion.

2.2 Demonstrate the ability to adapt media arts creations f
or various audiences and circumstances.

2.3 Refine and enhance media art works towards artistic intentions.

2.4 Use innovative and experimental processes and methods to produce increasingly complex

media
art works.

2.5 Integrate pre
-
production, producti
on, and post
-
production processes in media art works.

2.6 Combine various media arts in synchronous and asynchronous live and virtual events.


HISTORICAL AND CULTURAL CONTEXT

3.1 Demonstrate an understanding of how media arts document and influence global

history and

shape
our conceptions of it.

3.2 Discuss and analyze technological advances in the media arts and their societal and historical

connections.

3.3 Articulate how personal and social context influences interpretation and meaning in media
art

works.

3.4 Examine potential positive and negative effects of distributed media in a global context.

3.5 Research and compare the historical, political and sociological dimensions of broadcast,

community, and distributed media arts.


AESTHETIC VALUING

4.
1 Develop specific criteria to form critical judgements and defenses of the quality and

effectiveness of
a variety of media art works.

4.2 Analyze the aesthetic and technical constructions of media arts communications.

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4.3 Demonstrate considered purpose
in applying media arts principles and processes in media arts

works.

4.4 Present aesthetic and conceptual arguments regarding oppositional, alternative, unorthodox

and
non
-
popular media art works.

4.5 Analyze, discuss and/or demonstrate the relationship

of form and content in media arts works.


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Create a media arts portfolio and statement for purpose.

5.2 Interact critically with advanced and/or professional media arts practicioners.

5.3 Develop artistic, tec
hnical, collaborative and entrepreneurial competencies towards media

arts
vocational and academic pursuits.

5.4
Appropriate cultural products and make changes and interventions that deconstruct meanings.

5.5 Apply the knowledge and skills of media arts
processes in novel problems and situations.

5.6 Consider and debate issues of social justice in media art works.

LAUSD MEDIA ARTS STANDARDS

ADVANCED


ARTISTIC PERCEPTION

1.1 Discuss how complex emotions and ideas can be artistically expressed through the
use of

media
arts tools and processes.

1.2 Apply advanced principles such as fluidity, and temporal/spatial plasticity in the analysis and

creation
of media art works.

1.3 Construct instruction for peers and media arts novices that develop media arts p
erceptual

capacities.


CREATIVE EXPRESSION

2.1 Create media art works that demonstrate mastery of aesthetic, conceptual and technical skills.

2.2 Combine a variety of techniques, styles and effects in a media art work demonstrating unity.

2.3 Experimen
t with media techniques and processes to demonstrate an innovative approach to an

assignment or problem.

2.4 Use media responsibly and purposefully to influence, manage and/or interact with an

audience.


HISTORICAL AND CULTURAL CONTEXT

3.1 Discuss
how

media art technologies define and reflect political dynamics, historical periods

and
culture.

3.2 Investigate contemporary media artists explaining the meaning of his/her work.

3.3 Respond to historical and contemporary media artworks, representing multi
ple cultural or

conceptual points of view.

3.4 Demonstrate an understanding of the power of media arts to affect society.


AESTHETIC VALUING

4.1 Use complex criteria for evaluating the purposeful application of artistic processes in media

art
works.

4.
2 Derive artistic intention and meaning from a diverse range of media arts sources, genres and

styles.

4.3 Write a personal statement and select a body of works for a portfolio representing artistic

development and accomplishments.

4.4 Apply various theo
retical perspectives from media and technological literacy, arts culture and

aesthetic discourses in class critiques.


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CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Demonstrate mastery of adaptation strategies towards new media arts practices and

technol
ogies.

5.2 Demonstrate professional
-
level technical, artistic, collaborative and entrepreneurial skills.

5.3 Establish mentoring relationships with practicing artists and professionals.

5.4 Compare and contrast works of media art, examining multiple dimen
sions of meaning,

symbolism and significance, and probing beneath the obvious.






LAUSD ELEMENTARY

MEDIA ARTS STANDARDS

(WITH 1 EXAMPLE PROJECT AND INSTRUCTOR WORDING)


The elementary media arts standards are listed here with helpful examples of possib
le projects and
wording of the generalist/media arts teacher. This will clarify for the non
-
specialist what kind of media
production suffices to meet these standards, and what the terminology would concretely refer to. A large
and expanding repertoire of t
ools and projects are available to media arts instruction and would depend
largely on what is available at the school site. An instructional guide, to be developed, will provide
direction in resources and other projects appropriate to classroom use.


KINDE
RGARTEN

Example Project: In groups, students take 3
-
5 photos inside and outside of the
classroom. They select a limited number, perhaps 1 each to share on a projection screen.
Discuss.


ARTISTIC PERCEPTION

1.1 Describe and compare what is experienced in w
orks of media art, traditional art and in nature.

How is it different looking at this picture than looking at the
(actual thing, place)
?


1.2 Explore and discuss the media arts elements of light, sound, movement, text, space and time.

How can we see thes
e pictures? What happens when we turn off this light? So, these
pictures are made of light. Now, how were you able to see outside when you took the
picture? What makes the flower bright? Cameras capture light. They’re like your eye.
What kinds of things do

we see in a movie; a video game?


1.3 Identify and describe elements specific to a media artwork, such as theme, story, colors,

sounds
and/or movements.

Tell me things that you see in this picture. What colors do you see?



CREATIVE EXPRESSION

2.1 Captu
re a selected live event, environment or subject for meaning.

Students take photos of environments, subjects.



2.2 Combine artistic activities and/or products for a possible media art work that communicates

an
emotion, story or idea
.

What words come to m
ind in looking at this picture? What word would best describe this
picture? What if we put that word on the picture, does that work? What music might we
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choose to go with our pictures?



2.3 Use various media arts tools and processes to make media art work
s.

Use the camera


turning it on, aiming, zooming, shooting, looking at the result. Deciding
which pictures not to keep. Helping to hook up the projector. Selecting music to
accompany. Dimming the lights. Clicking the ‘next’ button.


2.4 Explore variation
s in using media arts tool, such as settings or placement.

Standing in different positions to take the picture


high, low. Close and far away.
Zooming in and out.


HISTORICAL AND CULTURAL CONTEXT

3.1 Look at and discuss the various forms and formats of
media art in daily life.

What are some pictures that you see at home or on the street? How are these different
from those?


3.2 View and describe historically and/or culturally diverse media art works.

Look at older photos. How do we know that they are old
?


3.3 Discuss media art work that depicts and/or relates to their environment.

Take a picture of the classroom.


AESTHETIC VALUING

4.1 Determine what media art works are appealing and state why.

Which pictures do you want to show?


4.2 Analyze a media a
rtwork for quality and content.

Why didn’t you choose this one?


4.3 Make decisions in using media arts tools in art making activities.

Decide if you want it to look big or small.



CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Demonstrate the ability to w
ork cooperatively to create works of media arts.

Work with a partner when you take the pictures



5.2 Use media arts tools with other art forms and subject areas.

Take a picture of one of your drawings.


5.3 Share their media art work with other people in
their family and community.

Show pictures at Back to School night.




LAUSD MEDIA ARTS STANDARDS

GRADE ONE

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Example Project: Students work as groups or individually to create their own sculptural
character. They are to take their character on a journey by
placing it in four locations
inside and/or outside of the classroom, and taking photos, as though it was a tourist.
They write a sentence for each picture. Later, the pictures are projected in sequence and
the student(s) read that line to the class.


ARTIS
TIC PERCEPTION

1.1 Use the vocabulary of media arts to differentiate and describe media arts experiences.

How is this photo different from that one? How are these photos different from a movie?


1.2 Identify and describe technical items, such as edits, fo
rmats, and effects in media art works.

We put these camera pictures on the laptop. Now we’ll see them on the screen. When I
click through it, is this like a movie?


1.3 Identify and describe the various content components of media art works, such as story,


event,
character, action, scene, sound, sequence.

Your character went on a journey. Who’s your character? What scene is this from your
journey?


CREATIVE EXPRESSION

2.1 Demonstrate beginning skill in using media tools to create, capture and process soun
d and

image.

Take photos of your character in different places. Select music for this show.


2.2

Organize and/or combine images, movements and/or sounds for meaning.

Take four photos to tell the story of your „journey“.


2.3

Create accompanying

text and
/or sounds to an image sequence, or vice versa.

Write a sentence for each picture.


2.4

Use varied techniques and methods to capture and/or manipulate content.


You might stand close to take a picture, or stand far away and take a picture.


HISTORICAL AND

CULTURAL CONTEXT

3.1 Discuss media art works portraying a variety of cultures and histories.

Look at pictures/movies showing different cultures/celebrations. Talk about different
cultures.


3.2

Share and discuss media art works portraying their family an
d/or community.

Share a family photo.


3.3 Discuss where media art works are experienced.

We will show this on the classroom screen. How is this different than watching a TV?

We watch TV. We go to a movie. We look at computer images. We play video games
.


3.4

Identify various types and purposes of media art in the student’s environment.

TV has ads. Theaters show whole movies. The Internet displays graphics and information.


AESTHETIC VALUING

4.1

Compare and contrast a media art work with a traditional a
rt work of similar content.

Draw a Bionicle. Look at a photo of a Bionicle. What’s the difference? What’s the same?

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4.2

Identify the meaning conveyed in a media art work.


What is this photo of your character about?


4.3 State what they like about their

media art work and how it could be made better.

What do you like about this picture? If you could change something, what would it be?


4.4 Select media art works for purpose.

Choose the four photos that tell the story of your character’s journey.


CONNEC
TIONS, RELATIONSHIPS, APPLICATIONS

5.1 Create a media art work that demonstrates a concept or lesson from another content area.

Create a character sculpture and take four photos of it on a journey.


5.2 Develop beginning technical and logistical skills
.

You each will take one picture. Plan where to shoot your photos.


5.3 Document another arts discipline production using media arts tools and processes.

Take a picture of your (visual arts) character.




LAUSD MEDIA ARTS STANDARDS

GRADE TWO


Example Proje
ct:
Create a slide show of 3 pictures with music. Draw 3 digital images in a
common paint/draw program, or take 3 photos of your artwork. Select music to go with
the images. Present your slide show.


ARTISTIC PERCEPTION

1.1

Identify and describe the use o
f light, time, sound, space, text, motion and/or interactivity in

media
art works.

Describe your picture. Describe the music you used. How is it seeing your artworks one
after the other like this?

Let’s talk about this video game. What is happening? What
do you see and feel? What is
this number?


1.2 Compare and contrast a live and “mediated” version of the same event or subject.

How is it different seeing the real thing? Is this movie real? How is this different than
going to the place you drew?


1.3 Use

the vocabularies of media arts to describe and distinguish media arts genres and styles.

Describe the difference between this and a video game?


1.4 Describe and analyze the use of sound to affect meaning in media art works.

How does playing the sound at

the same time make the pictures feel?


CREATIVE EXPRESSION

2.1 Identify and use pre
-
production, production, and post
-
production processes.

We planned our pictures didn’t we? That is „pre
-
production“. Then we made, or
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produced our pictures. That is „produ
ction“. When we selected our pictures to view, that
is „post
-
production“.


2.2 Plan for a media production using script, sketching, idea mapping or storyboard tools.

Make rough sketches of your 3 pictures, so you can plan your slide show.


2.3 Use media a
rts tools and processes to convey an idea, story, or mood.

Your slide show might be about an idea, story or mood. Here are some examples.


2.4 Assist in post
-
production processes, such as editing, cropping, processing, and presenting

media
art works.

You

can change the order of your pictures. You will show us your slide show.


HISTORICAL AND CULTURAL CONTEXT

3.1 View and discuss media and traditional arts from diverse cultural groups and time periods.

Look at these old, historical photographs. Look at t
he pictures in this book. What can
you tell me about the people in these pictures?


3.2 Identify universal concepts and themes from culturally and historically diverse media art

productions.

So „family“ is something that a lot of different people think i
s important.


3.3 Investigate and collect for presentation, historical artworks using new media tools and

resources.

Let’s try to find old pictures that we would like to show in our presentation


3.4 Discuss the environments, technologies and circumstanc
es of media experiences.

What do we need to do to the room to show these pictures? How do we want to show
these to our parents? Where do we see lots of pictures?


AESTHETIC VALUING

4.1 Discuss what they like and don’t like in works of media art as to the
use of selected elements.

Why did you choose this picture? If you could change something, what would it be?


4.2 Describe how an idea or emotion is communicated in a media art work.

How does this picture make you feel?


4.3 Analyze basic media arts techni
cal concepts e.g., cinematic: by using simple animation

projects
(animaction [graphic stills], flipbook, rotoscope, stopmotion).

What happens when I show these pictures quickly. It looks like it’s moving, doesn’t it?


4.4 Share solutions for solving aesth
etic and technical problems.

How should I stand to take this picture? What does the flash do? Can I zoom in?


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Compare and contrast traditional art and media art works, placing them in discipline, genre,

and
s
tyle categories.

How is this picture different from that one? Or how is the movie different from this
picture? How is a video game like a movie?


5.2 Describe responsibilities in media art productions.

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Who did what when we worked on this project?


5.3 Use

literature and other arts works to inspire innovative media art works.

Maybe you want to make your slide show about a book that we read


5.4 Examine the roles the media arts play in daily life, including economic factors.

Where do we see pictures? Why do
we look at pictures? Why do we look at TV? Do we
have to pay for TV. Is TV free? What are commercials?


5.5 Exhibit their media art works for the community.

Show your slide show at back to school night.




LAUSD MEDIA ARTS STANDARDS

GRADE THREE


Project Ex
ample: Create a three scene „movie“ by taking photos of three drawings.
Create a soundtrack with dialogue and/or sound effects and/or music. In movie software,
or in live enactment, combine the two by switching the pictures as you make the sounds.


ARTISTI
C PERCEPTION

1.1 Identify and describe how an artist has used the media arts elements of interactivity, sound, light,
matter, motion, text, space, and time, separately and/or combined.

How is music combined with the images in this movie? How have you comb
ined your
image and sounds?


1.2 Discuss the expressive qualities of technical devices, such as edits, effects, capture

techniques, and
text styles in media art works.

How are pictures edited in this fast moving scene? How have you edited your movie?


1.3

Describe and analyze the effects of light, contrast and color in the production and viewing of

media
art works.

Why did you use these colors in this scene?


CREATIVE EXPRESSION

2.1 Write a script for a media art work using sequenced actions to relate a
story, mood or idea.

Write the story of your movie.


2.2 Demonstrate beginning skill in the post
-
production manipulation of digital media.

Edit your movie. Choose how long each picture should show.


2.3 Combine two or more mediums in a media art work to c
onvey a story, mood, or idea.

Combine image and sound in your movie.


2.4 Utilize explorative pre
-
production processes, such as brainstorming, visualization,

improvisational
sketches, and concept art.

Draw several sketches to choose from.


HISTORICAL AND
CULTURAL CONTEXT

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3.1 Discuss basic historical evolution of media arts technologies.

Movies used to be on film.


3.2 Compare and contrast media arts productions from various cultures and historical periods.

Let’s look at an older film.


3.3 Create media ar
t based on a cultural myth or ethnic history.

Write your own movie story based on this myth.


3.4 Investigate media art work reflecting their environment, culture or history.

Bring an old photo of your family from home.


3.5 Consider the audiences of vario
us media arts forms and genres.

Who looks at movies like this? Who might look at your movie?


AESTHETIC VALUING

4.1 Determine weaknesses in their own media art works and strategies for improving them.

Is there something you might want to change about your

movie?


4.2 Develop appropriate criteria and rubrics to evaluate the effectiveness of works of media art.

How should we grade this movie? What should we look for to grade it?


4.3 Identify the uses of particular elements and principles to effectively conv
ey ideas and moods

in
media art works.

How does this movie make you feel happy?


4.4 Explain the meanings in various media art works.

What is this movie about?


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Work cooperatively with others to solve aestheti
c, technical and logistical issues in producing
media
art works.

Make the movie in groups.


5.2 Create media art works about current events and issues of importance to them.

Write a short movie script about something that happened to you. What pictures wo
uld
you add?


5.3
Describe how works of media art can affect people’s lives.

How much time is your TV on at home? How do people watch it? Are people on
computers too?


5.4 Combine traditional and media arts in products and presentations.

Draw the pictures
that will be in your movie.




LAUSD MEDIA ARTS STANDARDS

GRADE FOUR

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Example Project:
Work in a group to create a short story puppet show for video.


ARTISTIC PERCEPTION

1.1 Identify and describe the sequencing of combined elements to express emotions, i
deas or

stories
in media art works.

In looking at this movie, how does it make you feel things are silly?


1.2 Observe and describe the use of principles for design dynamics, such as balance, contrast,

texture,
rhythm and repetition in a variety of media

art works.

How do you want to place this character in the scene? If you put it here, what does it do
to the picture? And maybe the music will help to make it seem funny.




1.3 Identify how the spatial and temporal construction of media art works achieves

artistic

objectives.


How long do you want this scene to be?


1.4 Describe how media arts tools and processes capture and transform experiences and nature.

What does it do to the picture when I put the camera low? How does that make the
audience feel?


CREATIVE EXPRESSION

2.1 Express unique points of view and innovative methods in media art works.

This is your puppet show. What do you want to say? Try some different camera
positions. How could you decorate the scene to make it more _____?


2.2 Elicit em
otional responses in the audience through the use of tone, texture, color, sarcasm,

etc, in
media art works.

How are you going to make this a really silly movie?


2.3 Use sequencing and pacing in temporal media art works to effect meaning.

It seems to mo
ve a little slow here.


2.4 Make stylistically appropriate design decisions, such as text attributes, for media arts projects.

Think about how to make people know this is funny. Should you use dark colors here?


HISTORICAL AND CULTURAL CONTEXT

3.1 View a
nd discuss media art works that relate the perspectives of different ethnic groups

in

California.

This is a puppet show by Asians that live in Los Angeles.


3.2 Explain or reenact events in California history in media art works.

You can make your puppet
show about what we’re learning in our history lesson.


3.3 Create a work of media art that reflects the student‘s own culture or environment.

You can make a puppet show about your family or culture, or something that happened
to you.


3.4 Identify feature
s of media art works that locate them in a time, place or culture.

How do we know that this is a different culture? How is it different from what is on this
channel or at this web site?

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3.5 Produce media art works for and with distant partners and audienc
es.

Let’s put our puppet shows on the internet.


AESTHETIC VALUING

4.1 Develop criteria for evaluating the effective use of specific elements, principles and processes

in media art works.

How do we know if we’ve made a great movie?


4.2 Evaluate individu
al and group responses to various styles, messages and mediums of media

art
works.

Well, some people might see this differently. Does everyone think the same thing when
they see this?


4.3 Determine the messages and intentions of media arts works.

Why did

the artist make it this way?


4.4 Independently identify aesthetic and technical problems in media art works.

You need to decide what to change to make this work better.


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Determine the target audiences for pro
fessional and student produced media art works.

What kind of people has this commercial been made for?


5.2 Develop technical agility in adapting to and utilizing a variety of media arts tools, processes,

and
resources.

Did you check the cable? Try turn
ing it off and on, etc.


5.3 Document traditional art productions.

Record your puppet show.


5.4 Discuss economic and ethical factors in creating and viewing media arts productions.

What commercials do we want to make to go with our puppet show? Why do we

need
commercials?


5.5 Create interdisciplinary media art works.

The puppet show can combine theatre, history, art, etc.




LAUSD MEDIA ARTS STANDARDS

GRADE FIVE


Example Project:
Illustrate a short poem using video and sound. Edit it in a computer
movie
production program.


ARTISTIC PERCEPTION

1.1 Identify and describe the elements and principles emphasized in a variety of media art works.

Looking at our video poems, let’s talk about what elements stand out in each.

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1.2 Examine and practice refined mo
dulation, inflection and processing (e.g., aural, physical,

visual)
for specific effect in media art works.

This is nice how you made the focus blurry right here on that phrase….


1.3 Identify and describe technical and aesthetic devices media artists use

to emphasize, persuade
and
convey meaning.

Did you notice how the beat kicked in right there, making it stronger?


CREATIVE EXPRESSION

2.1 Express their personal insights, opinions and experiences through media art works.

Express your poem in video and
sound.


2.2 Consider spatial relationships and placement dynamics in composing media art works.

How do you want the word to appear? Maybe it should be behind the cloud?


2.3 Emphasize time, temporal elements or specific moments in media art works.

Do you
want this poem to have a beat? How about off
-
beat or just long and simple?


2.4 Invent and test alternative techniques and methods in media arts productions.

Try putting the word here or there.


HISTORICAL AND CULTURAL CONTEXT

3.1 Create media art works a
bout familial and/or cultural traditions, stories and celebrations.

The poem can express your culture, where you are from, your language, traditions.


3.2 Analyze media arts styles, trends and contexts in current and past media art works.

Let’s look at how

some of these artists showed their poems.


3.3 Discuss how media arts tools and formats influence productions and their meaning.

How does it look if we see it on youtube, as opposed to a theater?


3.4 Consider presentation contexts in designing and produc
ing media art works.

Should we design this to go on youtube, or to be projected in a theater?


AESTHETIC VALUING

4.1 Develop specific criteria for analyzing and assessing effective communication in works of

media
art.

How can we tell if this is a well ma
de video poem?


4.2 Use media arts vocabularies to explain and support production and viewing preferences in

media
art works.

Tell me why you like this kind of video poem.


4.3 Determine the intent of the artist in a variety of media art works.

What was t
he artist trying to say in this video poem?


4.4 Identify the relationship of form and content in media art works.

How is the video poem different from a commercial or movie?


CONNECTIONS, RELATIONSHIPS, APPLICATIONS

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5.1 Discuss issues of authorship, owne
rship, dissemination and copyright in media art production.

Can we use other people’s images or music?


5.2 Create collaboratively, in varying roles (e.g. director, performer, designer).


Work in pairs to produce this.


5.3 Research and report on economic

and legal aspects of media arts productions.

Can we sell our video poems?


5.4 Establish criteria to use in selecting works of media art for a specific type of exhibition.

How will we decide who’s to show at the _______?




















LAUSD CONTEXT &

DEVELOPMENTAL PROCESS

FOR MEDIA ARTS



CURRENT CONDITIONS



170 Secondary, full and part
-
time teachers (Visual Arts, English, Technology, CTE, ROP)



Approximately 25,000 students served annually.



Current UC/CSU “F” Courses in visual arts: Digital Imaging, F
ilmmaking, Animation



50/170 secondary teachers are out of credential compliance, affecting “F” status of approx. 8,000
students annually



Wide variables in instructional focus, quality, programmatic integrity and sustainability

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Elementary instruction exists

but is largely unmeasured and independent, e.g. classroom videos,
graphics production, multimedia, etc.



Professional development resources are minimal, private, expensive



Instructional resources are minimal (no recommended textbooks,

no set curriculum)



ACCESS GOALS



ELEMENTARY SCHOOL: 1/5th of all elementary students will have experienced an integrated
standards
-
based project in the media arts by the completion of 5th grade, by 2015.



MIDDLE SCHOOL: 1/5th of all middle school students will be enrolled in
or have completed 1
semester of media arts courses by 2015. (6,000 students)



HIGH SCHOOL: 1/5th of all high school students enrolled in arts classes will have completed 2
semesters of “F” requirement courses in media arts by 2015. (34,000 students)


DISTRI
CT INSTRUCTIONAL OBJECTIVES

2007
-
2009



District media arts standards drafted and reviewed



District media arts secondary course matrix drafted



Media arts local and national community initiated



Demonstration Media Arts Classroom (DMAC) Program established

20
09
-
2010



District media arts standards completed and approved by LAUSD administration.



5 media arts (dual visual arts) District and “F” course descriptions completed



Examine feasibility of media arts at elementary level



Demonstration Media Arts Classroom (
DMAC) Program transitioned to independent status



Complete feasibility/proposed “program partnership” plan with CTE



District scale
-
up & implementation plan drafted (stages, research and development, pilots,

partnerships, instructional development, etc)

201
0
-
2011



35 media arts (dual visual arts) and “F” requirement District secondary courses instituted



Media arts integrated into LAUSD Arts Instructional Guide



30 Media arts elementary core instructional integration lessons developed



5 elementary media arts pi
lot programs instituted



District scale
-
up & implementation plan deployed

2011
-
2012



Media Arts Elementary and Secondary Instructional Guide completed

2014



19 Media arts courses approved as stand alone “Media Arts” with “F” status, when Media

Arts
Disciplin
e/Standards are added to the State Visual and Performing Arts framework

at the next
standards revision.

MEDIA ARTS COURSE MATRIX


Middle School 100 Level

Exploring Media Arts
-

basic media aesthetics & production in a survey of forms: imaging, sound, etc.


Middle School 200 Level

Introduction to Cinema
-

(Film MS)
-

narrative and sequenced media

Introduction to Imaging Design

-

(Digital Imaging MS)
-

digital 2D graphics

Introduction to Interactive Design



technological interactivity and programming

Introduc
tion to Game Design

-

interactive game design and programming

Introduction to Virtual Design

-

structural, spatial and environmental 3D design

Introduction to Web Design
-

web
-
based media, design and interactivity

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Introduction to Multimedia

-

interdisci
plinary media arts production


High School 300 Level


All courses meet ‘F’ requirement of ‘A
-
G’

Media Arts Ideas



media aesthetics & production in a survey of forms: imaging, sound, interactive, etc.

Cinema Foundations

-

(Filmmaking 1
)

-

aesthetic essen
tials in narrative and sequenced media

Imaging Design Foundations

(Digital Imaging 1)

aesthetic essentials in digital 2D graphics

Sound Foundations
-

aesthetic essentials in digital music and sound arts synthesis and production

Interactive Design Foundati
ons
-

aesthetic essentials in technological interactivity and programming

Game Design Foundations
-

aesthetic essentials in interactive game design and programming

Virtual Design Foundations
-

aesthetic essentials in structural, spatial and environmental 3D d
esign

Web Design Foundations
-

aesthetic essentials in web
-
based media, design and interactivity


High School 400 Level


All courses meet ‘F’ requirement of ‘A
-
G’

Media Evolution
-

history and methods of global media development, transformations and adaptat
ions

Cinema Innovations

(Filmmaking 2)
-

advanced production and analysis in narrative and sequenced media

Animation Innovations

(Cartooning/Animation
)
-

advanced traditional and/or digital animation production

Imaging Design Innovations

(Digital Imaging 2)
-

advanced production and analysis in digital 2D graphics

Sound Innovations

-

advanced production and analysis in digital sound arts synthesis and processing

Virtual Design Innovations

-

advanced aesthetics and analysis in structural and environmental 3D
design

Interactive Design Innovations

-

advanced aesthetics and analysis in technological interactivity and

programming

Game Design Innovations

-

advanced aesthetics and analysis in interactive game design and programming

Web Design Innovations

-

advanced

aesthetics and analysis in web
-
based media, design

and interactivity

Multimedia Innovations

-

advanced aesthetics and analysis in interdisciplinary media arts production

Media and Performance Innovations

-

media arts integrations with performing arts form
s and experiences


High School 500 Level

Media Arts and Culture



cultural aspects of media arts as it influences community and global society

Media Theory

-

Historic and emerging media arts practices, concepts, analysis and trends


Cinema Studio
-

specia
lized

narrative and non
-
narrative video processes, aesthetics and production

Animation Studio

-

specialized

traditional and/or digital animation aesthetics and production

Imaging Design Studio

-

specialized aesthetics and production in image processing and

graphics design

Sound Studio

-

specialized

aesthetics and production in sound arts processing and production

Virtual Design Studio

-

specialized

aesthetics and production in structural and environmental 3D design

Interactive Design Studio

-

specialized ae
sthetics and production in programmed, networked interactivity

Game Design Studio

-

specialized

aesthetics and production in programmed gaming interactivity

Web Design Studio

-

specialized

aesthetics and production in web
-
based media

and interactivity

Mult
imedia Studio

-

specialized

aesthetics and production in integrated media arts


High School 600 Level

Media Arts Problems
-

Independent, Advanced Placement level media arts production and investigation


MEDIA ARTS ADVISORY COMMITTEE


Advisory Committee C
hair

Steven Lavine

President, California Institute of the Arts


Educational Organizations

Raul Aguilar


Principal


Metropolitan High School (DMAC)

Jorge Briseno


Director, ITV


KLCS, LAUSD

Lester Davidson


Principal


Harte Prep Middle School (DMAC)

Ar
malyn De La O

Director, RIMS


The California Arts Project

Onofre Di Stefano

Principal


Bell High School, LAUSD

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David Garcia


Principal



Drew Middle School (DMAC)

Gary Gray


Principal


Sun Valley High School (DMAC)

Linda Johannesen

Co
-
Founder


Royer Studios, Animate Your Learning!

Tessa Jolls


President


Center for Media Literacy

German Cerda


Principal


South Gate High School (DMAC)

Dain Olsen


Media Arts Expert

Arts Education Branch, LAUSD

Ada Snethen Stevens

Pr
incipal


Virgil Middle School (DMAC)

Jose Torres


Principal


Lincoln High School (DMAC)

Dr. Themy Sparangis

Chief Tech Director

Educational Technology, LAUSD

Lonnie Wallace


Principal


Venice High School (DMAC)


Post
-
Secondary Organizations

Glenna Avila


Director, CAP


California Institute of the Arts

Anne Burdick


Chair, Media Design

Art Center College of Design

James
Baker


Director


USC, Integrated Media Systems Center

Michele Jaquis


Coordinator, ACT

OTIS College of Art and Design



Henry Jenkin
s


Professor


USC, Annenberg School

Marlene Morbitt
-
Dunn

Chair, Digital Media

Fashion Institute of Design and Merchandising

Larry Oviatt


Professor, Art Education

Cal State University at Northridge

Dr. Ramesh Srinivasan

Professor


UCLA, Design/Media Ar
ts

Eddo Stearn


Professor


UCLA, Design/Media Arts


Media Arts Industry Organizations

Joyce Campbell


Vice President


KCET, Education and Children’s Programming

Michael Hoy


Senior Executive


Apple, Urban Education Initiatives

John Hughes


President


Rh
ythm and Hues

Jack Podell


Education Solutions

Avid Technology Inc.

David Ross


Partner
-
in
-
Charge

Frederick Fisher and Partners Architects


Arts Organizations

Jeanne Hoel


Ed Program Manager

Museum of Contemporary Art

Lynette Kessler


Director



Dance Ca
mera West

Amy Knoles


Executive Director

The California EAR Unit

Mark Slavkin


Vice President


Music Center, Education


Ex Officio

Dr. Judy Elliott


Chief Academic Officer

LAUSD

Robin Lithgow


Administrative Coordinator /Arts Education Branch

LAUSD